(共33张PPT)
Unit1 What’s the matter
Period2 SectionA 2d--grammar
新目标人教版 八年级下
Revision
Guessing
A: What’s the matter with him
B: Does he have a...
He has a backache.
A: What’s the matter with her
B: Does she have a...
She has a sore throat.
What should he/she do
He should lie down and have a rest.
He shouldn’t do hard work.
She should drink more water ...
She shouldn’t speak loudly.
Lisa isn’t feeling well.
What’s the matter with her
Listening
She has a headache and can’t move her neck.
Read 2d and fill in the box.
Reading
Lisa’s problem
the cause(起因) of the problem
Mandy’s advice
She has a headache and can’t move her neck.
She played computer games all weekend.
1.Lisa needs to take breaks away from the computer.
2. She should lie down and rest.
3. If her neck still hurts tomorrow, then go to a doctor.
ways to give advice
Reading
Discussion
Do you agree with Mandy
What other problems do teenagers have today
What should(shouldn’t) they do
phone phubbers（低头族）
indoor teens
Listen and repeat, paying attention to the tone and the stress.
跟读录音，关注语音语调。
Meanwhile, underline the Predicate Verb.
同时，划出句子中的谓语动词。
A: What’s the matter
B: I have a stomachache.
A: You shouldn't eat so much next time.
Grammar Focus
A: What’s the matter with Ben
B: He hurt himself. He has a sore back.
A: He should lie down and rest.
A: Do you have a fever
B: Yes, I do./ No, I don’t./ I don’t know.
Grammar
A: Does he have a toothache
B: Yes, he does.
A: He should see a dentist and get an X-ray.
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.
What’s the matter
I have a fever.
4. What’s the matter with Amy She has a cold. （ with 谁就问谁）
问病症的几种句子
2. What’s the matter with you
I have a fever.
3. What’s the matter, Amy
I have a cold. （有逗号的，那个人就是自己）
5. What’s the matter with her / him /it
She / He/ It has a cold. （ with 宾格,回答变主格)
You should go to see a doctor.
你应该去看医生。(提出建议)
should 应该做某事
should 情态动词, 没有人称和数的变化
结构: should + 动词原形
否定: should not (shouldn’t) + 动词原形
should除了作 shall的过去式外,
还表示”应该，应当”, 后加动词原形，可
用于各种人称。它比 must 委婉, 用来表示
向对方提出建议和忠告, 或者表示某种
义务或责任。其否定式为 shouldn’t。
变为一般疑问句时should提到主语的
前面。
例如：
We should study hard.
我们应该努力学习。
We shouldn’t listen to music in class.
我们不应当课上听音乐。
1. What’s the matter with you 你怎么了？
What’s the matter with you 这个句子还有
一个同义句：What’s wrong with you
但回答的方法仍旧相同。
Language points
2. 其他的病情都是have a …/has a…
如: I have a cold. She has a cold.
I have a toothache. She has a toothache.
I have a headache. She has a headache.
3. Hurt 是受伤的意思，表示什么受伤。
如：My leg hurts.
His legs hurt.
Her arm hurts.
ache 、sore和hurt 的区别：
ache 是一个名词后缀，如：toothache , headache ,stomachache；
sore 是一个形容词，用来修饰名词，指的是身体某一部位的酸痛。如：sore back, sore throat
hurt是一个动词，指“刺痛，使受伤痛”。如：He hurts his leg.他伤了腿。还可以说“His leg hurts.”他腿疼。
注释一：
tooth+ ache = toothache （牙痛）
head+ache = headache （头痛）
back+ache=backache（背痛）
stomach +ache = stomachache（胃痛）
Ear + ache=earache （耳朵痛）
Heart + ache=heartache（心脏病）
名词后缀-ache表示部位疼痛
ache 这个单词本身就是一个单独的单词，表示“疼痛”的意思，与tooth、head等单词合在一起组成一个新的单词，这就叫做复合名词，发音为/eg/。
除此之外，我们以前还学过许多这样的单词，如：bedroom ,snowman, watermelon, eggplant, newspaper等等都是复合名词。
注释二：
第三人称单数知识扩充：
一、人称代词he, she, it是第三人称单数。
如： He likes watching TV. 他喜欢看电视。
It looks like a cat. 它看起来像只猫。
二、单个人名、地名或称呼作主语；是第三人称单数。
如: ①Han Mei looks like her mother.
韩梅看起来像她的母亲。
②Beijing is in China. 北京在中国。
③Uncle Wang often makes cakes. 王叔叔经常做蛋糕。
三、单数可数名词或“this / that / the+单数可数名词”作主语时，是第三人称单数。如： ①A horse is a useful animal. 马是有用的动物。 ②This book is yours. 这本书是你的。 ③That car is red. 那辆小汽车是红色的。 ④The cat is Lucy‘s. 这只猫是露茜的。
四、不定代词someone, somebody, nobody, everything, something等及指示代词this, that作主语时，是第三人称单数。如：
①Everyone is here. 大家到齐了。
②There is something wrong with the watch.
