八年级英语下册Unit1What’sthematterSectionA(第1课时)教案(新版)人教新目标版
人教版新目标初二英语八年级下册Unit 1 What's the matter Section A(1a-2d)PPT课件
He hurt himself.
She hurt herself.
He has a stomachache.
She has a stomachache.
He has a cough.
She has a cough.
He has a headache.
She has a headache.
Pair Work
2
4
3
1
5
2b
Listen again. Match the problems with the advice.
1.fever
a. lie down and rest
2.sore throat
3.stomachache 4.toothache 5.cut myself
b. drink some hot tea with honey
g ___arm h ___back e ___ear ___eye i
b a ___foot ___hand
l ___leg ___mouth c
j ____head d ____neck
k m f ___nose ___stomach ____tooth
1b
Listen and look at the picture. Then number the names [1-5].
Look and say What’s the matter with him/her…?
He has a toothache. She has a toothache.Biblioteka He has a fever.
She has a fever.
He has a sore throat.
人教版英语八年级下册Unit1What'sthematterSectionA(1a—1c)说课稿
-让学生掌握表示身体不ቤተ መጻሕፍቲ ባይዱ的词汇和句型；
-培养学生的听力理解能力；
-培养学生的口语表达能力。
2.教学难点：
-让学生正确运用所学知识进行实际场景中的对话交流；
-培养学生关心他人、乐于助人的品质；
-培养学生自主学习能力和团队协作能力。
二、学情分析
（一）学生特点
本节课所面向的学生为八年级学生，他们正处于青少年时期，具有以下特点：年龄特征上，他们活泼好动，好奇心强，具有一定的独立思考能力；认知水平上，他们已经具备了一定的英语基础，能够进行简单的日常交流，但语法知识和词汇量仍需扩展；学习兴趣上，他们对新鲜事物充满好奇，喜欢参与互动性强的活动，对英语学习有一定的兴趣；学习习惯上，他们可能习惯于被动接受知识，缺乏主动探索和自主学习的能力。因此，在教学过程中，需要充分调动他们的积极性，引导他们主动参与学习。
（二）媒体资源
我将使用以下教具、多媒体资源或技术工具来辅助教学：1.图片卡片，用于展示身体部位和症状，帮助学生直观理解词汇；2.录音机或多媒体播放器，播放英语对话录音，提高学生的听力理解能力；3.电子白板或投影仪，展示教学重点和难点，方便学生跟随讲解；4.互动式英语学习软件，提供个性化的学习路径，满足不同学生的学习需求。这些资源在教学中的作用是，提高教学效率，增强学生的学习兴趣，以及为学生提供丰富的学习材料。
四、教学过程设计
（一）导入新课
我的新课导入方式将采用情境导入法。首先，我会以一个生动的故事或情景引入，比如讲述一个学生在学校突然感到身体不适，需要同学和老师的帮助的故事。通过这个故事，我会在黑板上展示一些表示身体不适的图片，如发烧、咳嗽等，同时引导学生用中文描述这些症状。接着，我会用英语提问：“What's the matter with him/her?”，让学生尝试用英语回答。这种方式可以快速吸引学生的注意力，激发他们对新课内容的兴趣。
人教版八年级下册英语教案(全册)
人教版八年级下册英语教案（全册）Unit1What’s the matter?Section A◆教材分析本单元的主题是有关于身体健康。
这个话题是关乎我们每天的日常生活，所以有必要让学生了解相关的知识。
学生将会学会如何谈论他们的健康问题以及如何给予他人建议。
◆教学目标【知识目标】描述健康问题以及如何根据别人的健康问题提建议【能力目标】1.听懂谈论健康问题的对话材料2.能根据别人的健康问题提建议3.能写出重点单词和重点句型4.能描述怎样对待健康问题。
【情感目标】通过本课的阅读，培养学生关心他人身体健康的品质，并培养学生处理紧急事件的基本能力，树立在紧急事件时互相帮助的精神.◆教学重难点◆【教学重点】1、词汇：have a stomachache,have a cold,lie down,take one's temperature,go to a doctor,get off;to one's surprise,2、句型：1.——What's the matter?——I have a stomachache.You shouldn't eat so much next time.2.——What's the matter with Ben?——He hurt himself.He has a sore back.——He should lie down and rest.【教学难点】掌握情态动词should shouldn't.的用法;学习have的用法◆课前准备◆Multimedia,group work,cooperative discussion.◆教学过程Step1.Warm up1.Look at the picture and learn the parts of the body.2.New words and phrases.Step2Presentation1.1aLook at the picture.Write the correct letter[a-m]for each part of the body.Then check the answers.2.1bFirst,lead Ss to read the five names.Then look at the picture.Number the names1-5.’sFinally, check the answers.3. 1cDivide two Ss into a pair to make conversations. Finally, invite several pairs to act outfor the class.Step 3 Practice1. 2aTell Ss there are five conversations. In each conversation the person says what goingon with them. Listen carefully and number the pictures.Play the tape. Then check the answers.2. 2bAsk Ss to listen to the recording again to match the problems with the advice.Play the recording again. Then check the answers.3. 2cAsk Ss to make conversations using the information in 2a and2b. Give them enoughtime to do this task. Later , invite several pairs to present their conversations to theclass.Step 4 Consolidation1. 