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人教版八年级英语下册第一单元（同步教学设计）
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这是一份人教版八年级英语下册第一单元（同步教学设计），共20页。
人教版八年级英语下册第一单元（同步教学设计） Unit 1 What’s the matter?单元导航 Unit 1 What’s the matter? Unit 1 What’s the matter?Unit 1 What’s the matter? Unit 1 What’s the matter? Unit 1 What’s the matter? Unit 1 What’s the matter?备课素材课程导入设计导入一 歌曲导入准备歌曲Head，Shoulders，Knees and Toes.，通过歌曲引导学生复习有关身体部位的单词。导入二 情境导入创设一些情境：让学生表演一些动作，比如头疼、胃疼，背疼等，让其他学生猜这是什么疾病及如何解决，然后导入新课。导入三 视频导入老师在上课前，让学生观看有关2b主题的宣传片，引起学生的学习兴趣，让学生猜测2b的主人公大致是一个什么样的人，这篇文章讲的什么主题，从而导入新课。。Watch a video, what happened to Aron Ralston？What do you think the Aron Ralston is? What can we learn from him?课堂活动设计(一)听说课活动一Guessing gameStudent A come here quickly. You each act an action. (边说边发纸条) Each group have chances to guess the illness and give your advice like this: “He /She has a..., he/she should...”活动二 Role－playIf you are a teacher，and you're asking the school nurse who came into her office.T：Who came to your office?N: First, a boy came in. He hurt himself in P.E. class.T: What happened?N: He fell down and cut his knee.... (二) 阅读课【活动1】任务型教学Let students read 3a and answer the following questions.1) What happened to the man lying by the road?2) What was the person next to him doing?3) Who do you think is going to save the man?【活动2】情境教学1．播放日常生活中的意外及急救措施的视频。2．让学生以小组为单位，进行现场采访活动。(R：reporter S：student)R：Which class are you from?S：I am from Class Two of No.5 Middle School.R：Can I ask you some questions?S：Sure.R：What’s happening here?S：An old man was lying on the road?R：What was the matter with him?S：He fell down and hurt his head..R：Did anyone call 120?S：Yes. (三)展示设计让学生日常中可能出现的事故和健康问题进行调查统计，绘制成表格，然后用本课所学句型与词汇对表格进行描述，然后在课上与大家分享。 第 1单元本单元所需课时数5课时单元话题健康与急救主要内容本单元属于“人与自我”范畴，涉及有关伤病及处理建议的表达方式。Section A是基本语言内容的积累和学习，这一部分引导学生通过本课的语言素材进行看图说话、句型演练、日常交际，通过对话表演等形式使学生能够正确地谈论健康问题与事故，并就健康问题提出简单的，从而能围绕这一话题展开简单的口语交际。Section B是知识的扩展和语言的综合运用，是在Section A的基础上，词汇和表述更加丰富，并且有意突出了对步骤顺序的表达。本单元的内容都是与学生的日常生活紧密相关的，因此在这一课题的教学过程中，应紧密联系学生生活实际，采用多种方式，以说为主，配合听的练习，最终以对话为途径，掌握本课题的中心语句。这对于学生学会运用简单的英语进行交际和交流，特别是口语交际能力很有帮助。学生学习本单元的同时可以有意识地增强对于健康问题和急救知识的了解，并学习课文主人公热爱生活，珍惜生命，永不放弃的优良品质。。教学目标1．能够简单谈论健康问题与事故，并就健康和安全问题提出建议。2．能够正确的使用should及反身代词。3．增强学生的安全常识及应对突发事件的急救能力。重点、难点1. 重点： (1)能正确“have+(a)+病症”结构谈论健康问题。(2)能够利用作者对事件描述的先后顺序来促进语篇理解。(3)能够谈论事故发生的时间，原因，结果，及处理方式。2．难点：了解宾语从句，状语从句来描述事件发生的过程，并用到英语句子中。词汇和常用表达1. 能正确使用下列词汇：matter, stomachache, foot, neck, stomach, throat, fever, cough, X-ray, toothache, headache, break, passenger, trouble, knee, climber, risk, situation, kilo, rock, knife, blood, importance, decision, control, spirit, death, nurse, lie, rest, hurt, hit, mean, herself, ourselves, off, onto, sick2. 能正确使用下列常用表达：have a cold, have a stomachache, lie down, take one’s temperature, have a fever, take breaks, get off, to one’s surprise, right away, get into, be used to, take risks, run out(of), cut off, get out of, be in control of, give up学习策略1.学习事件的发展顺序来辅助理解所阅读的材料。2.根据情境及上下文推测生词词性及词义，通过查阅字典寻找合理的词义。文化知识了解Aron Ralston 的经历及其回忆录Between a Rock and a Hard Place。课时第1课时 Section A (1a~2d)课型新授课教学内容1. 身体部位的单词以及用have来表达健康问题。2. 会用should对健康问题提出建议。教学目标【知识与技能】1. 掌握句型：What’s the matter? I have a stomachache.You should lie down and rest.2. 掌握本课单词及短语： matter, stomachache, foot, neck, stomach, throat, fever, cough, X-ray, toothache, headache【情感、态度与价值观】学会关心他人，养成良好的生活习惯，保持身体健康。教学重点1. 学会表达健康问题的各种句型。2. 能根据健康问题给出合理的建议。教学难点讨论健康问题并给出相关建议。教学准备视频，图片、多媒体等。教 学 过 程Step 1 Warming-up and lead in1. Greet as usual2. Play the song Head, Shoulders，Knees and Toes and let students sing together and review the vocabulary about the body parts.3. Look at the picture to review and learn some new word （throat, foot, knee, stomach）4. Game: I say you doEverybody moves your bodyNod your head and touch your faceTouch your nose and close your eyesTouch your ears and clap your handsRaise your arms and look at your backTouch your stomach and tap your footSit down and move your legs...5. Work on 1aLook at 1a and finish the task.Check the answers: a. hand; b. foot; c. mouth; d. neck; e. back; f. tooth; g. ear; h. arm; i. eye; j. head; k. stomach; l. leg; m. nose.Step 2 Presentation1. Present some pictures about some health problems and let students say with “ have a...”.Picture 1: have a stomachachePicture 2: have a sore backPicture 3: have a cold.Picture 4: have a feverPicture 5: have a sore throatPicture 6: have a toothache【设计意图】通过图片导入，一方面引导学生对句型“have a +疾病”的练习，一方面加强对于疾病表达语块的输入，学习生词2. Work on 1b1）Listen and look at the picture. Then number the names [1-5]. 2）Check the answers: Nancy 3; David 2; Ben 5; Judy 4. 3）Listen again and fill in the blank.NameWhat’s the matterReason/ResultSarahShe has a___________.didn’t put on her jacketDavidgot a ___________ last night.ate too much food at his friend’s partyNancyShe has a___________.hurt himself playing soccerJudyShe has a___________.didn’t sleep well; it hurts a lotBenHe has a___________.talk too much yesterday and didn’t drink enough water.【设计意图】通过完成听力任务，检查学生对听力内容是否真正理解，并训练学生的短期记忆能力。Step 3 Pair work1. Read the conversation in 1c. Then make new conversations. (Students can refer to the chart above to help them make conversations.) A：What’s the matter with...? B：She/He has a..., because she/he...2. Ask some of the students to act the conversationsStep 4 listening(2a-2b)1. Students look at the picture in 2a and make sentences with “what’s the matter? She has a...” and match the illness with the picture.Example:Picture 1: What’s the matter? She has a sore throat.2. Play the recording and finish 2a.3. Check the answers: 2, 4, 3, 1, 54. Read the phrases in 2b first and make sure Ss can understand them. Then listen to the recording again and then finish 2b.5, Check the answers: 1. d; 2. a; 3. b; 4. c; 5. e 6. Student A come here quickly. You each act an action. (边说边发纸条) Each group have chances to guess the illness and give your advice like this: “He /She has a..., he/she should...”7. Work on 2cMake conversations using the information in 2a and 2b. Then work in groups. Step 5 Role-play(2d)1. Two students read the conversation in 2d. Underline the new words or the words you can’t read. （Maybe they are：break，hurt，fever，probably...）2. Read the conversation and answer the questions. 