英语 八年级下册
Unit 1 What’s the matter Period 1 Content Section A 1a, 1b, 1c; 2a, 2b, 2c, 2d
教学目标要求1．能够简单谈论健康问题与事故，如：A: What’s the matter B: I have a stomachache.2．能够就健康与安全问题提出简单的建议，如：A: What should she do B: She should take her temperature.3．能够正确使用询问健康的句型结构，如：A: What’s the matter with Ben B: He hurt himself. He has a very sore throat.4．能够正确使用情态动词should提出恰当的建议，如：He should lie down and rest.5．能够正确使用下列词汇，如：matter, back, throat, stomachache, foot, neck, stomach, fever, cough, X-ray, hurt 等。6．能够正确使用下列常用表达，如：have a stomachache, have a cold, lie down, take one’s temperature, have a fever, go to a doctor, anyone, on vacation等。7．能够认读词汇sore。8．能根据听到的关键词完成听力任务，如：1b, 2a等。9．能模仿录音正确朗读和表演教材上的对话并能模仿目标语的结构和语调进行初步表达(会话)。如：1c, 2c, 2d中的对话。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语和导入谈论时间的话题Look at the picture and answer my questions.— Are you going to the party tomorrow night — Yes, I am.— What will happen if you go to the party — If I do, I will have a great time.— But if you do, you’ll be late.
2 仿照上述对话，组织Pair-work复习活动OK. Let’s do pair-work: Talk about your party. 学生双人活动，教师抽查几对学生。
导入时间1 m 3 导入新课话题What will happen if you have too much sugar 引导学生回答 If we do, we’ll have a toothache.Well, let’s learn Unit 1, What’s the matter
4 引入单元标题教师板书或课件显示：Unit 1 What’s the matter
1a时间4 m 5 读图，了解对话情景 —— 地点和谈论的话题First, look at me(用手指头、鼻子、耳朵、眼睛、手、脚)and ask “What’s this ” and help Ss to answer: head / nose / ear / eye / hand / foot.Then look at the picture and read answer|: What are they (a - m)(hand等单词逐一显示.)OK. Answer my questions.(点击图片a) What is this Ss: It’s a hand.
6 理解读出身体部位的单词Please open your books and turn to page 1. Look at 1a. Read the words.Match the activities with the pictures in the picture. Fill in the letters a to m in their right places.Now, let’s check.核对1a任务的答案，学生进行自我评价(电子书可随机做出评价)并板书学生生疏的人体部位词汇，教授这些新词语。
1b时间5 m 7 引导观察主题图中的人物，利用问题与学生进行初步交流，为听力做好铺垫· How many people can you see in the picture · How many students do you think are not feeling well · How many of them are boys and how many are girls · What are their names And how do you get their names 结合主题图口头叙述五位学生的不适，可在一定程度上减轻学生的听力压力Now let’s look at the picture once again. We know Sarah has a cold. And a boy has a stomachache. Maybe this boy is David, or maybe this boy is Ben. For the other two girls, one has a bad toothache, and one has a very sore throat. But who has a stomachache Who has a sore back Who has a bad toothache And who has a very sore throat Let’s listen and find out the answer.Let’s read the names. 教师帮助纠正发音。
8 听辨对话，感受目标语Listen and number the people in the picture. 核对答案。
9 再听对话，并写出个人不适及起因或不适所造成的结果Listen and write them down like this.Sarah: has a cold didn’t put on her jacket (when it got windy).
10 教师板书或以课件形式呈现答案，与学生核对Ask students to read the sentences.Then read the conversations in 1c.
11 视听会话的动画，模仿跟读会话Look, listen and repeat.
1c时间6 m 12 组织Pair-work，学生扮演角色模仿编造会话Now work in pairs in 1c.教师巡视指导，可视时间情况适当安排若干学生进行示范。
2a时间3 m 13 观察图片，预测所绘人物的疾病及不适，为听力活动进行预期准备。Let’s look at the pictures and guess what the matter is.She has a sore throat. (P1) He has a toothache. (P2)Ask the Ss to talk and discuss.
