unit 1 what's the matter教案
Unit 1 What' the matter?Section A 第1课时（1a〜2d)1.基于课程标准的评价：能根据听到的词句识别或指认图片或实物；能根据录音模仿说话；能认读所学单词。
2.教材分析：本课时共有七个部分。
1a是看图识单词；1b、2a、2b 是听力部分；1c、2c是编对话；2d是分角色朗读。
3.学情分析：加强学生基础知识的掌握，对知识的延伸与拓展需深入了解，特别是对各知识的融会贯通，灵活理解与运用。
一、教学目标：1、Learn to describe and talk about the health problems and accidents. Learn to give others some right advice according to their problems.2、students can talk about health problems and give advice with the language points.二、评价任务：任务:1：通过看图认单词能够让学生了解关于健康问题的单词或句子。
任务2：通过听力训练能够让学生对于健康问题的提出建议并进行交谈。
三、教学步骤：Step 1情景导入T：(Show some pictures) What’s the matter with them?环节说明：由图片入手，图文并茂，引起学生的学习兴趣，也检查学生的预习情况。
Step 2 完成教材1a—1c的任务1. 学生朗读la中的单词，教师纠正错误读音，然后学生识记单词并将单词和身体部位匹配。
2. 让学生仔细观察la图片中的人物，然后认真听录音，完成课本上lb的听力任务并跟读。
3. 结对练习lc中的对话，并请一些学生表演他们的对话。
环节说明：听说结合，向学生传达语言目标，通过结对对话练习，使语言目标得以强化。
Step 3 完成教材2a—2d的任务1. 认真观察2a图片，按听到的对话顺序给图片标号，集体核对答案。
2. 认真阅读2b中的单词和短语，再听一遍录音，将问题和建议匹配，完成后集体核对答案，并让学生跟读。
3. 让学生利用2a、2b中的信息仿照2c的形式练习对话，并要求几组同学表演对话。
4. 大声朗读2d中的对话，读熟后与同伴结对练习，分角色表演对话。
5. 小结训练。
( C ) (1)1 don' like coffee. I like milk sugar.A. forB. In C . with D. at( D ) (2) When I was walking through the park. I saw a dogon the road.A. l ieB. liing C . lieing D. lying(3）你需要远离电脑休息。
(根据汉语完成句子）You should take breaks away from the computer.Step 4问题探究1. What' the matter?你怎么了?这句话通常用于询问别人身体有什么不舒服或有何麻烦，后跟with 构成：What ’s wrong/the matter with…？或What happened to…？等。
回答时可用I have …。
2. should的用法。
should是情态动词，本单元表示“应该，应当”它比must 的语气要委婉，用来表示向对方提出建议或忠告，或者表示某种义务或责任。
其否定形式为shouldn’t +动词原形，意思是“不应该，不应当”教学反思Section A 第2课时（3a~4c）1.基于课程标准的评价：能在课堂活动中用简短的英语进行交际；能正确、连贯、流畅地朗读课文并抓住大意。
2.教材分析：本课时共有6个部分。
3a是阅读文章；3b、3c是根据文章回答问题；4a、4b、4c是关于本单元语法的练习。
3.学情分析：帮助学生培养良好的学习习惯和学习方法。
激发学习兴趣，养成自主学习的习惯和方法。
一、教学目标：1、Learn to give others some right advice according to their problems.2、Enable students to talk about health problems and give advice with the language points.3、Students care more about themselves and their family members’ health.二、评价任务：任务:1：通过阅读文章并回答3b和3c的问题，完成目标1.任务2：通过完成4a、4b的练习完成目标2.任务3：通过想象练习，想象自己或家人得病给出建议，完成目标3.三、教学步骤：Step 1情景导入T ：When you see someone lying on the road because of illness or being hurt, will you leave or send him/her to the hospital? Let’s read the passage on Page3.环节说明：由现实生活中常常发生但又敏感的话题入手，引起学生的思索，同时又引出要学的内容。
Step 2完成教材3a—3b的任务1.阅读3a短文，根据短文内容，回答问题。
“Do you think it comesfrom a newspaper or a book? How do you know?”2. 认真阅读短文，标注出故事中所发生的事情，完成后让学生展示自己的答案，教师点拨。
3. 再次细心阅读短文，理解每一句话的意思，小组合作解决遇到的疑难问题。
4. 教师点拨短文中出现的重点和难点。
5. 熟读短文，识记背诵知识要点。
6. 小结训练。
