Unit 1 What's the matter？全单元教案
Unit 1 What is the matter?Period 1 Section A (1a-2d)一、教学目标：1. 语言知识目标1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach,throat, fever, lie,lie down, rest, cough, toothache, headache, break, hurt, enough water, takebreaks away from, all weekend, take one’s temperature, in the same way,go to a doctor, see a dentist, get an X-ray, cut oneself.2) 能熟悉以下句型：What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…”2. 情感态度价值观目标：教会学生关心他人，培养同学间团结、友善的精神。
二、教学重难点1. 教学重点：掌握相关的单词和词组，并能够灵活运用。
会使用以下句型：“What’s the matter with…?”“What should I/ you/ he/ she/they…do?”“I/ you/ he/ she/they should do…”2. 教学难点：学生对听力材料中新句型、新词组的理解。
三、教学过程Step1 Greet the whole class as usual.T: What’s the date today?/ What day is it today?/ How’s the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like exercising?/ How often do you exercise?/ That’s great! To do exercise can keep us healthy, but if we don’t pay attention to our health, there will be something wrong with our body. Now , look at these people.Learn some new words.Step2 引入一般过去时，对上学期所学知识进行复习。
Step3 Learn 1a on page 1. Look at the picture. Write the correct letter.arm, back, ear, eye, foot…Step4 1b Listen and look at the picture, then number the names on page 1.Nancy Sarah David…Step5 Practice the conversations.What’s the matter with…? She talked too much yesterday.知识点归纳：当某人心情沮丧，闷闷不乐，身体不舒服或是遇到麻烦事时，可以用下列问句：What’s the matter? What’s wrong with sb/sth?某人/某物怎么了？（sb:哪儿不舒服/出什么事了/为何不高兴？sth:某物出了毛病或故障）可以用下列问句：What’s the matter with you?/ What’s the trou ble with you?/ What’s your trouble?/ What’s wrong with you? /Is there anything wrong with you?Step 6 Listen and number the pictures on page 2.Step 7 Listen again and then match.知识点归纳：You should drink some hot tea with honey.(1) with 做介词，意为“有，带有”表示某物带有或具有某种特征。
介词短语with honey做hot tea 的后置定语。
例：a tall girl with long curly hair.（2）with还有“和某人某物在一起”，表示伴随。
例：I like to talk with my friends.with还有“用……”表示使用“某种工具、手段等”例：Cut it with a knife/wirte with a pen/with the help of……或with one’s helpwith还有“关于……对于……”表示“关系和适应范围” 例：be angry withStep 8 Role-play the conversation.先带领学生学习书中对话部分所出现的语法知识，新的词组以及新的句型。
并要求学生熟读本部分课文。
Step9 Homework教学反思：Period 2 (3a-Grammar focus)一、教学目标：1. 语言知识目标：1) 单词以及短语: passenger, get off, on to, to one’s surprise, trouble, hit,right away, get into, herself, see sb doing sth, thanks to, save a life, think about, in time, waitfor, take …to…, tell …to do …2）巩固一般过去时，熟练使用动词的过去式。
2. 能力目标：运用推理判断法解阅读理解题3.情感目标：培养学生主动救助处于危险中的人的精神，在紧急关头，有勇气做出正确的决定。
二、教学重难点1. 教学重点：一般过去时的复习；2. 教学难点：在阅读材料中，准确地提取所需信息。
三、教学过程Step1 Learn some new words and review the words that we learned yesterday. Step2复习一般过去时态，并带领学生复习常见动词的过去式。
see run get say know stop save ….Step3 先让学生自己阅读教材3页的文章，并找同学说出本篇文章的大概内容。
Step4 在学生熟读课文后，带领学生一起分析文章中出现的短语、语法点以及句型。
see sb doing sth, get off, without doing sth, in time, think about, thanks to, wait for, agree to…本篇文章内容是当今社会议论广泛的话题，即在路上遇到有人摔倒要不要过去帮忙，要正确引导学生。
Step5Read the passage again and check the things that happened in the story on page 3.知识点归纳：用have来回答健康问题（1）have a cold 中have意为“患、得（病）”（2）have意为“拥有”之意时，无进行时。
（3）have做“进行、举行”解，表示“举行某一活动”例：We will have a big party on New Year’s Day.（4）have做“吃、喝”解，可指吃三餐饭或具体食物。
例：I have tomatoes for lunch. （5）have做“上……课”解，例：How many classes do you have on weekdays Step6 3c Discuss the questions with a partner on page 3.Step7带领学生分析每一句的话的含义。
Work in groups and discuss how to keep ourselves healthy.Step8 Grammar focus. 本部分内容要求学生记忆，并能熟练运用。
Step 9总结本节课所学内容。
Step10 Homework.教学反思：Period 3 (4a-Section B 1d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词以及词组：fall down, get some rest, cut one’s knee, hurtone’s back, feel sick…2）能掌握含有should的用法。
2. 能力目标：提高学生的听的能力以及口语交际能力。
3.情感目标：引导学生正确面对生活中遇到的困难，爱惜身体，坚持锻炼。
二、教学重难点1.教学重点：Should的用法2.教学难点：教材中出现的词组的掌握以及对听力材料的理解。
三、教学过程Step1 Learn some new words and phrases on page 4.Step2 4a.Fill in the blanks and practice the conversations on page 4.There are four conversations in this part.Step3 Circle the best advice for these health problems on page 4.. She should…; They shouldn’t…;知识点归纳：在英语中，表示“疼痛”或“不舒服”常用的有ache, sore, pain, hurt等。
