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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 B (2a-2e) 班级 备课教师
课型 阅读课 课时 4
核心素养与思政渗透 本课主要学习有关意外事故及急救措施的表达方式，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，通过阅读美国一位名叫阿伦 罗尔斯顿的登山家真实的经历，可引导学生学习其积极向上、顽强坚韧的精神意志。
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。能在学习中相互帮助，克服困难。
教学目标 语言能力 能够在以“登山”为主线的情境中正确使用课文中的新词汇，增加词汇量；利用作者对事件描写的先后顺序促进自己的语篇理解能力；
文化品格 能够树立顽强的意志品质和果敢独立的精神，学习课文中主人公热爱生活、热爱生命、永不放弃的优良品质。；
思维品质 能够在老师的帮助下，通过参与判断、排序、思维导图、角色扮演等活动，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关阿伦 罗尔斯顿的真实经历，保持英语学习兴趣；通过阅读策略的感悟、体验和学习，提升阅读理解能力；通过小组合作，树立团队协作意识。
教材内容分析 本课在话题上，侧重谈论事故伤害和急救；在语言上的词汇及表述更加丰富，有意突出对步骤顺序的表达；突出阅读技能的训练；在策略上，引导学生利用作者对时间描写的先后顺序来促进语篇理解；在情感上，教育学生树立积极向上、顽强坚韧的精神意志。
重点 课文中所涉及到的新词汇和表达，如take risks, run out等； 学习利用作者对时间描写的先后顺序来促进语篇理解；
难点 有效帮助学生利用把握事件发展的步骤顺序等方式获取信息，梳理文章脉络，提升阅读技能，并进一步锻炼复述故事的能力。
学情分析 通过前面的听、说、读活动，学生已经掌握了一定的有关疾病不适、事故伤害、急救知识的词汇和提建议句型，具备了一定的听、看、说、读技能，对本单元所涉及到的语法知识也有所了解。但对于本课所学课文的主人公，学生知之甚少，需要教师从熟悉的运动与安全的话题导入，设计有趣而高效的课堂活动逐步引领学生从整体、到细节、再回归整体来理解文章。利用思维导图等形式，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. Lead-in. Free talk Ss: play football, ride a bike, walk... climb mountains. Ss: fall down, hurt our back or arm, get hit by a ball... Step 2. Pre-reading. 1.Predicting Read the title and the picture. Sa: A mountain climber. Sb:How to get out of the difficult situation. Step 3. While-reading. 1. Ordering Put the sentences in the correct order. Finishing the table Read Para. 1 and 2 to finish the table about “The 2003 Accident”. Then talk about the accident according to their chart in class. Making judgments. Read the statements and circle True, False or Don’t Know. Finishing the mind-map. Step 4. Post-reading. Thinking(discussion) Sa: I think he’s ... Sb: A spirit of making good decisions. Sc: A spirit of never giving up. Group Work: Making an interview. Work in groups, thinking of some questions and make an interview. One student is Aron Ralston. Other students are interviewers. Step 5. Conclusion. Step 6. Exercises. T:What sports do you often play T:What accidents might it happen T:This man is an American mountain climber. Let's play games to know more about him. Let Ss guess what the passage is talking about according to the title and picture. T:What can you see in the picture T:What may the passage talk about Let Ss finish 2e. While checking answers, guide Ss to find the evidence in the text and analyze the structure of the passage. Show the table on the screen and check the answers after 4 minutes. Make sure Ss can understand all of the words. Explain if necessary. Check answers after 2 minutes and encourage Ss to correct the wrong statements. Let Ss complete the mind-map. Check the answers after 4 minutes. And then encourage Ss to retell the passage based on it. T: Do you know anything about the film “127 hours” about him Let’s watch a small part of it. This is a small gift for you winners. T:What do you think of Aron Ralston T:What kind of spirit do you learn from him T: Imagine Aron Ralston is coming to our school. Your group are going to make an interview about him with some questions. Walk around the classroom to give hands if necessary. Invite some groups to show their interview in class. T: Everyone is a mountain climber. We will face some accidents while climbing. However, if we make great efforts and challenge them, we will reach the top one day. 