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课 时 教 学 设 计 首 页
授课时间：2022年2月 日
课题 Unit 1 What’s the matter Section A (3a-GF) 班级 备课教师
课型 阅读课 课时 2
核心素养与思政渗透 本课主要学习有关伤病及处理建议的表达方式，话题对接中国学生发展核心素养中的“自主发展”之“健康生活”素养中“珍爱生命”一项，要求学生能够具有安全意识和自我保护能力。在本课中，通过公交车司机热心救人的报刊故事阅读，可引导学生懂得在生活中要助人为乐，同时要有一定的自我保护意识。
课标分析 课标要求八年级学生能有明确的学习需要要和目标，对英语学习表现出较强的自信心。能读懂常见问题的小短文和相应水平的英语报刊文章。能尝试使用不同的教育资源，从口头和书面材料中提取信息、扩展知识、解决简单的问题并描述结果。能积极探索适合自己的学习方法。
教学目标 语言能力 能够在医院的情境中正确使用“have+(a)+病症”结构、情态动词should，以听说等方式理解他人和描述自身的健康问题、恰当表达自己的建议；
文化品格 能够懂得热心待人，必要时施以援手，同时要具备一定的自我保护意识；
思维品质 能够在老师的引导下，通过辩论等课堂活动，辩证地看待、分析“扶不扶”“救不救”等问题，提高思维的逻辑性和批判性；
学习能力 能够通过阅读有关“助人为乐”的报刊文章，保持英语学习兴趣，了解新闻文体特征，提升阅读理解能力；通过阅读策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；
教材内容分析 Section A侧重健康问题及提出相关建议，活动3a-3c利用公交司机停车救人的故事训练、发展学生的阅读技能，学习更多相关的语言表述，为后面的语法总结与学习提供更多铺垫，并通过课堂讨论进行情感态度价值观的教育。
重点 有关伤病及就医或救治建议的表达； 与“bus”相关的表述和其他值得学习的表述； 对报刊故事的理解力和文体特征的了解；
难点 使用所学词汇表达简单谈论健康问题与事故，就健康与安全问题提出合理的建议； 学习如何利用“时间轴”等方式获取信息，提升阅读理解能力。
学情分析 八年级学生已经掌握了一定的有关身体部位的词汇和提建议句型，具备了初步的看、读、说技能，对语言学习的热情也逐步增加，本课短文故事性强，学生有一定关注度，对于阅读报刊文章也有一定的兴趣。教师可以在教学中引导学生关注故事的推进，利用“时间轴”等形式，启发他们逐步意识到理清时间的先后顺序有助于理解课文。
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Step 1. Warming up. Enjoy a video. Try to understand the meaning of the video. Ss: They helped others. I feel warm. Look at the pictures to know more warm stories. Step 2. Pre-reading. Guess the types of the passage. Follow the teacher to analyze different aspects of the story. Read the title and the picture. Sa: Bus Driver and Passengers Save an Old Man. Sb:The man is lying on the road. The woman is shouting for help. Step 3. While-reading. Skimming. Read the passage quickly and find the main idea of each paragraph. Checking. Read the passage again and check the things that happened in the story. (3b) Careful reading Read Para.1 for detailed information. Talk about their answers after 1 minute. Read Para.2 for detailed information. Then put the sentences in correct order. Read Para.3 for detailed information. Step 4. Post-reading. 1.Time for discussion. Watch a piece of news and talk about their opinions according to the teacher’s questions. 2.Summary Retell the passage based on the mind map. Step 5. Grammar focus. Read the sentences of the grammar focus box. Learn about the language points. 3.Practice (1)Fill in the blanks and practice the conversations. (2)Circle the best advice for these health problems. Then add your own advice. 4.Group work Sa: What’s the matter Did you hurt yourself playing soccer. Sb: No, I didn’t. Sc: Did you fall down Sb: Yes, I did. Sd: You should go home and get some rest. Step 6. Conclusion. Step 7. Homework. Play a video and ask students to watch it carefully. T: What did the people do How do you feel Present some pictures to introduce warm stories of the world. T: We can see: news is everywhere. T: Read the passage. Do you think it comes from a newspaper or a book How do you know Did the bus driver help the man and the woman Headline:simple present tense Place: clear Time: current Event: simple After the event: impact Let the students read the text and answer the questions. T: What’s the title T: What can you see in the picture Then summarize two key elements(重要因素) of the news:news should be a true story and news should be news. Provide main ideas for Ss to match. Para.1 What the bus driver saw Para.2 How people saved the old man Para.3 What was the result of the story Remind Ss to underline the evidence in the text. Provide the key words to help Ss to find the information: when/where/who/what Ask some questions to guide Ss to catch the detailed information. ①What's wrong with the old man ②Why was Wangping surprised ③How people saved the old man Ask some questions: ①What do you think of this driver？ ②Did the passengers think Wangping did the right thing How do you know T: Do you agree that people do not help others because they do not want to get into trouble Why or why not Which side are you on T: We need to help others indeed. At the same time, we should help them in a right way. Guide Ss to finish the structure of the story. Then ask them to retell the story. Lead Ss to observe and find out the grammar points. Explain if necessary. (1)have for different meanings (2)Modal verbs should / shouldn’t for suggestions (3)Reflexive pronouns. Let Ss complete 4a and 4b and check the answers. Divide Ss into several groups. Let one student mimes a problem and the other students in the group guess the problem and give advice. T: In our daily life, we should be a warm person and be generous in giving help. T: Did such an event ever happen to you or around you What's your opinion Write a short article about it. Share your article next class. 通过视频和图片的形式导入“助人”话题和“新闻”体裁，为接下来的阅读做好准备。 首先只通过看标题和插图来初步感知文章主旨和文体，这一做法较为符合人们阅读报刊内容的习惯。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。同时，还可以在读前引出部分生词，减轻阅读中生词给部分学生带来的负担及障碍。 学生在对课文内容形成初步期待后，快速浏览课文，把握每段大意。 利用3b活动和另增活动，引导学生就课文细节进行判断和寻读，在核对答案中纠正学生理解上的偏差，准确理解文章内容和故事细节。 通过讨论和辩论，引发学生对文章背后所隐含问题的思考，引导学生辩证地看待问题，合理地解决问题。 此部分是对本单元重点语言点的总结、训练和巩固。要求学生重点学习并掌握两项内容：对疾病及事故伤害的询问及应答；利用情态动词should询问及陈述建议。在语法教学过程中，应多注意引导学生关注语句的整体学习及套用。
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Ⅰ. 英汉互译 看到一个老人躺在路的一边 2. 紧挨着他的一个妇女 3. 呼喊救命 4. 没有权衡利弊 5. 下车 6. 有心脏病 7. 带他去医院 8. 期望乘客们下车 9. 等下一趟公车 10. 令他惊讶的是 11. 搬那个人上了车 12. 多亏了 13. 及时 14. 考虑他自己 15. 考虑挽救一个生命 Ⅱ. 用方框中所给短语的适当形式填空。 It’s time to go to school. I must go . Every time I , Jack gave me a helping hand. , the little girl could talk with me in English freely. I took the subway and at Zhongshan Park. He never his future, just like a walking dead. But now he changes a lot.
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Unit 1 What’s the matter (Section A 3a-GF)
作 业 设 计
Level A Did such an event ever happen to you or around you What's your opinion Write a short article about it. Share your article next class.
Level B Draw a group of pictures according to the plot of the story and tell the story to your family. Show your pictures and tell the story next class.
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单元 Unit 1 What’s the matter 总课时数 5
制定教学目标的依据 学科核心素养与课标分析 中国学生发展核心素养中的“自主发展”之“健康生活”素养中，包括有“珍爱生命”一项，要求学生能够具有安全意识和自我保护能力，本单元所学内容与此紧密相关，可以帮助学生奠定一定的语言基础和基本急救知识；课标要求学生在八年级，能够有明确的学习需要和目标，对英语学习表现出较强的自信心；能在所设日常交际情境中听懂对话，能简单描述经历、表达简单观点，能读懂相应水平的英文报刊文章，能合作起草和修改简短的叙述等，能在学习中相互帮助，克服困难，合理计划，积极探索适合自己的学习方法。2017 版高中课标建议英语教学中要有六要素整合、指向学科核心素养发展的英语学习活动观。
教材分析 本单元的话题是健康与急救，主要学习有关伤病及处理建议的表达方式。Section A侧重健康问题及提出相关建议，借此学习、训练相关的语言结构。Section B是Section A主题的继续和延伸。在话题上，转向对事故伤害、急救的讨论；语言上，进一步巩固和综合训练重点语言，词汇及表述更加丰富，有意突出对步骤顺序的表达；技能上，侧重综合性的听、读、写的训练，尤其突出阅读；情感上，教育学生树立顽强的意志品质和果敢独立的精神，学习课文中主人翁热爱生活、珍惜生命，只要有一线希望就不会放弃的优良品质。
学情分析 八年级学生已经掌握了一定的词汇和句型，具备了初步的听说读看写技能，对语言学习的热情也逐步增加，他们对如何用英语来表述与现实生活息息相关的话题并寻求合理的解决办法是很感兴趣的。本单元话题与学生生活实际和当前疫情背景联系紧密，学生具备一定的生活经验，感兴趣且乐于发言交流。但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。在教学过程中，可利用图片、肢体语言等创设真实情景，给予直观感受，并多进行适时而恰当的鼓励，关注学生的亲力亲为。
教 学 目 的 语言能力 能够在医院、校医室等真实情境中正确使用“have+(a)+病症”结构、情态动词should，以听、说、读、看、写等方式理解他人所谈论的健康问题和恰当表达自己的建议；
文化品格 能够学会关心自身和他人身体健康，提出一些建议，了解珍爱生命、健康生活的重要性；能够具备一定的互助精神，热心待人，必要时施以援手；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、永不放弃；
