人教版英語八年級(jí)下冊(cè)u(píng)nit1教案教學(xué)提綱

1、Unit1 Whats the matter?1. KnowledgeWords: 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, momen

2、t, late, until, yesterday, hearPhrases: have a cold, be stressed out, a few, at the momentStructures: Have for talking about health problems.Modal: should / shouldn t2. SkillsTalk about your health.Give advice.3. Learning StrategiesUsing what you know.Inferring content.II. BackgroundIII. Teaching Ti

3、me: Six PeriodsPeriod OneTeaching 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, throat2. Develop the students listening ability.3. Be able to talk about health.4.

4、 Sentence PatternsWhat s the matter? I have a sore throat.Teaching Difficult PointThe sentence patterns.Teaching MethodsListening practice to train the students listening ability.PairwrokTeaching AidsSome pictures.A tape recorder.Teaching ProceduresStep I Greetings.Step II. 1aTeach the students to s

5、tudy the new words by showing some pictures.eye, nose, mouth, ear, tooth, face, head, neck, back, stomach, arm, hand, leg, footAsk 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 ans

6、wers.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 1bShow 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, JudyThen play the reco

7、rding the first time. Students only listen. Play the recording a second time. Students number the names. Cheek the answersAnswers:Nancy = 3 Sarah = 1 David = 2 Ben = 5 Judy = 4Step IV 1cAsk two students to read the conversation.A: What s the matter?B: I have a sore throat.Then let the students make

8、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？這句話在口語中很常見，當(dāng)別人遇到什么麻煩，或身體不舒服，你就可以問What's the matter?意思是你怎么啦？/ 你遇到什么麻煩啦？ / 你哪兒不舒服？還可以在句末用介詞with 表示對(duì)象。e.g. What the matter with you? 你怎么啦？ I can t find my t

9、icket. 我打不到我的票。 What s the matter with your car? 你的車怎么啦？ I can t start it. 它發(fā)動(dòng)不了了。2. have + a +疾病名”表示“患（病）?！県ave a cold （患）感冒have a stomachache 胃痛 have a sore back 背痛 have a toothache （患） 牙痛 have asore throat （患）咽喉痛 have a fever 發(fā)燒，發(fā)熱have a headache （患）頭痛have a backache 背痛Step V Summary and Homework

10、Summarize what the students have learnt and give them some homework.To make conversations in 1c in pairs.To do some exercises.Period TwoTeaching Aims1. Learn and master the following words: toothache, fever, rest, honey, dentist, should, headache, shouldn t= should not2. Develop the students listeni

11、ng ability.3. Be able to give advice.4. Sentence PatternsWhat s the matter? I have a toothache.Maybe you should see a dentist. That s a good idea.He has a stomachache. He shouldn t eat anything.She has a toothache. She should see a dentist.Teaching Difficult PointThe sentence patterns.Teaching metho

12、dsListening practice to train the students listening ability.PairworkTeaching AidsA tape recorder.A projector.Teaching Procedures.Step I. Greetings.Step II. RevisionAsk several pairs of students to say their conversations.Do some exercises.寫出人體各部分的英語名稱。Step III. 2aTeach the students to study the new

13、 words by a projector.應(yīng)該toothache n.牙痛 fever n.發(fā)燒；發(fā)熱 rest n.休息honey n.蜂蜜 dentist n.牙醫(yī) should v. headache n. 頭痛 shouldn't = should notAsk a student 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

14、waterThen play the recording the first time. Students only listen.Play the recording a second time. Students match the problems with the advice.Check the answers.Step IV 2bAsk the students to look at the pictures. Ask, what can you see in the pictures?Then play the recording again. Ask the students

15、to fill in the blanksCheck the answersStep V 2cAsk two students to read the conversation.A: What's the matter?B: I have a toothache.A: Maybe you should see a dentist.B: That's a good idea.Then let the students make conversations in pairs.After some minutes, ask several pairs to say their con

16、ver sations.Explain the language point.Maybe you should see a dentist.Step VI Grammar FocusAsk the students to read the sentences.I have a headache. You should go to bed.He has a stomachache. Heshouldn 'eat anything.She has a toothache. She should see a dentist.Then let the students make similar

17、 sentences.Step VII. Summary and HomeworkSummarize what the students have learnt and give them some homework.To remember the grammar focus.Period ThreeTeaching Aims:1. Learn and master the following words: ago, so, illness, advice2. Sentence PatternsWhat' the matter? I m not feeling well. I have

18、 a cold.When did it start? About two days ago.Oh, that s too bad. You should get some rest.Yes, I think so. I hope you feel better soon.3. Review how to talk about health and give advice.Teaching Difficult PointThe sentence patterns.Teaching MethodsPairwork.Groupwork.Teaching AidA projector.Teaching