通过图片的形式导入“运动”和“事故”话题，激活学生脑海中的图式，向学生呈现不同的运动伤害的表述，并引出Aron Ralston，为接下来的阅读做好准备。 通过看标题和插图来整理感知文章主旨大意，引发阅读期待，同时，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。 通过抓取关键词到文中定位的方法，找出事情发展顺序，巧妙借用正确顺序和文章出处形成文章结构，帮助学生整体把握文章，并引出对细节阅读的期待。 通过表格收集有关此次事故的具体信息，帮助学生准确理解事故的起因、经过和结果，训练其获取和叙述事情经过的能力。 通过信息判断，帮助学生更精确地理解文章内容。对于错误的和不知道的陈述，应引导学生说出正确内容或相近内容。 从细节再回归整体，引导学生完成对文章的完整理解，并通过复述课文的方式提升其口语表达能力。 通过电影片段的展示，帮助学生更形象地理解人物形象和永不放弃的精神。 学生通过小组合作，既有机会再次运用课文中所学语言，增强语言表达的逻辑性和缜密性，又提升了自己的小组协作能力。 总结升华，帮助学生积累美句，树立顽强的意志品质和果敢独立的精神，学习主人公热爱生活、热爱生命、永不放弃的优良品质。
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Ⅰ. 用括号内所给单词的适当形式填空。 He is always ready (help) others. Success means (work) hard. There are some big (rock) on the way to the park. Just now my mother told me the (important) of keeping healthy. -- Can I help you, madam -- Yes, please. I would like two (kilo) of meat. Ⅱ. 根据汉语意思完成句子，每空一词。 李先生习惯在晚饭后读报纸。 Mr. Li reading newspapers after dinner. 7. 在你的钱用完之前，你最好回家。 You’d better go home before your money . 8. Sam切了一块蛋糕，并把它给了我。 Sam a piece of cake and gave it to me. 你自己爬这座山太危险了。你不应该冒险。 It’s too dangerous to climb the mountain by yourself. You shouldn’t . 当我们到学校时，我们看见我们的数学老师从她的办公室里出来了。 When we got to the school, we saw our math teacher her office.
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Unit 1 What’s the matter (Section B 2a-2e)
作 业 设 计
Level A Imagine you are Aron Ralston. You are invited to a middle school to give a speech about what happened to you. Please write a draft of the speech and make a video of your speech.
Level B Write a short passage to retell Aron Ralston’s experience.
教 学 反 思
第 页课 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 B (3a-self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课主要学习有关健康问题、意外事故及建议救治措施的表达方式，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，在本课中，通过对本单元的系统学习和在一定情境下的写作应用，可进一步帮助学生树立安全意识和健康意识。
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。能合作起草和修改简短的叙述、说明、指令、规则等。能尝试使用不同的教育资源，从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。能在学习中相互帮助，克服困难。
教学目标 语言能力 能够围绕“health problems and accidents & advice”话题，通过听、说、读等活动搜集、理解所需要的语言基础信息；能流畅且有逻辑性地组织句子，合理安排语篇结构；
文化品格 能够进一步树立安全意识和健康意识；能够运用英语思维进行学习和写作，体会文化差异；
思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关“health problems and accidents & advice”的知识；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过听英文歌、赏析美文等多种形式的学习和复习，保持英语学习兴趣；通过写作策略的感悟、体验和学习，以及自批与互批作文，提高思辨能力和写作能力。
教材内容分析 本课中的两个写作活动，实际是相互联系的一个整体写作过程。3a的目的在于帮助学生创设场景，列出相关的要点和语言内容，为3b活动做准备。3b则是通过语言提示鼓励、训练学生编写对话。Self check各项活动均为对本单元所学要点内容及能力的总结及反馈性检查。
重点 本单元所学关于“health problems and accidents & advice”话题下的词汇和表达的正确运用； 写作能力的训练，如能流畅且有逻辑性地组织句子，合理安排语篇结构；
难点 内化并正确运用所学语言知识，运用英语思维进行习作，并注意到语篇的整体性、结构性、逻辑性。
学情分析 通过前面的听、说、读活动，学生已经掌握了一定的有关疾病不适、事故伤害、急救知识的词汇和提建议句型，具备了一定的听、看、说、读技能，对本单元所涉及到的语法知识也有所了解。在最后的写作输出环节，可以通过创设场景,激发知识输出能力，通过思维导图等方式引导学生进行篇章布局等写作能力的提升。