其用法总结如下：（1）“主语+have/has +病症”例：Joe has a bad cold. /Joe has a high cold（2）“主语+have/has +a+sore+发病部位”例：Joe has a sore throat /bake. X K b1 .C o m（3）“主语+have/has +a+部位ache”例：Joe has a toothache/stomachache/backache/headache.（4）“部位+hurt(s)”表达某一具体位置的疼痛hurt是动词，意为“疼，痛”其过去式仍为hurt例：Joe has a toothache/stomachache/backache/headache.（5）“ (there is)something wrong with+one’s+部位”例：I can’t see anything.I think there must be something wrong with my eyes. Advice的用法：(1)advice “建议、忠告、劝告”不可数【u】a piece of advice 一条建议ask sb foradvice 征求某人的建议give sb some advice 给某人一些建议take o ne’s advice 接受某人的建议Can you give a piece of advice?/He often gives us some good advice./You should take his advice.(2)advise “建议、劝告”为动词,advise sb of sth 把某事通知某人/I advise you to leave now.Step4 Conversation practice on page 4.A: What’s the matter? Did you hurt yourself playing soccer?B：No, I didn’t.A: Did you fall down?B: Yes, I did.…知识点归纳：should为情态动词，意为“应该”，否定式为shouldn’t，表示建议，要求。
Unit 1 What's the matter_教案
Unit 1What's the matter?类别课程标准要求掌握的工程话题Health and first aid重点单词Section A1.matter n.问题；事情2.stomachache n.胃痛；腹痛3.foot n.脚；足4.neck n.颈；脖子5.stomach n.胃；腹部6.throat n.咽喉；喉咙7.fever n.发烧8.lie v.(lay)躺；平躺9.rest v.& n.放松；休息10.cough n.& v.咳嗽11.X射线；X光12.toothache n.牙痛13.headache n.头痛14.break n.间歇；休息15.hurt v.(hurt)(使)疼痛；受伤16.passenger n.乘客；旅客17.off adv.& prep.离开(某处)；不工作；从……去掉18.onto prep.向；朝19.trouble n.问题；苦恼20.hit v.(用手或器具)击；打21.herself pron.(she的反身代词)她自己Section B22.sick adj.生病的；有病的23.knee n.膝；膝盖24.ourselves pron.(we的反身代词)我们自己25.climber n.登山者；攀登者26.risk n.& v.危险；风险；冒险27.situation n.情况；状况28.kilo n.千克；公斤29.rock n.岩石30.knife n.(pl.knives)刀31.blood n.血32.mean v.(meant)意思是；打算；意欲33.importance n.重要性；重要34.decision n.决定；抉择35.control n.& v.限制；约束；管理36.spirit n.勇气；意志37.death n.死；死亡38.nurse n.护士重点短语1.have a stomachache 胃痛2.have a cold 感冒3.lie down 躺下4.take one's temperature 量体温5.have a fever 发烧了6.go to a doctor 去看医生7.get off 下车8.to one's surprise 使……惊讶的是；出乎……的意料9.agree to(do sth.)同意做某事10.get into trouble 遇到麻烦11.run out (of)用尽；耗尽12.fall down 跌倒；掉下来13.be used to 习惯于……；适应于……14.feel sick 感到不舒服15.take a break 休息一下16.take risks(take a risk)冒险17.cut off 切除18.get out of 从……出来；离开19.be in control of 掌管；管理20.make a decision 做决定21.give up 放弃重点句型1.—What's the matter？你怎么了？—I have a stomachache.我胃痛。
Unit1-What's-the-matter教案
Unit 1 What’s the matter?1. Ability ObjectsEnable students to talk about health problems and give advice with the language points.2. Moral Objects(1)Improve the cooperative spirit through pair work and role playing.(2)Students care more about themselves and their family members’ health.Teaching Key Points1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice.2. Learn to talk about health problems by using “What’s the matter? I have a…” and give advice by using “should”.Teaching Difficult Points1. Learn to talk about health problems by using “What’s the matter? I have a…”.2. Learn to give appropriate advice to the certain health problems.Teaching MethodsTask-based language teaching method, the cooperative learning method, and multimedia-assisted teaching and learning method.Teaching AidsThe picture about illness; PPT.Teaching ProceduresStep 1 Warming-up (about 3 minutes)Sing the English song If you’re happy.Step 2 Presentation (about 6 minutes)T: This is really a beautiful song. What can you do if you are happy?Ss: Clap our hands and stamp our feet.T: Yes. Hands and feet are parts of our body; do you know other parts of our body in English?Ss: Eye, head…T: You’re great. Today, let’s learn the names of thee body parts.The teacher touches the parts of the body one by one and says them. While teaching each one, let students touch or show it.Present a picture of Pan Changjiang on the screen. Let students say each part of the body.Play the game: Touch the parts of your body. Let the whole class touch the parts of their body when teacher say: Touch your…Ask six students to come to the front and do as the teacher tells them: Touchyour…If one does wrong, let him or her go back, the last one who’s in the front is the winner.Step 3 Presentation and Practice (about 8 minutes)The teacher mimes having a stomachache with an action of touching his stomach, and asks, “What’s the matter?”(Write it on the blackboard), then says, “I’m not feeling well, I have a stomachache.”