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  • 您的位置:在点网 > 教案 > 英语教案 > 2014新目标八年级下册英语教案unit1 正文 2017-01-06

    2014新目标八年级下册英语教案unit1

    相关热词搜索:下册 八年级 新目标 英语教案 unit1 八年级上册英语第4单元 2016新目标八年级上册 新目标八年级上unit1

    篇一:新人教版2014年春季八年级英语下册Unit 1教案

    课题:Unit One What’s the matter? Period 1 Section A (1a-2d)

    一、Teaching date:

    二:学情及教学内容分析:

    主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外,本单元还涉及到党当人身体不适时,医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇,文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说,本单元的相关语法知识并不难。

    教学目标:

    三: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, take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist,

    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。

    四:教学重难点

    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…”

    五:教学流程:

    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。

    Step3 Learn 1a on page 1. Look at the picture. Write the correct letter.

    arm, back, ear, eye, foot…

    Step4 1b Listen and look at the picture, then number the names on page 1.

    NancySarah David…

    Step5 Practice the conversations.

    What’s the matter with…? She talked too much yesterday.

    知识点归纳:

    当某人心情沮丧,闷闷不乐,身体不舒服或是遇到麻烦事时,可以用下列问句:

    What’s the matter? What’s wrong with sb/sth?

    某人/某物怎么了?(sb:哪儿不舒服/出什么事了/为何不高兴?sth:某物出了毛病或故障)可以用下列问句:What’s the matter with you?/ What’s the trouble with you?/ What’s your trouble?/ What’s wrong with you? /Is there anything wrong with you?

    Step 6 Listen and number the pictures on page 2.

    Step 7 Listen again and then match.

    1. fever a. lie down and rest

    2. stomachache b.drink some hot tea with honey

    3.cough and sore throat c. see a dentist

    … …

    知识点归纳:

    You should drink some hot tea with honey.

    (1) with 做介词,意为“有,带有”表示某物带有或具有某种特征。介词短语with honey做hot tea 的后置定语。例:a tall girl with long curly hair.

    (2)with还有“和某人某物在一起”,表示伴随。例:I like to talk with my friends.

    with还有“用……”表示使用“某种工具、手段等”

    例:Cut it with a knife/wirte with a pen/with the help of……或with one’s help

    with还有“关于……对于……”表示 “关系和适应范围” 例:be angry with

    Step 8 Role-play the conversation.

    先带领学生学习书中对话部分所出现的语法知识,新的词组以及新的句型。并要求学生熟读本部分课文。

    对话中主要词组: take breaks 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.

    六:设计意图及反思

    Period 2 (3a-Grammar focus)

    一、Teaching date:

    二:学情及教学内容分析:

    主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外,本单元还涉及到党当人身体不适时,医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇,文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说,本单元的相关语法知识并不难。

    教学目标:

    三:教学目标:

    1. 语言知识目标:

    1) 单词以及短语: passenger, get off, on to, to one’s surprise, trouble, hit, right away,

    get into, herself, see sb doing sth, thanks to, save a life, think about, in time, wait for,

    take …to…, tell …to do …

    2)巩固一般过去时,熟练使用动词的过去式。

    2. 能力目标:

    运用推理判断法解阅读理解题

    3.情感目标:培养学生主动救助处于危险境地的人的精神,在紧急关头,有勇气做出正确的决定。

    四、教学重难点

    1. 教学重点:一般过去时的复习;

    2. 教学难点:在阅读材料中,准确地提取所需信息。

    五:教学流程

    Step1 Learn some new words and review the words that we learned yesterday.

    Step2复习一般过去时态,并带领学生复习常见动词的过去式。

    see run get say know stopsave ….

    Step3 先让学生自己阅读教材3页的文章,并找同学说出本篇文章的大概内容。

    Step4 在学生熟读课文后,带领学生一起分析文章中出现的短语、语法点以及句型。

    see sb doing sth, get off, without doing sth, in time, think about, thanks to, wait for, agree to…

    本篇文章内容是当今社会议论广泛的话题,即在路上遇到有人摔倒要不要过去帮忙,要正确引导学生。

    Step5Read the passage again and check the things that happened in the story on page 3.