( B) (1)You mustn’t the bus until it stops.A. get upB. get offC.get downD. get over( C ) (2) We all expect the students the singing competition.A .win B. beatC . to win D. to beat( A ) (3)To surprise，parents bought a new computer for .A. her ；her ；herB. her ；her ；hersC. she ；hers ；herD. hers ；her ；her( B ) (4) the kind man，the girl was saved.A. T hank forB. Thanks toC . Because D. Thanks a lot环节说明：通过阅读分析文章，学生的阅读分析能力在这一环节得到提升；小结训练又及时地巩固强化了重要的知识点。
Step 3完成教材3c的任务1.认真阅读3a短文，思考3c中的问题。
2.组讨论发表自己对三个问题的观点。
Step 4 完成Grammar Focus —4c 的任务1. 朗读Grammar Focus中的句子。
2. 参考学案上的单元语法精讲精练，引导学生归纳语法知识。
3. 完成4a—4b的练习。
4. 教师纠正学生答案。
5. 小组中一个学生扮演病人，其他学生猜测病人的疾病并且给出好的建议，完成后邀请几组学生展示，完成4c。
Step 5问题探究1. The boy with his parents is (be) asleep.(介词短语不作主语）。
2. He expects to receive (receive) a gift.(不定式作宾语）( A )3. Thanks the teacher，or we can’t succeedA toB forC in由句意可知，使用Thanks to“多亏了”。
教学反Section B 第三课时（1a—2b）1.基于课程标准的评价：能识别不同句式的语调，如陈述句、疑问句和指令等；能救熟悉的话题进行简单的交流。
2.教材分析：本课时共有6个部分。
1a是给指令排序；1b、1c是听力训练；1d是分角色扮演对话；2a、2b是阅读文章。
3.学情分析：加强学生基础知识的掌握，对知识的延伸与拓展需深入了解，特别是对各知识的融会贯通，灵活理解与运用。
一、教学目标：Put a bandage on it./ Run it under water. / Rest for a few days./ Put your h ead back./ Put on a clean T-shirt.2、Enable students to describe different accidents and health problems.二、评价任务：任务:1：给指令排序，完成目标1.任务2：阅读文章让学生描述不同的事故或健康问题，完成目标2.三、教学步骤：Step 1情景导入T ：There are many accidents happening every day. But do you know how to deal with these problems? What should you do when you have a nosebleed? And what should you do when you cut yourself? If you don’t know the answers to the questions，please don' worry. Today we will learn how to deal with the problems.环节说明：由生活中经常出现的意外为话题引出本节课所要学的内容，贴近生活，引起学生的学习兴趣。
Step 2完成教材1a的任务1. 让学生仔细观察1a中的三幅图片，然后根据图片信息回答问题：What happened to them?2. 小组讨论出现1a中的意外情况时，我们应该怎么办？然后将1a中所给出的句子按正确的顺序排序，集体核对答案。
3. 两人一组利用1a中的信息编练对话，并邀请几组学生表演对话。
参考案例A:What’s the matter with you?B：I fell down and hurt my back.A：You should go to hospital to get an X-ray and rest for a few days.4. 小结训练汉译英。
(1) 在上面扎上绷带。
Put a bandage on it.(2) 在自来水下冲洗。
Unit1What’sthematter教案
Unit 1 What’s the matter? Teaching Aims and Demands1.knowledge objectsBody names.Illnesses.Advice.2.Ability objectsSpeaking skill.Recognizing skill.Communicative competence.3.Exercise every day and keep healthy and strong. Teaching Key pointsThe names of body parts.Illnesses.Advice.Teaching DifficultyHow to talk about the health and give the advice . What’s the matter?I have a fever.You should drink lots of water.Teaching MethodsSpeaking method.Recognizing method.Pairwork.Teaching AidsSome dolls.A background.Teaching ProceduresStep1:Leading inListen to a body song and answer two questions.Look at the picture and learn some parts of the body . Step 2Practice