(Students repeat with teacher.)Then show some pictures on the screen and ask students to practice.Have students look at the picture and ask: What can we say to him?Ss: What’s the matter?T: Yes. And what should the boy say?Ss: I have a stomachache.Let students repeat with other pictures about other illness.Ask some students to use gestures to show the illness, and have others to guess.Make a model dialogue. (S1 does an action to express an illness.)T: What’s the matter?Ss: He/ She has a headache.Let students practice other illness.A: What’s the matter?B: He/ She has a headache/ toothache/ a sore back/ a sore throat/ a cold and a cough.Show other pictures, and ask students to talk about health problems of the persons in the pictures in pairs.Step 4 Consolidation (about 5 minutes)Teacher pretends to cough and asks:T: What’s the matter with me?Ss: Do you have a cough/ a sore throat?T: Yes, I have a sore throat. Can you give me some advice? What should I do?Ss: You should drink hot tea with honey/ shouldn’t talk too much/ go to a doctor…(Students can give different advice as they like)Show different pictures to students, have them practice in pairs.S1: What’s the matter with him/ her?S2: Yes, he/ she has a/ an toothache/ fever/ headache…(Teach the new words)What should he/ she do? S2: He/ She should go to see a dentist/ lie down and rest/ drink a lot of water./ see a doctor… He/ She shouldn’t drink cold water/ play basketball…Work in groups, and have students role-play between a doctor and a patient. Ask them to talk about the health problems and give advice in groups.Step 6. Summary (about 3 minutes)Ask students to sum up the parts of a body and the names of illness. If there is enough time, ask Ss to do the exercises on workbook page 10,11.Period 21. Ability ObjectsEnable students to talk about health problems and give advice with the language points.2. Moral Objects(1)Improve the cooperative spirit through pair work and role playing.(2)Students care more about themselves and their family members’ health.Teaching Key Points1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice.2. Learn to talk about health problems by using “What’s the matter? I have a…” and give advice by using “should”.Teaching Difficult Points1. Learn to talk about health problems by using “What’s the matter? I have a…”.2. Learn to give appropriate advice to the certain health problems.Teaching MethodsTask-based language teaching method, the cooperative learning method, and multimedia-assisted teaching and learning method.Teaching AidsThe picture about illness; PPT.Teaching ProceduresStep 1 Warming-up. (5’)Greet the class as usual, then have students play guessing game.T: (Ask one student to choose a card of illness and do an action, then asks) What’s the matter with him/her?The other students guess according to the actioin.T: What’s the matter with him/ her?S2: Did you have a toothache?S1: No, I didn’t.S3: Did you have a headache?S1: Yes, I did.Show a picture of the body. Ask students to say each part of the body.T: (Touches his own head and says) I have a headache, then write “headache” next to the head. Then point to the teeth and asks: What’s the matter with his teeth? Help students to answer: Oh, His tooth has a hole. He has a toothache. Then have students to finish Self Check 1 alone.Check the answers and have them say more health problems.Step 2 Grammar Focus (about 7 minutes)Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.T: (Show a picture of the boy that has a sore back, and say to the class) This is Mark. He hurt himself playing soccer. Now make a conversation to talk about his problem and give him some advice. (Practice using should/ shouldn’t)A: What’s the matter with Mark?B: He has a sore back.A: Does he have a fever?B: No, he doesn’t.A: What should he do?B: He should lie down and rest./ He shouldn’t exercise, etc.Show some pictures about other health problems and ask students to work with their partners.Have two pairs talk about different problems in class.Step 3 .Practice (about 7 minutes)Work in groups. Have students do a survey in groups about their health problems, then discuss in groups and give some right advice and make a conversation.Ask each group to report their conversations.Step 5. Summary (about 3 minutes)Help students to sum up how to give advice by using “should” and “shouldn’t”, then ask them to give the right advice about different problems.Homework1. Finish the exercises on workbook page 19-21.2. Dictate the words of Unit 1.。
人教版八年级英语下册《Unit 1 Unit 1 What’s the matter？》教案.doc
《Unit 1 Unit 1 What’s the matter？》教案教学目标：1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。
2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题。
3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。
通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。