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Step 1. Lead-in. Enjoy a song. Ss: Problems/trouble. Step 2. Pre-writing. Free talk Talk about health problems and accidents Practice Sa: What’s the matter Sb: He/She has a __________. Summary Sum up “have a/the +病痛” structure and “hurt”or “cut” structures. Give advice Give advice or treatments with “should/shouldn’t” according to the health problems on the screen. Ways of giving advice Walk around the classroom and choose some classmates to ask and finish the chart. Sa: Joe, what’s the matter with you Sb: I have a sore back. Sa: I think you should lie down and rest. You shouldn’t do sports. Sa: I asked some friends about their body health. Joe has a sore back. He should ... He shouldn’t ... Anna ... Ss: Wash our hands./ Use masks in the right way./Have our temperature checked regularly./Avoid large crowds. /Never touch anything unclean. Listening- different ways of giving advice Writing exercise Read and appreciate a writing example of talking about a student’s health problems and giving advice. Step 3. While-writing. Write a short passage named “How to Keep Healthy” for 10 minutes. Step 4. Post-writing. After finishing writing, have a self-check for 3 minutes. Then share their passage with partners and evaluate each other according to the evaluation sheet. Step 5. Conclusion. Answer the teacher’s questions and sum up the writing skills they’ve learned. Play a song called “Trouble is a friend”. T:What is the song about Lead Ss to say out the words about health problems and accidents they’ve known. T: What accidents do you know T: What health problems have you learned Ask Ss to ask and answer questions about the pictures. T: These problems are normal so we need to learn to solve them. It’s time to give our advice on health. T: 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. Five minutes later, invite some Ss to give a report about their survey results. T: And don’t forget the conronavirus. In our daily life, we should ... T:Here are six short conversations. Fill in the missing words when you are listening. Play the recording. Then provide more ways of giving advice for Ss to use. Remind Ss of some good ways to write a good article： A.Structure(including given information) 结构清晰 B.Beautiful words优美辞藻 C.Sentence pattern句式丰富 D.Linking words/Conjunction过渡词/连词 Present the self-check list and the evaluation sheet on the screen. Choose the best works and show them in class. Appreciate the compositions with Ss. T: When people have some problems with life or study, what should we do T: When giving advice, what sentence patterns can you use T: Before writing, what should we do 通过一首跟主题相关的英文歌曲导入话题，激活学生背景知识，自然引入对词汇的复习。 通过图片和中文提示帮助学生回忆再现所学词汇以及询问病痛的句型，并总结词汇组合规律，系统呈现，帮助学生准确记忆。 通过扮演校医的角色，让学生活动起来，离开座位任意去找5位同学做调查，在“学中用”，在“用中学”，锻炼自己的语言表达能力和判断能力，同时体会关爱他人、热心助人的快乐。 将所学知识和生活实际联系起来，结合当下疫情，教育学生养成良好的卫生习惯和安全防范意识。 对教材内容进行拓展开发，增加听力填空活动帮助学生积累更多提建议的举行，丰富语言表达，为写作做准备。 引导学生依据好作文的几点要素分析范例，从篇章结构、开头、结尾、文章的衔接，再到词句的运用、书写等细节，具体详细地进行写作技巧指导，为后面的写作做准备。 进行限时写作训练，帮助学生提高写作效率，养成高效自主学习的习惯。 完成习作后，要求学生朗读自己的习作，自我欣赏，并依据几个自查的问题进行自我检查与修改。之后，学生交换习作，相互欣赏与评价。 之后若有时间可进行当堂二次重写。 引导学生及时总结和反思本节课的语言知识点，强化写作策略。
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Ⅰ. 请阅读下面的非连续性文本，按要求完成所给任务。 Please translate the underlined sentence into Chinese. What is important for our learning process How does napping work for older adults How much short sleep is enough for us to stay awake What relaxing evening plan is helpful for sleep Do you have a good sleep at night Why or why not
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Unit 1 What’s the matter (Section B 3a-Self check)
作 业 设 计
Level A To celebrate the success of Beijing 2022 Winter Olympic Games, TEENS Newspaper will hold a writing composition named “ 一起健康向未来”. Write a passage of the topic to share your health story. Send it to the newspaper.