reading the new words and conversations.head headache A: What’s the matter ? B: I have a headache . stomach stomachache A: What’s the matter?B: I have a stomachache. tooth toothache A: What’s the matter?B: I have a toothache.back sore back A: What’s the matter?B: I have a sore back.throat sore throat A: What’s the matter?B: I have a sore throat .Step 3 PairworkLet students practice “what’s the matter? I have a …”Step 4 A: What’s the matter with him ?B: He has a cold .A: What’s the matter with her ?B: She has a fever .Step 5 PairworkLet students practice “what’s the matter with him/her? He/She has a …”Step 6 Doctor gives some advice.Step 7 Let students read the blank.Step 8Act in groups.One student acts as a doctor, the others act as different patients .Thedoctor asks one patient . One patient answers. Then the doctor givesadvice.Step 9 SummaryLearn the new words about the parts of the body.Learn the new words about illnesses.Useful sentences:What’s the matte r ?I have a cold / headache / soreback.You should …Step 10 WritingI have a friend . . . Today, he/she isn’t here. What’s the matter ? He/She has a. Doctor says he/she should .Step 11 Homework1.模仿以下形式制作病历并给予建议.2.Write a passage about how to keep healthy in less than 80 words.库尔勒市第三中学冯麒睿。
Unit1What'sthematterSectionB阅读课教案
3.培养学生的批判性思维和问题解决能力，引导他们深入分析问题。
4.关注学生的个体差异，给予每个学生更多的关注和指导。
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 SectionB》。在开始之前，我想先问大家一个问题：“你们在生活中是否遇到过身体不适的情况？”比如头痛、胃痛等。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，让我们一同探索如何用英语表达和应对这些状况。
在小组讨论环节，学生们的思维非常活跃，他们能够围绕主题展开讨论，并提出自己的观点。我在这个过程中扮演了引导者和启发者的角色，尽量让学生们自己发现问题、解决问题。但从学生的分享来看，部分小组在问题的深入分析上还有待提高，这也提醒我在以后的课堂中，要更加注重培养学生批判性思维和问题解决能力。
1.加强对语法点的讲解和练习，确保学生能够熟练运用。
2.词汇学习：学习与身体不适相关的词汇，如toothache, headache, stomachache等。
3.对话练习：模拟真实场景，让学生进行角色扮演，练习如何关心他人并给予建议。
4.语法点：学习现在进行时态，了解其用法和结构，并能运用到实际对话中。
5.课后作业：讲授（用时10分钟）
1.理论介绍：首先，我们要了解如何用英语询问和描述身体不适。这是日常交流中的重要部分，有助于我们关心他人并提供帮助。
-词汇学习：介绍与身体不适相关的词汇，如toothache, headache等。
-句型运用：学习如何用"What's the matter?"等句型进行询问。
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。
八级英语下册UnitWhat'sthematter全单元教案新版人教新目标版
Unit 1 What's the matter年级八学科英语课型新授课时间主备人八年级英语组教学课题Unit 1 What’s the matter?Section A (1a～2d)课时 1教学目标1. 学习用英语表达身体各部位的名称及如何谈论身体健康状况。
2. 培养学生能运用所学语言简单地描述自己的健康状况及如何询问对方的身体健康状况。
3. 通过学习课文内容，养成健康的生活方式。
4. 教育学生学会关心他人，通过询问他人的健康情况并能给予帮助，增进人与人之间的感情。
重点难点教学重点：1.掌握情态动词should / shouldn’t.的用法.2.学习have的用法.教学难点：学会提供帮助的基本句型教学准备PPT教学过程1、新课导入:Step1: Can you name the parts of the body?让学生用英语所处器官名称。
