初中英语人教版八年级下册Unit 4 Section B 1a-1e.docx

1、 以下标红部分的补充，请老师们用红笔标注。2、 导学案部分现已有预习习题，但因为软件模块需要，请增加“预习任务”的描述。 请老师们补充一二句话描述 课时一课时五各课时的“预习任务”。3、 单元检测部分需增加写作题。4、 请老师们把各自负责的课件调整为4:3格式的，之后也按照该标准设置课件，造成不便请谅解。 Unit 1 Whats the matter?教学设计第一部分 单元总览1.0 Textbook Analysis教材解读本单元以“健康与急救（Health and first aid）”为话题，围绕健康问题，学会表达伤病疼痛，正确地给予急救建议。Section A在内容上侧重健康问题，从身体部位的名称，伤病名称的词汇入手，句型上把握“Whats the matter (with.)? I have a cold/fever/.”。语法上重点突出表达身体不适的句型结构，包括学会使用含有动词have, hurt的表达方式及情态动词should表达建议。在情感态度方面，3a-3c部分利用公交司机停车救人的故事来发展学生阅读技能，扩展学生学习相关语言表述的同时，通过课堂讨论进行情感态度价值观的教育。Section B在话题上，从Section A中侧重围绕健康问题谈论疾病及不适转向对事故伤害，急救(first aid)的讨论。在语言上，进一步综合训练和巩固Section A中所学语言重点，但是更加丰富了词汇及相关表述。按照教材内容，也可以特别对急救的步骤和顺序进行训练。在技能上，综合了听说能力，突出阅读训练。在教学策略上，要引导学生利用作者对事件先后顺序的发展描述来理解整篇内容。在情感上，引导学生学会面对生活中的困难及陷入困境时，要坚强、独立、勇敢、果断、理智。像Section B长文章中的主角一样，树立抓住哪怕是一丝希望也永不言放弃的精神，热爱生活，珍惜生命。1.1 Section A 1a 活动1a是Lead-in部分。旨在通过复习绝大部分学生以前学习过的关于身体各部位的词汇，为下面的身体不适的表达法做准备。学生对本部分词汇有一定的基础，可通过直观手段学习该部分的词汇，对发音做纠正。如果部分词汇有困难，教师及时处理这部分后，即可过渡到身体不适的表达，从已知到新知。1.2 Section A 1b-1c 活动1b-1c是Listening and speaking部分。通过听力技巧的训练，达成语言输入和输出的过程。从训练学生观察图片中人数及表情，分析他们在什么地方，干什么，预测听力内容，给学生提供英语交流的机会。同时，帮助学生提高观察图片，关注语言信息、猜测听力内容的能力，降低难度，做好听前准备，提高学生学习自信心。教师可根据自己学生的实际，提供必要的支架。关于1c, 这部分是语言输出部分，可创编对话，反复操练书本知识的基础上，鼓励学生添加新的内容，扩大词汇容量。1.3 Section A 2a-2c 活动2a-2c是Listening and Speaking部分。活动2a和2b是听力训练部分，本部分以图片为引入，引导表达图中所表现的身体不适，然后以What should this person do?为思考线索，旨在培养学生口头交流，讨论的能力，鼓励学生给出自己的独到的合理见解。听前准备可以充分利用图片，培养学生读图预测对话内容的能力。根据2b活动的内容，预估2a活动的应答语，培养学生听前预测能力，继续训练学生的听力技能。2c是一个口语对话输出活动，目的在于相互交流，提出合理的建议，为学生提供更多自我动脑思考、决策和反思的机会，给予更多的语言交流机会。可总结出对应的思维导图，实现从说到记忆的过程。1.4 Section A 2d 活动2d是Speaking部分。活动2d是Mandy和Lisa两人之间的一段对话，内容是因为Lisa玩电脑游戏过久而产生的身体不适，Mandy 给出建议，Lisa 和Mandy 共同商量应该怎么办的一段对话。玩电子产品过多影响健康这一主题对于学生而言并不陌生，他们玩手机就时常出现这样的情况，要求学生根据自己的生活实际，理解文章，并对自己的生活方式做出思考，然后实现语言输出。目的在于让学生对生活中使用的常见的固定表达或套语进行整体识记，利用角色扮演巩固语用。1.5 Grammar 部分的内容是对本单元重点知识点的总结，训练和巩固运用。本单元主要学习对疾病和意外伤害的询问和应答，利用情态动词should给出建议。教师尽量让学生整体使用语言结构，让学生通过小组合作，总结本单元的语法知识。4a-4c是一个：“词-句-段”的语言学习过程，教师可根据自己学生实际灵活处理。1.6 Section A 3a-3c 活动3a-3c是Reading部分。本部分重点训练、发展学生的阅读能力。本篇文章的体裁为英语新闻报道，所选短文故事性较强。在对本篇文章的处理上可以关注故事发生的时间顺序和不同人物的活动，从而对故事内容进行梳理。本部分的时间轴（time line）能启发学生逐步意识到理清事件的先后顺序对理解文章的作用。此外，文章的插图和标题也能帮助理解文章内容的辅助资源。本篇新闻报道在选材主题上贴近生活现实，对学生也有很好的情感教育作用。1.7 Section B 活动1a是Leading-in and warming-up部分。活动1a把本单元的话题从身体不适引入到事故伤害与简单的急救措施上，是听力任务前的词汇铺垫。同时可教会学生有顺序地表达事件，补充first, next, then 等词语，口头把图片说完整，对1b-1c的听力和讨论的相关话题进行语言铺垫。1.8 Section B 1b-1c 活动1b-1c是Listening 部分。活动1b-1c是一个任务链的听力设计，以teacher和school nurse 之间的对话场景， 谈论school nurse 在一天中接待的身体出现意外伤害的学生，以及应对处理的方法。听力1b要求学生听清所发生的疾病或事故。1c要求学生仔细听懂与之相对应的处理方式。可根据学生实际情况，补充学生在中学生活中常见的意外伤害，为下面的口语输出做好准备。是鼓励学生讨论如何冷静、正确的处理意外伤害。思考根据自己家人的实际情况，如何做好意外伤害的防范措施的有效材料。1.9 Section B 1d 是口语输出部分，要求学生在熟悉听力材料的基础上结合1b,1c 的语言提示，以role play 的方式复述信息，让学生使用前面及本堂课的目标用语，巩固语用。教师可根据实际情况处理，增加在生活实际中的常见意外及其处理方式，引导学生思考在日常生活中如何预防意外伤害，如何处理意外伤害。培养学生关心自己，关心他人的社会责任感。