Level B Make a list of health problems and advice or draw a mind-map.
教 学 反 思
第 页课 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 B (1a-1d) 班级 备课教师
课型 听说课 课时 3
核心素养与思政渗透 本课主要学习有关事故伤害与简单的急救措施的表达方式，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。借冬奥会之热点话题，利用运动员谷爱凌的体育运动精神，可以很好的导入话题、总结升华，鼓励学生不怕困难，用于挑战、强健体魄。
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 能够在体育课、校医室等情境中正确使用不同动词短语、情态动词should和顺序词，以听说等方式理解他人描述事故伤害和恰当表达自己关于急救的建议；
文化品格 能够学会关心自身和他人身体健康，遇事冷静沉着，提出恰当急救建议，树立顽强的意志品质，热爱体育运动、健康生活；
思维品质 能够在听说活动中准确获取并清晰表达有关事故伤害和急救建议的信息，提高思维的逻辑性和缜密性；
学习能力 能够通过谈论事故伤害和急救知识，保持英语学习兴趣；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；通过小组合作，提升协作能力。
教材内容分析 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；在语言上，词汇及表述更加丰富。活动1a是听力任务前的词汇铺垫，1b和1c是一定任务链的听力设计，1d需要学生在充分熟悉听力材料的基础上结合1b和1c的语言提示，以角色扮演的方式将所听到的对话信息进行复述。
重点 有关日常生活中事故伤害的简单谈论； 关于急救建议和措施的清楚表达；
难点 清楚区分不同事故伤害的动词搭配； 针对不同事故伤害提出合理建议，能有逻辑地、清楚地表达。
学情分析 通过A部分的学习，学生已经掌握了一定的有关伤病的词汇表达和提建议句型，具备了本单元话题下的一定的听说读看写技能，对语言学习的热情也在不断增加，他们对如何用英语来表述与现实生活息息相关的健康与救助话题很感兴趣。本课有关事故伤害和急救的话题仍与学生日常生活联系密切，且他们具备一定的生活经验和常识，教师应结合当下冬奥会热点话题和热门人物，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. Watch a video about Gu Ailing and get some information about her. Ss: Yes! Watch a video about players getting hurt. Ss: She should go to the hospital to get an X-ray. Step 2. Before-listening. With the teacher’s help, learn to talk about some accidents and treatments in English. Sa: I broke my arm when I was playing basketball. Sa: I should go to the hospital, And get an X-ray. Finish activity 1a and check their answers then. Sb: The boy should go to the hospital first. Then he should get an X-ray and rest for a few days. Step 3. While-listening. Ss: Ask the school nurse or doctor for help. Read the problems in 1b. Make sure they can understand all of them. Then finish 1b and 1c. Report their answers in class. Sc: Someone felt sick and someone cut his knee. Sd: Someone felt sick. The nurse took his temperature and told him to plete the chart and retell the students’ problems and the nurse’s treatments based on it. Step 4. After-listening. Talk about the problems and treatments according to the pictures. Make conversations with their partners. Sa: Who came to your office today Sb: First, a boy came in. He hurt himself in P.E. class. Sa: What happened Sb: He felt sick and fell down when he was running. Sa: Woo~, what should you do Sb: ... Step 5. Conclusion. T: Hello, everyone, Did you watch Beijing 2022 Olympic Winter Games T: Do you know her Show an information card of Gu Ailing. T: She thinks skiing is exciting but dangerous. Do you think so T: Look! Like many players, she always gets hurt. T: Sometimes, she falls down , what should she do T: What about you Did you hurt yourself when you do sports or have P.E. Present some pictures and elicit Ss to talk about some accidents and treatments in English. T: What happened to you T: What should you do T: When these accidents happen, what should you do Put the actions in order. T: What should we do if we have accidents on campus T: Now let’s listen to the conversation between a teacher and a school nurse and answer the questions. T plays the recording for the first time and let Ss check the problems they hear. T plays the recording for the second time and let Ss match the treatments with the problems. T plays the recording for the third time and let Ss fill in the blanks in the chart. Show some pictures to remind Ss of the problems and treatments. Encourage Ss to play the roles of the teacher and the school nurse and make conversations in pairs. Walk around the classroom to help Ss if necessary. 