新人教版2014年春季八年级英语下册Unit1教案

1、课题：Unit One Whats 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.Whats the matter with?”“What should I/ you/ he/ she/they do?” “I/ you/ he/ she/th

2、ey 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, tak

3、e breaks away from, all weekend, take ones temperature, in the same way, go to a doctor, see a dentist, 2) 能熟悉以下句型： Whats 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： “Whats the matter

4、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: Whats the date today?/ What day is it today?/ Hows the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like exercising?/ How often do you exercise?

5、/ Thats great! To do exercise can keep us healthy, but if we dont 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, e

6、ar, eye, footStep4 1b Listen and look at the picture, then number the names on page 1. Nancy Sarah DavidStep5 Practice the conversations. Whats 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：Whats the matter? Whats wrong with sb/sth?某人/某物怎么了？（sb:哪儿不舒服/出什么事了/

7、为何不高兴？sth:某物出了毛病或故障）可以用下列问句：Whats the matter with you?/ Whats the trouble with you?/ Whats your trouble?/ Whats 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

8、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

9、 it with a knife/wirte with a pen/with the help of或with ones helpwith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 ones temperature, in the same way, go to a doctor, see a denti

10、st, 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.Whats the matter with?”“What should I/ you/ he/ she/they do?” “I/ you/

11、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 ones surprise, trouble, hit, right away, get into, herself, see sb doing sth, thanks to, save a life, think

12、 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 r

13、un get say know stop save .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 th

14、at happened in the story on page 3. 知识点归纳：用have来回答健康问题新课 标 第 一 网 （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 Years 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 weekda

15、ysStep6 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.ShouldShouldntStep8 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

16、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.Whats 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

17、，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 ones knee, hurt ones 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

18、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 shouldnt; 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 h

19、as 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

20、 is)something wrong with+ones+部位”例：I cant 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 ones advice 接受某人的建议Can you give a piece of advice?/He often gives us some g

21、ood 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: Whats the matter? Did you hurt yourself playing soccer? B：No, I didnt. A: Did you fall down? B: Yes, I did. 知识点归纳：should为情态动词，意为“应该”，否定式为shouldnt，表

22、示建议，要求。其后加动词原形，且无人称和数的变化。You should brush your teeth before you go to bed.情态动词有词义，但不能单独做谓语，必须和其他动词一起构成谓语，表明说话者对所要表达意思的态度和看法最重要的是，情态动词没有人称和数的变化，其后必须跟动词原形。变为否定句时，直接在情态动词后加not.常见的情态动词有can, may, must, need, should, will, would, shall等。Step5 1a When these accidents happen, what should you do? Put the act

23、ions in order on page 5. Put a bandage on it. Run it under water. Put some medicine on it. .Step6 Listen to the school nurse. Check the problems you hear on page 5.Step7 Listen again. Write the letter of each treatment next to the problems you checked in the chart above on page 5.Step6 Role-play the

24、 conversation between the nurse and the teacher. 新 课 标 第 一 网补充部分：When did it start? Start做动词时，后接名词、代词做宾语，或与动名词和不定式连用。 （1）Start/begin doing to do意为“开始做某事”例:They started dancing/to dance= They began dancing/to dance. （2）begin与start区别，当start作“动身，发动，开办，流出，惊起等”时，不能用beain代替。 （3）startwith/beginwith均意为“以开始”

25、The word begins/starts with“s”. （4）at the start of与at the beginning of意为“在开头/开端”例：Were going to school at the beginning/start of september.Step7 Summary.六：设计意图及反思Period 4 Section B (2a-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

26、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.Whats 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：breathe, su

27、nburned, ourselves, climber, be used to, risk, take risks, accident, situation, kilo, rock, run out of, knife, cut off, blood, mean, get out of, importance, decision, control, be in control of, spirit, death 2）能掌握以下句型：进一步了解文中出现的定语从句，时间状语从句等；理解文章的含义。X|k | B | 1 . c|O |m2. 能力目标：提高学生的阅读能力，即理解文章的能力；总结归纳

28、文章中知识点的能力。3. 情感目标： 培养学生敢于面对生活中出现的挫折的精神，拥有坚强的意志力。四、教学重难点1. 教学重点：Master the key vocabulary and expressions.2. 教学难点：定语从句、时间状语从句以及宾语从句的理解五：教学流程Step1 Learn some new words and phrases.Step2 2a.在参加某种体育活动时，可能出现的风险，请学生搭配词组。 本部分为阅读部分做铺垫。Step3Let the students read the text. 在学习文章前，一定要求学生熟读文章，并能提出自己的看法。Step4 讲解

