人教版英语八年级下册unit1教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]

任教学科：_____________

任教年级：_____________

任教老师：_____________

xx市实验学校

Unit1 What’s the matter?

1. Knowledge

Words: have, cold, back, arm, ear, eye, foot, hand, head, leg, mouth, neck, nose, tooth, fever, rest, should, headache, ago, so, illness, thirsty, early, problem, way, traditional, believe, weak, angry, medicine, western, everybody, get, few, stay, important, moment, late, until, yesterday, hear Phrases: have a cold, be stressed out, a few, at the moment

Structures: Have for talking about health problems.

Modal: should / shouldn’t

2. Skills

Talk about your health.

Give advice.

3. Learning Strategies

Using what you know.

Inferring content.

II. Background

III. Teaching Time: Six Periods

Period One

Teaching Aims:

1. Learn and master the following words and phrases: matter, have, cold, have a cold, stomachache, sore, back, arm, ear, foot, hand, head, leg, mouth, neck, nose, stomach, tooth, throat

2. Develop the students’ listening ability.

3. Be able to talk about health.

4. Sentence Patterns

What’s the matter? I have a sore throat.

Teaching Difficult Point

The sentence patterns.

Teaching Methods

Listening practice to train the students’ listening ability.

Pairwrok

Teaching Aids

Some pictures.

A tape recorder.

Teaching Procedures

Step I Greetings.

Step II. 1a

Teach the students to study the new words by showing some pictures.

eye, nose, mouth, ear, tooth, face, head, neck, back, stomach, arm, hand, leg, foot

Ask a student to read the list of thirteen names of body parts.

Then let the students look at the picture and write the correct letter for each part of the body. Check the answers.

Answers:

k arm c back g ear i eye m foot a hand l head b leg f mouth e tooth d neck j nose h stomach

Step III 1b

Show some illnesses.

e.g. I have a cold. I have a stomachache. Let several students say some illnesses.

Ask a student to read the names. Nancy, Sarah, David, Ben, Judy

Then play the recording the first time. Students only listen. Play the recording a second time. Students number the names.

Cheek the answers

Answers:

Nancy = 3 Sarah = 1 David = 2 Ben = 5 Judy = 4

Step IV 1c

Ask two students to read the conversation.

A: What’s the matter?

B: I have a sore throat.

Then let the students make conversations in pairs.

After some minutes, ask several pairs to say their conversations.

Explain the language points.

1. What’s the matter? 你怎么啦？

这句话在口语中很常见，当别人遇到什么麻烦，或身体不舒服，你就可以问What’s the matter?意思是你怎么啦？/ 你遇到什么麻烦啦？/ 你哪儿不舒服？还可以在句末用介词with表示对象。

e.g. —What the matter with you? 你怎么啦？

—I can’t find my ticket. 我打不到我的票。

—What’s the matter with your car? 你的车怎么啦？

—I can’t start it. 它发动不了了。

2. “have + a +疾病名”表示“患……（病）。”

have a cold (患)感冒have a stomachache 胃痛have a sore back 背痛have a toothache (患) 牙痛have a sore throat (患)咽喉痛have a fever 发烧，发热have a headache (患)头痛have a backache 背痛

Step V Summary and Homework

Summarize what the students have learnt and give them some homework.

To make conversations in 1c in pairs.

To do some exercises.

Period Two

Teaching Aims

1. Learn and master the following words: toothache, fever, rest, honey, dentist, should, headache, shouldn’t= should

not

2. Develop the students’ listening ability.

3. Be able to give advice.

4. Sentence Patterns

What’s the matter? I have a toothache.

Maybe you should see a dentist. That’s a good idea.

He has a stomachache. He shouldn’t eat anything.

She has a toothache. She should see a dentist.

Teaching Difficult Point

The sentence patterns.

Teaching methods

Listening practice to train the students’ listening ability.

Pairwork

Teaching Aids

A tape recorder.

A projector.

Teaching Procedures.

Step I. Greetings.

Step II. Revision

Ask several pairs of students to say their conversations.

Do some exercises.

写出人体各部分的英语名称。

Step III. 2a

Teach the students to study the new words by a projector.

toothache n. 牙痛fever n. 发烧；发热rest n. 休息honey n. 蜂蜜dentist n. 牙医should v. 应该headache n. 头痛shouldn’t = should not

Ask a student to read the eight items to the class:

fever, sore throat, stomachache, toothache, lie down and rest, hot tea with honey, see a dentist, drink lots of water

Then play the recording the first time. Students only listen.

