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新版2014新目标英语八年级下册Unit1What's the matter教案

TheSecondPeriod(SectionA；1.KnowledgeObjects；(1)Function:①Learnandmas；②Learnandmasterhowtogive；(2)KeyVocabulary:passeng；(3)TargetLanguage:①What’；②-Doyouhaveafever?-Yes,I；③-Doeshehav

The Second Period (Section A 3a-4c)

1. Knowledge Objects

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

②Learn and master how to give some right advice to others with the target language.

(2)Key Vocabulary: passenger, trouble, herself, get off, to one’s surprise, agree to (do sth.), thanks to, in time, think about, get into trouble, fall down

(3) Target Language: ①What’s the matter with Ben? –He hurt himself./ He has a sore back.

②-Do you have a fever? -Yes, I do./ No, I don’t.

③-Does he have a toothache? -Yes, he does.

④You shouldn’t eat so much next time.

⑤What should she do?

⑥She should take her temperature.

⑦-Should I put some medicine on it? -Yes, you should. / No, you shouldn’t.

(4) Structure: ①“should/ shouldn’t + verb” for suggestion ②Reflexive pronouns.

2. Ability Objects

(1)Enable students to understand the passage about the accident.

(2)Enable students to practice reading and writing with the language points.

3. Moral Objects

Educate students to care about and help the people in trouble.

1. Be able to understand the passage about the accident.

2. Learn to talk about health problems and accidents and give advice by using “should/ shouldn’t”. 1. Learn to talk about health problems and accidents and give appropriate advice.

2. Learn how to get information from the passage and train students’ reading and writing skills. The activity teaching method, the cooperative learning method, and the task-based language teaching method.

The pictures about health problem; PPT.

Step 1 Warming-up (about 5 minutes)

T: Greet the class as usual, then point to a student and say: You look pale. What’ s the matter? Help the student answer “I have a cold.” and give him/ her some advice like “You should drink more water”. Show some pictures about health problems and ask students to work in pairs like this:

S1: What’s the matter?

S2: I have a …

S1: You should … (Help them use “You shouldn’t …”)

Have three pairs act out their conversations in class.

Step 2 Grammar Focus (about 7 minutes)

Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.

T: (Show a picture of the boy that has a sore back, and say to the class) This is Mark. He hurt himself playing soccer. Now make a conversation to talk about his problem and give him some advice. (Practice using should/ shouldn’t)

A: What’s the matter with Mark?

B: He has a sore back.

A: Does he have a fever?

B: No, he doesn’t.

A: What should he do?

B: He should lie down and rest./ He shouldn’t exercise, etc.

Show some pictures about other health problems and ask students to work with their partners.

Have two pairs talk about different problems in class.

Step 3 Practice (about 6 minutes)

Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them if necessary.

Check the answers.

Ask some students to practice every conversation in pairs.

Step 4 Circle and Write (about 4 minutes)

Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.

Have some students to report their own advice in class.

Step 5 Group work (about 5 minutes)

Have students read the conversation in 4c, and then ask them to work in groups. One student mimes a problem. The other students in his/ her group guess the problem and give their advice.

Step 6 Reading practice (about 14 minutes)

Pre-reading: Show the picture in 3a to students. Teach the new words “passenger” and “trouble”. Then have them talk about the picture.

While-reading: First, ask students to read the passage and answer the question: Do you think it comes from a newspaper or a book? Have students read the sentences in 3b. Then ask them to read the passage again and check the things that happened in the story. Check the answers with their partners.

After-reading: Have students pay attention to the questions in 3c, and then read the passage again and try answering them. Have students discuss the questions in 3c with their partners. Then ask some students to say their answers in class. Encourage them to say their own opinions.