Unit 1 What's the matter-Section A-Grammar Focus-4c 教案-2024-2025学年人教版英语八年级下册

教学设计 课题 Unit 1 What's the matter-Section A-Grammar Focus-4c 课时 1 教学目标 Master grammar focus on "have + illness" structures (e.g., have a cough) and modal verbs "should/shouldn’t" for advice. Practice sentence transformations between question forms ("What's the matter?") and responses. 重难点 Grammar rules for expressing illnesses and giving suggestions; vocabulary consolidation (fever, toothache, etc.). 教学环节 学习活动 新课教学 一、课堂导入（5 分钟） T（Teacher）：Good morning/afternoon, class! How’s everyone feeling today? Is there anyone not feeling well? Raise your hand if you are. （观察是否有学生举手）Well, whether you’re feeling great or a bit under the weather, today we’re going to dive deep into the grammar behind talking about health problems in English. As we all know, in our daily life, we may encounter different health issues, and being able to express them clearly is very important. So, let’s start our grammar journey in Unit 1 What’s the matter. 二、Grammar Focus 讲解（10 分钟） T：First, let’s look at the Grammar Focus part on your textbook. Please read these sentences aloud together. （学生齐声朗读）What’s the matter? I have a stomachache. You shouldn’t eat so much next time. What’s the matter with Ben? He hurt himself. He has a sore back. Should I take my temperature? Yes, you should. Now, let’s analyze these sentences one by one. Look at the question “What’s the matter?”. This is a very common and useful way to ask someone about their problem. We can also say “What’s wrong?” or “What’s the trouble?”. （板书这三种表达）These three expressions have the same meaning. For example, if you see your friend looking uncomfortable, you can use any of these sentences to ask. Now, I’ll give you some situations, and you use these questions to ask. （老师描述情景，如看到同桌捂着肚子等，学生用三种句型提问） Next, let’s focus on how to answer these questions. We usually use “I have...” to describe our health problems. For example, “I have a headache”, “I have a cough”. （板书并举例更多表达，如 toothache, fever, cold 等）Notice that when we say “have a cold” or “have a fever”, we use “a”. But when we say “have toothache” or “have stomachache”, sometimes we can omit “a”. （引导学生对比记忆） Then, we have the modal verb “should”. We use “should” to give advice. When we think someone should do something good for their health, we use “should + verb 原形”. For example, “You should drink more water when you have a fever.” And when we think something is not good, we use “shouldn’t + verb 原形”, like “You shouldn’t stay up late if you want to be healthy.” （通过更多生活例子帮助学生理解，如感冒时应休息不应运动等） Now, let’s play a small game. I’ll act out a health problem, and you tell me what I should or shouldn’t do. （老师假装咳嗽、头疼等，学生用 should 和 shouldn’t 给出建议） 三、4a 练习（10 分钟） T：Great job in our grammar analysis and game! Now, let’s move on to 4a. Look at the chart in 4a. We have different health problems in the first column, and some actions in the second column. Your task is to use “should” or “shouldn’t” to match them correctly. For example, if the health problem is “have a toothache”, and the action is “see a dentist”, we should say “You should see a dentist if you have a toothache.” （示范一个例子后，让学生独立完成练习） Work on it alone for 3 minutes. （老师巡视，解答学生疑问）Time’s up. Let’s check the answers. Who wants to share the first one? （随机点名学生回答，其他学生判断对错并补充不同观点） 四、4b 练习（10 分钟） T：After 4a, we come to 4b. In 4b, you need to complete the conversations with the correct forms of the verbs in brackets and “should” or “shouldn’t”. Let’s look at the first conversation together. A: I have a fever. B: You （should /lie down） and rest. What should we fill in here? （引导学生思考并回答）Right, we should fill in “should lie down”. Because when someone has a fever, lying down and resting is a good way. Now, finish the rest of the conversations by yourself. （学生独立完成练习，老师巡视指导） When you’re done, exchange your answers with your deskmate and check each other. （学生互相检查答案，老师随机抽取几组学生分享答案及原因） 五、4c 活动（5 分钟） T：Now, the most interesting part, 4c! In this activity, we’re going to work in groups of three. One of you will be the “patient”, one will be the “doctor”, and the other will be the “reporter”. The “patient” should think of a health problem and act it out. The “doctor” needs to ask “What’s the matter?” and give advice using “should” or “shouldn’t”. The “reporter” writes down the conversation between the “patient” and the “doctor”. Then, each group will present your conversation to the class. Before you start, here are some tips. The “patient” can be creative with your acting. The “doctor”, make sure your advice is reasonable. And the “reporter”, write clearly. You have 8 minutes for group work. （学生分组活动，老师在教室走动，观察各小组情况，适时给予鼓励和指导） Time’s up! Which group wants to be the first to show us your wonderful performance? （邀请小组上台展示，其他小组认真观看并给予掌声和建议，老师总结点评各小组表现，强调语法运用的准确性和语言表达的流畅性） 六、课堂总结与作业布置（5 分钟） T：Today, we’ve learned a lot in Grammar Focus and completed the exercises in 4a, 4b, and 4c. We mastered how to ask about health problems, describe our own health issues, and give advice using “should” and “shouldn’t”. Remember, grammar is not just for exams; it’s a tool to help us communicate better in English. For homework, I want you to write three short conversations about health problems. Each conversation should include asking about the problem, describing the problem, and giving advice. Also, review the grammar points we learned today. I’m looking forward to reading your excellent works next class. That’s all for today. Class is over. Goodbye, everyone! S：Goodbye, teacher! 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 $$