新目标英语八年级下UNIT1教案.docx
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新目标英语八年级下UNIT1教案.docx
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新目标英语八年级下UNIT1教案
教师学案设计
课题:
Unit1What’sthematter?
课时:
第一课时
教学目标:
描述健康问题的词汇,及如何根据别人的健康问题提建议。
课型:
综合
教学步骤:
个人调整与补充内容
Step1Warmingupandnewwords
1.Lookatapictureandlearnthepartsofthebody.
2.Newwordsandphrases.
Step2Presentation
1aLookatthepicture.Writethecorrectletter[a-m]foreachpartofthebody.
___arm___back___ear___eye___foot
___hand___head___leg___mouth
___neck___nose___stomach___tooth
Keys:
hegihajlcdmkf
Step3Listening
1bListenandlookatthepicture.Thennumberthenames1-5
Listentotheconversationsagainandfillintheblanks.
Conversation1
Nurse:
What’sthematter,Sarah?
Girl:
I___________.
Conversation2
Nurse:
What’sthematter,David?
Boy:
I_________________.
Conversation3
Nurse:
What’sthematter,Ben?
Boy:
I_________________.
Conversation4
Nurse:
What’sthematter,Nancy?
Girl:
I_________________.
Conversation5
Betty:
What’sthematter,Judy?
Ann:
She__________________.
Keys:
haveacoldgotastomachachehaveasoreback
haveatoothachehasasorethroat
Step4Speaking
1cLookatthepictures.Whatarethestudents’problems?
Makeconversations.
Examples
A:
What’sthematterwithJudy?
B:
Shetalkedtoomuchyesterdayanddidn’tdrinkenoughwater.
Shehasaverysorethroatnow.
A:
What’sthematterwithSarah?
B:
Shedidn’ttakecareofherselfontheweekend.Shewasplayingwithherfriendsattheparkyesterday.Thenitgotwindy,butshedidn’tputonherjacket.Nowshehasacold.
作业布置:
教后梳理或反思:
教师学案设计
课题:
Unit1What’sthematter?
课时:
第二课时
教学目标:
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;
课型:
综合
教学步骤:
个人调整与补充内容
Step1Guessinggames
Guesswhathashappenedtothestudentsbyusingtheimportantsentences.
Step2Listening
2aListenandnumberthepictures[1-5]intheorderyouhearthem.
Keys:
24315
2bListenagain.Matchtheproblemswiththeadvice.
1feveraliedownandrest
2stomachachebdrinksomehottea
3coughandsorethroatcseeadentistandgetanX-ray
4toothachedtakeyourtemperature
5cutmyselfeputsomemedicineonit
Keys:
dabce
Step3Speaking
2cMakeconversationsusingtheinformationin2aand2b
A:
What’sthematter?
B:
Myheadfeelsveryhot.
A:
Maybeyouhaveafever.B:
WhatshouldIdo?
A:
Youshouldtakeyourtemperature.
Step4Role–play
1.Imagineyouaretheschooldoctor.Afewstudentshavehealthproblems.Role-playaconversationbetweenthedoctorandthestudents.
2dRole–playtheconversation
2.Answerthequestions.
1)What’sthematterwithLisa?
2)Didshehaveafever?
3)Whatdidshedothenightbefore?
4)Whatdoessheneedtodo?
5)Whatshouldshedofornow?
6)Whatshouldshedoifthingsdon’tgetbetter?
Keys:
Shehasaheadacheandcan’tmoveherneck.
No,shedidn’t.
Sheplayedcomputergamesallweekend.
Sheneedstotakebreaksawayfromthecomputer.
Sheshouldliedownandrest.
Sheshouldgotoadoctor.
作业布置:
教后梳理或反思:
教师学案设计
课题:
Unit1What’sthematter?
课时:
第三课时
教学目标:
Languagesummaryanddosomeexercise
课型:
复习与巩固
教学步骤:
个人调整与补充内容
Step1Languagepointsandsummary
1.What’sthematter?
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。
2.haveacold伤风,感冒,是固定词组
表示身体不适的常用词组还有:
haveabadcold重感冒haveafever发烧
haveaheadache头痛haveastomachache肚子痛,胃痛
haveatoothache牙痛躺下并且休息liedownandrest
Step2Exercises
根据上下文意思填空。
Mandy:
Lisa,areyouOK?