14 播放录音，完成2a。Check the answers. T: What should this person do 引导学生朗读2b活动右栏的5条建议，纠正学生读音，对学生自己提出的合乎情理的独特见解表示赞许及肯定，为2b听力活动作铺垫。
2b时间3 m 15 播放录音，完成2b听力任务Let’s check the answers.
2c时间4 m 16 仿照2c示范开展口语对话活动。T: What’s the matter B: My head is very hot.T: Maybe you have a fever.B: What should I do T: You should take your temperature.Work in pairs. 教师巡视指导、评价，并让几组展示。
2d时间7 m 17 全班分作Mandy和Lisa两人，集体齐读对话，熟悉对话。First boys read Mandy and girls read Lisa. Then change their roles to read the conversations.熟悉对话内容。
18 对话内容提问；引导学生摘录出其中的语言内容进行学习。OK. Let’s answer the questions. Find the phrases that you think are important. 教师同时巡视、指导。
19 学生结对，套用对话进行口语交流并将其表演出来。Please work in pairs. 教师巡视纠正发音Ask several to show their conversations.
小结时间3 m 20 本活动的检查评价；归纳反馈强化本节课学习目标
作业1 m 21 Homework(布置作业)1．假设你的朋友及家长生病或受伤，询问他们哪里不 舒服并给予适当的建议(至少三位朋友或家长)。2．跟录音朗读2d对话并模仿编造对话。英语 八年级下册
Unit 1 What’s the matter Period 6 Content Section B 3a, 3b, Self Check 1, 2, 3
教学目标要求1．能够总结本单元所学有关健康和安全问题的短语和表示建议的短语，如：3a, Self Check 1。2．能够使用表格中信息，编造对话进行模仿练习，如：3b。3．能够模仿对话排列顺序，如：Self Check 1。4．能够模仿医生熟练对不同病情提出合理化建议，如：Self Check 3。5．能够正确书写生词，如：nurse。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间4 m 1 复习已学目标语和导入谈论安全问题和健康的话题T: If someone feels sick, as a nurse, what should you do Ss: We should take his temperature and tell him to rest.
2 复述上节课学习的课文Last class, we have read Aaron’s story. What happened when he climbed in Utah on April 26, 2003 What did he do 给出动词提示词，让学生尝试复述，注意复述时的逻辑顺序。
导入时间5 m 3 导入新课话题Well, we’re going to go on learning Unit 1 today.
4 引入单元标题教师板书或课件显示：Unit 1 Period 6 What’s the matter 引导学生就插图展开简单讨论：What’s the matter with the student in the picture What is the school nurse doing What should the student do after the treatment What shouldn’t she do What other accidents or health problem do we often have at school
3a时间6 m 5 帮助学生创设场景，列出相关的要点语言内容，为3b活动做好准备。Imagine you are the school nurse and a student just had an accident or a health problem. Make notes about what he / she should and shouldn’t do.
6 角色扮演Role play. One is a student and another is a nurse in school. Please make the conversation according to activity 3a.
3b时间10 m 7 编写对话：导入3b活动，要求学生读题并且朗读书本方框中的参考用句。告诉学生：他们在3a活动表格中所填的内容亦是编写对话的依据。建议他们将书本方框所列参考用句和3a表格内容综合思考，进行规划。
9 完成3b学生独立或结伴合作编写对话，教师巡视指导。
10 根据3b内容，进行对话练习完成3b后学生对“护士”和“学生”的对话有进一步的了解，知道该如何详细问详细答，运用提示词丰富自己的角色扮演。
11 习作展示，指出问题，相互学习 “竞赛表演”：教师公平地设定“评委”若干(含教师自己)进行评分，最终产生名次，给予表彰(如可设“优秀表演奖”、“优秀创作奖”、“幽默奖”、“优美语言奖”等奖项)。
Self check 1时间4 m 12 活动1侧重词汇的掌握情况Write different health problems next to the body parts.
13 What other health problems do you know Please write them down.
Self check 2时间3 m 14 活动2为所学内容的交际能力自查课堂集体朗读自检活动2学生排出的对话，教师进行点评。
15 角色扮演，教师反馈，纠正Role-play the conversation.