Play the recording a second time. Students match the problems with the advice.

Check the answers.

Step IV 2b

Ask the students to look at the pictures. Ask, what can you see in the pictures?

Then play the recording again. Ask the students to fill in the blanks

Check the answers

Step V 2c

Ask two students to read the conversation.

A: What’s the matter?

B: I have a toothache.

A: Maybe you should see a dentist.

B: That’s a good idea.

Then let the students make conversations in pairs.

After some minutes, ask several pairs to say their conver sations.

Explain the language point.

Maybe you should see a dentist.

Step VI Grammar Focus

Ask the students to read the sentences.

I have a headache. You should go to bed.

He has a stomachache. He shouldn’t eat anything.

She has a toothache. She should see a dentist.

Then let the students make similar sentences.

Step VII. Summary and Homework

Summarize what the students have learnt and give them some homework.

To remember the grammar focus.

Period Three

Teaching Aims:

1. Learn and master the following words: ago, so, illness, advice

2. Sentence Patterns

What’s the matter? I’m not feeling well. I have a cold.

When did it start? About two days ago.

Oh, that’s too bad. You should get some rest.

Yes, I think so. I hope you feel better soon.

3. Review how to talk about health and give advice.

Teaching Difficult Point

The sentence patterns.

Teaching Methods

Pairwork.

Groupwork.

Teaching Aid

A projector.

Teaching Procedures

Step I. Greetings.

Step II. Revision

Step IV 3b

Ask the students to read the conversations in 3a in pairs.

After some minutes, ask several pairs to say the conversations.

Then let the students look at the picture. Ask, what’s the mater with the people in the picture? (He has a toothache. She has a sore back. He has a sore throat. She has a stomachache.) After some minutes, ask several pairs to say their conversations.

Step V 4

Read the conversation to the class.

A: What’s the matter? Do you have a sore throat?

B: No, I don’t.

C: Do you have a headache?

B: Yes, I do.

D: You should lie down and rest.

Read the instructions and demonstrate what a “mime” is.

e.g. Hold your tooth as if you have a toothache. Say, I’m miming a toothache.

Ask a student to the classroom of the from and mime an illness. Let the rest of the class guess what the illness is.

Give several students an opportunity to come to the front and mime an illness.

Step VI Summary and Homework

Summarize what the students have learnt and give them some homework.

To make conversations in 3a in pairs.

Period Four

Teaching Aims:

1. Learn and master the following words:

thirsty, early, problem

2. Sentence Patterns

What’s the matter with Gina? She’s tired. She should go to bed early.

She shouldn’t go to the party.

3. Review how to talk about health and give advice.

Teaching Difficult Point.

The Sentence Patterns.

Teaching Methods.

Listening practice to train the students’ listening ability

Pairwork

Teaching Procedures

Step I Greetings.

Step II Revision.

Step III 1a

Ask the students the four new words and look at the picture.

Ask. What are they doing?

Let some students answer the questions, then read it.

Then let students fill in the blanks.

Check the answers.

Step IV 1b

Let students read the four sentences then read each one again and ask students to repeat the sentences. Listen to the tape.

Then let students match each picture

With one piece of advice. Write the letter of the picture in front of the sentence that gives advice. Correct the answers.

Step V 2a

Let students look at the chart. Then ask the students listen to the four conversations. Write the problems in the blanks after each person’s name.

Correct the answers.

Answers

Gina: tired Julie: thirsty

Tony: stressed out Alan: hungry

Step VI 2b

Let students listen to the four conversations again. Then write what each person should and shouldn’t do for their problems.

Answers.

Step VII 2c

First let two students to read the conversation.

A: What’s the matter with Gina?

B: She’s tired.

A: Well, she should go to bed.

She shouldn’t go to the party.

Let students use the information in Activity 2a to make conversations. Then ask some pairs to perform their conversaions for the class.

Step VIII Summary and Homework.

Summarize what the students have learnt and give them some homework.

To make conversations in 2c in pairs.

Period Five

Teaching Aims:

Learn and master the following words and phrases way, traditional, believe, weak, angry, medicine, western, everybody, get, few, stay, important

Sentence patterns

①Traditional Chinese doctors believe we need a balance of yin and yang to be healthy.

②Eating Dangshen and Huangqi herbs is also good for this .