Lisa:
I_____aheadacheandIcan’tmovemyneck.What______Ido?
ShouldI_____mytemperature?
Mandy:
No,itdoesn’tsoundlikeyouhaveafever.What_____youdoontheweekend?
Lisa:
Iplayedcomputer_____allweekend.
Mandy:
That’sprobablywhy.Youneedtotakebreaks_____fromthecomputer.
Lisa:
Yeah,IthinkIsatinthe_____wayfortoolongwithoutmoving.
Mandy:
Ithinkyoushould____downandrest.Ifyourheadandneckstillhurttomorrow,thengotoa_______.
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。
类似的问句还有:
What’swrong?
怎么啦?
What’swrongwithyou?
你怎么了?
What’syourtrouble?
What’sthetroublewithyou?
你怎么了?
What’sup?
你怎么了?
Keys:
Whatisthematterwithyou?
Ihaveaheadache.
What’sthematterwithhim?
Hehasafever.
What’sthematterwithLiLei?
Hehasasorethroat.
Heshoulddrinklotsofwater.
Ifyourheadandneckstillhurttomorrow,thengotoadoctor.
作业布置:
Makeupaconversationbetweenadoctorandapatient.
教后梳理或反思:
教师学案设计
课题:
Unit1What’sthematter?
课时:
第四课时
教学目标:
能写出重点单词和重点句型,并能描述怎样对待健康问题。
课型:
阅读
教学步骤:
个人调整与补充内容
Step1Presentation
Lookatthepicture.Discusswhathappenedandthenwhatweshoulddo.
Step2Reading
BusDriverandPassengersSaveanOldMan
1.Lookattheheadlineandpicturethenanswerthequestions.
Whathappenedtothemanlyingbytheroad?
Whatwasthepersonnexttohimdoing?
Didthismandie?
Whodoyouthinkisgoingtosavetheman?
2.3aReadthepassageandanswerthefollowingquestions.
Doyouthinkitcomesfromanewspaperorabook?
Howdoyouknow?
Didthebusdriverhelpthemanandthewoman?
3.3bReadthepassageagainandcheckthethingsthathappenedinthestory.
1____WangPingwasthedriverofbusNo.26at9:
00a.m.yesterday.
2____BusNo.26hitanoldmanonZhonghuaRoad.
3____Theoldmanhadaheartproblemandneededtogotothehospitalrightaway.
4____Thepassagersonthebusdidnotwanttogotothehospital,soonlyWangPingwentwiththewomanandoldman.
5____Somepassagershelpedtogettheoldmanontothebus.
6____Theoldmangottothehospitalintime.
Step33cDiscussthequestionswithapartner.
1.WhywasWangPingsurprisedthatthepassengersagreedtogotothehospitalwithhim?
2.DidthepassengersthinkWangPingdidtherightthing?
3.Doyouagreethatpeopleoftendonothelpothersbecausetheydonotwanttogetintotrouble?
Whyorwhynot?
Teacher:
Whathappenedinthepicture.
Students:
Teacher:
Whatshouldwedotohelpthem?
Students:
阅读指导
1)先认真阅读每个题目的意思,弄清要求我们寻找什么信息。
2)带着问题,再来读短文。
在短文中认真寻找我们所需的信息,在有相关内容的地方,应多读几次,认真理解,以找到想要找的信息。
3)最后,再通读一遍,检查一下所找的答案是否正确。
作业布置:
教后梳理或反思:
教师学案设计
课题:
Unit1What’sthematter?
课时:
第五课时
教学目标:
强化相关语言知识,做到运用熟悉自如
课型:
练习与巩固
教学步骤:
个人调整与补充内容
Step1Languagespoints
1....whenthedriversawanoldmanlyingonthesideoftheroad.
......这时司机看到一位老人正躺在路边。
活学活用
1)我看见他时他正在河边玩。
Isawhim_______bytheriver.
2)我看见过他在河边玩。
Isawhim_____bytheriver.
2.Thebusdriver,24-year-oldWangPing,stoppedthebuswithoutthinkingtwice.