2dFirst, ask Ss to have a fast reading of the conversation to get the main idea.Then, lead Ss to read the conversation sentence by sentence, explain some languagepoints.Finally, divide Ss into pairs to practice role-playing the conversation.2. 3aFirst, read the passage quickly and answer the question.Then,lead Ss to read the passage and analyse the key points.Finally,read together.3.3bRead the passage again and check the things that happened in the story3cDiscuss the questions with a partner.4.Grammar focusFirst,lead Ss to read the sentences.Then,prompt Ss to analyse the use of model verb should.After that,explain the grammar together.5.4aAsk Ss to fill in the blanks.Then,invite some Ss to present their answers.6.4bAsk Ss to circle the best advice for these health problems,then add their own advice.After that,invite some Ss to present their advice.7.4cOne student mimes a problem.The other students in your group guess the problem and give advice.Step5Language pointsStep6HomeworkMake a conversation about health problems and giving advice.Unit1What’s the matter?Section B◆教材分析本单元的主题是有关于身体健康。
人教版英语八年级下册教案：Unit1 What’s the matter？ SectionA(1a-2d)-精选教育文档
Unit1 SectionA（1a-2d）教案1.0 Teaching Analysis教情分析1.1Teaching Objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: matter, have a cold, stomachache, have a stomachache, foot, neck , stomach, throat, fever, lie, lie down, rest, cough, X—ray, toothache, headache, break, take breaks, hurt ,have a headache, see a dentist and get an X—ray, take your temperature, take breaks away from, without doing, go to a doctor, put some medicine on it , some hot tea with honey, move my neck 1.1.1.1.2 For comprehending: sore, have a fever, have a cough, have a sore throat, have a sore back 1.1.1.2 Sentence Structures1) What’s the matter? P12) What’s the matter with Ben? P13) I have a stomachache. P14) He should lie down and rest. P25) Do you have a fever? P26) What should he do? P27) I think you should lie down and rest. P28) Should I put some medicine on it? P39)He should see a dentist and get an X—ray. P410)You should take your temperature. P21.1.1.3 Grammar Focus1) What’s the matter with sb.? (该句式常用来询问身体不适)2) He has a sore back. / He has a cold. /He has a headache/stomachache. (have + a(n)+名词表“身体不适” )3）He should /shouldn’t see a dentist and get an X—ray.（should/shouldn’t +动词原形表“建议”意为“应该或不应该做某事”）4）What should she do? (what 询问正确的处理方法)5）If your head and neck still hurt tomorrow, then go to a doctor. (条件状语从句，时态特点：主祈从现)6) That’s probably why（you have a headache and can’t move your neck）.（这可能就是(你头痛和脖子不能动的)原因。
Unit1What’sthematterSectionA1a-2d教案
（3）听力理解：对于听力材料中的细节信息进行快速捕捉和处理，如捕捉到对话中出现的健康问题及其描述。
举例：在听力练习中，学生需要听出并理解如“Jane has a headache and a sore throat”这样的句子。
（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和描述身体不适，以及如何在实际对话中使用这些表达。同时，我们也通过实践活动和小组讨论加深了对目标语言的理解。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，我注意到学生们在《Unit 1 What’s the matter? Section A 1a-2d》的学习中表现出了一定的兴趣和积极性。通过引导学生们讨论日常生活中的健康问题，他们能够更好地投入到英语学习中。以下是我对今天教学的一些思考：
2.教学难点
（1）词汇运用：学生需要能够准确区分并运用不同的健康问题词汇，例如“have a cold”与“have a fever”的差别。
举例：理解并正确运用“have a toothache”（牙疼）而不是简单的“tooth hurt”。
（2）语法结构：理解并运用一般现在时的疑问句和否定回答。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与身体不适相关的实际问题。
2.角色扮演：为了加深理解，我们将进行角色扮演活动。这个活动将演示如何在实际情境中使用目标语言进行交流。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
Unit 1 What's the matter_Section A 课件 人教版八年级英语下册
Nurse: You look really tired. What’s the matter, Nancy?