Section A 1 (1a – 2d)Step 1 Warming up and new words1.Look at a picture and learn the parts of the body.2.New words and phrases.Step 2 Presentation1a Look at the picture. Write the correct letter [a-m] for each part of the body.___arm ___ back ___ ear ___ eye ___ foot___hand ___ head ___ leg ___ mouth___ neck ___nose ___ stomach ___ toothStep 3 Listening1b Listen and look at the picture. Then number the names 1-5Listen to the conversations again and fill in the blanks.Conversation 1Nurse: What’s the matter, Sarah?Girl: I ___________.Conversation 2Nurse: What’s the matter, David?Boy: I _________________.Conversation 3Nurse: What’s the matter, Ben?Boy: I _________________.Conversation 4Nurse: What’s the matter, Nancy?Girl: I _________________.Conversation 5Betty: What’s the matter, Judy?Ann: She __________________.Step 4 Speaking1c Look at the pictures. What are the students’ problems? Make conversati ons.ExamplesA: What’s the matter with Judy?B: She talked too much yesterday and didn’t drink enough water.She has a very sore throat now.A: What’s the matter with Sarah?B: She didn’t take care of herself on the weekend. She was p laying withher friends at the park yesterday. Then it got windy, but she didn’t puton her jacket. Now she has a cold.Step 5 Guessing gamesGuess what has happened to the students by using the important sentenc es. Step 6 Listening2a Listen and number the pictures [1-5] in the order you hear them.2b Listen again. Match the problems with the advice.Step 7 Speaking2c Make conversations using the information in 2a and 2bA: What’s the matter?B: My head feels very hot.A: Maybe you have a fever.B: What should I do?A: You should take your temperature.Step 8 Role–playImagine you are the school doctor. A few students have health problems.Role-play a conversation between the doctor and the students.2d Role –play the conversationStep 9 Language points and summary1. What’s the matter?这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是“怎么了?”其后通常与介词with连用。
unit 1 What's the matter 全单元教案
Unit 1 What’s the matter?Period 1 Section A (1a-2c)Before class: Listen to an English song.Step 1 Warming-up and check what students have learned before class.1. Greet.T: This song is about our bodies. This class , we’ll talk about something about our bodies—unit 1 together, go. Unit 1 What’s the matter?2. We have learned the words before class.Present a picture of a girl . Look at the girl. How many...Now, all the No. 3 and No. 4 stand up ,say the words one by one .You can get two marks for each word.4. Work on Section A 1a students say one by one.Look at 1a. Before class, have you finished1a? Let’s say the answers like this.T：Good job. You are very careful.Step 2 Presentation .1. Just now , we know the words about our bodies . But sometimes our body may get ill. Howdo we ask and answer about illness?Let’s watch a video. Follow it and do some actions.From the video. We know we can ask “what’s the matter with you?”and you can answer “I have a ...”.2.T: We also know some illnesses. Here are the new words about the illnesses. Let’s learn ingroup.A．Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When you read ,please do some actions like me.Let me see which group read best and act best.B. Study in groups.C. Find the rules.D. Group report. Stop studying, look at these words , what can you find?You are good at thinking.Step 3 Guessing game:Have you remember the words? Let’s play a guessing game. No 6 come here.quickly. You each act an action. (边说边发纸条)Each group have chances toguess the illness. The others answer like this: “He /She has a...”Step 4 Work on 1b.1. T: Now, you know some illnesses . Look at the picture .These students ger ill. Show thepictures one by one and ask.What are their names? Let’s do 1b.How do we do it? For example, we’ll hear Sarah has a cold, and No 1 has a cold , so write 1 behind Sarah. What about 2, 3, 4 and 5? When you hear the illnesses , write their numbers behind the names.2. Listen.3. Check the answers.Step 5 Group work.1. T: Why do they get ill? Look at the chart, match the reasons with the illnesses.2. Check the answers.3. Demonstrate .Look at the chart. Let’s talk about their illnesses in pairs. Here is the example.Boys ask , girls answer.4. Look at the chart and make more similar conversations.When you talk , please talk loudly, correctly and politely, please do some actions and use the nice intonations.5. Let students show their conversations.Step 6 Work on 2a and 2b.1. T: David has a stomachache, what should he do?Show the pictures ,ask and answer. 