19、 ProceduresStep I. Greetings.Step II. RevisionStep IV 3bAsk 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 ha

20、s a sore back. He has a sore throat. She has a stomachache.)After some minutes, ask several pairs to say their conversations.Step V 4Read 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 res

21、t.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 t

22、he front and mime an illness.Step VI Summary and HomeworkSummarize what the students have learnt and give them some homework.To make conversations in 3a in pairs.Period FourTeaching Aims:1. Learn and master the following words:thirsty, early, problem2. Sentence PatternsWhats the matter with Gina?She

23、 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 abilityPairworkTeaching ProceduresStep I Greetings.Step II Revision

24、.Step III 1aAsk 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.Step IV 1bLet students read the four sentences then read each one again and ask students to rep

25、eat the sentences. Listen to the tape.Then let students match each pictureWith one piece of advice. Write the letter of the picture in front of the sentence that gives advice.Correct the answers.Step V 2aLet students look at the chart. Then ask the students listen to the four conversations. Write th

26、e problems in the blanks after each person s name.Correct the answers.AnswersGina: tired Julie: thirstyTony: stressed out Alan: hungryStep VI 2bLet students listen to the four conversations again. Then write what each person should and shouldn t do for their problems.Answers.Step VII 2cFirst let two

27、 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 Ho

28、mework.Summarize what the students have learnt and give them some homework.To make conversations in 2c in pairs.Period FiveTeaching Aims:Learn and master the following words and phrases way, traditional, believe, weak, angry, medicine, western, everybody, get, few, stay, importantSentence patterns T

29、raditional Chinese doctors believe we need a balance of yin and yang to be healthy. Eating Dangshen and Huangqi herbs is also good for this . It s easy to have a healthy lifestyle. People who are too stressed out and angry may have too much yang.Teaching Difficult Point.The sentence patterns.Teachin

30、g Methods.Reading practice to train the students reading ability. Writing practice to train the students writing ability.Teaching AidA projector.Teaching procedures.Step I GreetingStep II New wordsTeach the students to study the new words by a projectorway n. 方法，方式traditional adj. 傳統(tǒng)的，慣例的 believe v.

31、 相信，認(rèn)為 weak adj. 虛弱的angry adj. 憤怒的，生氣的 medicine n. 藥 western adj. 西方的 everybody 每人 pron get v. 變得 few adj. 很少的，幾乎沒有的 stay v. 保持 important adj. 重要的 Step III 3aRead the article. Then Explain the language points.1. Traditional Chinese doctors believe we need a balance of Chinese doctors believe that th

32、ey should eat 在這兩個(gè)句子中， believe 后跟的都是賓語從句，都由 that 引導(dǎo)， that 可以省略。e.g. I believe (that) she will be back soon. 我相信她很快會(huì)回來的。People who are too stressed out and angry may have too much yang.too much 與 much too 的區(qū)別都表示“太多"。但 too much+不可數(shù)名詞， much too +形容詞(或副詞)e.g. There is too much ice and snow in Harbi

33、n in winter. 冬季在哈爾濱有太多的冰和雪。He is much too fat. He shouldn t eat to much meat. 他太胖了，他不應(yīng)該吃太多的肉。3 . Eating Dangshen and Huangqi herbs is also good for this.Eating Dangshen and Huangqi herbs 為動(dòng)名詞短語作主語。動(dòng)名詞短語做主語，謂語動(dòng)詞用單數(shù)。Watching TV is bad for your eyes. 看電視對(duì)眼睛有害。Smoking is bad for your health. 吸煙對(duì)健康有害。4 .

34、這個(gè)句子中出現(xiàn)了兩個(gè)代詞it， 都是用作形式主語， 真正的主語分別是的面的不定式短語to stay healthy 和 to eata balanced diet,使用這種用法是為了避免不定式短語作主語時(shí)出現(xiàn)的頭重腳輕現(xiàn)象。e.g. It s very difficult o learn English well. 把英語學(xué)好很難。It s easy to finish the work on time. 按時(shí)完成這項(xiàng)工作很容易。Let two students read the article again.Step IV 3bAsk a student to read the article

35、.Are you tired?Everybody gets tired sometimes. When you are tired, you shouldn t . You should for a few nights and youshould 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 VLet the students write a short ar

36、ticle about “What you should and shouldn t do 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 t sleep. I m hungry. I have a sore back. I have a cold h

37、eadache. 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 SixTeaching Aims1. Learn and master the following words and phrasemoment, at the moment, late, until (till), yesterday, hear2. Be able to fill in