Self check 3时间3 m 16 活动3通过书写建议检查是否掌握对情态动词should的运用。When you give others some advice, what should you say
17 完成任务3Please give these people some advice.
小结时间3 m 18 本活动的检查评价；归纳反馈强化本节课学习目标1．本单元答题提纲；2．询问别人状况的句型；3．如何给建议的句型。让学生陈述，不断补充完善。
作业1 m 19 Homework(布置作业)1．总结询问他们人健康状况的句型和给别人建议的句 型并造句。2．编一个校医和一位受伤学生的对话。英语 八年级下册
Unit 1 What’s the matter Period 2 Content Section A 3a, 3b, 3c
教学目标要求1．能够用“时间轴”(time line)的填写，逐步意识到“事件的先后顺序”，如：Things happened at 9:00 a.m. yesterday; Bus-driver’s reaction; Passengers’ reaction.2．能够利用插图和标题理解语篇Bus Driver and Passengers Save an Old Man。3．能够正确使用下列词汇，如：passenger, trouble。4．能够正确使用下列常用表达，如：get off, to one’s surprise, agree to (do sth.), get into trouble等。5．利用3c活动中的问题引导学生展开讨论，对学生进行品德情感方面的教育。6．能够正确朗读文章，并完成读后任务。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间4 m 1 复习已学目标语和导入谈论时间的话题Look at the picture.
2 仿照上述对话，组织Pair-work复习活动Let’s do pair-work: Talk about vacations. Ask and answer in pairs.学生双人活动，教师抽查几对学生。
导入时间1 m 3 导入新课话题Well, we’re going to learn Unit 1, Period 2.What’s the matter
4 引入单元标题教师板书或课件显示：Unit 1 What’s the matter 教师可根据实际情况，询问当天身体不大舒服的2位学生：What’s the matter with you
3a时间12m 5 读前准备：读图和标题，了解故事情景，进行讨论First, look at the picture and the title. Then, answer: · Was there anything wrong with the man lying by the road · What was the person next to him doing · Did this man die · Who saved the man · What’s the English for a person traveling on a bus (教师板书呈现passenger等词汇，帮助学生扫清口语中的生词障碍。)
6 快速浏览课文，完成3a活动，讨论观点和依据Please read the passage and answer the questions. 1．Do you think it comes from a newspaper or a book 2．How do you know (通过学生的回答情况，了解他们对短文的掌握情况，纠正发音。)
7 细读课文，在时间轴上按顺序填出相关的情节Read 3a again carefully and write down the things that happened at the time.提醒学生用过去式在时间轴四个部分的上方写出。First discuss in groups. And then check the answers.
3b时间8 m 8 细读课文，按照3b活动要求进行判断。Let’s read 3a again carefully and check the things that happened in the story.Help the students find the key words and understand the sentences and passage.Check the answers.
9 查漏补缺，解决学生存在的疑难问题Do you have any questions Let’s discuss. For example, stopped the bus without thinking.