Nancy: I didn’t sleep very well last night. I have a toothache.
It’s terrible! I can’t really eat anything either. It hurts a lot.
Conversation 1 Nurse: You don’t look well. What’s the matter, Sarah? Sarah: I was playing with my friends at the park yesterday.
Then it got windy, but I didn’t put on my jacket. Now I have a cold. Conversation 2 Nurse: What’s the matter, David? Are you OK? David: I ate too much junk food at my friend’s birthday party. So last night, I got a stomachache. I almost couldn’t get myself out of bed this morning.
表示询问对方身体状况：“你怎么了？” 固定用法：What’s the matter with+sb?
“（你）怎么了？”的各种常见表达归纳： ① What’s the matter/trouble/problem (with you）？ ② What’s wrong (with you）？ ③ What’s up（with you）？ ④ What happened（to you）？ ⑤ Is there anything wrong （with you）？
八年级英语下册《Unit 1 第1课时(A 1a-2d)》教学课件
Listen and number the pictures [1-5] in the order you hear them.
2
4
3
1
5
2b Listen again. Match the problems with the advice.
1. fever 2. stomachache
a. li躺e d下ow休n 息and rest b. d喝ri些nk加so蜂me蜜h的ot 热tea茶with honey
In conversation 3, the boy ate _to_o_ _m_u_c_h_ at an all-you -can-eat meal last night. Now he has a _s_to_m__a_c_h_a_c_h_e_. Maybe he should _l_ie_ down and _r_e_s_t_. In conversation 4, the boy has a _to_o_t_h_a_c_h_e_. Maybe he should see a _d_e_n_ti_s_t and get an _X__-r_a_y_. In conversation 5, the girl _c_u_t__ herself by _a_cc_i_d_e_n_t_. She should put some _m_e_d_i_c_in_e_ on it.
Work in pairs and make a conversation.
Nurse
Sarah
A: What’s the matter with …?
B: She/BHeenhas a… Nancy
Judy David
2a
have a sore throat & have a toothache &
人教版英语八年级下册Unit1What’s the matterSection A 1a-1c课件
手臂
背部
耳朵
_i_ eye _b_ foot _a_ hand
眼睛
_j_ head
脚(复数feet) 手
_l_ leg _c_ mouth
头
腿
嘴
_d_ neck m__nose _k_ stomach
脖颈 鼻子 胃；腹部
_f_ tooth
牙齿(复数:teeth)
What’s the matter with him/her?
Homework
1. 听力材料抄一遍 2. U1单词matter-hurt，三英一汉抄一遍。
for the first time. 8. If you agree, you can nod(点头) your _h_e_a_d_.
Learning Goals: 1、听录音, 完成相应练习； 2、翻译听力材料，熟读并role-play； 3、能用英语谈谈自己哪里不舒服：
—What’s the matter? —I have a cold.
have a cold 得了流感
have a sore back 背疼
What’s the matter with him/her?
get a stomachache 胃痛
have a toothache 牙疼
What’s the matter with him/her?