③It’s easy to have a healthy lifestyle.

④People who are too stressed out and angry may have too much yang.

Teaching Difficult Point.

The sentence patterns.

Teaching Methods.

Reading practice to train the students’reading ability. Writing practice to train the students’writing ability.

Teaching Aid

A projector.

Teaching procedures.

Step I Greeting

Step II New words

Teach the students to study the new words by a projector

way n. 方法，方式traditional adj. 传统的，惯例的believe v. 相信，认为weak adj. 虚弱的

angry adj. 愤怒的，生气的medicine n. 药western adj. 西方的everybody 每人pron get v. 变得

few adj. 很少的，几乎没有的stay v. 保持important adj. 重要的

Step III 3a

Read the article. Then Explain the language points.

1. Traditional Chinese doctors believe we need a balance of … Chinese doctors believe that they should eat …

在这两个句子中，believe后跟的都是宾语从句，都由that引导，that可以省略。

e.g. I believe (that) she will be back soon. 我相信她很快会回来的。

People who are too stressed out and angry may have too much yang.

too much与much too的区别

都表示“太多”。但too much+不可数名词，much too +形容词（或副词）

e.g. There is too much ice and snow in Harbin in winter. 冬季在哈尔滨有太多的冰和雪。

He is much too fat. He shouldn’t eat to much meat. 他太胖了，他不应该吃太多的肉。

3. Eating Dangshen and Huangqi herbs is also good for this.

Eating Dangshen and Huangqi herbs为动名词短语作主语。动名词短语做主语，谓语动词用单数。

Watching TV is bad for your eyes. 看电视对眼睛有害。

Smoking is bad for your health. 吸烟对健康有害。

4.这个句子中出现了两个代词it，都是用作形式主语，真正的主语分别是的面的不定式短语to stay healthy和to eat a balanced diet，使用这种用法是为了避免不定式短语作主语时出现的头重脚轻现象。

e.g. It’s very difficult o learn English well. 把英语学好很难。

It’s easy to finish the work on time. 按时完成这项工作很容易。

Let two students read the article again.

Step IV 3b

Ask a student to read the article.

Are you tired?

Everybody gets tired sometimes. When you are tired, you shouldn’t ____. You should ____ for a few nights and you should _____ to stay healthy. You should also eat _____ and other healthy foods. You shouldn’t ____ when you are tired.

Then let the students fill in the blanks.

Step V

Let the students write a short article about “What you should and shouldn’t do when you have a cold ”.

After some minutes ask several students to read their writings.

Step VI Groupwork Who is Dr. know?

Ask students to read the problems.

I have a toothache. I’m stressed out. I can’t sleep. I’m hungry. I have a sore back. I have a cold headache. I have a sore throat. I’m tried, I have a let them work in groups of four. Each group chooses a problem from the list. Then ask the other students for advice. Write down the best advice and write the names of the students.

After some minutes, ask several groups to say their answers.

Step VII Summary and Homework.

Summarize what the students have learnt and give them some homework.

To read the article in 3a correctly.

Period Six

Teaching Aims

1. Learn and master the following words and phrase

moment, at the moment, late, until (till), yesterday, hear

2. Be able to fill in the blanks using the words help

give, get, need, believe, stay

3. Be able to make sentences with the words.

Teaching Difficult Point

Make sentences with the words.

Teaching method

Teaching Aid

A projector

Teaching Procedures

Step I Greetings

Step II Revision

Ask a student to read the article

Step III 1

Ask several students to read the words

give, get, need, believe, stay

Then ask the students to make their own sentences with the words preferable sentences that are meaningful.

Move around the room. Collect a few students?

Answers with mistakes on the blackboard.

Step IV 2

Ask the students to read the letter. Them ask to write down their advice. Then ask some of them to read their advice.

Explain the language Points.

1. I’m not feeling very well at the moment.

at the moment 此时，现在

at the moment = now=right now 现在

right now也有“立刻，马上”之意

right now = at once =in a moment =in a minute=right away=immediately=very soon

Step V Just for Fun!

Ask students to read the cartoon.

—What’s the matter, Jay?

—I’m stressed out.

Then explain it. Icy is stressed out because of the, sun. Then the man puts Icy into the fridge. Icy isn’t stressed out now.

Step VI Summary and Homework.

Summarize what the students have learnt and give them some homework.

To review what they have learnt in this unit.

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