1) What’s the matter with Lisa? She has a headache.2) Did she have a fever? No, she didn’t. 3) What did she do the night before? She played computer games all weekend. 4) What should she do for now? She should lie down and rest. 3. Play the recording. Let the students listen to and imitate it. Then let them read the conversation in pairs. 4. Role-play the conversation in groups. Ask two or three groups to role-play it in front of the whole class.Step 6 Focus on languagesSummarize and explain some useful expressions.1. Are you OK?2. What should I do?3. It doesn’t sound like...4. That’s probably why?5. can’t move my neck.6. all weekend7. take breaks away from the computer8. sit in the same way for too long without movingStep 6 Summary Today we have learned some new words and phrases and the useful expression about how to describe the health problems. Remember them and use them often in your conversations.课堂作业1. Read and remember the new words and phrases of this lesson. 2. Role-play the conversation in 2d.板书设计Unit 1 What’s the matter?Section A (1a～2d)Key words and phrases：matter, stomachache, foot, neck, stomach, throat, fever, cough, X-ray, toothache, headacheWhat’s the matter? I have a stomachache.You should lie down and rest.教学反思通过本课的学习,学生掌握了本单元重要的单词和短语，以及学习了有关疾病的表述，能正确合理的提出建议。课时第2课时 Section A (3a~4c)课型新授课教学内容1.通过3a的短文练习阅读技巧2. 总结询问和回答疾病的句型及给出相关建议教学目标【知识与技能】1. 掌握句型：① What’s the matter with Ben? He hurt himself./ He has a sore back. He should lie down and have a rest.② What should she do?She should take her temperature.③ Should I put some medicine on it? Yes, you should. / No, you shouldn’t.2. 掌握本课单词及短语： hurt，passenger，off，get off，to one's surprise，ontotrouble【情感、态度与价值观】学生能关心自己和他人身体健康，助人为乐，能在英语交流中注意并理解他人的情感。教学重点1. 熟练运用所学句型询问某人的健康问题及遇到的麻烦；2. 运用should提出建议;3. 反身代词的用法4. 指导学生阅读课文，培养学生的阅读理解能力。教学难点运用阅读策略快速的理解文章教学准备图片、多媒体等。教 学 过 程Step 1 Warming up and revisionShow some pictures about some healthy problems and students to review the key points learned before. Example:A: What’s the matter?B: I / He / She …He should...Step 2 Before reading1. Learn the new words: hurt, passenger, off, get off, to one’s surprise, onto, trouble2. Show students the title and the picture of 3a, let students discuss and answer the following questions.1) What happened to the man lying by the road?2) What was the person next to him doing?3) Who do you think is going to save the man?3. Students share their answers.【设计意图】标题，图片易于激活学生脑海中的图式，从而对正确理解所读内容形成帮助，训练学生通过图片和标题快速抓住文章大意。Step 3 While reading1. Students read the passage quickly to check whether their guess about the questions above is right, and answer the question in 3a.2. Read 3a carefully to finish 3b. In this part, students showed find the right person to match the sentences in 3b which requires students’ understanding of details. Check the answers and explain.3. Students discuss the questions in 3c with a partner and share their answers in class.Step 4 Focus on languageExplain and key points in the following sentences to students and make students understand the structures and can make the similar sentences.1) At 9：00 a.m. yesterday，bus No. 26 was going along Zhonghua Road when the driver saw an old man lying on the side of the road.2) The bus driver, 24-year-old Wang Ping, stopped the bus without thinking twice.3) He got off and asked the woman what happened.4) He expected most or all of the passengers to get off and wait for the next bus.5) But to his surprise, they all agreed to go with him.6) Thanks to Mr. Wang and the passengers, the man was saved by the doctors in time.Step 5 Grammar focus1. Read the Grammar table and summarize the usages of “should” and “反身代词”1) 含有情态动词should的句式结构。肯定句：主语+ should +动词原形+其他. 否定句：主语+ shouldn’t +动词原形+其他. 一般疑问句：Should +主语+动词原形+其他？特殊疑问句：疑问词+should+主语+动词原形+其他？注意：should用于各种人称，常用来提建议。第一人称第二人称第三人称单数myselfyourselfhimself herself itself复数ourselvesyourselvesthemselves2) 反身代词2. Students finish 4a and check the answers.【Answers】1. myself/my arm/my leg/ my back; should 2. What’s; have; Should; shouldn’t 3. Does, have; doesn’t; has; should3. Finish 4b. Read the health problems and circle the best advice. Check the answers: 1. put some medicine on the cut 2. see a dentist 3. exercise 4. lie down and rest4. Add your advice. Then read them in class.Step 6 Free talking1. Fill in the chart in 4c. One student mimes a problem. The other students in the group guess the problem and give advice. Example: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. 2. Then choose two groups of students to show their conversations in front of the class.课堂作业1. If you are the passenger, write a diary about what happened yesterday.2. Read and copy the new words and expressions of this lesson.板书设计Unit 1 What’s the matter?Section A(3a～4c)Key words and phrases：hurt，passenger，off，get off，to one's surprise，ontotroubleKey sentences：1. ...when...2. ...asked...what happened. 3. Thanks to...教学反思要加强学生对疾病及伤害询问的训练; 训练学生把握文章的主旨，通过精读文章，提升学生提取文章细节信息的能力。课时第3课时 Section B(1a~1d)课型新授课教学内容1. 事故伤害与急救措施的表达2. 重难点词汇教学目标【知识与技能】1. 掌握句型：① Someone got hit on the head.② He hurt himself in P. E. class.③ What happened?2. 掌握本课单词及短语：fall down, get some rest, cut one’s knee, hurt one’s back, feel sick【情感、态度与价值观】通过谈论生活中常见的意外事故，提高学生处理意外事故的能力教学重点1.事故伤害与急救措施的表达2. 通过听力训练，提高学生在听力中抓取信息的能力。教学难点运用所学词汇及句型谈论生活中的意外事故。教学准备图片、多媒体等。教 学 过 程Step 1 warming up and lead in1. Greet students as usual.2. Show them some videos about the accidents in life.T: As we can see, there are many unexpected accidents in our life and do you know how to deal with them? Today we’ll learn about it.Step 2 Presentation 1. Show the pictures of some accidents and ask students to answer what’s the matter and give the advice (allow students answer in Chinese and the teacher teach students how to express in English). 