思维品质 通过听说读看写等训练，能够准确获取有关健康与安全问题的信息，在此基础上联系自身实际，有逻辑、辩证地、创新性地表达个人看法，提出简单、恰当、合理的建议，实现知识与思维能力的迁移；
学习能力 能够通过谈论健康与安全问题并提出简单建议，激发英语学习兴趣，通过多渠道学习英语，逐渐形成主动学习的意识；通过英语学习方法和策略的感悟和学习，积极调适、自我提升，养成良好的学习习惯。
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授课时间：2022年2月 日
课题 Unit 1 What’s the matter Section A (1a-2d) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课主要学习有关伤病及处理建议的表达方式，话题对接中国学生发展核心素养中的“自主发展”之“健康生活”素养中“珍爱生命”一项，要求学生能够具有安全意识和自我保护能力。在本课中，借助“health”一次，可引导学生懂得健康的真正含义，即积极的锻炼、乐观的心态和一定的医学和生活常识。
课标分析 课标要求八年级学生能听懂接近自然语速、熟悉话题的简单语段，获取主要信息，能引出话题并进行几个话论的交谈，并能在教师的帮助下或根据图片用简单的语言描述自己或他人的经历，能参与角色表演等活动，使用正确的语音、语调。
教学目标 语言能力 能够在医院的情境中正确使用“have+(a)+病症”结构、情态动词should，以听说等方式理解他人和描述自身的健康问题、恰当表达自己的建议；
文化品格 能够学会关心自身和他人身体健康，提出一些建议，了解珍爱生命、健康生活的重要性；
思维品质 能够在听说活动中准确获取并表达有关疾病不适及医治和处理建议的信息，提高思维的逻辑性和缜密性；
学习能力 能够通过谈论伤病及相应处理建议，激发英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；
教材内容分析 Section A侧重健康问题及提出相关建议，活动1a旨在介绍身体各部位的词汇，1b和1c通过简单的听说活动向学生输入并操练有关询问和表述疾病或不适的基本词汇和表达方式；2a-2d侧重听说技能训练，并加入了医治及处理建议，综合性地训练学生在该话题下的语言输入及输出水平。
重点 有关身体部位名称、伤病名称及与动词搭配后形成的词汇表达；关于就医或救治建议的表达；用于表述身体不适的句型结构；情态动词should表述建议的用法等。
难点 清楚区分不同伤病的动词、形容词搭配； 准确表达不同伤病及其形成原因； 针对不同伤病提出合理建议。
学情分析 八年级学生已经掌握了一定的有关身体部位的词汇和提建议句型，具备了初步的听说技能，对语言学习的热情也逐步增加，他们对如何用英语来表述与现实生活息息相关的话题并寻求合理的解决办法是很感兴趣的。本课有关疾病不适与相应建议的话题与学生息息相关，且他们具备一定的生活经验和常识，教师应创设情境，鼓励学生多发言多交流，在“学中用、用中学”。
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Step 1. Lead in. Greet the teacher and listen to the introduction of the “doctor”. Step 2. Before-listening. Look at the girl and learn the names of the parts of the body. Then play a game and say out the body parts. Finish 1a. Say out Peter’s health problems. Next, follow the “doctor” to learn different health problems with “have” “cut” structures. Step 3. Listening.(1b) Get Ss to look at 1b and the picture on Page 1 and guess the illness before listening. Guess the reason, listen again and match the reasons and the pictures. Read the conversations after the teacher. Step 4. Listening.(2a, 2b) Write some phrases about the body problem under each picture. Listen for the first time, number the pictures. Listen for the second time , some Ss show their answers with a whole sentence. Make conversations with their partners. Step 5. Role-play.(2d) Read the conversation in roles between Mandy and Lisa. Some pairs to come to the front and act out their own conversations or role—play the conversation only. Practice several times. Divide the Ss into 3 groups, recite the conversation in 1 minute. Step 6. Conclusion. HEAlTH: Happy Excise Activity Love Think Step7. Exercises. T: Hello, everyone, I'm an ordinary doctor. Like many doctors, we fight the virus together. We can also solve many health problems. T: Do you want to know about my work Guide Ss to know the words about body parts. Provide a game and some exercises. 1. We look with our _____. 2. We listen with our _____. 3. We smell with our_____. 4. We walk with our _____. T: There was something wrong with Peter. What’s the matter Present some pictures and elicit Ss to give more different problems in English. E.g. have a cold have a sore throat have a headache cut myself by accident T plays the recording for the first time and let Ss number the names. T plays the recording for the second time and let Ss match the reasons and the pictures. (A chart can be provided, including names, problems and reasons.) Provide some listening strategies. T: As a doctor, I need to give some advice to patients. Let Ss to look at 2a and the picture on