板书What should …do? …should….T: Your advice is very useful. Let’s learn more advice from 2a and 2b.2. Listen, finish 2a. What’s the matter with the people? What advice do they get?3. First , guess the answers to 2b. Then listen and check the answers.OK, you have good listening skills.Step 7 Group work.The advice for illness is very useful . It can help us take good care of ourselves and others.T: If some students are ill, will you give some advice and help them? let’s act andmake conversations. Let me see who is the kind person? How do we talk?Look at the example.2. Show the example.When you talk , please talk loudly, correctly and politely, please do some actions and use the nice intonations.3. Students work.4. Let students show their conversations.Step 8 Summarize and homework:1. Summarize.I hope everyone is healthy and happy. This class, the winner is _________.Period 2 Section A 2d,GrammarKnowledge aims:1. The students will be able to learn the words and phrases: take breaks, hurt,2.Summarize the grammar and practice them.3. Target Language:①What’s the matter with Ben? –He hurt himself./ He has a sore back.②-Do you have a fever? -Yes, I do./ No, I don’t.③-Does he have a toothache? -Yes, he does.④You shouldn’t eat so much next time.⑤What should she do?⑥She should take her temperature.⑦-Should I put some medicine on it? -Yes, you should. / No, you shouldn’t.Structure: ①“should/ shouldn’t + verb” for suggestion ②Reflexive pronouns. Ability Object:1.Enable students to talk more about health.2.Learn to give others some advice according to their matters.3.Enable the students to do things using the target language and the grammar. Emotion Object:1.Learn to live in a healthy way.2. Learn to take care of others and themselves.Teaching Key Points:1. How to teach the Ss to learn the names of the illness: toothache, fever andheadache.2. How to give others some advice according to their matters.3. The grammar.Teaching Difficult Points:1.How to give advice using should.2. Use the grammar to do things.Teaching Procedures:Step 1 Review.1. Free-talk. What ‘s the weather like today? If you don’t wear warm clothes,what will happen?2.Show the pictures and say.He / She has_______________. He /She should___________.Step 2 Work on 2d.1. Game.Do in the same way2. Listen to the conversation and answer my questions .1). What's the matter with Lisa?2). What did Lisa do on the weekend?3). What should Lisa do ?3. Role-play the conversation.First, have students to role-play the conversation in 2d in groups and choose the best.Step 3 Group work.1. Give more examples. Have students read the conversation in 4c.2. and then ask them to work in groups. One student mimes a problem. The otherstudents in his/ her group guess the problem and give their advice.Step 4 Grammar Focus .Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.Step5 Work on 4a.Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them ifnecessary.Check the answers.Ask some students to practice every conversation in pairs.Step 6 Work on 4b.Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.Have some students to report their own advice in class.Step 7 Summary.Health problems and give right advice.Ask one or two students to sum up the key phrases in the passage, and help them to make up more sentences with them.Step 8 Homework .Have students make up conversations to talk about .’s health problems and give them some advice.Period 3 Section A 3aKnowledge aims:The students will be able to learn the words and phrases: passenger, get off, to one’s surprise, onto, trouble, hit, right away, get into.2.The students will be able to use the expressions:The driver didn’t think about thinking about himself. He only thought about saving a life. Ability aims:The students can understand the passage.2.To train the students’ cooperation with their partners.Emotional aims:To train the students to care about others and help others who are on trouble..Teaching important points:The students can understand the passage and use the useful expressions freely.Teaching difficult points:The students can learn from the drivers and do as the driver does if possible.Teaching procedures:Step 1 Warming-up and lead-in.1. Watch a video.2. What is the short sketch about?3.Look at the picture. What can you see? Can you guess what is happening?Step 2 Preparing reading.1. Guess the main idea.What is this passage mainly about?Strategy : The title and pictures can be helpful to understand the text.Title may be the main meaning of the article.2. Read the passage. Do you think it comes from a newspaper or a book?Step 3 While-reading.1.Find the topic sentence（中心句）of each