1.10 Section B 2a-2e 活动2a-2e 是Reading部分。这一部分内容以登山者Aron Ralston的遇险经历为核心展开阅读训练。2a为读前活动，要求学生列出在日常的体育锻炼中可能会遇到的风险及意外并和同伴进行交流分享。这部分使学生对即将阅读的材料内容有所准备并且扩展了学生的词汇量，是读前的铺垫。2b是核心阅读语篇，讲述了登山者Aron Ralston的遇险经历，反映了主人公积极向上，顽强坚韧的意志品质，培养了学生边读边记录生词，读后查阅字典的学习习惯。2c-2d为读中活动，建议在处理时把活动有机地整合在一起。可以让学生快速浏览文章判断文章大意。然后再分段精读，在阅读过程中引导学生关注事件的发展顺序。2e是一个复述能力提高练习，通过使用本单元重点训练的“把握文章先后顺序”这一阅读策略，使学生学会通过时间轴去理清脉络，提高复述能力。1.11 Section B 3a-3b 活动3a-3b是Summarizing and writing部分。3a引导学生回顾复习有关询问伤病疼痛及其表达方式，提出建议的句型，创设一个模拟场景，例如在学校医务室的场景，列出相关要点和语言表达内容，为写作做好准备。接下来，结合3a所列出的内容，根据书本要求和3b中列出的常用表达和句式，完成课内写作任务。1.12 Self-Check 活动1侧重考查学生对于单元主题下的词汇掌握情况，老师可以通过此活动了解哪些词汇是学生掌握难点。活动2是口语交际排序。活动3则是检查学生是否掌握情态动词should给予建议的用法。1.0 Teaching Objectives 教学目标 2.1 Knowledge goals知识目标 2.1.1教会学生能够描述，讨论健康问题和意外事件的相关单词及各种表达方式； 2.1.2引导学生根据病症和意外情况用should/shouldnt给予建议，能正确使用反身代词； 2.1.3教会学生利用事件发生的顺序来帮助理解阅读内容，并且能够根据情景及上下文推测单 词词性及词义，通过查词典的方法寻找更为合理的意义。 2.2 Ability goals能力目标 2.2.1教会学生能够讨论健康问题，并用所学知识点给予建议; 2.2.2帮助学生学会在紧急意外发生时能够冷静思考，分析解决具体问题的策略和方法。 2.3 Emotional goals情感目标 2.3.1通过小组合作探索新知、哑剧表演、分角色表演，提高学生们的团队合作精神，贯彻乐于助人的精神； 2.3.2鼓励学生更多地关注自身，家人及他人的健康问题和人身安全。（以上目标是站在教师的角度设置，请以“给学生看的教学目标”为出发点，转换一下目标表述的措辞）3.0 Teaching Contents教学内容 3.1 Words and Chunks 语块（单词及语块） 3.1.1 Important words: 3.1.1.1 For applying: matter, stomachache, foot, neck, stomach, throat, fever, lie, rest, cough, X-ray, toothache, headache, break, hurt, fall down, knee, passenger, onto, trouble, hit, off, trouble, hit, herself, sick, ourselves, knife, blood, mean, nurse, ourselves, climber, risk, accident, situation, kilo, rock, knife, blood, mean, importance, decision, control, spirit, death （添加基本解说） 3.1.1.2 For comprehending: sore, expect, cough, breathe, sunburned, press 3.1.2 Useful chunks: 3.1.2.1 For applying: have a cold, have a stomachache, lie down, take breaks, get off, to ones surprise, right away, get into, be used to, take risks, run out(of), cut off, get out of, be in control of, put some medicine on it, cut oneself, hurt oneself, drink some hot tea with honey, take your temperature, see a dentist, have a headache, without doing sth, see sb doing sth, wait for, in time, think about, right away（添加基本解说） 3.1.2.2 For comprehending: have a fever, without thinking twice, have a sore throat, have a sore back, next to, get into trouble, put a bandage on it, put your head back, keep on doing sth, give up, in the situation 3.1.3 Sentence Structures: 3.1.3.1 For applying: 1) Whats the matter? P1 2) Whats the matter with Ben? P1 3) I have a stomachache. P1 4) He should lie down and rest. P2 5) Do you have a fever? P2 6) What should he do? P2 7) Should I put some medicine on it? P4 8) You should take your temperature. P29) When the driver saw an old man lying on the side of the road. P3 10) The bus driver, 24-year-old Wang Ping, stopped the bus without thinking twice. P3 11) He expected most or all of the passengers to get