新人教版2014年春季八年级英语下册Unit1教案.docx

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: 主要探讨的话题是询问某人的安康状况以及遇到费事的表达方法。本单元涉及到大量的表示人体局部的单词以及关于身体某部位不舒适的短语。此外，本单元还涉及到党当人身体不适时，医生、挚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，本单元的相关语法学问并不难。教学目的:三：教学目的：1. 语言学问目的： 1) 能驾驭以下单词以及短语：matter, sore, have a cold, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, toothache, headache, break, hurt, enough water, take breaks away from, all weekend, take ones temperature, in the same way, go to a doctor, see a dentist, 2) 能熟识以下句型： Whats the matter with”“What should I/ you/ he/ she/they do” “I/ you/ he/ she/they should do” 2. 情感看法价值观目的： 教会学生关切别人，培育同学间团结、友善的精神。四：教学重难点驾驭相关的单词和词组，并可以敏捷运用会运用以下句型： “Whats the matter 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/ 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，对上学期所学学问进展复习。Step3 Learn 1a on page 1. Look at the picture. Write the correct letter. arm, back, ear, 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. 学问点归纳：当某人心情懊丧，闷闷不乐，身体不舒适或是遇到费事事时，可以用下列问句：Whats the matter Whats wrong with sb/sth某人/某物怎么了？（sb:哪儿不舒适/出什么事了/为何不兴奋？sth:某物出了缺点或故障）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 some hot tea with honey 3.cough and sore throat c. see a dentist 学问点归纳：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”表示运用“某种工具、手段等”例：Cut 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. 先带着学生学习书中对话局部所出现的语法学问，新的词组以及新的句型。并要求学生熟读本局部课文。 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 dentist, 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: 主要探讨的话题是询问某人的安康状况以及遇到费事的表达方法。本单元涉及到大量的表示人体局部的单词以及关于身体某部位不舒适的短语。此外，本单元还涉及到党当人身体不适时，医生、挚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，本单元的相关语法学问并不难。教学目的:三：教学目的：1. 语言学问目的：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 about, in time, wait for, take to, tell to do 2）稳固一般过去时，娴熟运用动词的过去式。 2. 实力目的： 运用推理推断法解阅读理解题3.情感目的：培育学生主动救助处于危急境地的人的精神，在紧急关头，有志气做出正确的确定。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，精确地提取所需信息。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，并带着学生复习常见动词的过去式。 see run 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也许内容。Step4 在学生熟读课文后，带着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争论广泛的话题，即在路上遇到有人摔倒要不要过去帮助，要正确引导学生。Step5Read the passage again and check the things that happened in the story on page 3. 学问点归纳：用have来答复安康问题 （1）have a cold 中have意为“患、得（病）” （2）have意为“拥有”之意时，无进展时。（3）have做“进展、实行”解，表示“实行某一活动”例：We will have a big party on New Years Day. （4）have做“吃、喝”解，可指吃三餐饭或详细食物。例：I have tomatoes for lunch. （5）have做“上课”解，例：How many classes do you have on weekdaysStep6 3c Discuss the questions with a partner on page 3.Step7 带着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. 本局部内容要求学生记忆，并能娴熟运用。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: 主要探讨的话题是询问某人的安康状况以及遇到费事的表达方法。本单元涉及到大量的表示人体局部的单词以及关于身体某部位不舒适的短语。此外，本单元还涉及到党当人身体不适时，医生、挚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，本单元的相关语法学问并不难。教学目的:三：教学目的：.1 语言学问目的：1) 能驾驭以下单词以及词组：fall down, get some rest, cut ones knee, hurt ones back, feel sick 2）能驾驭含有should的用法。2. 实力目的： 进步学生的听的实力以及口语交际实力。3.情感目的： 引导学生正确面对生活中遇到的困难，疼惜身体，坚持熬炼。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驾驭以及对听力材料的理解。五：教学流程Step1 Learn some new words and phrases on 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; 学问点归纳： 在英语中，表示“难受”或“不舒适”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 has 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)”表达某一详细位置的难受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 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、劝说”不行数【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 承受某人的建议Can you give a piece of advice/He often gives us some good advice./You should take his advice.(2)advise “建议、劝说”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. 学问点归纳：should为情态动词，意为“应当”，否认式为shouldnt，表示建议，要求。其后加动词原形，且无人称和数的改变。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，必需和其他动词一起构成谓语，说明说话者对所要表达意思的看法和看法最重要的是，情态动词没有人称和数的改变，其后必需跟动词原形。变为否认句时，干脆在情态动词后加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 actions 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 conversation between the nurse and the teacher. 新 课 标 第 一 网补充局部：When did it start Start做动词时，后接名词、代词做宾语，或及动名词和不定式连用。 （1）Start/begin doing to do意为“开场做某事”例:They started dancing/to dance= They began dancing/to dance. （2）begin及start区分，当start作“动身，发动，创办，流出，惊起等”时，不能用beain代替。 （3）startwith/beginwith均意为“以开场”The word begins/starts with“s”. （4）at the start of及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: 主要探讨的话题是询问某人的安康状况以及遇到费事的表达方法。本单元涉及到大量的表示人体局部的单词以及关于身体某部位不舒适的短语。此外，本单元还涉及到党当人身体不适时，医生、挚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，本单元的相关语法学问并不难。教学目的:三：教学目的：1. 语言学问目的：1) 能驾驭以下单词以及词组：breathe, sunburned, 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）能驾驭以下句型：进一步理解文中出现的定语从句，时间状语从句等；理解文章的含义。2. 实力目的：进步学生的阅读实力，即理解文章的实力；总结归纳文章中学问点的实力。3. 情感目的： 培育学生敢于面对生活中出现的挫折的精神，拥有坚毅的意志力。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.在参与某种体育活动时，可能出现的风险，请学生搭配词组。 本局部为阅读局部做铺垫。Step3Let the students read the text. 在学习文章前，肯定要求学生熟读文章，并能提出自己的看法。Step4 讲解第6页文章中出现的学问点。A.used to,be/get used to doing,be used to do的用法区分used to do 过去经常 be/get used to sth./doing sth. 习惯于 be used to do 被用来做 (1) used to do sth. 过去经常(如今已不如此)We used to grow beautiful roses.留意：否认句和疑问句有两种You usednt to make that mistake. She didn't use(d) to do it, did sheYou used to smoke a pipe, didn't you / use(d) n't you【区分】(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(初中学生理解即可,不要求运用)used to 正式的否认形式为usednt 疑问形式为used提早。I usednt to like her.  我未曾喜爱过她。Used you to go there 您过去可常去那里？There used to be a cinema here, usednt there但在口语中或不拘束的书面语中其否认及疑问形式均及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.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. C 1. studying  2. getting  3. getting  4. 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”，从句中常运用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 on Mother's 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：（依据班级实际状况讲解）及物动词 vt. （指字句等）意指，意谓 · A dictionary tells you what words mean. 词典告知你词语的含义。 · This word means nothing. 这个词没有意义。 · See what I mean 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. 革命就是为理解放消费力。 形容词 adj. 吝啬的，自私的 wanting to keep 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. 卑劣的 of low character,aims, etc. · It is a mean motive. 这是卑劣的动机。 名词 n. 中间，平均，中庸 a point, quality, state, degree, etc. halfway between two extremes, mederation · We must find a mean between hope and despair. 我们应在盼望和悲观之间找一中间之路。 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。Edecision, importance, control, keep on doing 等词词组的用法.Step52c on page 7.依据文章内容推断下列句子的正误。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: 主要探讨的话题是询问某人的安康状况以及遇到费事的表达方法。本单元涉及到大量的表示人体局部的单词以及关于身体某部位不舒适的短语。此外，本单元还涉及到党当人身体不适时，医生、挚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，本单元的相关语法学问并不难。教学目的:三：教学目的：1.语言学问目的：Make a comprehensive review of the whole unit. Check how well the students have mastered the unit. 2.实力目的：进步学生写作实力及自主学习的实力。 3.情感目的： 培育学生良好的学习习惯，即仔细思索、提早预习、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 prepares 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 manS: He is Li Shizhen.T: What does he doS: He is a doctor.T: He is a traditional Chinese doctor. This is his famous book. It is called本草纲目. There are lots of herbs in the book. For example, Dangshen and Huangqi. It is good for the health.All the people want to be healthy. It is very important to be healthy.Step2Write a travel diary like Janes on page 5. 该局部内容已在课前支配，指导学生正确运用一般过去时。Step3 2e on page 7. Put the sentences in the correct order. Then use them to tell your partner.学问点归纳：Im not feeling well=I don't feel well. （1）其中feel是感官动词，“感觉起来”属于系动词，其后接形容词做定语。类似词：look“看起来”、sound“听起来”、taste“尝起来”、smell“闻起来”。例：The cake tastes very delicious.蛋糕尝起来很美味。X k B 1 . c o m （2）well意为“身体好的，安康的”-How are you today-Im very well. （3）well多用做副词，意为“好”，修饰动词。例如：The boy plays football well.其中的well修饰动词play.Step4 1)T: well, lets enjoy a picture of my pen pal. Her name is Sally. These days, she is very unhappy. She really needs some helps. Now, lets read her letter together and find out what her problem is. 2) Discuss what advice can we give herproblemsshouldShouldnttiredGo to bed earlyStudy lateheadacheHave a good rest, to see a doctorStressed outRelax herself, listen to the musicHave a coldDrink hot waterEat some pills or medicinesHer Putonghua isnt improvi