Unit 1 What's the matter Section A 1a-1c 教案 2024-2025学年人教版英语八年级下册

Unit 1 What's the matter-Section A-1a-1c 【教学目标】 Language Ability: Master key phrases like "What's the matter?" and "have a cold", and use modal verbs "should/shouldn't" to give advice. Cultural Awareness: Understand cultural expressions of seeking and offering help in daily conversations. Thinking Quality: Analyze health problems and logical advice through situational dialogues. Learning Ability: Develop listening skills via identifying symptoms and practice cooperative learning in role-plays. 【教学重难点】 Key Points: Vocabulary (headache, stomachache, etc.) and sentence patterns for asking about illnesses. Difficult Points: Distinguish "have a + illness" structures and correctly use "should" for suggestions. Apply target language in real-life scenarios. 【教学过程】 Step 1: Greetings T: Good morning, class! How are you today? S: Good morning, teacher! Fine, thank you. And you? T: I'm great. Before we start our new lesson, let's have a little chat. You know, sometimes in life, we don't feel well. So, have you ever been sick? Raise your hands if you have. (Wait for students to raise hands) Can anyone share a little bit about what happened when you were sick? What did you feel like? Step 2: Lead - in T: Now, look at the big screen. (Show the picture on Page 1, 1a) What can you see in this picture? I see some students. They don't look very well. Let's take a closer look. What do you think might be wrong with them? Talk to your partners and share your ideas. (Give students 1 - 2 minutes to discuss) T: OK, time's up. Who wants to share what you discussed? S1: I think the girl in the picture with her hand on her head might have a headache. T: Good guess! What about the boy holding his stomach? S2: He may have a stomachache. T: Very good. You all have sharp eyes. Now, let's see if we can name all the body parts we can see in this picture. I'll start. Here is the head. (Point to the head in the picture) Can you tell me some other body parts? S3: There are eyes. T: Right! What else? S4: Arms. T: Great! And I see legs too. Now, let's recall some English words for these body parts. Head, how do we spell it? S: H - E - A - D. T: Very good. What about “eye”? S: E - Y - E. T: Well done. Now, let's move on to learn some new words about body parts that might be a bit unfamiliar to you. Step 3: New Words Teaching T: (Show the flashcards of new body part words one by one, such as “throat”, “stomach”, “back”, “neck”) Look at this flashcard. This is “throat”. Follow me, throat. (Read it several times and ask students to repeat after her) T: Now, let's spell it together. T - H - R - O - A - T, throat. What does it mean in Chinese? S: 喉咙. T: Exactly. Next, look at this one. It's “stomach”. Follow me, stomach. (Repeat the process of reading, spelling, and asking for the Chinese meaning) T: And this is “back”. Back. We use our back to carry things sometimes. Spell it with me, B - A - C - K. What's the Chinese meaning? S: 背部. T: Great. One more, “neck”. Neck. This is the part connecting our head and body. How do we spell it? S: N - E - C - K. T: Well done. Now, I'll give you a few minutes to read these new words on your own and try to remember them. (Give students 2 - 3 minutes to read and memorize) T: OK, let's have a little quiz. I'll show you the pictures of these body parts, and you tell me the English words quickly. (Show the pictures one by one and let students answer) T: Excellent! You all did a great job. Now, let's learn how to talk about problems with these body parts. Step 4: Presentation of Illness Expressions T: (Point to the picture of the girl with her hand on her head) We guessed she might have a headache. In English, we say “have a headache”. “Have a headache”. Follow me. (Read it several times and ask students to repeat) T: Now, look at the boy holding his stomach. He has a stomachache. “Have a stomachache”. Read after me. (Repeat the process) T: If someone has a problem with their throat, we say “have a sore throat”. “Sore” means painful. So, “have a sore throat”. Let's read it together. S: Have a sore throat. T: What if someone has a problem with their back? S: Have a sore back. T: Exactly! You are all very smart. Now, I'll show you some more pictures. When I show a picture, you need to quickly say the illness expression. For example, if I show a picture of a person coughing, you should say “have a cough”. Are you ready? (Show pictures one by one and let students answer) T: Wonderful! You've