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初中英语人教版八年级下册单元教学设计
单元名称 Unit1 What’s the matter
指导思想 根据英语课程标准要求。教师应激发学生的学习积极性，培养学生的自信心，本着以学生为中心，教师为主导的原则，为学生充分提供练习英语的机会，着重培养学生的自主学习能力。
单元教学内容分析 本单元以“What’s the matter ”为话题展开教学活动。首先通过学生实体来学习身体部位名词的单词，以及如何表达不同的疾病，引导学生关注自己及身边入的身体健康。然后教学根据他人的种种不适提出建议并使学生意识到要如何去保持健康，养成良好的生活习惯。通过应用本单元的句型“What’s the matter I have a…You should/shouldn’t…”及本单元的听力训练，各种方式的口语交际活动，使学生积极参与活动，从而培养学生的综合语言应用能力。
单元学习目标 1.语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。 2.技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词，重点句型,并能描述怎样对待健康问题。 3.情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。同时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。
单元课时分配 Section A1(1a-2d) Section A2(3a-3c) Section A3 Grammar Focus-4c Section B1 (1a-2e) Section B2 (3a-Self check)
单元学习评价
六、第一课时教学设计
单课时文本分析 在学习了身体各部分单词的基础上，要求学生学会谈论自己及他人的健康状况，了解基本的医学常识，懂得常见病的基本处理方式，并能针对健康问题提出自己的建议。有利于提高青少年了解常见的基本卫生知识，促使他们养成良好的卫生习惯，增强自我保护和防范能力。本课的核心语言项目是 “Ask and answer about health”。学会用 “What’s the matter ” 来询问他人身体状况。通过教师丰富的肢体语言和绷带的使用让学生了解本课的教学重点-疾病的表达方式，从视觉上激起了学生的好奇心和求知欲。通过结对练习，游戏和角色扮演等多种任务的训练巩固所学的基础语言材料：I have a … You should/shouldn’t…
学情分析 本课通过表述身体的各种不适和谈论个人健康问题，使学生学会关心自身及他人身体健康并且能提出一些建议，同时让学生了解“a healthy lifestyle”
的重要性。但是由于学生年龄和生活经验的限制，在谈论如何给合适的建议时，会遇到一定的困难。因此，在教学过程中，利用图片、肢体语言，给予学生直观的感受，并灵活运用绷带和白大褂等教具，创设真实的情境。除此之外，教师要给学生适时而恰当的鼓励。学生在课堂上的发言，教师都要尽力加以表扬，鼓励，多运用积极的鼓励性语言，如“Believe yourself !”,“Good”, “Well done!”等。对于学生在口语练习中出现的错误，不必有错就纠，有错必纠，使学生产生“跃跃欲试”的冲动, 享受成功的喜悦。
课时学习目标 知识目标：（1）熟练掌握词汇及短语：matter, back, sore, throat, stomachache, foot, neck, stomach, fever, lie, rest, cough, X-ray, have a toothache, have a cold, lie down, take one’s temperature, go to a doctor… (2)能用以下句型进行交际;What’s the matter I have a stomachache. What should I do You should lie down and rest. 技能目标：结合听说训练的学习活动，掌握身体部位和健康疾患的询问和表示方法，并给出简单意见。 情感目标：引导学生关注自己及身边人的身体健康，学习如何关心他人及适当提出建议并意识到如何去保持健康并养成良好的生活习惯。
教学重难点 重点：①疾病的询问和表达；②熟练运用should/shouldn’t提出健康建议。 难点：学会谈论健康问题并给出恰当的建议
课时教学反思：
活动设计 Step 1 Warming up and new words 1.Look at a picture and learn the parts of the body. 2. New words and phrases. Step 2 Presentation 1a Look at the picture. Write the correctletter [a-m] for each part of the body. ___arm ___ back ___ ear ___ eye ___ foot ___hand ___ head ___ leg ___ mouth ___neck ___nose ___ stomach ___ tooth Step 3 Listening 1b Listen and look at the picture. Then number the names 1-5
Listen to the conversations again and fill in the blanks. Conversation 1 Nurse: What’s the matter, Sarah Girl: I ___________. Conversation 2 Nurse: What’s the matter, David Boy: I _________________. Conversation 3 Nurse: What’s the matter, Ben Boy: I _________________. Conversation 4 Nurse: What’s the matter, Nancy Girl: I_________________. Conversation 5 Betty: What’s the matter, Judy