off and wait for the next bus. P3 12) But to his surprise, they all agreed to go with him. P3 13) Thanks to Mr. Wang and the passengers, the man was saved by the doctors in time. P314) He should see a dentist and get an X-ray. P215) Press the sides of your nose. P516) What happened to him? P517) He hurt himself in P.E class. P5 18) Someone got hit on the head. P519) Someone felt sick. P520)Aron Ralston is an American man who is interested in mountain climbing. P621) As a mountain climber, Aron is used to taking risks. P6 22) Then, with his left arm, he bandaged himself so that he would not lose too much blood. P6 23) In this book, Aron tells of the importance of making good decisions, and of being in control of ones life. P6 24) His love for mountain climbing is so great that he kept on climbing mountains even after this experience. P6 25) Do we have the same spirit as Aron? P626) You need to take breaks away from the computer. P227) If your head and neck still hurt tomorrow, then go to a doctor. P23.1.3.2 For comprehending:1) Its said that many people dont want to help others because they dont want any trouble. P32）Thats probably why. P2 3.2 Grammar Focus 语法（语法及运用） 3.2.1 For applying: “should do / shouldnt do” 给予建议。 反身代词“oneself”表某人自己。1) What should I do? P22) I think you should lie down and rest. P23) I think you should lie down and rest. P24) She said that the man had a heart problem and should go to the hospital. P35) You shouldnt eat so much next time. P46) He should see a dentist and get an X-ray. P47) She should take her temperature.P48) He hurt himself in P.E class. P59) I think you should see a doctor and get an X-ray. P 8 3.2.2 For comprehending:1) If your head and neck still hurt tomorrow, then go to a doctor. P22) Thats probably why (you have a headache and cant move your neck). P2 3.3 Language Using 语用（话题及功能） 3.3.1 Topics: 3.3.1.1 How to deal with accidents and talking about ways to save people in danger. 3.3.1.2 How to be healthy and how to keep people safe. 3.3.1.3 Sharing first aid in life. 3.3.2 Functions: 3.3.2.1 How to deal with accidents and talking about ways to save people in danger.1) We always have problems that may hurt us. 2) We need to protect ourselves and others who are in danger. 3) You may cut yourself when you are doing something with knives.4) First, you must run it under clean water. 5) If you dont do this, you will maybe get worse in a few days. 6) Then you can put some medicine on the cut. 7) After that, bandage it and you wont lose too much blood. 8) If you have done all of the above but it doesnt work, please go to the hospital as soon as possible.9) And remember not to do things without thinking. 10) In such situations, doing anything wrong will hurt you more. 11) In my opinion, we could do everything more carefully so that we can be away from some danger. 