29、第6页文章中出现的知识点。A.used to,be/get used to doing,be used to do的用法区别used to do 过去常常 be/get used to sth./doing sth. 习惯于 be used to do 被用来做(1) used to do sth. 过去常常(现在已不如此)We used to grow beautiful roses.注意：否定句和疑问句有两种You usednt to make that mistake. She didnt use(d) to do it, did she?You used to smoke a pipe

30、, didnt you? / use(d) nt you?【区别】(2) be / get / become used to + n. / doing 习惯于I have always been used to hard work. He got used to living in the country.(3) be used to do 被用来做 This knife is used to cut bread.相关拓展(初中学生了解即可,不要求运用)used to 正式的否定形式为usednt 疑问形式为used提前。I usednt to like her. 我未曾喜欢过她。Used y

31、ou to go there? 您过去可常去那里？There used to be a cinema here, usednt there?但在口语中或不拘谨的书面语中其否定及疑问形式均与did连用。I didnt use to like her. Did you use to go there? There used to be a cinema here, didnt there?参考答案:A.1. used to 2. is used to 3. used to 4. are not used to 5. was not used to 6. used to 7. is used toB

32、.1. living 2. eat 3. being treated(该题为动名词的被动形式,初中不作要求) 4. walking 5. go 6. liveC.1. He was used to living alone several month later.2. I used to live in London.3. The knife is used to cut things.4. People used to think that the earth was flat.D1. D 2. A 3. A 4. C1. studying 2. getting 3. getting 4.

33、drivingBin a situation He found himself in a very dangerous situation.C. so that 1 so that 引导目的状语从句时，表示“以便；为了”，从句中常使用can /could /may /might /will /would /should等情态动词或助动词；引导结果状语从句时，从句中一般不用can和may等词，在so that前可以用逗号，意思是“因此;所以”。如：The little boy saved every coin so that he could buy his mother a present o

34、n Mothers day.2 so . that . so形容词或副词that .引导结果状语从句。意思是“如此以致于”。如：When the football fans saw Beckham, they got so excited that they cried out.D. mean 的用法：（根据班级实际情况讲解）及物动词 vt. （指字句等）意指，意谓 新|课 | 标|第 | 一| 网 A dictionary tells you what words mean. 词典告诉你词语的含义。 This word means nothing. 这个词没有意义。 See what I m

35、ean? 懂我的意思了吗？ What do you mean by acting like this? 你这样做是什么意思？ What do you think this letter can mean? 你认为这封信可能意味着什么呢？ That meant, of course, he could not work without those parts. 当然，没有了那些零件，也就是意味着他没法工作。 Revolution means liberating the productive forces. 革命就是为了解放生产力。 形容词 adj. 吝啬的，自私的 wanting to kee

36、p everything for yourself She is mean and never invites people to meals. 她很小气，从不请人吃饭。 形容词 adj. 坏心眼儿的，不友好的 unkind, unfriendly It was mean of you to tease the little boy. 你戏弄那个小男孩，你真坏。 形容词 adj. 卑鄙的 of low character,aims, etc. It is a mean motive. 这是卑鄙的动机。 名词 n. 中间，平均，中庸 a point, quality, state, degree

37、, etc. halfway between two extremes, mederation We must find a mean between hope and despair. 我们应在希望和失望之间找一中间之路。 名词 n. 平均数，比例中项 an average His income is 3000 above the national mean. 他的收入高于国民收入平均数美元。 The mean of 3,5 and 7 is 5. 五和七的中间数是五。 Six is the mean number between three and nine. 六是三和九的中间数。Edec

38、ision, importance, control, keep on doing 等词词组的用法.Step52c on page 7.根据文章内容判断下列句子的正误。Step62d. Read the passage again and answer the questions on page 7. There are five sentences in this part. Step7 Summary 六：设计意图及反思Period 5 Section B ( 2e-self check)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

39、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.Whats 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

40、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：Make a comprehensive review of the whole unit. Check how well the students have mastered the unit. 2.能力目标：提高学生写作能力及自主学习的能力。 3.情感目标： 培养学生良好的学习习惯，即认真思考、提前预习、课后复习的习惯。四、教学重难点: 1.教学重点： Do self check. 2.教学难点：How to consolidate the unit and do self check. 五：教学流程Step1 T pre

41、pares some pieces of paper, and write down the problems on the paper. Then T gets some students to come to the blackboard and act out. The others try to guess them out and give the advice.A: Whats the matter withB: Does she have/ Is sheB: She should She shouldntWhile playing this game, we can let the students have a competition.Step2.PresentationT: So there are lost of problems in our life. But why do we have such problems? Now lets look here. Who is this man?S: He is Li Shizhen.T: Wh