Ann: She__________________. Step 4 Speaking 1cLook at the pictures. What are the students’ problems Make conversations. Examples A: What’s the matter with Judy B: She talked too much yesterday anddidn’t drink enough water. She has a very sore throat now. A: What’s the matter with Sarah B: She didn’t take care of herself on theweekend. She was playing with her friends at the park yesterday. Then it got windy, but she didn’t put on her jacket. Now she has a cold. Step 5 Guessing games Guesswhat has happened to the students by using the important sentences. Step 6 Listening 2a Listen and number the pictures [1-5] in the orderyou hear them. 2b Listen again. Match the problems with the advice. Step 7 Speaking 2c Make conversations using the informationin 2a and 2b A: What’s the matter B: My head feels very hot. A: Maybe you have a fever. B: What should I do A: You should take your temperature. Step 8 Role–play Imagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students. 2d Role –play the conversation
Step 9 Language points and summary 1. What’s the matter
这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是“怎么了 ”其后通常与介词with连用。 类似的问句还有: What’s wrong 怎么啦 What’s wrong with you 你怎么了 What’s your trouble 你怎么了 What’s the trouble with you 你怎么了 What’s up 你怎么了 have a cold 伤风, 感冒, 是固定词组。 表示身体不适的常用词组还有: have a bad cold 重感冒 have a fever 发烧 have a headache 头痛 have a stomachache 肚子痛, 胃痛 have a toothache 牙痛 Summary 1. 牙疼 have a toothache 2. 胃疼 have a stomachache 3. 背疼 have a backache 4. 头疼 have a headache 5. 喉咙疼 have a sore throat 6. 发烧 have a fever 7. 感冒 have a cold 8. 躺下并且休息 lie down and rest 9. 喝热蜂蜜茶 drink hot tea with honey 10. 喝大量水 drink lots of water 11. 看牙医 see a dentist 12. 量体温 take one’s temperature 13. 看医生 go to a doctor Step 10 Exercises 根据上下文意思填空。 Mandy: Lisa, are you OK Lisa: I _____ a headacheand I can’t move my neck. What ______ I do Should I _____ my temperature Mandy: No, it doesn’tsound like you have a fever. What _____ you do on the weekend Lisa: I played computer_____ all weekend. Mandy: That’s probablywhy. You need to take breaks _____ from the computer.
Lisa: Yeah, I think I satin the _____ way for too long without moving. Mandy: I think you should ____ down and rest. Ifyour head and neck still hurt tomorrow, then go to a _______. Lisa: OK. Thanks, Mandy. 翻译下列句子。 1. 你怎么了？我头痛。 2. 他怎么了？他发烧
3. 李明怎么了？他喉咙痛。他应该多喝水。 4. 如果你的头和脖子明天仍然疼的话，请去看医生。 Homework Make up a conversation between a doctor anda patient.
板书设计 matter
what’s the matter
Stomacha-che
headache
sore
I have a headache
I have a stomacha-che
I have a toothache
I have a sore neck
I have a sore arm
I have a sore leg
cold
I have a cold
I have a fever
第二课时教学设计
单课时文本分析
对于像本篇故事性强的这类文章，阅读中关注情节发展思维先后顺序可以有效地促进学生对文章地理解。
2.学情分析 利用“Time line”启发学生逐步意识到理清事件的先后顺序有助于理解课文
3.课时学习目标 旨在训练、发展学生的阅读能力。对于像本篇故事性强的这类文章，阅读中关注情节发展思维先后顺序可以有效地促进学生对文章地理解。
教学重难点 能运用阅读策略完成阅读; 能运用本课时重点短语造句
课时教学反思：
6.活动设计 Step 1: 扫读课文，完成简单的问答活动。目的是让学生整体感知课文内容，让学生通过对标题和插图的讨论来深化课文学习。 Step 2: 绘制时间线。在学生对课文形成初步期待后，要求学生浏览课文，通过协作，理清故事脉络。 Step 3: 细节判断题。时间轴呈现后，让学生再次细读课文，选出具体情节。目的是训练学生细节信息的掌握，深化课文学习。 Step 4: 小组合作回答3c问题。纠正学生理解上的偏差 Step 5: 根据文章内容填空。达成知识的运用，反馈学习效果
Step 6: 重点知识点的讲解。根据板书复述文章内容，以达成知识的运用。 Step 7: 布置作业并进行情感升华。
7.板书设计 Unit1 What's the matter (Section A 3a-3c)
Time: At 9:00 a.m. yesterday.
Place: At the side of Zhongshan Road.
Characters: Yang Ping, the man who had a heart problem, the woman next to, the passengers
Cause: A man had a heart problem and the woman next to him shouted for help.
Procedures: Wang Ping stopped the bus and found out what happened , then carried the man onto
the bus with the help of some passengers.
