(完整版)人教版英语八年级下册unit1教案
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 ' 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'tfind my ticket. 我打不到我的票。
—What's the matter with your car? 你的车怎么啦？
—I can 'tstart 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'teat 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.
Step III. 2a
Teach the stude nts 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 ' = should not
Ask a stude nt 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 an swers.
Step IV 2b
Ask the stude nts to look at the pictures. Ask, what can you see in the pictures?
Then play the record ing aga in. Ask the stude nts to fill in the bla nks
Check the an swers
Step V 2c
Ask two stude nts to read the con versati on.
A: What ' the matter?
B: I have a toothache.
A: Maybe you should see a den tist.
B: That ' a good idea.
Then let the stude nts make con versati ons in pairs.
After some minu tes, ask several pairs to say their conver sati ons.
Expla in the Ian guage point.
Maybe you should see a den tist.
Step VI Grammar Focus
Ask the stude nts to read the senten ces.
I have a headache. You should go to bed.
He has a stomachache. Heshouldn 'eatanything.
She has a toothache. She should see a den tist.
Then let the stude nts make similar senten ces.
Step VII. Summary and Homework
Summarize what the stude nts have lear nt and give them some homework.
To remember the grammar focus.
Period Three
Teach ing Aims:
1. Lear n and master the follow ing words: ago, so, ill ness, advice
2. Sentence Patter ns
What ' the matter? I rm 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.
写出人体各部分的英语名
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.
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 'n s ame.
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
Read the article. Then Explain the language points.
1. Traditional Chinese doctors believe we need a balanee 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 'teat 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 bala need 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 'tdo 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'tsleep. 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. 教学后记：