Step2：Follow me:（让学生站起来完成韵律操）Everybody moves your bodyNod your head and touch your faceTouch your nose and close your eyesTouch your ears and clap your handsRaise your arms and look at your backTouch your stomach and tap your footSit down and move your legs2、设问导读:二次备课4. 如果你的头和脖子明天仍然疼的话，请去看医生。
五.拓展探究Homework: Make up a conversation between a doctor and a patient.课堂小结本课通过身体器官韵律操导入课时内容，激发学生的学习兴趣，提高课堂教学的效率，同时针对学生日常生活中的常见症状，让学生在列举过程中掌握患病方式的三种表达方式。
人教版八年级英语下册Unit1What’sthematter(16课时)教学设计
2.增强学生的健康意识，使其认识到健康的重要性，养成良好的生活习惯。
3.培养学生积极向上的心态，面对困难和挫折时，能够保持乐观，寻求帮助。
4.通过学习英语，拓宽学生的国际视野，使其了解并尊重不同文化背景下的健康观念。
5.鼓励学生参与课堂活动，增强自信心，培养合作精神。
3.加强词汇教学，通过游戏、竞赛等形式，帮助学生记忆和巩固词汇。
4.设计多样化的听力练习，提高学生的听力水平，培养其英语语感。
5.关注学生的情感态度，引导他们正确面对健康问题，培养积极的心态。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和短语：本章节的重点词汇和短语涉及描述健康问题的各个方面，如身体部位、症状等。这些词汇和短语的掌握对于学生能够流畅地表达和交流至关重要。
3.听力训练：利用课外时间，观看英语原声视频，如健康主题的TED演讲或医生与患者的对话，提高听力水平，并记录下新学到的表达方式。
4.口语作业：与同学组成小组，进行角色扮演，录制一段关于健康问题的对话视频，要求每个成员都有发言机会，并在视频中加入适当的身体语言。
5.写作练习：写一篇关于“如何保持健康生活方式”的短文，至少80词，使用本节课学习的词汇和句型，表达个人观点。
3.学生分享：鼓励学生分享自己在生活中遇到的健康问题及解决方法，激发学生兴趣，为新课学习做好铺垫。
（二）讲授新知
1.教学内容：教师针对本节课的重点词汇、短语和句型进行讲解，如：“What’s the matter?” “I have a toothache/too much homework.” “You should/need to…”等。
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.。
Unit1What’sthematterSectionA(1a-2c)教案
4.学习能力：培养学生自主、合作、探究的学习方式，激发学生积极参与课堂活动，提高学生独立解决问题的能力。
本节课的核心素养目标紧密围绕新教材要求，旨在全面提升学生的英语学科核心素养，为学生的终身发展奠定基础。
（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句型和词汇。例如，"What's the matter?"用于询问他人怎么了，而"stomachache/toothache/headache"等词汇则用于描述具体症状。
2.案例分析：接下来，我们通过教材中的漫画案例，来看一下这些句型和词汇在实际对话中的应用，以及如何帮助我们了解和关心他人。
举例：教师可以通过小组合作、角色扮和口语表达能力。
（4）跨文化交际：学生可能对于不同文化背景下如何询问身体状况感到困惑。
举例：教师可以引入不同国家的文化背景，让学生了解并尊重不同文化中的交际习惯，提高他们的跨文化交际能力。
四、教学流程
（一）导入新课（用时5分钟）
Unit 1 What’s the matter Section A (1a-2c)教案
一、教学内容
本节课选自七年级英语教材中的Unit 1 What’s the matter? Section A (1a-2c)。教学内容主要包括以下部分：
1. 1a:通过图片展示，让学生学会询问他人身体不适的表达方式，如"What's the matter?"，并能回答："I have a stomachache/toothache/headache."
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，。
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。
八年级英语下册 Unit 1 What’s the matter？教案
Step 9 Language points and summary
1. 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。类似的问句还有:
What’s wrong?怎么啦?
教学难点：掌握情态动词should \shouldn’t. 的用法
学习have的用法
课时划分：
Section A1 1a – 2d
Section A2 3a-3c
Section A3 Grammar Focus-4c
Section B1 1a-2e
Section B2 3a-Self check
Section A1(1a – 2d)
A: Maybe you have a fever.
B:What should I do?
A: You should take your temperature.
Step8Role–play
Imagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students.
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。
教学重点：
短语:have a stomachache, have a cold, lie down, take one’s temperature,