3.3.2.2How to be healthy and how to keep people safe.1) In our life, something often happens by accident and hurts us, like having a fever, cutting ourselves, falling down on the ground and so on.2) First of all, we need to tell ourselves to be careful enough to keep us safe in life.3) Always do some exercise every day to keep healthy and have a strong body.4) When we cross the road, we should turn left and then right to see if there are some cars.5) If we have a fever or something worse, we should lie down and rest first or go to see a doctor as soon as possible.6) Finally, calling 120 and shouting for help always work.4.0 Textbook Integration教材整合4.1 教材整合建议根据本单元的特点和学生本身的知识与能力实际，建议将本单元教材内容做如下整合及安排。当然，也可以根据自己学生的实际情况再做整合与调整。4.1.1 口语听力课 从话题内容和功能上分析，Section A 1a-2d, 4a-4c,Section B 1a-1d可以整合成两节 “Talk about the problems and accidents , give some advice ”的口语与听力课，通过Section A 1a,1b,1c,2a,2b,2c，2d的学习，引导学生思考如何养成一个健康的生活方式，怎样合理使用身边的电子设备。1a, 1b,1c教师搭建的支架，有利于学生较快接受新知的输入，有助于Section A 2a,2b听力的理解，对于1c,2c的对话输出也有很好的铺垫作用。Section B 1a,Section A4a,4b的学习和操练，学生能够对发生的意外伤害有一个冷静合理的处理，也为1c,1b的听力讨论的相关话题进行了预热。而1d要求根据所听内容，用对话形式复现听力内容。把它和4b,4c整合，始终围绕身体不适和意外伤害的话题开展任务，启发学生思考讨论，输入，内化与输出。4.1.2 语言学习课 结合本单元教学内容中的重点词汇、语块、句型的理解、分析与运用，整合Section A 3a-3c的内容，构成一节语言学习课，以此来培养学生在具体语境中理解和应用词句的能 力。3a-3b可以放在读中环节中处理，3c可以作为读后练习。4.1.3 语法梳理课 从语法角度来看，本单元的语言结构是使用“should do / shouldnt do” 给予建议,会使用reflexive pronoun表达某人自己。且重点关注身体不适和意外伤害，以及如何正确处理生活的中的意外伤害和身体不适，引导学生树立健康生活, 乐观生活的态度。通过对have, hurt, get , take , see, put和cut， go to 小组总结用法的基础上，全班通过展示自己小组的思维导图得以实现。因此，结合Section A呈现的对常见身体不适及其合理处理方法的问答语，学生在目前生活中常见的因过度使用电子产品而造成的身体不适及其应对建议的谈论和Section B中呈现的意外伤害的正确处理办法的分享，教师在教学过程中可以多引导学生关注对于这些表达的整体学习，并有效地在语句中正确使用。对于基础比较好的班级，教师可以让学生小组总结归纳相关的表达法和自己的合理建议扩充，完善思维导图。对基础一般的班级，教师可以引导学生小组归纳和总结，完善思维导图。要求能够流利，灵活使用句型谈论身体不适和意外伤害，正确、合理使用should do和shouldnt do给出建议。4.1.4 阅读训练课 从教材编排来考虑，可以将Section B 2a-2e进行有效整合，形成阅读教学的 Pre-reading、While-reading、Post-reading的任务活动链。可以将2a放合到Pre-reading环节， 完成读前准备和解读生词在上下文中的含义。2b、2c整合到While-reading环节，训练学生 Skimming、scanning、close reading以及summarizing的阅读技巧，培养学生把握整体结构， 理解具体信息的阅读理解能力。2d、2e是Post-reading的读后交流活动。4.1.5 复习写作课 Section B 3a-3b以及Self-Check可以整合为一节复习与写作课。首先教师可以先 对Self-Check的3道题进行讲解，要求学生完成后检查答案，以巩固熟悉有关内容和常用表 达及句式，再根据3a和3b的写作任务，完成本单元所涉及的英语书面表达，完成写做任务。4.2 课型分配建议课型1 Listening and Speaking 课型2 Language Learning 课型 3 Grammar Learning 课型4 Reading Comprehension 课型5 Reviewing and Writing第二部分 助教型教学设计课型1 Listening and Speaking (Section A 1a-2d)1.0 Teaching Analysis教情分析 1.1 Teaching Objectives 教学目标1.1.1 Language goals 语言目标 1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: matter, have a cold, stomachache, have a stomachache, foot, neck , stomach, throat, fever, lie, lie down, rest, cough, X-ray, toothache, headache, break, take breaks, hurt ,have a headache, see a dentist and get an X-ray, take your temperature, take breaks away