Result: The man was saved in time. The driver and the passengers were praised.
第三课时教学设计
1.单课时文本分析 这部分主要是就医句型，反身代词和情态动词should表达建议的句型
2.学情分析 学生已经对疾病及相应建议较为熟悉，但有些语法细节需要注意。
课时学习目标 1.听懂并掌握下列词汇:
bandage, press, sick, knee, nosebleed
2.能听懂与疾病或事故相对应的处理方式的对话。
3.能谈论健康问题与事故，并就健康与安全问题提出简单的建议。
4.了解一些意外事故的处理方法，学会如何应对意外事故。
5.正确运用就医句型，反身代词和情态动词should表达建议的句型。
教学重难点 重点:1.核心词汇及常用表达。
2.能谈论健康问题与事故，并就健康与安全问题提出简单的建议。 难点:正确运用就医句型，反身代词和情态动词should表达建议的句型。
6.课时教学反思：
7.活动设计 Step1 Preparation 课前3分钟朗读课本第3页3a.
Review the story “Bus driver and passengers
save an old man” by answering the teacher's
准备
questions or trying to retell the story.
1. When and where did the story happen
2. Can you tell me the bus driver 's name and
age
3. What's the matter with the old man
4. Should the old man go to the hospital right
away 5. What did Mr. Wang do
(stoped .. got off and ask...; knew..; told the
passenger...; expected most or all of the
passengers....)
6. Did all of the passengers agree to go with
Mr. Wang
7. Did the doctors save the old man in time
8. What should we learn from Mr. Wang
Step2 Presentation Learning tasks“示标定向”
(1)学习并掌握新词汇: herself， fall down
ation
(2)能正确使用语法要点中的句型。
2. Leading-in"导入新课”
利用课件出示图片，呈现对话。
1) What's the matter I have a stomachache.
You shouldn't eat so much next time.
2) What's the matter with Ben He hurt himself.
He has a sore back. He should lie down and rest.
3) Do you have a fever Yes, I do. / No, I don't./
I don't know.
4) Does he have a toothache Yes, he does./
He should see a dentist and get an X-ray.
5) Should I put some medicine on it Yes, you
should./ No, you shouldn't. Step 3 Practice
1.机械操练(Mechanical Drills)
Ask and answer the conversations in pairs according to the pictures.
2.有意义操练(Meaningful Drills) 4a
Group work:
(1) Fill in the blanks.
(2) Check the answers.
(3) Practice the conversations in pairs.
3.交际性操练(Communicative Drills)4b
(1) Circle the best advice for these health
problems.
(2)Then ask your own advice.
(3) Share their answers. Step 4
Activity 4c:
1. Practice the conversations in groups.
A: What's the matter Did you hurt yourself
playing soccer
B: No, I didn't.
C: Did you fall down
5) Should I put some medicine on it Yes, you
should. / No, you shouldn't. B: Yes, I did.
D: You should go home and get some rest.
2. One student mimes a problem. The other students in your group guess the problem and give advice. NameProblemAdvice
Step 5 Examination 1.引导学生小结梳理知识框架、规律、方法，并对合作小组当堂学习情况进行总结评价，巩固学生所获得的语言知识和经验，让学生在评价中反思，在反思中进步。
Ask one of the students to say what they have learnt.
1 ) words
2) phrases
3) sentences
2.当堂检测:教师要随堂进行评价，批改可以由学习小组内互批、组间互批、集体订正等方法,批阅后教师要统计达标情况，收集反馈信息，当堂矫正补救。
Step 6. Assignment 1. 口头作业:读课本， 编对话，背笔记。
2.书面作业: Finish off the exercises. Preview section B 1a-1d.