3c时间7 m 10 学生结伴讨论，所列问题展开问答，深入理解语篇Let’s discuss the questions in pairs. At the same time write down your answers.教师巡视反馈。讨论结束后进行点评，并安排班级学生听取讨论中优秀同学的发言(发言者可由教师确定或自愿相结合)。
小结时间7 m 11 本活动的检查评价；归纳反馈强化本节课学习目标
作业1m 12 Homework(布置作业)1．听教材会话录音并进行模仿朗读短文。2．结合时间轴和小结中的短语仿写一段小故事。英语 八年级下册
Unit 1 What’s the matter Period 3 Content Grammar focus, 4a, 4b, 4c
教学目标要求1．能够用对疾病及事故伤害的询问及应答，如：A: What’s the matter with Ben B: He hurt himself. A: Does he have a toothache B: Yes, he does.2．能够利用情态动词should询问及陈述救治建议，如：A: What should she do B: She should take her temperature. A: Should I put some medicine on it B: Yes, you should. / No, you shouldn’t.3．能够总结表中have, hurt, take, get, see, put之后的名词搭配并正确使用，如：have a toothache, hurt myself, take one’s temperature等。5．能认读并能工整书写所学单词：herself。6．能模仿录音正确朗读和表演教材上的对话，并能分角色对目标语进行进一步的表达(会话)。如：4c。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间4 m 1 复习已学目标语和导入谈论事故的话题Look at the picture and answer my questions.What will you do if you meet that thing
2 仿照上述对话，组织Pair-work复习活动Let’s do pair-work: Talk about vacations.学生双人活动，教师抽查几对学生
导入时间1 m 3 导入新课话题Well, we’re going to learn Unit 1, Period 3.What’s the matter
4 引入单元标题教师板书或课件显示：Unit 1 What’s the matter
2d时间9 m 5 读Grammar Focus，总结动词短语，Read Grammar Focus and find out the phrases about have, hurt, take, get, see, put.教师巡视，待班级基本得出结论后进行课堂交流，教师点评总结，注意强调搭配中的语法性词语(如冠词、物主代词等)。
6 添加动词，组成更多短语，为练习做好铺垫Please make phrases with cut and go to. eg, cut yourself; go to see a dentist.Then ask the Ss to say more phrases. 板书补充：put a bandage on your finger(先行解决Section B的生词)
7 朗读Grammar Focus，熟练掌握句型。Read Grammar Focus again carefully and make sure Ss have grasped them.
4a时间6 m 8 熟读Grammar Focus，完成活动，使对话恢复完整First let’s read the sentences and fill in the blanks.Then check the answers together.
9 针对目标语进行控制性的实践活动Ask students to read the conversation in pairs.Ask 2 pairs to show the conversation to check the answers.鼓励学生点评答案，教师确认答案并鼓励。
10 组织Pair-work，学生扮演角色模仿上述会话Now work in pairs.
4b时间7 m 11 准确理解活动要求，独立完成活动，强化目标词Let’s read the tasks and circle the best advice. Check your answers.Then write down your advice.教师巡视指导，获取反馈，可将班级同学中的一些典型错句及时板书出来，然后集体或另请学生修改出正确的语句，教师作必要的分析。
12 读建议给同伴听；强化目标语Correct the sentences. Then share your advice with your partner one.学生结伴，将自己写出的建议读给同伴听，相互轮换。教师还可板书几句精彩的句子。
4c时间9 m 13 解释要求，猜“哑剧”，目标语进行交流Finish 4c.教师务必先解释活动要求(必要时可采用肢体演示、示范)，其他同学逐一就如何不适、如何引起以及建议等内容与表演者进行交流。
14 巡视评价小组表现，汇报表演以借鉴Ask one or two groups to show theirs. 教师在巡视指导的过程中应注意观察，就各组表现作出评价。
小结时间3 m 15 本活动的检查评价；归纳反馈强化本节课学习目标1．抽查两对学生的会话表演2．教师在他们会话完成后询问几个学生： 如何询问对方的问题或提出建议？ 如何回答？3．(师生交流)教师在板书上强调8个重点动词的短语 搭配：have, hurt, take, get, see, put, cut, go to。
作业1m 16 Homework(布置作业)1．朗读并熟记本课时重点句，关注have, hurt, take, get, see, put, cut, go to的动词搭配。2．与3位朋友或家人进行猜哑谜游戏，并写一份问题 及建议的报告。英语 八年级下册
Unit 1 What’s the matter Period 4 Content Section B 1a, 1b, 1c, 1d
教学目标要求1．能够用书中插图复习词汇，如：cut oneself, cut one’s hand / finger, fall down, cut one’s knee, have a nosebleed, put some medicine on it等。2．能够正确使用下列词汇,如：sick, knee。3．能够认读下列词汇：bandage, nosebleed。4．能够利用听力材料培养学生的听力策略，如：第一遍利用关键词或词频听总体，把握主题轮廓；第二遍提取具体细节等。5．能模仿录音内容，分角色对目标语进行进一步的表达，如：1d。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间4 m 1 复习、巩固已学目标语Let’s read together.