    知识点归纳:用have来回答健康问题

    (1)have a cold 中have意为“患、得(病)”

    (2)have意为“拥有”之意时,无进行时。

    (3)have做“进行、举行”解,表示“举行某一活动”例:We will have a big party on New Year’s Day.

    (4)have做“吃、喝”解,可指吃三餐饭或具体食物。例:I have tomatoes for lunch.

    (5)have做“上……课”解,例:How many classes do you have on weekdays

    Step6 3c Discuss the questions with a partner on page 3.

    Step7 带领学生分析每一句的话的含义。

    Work in groups and discuss how to keep ourselves healthy.

    Step8 Grammar focus. 本部分内容要求学生记忆,并能熟练运用。

    Step 9总结本节课所学内容。

    六:设计意图及反思

    Period 3 Period 3 (4a-Section B 1d)

    一、Teaching date:

    二:学情及教学内容分析:

    主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外,本单元还涉及到党当人身体不适时,医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇,文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说,本单元的相关语法知识并不难。

    教学目标:

    三:教学目标:

    .1 语言知识目标:

    1) 能掌握以下单词以及词组:fall down, get some rest, cut one’s knee, hurt one’s back, feel sick…

    2)能掌握含有should的用法。

    2. 能力目标:

    提高学生的听的能力以及口语交际能力。

    3.情感目标:

    引导学生正确面对生活中遇到的困难,爱惜身体,坚持锻炼。

    四、教学重难点

    1.教学重点:Should的用法

    2.教学难点:教材中出现的词组的掌握以及对听力材料的理解。

    五:教学流程

    Step1 Learn some new words and phrases on page 4.

    Step2 4a.Fill in the blanks and practice the conversations on page 4.

    There are four conversations in this part.

    Step3 Circle the best advice for these health problems on page 4.

    . She should…; They shouldn’t…;

    知识点归纳:

    在英语中,表示“疼痛”或“不舒服”常用的有ache, sore, pain, hurt等。其用法总结如下:

    (1)“主语 +have/has +病症”例:Joe has a bad cold. /Joe has a high cold

    (2)“主语+have/has +a+sore+发病部位”例:Joe has a sore throat /bake. X K b1 .C o m

    (3)“主语+have/has +a+部位ache”

    例:Joe has a toothache/stomachache/backache/headache.

    (4)“部位+hurt(s)”表达某一具体位置的疼痛hurt是动词,意为“疼,痛”其过去式仍为hurt

    例:Joe has a toothache/stomachache/backache/headache.

    (5)“ (there is)something wrong with+one’s+部位”

    例:I can’t see anything.I think there must be something wrong with my eyes.

    Advice的用法:

    (1)advice “建议、忠告、劝告”不可数【u】 a piece of advice 一条建议 ask sb for advice 征求某人的建议 give sb some advice 给某人一些建议 take one’s advice 接受某人的建议

    Can you give a piece of advice?/He often gives us some good advice./You should take his advice.

    (2)advise “建议、劝告”为动词,advise sb of sth 把某事通知某人/I advise you to leave now.

    Step4 Conversation practice on page 4.

    A: What’s the matter? Did you hurt yourself playing soccer?

    B:No, I didn’t.

    A: Did you fall down?

    B: Yes, I did.

    篇二:新目标八年级下英语第一单元教案(2014版)

    Unit 1 What's the matter?

    教学目标:

    I语言目标:描述健康问题的词汇,及如何根据别人的健康问题提建议

    2技能目标:能听懂谈论健康问题的对话材料:能根据别人的健康问题提建议:能写出重

    点单词和重点句型,并能描述怎样对持健康问题。

    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,

    go to a doctor, get oft; to one's surprise, agree to do sth, get into trouble,

    fall down, be used to, run out (of), cut of, get out of; be in control of,

    keep on (doing sth.), give up

    句子: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.

    3 Do you have a fever? Yes, I do. No, I don't. I don't know.

    4 Does址have a toothache? Yes, he does.

    He should see a dentist and get an X-ray.

    5 What should she do? She should take her temperature.

    6 Should L put some medicine on it? Yes, you should No, you shouldn't.

    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:

    SectionAl la一2d

    Section A2 3a-3c

    Section A3 Grammar Focus-4c

    Section B 1 la-2e

    Section B2 3a-Self check

    Section A 1 (la一2d)

    Step 1 Warming up and new words

    1. Look at a picture and learn the parts of the body.

    2. New words and phrases.

    Step 2 Presentation

    la Look at the picture. Write the correct letter [a-m] for each part of the body.