have a fever 发烧
New words
matter sore stomachache foot neck
n. 问题；事情 adj. 疼痛的；酸痛的 n.胃痛；腹痛 n. 脚；足 n. 颈；脖子
stomach throat fever lie rest cough
人教版八年级下册英语Unit1(第一单元)优秀教案
Unit 1 What's the matter?第一课时Section A (1a2d)【教学目标】1.重点单词：matter，back，sore，throat，stomachache，foot，neck，stomach，fever，lie，rest，cough，Xray，toothache，headache2 重点短语：have a sore throat，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor3 重点句式：—What's the matter?—She talked too much yesterday and didn't drink enough water.She has a very sore throat now.You should drink some hot tea with honey.It doesn't sound like you have a fever.You need to take breaks away from the computer.I think I sat in the same way for too long without moving.If your head and neck still hurt tomorrow，then go to a doctor.【学习重点】1 重点短语和句型2 询问对方身体状况的句型及答语【学习难点】询问对方身体状况的句型及答语【自主学习】一、预习课本P12新单词并背诵，完成下面的汉译英。
1 问题____________ 2.背部____________3 疼痛的____________ 4.嗓子____________5 胃痛____________ 6.脚____________7 脖子____________ 8.胃____________9 发烧____________ 10.平躺____________11 休息____________ 12.咳嗽____________13 X光____________ 14.牙疼____________15 头疼____________二、认真预习1a2d找出下列短语和句型。
(完整版)英语人教版八年级下册What-is-the-matter教案
Unit 1 What’s the matter?教案Background information:Students ( Ss for short): 50 Junior high school students, Grade 8Lesson duration: 45 minutesTeaching objectives:By the end of the lesson, students should be able to :1、Master the vocabulary related to “diseases”.2、Master the expressions of giving advice3、Talk about health problems by using“What’s the matter? I have a……”and give advice by using “You should ……You sho uldn’t……Teaching contents:New vocabulary: “matter , cold , fever , advice ,toothache ……”New structures: 1. What’s the matter?I have a ……2. You should ……Key points: 1.Master of the structure. “What’s the matter?”2.Master the structure of giving advice. “Youshould……”Teaching methods: 1.Task-based Language Teaching2. Communicative Language Teaching. Teaching aids: 1. PPT2.Picture3.BlackboardTeaching proceduresStep I . Warming up: Greetings (3mins)1. Greeting the whole class as usual.T:Good morning, class. What date is today?/what day is it today?S:……Step II. Lead-in: A English song(2mins)1. Listen to an English song: (using the PPT to play a song)T:First , let us listen to an English song and do some reviewabout the words that last lesson we have learned.Lyrics of the song:(Head and shoulder knees and toes).Head and shoulders, knees and toes, knees and toes.Head and shoulders, knees and toes, knees and toes.eyes and ears and mouth and nose.Head and shoulders, knees and toes, knees and toes.Step III Review (5mins)1. Introduce the word “head” and “headache”T:How many parts of the body can you speak? What is this?(pointto the head)S: ……T: Yes, very good. This is my head . we can use our head to( think )<T stop for a while and guide Ss to answer>Oh ,Butsometimes I have a headache.< T write the word “headache” onthe blackboard>2. Ss read the new words after T “head” and “headache”.3. Display the rest of words in the same way.< back---backache >< tooth---toothache >< stomach---stomachache >Step IV Presentation: The new words1.Ss read each of the new words after T three times.List of words: matter , cold , fever , advice ,toothache ……2.Check if Ss can read the new words by themselves correctly.3.Play the game : “High and low voice” to consolidate the new words.T:All the students close your book, let us play a game .If I say theword in high voice ,you should say the word in low voice. If I say the word in low voice, you should say the word in high voice. Let us see which students do it correctly and quickly.4.Read the new words together.Step VI New structure（12mins）1.Show a picture on the PPT and T point at the picture .T: Look at the picture ,there are some students in thedispensary .[dɪˈspɛnsəri] 医务室What’s the matter withthem?(反复强调what is the matter?) Who can tell meWhat’s the matter with them? Any volunteers? Ok ,you please!Chinese or English are both ok.S: ……T:Ok ,very good . Look at the first girl with red hair. What’s thematter with her?(In turn to asked each student's situation, so thatstudents can quickly master the structure “What’s the matter?”) S:……2. Give Ss a model of a dialogue .D: What’s the matter?S:I have a fever/cold/stomachache/toothache/headache.D:You should drink lots of water.S:Thank you.……3.Ask them to make a conversation according to picture.4.Explain the new structure .a). What’s the matter?是一个疑问句，用于询问对方的身体情况，也是医生询问病人的常用语。
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Unit 1 What' the matter?
Section A 第1课时（1a〜2d)
自主学习方案
1. 自学生词，并记住拼读及拼写。
2. 预习课本，找出重点短语及句子（见学案上的自学导练部分）
3. 读记后，完成自学导练作业。
课堂导学方案
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. for B. In C . with D. at
( D ) (2) When I was walking through the park. I saw a dog on the
road.
A. lie B. 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
本课以图片入手来引入情景话题，引起学生的兴趣，并通过结对练习的方式让学生之
间互动起来，能提高学生的口语水平和表达能力。