paragraph.1). At 9:00 a.m. yesterday, bus No. 26 was going along Zhanghua Road when the driver sawan old man lying on the side of the road.2). Some passengers helped Mr. Wang to move the man onto the bus.3). Thanks to Mr. Wang and the passengers, the doctors saved the man in time.2. Which sentences touched you? Read them in the way that you like.Step 4 Post-reading.1. Praise the persons.What a great person the driver was!He stopped the bus without thinking twice, when he saw an old man lying on the side of the road.What _______ the _____ was/were!2. Work on 3bAfter checking the answers, have Ss scan the passage and check (√) the things that happened in the story.3. Work on 3c.T: Ask the students to discuss the questions in pairs.Step5 Homework.1. If you are the driver, write a diary about what happened yesterday.2. If you are the passenger, write a diary about what happened yesterday.3. Act the story out in your group.4. Read some messages about good men.Period 4 Section B 1a-1dStep 1 Lead –in and learn the new words.It’s a beautiful song, I like it very much. Let’s learn the new words.1. Who can be the teacher? One student teach one word.2. Let’s sing and remember the new words.The teacher teaches to sing, ask some group to sing. Finally sing together.(可以课前教唱，。
新目标 8B unit 1 What's the matter 全单元教案
Unit 1 What’s the matter?Period 1 Section A (1a-2c)Before class: Listen to an English song.Step 1 Warming-up and check what students have learned before class.1. Greet.T: This song is about our bodies. This class , we’ll talk about something about our bodies— unit 1 together, go. Unit 1 What’s the matter?2. We have learned the words before class.Present a picture of a girl . Look at the girl. How many...Now, all the No. 3 and No. 4 stand up ,say the words one by one .You can get two marks for each word.4. Work on Section A 1a students say one by one.Look at 1a. Before class, have you finished1a? Let’s say the answers like this.T：Good job. You are very careful.Step 2 Presentation .1. Just now , we know the words about our bodies . Butsometimes our body may get ill. How do we ask and answer about illness?Let’s watch a video. Follow it and do some actions.From the video. We know we can ask ‚what’s the matter with you?‛and you can answer ‚I have a ...‛.2.T: We also know some illnesses. Here are the new wordsabout the illnesses. Let’s learn in group.A．Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When youread ,please do some actions like me.Let me see which group read best and act best.B. Study in groups.C. Find the rules.D. Group report. Stop studying, look at these words , what can you find?You are good at thinking.Step 3 Guessing game:Have you remember the words? Let’s play a guessing game. No 6 come here.quickly. You each act an action. (边说边发纸条)Each group have chances toguess the illness. The others answer like this: ‚He /She has a...‛Step 4 Work on 1b.1. T: Now, you know some illnesses . Look at thepicture .These students ger ill. Show the pictures one by one and ask.What are their names? Let’s do 1b.How do we do it? For example, we’ll hear Sarah has a cold, and No 1 has a cold , so write 1 behind Sarah. What about 2, 3, 4 and 5? When you hear the illnesses , write their numbers behind the names.2. Listen.3. Check the answers.Step 5 Group work.1. T: Why do they get ill? Look at the chart, match the reasons with the illnesses.2. Check the answers.3. Demonstrate .Look at the chart. Let’s talk about their illnesses in pairs. Here is the example.Boys ask , girls answer.4. Look at the chart and make more similar conversations.When you talk , please talk loudly, correctly and politely, please do some actions and usethe nice intonations.5. Let students show their conversations.Step 6 Work on 2a and 2b.1. T: David has a stomachache, what should he do?Show the pictures ,ask and answer. 板书 What should …do? …should….T: Your advice is very useful. Let’s learn more advice from 2a and 2b.2. Listen, finish 2a. What’s the matter with the people? What advice do they get?3. First , guess the answers to 2b. Then listen and check the answers.OK, you have good listening skills.Step 7 Group work.The advice for illness is very useful . It can help us take good care of ourselves and others.T: If some students are ill, will you give some advice and help them? let’s act andmake conversations. Let me see who is the kind person? How do we talk?Look at the example.2. Show the example.When you talk , please talk loudly, correctly and politely, please do some actions and usethe nice intonations.3. Students work.4. Let students show their conversations.Step 8 Summarize and homework:1. Summarize.2.Homework.Period 2 Section A 2d,GrammarKnowledge aims:1. The students will be able to learn the words and phrases: take breaks, hurt,2.Summarize the grammar and practice them.3. Target Language:①What’s the matter with Ben? –He hurt himself./ He hasa sore back.