初中英语人教版八年级下册what is the matter.doc

Unit1Whatsthematter?TheFirstPeriod(SectionA1a-1c)TeachingAims1.KnowledgeObjects(1)Function:Learntodescribeandtalkaboutthehealthproblemsandaccidents.Learntogiveotherssomerightadviceaccordingtotheirproblems.(2)KeyVocabulary:matter,sore,throat,stomachache,foot,neck,stomach,fever,lie,rest,cough,toothache,headache,haveasoreback,haveastomachache,haveacold,liedown,seeadentist,getanX-ray,takeonestemperature,haveafever,haveaheadache,takebreaks,inthesameway,gotoadoctor(3)TargetLanguage:Whatsthematter?Ihaveastomachache./Ihaveasoreback./Ihaveacold.Shehasaverysorethroat.Myheadfeelsveryhot.WhatshouldIdo?Ithinkyoushouldliedownandrst.(4)Structure:havea+thenamesoftheillnessshould+verb2.AbilityObjectsEnablestudentstotalkabouthealthproblemsandgiveadvicewiththelanguagepoints.3.MoralObjects(1)Improvethecooperativespiritthroughpairworkandroleplaying.(2)Studentscaremoreaboutthemselvesandtheirfamilymembershealth.TeachingKeyPoints1.Learnandmasterthepartsofthebody,thenamesoftheillnessandtheexpressionsofgivingadvice.2.Learntotalkabouthealthproblemsbyusing“Whatsthematter?Ihavea”andgiveadvicebyusing“should”.TeachingDifficultPoints1.Learntotalkabouthealthproblemsbyusing“Whatsthematter?Ihavea”.2.Learntogiveappropriateadvicetothecertainhealthproblems.TeachingMethodsTask-basedlanguageteachingmethod,thecooperativelearningmethod,andmultimedia-assistedteachingandlearningmethod.TeachingAidsThepictureaboutillness;PPT.TeachingProceduresStep1Warming-up(about2minutes)SingtheEnglishsongIfyourehappy.Step2Presentation(about6minutes)T:Thisisreallyabeautifulsong.Whatcanyoudoifyouarehappy?Ss:Clapourhandsandstampourfeet.T:Yes.Handsandfeetarepartsofourbody;doyouknowotherpartsofourbodyinEnglish?Ss:Eye,headT:Youregreat.Today,letslearnthenamesoftheebodyparts.Theteachertouchesthepartsofthebodyonebyoneandsaysthem.Whileteachingeachone,letstudentstouchorshowit.PresentapictureofPanChangjiangonthescreen.Letstudentssayeachpartofthebody.WorkonSectionA1a.Playthegame:Touchthepartsofyourbody.Letthewholeclasstouchthepartsoftheirbodywhenteachersay:TouchyourAskeightstudentstocometothefrontanddoastheteachertellsthem:TouchyourIfonedoeswrong,lethimorhergoback,thelastonewhosinthefrontisthewinner.Step3PresentationandPractice(about8minutes)Theteachermimeshavingastomachachewithanactionoftouchinghisstomach,andasks,“Whatsthematter?”(Writeitontheblackboard),thensays,“Imnotfeelingwell,Ihaveastomachache.”(Studentsrepeatwithteacher.)Thenshowsomepicturesonthescreenandaskstudentstopractice.Havestudentslookatthepictureandask:Whatcanwesaytohim?Ss:Whatsthematter?T:Yes.Andwhatshouldtheboysay?Ss:Ihaveastomachache.Letstudentsrepeatwithotherpicturesaboutotherillness.Asksomestudentstousegesturestoshowtheillness,andhaveotherstoguess.Makeamodeldialogue.(S1doesanactiontoexpressanillness.)T:Whatsthematter?Ss:He/Shehasaheadache.Letstudentspracticeotherillness.A:Whatsthematter?B:He/Shehasaheadache/toothache/asoreback/asorethroat/acoldandacough.Showotherpictures,andaskstudentstotalkabouthealthproblemsofthepersonsinthepicturesinpairs.Step4ListenandSay(about8minutes)WorkonSectionA1b,listenandnumberthenames1-5.Havestudentslookatthepictureandread1c,andtellstudentsthatthegirltalkedtoomuchyesterdayandshehasaverysorethroatnow.Thenaskthemlookatthepicture,practicesayingotherproblems.Forexample:Theboyeatstoomuchicecreamandhasastomachache.Havestudentsworkinpairsaccordingto1candasksomepairstoactouttheirconversations.Step5Presentation1c(about5minutes)Teacherpretendstocoughandasks:T:Whatsthematterwithme?Ss:Doyouhaveacough/asorethroat?T:Yes,Ihaveasorethroat.Canyougivemesomeadvice?WhatshouldIdo?Ss:Youshoulddrinkhotteawithhoney/shouldnttalktoomuch/gotoadoctor(Studentscangivedifferentadviceastheylike)Showdifferentpicturestostudents,havethempracticeinpairs.S1:Whatsthematterwithhim/her?S2:Yes,he/shehasa/antoothache/fever/headache(Teachthenewwords)Whatshouldhe/shedo?S2:He/Sheshouldgotoseeadentist/liedownandrest/drinkalotofwater./seeadoctorHe/Sheshouldntdrinkcoldwater/playbasketballWorkingroups,andhavestudentsrole-playbetweenadoctorandapatient.Askthemtotalkaboutthehealthproblemsandgiveadviceingroups.Step6.Summaryandhomework(about3minutes)Askstudentstosumupthepartsofabodyandthenamesofillness.Thesecondperiod2a-2dTeachingAims1.KnowledgeObjects(1)Function:Learntodescribeandtalkaboutthehealthproblemsandaccidents.Learntogiveotherssomerightadviceaccordingtotheirproblems.(2)KeyVocabulary:matter,sore,throat,stomachache,foot,neck,stomach,fever,lie,rest,cough,toothache,headache,haveasoreback,haveastomachache,haveacold,liedown,seeadentist,getanX-ray,takeonestemperature,haveafever,haveaheadache,takebreaks,inthesameway,gotoadoctor(3)TargetLanguage:Whatsthematter?Ihaveastomachache./Ihaveasoreback./Ihaveacold.Shehasaverysorethroat.Myheadfeelsveryhot.WhatshouldIdo?Ithinkyoushouldliedownandrst.(4)Structure:havea+thenamesoftheillnessshould+verb2.AbilityObjectsEnablestudentstotalkabouthealthproblemsandgiveadvicewiththelanguagepoints.3.MoralObjects(1)Improvethecooperativespiritthroughpairworkandroleplaying.(2)Studentscaremoreaboutthemselvesandtheirfamilymembershealth.TeachingKeyPoints1.Learnandmasterthepartsofthebody,thenamesoftheillnessandtheexpressionsofgivingadvice.2.Learntotalkabouthealthproblemsbyusing“Whatsthematter?Ihavea”andgiveadvicebyusing“should”.TeachingDifficultPoints1.Learntotalkabouthealthproblemsbyusing“Whatsthematter?Ihavea”.2.Learntogiveappropriateadvicetothecertainhealthproblems.TeachingMethodsTask-basedlanguageteachingmethod,thecooperativelearningmethod,andmultimedia-assistedteachingandlearningmethod.TeachingAidsThepictureaboutillness;PPT.TeachingProceduresStep1.Warming-upStep2.Presentation(about6minutes)Step3.Practice(about7minutes)Do2a.Havestudentslistenandnumberthepicture1-5intheordertheyhear.Thenchecktheanswer.Playthetapeagainforthestudentsandletthemdo2bbythemselves.Havestudentslistenagainandmatchtheproblemswiththeadvice.Thenplayitagainandchecktheanswers.Do2c.Pairwork.Letstudentsreadtheconversationsin2cfirst.Thenworkinpairs,makeanewconversationaccordingto2aand2b.Forexample:A:Whatsthematter?B:Mybackfeelsterrible.A:Maybeyouhaveheadache.YoushouldseeadoctorandgetanX-ray.B:Thatsagoodidea.Showmorepicturesandletstudentsmakemoreconversations.Step4.2d(about5minutes)Role-playtheconversation.First,havestudentstorole-playtheconversationin2dingroupsandchoosethebest.Ingroups,studentsdiscussthelanguagepointsandsolvetheproblems.Theteacherwalksaroundandgivesthemsomehelpiftheyneed.Workingroups.Havestudentsdoasurveyingroupsabouttheirhealthproblems,thendiscussingroupsandgivesomerightadviceandmakeanewconversation.Askeachgrouptoreporttheirconversations.Step5.Summary(about3minutes)Helpstudentstosumuphowtogiveadvicebyusing“should”and“shouldnt”,thenaskthemtogivetherightadviceaboutdifferentproblems.Step6.Homework(about1minute)Giveadvicetothefollowingproblemsasmuchaspossible:sorethroat,toothache,headache,cold.Thenchooseonetomakeadialoguewithyourpartner.Searchontheinternetaboutmoreadviceofdifferenthealthproblemsandaccidents.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。