3.Heonlythoughtaboutsavingalife.
活学活用用适当的形式填空。
1)Iamfine.Whatabout____(she)?
2)Thanksfor______(tell)methestory?
3)Itisasunnyday.Howabout_____(go)fishing?
4.Buttohissurprise,theyallagreedtogowithhim.
toone’ssurprise使......惊讶的是,出乎......意料
e.g.Totheirsurprise,allthestudentspasstheexam.
5....becausetheydon’twantanytrouble,...
当trouble意为“困难;麻烦”时,是不可数名词。
如:
I’msorrytogiveyousomuchtrouble.
(1)beintrouble意为“有困难;陷入困境”。
如:
Healwaysasksmeforhelpwhenheisintrouble.
(2)getsb.intotrouble意为“使某人陷入困境”。
如:
Ifyoucome,youmaygetmeintotrouble.
(3)主语+have/hastrouble(in)doingsth.意为“某人在做某事方面有困难”。
如:
Ihavesometrouble(in)readingtheletter.
Step2Exercises
用括号内的词的适当形式填空。
1.Thedriversawanoldman_____(lie)ontheroad.
2.Isatinthesamewaywithout______(move).
3.Heonlythoughtabout_(save)alifeanddidn’tthinkabout__(him).
4.Theoldmanneeded___(go)tothehospital.
观察与思考1:
你能看出“看到某人正在做某事”的句型吗?
seesb.doingsth.
看见某人正在做某事
e.g.WhenIpassthewindowIseehimdrawingapicture.
seesb.dosth.
看见某人做过某事
e.g.Ioftenseehimdrawapicture.
观察与思考2:
你能看出“withoutthinking”、“aboutsavingalife”的共同点吗?
共同点:
介词+doing,介词+名词、宾格代词、doing
作业布置:
整理文中与“bus”相关和与“医疗急救”相关的表述。
教后梳理或反思:
教师学案设计
课题:
Unit1What’sthematter?
课时:
第六课时
教学目标:
语言综合能力的运用
课型:
Grammarfocus
教学步骤:
个人调整与补充内容
Step1Revision(Guessinggame)
Lookatthepictures,guesswhathashappenedandrevisetheimportantpointsthestudentshavelearned.
Step2Grammarfocus
用法展现have/should
should属情态动词,后接动词原形,没有人称和数的变化。
用于提出建议劝告别人。
should的否定形式为shouldnot,通常缩写为shouldn’t。
Step3Exercises
4aFillintheblanksandpracticetheconversations.
1.A:
Ihurt____whenIplayedbasketballyesterday.What____Ido?
B:
You______seeadoctorandgetanX-ray.
2.A:
______thematter?
B:
MysisterandI______sorethroats._______wegotoschool?
A:
No,you_________.
What’shaveShouldshouldn’t
Doeshavedoesn’thasshould
4bCirclethebestadviceforthesehealthproblems.Thenaddyourownadvice.
4cOnestudentmimesaproblem.Theotherstudentsinyourgroupguesstheproblemandgiveadvice.
NameProblemAdvice
LiuPengfalldowngohomeandrest
观察与思考
读以下四个句子,总结出have的用法。
have\has
Ihaveabag.
Hehasnoodlesforbreakfast.
Ihaveabadcold.
Theyhavealookatthepicture.
作业布置:
收集英语有关疾病、伤害及救治的表达。
教后梳理或反思:
教师学案设计
课题:
Unit1What’sthematter?
课时:
第七课时
教学目标:
课型:
综合
教学步骤:
个人调整与补充内容
Step1Presentation
1.Discuss:
Didtheseaccidentshappentoyou?
Whentheyhappen,whatshouldyoudo?
e.g.gethitonthehead/cutherfinger/falldown/haveanosebleed
2.1a.Whentheseaccidentshappen,whatshouldyoudo?
Puttheactionsinorder.
Step2Listening
1.1b.Listentotheschoolnurse.Checktheproblemsyouhear.
ProblemsTreatmentsProblemsTreatments
2.1c.Listenagain.Writetheletterofeachtreatmentnexttotheproblemsyoucheckedinthechartabove.
a.putabandageonit
b.tookhistemperature
c.toldhimtorest
d.
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