all got the hang of it. Now, let's move on to 1a on Page 1. Step 5: Completing 1a T: Look at the picture in 1a. There are many parts of the body labeled with letters from a - m. And below, there is a list of body part names. Your task is to match the correct letter with each body part name. For example, for “arm”, you need to find the part of the body in the picture that is an arm and write down the corresponding letter. You can work by yourself first, and then check your answers with your partners. (Give students 3 - 4 minutes to complete the task) T: OK, let's check the answers together. For “arm”, which letter should we choose? S: h. T: Right! How about “back”? S: e. T: Correct. Let's continue like this. (Go through all the body parts and check the answers) T: Great job, everyone! You all did very well. Now that we are familiar with the body parts, let's see how we can use them to talk about people's problems. Step 6: Listening - 1b T: Now, let's move on to 1b. Listen carefully, class. There will be five conversations. In each conversation, someone will be talking about what's wrong with them. Before we listen, look at the picture in 1b. There are six people in the picture. Can you see them? S: Yes. T: Try to predict who might be talking in the conversations and what their problems might be. Talk to your partners for a minute. (Give students 1 minute to predict) T: OK, time's up. Let's listen to the first conversation. Listen carefully and see if your prediction is right. (Play the first part of the 1b recording) T: So, who was talking in the first conversation? S: Sarah. T: And what was wrong with her? S: She has a cold. T: Good. Let's listen to the second conversation. (Play the second part of the recording) T: Who was the second person? S: David. T: And what's his problem? S: He got a stomachache. T: Right. Let's continue listening to the rest of the conversations. (Play the remaining parts of the recording and check the answers after each one) T: Now, let's listen to the conversations one more time. This time, fill in the blanks in your books. (Play the recording again and let students fill in the blanks) T: Let's check the answers. For the first conversation, what should we fill in the blank? S: have a cold. T: Correct. How about the second one? S: got a stomachache. T: Great. Let's check the rest. (Go through all the blanks and check the answers) T: Well done, everyone! You all listened very carefully. Now, let's practice speaking. Step 7: Speaking - 1c T: Look at the pictures in 1c. We are going to make conversations. I'll give you an example first. Suppose we are talking about Judy. 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. Now, I want you to work in pairs. Choose one of the pictures in 1c and make a conversation like this. You can also make up your own reasons for the problems. (Give students 5 - 6 minutes to make conversations) T: OK, time's up. Which pair wants to come to the front and show us your conversation? Pair 1 comes to the front and shows their conversation. T: Very good! You both spoke clearly and used the sentences correctly. Let's give them a round of applause. Who else wants to show? Pair 2 comes to the front and shows their conversation. T: Excellent! You had a very creative conversation. Well done. Step 8: Summary T: Class, let's summarize what we've learned today. First, we learned some new words about body parts, such as “throat”, “stomach”, “back”, “neck”. Then, we learned how to talk about illnesses, like “have a headache”, “have a stomachache”, “have a sore throat”. We also practiced listening to conversations about people's problems and making our own conversations. Remember these words and sentences. They are very useful in our daily life. T: Now, I want to ask you a question. If your friend is sick, what can you do to help him or her? S1: I can tell him to see a doctor. T: Good idea. What else? S2: I can bring him some hot water. T: That's very kind of you. Step 9: Homework T: For your homework today, I want you to do two things. First, write down at least five illness expressions we learned today and make a sentence for each of them. Second, make up a conversation between a doctor and a patient. The patient should talk about their problem, and the doctor should give some advice. You can write it down in your exercise books. Remember to hand it in tomorrow. That's all for today's class. See you tomorrow! 学科网(北京)股份有限公司 学科网(北京)股份有限公司 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$