    一 arm_ back_ ear -eye -foot

    一 hand -head -leg_ mouth

    neck nose sto"n-h tooth

    Step 3 Listening

    lb Listen and look at the picture. Then number the names 1-5

    Listen to the conversations again and fill in the blanks.

    Conversation 1

    Nurse: What's the matter, Sarah?

    Girl: I

    Conversation 2

    Nurse: What's the matter, David?

    Boy: I

    Conversation 3

    Nurse: What's the matter, Ben?

    Boy: I

    Conversation 4

    Nurse: What's the matter, Nancy?

    Girl: I

    Conversation 5

    Betty: What's the matter, Judy?

    人m〕二She

    Step 4 Speaking

    1 c Look at the pictures. What are the students' problems? Make conversations.

    Examples

    A: What's the matter with Judy?

    B: She talked too much yesterday and didn't drink enough water.

    She has a very sore throat now.

    A: What's the matter with Sarah?

    B: She didn't take care of herself on the weekend. She was playing with her friends at the park yesterday. Then it got wind

    2014新目标八年级下册英语教案unit1

    y, but she didn't put on her jacket. Now she has a cold.

    Step 5 Guessing games

    Guess what has happened to the students by using the important sentences.

    Step 6 Listening

    2a Listen and number the pictures [1-5] in the order you hear them.

    26 Listen again. Match the problems with the advice.

    Step 7 Speaking

    2c Make conversations using the information in 2a and 2b

    A: What's the matter?

    B: My head feels very hot.

    A: Maybe you have a fever.

    B: What should I do?

    A: You should take your temperature.

    Step 8 Role-play

    Imagine you are the school doctor. A few students have health problems. Role-p妙a conversation between the doctor and the students.

    2d Role一吻the conversation

    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?

    What's wrong with you?你怎么了?

    What's your trouble?你怎么了?

    What's the trouble with you?你怎么了?

    What's up?你怎么了?

    2. have a cold伤风,感冒,是固定词组,表示身体不适的常用词组还有:

    have a bad cold重感冒

    have a fever发烧

    have a headache头痛

    have a stomachache肚子痛,胃痛

    have a toothache牙痛

    summary: 1.牙疼have a toothache

    2.胃疼have a stomachache

    3.背疼have a backache

    4.头疼have a headache

    5.喉咙疼have a sore throat

    6.发烧have a fever

    7.感冒〕cave a cold

    8.躺下并且休息lie down and rest

    9.喝热蜂蜜茶drink hot tea with honey

    10.喝大量水drink lots ofwater

    11.看牙医see a dentist

    12.量体温take one's temperature

    13.看医生go to a doctor

    Step 10 Ezeroises

    根据上下文意思填空。

    Mandy: Lisa, are you OK?

    Lisa: I_a headache and I can't move my neck. What_ I do? Should I

    _my temperature?

    Mandy: No, it doesn't sound like you have a fever. What_ you do on the

    weekend?

    Lisa: I played computer_ all weekend.

    Mandy: That's probably why. You need to take breaks_ from the computer.

    Lisa: Yeah, I think I sat in the_ way for too long without moving.

    Mandy: I drink you should_ down and rest. If your head and neck still hurt tomorrow, then go to a

    Lisa: OK. Thanks, Mandy.

    翻译下列句子:1.你怎么了?我头痛

    2.他怎么了?他发烧

    3.李雷怎么了?他喉咙痛。他应该多喝水。

    4.如果你的头和脖子明天仍然疼的话,请去看医生.

    Homework: Makeup a conversation between a doctor and a patient.

    Section A 2 (3a一3c)

    Step 1 Presentation

    Look at the picture. Discuss what happened and then what we should do. Teacher: what happened in the picture.

    Students:

    Teacher: What should we do to help them?

    Students:

    Teaches二Did the bus driver help them?

    Students:

    Step 2 Reading

    3a Read the passage and answer the following questions.

    Do you think it comes from a newspaper or a book? How do you know?

    Did the bus driver help the man and the woman?