2. Guess and talk about the picture to practice the oral English.In this part, teachers show some parts of a picture and let student guess what’s wrong with the sentences “Does he...?” Teachers answer “Yes or No” until students guess the right answer. Example:T: Look at the picture, guess and ask.S1: Does he had a sore throat?T: No, he doesn’t.S2: Does he hurt himself?T: No, he doesn’tS3: Does he has a nosebleed?T: Yes, he does. What should he do?Ss: He should press the sides of his nose.Attention: Try to put some sentences in 1a to practice.3. work on 1aT：Now look at the pictures in 1a, what should they do? Put the actions in order.Check the answers: Top right: Run it under water.; Put some medicine on it.; Put a bandage on ot. Middle left: Go to the hospital.; Get an X-ray.; Rest for a few days. Bottom right: Put your head down.; Press the sides of your nose.; Clean your face.Step 3 listening1. Students read out the problems in the chart 1b, and underline the key words of each problem.2. Play the recording and ask Ss to fill in the answers for 1b.Check the answers: Someone cut his knee. Someone had a nosebleed. Someone got hit on the head. 3. Teachers can ask Ss to read through the list of treatments first and underline key words of each treatment4. Play the recording and ask Ss to fill in the answers for 1c. Check the answers: Someone felt sick. b, c; Someone cut his knee. a, d; Someone had a nosebleed. f; Someone got hit on the head. e.5. According to the conversation in 1b，write three passages to introduce the three students’ accidents. Possible answers： One boy hurt himself in P. E. class. He was running under the hot sun. And he felt sick and fell down. He cut his knee. The nurse washed the cut，put some medicine and a bandage on it.Step 4 Role-playInclude and writing some expression that Ss can use when they make their own conversations on the board.Example； A：Who came to your office?B: First, a boy came in. He hurt himself in P.E. class.A: What happened?B: He fell down and cut his knee.Step 5 Group worksDivide the students into groups and discuss the following questions1) What would you do in these situations?2) What could we do to prevent these accidents?Scene1: Car accidentCall for a doctor or an ambulance（救护车）.Never pull her out of the car.Find enough people to lift the car safely and take her to hospital at once.Look at both sides when crossing the street. Follow the traffic rules and be attentive and careful.Scene2: FireCall 119 first and tell them the exact address on the phone.If someone is badly burnt, we should call 120 to ask for an ambulance.Never play with fire.Be careful with gas.Make sure that all the electric wires are safe.Scene3: Cut yourselfIf the cut is not serious, we can wash the area of cut, dry it and cover it with a piece of dry and clean cloth.You must never play with the knife or other sharp objects in the future.【设计意图】通过对生活中常见的突发事件进行讨论，在提升学生口语表达能力的同时，提升学生的安全意识和急救知识。课堂作业Imagine you are a doctor. Please write a conversation between you and a patient. It should include what happened as well as your suggestions as the doctor.板书设计Unit 1 What’s the matter?Section B (1a～1d)Key words and phrases：fall down, get some rest, cut one’s knee, hurt one’s back, feel sickKey sentences：① Someone got hit on the head.② He hurt himself in P. E. class.③ What happened?教学反思通过本课的学习，让学生熟记本课的新词汇及表达，能用正确的表达进行英语对话，并了解一些急救措施和安全知识。课时第4课时 Section B (2a~2e)课型新授课教学内容了解文章中出现的定语从句、时间状语从句等； 教学目标【知识与技能】1. 掌握句型：宾语从句、定语从句、时间状语从句的表达和运用2. 掌握本课单词及短语： breathe、sunburned、ourselves、climber、be used to、take risks、situation、run out of、cut off、get out of【情感、态度与价值观】培养学生顽强的意志品质和果敢独立的精神，以及热爱生活、珍惜生命、永不放弃的精神教学重点宾语从句，定语从句，时间状语从句的用法。学会根据事件发生的先后顺序进行排序。教学难点通过联系上下文学会排列事情发生的先后顺序教学准备视频、图片、多媒体，字典等。教 学 过 程Step 1 Warming up and Lead-inPresent some pictures and videos about emergency first and then show students some pictures about money, job, dream, house...Let students think about what is the most important in life.Step 2 Pre-reading1. Watch a video, what happened to the player? His leg is broken.2. T: when we do some sports, some accidents may happen.3. Look at Section B 2a, read the title, then read the phrases. Ask one by one.When playing soccer, what accidents may happen？When swimming, what accidents may happen？What do you think of climbing mountains?Check the answers: A,B fall down; B,C have problems breathing; A get hit by a ball; A,B,C get sunburned; A,B,C cut ourselves; A,B,C hurt our back or arm.To be dangerous means to take risks. When climbing mountains, what accidents may happen？When we meet these problems, what should we do? Let’s know a person.4. Look at the short video: the trailer of 127 Hours. Now let’s read his story to know more. Read the title. What can you know from the title? Guess, what will the writer write? With the questions, read the article.Step 3 While-reading1. Fast reading: Work on 2bT: Today, I would like to teach you a reading skill: scanning. What does scanning mean? It means moving your eyes quickly down the page to find specific information. Find out the new words or expressions. Then try to look up each one in a dictionary and write down its meaning.【设计意图】本环节首先是学习策略的指导, 然后在老师的指导下练习运用scanning这种方法来找出不认识的单词，并通过查阅字典的方式找到其意思.目的在于培养学生的自学能力和工具书使用能力。2. Careful reading：Work on 2c and 2d① Read the passage. After each statement, choose/circle True, False or Don’t know.Answers：1. DON’T KNOW 2. TRUE 3. FALSE 4. FALSE 5. TRUE②Read the passage again and answer the questions in 2d. Check the answers. Answers：1. In Utah，America. 2. Because his arm was caught under a 360-kilo rock. 3. He used his knife to cut off half his right arm. 4. He wrote a book called Between a Rock and a Hard Place and continued to climb mountains. 