2 仿照上述对话，组织Pair-work复习活动Let’s do pair-work:学生双人活动，教师抽查几对学生。
导入时间1 m 3 导入新课话题Well, we’re going to learn Unit 1, What’s the matter Period 4.
4 引入单元标题教师板书或课件显示：Unit 1 What’s the matter
1a时间8 m 5 讨论图中人物所出现的伤害，复习、学习词汇First, let’s read the pictures and answer the questions. T: What’s the matter S: He cut his finger. / He fell down. / She had a nosebleed.Ask some students to read them.
6 根据生活经验，判断排序，掌握目标语Please read the phrases and put them in order.按照自己生活经验，把短语进行排序。
7 陈述过程连续，填入顺序词来突出过程性。Please read the sentences and add “first, next, then”. Now, let’s show your answers.Can you write a passage according to the pictures and the sentences
1b时间5 m 8 读出表格，摘录出各项中的关键词，这是正确完成本活动的重要依据Please the chart and find the key words: sick, knee, fever, nosebleed, back, head (每项中的最后一词).Let’s read them together.
9 完成1b，检查反馈，确认学生正确识别目标Now let’s listen and finish 1b. Check your answers now.
1c时间10 m 10 依次读出救治建议，教师注意纠正学生的读音，为听力做好准备Let’s read the advice in 1c. Pay attention to your pronunciation.(学生朗读时，纠正学生发音，必要时可采用英汉对译的办法确认他们懂得意思。)
11 听力实践，从对话中获取信息Now let’s listen and write the six letters in the chart.OK. Let’s check the answers.师生核对答案：切忌简单地通过读字母的方式与学生核对答案，而应当将这一轮核对答案的过程变成师生对话交流或语句陈述的过程(见下例)。T: We know a boy felt sick in a P.E. class. What did the nurse do S1: She took his temperature.T: Good. It was important to take his temperature to see if he had a fever. What else did the nurse do Did she take him to the hospital to get an X-ray, S2 S2: Yes, she did.T: Really But the nurse told me she didn’t. Did you agree with S2, S3 S3: No. T: What did the nurse do if she didn’t take the boy to hospital S3: She…和学生多交流，为1d做好铺垫
1d时间8 m 12 听力铺垫，教师示范Practice the conversations in 1c in pairs.
13 分角色练习对话，教师鼓励评价Ok, please work in pairs. One is a nurse, the other is a teacher. 仿照示范按照1d要求开展口语对话，教师巡视指导。Ask 2 or 3 pair to show the conversations.活动结束时教师点评，对表现突出者给予表扬，对积极参与者做出肯定，对有欠缺者提出希望。
小结时间3 m 14 本活动的检查评价；归纳反馈强化本节课学习目标1．教师在会话完成后询问几个学生 T: What was the matter S: Someone felt sick. T: What should he do S: He should take his temperature and have a rest.2．检查几组学生的对话
作业1 m 15 Homework(布置作业)1．听教材会话录音并进行模仿朗读。2．与一位朋友交流，仿照小结中的对话，用1b和 1c内容编对话练习。英语 八年级下册
Unit 1 What’s the matter Period 5 Content Section B 2a, 2b, 2c, 2d, 2e
教学目标要求1．能够掌握语块(chunks)呈现不同运动伤害的表述，如：fall down, have problems breathing, get hit by a ball等。2．能够阅读短文，并完成回答问题、填图表、排序等任务，掌握阅读技巧与方法，如：2b, 2c, 2d, 2e。3．能够理解并掌握用一般过去时态写故事，掌握常用动词的过去式，如：lost, wrote等。4．能正确使用下列常用表达，如：fall down, be used to, take risks (take a risk), run out (of), cut off, get out of, be in control of, keep on (doing sth.), give up等5．能够正确使用下列词汇，如：risk, situation, kilo, rock, knife, blood, importance, decision, control, spirit, , mean, herself, ourselves, almost等。6．能够认读下列词汇：breathing, sunburned。7．能够根据情景及上下文推测词性及词义，从词典中判断合理的词义。8．了解阿伦·罗尔斯顿(Aron Ralston)的经历及其回忆录《生死两难》(Between a Rock and a Hard Place)。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间2 m 1 复习已学目标语和谈论意外事故及急救的话题A: What is the matter with him B: He fell down when he was playing football.A: What should he do B: He should go to hospital and get an X-ray.A: Does he need to rest for a few days B: Yes.