    3b Read the passage again and check the things that happened in the story

    1_ Wang Ping was the driver of bus No.26 at 9:00 a.m yesterday.

    2_ Bus No.26 hit an old man on Zhonghua Road.

    3_ The old man had a heart problem and needed to go to the hospital

    right away

    4_ The passagers on the bus did not want to go to the hospit城so only

    Wang Ping went with the woman and old man.

    5_ Some passagers helped to get the old man onto the bus.

    6_ The old man got to the hospital in time.

    Step 3 Speaking

    3c Discuss the questions with a partner

    Step 4 Languages points

    ..., when the driver saw an old man lying on the side of the road.

    ?.这时司机看到一位老人正躺在路边。

    观察与思考:你能看出‘看到某人正在做某事”的句型吗?

    see sb. doing sth.看见某人正在做某事

    e.g. When I pass the window I see him drawing a picture.

    see sb. do sth.看见某人做过某事

    e.g. I often see him draw a picture.

    活学活用:

    1)我看见他时他正在河边玩

    I saw him_ by the river.

    2)我看见过他在河边玩.

    I saw him_ by the river.

    3)我看着他过了桥.

    I see him_ across阮bri(堪e.

    4)我看见她正在洗碗

    I see her the dishes.

    2. The bus driver, 24一ar-oldW白口gPing, stopped the bus without thinking twice.

    3. He only thou咖about saving a life.

    观察与思考:你能看出‘without thinking", "about saving a life',的共同点吗?

    共同点:介词+doing;介词+名词、宾格代词、doing

    活学活用:用适当的形式填空。

    1) I am fine. What about- (she)?

    2) Thanks fir_(tell) me the story?

    3) It is a sunny day. How about_(go) fishing?

    4) It is good to relax by (use) the Internet or (watch) game shows.

    4. But to his surprise, they all agreed to go with him

    to one's surprise

    使惊讶的是,出乎卜卜意料

    e.g. To their surprise, all the students pass the exam

    Much to everyone's surprise, the plan succeeded

    5. ... because they don't want a口y trouble,二

    当trouble意为“困难;麻烦”时,是不可数名词。如:

    I'm sorry to give you so much trouble.

    (1) be in trouble意为‘有困难:陷入困境,’o

    如:He always asks me for help when he is in trouble.

    (2) get sb. into troubl.意为‘使某人陷入困境,’o

    如:If you come, you may get me into trouble.

    (3)主语+ have / has trouble (in) doing 8th.意为‘谋人在做某事方面有困难”。如 I have some trouble (in) reading the letter.

    当trouble意为‘嘛烦事;烦心事”时,是可数名词。如:

    She was on the phone for an hour telling me her troubles.

    【运用】根据汉语意思完成英语句子,每空词数不限。

    (1)他认为每天吃饭是一件麻烦事

    He thinks that eating every day is

    (2)你知道你现在为什么处于困境吗?

    Do you know why you now?

    (3)我妹妹在学习英语方面有困难.

    My sisterEnglish.

    6. right away意为‘立刻;马上”,和in a minute意思相近。例如:

    I'll be there right away / in a minute.

    另外,right~和at once也可表示‘立刻;马上”的意思.

    【运用】根据汉语意思完成英语句子,每空词数不限。

    你必须马上出发

    You -t't start

    重点短语

    1)看到某人正在做某事see sb. doing sth.

    2)让某人吃惊的是to one's surprise

    3)下车get off the bus

    4)l少阵 get on the bus

    5)多亏,幸亏thanks to

    6)考虑think about

    7)同意做某事agree to do sth

    8)造成麻烦get into trouble

    Step 5 Exercises

    用括号内的词的适当形式填空。

    1. The driver saw an old man- (he) on the road.

    2. I sat in the same way without_ (move).

    3.Heo吻thought about_ (save) a life and didn't think about_ (him).

    4. The old man needed_(go) to the hospital

    5. A woman was_ (shout) for help.

    6. He expected them- (get) ofthe bus.

    Section A 3 (Grammar focus一4c)

    Step I Revision (Guessing game)

    Look at the pictures, guess what has happened and revise the important points the students have learned.

    Steo 2 Grammar focus

    What's the matter?