Unit1Whatsthematter?ThethirdPeriod(SectionA3a-3c)TeachingAims1.KnowledgeObjects(1)Function:Learnandmasterhowtotalkaboutthehealthproblemsandaccidents.Learnandmasterhowtogivesomerightadvicetootherswiththetargetlanguage.(2)KeyVocabulary:passenger,trouble,herself,getoff,toonessurprise,agreeto(dosth.),thanksto,intime,thinkabout,getintotrouble,falldown(3)TargetLanguage:WhatsthematterwithBen?Hehurthimself./Hehasasoreback.-Doyouhaveafever?-Yes,Ido./No,Idont.-Doeshehaveatoothache?-Yes,hedoes.Youshouldnteatsomuchnexttime.Whatshouldshedo?Sheshouldtakehertemperature.-ShouldIputsomemedicineonit?-Yes,youshould./No,youshouldnt.(4)Structure:“should/shouldnt+verb”forsuggestionReflexivepronouns.2.AbilityObjects(1)Enablestudentstounderstandthepassageabouttheaccident.(2)Enablestudentstopracticereadingandwritingwiththelanguagepoints.3.MoralObjectsEducatestudentstocareaboutandhelpthepeopleintrouble.TeachingKeyPoints1.Beabletounderstandthepassageabouttheaccident.2.Learntotalkabouthealthproblemsandaccidentsandgiveadvicebyusing“should/shouldnt”. eachingDifficultPoints1.Learntotalkabouthealthproblemsandaccidentsandgiveappropriateadvice.2.Learnhowtogetinformationfromthepassageandtrainstudentsreadingandwritingskills.TeachingMethodsTheactivityteachingmethod,thecooperativelearningmethod,andthetask-basedlanguageteachingmethod.TeachingAidsThepicturesabouthealthproblem;PPT.TeachingProceduresStep1Warming-up(about5minutes)T:Greettheclassasusual,thenpointtoastudentandsay:Youlookpale.Whatsthematter?Helpthestudentanswer“Ihaveacold.”andgivehim/hersomeadvicelike“Youshoulddrinkmorewater”.Showsomepicturesabouthealthproblemsandaskstudentstoworkinpairslikethis:S1:Whatsthematter?S2:IhaveaS1:Youshould(Helpthemuse“Youshouldnt”)Havethreepairsactouttheirconversationsinclass.Step2.playthetape.Readthepassage.Doyouthinkitcomesfromapassageorabook?Howdoyouknow?Step3Readthetextagainandcheckthethingsthathappenedinthestory.Step4.Discussthequestionswithapartner.Step5.Difficulties.1.seesb.doingsth.Seesb.dosth.2.onthesideof3.goalong,godown4.shoutforhelp5.whathappened?6.withoutthinking7.toonessurprise8.expectsb.todosth.9.thinkaboutsavingalife10.宾语从句。11.needtodosth.12.agreetodosth,agreethat13.getintotroubleStep6.SummaryandHomework.Thefourthperiod4a-4cTeachingAims1.KnowledgeObjects(1)Function:Learnandmasterhowtotalkaboutthehealthproblemsandaccidents.Learnandmasterhowtogivesomerightadvicetootherswiththetargetlanguage.(2)KeyVocabulary:passenger,trouble,herself,getoff,toonessurprise,agreeto(dosth.),thanksto,intime,thinkabout,getintotrouble,falldown(3)TargetLanguage:WhatsthematterwithBen?Hehurthimself./Hehasasoreback.-Doyouhaveafever?-Yes,Ido./No,Idont.-Doeshehaveatoothache?-Yes,hedoes.Youshouldnteatsomuchnexttime.Whatshouldshedo?Sheshouldtakehertemperature.-ShouldIputsomemedicineonit?-Yes,youshould./No,youshouldnt.(4)Structure:“should/shouldnt+verb”forsuggestionReflexivepronouns.2.AbilityObjects(1)Enablestudentstounderstandthepassageabouttheaccident.(2)Enablestudentstopracticereadingandwritingwiththelanguagepoints.3.MoralObjectsEducatestudentstocareaboutandhelpthepeopleintrouble.TeachingKeyPoints1.Beabletounderstandthepassageabouttheaccident.2.Learntotalkabouthealthproblemsandaccidentsandgiveadvicebyusing“should/shouldnt”.TeachingDifficultPoints1.Learntotalkabouthealthproblemsandaccidentsandgiveappropriateadvice.2.Learnhowtogetinformationfromthepassageandtrainstudentsreadingandwritingskills.TeachingMethodsTheactivityteachingmethod,thecooperativelearningmethod,andthetask-basedlanguageteachingmethod.TeachingAidsThepicturesabouthealthproblem;PPT.TeachingProceduresStep1Warming-up(about5minutes)T:Greettheclassasusual,thenpointtoastudentandsay:Youlookpale.Whatsthematter?Helpthelebestadviceforthehealthproblemsin4b.Thenaskstudentsaddtheirownadviceaboutthesehealthproblems.Havesomestudentstoreporttheirownadviceinclass.Step5Groupwork(about5minutes)Havestudentsreadtheconversationin4c,andthenaskthemtoworkingroups.Onestudentmimesaproblem.Theotherstudentsinhis/hergroupguesstheproblemandgivetheiradvice.Step6Readingpractice(about14minutes)Pre-reading:Showthepicturein3atostudents.Teachthenewwords“passenger”and“trouble”.Thenhavethemtalkaboutthepicture.While-reading:First,askstudentstoreadthepassageandanswerthequestion:Doyouthinkitcomesfromanewspaperorabook?Havestudentsreadthesentencesin3b.Thenaskthemtoreadthepassageagainandcheckthethingsthathappenedinthestory.Checktheanswerswiththeirpartners.After-reading:Havestudentspayattentiontothequestionsin3c,andthenreadthepassageagainandtryansweringthem.Havestudentsdiscussthequestionsin3cwiththeirpartners.Thenasksomestudentstosaytheiranswersinclass.Encouragethemtosaytheirownopinions.Step7Summary(about3minutes)Helpstudentstosumuphowtotalkabouthealthproblemsandgiverightadvice.Askoneortwostudentstosumupthekeyphrasesinthepassage,andhelpthemtomakeupmoresentenceswiththem.Step8Homework(about1minute)Havestudentsmakeupconversationstotalkaboutsb.shealthproblemsandgivethemsomeadvice.Havestudentsreadthepassageandpracticeretellingthestory.教学反思本节课首先以师生情景对话引出上节课学习内容，然后让学生根据图片进行复习，很自然地进入下一部分对GrammarFocus的总结，再通过练习和小组活动加以巩固，使学生很容易地掌握如何谈论健康问题和提出合理的建议。阅读教学让学生对图片的谈论，自然地进入有关事故的短文阅读，一方面训练了学生的说话能力，另一方面为阅读做铺垫。读后让学生回答问题，进行讨论，这样使读写与说的训练相互整合，既练习了口头表达，也对阅读效果加以巩固。本节课的活动较多，要注意课堂节奏的把握，以便顺利完成学习任务，达到理想的教学效果。Unit1Whatsthematter?TheFifthPeriod(SectionB1a-1d,)TeachingAims1.KnowledgeObjects(1)Function:Learntotalkaboutdifferentaccidentsandhealthproblems.Learntogivesomerightadviceaccordingtodifferentaccidentsandputtheminorder.(2)KeyVocabulary:bandage,knee,nosebleed,hurt,hit,nurse,puton,gethit,hurtoneself(3)TargetLanguage:Putabandageonit./Runitunderwater./Restforafewdays./Putyourheadback./PutonacleanT-shirt.Someonefeltsick./Someonecuthisknee./Someonehadanosebleed./Someonehurthisback./Someonegothitonthehead.(4)Structure:thewayoftalkingaboutaccident;should/shouldnt+verb2.AbilityObjects(1)Enablestudentstodescribedifferentaccidentsandhealthproblems.(2)Enablestudentstogivesomerightadviceaccordingtodifferentaccidents.3.MoralObjectsBekindtoothersandgiveothersmorecares.TeachingKeyPointsLearntotalkaboutdifferentaccidentsandhealthproblems.TeachingDifficultPointsLearntogivesomerightadviceaccordingtodifferentaccidentsandputtheminorder.TeachingMethodsTheactivityteachingmethod,thecooperativelearningmethod,andthesituationalteachingmethod.TeachingAidsThepicturesabouthealthproblem;PPT.TeachingProceduresStep1Warming-up.Greettheclassasusual,thenhavestudentsplayguessinggame.T:(Askonestudenttochooseacardofillnessanddoanaction,thenasks)Whatsthematterwithhim/her?Theotherstudentsguessaccordingtotheactioin.T:Whatsthematterwithhim/her?S2:Didyouhaveatoothache?S1:No,Ididnt.S3:Didyouhaveaheadache?S1:Yes,Idid.Showapictureofthebody.Askstudentstosayeachpartofthebody.T:(Toucheshisownheadandsays)Ihaveaheadache,thenwrite“headache”nexttothehead.Thenpointtotheteethandasks:Whatsthematterwithhisteeth?Helpstudentstoanswer:Oh,Histoothhasahole.Hehasatoothache.ThenhavestudentstofinishSelfCheck1alone.Checktheanswersandhavethemsaymorehealthproblems.Step21aWhentheseaccidentshappen,whatshouldyoudo?Puttheaction