8.板书设计 Unit 1 What's the matter Section A Grammar focus- 4c
九、第四课时教学设计
1.单课时文本分析 本部分主要讲关于Aron Ralston 在逆境中成功拯救自己的故事，教育学生树立顽强的意志品质和果敢独立的精神,热爱生活，珍惜生命。
2.学情分析 学生已初步掌握本单元核心，在此基础上可以加以延伸扩展
3.课时学习目标 知识目标： 读:能连贯、流畅地朗读2b,并从中获取有关信息，理解大意。
能运用本单元的目标语言写一-篇谈论某- -种病痛的特征和提供合理建议的短文。
语音:能熟练地朗读2b中篇章，做到语音语调基本正确，自然，流畅, 并努力模仿录音中的语音语调。
词汇: 1.理解: bandage; nosebleed; sunburned; be in control of
2.熟练运用: be used to; cut of mean; death; give up; sick; run out。 |语法: 能够正确使用情态动词should shouldn't对健康问题进行书面答复
功能:通过阅读有关篇章来获取基本信息，理解大意，进一步运用情态动词should/shouldn't书写小短文。
情感目标： 教育学生树立顽强的意志品质和果敢独立的精神,热爱生活，珍惜生命，
4教学重难点 重点：能够表达事故相对应的处理方式。并能利用阅读策略回答问题。 难点：学生能够正确运用阅读策略进行阅读。
5.课时教学反思：
6.活动设计 Step1 Greeting& Leading in Teacher guide the Ss to revise the old target language with pictures. A: What's the matter with… B: He /she… A: He /she should… T: Make a conversation at once with your good friend. T: Look at the picture of 1a. What happened What should he/she do Teach the new words and phrases. Step 2 practice Before listening, get Ss to read the problems in the form, then listen and check the problems in 1b. Step 3 listening Get Ss read 1c and make sure the listening Ss understand the meaning of phrases. Listen again, do 1c. 1d Practice in two, make conversation between the nurse and the teacher. If possible, write down in 3b. Step 3 reading
T: Do you like climbing mountains Did any accidents happen during your climbing What did you do to overcome it T: Do you know Aron Ralston Do you know the story of him Fast reading: Read the passage and underline the words you don't know. Then look up the words in a dictionary and write down their meanings. Read quickly, do 2c. Carefully reading, and do 2d. Get the Ss to read loudly by questions and find out some key words and phrases in the passage. Get Ss to read loudly together and then give some grammar analysis, do 2e. Step 8 Homework| 1 Remember the new words. Practice reading 2b.
7.板书设计 Unit1 What’s the matter
Section B 1a-2e
The things you should do if you have a cold:
(1) drink more hot water
(2) be used to doing
cut off
give up run out
十、第五课时教学设计
1.单课时文本分析 在话题上本部分是对Section B部分的延续和承接，本节课，you should/you shouldn’t结构应该在上节课的基础上达到熟练运用。同时，本节课也是对本单元所有知识的综合运用。在本节课学生明确了如何根据给出的情景、提示，运用委婉礼貌的语气对问题表示自己的看法，然后提出自己的建议和意见。
2.学情分析 预测本节课学生可能仅仅会简单的用you should /you shouldn’t 简单的罗列，因此在教授过程中让学生讨论生成多种句型结构。
3.课时学习目标 1. 在前边四个课时学习的基础上进一步落实，帮助学生明确给出建议时, 需要用到you should/ you shouldn’t。 2. 能够综合运用所学知识来为他人给出建议，形成文本。
3. 通过为他人给出建议来达到熟练运用所学知识的目的。
4.教学重难点 重点：①疾病的询问和表达；②熟练运用should/shouldn’t提出健康建议。 难点：学会谈论健康问题并给出恰当的建议
5.课时教学反思：
6.活动设计 Step 1: Warm up& Lead in 1.Show some pictures about health problems (4 students will do） 既是对先前内容的复习回顾，又能做到从学生的已知出发。 2. think about what advice should be given (work in groups). Describe the health problems in the pictures. Write down some sentences. 每一组选一幅图片，将讨论结果在讲台上展示，为写作热身。 Step 2: Presentation T：Today, we are going to write a letter to our friends. 1.look at the four pictures on the screen .Answer the questions: 要求学生分小组讨论 2.Collection A. What should we write B. What expressions and sentence can we use C. How can we organize the necessary information and ideas we want to write (work in groups) Show their answers 过程的任务是拓宽思路，集思广益，讨论并交流如何表达以及用哪些词组和句型，应用什么时态。收集并整理学生所用词汇、短语，句式多样化。由学生课上生成多样化句式。 Step 3: Activities T: Write down your outline on your exercise book. Write down the outline on the exercise book and show to other students. 体现逻辑关系,不同学生生成不同资源，教师适时点评，将课堂还给学生。 Step 4: Writing T: Choose 4 students to write on the blackboard. Other students write down on the exercise book. 1.Work in groups, different students, different tasks. No.1 and No.2 writes in different sentences. No. 3and No.4 just use what we have learnt in this unit.
2.Presentation. 小组合作，群策群力。不同的层次不同的任务， Step 5: Homework: Write down your advice to your friends who have had illness. Make a survey about the students’ about the illness they have had and give the advice to them in your group.
板书设计 Show opinions: I’m sorry to hear that you are not feeling well. Give advice. I think you should/ you had better Take some medicing…. As for diet, it’s best to do … You shouldn’t…… Sum up: Keep exercising and I think you will be healthier.

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