    篇三:新版2014新目标英语八年级下册Unit1What's_the_matter教案

    Unit 1 What’s the matter? The First Period (Section A 1a-1c)

    Teaching Aims

    1. Knowledge Objects

    (1) Function: ①Learn to describe and talk about the health problems and accidents.

    ②Learn to give others some right advice according to their problems.

    (2)Key Vocabulary: matter, sore, throat, stomachache, foot, neck, stomach, fever, 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 one’s temperature, have a fever, have a headache, take breaks, in the same way, go to a doctor

    (3)Target Language:①What’s the matter? I have a stomachache./ I have a sore back. / I have a cold.②She has a very sore throat. ③My head feels very hot.④What should I do?⑤I think you should lie down and rst.

    (4)Structure:①have a+ the names of the illness②should+verb

    2. Ability Objects

    Enable students to talk about health problems and give advice with the language points.

    3. 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 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 about health problems by using “What’s the matter? I have a…” and give advice by using “should”.

    Teaching Difficult Points

    1. 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 Methods

    Task-based language 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 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.

    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 teacher say: Touch your…Ask eight students to come to the front and do as the teacher tells them: Touch your…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?

    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 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 problems. 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 Presentation1c (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 and homework (about 3 minutes)

    Ask students to sum up the parts of a body and the names of illness.

    The second period 2a-2d

    Teaching Aims

    1. Knowledge Objects

    (1) Function: ①Learn to describe and talk about the health problems and accidents.

    ②Learn to give others some right advice according to their problems.

    (2)Key Vocabulary: matter, sore, throat, stomachache, foot, neck, stomach, fever, 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 one’s temperature, have a fever, have a headache, take breaks, in the same way, go to a doctor

    (3)Target Language:①What’s the matter? I have a stomachache./ I have a sore back. / I have a cold.②She has a very sore throat. ③My head feels very hot.④What should I do?⑤I think you should lie down and rst.

    (4)Structure:①have a+ the names of the illness②should+verb

    2. Ability Objects

    Enable students to talk about health problems and give advice with the language points.

    3. 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 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 about health problems by using “What’s the matter? I have a…” and give advice by using “should”.

    Teaching Difficult Points

    1. 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 Methods

    Task-based language 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

    Step 2 .Presentation (about 6 minutes)

    Step 3 .Practice (about 7 minutes)

    Do 2a. Have students listen and number the picture [1-5]in the order they hear. Then check the answer.Play the tape again for the students and let them do 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: What’s the matter?

    B: My back feels terrible.

    A: Maybe you have headache. You should see a doctor and get an X-ray.

    B: That’s a good idea.

    Show more pictures and let students make more conversations.

    Step 4 .2d (about 5 minutes)

    Role-play the conversation.

    First, have students to role-play the conversation 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 advice and make a new 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.

    Step 6. 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.

    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

    篇四:2014年(春)人教版新目标英语八年级下册教案

    新目标英语八年级下册

    授课人:

    Unit 1 What’s the matter?

    Teaching goals:

    1. 词汇.让学生熟记这些单词,能够很熟练地指出表示身体部位的某些

    单词.

    2. 能够用所学的单词谈论身体并且能给出中肯的建议.

    3. 通过听力练习,争取能够提高学生的听力能力.

    Important points:

    1. words .

    2. Sentences:

    I have a headache. You should go to bed.

    He has a stomachache.

    He shouldn’t go to bed.

    She has a toothache.

    She should see a dentist.

    Difficulty points:

    How to talk about the health and give the advice .

    Period 1

    Teaching procedures:

    Step 1 Leading in

    1. sing a song and do some actions

    2. Play a game and revise some words we have learned.

    3. (Today we’ll learn some parts of the body .)

    Look at the picture and teach new words.

    Step 2 Pre-task

    1. Read the new words by the Ss first .

    2. Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct .

    3. Practice reading the new words .Give them 6 minutes .

    4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard .

    Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list

    Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .

    Step 3 While-task

    1. Look at the picture and learn the main sentences.

    A: What’s the matter with you ?

    B: I have a cold.

    2. SB Page 7,1c Look at the pictures , work in pairs and act out.

    3. SB Page 7, 1b .

    (1) Listen and check the answers .

    (2) Listen and fill in the blanks.

    Step 4 Post-task

    同桌之间设计一个医生与病人之间的对话.