这块手表有毛病。
③This is a pen. 这是一支钢笔。
④That is an eraser. 那是一块橡皮擦。
五、不可数名词作主语时为第三人称单数。如： ①The milk is in the glass.
牛奶在玻璃杯里。
②The bread is very small. 那面包很小。
六、当数字或字母作主语时，看作第三人称单数。
如： ①“6” is a lucky number. “6”是个吉利数字。 ②“I” is a letter. “I”是个字母。
4a. Fill in the blanks and practice
the conversations.
A：I hurt________ when I played basketball
yesterday. What _______ I do
B: You_______ see a doctor and get an X-ray.
2. A: ________the matter
B: My sister and I _________sore throats.
__________ we go to school
A: No, you_________.
myself
should
should
What’s
have
Should
shouldn’t
Exercises
3.A: _______ Mike ______ a fever
B: No, he ______. He ______a stomachache.
A: He _______ drink some hot tea.
Does
have
doesn’t
has
should
4b Circle the best advice for these health problems. Then add your advice.
Jenny cut herself.
She should (get an X-ray / put some medicine
on the cut).
My advice:____________________________
____________________________.
She should put some medicine
on the cut
Kate has a toothache.
She should (see a dentist / get some sleep).
My advice:__________________________.
Mary and Sue have colds.
They shouldn’t (sleep / exercise).
My advice:___________________________.
She should see a dentist
They shouldn’t exercise
Bob has a sore back.
He should (lie down and rest / take his temperature).
My advice:__________________________.
He should lie down and rest
A:What's the matter Did you hurt yourself playing soccer
B: No, I didn't.
C: Did you fall down
B: Yes, I did.
D: You should go home and get some rest.
Name problem Advice
Liu Peng fall down go home and rest
Group work
4c.One student mimes a problem. The other students in your group guess the problem and give advice.
1.Read and recite 2d;
2.Make up the conversation of 4c and write it down.
Homework
Homework
https://www.21cnjy.com/help/help_extract.php中小学教育资源及组卷应用平台
人教新目标版英语八年级下册Unit1单元课时教学设计
课题 SectionA 2d--grammar focus 单元 1 学科 英语 年级 八下
教材分析 谈论人体部位、疾病以及如何给出建议。
学习 目标与核心素养 Knowledge objectives: 1)take breaks, hurt, ache You should take breaks away from the cmputer.. 2.Skill objectives:1)The students can understand the grammar of this unit. 2)To train the students’ cooperation with their partners. 3.Emotional objectives:To help students to keep a healthy lifestyle. 4.Thinking quality objectives: How to increase the grammar knowledge.
重点 The students learn to ask about illness and give advice.
难点 The students learn to differ the use of ach, ace and hurt.
Teaching procedures:
Teacher’s activities Students’ activities Purposes
Step1 Revision T asks what students have learned in the last class, and make a conclusion about how ask about illness or give advice. Step 2 Revision Ss answer the questions and review the ways to express illness and give advice by using “should” Ss review what they have learned with the help of the teacher.
Step 2 Guessing T shows the half-covered pictures, let Ss guess what’s the matter with him/her. Step 2 Guessing Ss: Does he have a/an……. Yes he does./No,he doesn't. Make conversations. Ss use the general questions to guess.
Step 3 Reading 2d Ask the Ss to listen to 2d and answer the questions. Ask the Ss to read 2d and fill in the chart. Step 3 Listening Ss answer the questions according 2d. Listen and repeat. Say a passage. To train Ss’ oral English and use the useful expressions freely.
Step 4 Grammar Focus Present the grammar focus Explain some important and difficult points, such as how to use “ache, sore...” Step 5 Grammar Understand the grammar Learn to express illness To improve Ss’ grammar and English thinking. To help Ss to work with partners.
Step 5 Exercises Ask the Ss to finish the exercises of 4a-4b. Ask the Ss to do the group work of 4c. Step 5 Exercises 1.Finish the exercises of 4a-4b. 2. Do the group work of 4c. To consolidate Ss’ sense of the grammar and improve their communicating skills.
Step 7 Homework 1.Read and recite 2d; 2.Make up the conversation of 4c and write it down.
Bb design Unit 1 What’s the matter Period 2 (2d& Grammar) Ask about illness: What’s the matter (with sb.) =What’s wrong (with sb.) =What’s the problem (with sb.) Give advice: You should / shouldn’t do... You’d better do/ not do... Take breaks away from the computer.
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