2014人教新目标英语八下 unit 1《What’s the matter》the first period (section a 1a-2d)教案 .doc

1、The First Period (Section A 1a-2d) Teaching Aims 1. Knowledge Objects (1) Function: Learn to describe and talk about the health problems and accidents. Learn to give others some right advice according to their problems. (2)Key Vocabulary: matter, sore, throat, stomachache, foot, neck, stomach, fever

2、, lie, rest, cough, toothache, headache, have a sore back, have a stomachache, have a cold, lie down, see a dentist, get an X-ray, take ones temperature, have a fever, have a headache, take breaks, in the same way, go to a doctor (3)Target Language:Whats the matter? I have a stomachache./ I have a s

3、ore back. / I have a cold.She has a very sore throat. My head feels very hot.What should I do?I think you should lie down and rst. (4)Structure:have a+ the names of the illnessshould+verb 2. Ability Objects Enable students to talk about health problems and give advice with the language points. 3. Mo

4、ral 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 Points 1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice. 2. Learn to talk abo

5、ut health problems by using “Whats the matter? I have a” and give advice by using “should”. Teaching Difficult Points 1. Learn to talk about health problems by using “Whats the matter? I have a”. 2. Learn to give appropriate advice to the certain health problems. Teaching Methods Task-based language

6、 teaching method, the cooperative learning method, and multimedia-assisted teaching and learning method. Teaching Aids The picture about illness; PPT. Teaching Procedures Step 1 Warming-up (about 2 minutes) Sing the English song If youre happy. Step 2 Presentation (about 6 minutes) T: This is really

7、 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: Youre great. Today, lets learn the names of thee body parts. The teacher touches the parts of the

8、 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. Work on Section A 1a. Play the game: Touch the parts of your body. Let the whole class touch the parts of their body when

9、 teacher say: Touch yourAsk eight students to come to the front and do as the teacher tells them: Touch yourIf one does wrong, let him or her go back, the last one whos in the front is the winner. Step 3 Presentation and Practice (about 8 minutes) The teacher mimes having a stomachache with an actio

10、n of touching his stomach, and asks, “Whats the matter?” (Write it on the blackboard), then says, “Im 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 sa

11、y to him? Ss: Whats 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

12、.) T: Whats the matter? Ss: He/ She has a headache. Let students practice other illness. A: Whats 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 pa

13、irs. Step 4 Listen and Say (about 8 minutes) Work on Section A 1b, listen and number the names 1-5. Have students look at the picture and read 1c, and tell students that the girl talked too much yesterday and she has a very sore throat now. Then ask them look at the picture, practice saying other pr

14、oblems. For example: The boy eats too much ice cream and has a stomachache. Have students work in pairs according to 1c and ask some pairs to act out their conversations. Step 5 Presentation (about 5 minutes) Teacher pretends to cough and asks: T: Whats the matter with me? Ss: Do you have a cough/ a

15、 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/ shouldnt 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: Whats the

16、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 shouldnt drink cold water/ play basketball Work in groups, and have students

17、role-play between a doctor and a patient. Ask them to talk about the health problems and give advice in groups. Step 6 Practice (about 7 minutes) Do 2a. Have students listen and number the picture 1-5in the order they hear. Then check the answer. Play the tape again for the students and let them do

18、2b by themselves. Have students listen again and match the problems with the advice. Then play it again and check the answers. Do 2c. Pair work. Let students read the conversations in 2c first. Then work in pairs, make a new conversation according to 2a and 2b. For example: A: Whats the matter? B: M

19、y back feels terrible. A: Maybe you have headache. You should see a doctor and get an X-ray. B: Thats a good idea. Show more pictures and let students make more conversations. Step 7 Expansion and Extension (about 5 minutes) Role-play the conversation. First, have students to role-play the conversat

20、ion in 2d in groups and choose the best. In groups, students discuss the language points and solve the problems. The teacher walks around and gives them some help if they need. Work in groups. Have students do a survey in groups about their health problems, then discuss in groups and give some right

21、 advice and make a new conversation. Ask each group to report their conversations. Step 8 Summary (about 3 minutes) Ask students to sum up the parts of a body and the names of illness. Help students to sum up how to give advice by using “should” and “shouldnt”, then ask them to give the right advice

22、 about different problems. Step 9 Homework (about 1 minute) Give advice to the following problems as much as possible: sore throat, toothache, headache, cold. Then choose one to make a dialogue with your partner. Search on the internet about more advice of different health problems and accidents. Bl

23、ackboard Design Unit 1 Whats the matter? The First Period (Section A 1a-2d) Whats the matter? I have a stomachache/ sore throat/ a cold. She/ He has a very sore throat. My head feels very hot. What should I/he/she do? You should/ shouldnt 第一课时作业设计 一、根据句意、汉语意思和首字母提示完成句子。 1. Whats the m_ (问题)with you?

24、 -I cut myself. 2. Tom didnt go to school yesterday, because he had a sore t_ (咽喉). 3. A horse has four f_. 4. You should go to a doctor if you have a c_ (咳嗽). 5. The girls t_ (牙齿)are very white and good. She brushes them twice a day. 二、汉译英。 1. 背痛_ 2. 感冒_ 3. 躺下休息_ 4. 发烧_ 5. 划伤自己_ 三、选择填空。 （ ）1. Whats

25、 the matter with Lisa? A. She is away. B. She is cool. C. She should get an X-ray. D. She has a sore throat. （ ）2. Im too tired. I studied very late last night. -I think you _ have a good rest. A. should B. has to C. shouldnt D. needs （ ）3. You should _ for a few nights. A. lies down B. lie down C.

26、lie D. lie to （ ）4. You shouldnt eat _ junk food. A. much too B. too many C. too much D. many too （ ）5. I have a bad toothache. -_ A. Whats the matter? B. You talks too much. C. You should see a doctor. D. I think you should lie down and rest. 教学反思 本节课在教学中注意利用图片和教师的动作，从感官上刺激学生，能很快地抓住学生的注意力，再通过学生小 组表演，给学生充分表现自己的机会，充分体现学生在教学中的主体地位。医生和病人的游戏一方面巩固了所 学知识，另一方面训练了学生之间合作解决问题的能力，并通过给别人提出合理建议，让学生充满成就感。 多媒体辅助教学可以提高课堂教学容量，调动学生多个感官对知识的感知，实现信息传递的多渠道化，但要注 意呈现的速度，做到张驰结合。 本节课各教学环节之间联系比较紧密，但时间分配上稍微有点前松后紧，因此教师应该注意根据学生的课堂反 应把握教学节奏。