5. It means being in a difficult situation that you cannot seem to get out of.【设计意图】这一环节是阅读中抓取信息的训练。让学生学会从文章支持自己观点的句子。同时，也是对学生阅读理解能力的训练。3. Put the sentences in the correct order in 2e. Then use them to tell Aron’s story to your partner. Try to add other details from the reading. Answers：2 1 5 4 3Step 4 After-readingDiscuss the following questions:1) What kind of person do you think he is?2) How do you know it?3) Which sentences can help you？First underline the sentences, then write what you think, finally, read it.He is a person who never gives up. Aron is used to doing dangerous things.There were many times when Aron almost lost his life because of accidents. How did he save his life. He must be used to making decisions in time.His love for mountain climbing is so great that he kept on climbing mountains even after this experience. So Aron’s spirit is to be strong, brave, decisive and wise.Step 5 Focus on language1. have problems doing sth. 意为“做某事有问题/困难”。类似的短语还有：have trouble doing sth. “做某事有困难”。2. be used to doing sth. 意为“习惯于做某事”；used to do sth. 意为“过去常常做某事”；use sth. to do sth. 意为“用某物来做某事”。3. because可引导原因状语从句，常用来回答why提出的问题；because of 是短语介词，其后可跟名词、代词或名词性短语。4. run out意为“用尽，耗尽”，主语是被用尽的物；run out of也意为“用尽，耗尽”，但其主语是用尽某物的人。5. so +形容词/副词+ that从句，意为“如此……以至于……”，that引导结果状语从句。so that引导目的状语从句，意为“以便，为了”，从句中常使用can/could/would/should等情态动词。6. keep on doing sth. 意为“继续做某事”，表示今后或将来继续做某事。7. give upStep 6 SummaryToday we have learned a story about Aron Ralston and writers describe events in a certain order. Finding the order of events will help you understand what you are reading. Try to use it when reading.课堂作业1. Read and copy the new words and phrases. 2. Read and retell 2b.板书设计Unit 1 What’s the matter?Section B (2a～2e)Key words and phrases：breathe, sunburned , ourselves , climber, risk, accident , situation kilo, rock, knife, blood mean, importance, decision, control, spirit deathKey sentences：Aron Ralston In Utah On April 26，2003→From April 26 to April 30，2003→On April 30，2003→After losing his arm教学反思通过阅读练习锻炼学生抓取信息，分析时间发展顺序的能力，同时学习 Aron Ralston永不放弃的精神，敢于冒险的勇气和危急关头处理事情的智慧。课时第5课时 Section B (3a~self check)课型新授课教学内容1. 复习总结有关身体各部位的健康问题及建议。2.本单元主题作文：事件的表达方式，及健康问题的解决方法。教学目标【知识与技能】1. 掌握句型：学习身体状况、事件的表达方式，并学会提出建议。2. 掌握本课单词及短语：nurse3. 练习关于健康话题的写作技巧。【情感、态度与价值观】培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。教学重点1. 总结本单元的疾病与意外伤害的表达，并学会如何给予合适的建议。2. 综合运用本单元所学知识进行对话表演和写作。教学难点学会运用所学知识进行对话和写作。教学准备图片、多媒体等。教 学 过 程Step 1 Warming-up and revisionT： Hello, everyone, can you remember what we learned in this unit? Good, let’s look at the slides and try to review what we have learned before. Can you translate the following phrases or sentences into English?【设计意图】：对本单元课时中的重点词汇和句型,对健康问题和意外伤害的处理进行总结性的复习。温故而知新，为接下来的写作打好基础。Step 2 PresentationShow students a picture of a nurse and a student. Let the students guess what was wrong with the students, how it happened and how to deal with it. Example:T: Look at the picture. What does the woman do?S: She is a nurse.T: What’s the matter with the girl?S: She has a fever.T: How did it happened?S: It was cold yeaterday and she didn’t wear warm clothes, so she had a cold.T: What should she do?S: She should go to the doctor and take some medicine.T: What other health problems do you remember?【设计意图】复习的同时，锻炼学生的口语表达能力。Step 3 Work group Work on 3aDivide students into groups. In the group, One is nurse, and the other just have an accident or a health problem. There is a conversation between the nurse and the students. At the same time, fill in the following chart. (To be involved, every students has to describe one accident or problem)Accidents/healthy problemReason/ResultShould doSouldn’t dohave a sore backplay computer game and sit in the same way for too long.lie down and restplay computer games or do sportshave a fever.........have a sore throat.........cut myself.........Work on 3b1. Summarize the sentence pattern on the board that maybe used in the conversation.询问某人健康问题的表达方法有： （1）What’s the matter with sb.? （2）What’s the trouble with sb.? （3）What’s the problem with sb.? （4）What’s wrong/up with sb.?（5）What happened to sb.?（6）Is there anything wrong with you?（7）Are you OK?回答身体状况：（1）I don’t feel well. I feel...（2）I don’t feel well. I have a...（3）I hurt ...提问意见： （1）What should I do? （2）Should I ...提出建议：You should...可能的原因：fell down, get hit by..., cut myself, hurt my...when...2. Write a conversation between the nurse and the student using your notes from 3a and the expressions above. 3. Role play the conversation in pairs.Step 4 self-check1. Now look at the Self Check activities and do them by yourself.2. Compare your work with a partner.3. Check the answers: 1. Keys: have a headache/get hit on the headhave a sore back/hurt one's back have a sore throat have a toothache have a stomachache have a fever/have a nosebleed/cut oneself2. Keys: 2 4 5 6 1 3 3. Keys: 1. Put some medicine on it. 2. Take a temperature a nd rest. 3. Lie down, rest and drink more water. 4. Go to the hospital and get an X-ray.Step 5 Summary In this class, we review the expressions of the accidents, health problems and suggestion, hope everyone takes care of yourself and can offer helps when others in trouble.课堂作业1. Write a note. Suppose that your cousin has a sore throat. Please write a note to tell him/her what he/she should do.2. Remember the words, phrases and sentences in this unit.板书设计Unit 1 What’s the matter?Section B (3a～self check)Key words and phrases：nurseKey sentences：询问某人健康问题的表达方法有： （1）What’s the matter with sb.? （2）What’s the trouble with sb.? （3）What’s the problem with sb.? （4）What’s wrong/up with sb.?（5）What happened to sb.?（6）Is there anything wrong with you?（7）Are you OK?回答身体状况：（1）I don’t feel well. I feel...（2）I don’t feel well. I have a...（3）I hurt ...提问意见： （1）What should I do? （2）Should I ...提出建议：You should...教学反思本节课从复习本单元话题词汇与句型入手，通过看图片、师生问答导入新课的学习。在复习过程中，小组合作填表, 再仿写对话，分组表演，充分训练学生对知识的综合运用能力。