②-Do you have a fever? -Yes, I do./ No, I don’t.③-Does he have a toothache? -Yes, he does.④You shouldn’t eat so much next time.⑤What should she do?⑥She should take her temperature.⑦-Should I put some medicine on it? -Yes, you should. / No, you shouldn’t.Structure: ①‚should/ shouldn’t + verb‛ for suggestion ②Reflexive pronouns.Ability Object:1.Enable students to talk more about health.2.Learn to give others some advice according to their matters.3.Enable the students to do things using the target language and the grammar.Emotion Object:1.Learn to live in a healthy way.2. Learn to take care of others and themselves. Teaching Key Points:1. How to teach the Ss to learn the names of the illness:toothache, fever and headache.2. How to give others some advice according to their matters.3. The grammar.Teaching Difficult Points:1.How to give advice using should.2. Use the grammar to do things.Teaching Procedures:Step 1 Review.1. Free-talk. What ‘s the weather like today? If you don’t wear warm clothes, what will happen?2.Show the pictures and say.He / She has_______________. He /She should___________. Step 2 Work on 2d.1. Game.Do in the same way2. Listen to the conversation and answer my questions .1). What's the matter with Lisa?2). What did Lisa do on the weekend?3). What should Lisa do ?3. Role-play the conversation.First, have students to role-play the conversation in 2d in groups and choose the best.Step 3 Group work.1. Give more examples. Have students read the conversationin 4c.2. and then ask them to work in groups. One student mimesa problem. The other students in his/ her group guess theproblem and give their advice.Step 4 Grammar Focus .Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.Step5 Work on 4a.Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them if necessary.Check the answers.Ask some students to practice every conversation in pairs. Step 6 Work on 4b.Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.Have some students to report their own advice in class. Step 7 Summary.Health problems and give right advice.Ask one or two students to sum up the key phrases in the passage, and help them to make up more sentences with them. Step 8 Homework .Have students make up conversations to talk about sb.’shealth problems and give them some advice.Period 3 Section A 3aKnowledge aims:The students will be able to learn the words and phrases: passenger, get off, to one’s surprise, onto, trouble, hit, right away, get into.2.The students will be able to use the expressions:The driver didn’t think about thinking about himself. He only thought about saving a life.Ability aims:The students can understand the passage.2.To train the students’ cooperation with their partners. Emotional aims:To train the students to care about others and help others who are on trouble..Teaching important points:The students can understand the passage and use the useful expressions freely.Teaching difficult points:The students can learn from the drivers and do as the driverdoes if possible.Teaching procedures:Step 1 Warming-up and lead-in.1. Watch a video.2. What is the short sketch about?3. Look at the picture. What can you see? Can you guess what is happening?Step 2 Preparing reading.1. Guess the main idea.What is this passage mainly about?Strategy : The title and pictures can be helpful to understand the text.Title may be the main meaning of the article.2. Read the passage. Do you think it comes from a newspaper or a book?Step 3 While-reading.1.Find the topic sentence（中心句） of each paragraph.1). At 9:00 a.m. yesterday, bus No. 26 was going alongZhanghua Road when the driver saw an old man lying on the side of the road.2). Some passengers helped Mr. Wang to move the man onto the bus.3). Thanks to Mr. Wang and the passengers, the doctors saved the man in time.2. Which sentences touched you? Read them in the way that you like.Step 4 Post-reading.1. Praise the persons.What a great person the driver was!He stopped the bus without thinking twice, when he saw an old man lying on the side of