    Step 5. Exercises in class

    Period 2

    Teaching procedures :

    Step 1 Leading in

    1. Revise : Ask several pairs of students to the front of the classroom to act out the dialogue:

    What’s the matter with you ?

    I have a sore throat.

    Then ask others : What’s the matter with him/her ?

    Help Ss answer : He has a sore throat. He should drink lots of water.

    2.look at pictures and practise the dialogue.

    Step 2 While-task

    SB Page 8, 2a

    1. Point out the eight items in this activity .Read the item to the class .Ss repeat .

    2. There are different conversations .Listen carefully . people are talking about health problems they have and getting advice .

    3. Match the problems with the advice .

    4. Check the answers .

    SB Page 8, 2b .

    Pay attention to the four pictures .

    1. Each of these pictures illustrates one of the conversations .

    2. Play the tape ,write the missing words on the blank lines .

    3. Play the tape again and check the answers .

    4. Pairwork. Practice reading the dialogues in the pictures .Take turns having the problem and giving the advice .

    5. Practice reading the dialogue in 2c ,and make their onw conversations .

    6. Act out the dialogue .

    SB Page 9, 3a .

    1. Point out the picture and ask Ss to describe it .(There is a boy sitting on a bench .He’s sick .A teacher is talking to him )

    2. Pay attention to the dialogue and the blanks in the dialogue .

    3. Fill in the blanks in the conversation .

    4. Go over the answers.

    5. Practice reading the dialogue with a student, then work in pairs . Step 3 Post-task

    SB Page 9 , 3b .

    1. Look at the picture and make your own dialogues setting 3a as an example .

    2. Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues .

    SB Page 9, Part 4.

    1. Read the instructions and demonstrate what a “mime” is .

    2. Read the dialogue by the Ss .

    3. Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is .

    4. Ask one student to give advice .

    5. Give several students an opportunity to come to the front and mime an illness .

    Step 4

    Exercises in class

    Homework

    1. When you had some problems. Please remember what the doctor said .

    Remember the new words .

    Period 3

    Teaching procedures :

    Step 1 Leading

    1. Play the game :One student mimes an illness , the other students guess the illness and give advice .

    What’s the matter? Do you have a sore throat ?

    2. Revise how to talk about health and give advice.

    Step 2 Pre-task

    SB Page 10 ,1a .

    1. Look at the picture .Point out the four new words and

    expressions .Say each word and ask Ss to repeat .

    2. The first picture .Explain something about it using one of the four words and expressions .

    3. Match the words with the pictures by the Ss .

    4. Check the answers .

    5. Practice reading and make sure the Ss understand the meaning of the words .

    SB Page 10 ,1b

    1. Read the four sentences ,Ss practice reading .

    2. Look at the picture and match each picture with advice.

    3. Check the answer

    Step 3 While-task

    SB Page 10 ,2a & 2b .

    1. First ,make sure the Ss understand what they will hear .

    2. Then read the four names

    3. Listen and write the problems on the bland lines .If possible ,write what each person “should” and “shouldn’t” do for their problem.

    4. Check the answers .

    Step 4 Post-task

    SB Page 10,2c .

    1. Ask two students to read the conversation to the class .

    2. Pairwork .Make conversations with your partner .

    3. Act out the conversations for the class .

    4. Write two dialogues in the exercise book .

    5. Exercises in class

    Period 4

    Teaching procedures :

    Step 1 Leading

    Discussion: how to keep healthy.

    Step 2 While task

    SB Page 11, 3a

    1. Read the article and fill in the form.

    2. Check the answers .

    3. Explanation

    4. Exercises

    Step 3 Post task

    SB Page 11, 3b

    Let the Ss read the paragraph and fill in the blanks .

    篇五:2014年新目标英语八年级下册全册教案

    中学2013-2014学年度第二学期

    写人

    Unit 1 What’s the matter? Teaching goals:

    1语言目标:描述健康问题的词汇,及如何根据别人的健康问题提建议。 2 技能目标:能听懂谈论健康问题的对话材料;能根据别人的健康问题提建

    议;能写出重点单词和重点句型,并能描述怎样对待健康问题。

    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。

    Important points:

    1. words .

    2. Sentences:

    I have a headache. You should go to bed.

    He has a stomachache.