Page 2 and ask some questions to help them make a prediction before listening. T can give Ss opportunities to show their answers with a whole sentence. T: In Picture 1, she has a cough and sore throat, what should she do Show the 5 pictures on PPT, and give the phrases of treatment on the right, encourage Ss to give some other reasonable treatments . Play the recording for Ss to listen and repeat. Encourage Ss to read the conversation alone and find out the answers to the following questions: Q1: What’s the matter with Lisa Q2: What did Lisa do on the weekend Q3: What’s Mandy’s advice /What should Lisa do Guide Ss to memorize some patterns in the conversation. e.g. Are you OK What should I do It doesn’t sound like... That’s probably why. can’t move my neck take breaks away from the computer sit in the same way for too long without moving T: Health is so important. Please remember: an apple a day keeps the doctor away! 联系实际，利用医生角色创设语境，激发学生学习兴趣。 学习和复习有关身体部位的词汇，并通过“记忆大考验”游戏、填空题、1a词图匹配等巩固记忆。 通过“Peter没上学”引出本课目标语言的学习，用“What’s the matter ”询问和用“have+(a)+病症”结构谈论伤病情况 渗透单词音标教学，引导学生根据读音规则和音标拼读单词。 听前引导学生观察主题图，利用问题帮助学生养成观察主题图的习惯，培养他们对细节的观察能力，增加使用英语的问答机会，促进英语听说交流，为听力活动做好铺垫。 听中进行听力策略的渗透，如注意转折词后面的句子（如but, so, however)，同时要懂得判断说话人的语气语调(如停顿，上扬等）。 在听前帮助学生解读内容性插图是一种有效的听前准备活动，让学生做有准备的语言输入，降低听力的焦虑情绪，提高听的效果。 核对答案时，注意引导学生用完整的句子陈述各种建议。 允许学生直接重复教材2b中给出的建议，更应对学生自己提出的合乎情理的独特见解提出表扬。 根据问题回答情况，检查学生的理解情况，确保学生能够准确把握对话意思。 鼓励学生整体记忆和套用对话中的套语或相对固定的表达方式。 鼓励学生进行角色扮演并进行示范性表演，给予适当点评和鼓励。
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Ⅰ.单项选择 ( ) 1.—What’s ________ matter, Nancy —I have ________ sore throat. the; the B. the; a C. /; a ( ) 2.—You don’t look well. What’s the matter with you —________. A. I won the game B. Maybe I have a fever C. That’s too bad ( ) 3.It was ________ for us to solve the math problem. Few of us could even understand it. A. easy enough B. enough easy C. difficult enough D. enough difficult ( ) 4.—Where is Xi’s Family Garden — It _________ 5 km south to the Old City of Xiangyang. A. lies　　 B. lives　 　 C. lays 　 D. lists ( ) 5.Cookies are just the thing to serve ________ tall glasses of real lemon juice. at B. in C. with ( ) 6.—Look, Linda. The f lowers in our classroom came out in one night. —I can’t believe it. They are beautiful and colorful. They ________ great. sound B. smell C. taste ( ) 7.—I am hungry now. I come to school ________ breakfast this morning. —You should get up early. of B. to C. at D. without ( ) 8.Vivian will take her daughter to the amusement park _______ she gets the tickets. if B. until C. although D. unless Ⅱ. 根据汉语意思完成句子，每空一词。 1. —昨晚你量体温了吗 —是的，我没有发烧。 — Did you ____ ____ ____________ last night — Yes. And I didn’t _____ ____ ______. 2.李雷昨晚躺下休息得很好。 Li Lei ____ ______ and ____ __ good ____ last night. 3. 莉莉牙痛，她应该马上去看牙医。 Lily ___ ___ _________. She should ___ __ ______ right now. 4.如果你想保护你的眼睛，你需要离开电脑休息一下。 If you want to protect your eyes, you need to ____ ________ away from the computer.
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 1 What’s the matter (Section A 1a-2d)
作 业 设 计
Level A Make a survey about how many hours your friends spend on cellphones and their eyesight after class. Draw some charts about your survey results, show them next class and give your own advice on how to use electronic products.
Level B Design a chart to sum up the health problems, reasons and advice you have learned this class. And make a conversations between a doctor and a patient to talk about one of them.
教 学 反 思
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