人教版八年级英语下册第一单元（同步教学设计） Unit 1 What’s the matter?单元导航 Unit 1 What’s the matter? Unit 1 What’s the matter?Unit 1 What’s the matter? Unit 1 What’s the matter? Unit 1 What’s the matter? Unit 1 What’s the matter?备课素材课程导入设计导入一 歌曲导入准备歌曲Head，Shoulders，Knees and Toes.，通过歌曲引导学生复习有关身体部位的单词。导入二 情境导入创设一些情境：让学生表演一些动作，比如头疼、胃疼，背疼等，让其他学生猜这是什么疾病及如何解决，然后导入新课。导入三 视频导入老师在上课前，让学生观看有关2b主题的宣传片，引起学生的学习兴趣，让学生猜测2b的主人公大致是一个什么样的人，这篇文章讲的什么主题，从而导入新课。。Watch a video, what happened to Aron Ralston？What do you think the Aron Ralston is? What can we learn from him?课堂活动设计(一)听说课活动一Guessing gameStudent A come here quickly. You each act an action. (边说边发纸条) Each group have chances to guess the illness and give your advice like this: “He /She has a..., he/she should...”活动二 Role－playIf you are a teacher，and you're asking the school nurse who came into her office.T：Who came to your office?N: First, a boy came in. He hurt himself in P.E. class.T: What happened?N: He fell down and cut his knee.... (二) 阅读课【活动1】任务型教学Let students read 3a and answer the following questions.1) What happened to the man lying by the road?2) What was the person next to him doing?3) Who do you think is going to save the man?【活动2】情境教学1．播放日常生活中的意外及急救措施的视频。2．让学生以小组为单位，进行现场采访活动。(R：reporter S：student)R：Which class are you from?S：I am from Class Two of No.5 Middle School.R：Can I ask you some questions?S：Sure.R：What’s happening here?S：An old man was lying on the road?R：What was the matter with him?S：He fell down and hurt his head..R：Did anyone call 120?S：Yes. (三)展示设计让学生日常中可能出现的事故和健康问题进行调查统计，绘制成表格，然后用本课所学句型与词汇对表格进行描述，然后在课上与大家分享。 第 1单元本单元所需课时数5课时单元话题健康与急救主要内容本单元属于“人与自我”范畴，涉及有关伤病及处理建议的表达方式。Section A是基本语言内容的积累和学习，这一部分引导学生通过本课的语言素材进行看图说话、句型演练、日常交际，通过对话表演等形式使学生能够正确地谈论健康问题与事故，并就健康问题提出简单的，从而能围绕这一话题展开简单的口语交际。Section B是知识的扩展和语言的综合运用，是在Section A的基础上，词汇和表述更加丰富，并且有意突出了对步骤顺序的表达。本单元的内容都是与学生的日常生活紧密相关的，因此在这一课题的教学过程中，应紧密联系学生生活实际，采用多种方式，以说为主，配合听的练习，最终以对话为途径，掌握本课题的中心语句。这对于学生学会运用简单的英语进行交际和交流，特别是口语交际能力很有帮助。学生学习本单元的同时可以有意识地增强对于健康问题和急救知识的了解，并学习课文主人公热爱生活，珍惜生命，永不放弃的优良品质。。教学目标1．能够简单谈论健康问题与事故，并就健康和安全问题提出建议。2．能够正确的使用should及反身代词。3．增强学生的安全常识及应对突发事件的急救能力。重点、难点1. 重点： (1)能正确“have+(a)+病症”结构谈论健康问题。(2)能够利用作者对事件描述的先后顺序来促进语篇理解。(3)能够谈论事故发生的时间，原因，结果，及处理方式。2．难点：了解宾语从句，状语从句来描述事件发生的过程，并用到英语句子中。词汇和常用表达1. 能正确使用下列词汇：matter, stomachache, foot, neck, stomach, throat, fever, cough, X-ray, toothache, headache, break, passenger, trouble, knee, climber, risk, situation, kilo, rock, knife, blood, importance, decision, control, spirit, death, nurse, lie, rest, hurt, hit, mean, herself, ourselves, off, onto, sick2. 能正确使用下列常用表达：have a cold, have a stomachache, lie down, take one’s temperature, have a fever, take breaks, get off, to one’s surprise, right away, get into, be used to, take risks, run out(of), cut off, get out of, be in control of, give up学习策略1.学习事件的发展顺序来辅助理解所阅读的材料。2.根据情境及上下文推测生词词性及词义，通过查阅字典寻找合理的词义。文化知识了解Aron Ralston 的经历及其回忆录Between a Rock and a Hard Place。课时第1课时 Section A (1a~2d)课型新授课教学内容1. 身体部位的单词以及用have来表达健康问题。2. 会用should对健康问题提出建议。教学目标【知识与技能】1. 掌握句型：What’s the matter? I have a stomachache.You should lie down and rest.2. 掌握本课单词及短语： matter, stomachache, foot, neck, stomach, throat, fever, cough, X-ray, toothache, headache【情感、态度与价值观】学会关心他人，养成良好的生活习惯，保持身体健康。教学重点1. 学会表达健康问题的各种句型。2. 能根据健康问题给出合理的建议。教学难点讨论健康问题并给出相关建议。教学准备视频，图片、多媒体等。教 学 过 程Step 1 Warming-up and lead in1. Greet as usual2. Play the song Head, Shoulders，Knees and Toes and let students sing together and review the vocabulary about the body parts.3. Look at the picture to review and learn some new word （throat, foot, knee, stomach）4. Game: I say you doEverybody moves your bodyNod your head and touch your faceTouch your nose and close your eyesTouch your ears and clap your handsRaise your arms and look at your backTouch your stomach and tap your footSit down and move your legs...5. Work on 1aLook at 1a and finish the task.Check the answers: a. hand; b. foot; c. mouth; d. neck; e. back; f. tooth; g. ear; h. arm; i. eye; j. head; k. stomach; l. leg; m. nose.Step 2 Presentation1. Present some pictures about some health problems and let students say with “ have a...”.Picture 1: have a stomachachePicture 2: have a sore backPicture 3: have a cold.Picture 4: have a feverPicture 5: have a sore throatPicture 6: have a toothache【设计意图】通过图片导入，一方面引导学生对句型“have a +疾病”的练习，一方面加强对于疾病表达语块的输入，学习生词2. Work on 1b1）Listen and look at the picture. Then number the names [1-5]. 2）Check the answers: Nancy 3; David 2; Ben 5; Judy 4. 3）Listen again and fill in the blank.NameWhat’s the matterReason/ResultSarahShe has a___________.didn’t put on her jacketDavidgot a ___________ last night.ate too much food at his friend’s partyNancyShe has a___________.hurt himself playing soccerJudyShe has a___________.didn’t sleep well; it hurts a lotBenHe has a___________.talk too much yesterday and didn’t drink enough water.【设计意图】通过完成听力任务，检查学生对听力内容是否真正理解，并训练学生的短期记忆能力。Step 3 Pair work1. Read the conversation in 1c. Then make new conversations. (Students can refer to the chart above to help them make conversations.) A：What’s the matter with...? B：She/He has a..., because she/he...2. Ask some of the students to act the conversationsStep 4 listening(2a-2b)1. Students look at the picture in 2a and make sentences with “what’s the matter? She has a...” and match the illness with the picture.Example:Picture 1: What’s the matter? She has a sore throat.2. Play the recording and finish 2a.3. Check the answers: 2, 4, 3, 1, 54. Read the phrases in 2b first and make sure Ss can understand them. Then listen to the recording again and then finish 2b.5, Check the answers: 1. d; 2. a; 3. b; 4. c; 5. e 6. Student A come here quickly. You each act an action. (边说边发纸条) Each group have chances to guess the illness and give your advice like this: “He /She has a..., he/she should...”7. Work on 2cMake conversations using the information in 2a and 2b. Then work in groups. Step 5 Role-play(2d)1. Two students read the conversation in 2d. Underline the new words or the words you can’t read. （Maybe they are：break，hurt，fever，probably...）2. Read the conversation and answer the questions. 