    He shouldn’t go to bed.

    She has a toothache.

    She should see a dentist.

    Difficulty points:

    How to talk about the health and give the advice .

    Period 1

    Teaching procedures:

    Step 1 Leading in

    1. sing a song and do some actions

    2. Play a game and revise some words we have learned.

    3. (Today we’ll learn some parts of the body .)

    Look at the picture and teach new words.

    Step 2 Pre-task

    1. Read the new words by the Ss first .

    2. Then check the Ss if they can read the new words by

    themselves correctly .if there is a mistakes ,correct .

    3. Practice reading the new words .Give them 6 minutes .

    4. Have a competition between boys and girls .Write the

    words you remembered just now on the blackboard .

    Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list

    Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the

    Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .

    Step 3 While-task

    1. Look at the picture and learn the main sentences.

    A: What’s the matter with you ?

    B: I have a cold.

    2. SB Page 7,1c Look at the pictures , work in pairs

    and act out.

    3. SB Page 7, 1b .

    (1) Listen and check the answers .

    (2) Listen and fill in the blanks.

    Step 4 Post-task

    同桌之间设计一个医生与病人之间的对话.

    Step 5. Exercises in class

    Period 2

    Teaching procedures :

    Step 1 Leading in

    1. Revise : Ask several pairs of students to the front

    of the classroom to act out the dialogue:

    What’s the matter with you ?

    I have a sore throat.

    Then ask others : What’s the matter with him/her ?Help Ss answer : He has a sore throat. He should drink lots of water.

    2.look at pictures and practise the dialogue.

    Step 2 While-task

    SB Page 8, 2a

    1. Point out the eight items in this activity .Read the

    item to the class .Ss repeat .

    2. There are different conversations .Listen carefully .

    people are talking about health problems they have and getting advice .

    3. Match the problems with the advice .

    4. Check the answers .

    SB Page 8, 2b .

    Pay attention to the four pictures .

    1. Each of these pictures illustrates one of the conversations .

    2. Play the tape ,write the missing words on the blank lines .

    3. Play the tape again and check the answers .

    4. Pairwork. Practice reading the dialogues in the pictures .Take turns having the problem and giving the advice .

    5. Practice reading the dialogue in 2c ,and make their onw conversations .

    6. Act out the dialogue .

    SB Page 9, 3a .

    1. Point out the picture and ask Ss to describe it .(There is a boy sitting on a bench .He’s sick .A teacher is talking to him )

    2. Pay attention to the dialogue and the blanks in the dialogue .

    3. Fill in the blanks in the conversation .

    4. Go over the answers.

    5. Practice reading the dialogue with a student, then work in pairs .

    Step 3 Post-task

    SB Page 9 , 3b .

    1. Look at the picture and make your own dialogues setting 3a as an example .

    2. Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues .

    SB Page 9, Part 4.

    1. Read the instructions and demonstrate what a “mime” is .

    2. Read the dialogue by the Ss .

    3. Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is .

    4. Ask one student to give advice .

    5. Give several students an opportunity to come to the front and mime an illness .

    Step 4

    Exercises in class

    Homework

    1. When you had some problems. Please remember what the doctor said .

    Remember the new words .

    Period 3

    Teaching procedures :

    Step 1 Leading

    1. Play the game :One student mimes an illness , the other students guess the illness and give advice .

    What’s the matter? Do you have a sore throat ?

    2. Revise how to talk about health and give advice. Step 2 Pre-task

    SB Page 10 ,1a .

    1. Look at the picture .Point out the four new words and expressions .Say each word and ask Ss to repeat .

    2. The first picture .Explain something about it using one of the four words and expressions .

    3. Match the words with the pictures by the Ss .

    4. Check the answers .

    5. Practice reading and make sure the Ss understand the meaning of the words .

    SB Page 10 ,1b

    1. Read the four sentences ,Ss practice reading .

    2. Look at the picture and match each picture with advice.

    3. Check the answer

    Step 3 While-task

    SB Page 10 ,2a & 2b .

    1. First ,make sure the Ss understand what they will hear .

    2. Then read the four names

    3. Listen and write the problems on the bland lines .If possible ,write what each person “should” and “shouldn’t” do for their problem.

    4. Check the answers .

    Step 4 Post-task

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