2 minutes later, invite some pairs to show their conversations. T: Although skiing is dangerous, Gu Ailing still loves it. If we know some first-aid knowledge and be careful when we do sports, we can also have more fun in exercise. Just as President Xi said, we teenagers should civilize our spirit and strengthen our body. 借冬奥会之热点话题，利用运动员谷爱凌引起学生共鸣，导入话题，激发学生学习兴趣。 听前引导学生观察图片，讨论图中人物所出现的意外事故，复习、学习相关词汇，为听力活动做好铺垫。 注意音形义的结合，引导学生根据读音规则和音标拼读单词。 鼓励学生将处理过程连续陈述，补充first, next, then等词来突出过程性，提升口语表达力和逻辑思维能力。 听中进行听力策略的渗透，如听每遍录音时应有所侧重：第一遍利用关键词或词频抓住主题，第二遍提取具体细节等。 核对答案时，注意引导学生用完整的句子汇报答案，不宜简单地通过读字母的方式，否则会因为缺少语句层面的练习而造成语言不足以支持学生完成听后的口语交流。 要求学生两人一组，一人当护士，一人扮老师，仿照1的示范开展口语对话。在巡视指导时，适时选择学生上台示范表演，以供大家借鉴学习。 适时点评，对表现突出的学生要给予表演，对积极参与者做出肯定，对有欠缺者提供帮助、提出希望。 总结升华，引导学生树立顽强的意志品质，热爱体育运动、健康生活。
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课 时 达 标 检 测
Ⅰ. 根据汉语提示完成句子。 1.Just now Jack _______(切) himself when using a knife. 2.Jenny went to hospital because she got ______(击; 打) on the head. 3.Tim fell down and cut both his________(膝盖). 4.He saw his friend _________(等待) for a bus at the bus stop and he stopped to say hello to her. 5.The boy had a fight with his brother and had a __________(鼻出血). 6.She had a fall.We put some medicine and a _________(绷带) on her knee. 7. The_____________(气温、温度)dropped to 5℃ in London last night. Ⅱ. 根据所给单词的适当形式填空。 1.If it doesn't rain on Sunday,let's go to Nanhai Wetlands of Baotou together and enjoy_____.(we) 2.After the doctor treated the wound, it was carefully________.(bandage) 3.She got down on her______ on the floor and said sorry to her mother(knee). 4.Jack_______the “on” button. The computer made a noise. (press) 5.The girl missed a lot of lessons because of her_______. (sick) 6.My cousin, Harry,______(fall) down and cut his knees last week. 7. I ____(feel) so bad yesterday. Ⅲ. 短文填空。 Lucy is five years old. She likes to ride a bike when she is free. One day when she was riding her bike in the backyard 1._______herself, a terrible thing happened. Her bike 2.h______a big rock. Lucy 3.__________　(摔倒) onto the ground and hurt her head. 　　Lucy's parents found out about the 4.a_______and ran over to help. Luckily, Lucy's father had taken first aid courses(急救课程), so he knew 5.________ to do with the situation. First, he examined Lucy. She seemed well,but he knew he needed to put something 6.c_______on her head to make the swelling(肿胀处) smaller. So he got her inside the house quickly and put some ice on her head. Lucy lay 7.________bed and tried to get some sleep. After Lucy 8._______[rest d] for a short time, the swelling became much 9.b_______ and she started to vomit(呕吐). Her parents took her to the hospital 10._______(立即;马上).“I have learned that we should ask the doctor 11._______help if a child vomits after he hurts his head.So I knew we were doing the 12.r_______　thing,” Lucy's dad said. The doctor 13._________________________(给露西量体温)and monitored(监测) her overnight. 14.____________________(第二天早晨), the doctor said Lucy could leave hospital. Then her parents took her home and 15._____________(照顾) her carefully. Soon Lucy got better. She could go outside and ride her bike again.
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 1 What’s the matter (Section B 1a-1d)
作 业 设 计
Level A Make a First Aid Manual for our school in groups of five. One student should make a card about one problems and the treatments. Add some pictures if you can.
Level B Write a short passage about one accident happened in your P.E. class and what you did to deal with it. Share it next class.
教 学 反 思
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