from, without doing, go to a doctor, put some medicine on it , some hot tea with honey, move my neck（添加基本解说） 1.1.1.1.2 For comprehending: sore, have a fever, have a cough, have a sore throat, have a sore back（添加基本解说） 1.1.1.2 Sentence Structures1) Whats the matter? P1 2) Whats the matter with Ben? P1 3) I have a stomachache. P1 4) He should lie down and rest. P2 5) Do you have a fever? P2 6) What should he do? P27) I think you should lie down and rest. P28) Should I put some medicine on it? P39)He should see a dentist and get an X-ray. P4 10)You should take your temperature. P2 1.1.1.3 Grammar Focus 1) Whats the matter with sb.? (该句式常用来询问身体不适) 2) He has a sore back. / He has a cold. /He has a headache/stomachache. (have + a(n)+名词表“身体不适” ) 3）He should /shouldnt see a dentist and get an X-ray.（should/shouldnt +动词原形表“建议”意为“应该或不应该做某事”） 4）What should she do? (what 询问正确的处理方法) 5）If your head and neck still hurt tomorrow, then go to a doctor. (条件状语从句，时态特点：主祈从现)6) Thats probably why（you have a headache and cant move your neck）. （这可能就是 (你头痛和脖子不能动的)原因。本句可以理解为why后省略了括号内容部分，可以还原成一个表语从句）1.1.2 Ability goals 能力目标 1.1.2.1 Enable students to talk about health problems with “Whats the matter with sb？” 1.1.2.2 Enable students to give others some right advice according to their problems with the language points. 1.1.2.3 Enable students to choose a healthy lifestyle.1.1.3 Emotional goals 情感目标1.1.3.1 Encourage Ss to improve the cooperative spirit through pair work and role playing.1.1.3.2 Encourage Ss to care more about their lifestyles and their family members health.（以上目标都是站在教师的角度设置，请以“给学生看的教学目标”为出发点，转换一下目标表述的措辞）1.2 Important and difficult teaching points教学重难点1.2.1 Teaching key points1.2.1.1 To help Ss master the parts of the body, the names of the illness and the phrases of giving advice.1.2.1.2 To enable Ss to talk about health problems by using “Whats the matter? I have a” and give advice by using “should”. 1.2.1.3 To help Ss find out the different ways to express the health problems, give appropriate advice and make a clear mind map.1.2.2 Teaching difficult points1.2.2.1 To learn to talk about health problems by using “Whats the matter? I have a”.1.2.2.2 To learn to give appropriate advice to the certain health problems.1.2.2.3 To help Ss find out the different ways to express the health problems ,give appropriate advice and make a clear mind map.2.0 Student analysis学情分析 2.1 Fundamental State基本情况本单元的教学为八年级下期内容，学生已通过一年半的初中英语学习，理应对初中英语学习的要求基本明白，并已基本适应初中英语学习，具备英语学习的基本技能，初步掌握一些学习策略，只是经过一个月的寒假，尤其是春节期间的不规律生活，玩游戏，看电子产品过多，需要重新进行生活习惯和学习习惯强化与调整。而本单元的中心话题正好是谈论学生身体不适的询问和表达，以及如何给出合理的建议，形成健康，安全的生活习惯。学习内容从学生已知出发，通过让学生自己完成身体不适的表达思维图，从谈论自己或身边人的身体不适出发，引导学生从自己身体部位入手进行教学引入，再扩展到谈论身体不适的不同表达方法，再到后面的给出合理的建议，为后面课型逐步引入本单元的教学活动奠定基础，这样不断扩展知识和能力，从而最终实现由已知区域到就近发展区，再到未知区域，从不熟悉到熟悉的学习体验过程。 2.2 Knowledge Reserve知识储备通过一年半的学习和积累，学生积累了一定的词汇量，接触到了常见的话题和功能项目。