2 仿照上述对话，组织Pair-work复习活动OK. Let’s make up conversations with your partner.学生两人活动，教师抽查1-2组学生
导入时间3 m 3 导入新课话题教师问，学生答。T: Accidents or problems can sometimes happen when we are playing sports. Do you know which sports can cause accidents or problem easily S: When I play basketball, sometimes I fall down.T: That’s true. Today we will talk about the sports and accidents.
4 引入单元标题教师板书或课件显示：Unit 1 What’s the matter
2a时间5 m 5 教师课前收集本活动中三项运动的图片，课堂呈现图片，学生说出这些运动的英文表述。教师修正学生的错误(如学生极有可能将“登山运动”误说成“climb mountain(s)”或“climbing the mountain(s)”，因此建议将“登山”表述安排在最后)。T: Let’s look at the picture, can you tell me the name of the sports S: Soccer, swimming and mountain climbing.
6 引出简单的讨论，引导学生说出理由，练习动词词组学生独立完成活动后师生交流，确认答案。
2b时间9 m 7 读前活动：呈现课文相关图片，减少障碍T: Please look at the picture. What sports is it S: Mountain climbing.T: Yes. Today we will read a passage about Aron Ralston, an American man who is interested in mountain climbing.学生带词典进课堂，为查阅生词做好准备。
8 导入2b活动，引导学生浏览，把握文段的整体内容，讲授阅读技巧，借助字典等工具。Please read the article. Underline the words you don’t know. You can look up the words in a dictionary.
9 集体朗读、纠正发音、讲解难点Now, read the article together loudly. Correct and imitate the pronunciation and intonation. Pay attention to the phrases; get to know their usages and meanings in this passage.Do you have any problems If you do, let me help you.
2c时间6 m 10 细读短文，完成任务首先要求学生大声读出本活动的5个语句，纠正读音，对障碍性词汇(包括生词和学生可能淡忘的词汇，如almost, serious, run out of, still等)进行必要的解释；之后学生按照书本要求独立阅读判断，做出自己的选择；然后，鼓励学生伙伴间的核对讨论，相互交流观点，陈述自己的看法；最后师生核对答案，教师点评。OK, now read carefully again and circle True or False or Don’t know. After that, discuss with others and perfect your chart.
2d时间6 m 11 引导学生朗读课文，教师提问下列问题，要求学生看书回答学生再次细读课文，按照书本要求写出各个问题的回答，教师巡视并指导；教师引导学生集体依次读出5个问题的回答Read the passage and answer the questions. They are very helpful to 2d.Ask Ss to answer them.
2e时间5 m 12 尝试运用提纲复述文章，完成2e这一活动旨在训练学生读后对所读故事性材料的复述技能。学生朗读活动所呈现的5个语句，理解它们。随后再阅读书本活动要求，明确要求之后独立排序，完成自己的判断。
13 学生复述文段课堂师生核实答案，随即要求学生按照合理的顺序将5个句子连贯读出。之后教师提出思考问题：Now the story is complete. But is it a good one, do you think Why or why not 引导学生达成共识：The story is OK but not yet good enough, because it doesn’t have any details. An interesting story is never this simple.安排学生结伴复述并丰富故事。
14 了解阿伦·罗尔斯顿和他的回忆录《生死抉择》Let’s get more information about Aron Ralston.
小结时间3 m 15 检查评价；归纳反馈强化本节课学习目标1．词组连线。2．故事接龙。3．运动伤害的表述4．其他常用表达
作业1 m 16 Homework(布置作业)1．熟读并工整抄写文中的重点句。2．以Aron的口吻，口头或书面复述Aron的经历。