the road.What _______ the _____ was/were!2. Work on 3bAfter checking the answers, have Ss scan the passage and check (√) the things that happened in the story.3. Work on 3c.T: Ask the students to discuss the questions in pairs. Step5 Homework.1. If you are the driver, write a diary about what happenedyesterday.2. If you are the passenger, write a diary about whathappened yesterday.3. Act the story out in your group.4. Read some messages about good men.Period 4 Section B 1a-1dStep 1 Lead –in and learn the new words.It’s a beautiful song, I like it very much. Let’s learn the new words.1. Who can be the teacher? One student teach one word.2. Let’s sing and remember the new words.The teacher teaches to sing, ask some group to sing. Finally sing together.(可以课前教唱，。
Unit1What’sthematter？教案
2.引导与启发：在讨论过程中，我将作为引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
二、核心素养目标
1.语言能力：培养学生运用英语进行询问和描述身体状况的能力，通过课堂互动，提高学生的听说读写技能，使他们能够准确、流畅地运用目标语言。
2.思维品质：通过问题情境的创设，激发学生思考和分析问题的能力，培养他们用英语进行逻辑推理和表达观点的能力，促进学生批判性和创造性思维的发展。
3.文化意识：让学生了解中西方在表达关心和问候时的文化差异，增强他们的跨文化交际意识，培养尊重和理解不同文化的态度。
3.能够运用一般现在时态描述日常生活中的不适症状。
4.了解并运用日常生活中的健康建议，如"Drink some water."、"Go to bed early."等。
5.通过角色扮演等活动，学会关心他人并表达关爱。
本节课将围绕以上内容展开，结合实际生活情境，帮助学生掌握相关英语表达，提高他们的语言实际运用能力。
Unit 1 What’s the matter？教案
一、教学内容
本节课选自人教版新目标英语七年级上册的Unit 1 What’s the matter？章节。教学内容包括：
1.掌握询问他人身体状况的句型，如"What's the matter?"和"How do you feel?"。
2.学习描述身体不适的词汇，如"headache"、"stomachache"、"toothache"等。
Unit1What'sthematter？SectionB教案
一、教学内容
《Unit 1 What's the matter？Section B》主要包括以下内容：1.掌握询问他人身体状况和情感的表达方式，如"What's the matter? Are you OK?"等；2.学习关于身体部位和疾病的词汇，如"toothache"、"stomachache"等；3.能够运用一般现在时描述正在发生的问题，如"He has a stomachache."；4.了解如何给予建议和帮助，如"You should take some medicine."；5.通过听力、口语和阅读练习，提高学生的英语实际运用能力。本节课将围绕这些内容展开，结合实际情景，帮助学生掌握相关知识点，提升英语交际能力。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了如何用英语询问身体状况、表达疾病和给出建议。同时，我们也通过实践活动和小组讨论加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
五、教学反思
在今天的教学过程中，我发现学生们对《Unit 1 What's the matter？Section B》的内容表现出浓厚的兴趣。他们积极参与课堂活动，尤其是在角色扮演和小组讨论环节，学生们充分发挥了自己的主观能动性，用英语询问和表达身体状况，展示了对知识点的掌握。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解询问身体状况的基本表达方式。这些表达方式帮助我们关心他人，并在需要时提供帮助。一般现在时在此情境中的运用是关键。
Unit1What'sthematter人教版英语八年级下册教案
（3）时态运用：一般现在时和现在进行时在本章节的对话和描述中占有重要地位，教师需重点讲解并指导学生如何在询问和描述身体状况时正确运用这两种时态。
二、核心素养目标
《Unit 1 What's the matter》的教学旨在培养学生的英语学科核心素养，具体目标如下：
1.提升学生的语言能力，通过学习本章内容，使学生能够熟练运用英语询问和描述身体状况，表达关心与建议，提高实际生活中的交际能力；
2.增强学生的文化意识，了解和尊重不同文化背景下对待疾病和身体状况的态度及表达方式；
举例：
-当学生询问他人身体状况时，能使用"What's the matter?"这一核心句型；
-当描述自己或他人身体不适时，能运用"I have a stomachache."、"You have a fever."等句型；
-在给出建议时，可以使用"You should take some medicine."等短语。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Unit 1 What's the matter》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过朋友或家人身体不适的情况？”比如，朋友突然说肚子疼，你会怎么关心和帮助他们呢？这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何用英语询问和描述身体状况。
《U1 What’s the matter》教案 (省优获奖)
Unit 1 What’s the matter一、教学目标知识目标：Words: matter; have; cold; stomachache; sore; back; arm; ear; eye; foot; hand; head; leg; mouth; neck; nose; stomach; tooth; throat; toothache; fever; rest; honey; dentist;Phrases: have a cold have a sore throat have a fever see a dentist Sentences:1. What's the matter I have a cold.2. I have a headache/stomachache/toothache/sore back/sore throat.3. You should go to bed/drink some water.能力目标: Enable the students to talk about health problems and give advice with the language points.情感目标: Help the students learn how to talk about health problems and give advice on that with the language points.二、教学重、难点Talk about your health.and give advice.三．教学准备；设计身体部位的图片。
四．预习导航:：1、听单词录音，熟记Section A的新单词，并制作单词图片。
2、完成1a，列出图中物品的英语单词，并识记新单词。
3、收集更多的身体部位和疾病的英语名称；穿射情景小品。
五、教学过程：1.介绍自己看病并向医生介绍病情的经历。
人教版八年级英语下册Unit1What’sthematter单元全部优秀教学案例
一、案例背景
人教版八年级英语下册Unit1 "What's the matter"主要围绕询问病痛和提供帮助展开，通过学习本单元，学生能够掌握基本的交际用语，询问他人的不适并给出适当的建议。此外，本单元还涉及到日常生活中的礼貌用语和表达关心他人的方式。
3.鼓励学生运用本节课所学句型和词汇进行交流，关注语言的准确性和流畅性。
4.各小组派代表进行表演，其他小组成员观摩并给予评价。
（四）总结归纳
1.教师引导学生回顾本节课所学内容，总结询问病痛和提供帮助的常用句型和词汇。
2.强调在日常交际中，如何用英语表达关心他人和礼貌用语。
3.提醒学生注意身体保健，养成良好的生活习惯，预防疾病。
五、案例亮点
1.情境教学法的运用：通过展示漫画、播放视频等情境，让学生在真实的语境中感知、理解和运用本单元所学内容。这种教学方法有助于提高学生的学习兴趣，增强他们的实际交际能力。
2.任务型教学法的运用：通过设计各种任务，如编写对话、角色扮演等，让学生在实际操作中运用所学知识，提高团队合作和沟通能力。这种教学方法有助于培养学生的实践能力和综合素质。
（二）问题导向
1.设计有针对性的问题，引导学生思考和探讨，如：“当你生病时，你会怎么做？”“你认为如何关心他人的健康？”等。
2.通过问题驱动，激发学生的好奇心，培养学生独立思考和解决问题的能力。
3.引导学生运用所学知识解决实际问题，如：“如果你的朋友生病了，你应该如何安慰他？”
4.鼓励学生提问，培养他们主动参与课堂、积极表达自己的观点的习惯。
3.教授日常英语交际中常用的表达关心和礼貌用语，如：“How are you?”、“Are you all right?”等。