在Book7B Unit 9 What does he look like ? 中已学习了身体各部位的表达法，Book8B Unit 3 Im more outgoing than my sister.中已经学习了should 的用法，教师从已知区域过渡到就近区域能够减少学生学习焦虑，增强自信心，培养学生的自主学习能力。 2.3 Class data本班实际本班学生有比较明确的学习目的，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课型谈论the body parts, the health problems ,injuries, advice and treatment, how to keep healthy话题内容贴近学生、贴近生活，学生熟悉，有话可说，教师应该尽量创设情景，拓展思路，必要时帮助学生用英语进行准确表达。3.0Teaching methods教法建议3.1 Situational teaching approach情景教学法3.2 Self-directed learning method自主学习法3.3 Discussion method 讨论法4.0教学辅助 blackboard and chalk, computer, projector, flashcard, a picture with body parts5.0Teaching procedures 教学进程 5.1 Leading-in and warming-up 引入与激趣活动 Greet Ss and play a game “his body parts”. T points at the modals parts of body, the other Ss say the names aloud if they can.Ask students to work in pairs, students point at their body parts, their partners say the names. Give the names of body parts on their pictures, exchange the pictures and check the spelling. Read the parts of body together. Make sure every student can pronounce the names correctly. T can give some help if necessary. 5.2 New points input 新知输入 5.2.1 Language presentationT:In the spring festival, there was something wrong with our modal, next he will act out the problems he met, ask the modal to act out two health problems, T asks “Whats wrong with him?” Let students say aloud if they can guess. Then T may focus their attention on “Whats the matter with him?”questions. Ask the modal to act out more, let the Ss answer the question: “Whats the matter with him?”Then T writes the sentence pattern on the Bd:-Whats the matter with him?-He has a cold/a stomachache.T can elicit Ss to give more different problems in English. If Ss dont know how to express their ideas, T can find a right time to help them.Encourage them to write phrases next to the body parts on their pictures. 5.2.2 Activity 1a 5.2.2.1 Individual work first , check in pairs. Write the different parts of body on the picture. Check the answers according to their own picture of body parts and problems. 5.2.2.2 Read the conversations in the picture above 1a, Work in groups, share their ideas about different ways to express the healthy problems. Then invite different spokesmen to talk about their different ways to express the body problems, add short phrases under the right picture. 5.2.2.3 Read the phrases together, try to make Ss understand the Chinese meanings. 5.3 Listening practice 听力训练 5.3.1 Activity 1b 5.3.1.1 Pre-listening. Get Ss to look at 1b and the picture on Page 1 and ask some questions to help them make a prediction before listening. T plays the recording for the first time. 5.3.1.2 While-listening. Listen for the first time. Check the answers: Nancy _3_ Sarah_1_ David _2_ Ben _5_Judy _4_ Listen again, match th