1) What’s the matter with Lisa? She has a headache.2) Did she have a fever? No, she didn’t. 3) What did she do the night before? She played computer games all weekend. 4) What should she do for now? She should lie down and rest. 3. Play the recording. Let the students listen to and imitate it. Then let them read the conversation in pairs. 4. Role-play the conversation in groups. Ask two or three groups to role-play it in front of the whole class.Step 6 Focus on languagesSummarize and explain some useful expressions.1. Are you OK?2. What should I do?3. It doesn’t sound like...4. That’s probably why?5. can’t move my neck.6. all weekend7. take breaks away from the computer8. sit in the same way for too long without movingStep 6 Summary Today we have learned some new words and phrases and the useful expression about how to describe the health problems. Remember them and use them often in your conversations.课堂作业1. Read and remember the new words and phrases of this lesson. 2. Role-play the conversation in 2d.板书设计Unit 1 What’s the matter?Section A (1a～2d)Key words and phrases：matter, stomachache, foot, neck, stomach, throat, fever, cough, X-ray, toothache, headacheWhat’s the matter? I have a stomachache.You should lie down and rest.教学反思通过本课的学习,学生掌握了本单元重要的单词和短语，以及学习了有关疾病的表述，能正确合理的提出建议。课时第2课时 Section A (3a~4c)课型新授课教学内容1.通过3a的短文练习阅读技巧2. 总结询问和回答疾病的句型及给出相关建议教学目标【知识与技能】1. 掌握句型：① What’s the matter with Ben? He hurt himself./ He has a sore back. He should lie down and have a rest.② What should she do?She should take her temperature.③ Should I put some medicine on it? Yes, you should. / No, you shouldn’t.2. 掌握本课单词及短语： hurt，passenger，off，get off，to one's surprise，ontotrouble【情感、态度与价值观】学生能关心自己和他人身体健康，助人为乐，能在英语交流中注意并理解他人的情感。教学重点1. 熟练运用所学句型询问某人的健康问题及遇到的麻烦；2. 运用should提出建议;3. 反身代词的用法4. 指导学生阅读课文，培养学生的阅读理解能力。教学难点运用阅读策略快速的理解文章教学准备图片、多媒体等。教 学 过 程Step 1 Warming up and revisionShow some pictures about some healthy problems and students to review the key points learned before. Example:A: What’s the matter?B: I / He / She …He should...Step 2 Before reading1. Learn the new words: hurt, passenger, off, get off, to one’s surprise, onto, trouble2. Show students the title and the picture of 3a, let students discuss and answer the following questions.1) What happened to the man lying by the road?2) What was the person next to him doing?3) Who do you think is going to save the man?3. Students share their answers.【设计意图】标题，图片易于激活学生脑海中的图式，从而对正确理解所读内容形成帮助，训练学生通过图片和标题快速抓住文章大意。Step 3 While reading1. Students read the passage quickly to check whether their guess about the questions above is right, and answer the question in 3a.2. Read 3a carefully to finish 3b. In this part, students showed find the right person to match the sentences in 3b which requires students’ understanding of details. Check the answers and explain.3. Students discuss the questions in 3c with a partner and share their answers in class.Step 4 Focus on languageExplain and key points in the following sentences to students and make students understand the structures and can make the similar sentences.1) At 9：00 a.m. yesterday，bus No. 26 was going along Zhonghua Road when the driver saw an old man lying on the side of the road.2) The bus driver, 24-year-old Wang Ping, stopped the bus without thinking twice.3) He got off and asked the woman what happened.4) He expected most or all of the passengers to get off and wait for the next bus.5) But to his surprise, they all agreed to go with him.6) Thanks to Mr. Wang and the passengers, the man was saved by the doctors in time.Step 5 Grammar focus1. Read the Grammar table and summarize the usages of “should” and “反身代词”1) 含有情态动词should的句式结构。肯定句：主语+ should +动词原形+其他. 否定句：主语+ shouldn’t +动词原形+其他. 一般疑问句：Should +主语+动词原形+其他？特殊疑问句：疑问词+should+主语+动词原形+其他？注意：should用于各种人称，常用来提建议。第一人称第二人称第三人称单数myselfyourselfhimself herself itself复数ourselvesyourselvesthemselves2) 反身代词2. Students finish 4a and check the answers.【Answers】1. myself/my arm/my leg/ my back; should 2. What’s; have; Should; shouldn’t 3. Does, have; doesn’t; has; should3. Finish 4b. Read the health problems and circle the best advice. Check the answers: 1. put some medicine on the cut 2. see a dentist 3. exercise 4. lie down and rest4. Add your advice. Then read them in class.Step 6 Free talking1. Fill in the chart in 4c. One student mimes a problem. The other students in the group guess the problem and give advice. Example: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. 2. Then choose two groups of students to show their conversations in front of the class.课堂作业1. If you are the passenger, write a diary about what happened yesterday.2. Read and copy the new words and expressions of this lesson.板书设计Unit 1 What’s the matter?Section A(3a～4c)Key words and phrases：hurt，passenger，off，get off，to one's surprise，ontotroubleKey sentences：1. ...when...2. ...asked...what happened. 3. Thanks to...教学反思要加强学生对疾病及伤害询问的训练; 训练学生把握文章的主旨，通过精读文章，提升学生提取文章细节信息的能力。课时第3课时 Section B(1a~1d)课型新授课教学内容1. 事故伤害与急救措施的表达2. 重难点词汇教学目标【知识与技能】1. 掌握句型：① Someone got hit on the head.② He hurt himself in P. E. class.③ What happened?2. 掌握本课单词及短语：fall down, get some rest, cut one’s knee, hurt one’s back, feel sick【情感、态度与价值观】通过谈论生活中常见的意外事故，提高学生处理意外事故的能力教学重点1.事故伤害与急救措施的表达2. 通过听力训练，提高学生在听力中抓取信息的能力。教学难点运用所学词汇及句型谈论生活中的意外事故。教学准备图片、多媒体等。教 学 过 程Step 1 warming up and lead in1. Greet students as usual.2. Show them some videos about the accidents in life.T: As we can see, there are many unexpected accidents in our life and do you know how to deal with them? Today we’ll learn about it.Step 2 Presentation 1. Show the pictures of some accidents and ask students to answer what’s the matter and give the advice (allow students answer in Chinese and the teacher teach students how to express in English). 2. Guess and talk about the picture to practice the oral English.In this part, teachers show some parts of a picture and let student guess what’s wrong with the sentences “Does he...?” Teachers answer “Yes or No” until students guess the right answer. Example:T: Look at the picture, guess and ask.S1: Does he had a sore throat?T: No, he doesn’t.S2: Does he hurt himself?T: No, he doesn’tS3: Does he has a nosebleed?T: Yes, he does. What should he do?Ss: He should press the sides of his nose.Attention: Try to put some sentences in 1a to practice.3. work on 1aT：Now look at the pictures in 1a, what should they do? Put the actions in order.Check the answers: Top right: Run it under water.; Put some medicine on it.; Put a bandage on ot. Middle left: Go to the hospital.; Get an X-ray.; Rest for a few days. Bottom right: Put your head down.; Press the sides of your nose.; Clean your face.Step 3 listening1. Students read out the problems in the chart 1b, and underline the key words of each problem.2. Play the recording and ask Ss to fill in the answers for 1b.Check the answers: Someone cut his knee. Someone had a nosebleed. Someone got hit on the head. 3. Teachers can ask Ss to read through the list of treatments first and underline key words of each treatment4. Play the recording and ask Ss to fill in the answers for 1c. Check the answers: Someone felt sick. b, c; Someone cut his knee. a, d; Someone had a nosebleed. f; Someone got hit on the head. e.5. According to the conversation in 1b，write three passages to introduce the three students’ accidents. Possible answers： One boy hurt himself in P. E. class. He was running under the hot sun. And he felt sick and fell down. He cut his knee. The nurse washed the cut，put some medicine and a bandage on it.Step 4 Role-playInclude and writing some expression that Ss can use when they make their own conversations on the board.Example； A：Who came to your office?B: First, a boy came in. He hurt himself in P.E. class.A: What happened?B: He fell down and cut his knee.Step 5 Group worksDivide the students into groups and discuss the following questions1) What would you do in these situations?2) What could we do to prevent these accidents?Scene1: Car accidentCall for a doctor or an ambulance（救护车）.Never pull her out of the car.Find enough people to lift the car safely and take her to hospital at once.Look at both sides when crossing the street. Follow the traffic rules and be attentive and careful.Scene2: FireCall 119 first and tell them the exact address on the phone.If someone is badly burnt, we should call 120 to ask for an ambulance.Never play with fire.Be careful with gas.Make sure that all the electric wires are safe.Scene3: Cut yourselfIf the cut is not serious, we can wash the area of cut, dry it and cover it with a piece of dry and clean cloth.You must never play with the knife or other sharp objects in the future.【设计意图】通过对生活中常见的突发事件进行讨论，在提升学生口语表达能力的同时，提升学生的安全意识和急救知识。课堂作业Imagine you are a doctor. Please write a conversation between you and a patient. It should include what happened as well as your suggestions as the doctor.板书设计Unit 1 What’s the matter?Section B (1a～1d)Key words and phrases：fall down, get some rest, cut one’s knee, hurt one’s back, feel sickKey sentences：① Someone got hit on the head.② He hurt himself in P. E. class.③ What happened?教学反思通过本课的学习，让学生熟记本课的新词汇及表达，能用正确的表达进行英语对话，并了解一些急救措施和安全知识。课时第4课时 Section B (2a~2e)课型新授课教学内容了解文章中出现的定语从句、时间状语从句等； 教学目标【知识与技能】1. 掌握句型：宾语从句、定语从句、时间状语从句的表达和运用2. 掌握本课单词及短语： breathe、sunburned、ourselves、climber、be used to、take risks、situation、run out of、cut off、get out of【情感、态度与价值观】培养学生顽强的意志品质和果敢独立的精神，以及热爱生活、珍惜生命、永不放弃的精神教学重点宾语从句，定语从句，时间状语从句的用法。学会根据事件发生的先后顺序进行排序。教学难点通过联系上下文学会排列事情发生的先后顺序教学准备视频、图片、多媒体，字典等。教 学 过 程Step 1 Warming up and Lead-inPresent some pictures and videos about emergency first and then show students some pictures about money, job, dream, house...Let students think about what is the most important in life.Step 2 Pre-reading1. Watch a video, what happened to the player? His leg is broken.2. T: when we do some sports, some accidents may happen.3. Look at Section B 2a, read the title, then read the phrases. Ask one by one.When playing soccer, what accidents may happen？When swimming, what accidents may happen？What do you think of climbing mountains?Check the answers: A,B fall down; B,C have problems breathing; A get hit by a ball; A,B,C get sunburned; A,B,C cut ourselves; A,B,C hurt our back or arm.To be dangerous means to take risks. When climbing mountains, what accidents may happen？When we meet these problems, what should we do? Let’s know a person.4. Look at the short video: the trailer of 127 Hours. Now let’s read his story to know more. Read the title. What can you know from the title? Guess, what will the writer write? With the questions, read the article.Step 3 While-reading1. Fast reading: Work on 2bT: Today, I would like to teach you a reading skill: scanning. What does scanning mean? It means moving your eyes quickly down the page to find specific information. Find out the new words or expressions. Then try to look up each one in a dictionary and write down its meaning.【设计意图】本环节首先是学习策略的指导, 然后在老师的指导下练习运用scanning这种方法来找出不认识的单词，并通过查阅字典的方式找到其意思.目的在于培养学生的自学能力和工具书使用能力。2. Careful reading：Work on 2c and 2d① Read the passage. After each statement, choose/circle True, False or Don’t know.Answers：1. DON’T KNOW 2. TRUE 3. FALSE 4. FALSE 5. TRUE②Read the passage again and answer the questions in 2d. Check the answers. Answers：1. In Utah，America. 2. Because his arm was caught under a 360-kilo rock. 3. He used his knife to cut off half his right arm. 4. He wrote a book called Between a Rock and a Hard Place and continued to climb mountains. 5. It means being in a difficult situation that you cannot seem to get out of.【设计意图】这一环节是阅读中抓取信息的训练。让学生学会从文章支持自己观点的句子。同时，也是对学生阅读理解能力的训练。3. Put the sentences in the correct order in 2e. Then use them to tell Aron’s story to your partner. Try to add other details from the reading. Answers：2 1 5 4 3Step 4 After-readingDiscuss the following questions:1) What kind of person do you think he is?2) How do you know it?3) Which sentences can help you？First underline the sentences, then write what you think, finally, read it.He is a person who never gives up. Aron is used to doing dangerous things.There were many times when Aron almost lost his life because of accidents. How did he save his life. He must be used to making decisions in time.His love for mountain climbing is so great that he kept on climbing mountains even after this experience. So Aron’s spirit is to be strong, brave, decisive and wise.Step 5 Focus on language1. have problems doing sth. 意为“做某事有问题/困难”。类似的短语还有：have trouble doing sth. “做某事有困难”。2. be used to doing sth. 意为“习惯于做某事”；used to do sth. 意为“过去常常做某事”；use sth. to do sth. 意为“用某物来做某事”。3. because可引导原因状语从句，常用来回答why提出的问题；because of 是短语介词，其后可跟名词、代词或名词性短语。4. run out意为“用尽，耗尽”，主语是被用尽的物；run out of也意为“用尽，耗尽”，但其主语是用尽某物的人。5. so +形容词/副词+ that从句，意为“如此……以至于……”，that引导结果状语从句。so that引导目的状语从句，意为“以便，为了”，从句中常使用can/could/would/should等情态动词。6. keep on doing sth. 意为“继续做某事”，表示今后或将来继续做某事。7. give upStep 6 SummaryToday we have learned a story about Aron Ralston and writers describe events in a certain order. Finding the order of events will help you understand what you are reading. Try to use it when reading.课堂作业1. Read and copy the new words and phrases. 2. Read and retell 2b.板书设计Unit 1 What’s the matter?Section B (2a～2e)Key words and phrases：breathe, sunburned , ourselves , climber, risk, accident , situation kilo, rock, knife, blood mean, importance, decision, control, spirit deathKey sentences：Aron Ralston In Utah On April 26，2003→From April 26 to April 30，2003→On April 30，2003→After losing his arm教学反思通过阅读练习锻炼学生抓取信息，分析时间发展顺序的能力，同时学习 Aron Ralston永不放弃的精神，敢于冒险的勇气和危急关头处理事情的智慧。课时第5课时 Section B (3a~self check)课型新授课教学内容1. 复习总结有关身体各部位的健康问题及建议。2.本单元主题作文：事件的表达方式，及健康问题的解决方法。教学目标【知识与技能】1. 掌握句型：学习身体状况、事件的表达方式，并学会提出建议。2. 掌握本课单词及短语：nurse3. 练习关于健康话题的写作技巧。【情感、态度与价值观】培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。教学重点1. 总结本单元的疾病与意外伤害的表达，并学会如何给予合适的建议。2. 综合运用本单元所学知识进行对话表演和写作。教学难点学会运用所学知识进行对话和写作。教学准备图片、多媒体等。教 学 过 程Step 1 Warming-up and revisionT： Hello, everyone, can you remember what we learned in this unit? Good, let’s look at the slides and try to review what we have learned before. Can you translate the following phrases or sentences into English?【设计意图】：对本单元课时中的重点词汇和句型,对健康问题和意外伤害的处理进行总结性的复习。温故而知新，为接下来的写作打好基础。Step 2 PresentationShow students a picture of a nurse and a student. Let the students guess what was wrong with the students, how it happened and how to deal with it. Example:T: Look at the picture. What does the woman do?S: She is a nurse.T: What’s the matter with the girl?S: She has a fever.T: How did it happened?S: It was cold yeaterday and she didn’t wear warm clothes, so she had a cold.T: What should she do?S: She should go to the doctor and take some medicine.T: What other health problems do you remember?【设计意图】复习的同时，锻炼学生的口语表达能力。Step 3 Work group Work on 3aDivide students into groups. In the group, One is nurse, and the other just have an accident or a health problem. There is a conversation between the nurse and the students. At the same time, fill in the following chart. (To be involved, every students has to describe one accident or problem)Accidents/healthy problemReason/ResultShould doSouldn’t dohave a sore backplay computer game and sit in the same way for too long.lie down and restplay computer games or do sportshave a fever.........have a sore throat.........cut myself.........Work on 3b1. Summarize the sentence pattern on the board that maybe used in the conversation.询问某人健康问题的表达方法有： （1）What’s the matter with sb.? （2）What’s the trouble with sb.? （3）What’s the problem with sb.? （4）What’s wrong/up with sb.?（5）What happened to sb.?（6）Is there anything wrong with you?（7）Are you OK?回答身体状况：（1）I don’t feel well. I feel...（2）I don’t feel well. I have a...（3）I hurt ...提问意见： （1）What should I do? （2）Should I ...提出建议：You should...可能的原因：fell down, get hit by..., cut myself, hurt my...when...2. Write a conversation between the nurse and the student using your notes from 3a and the expressions above. 3. Role play the conversation in pairs.Step 4 self-check1. Now look at the Self Check activities and do them by yourself.2. Compare your work with a partner.3. Check the answers: 1. Keys: have a headache/get hit on the headhave a sore back/hurt one's back have a sore throat have a toothache have a stomachache have a fever/have a nosebleed/cut oneself2. Keys: 2 4 5 6 1 3 3. Keys: 1. Put some medicine on it. 2. Take a temperature a nd rest. 3. Lie down, rest and drink more water. 4. Go to the hospital and get an X-ray.Step 5 Summary In this class, we review the expressions of the accidents, health problems and suggestion, hope everyone takes care of yourself and can offer helps when others in trouble.课堂作业1. Write a note. Suppose that your cousin has a sore throat. Please write a note to tell him/her what he/she should do.2. Remember the words, phrases and sentences in this unit.板书设计Unit 1 What’s the matter?Section B (3a～self check)Key words and phrases：nurseKey sentences：询问某人健康问题的表达方法有： （1）What’s the matter with sb.? （2）What’s the trouble with sb.? （3）What’s the problem with sb.? （4）What’s wrong/up with sb.?（5）What happened to sb.?（6）Is there anything wrong with you?（7）Are you OK?回答身体状况：（1）I don’t feel well. I feel...（2）I don’t feel well. I have a...（3）I hurt ...提问意见： （1）What should I do? （2）Should I ...提出建议：You should...教学反思本节课从复习本单元话题词汇与句型入手，通过看图片、师生问答导入新课的学习。在复习过程中，小组合作填表, 再仿写对话，分组表演，充分训练学生对知识的综合运用能力。
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