人教版八下-Unit 1 What's the matter -Section B 1a—1d-教案、教学设计-部级优课-(配套课件编号：b1bd0).docx

1、Unit 1Whats the matter? SectionA1a1b 一、教材分析（一、教材分析（Analysis of academic situation） Section B 是 SectionA 主题的继续和延伸。在话题上，这一部分 从 SectionA 侧重谈论疾病及不适转向对事故伤害、急救（first aid） 的讨论；语言上，除进一步综合训练，巩固 Section A 所学重点语言 内容外， 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、说、读、写的训练。 活动 1a 把单元的话题引入事故伤害与简单的急救措施上，是听 力任务前的词汇铺垫。学生通过

2、看图理解语境，在经验与常识的帮助 下完成任务并达到学习语言的目的。 活动 1b 和 1c 是一个任务链的听 力设计：活动 1b 要求学生集中精力听清所发生的疾病或事故，而活 动 1c 要求学生仔细听懂与疾病或事故相对应的处理方式。 活动 1d 需 要学生在充分熟悉听力材料的基础上结合活动 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。 二、学情分析二、学情分析 (Analysis of the students) 八年级是学习英语的关键时期，这个阶段的学生活泼、好奇心和 求知欲望强。 本课所涉及的有关健康的话题与他们的日常生活息息相 关， 因此， 他们渴望用英语来表

3、达这样的话题并寻求合理的解决办法。 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，并灵活运用绷带等道具，创 设真实的情境。除此之外，教师要给予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

4、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。 三、教学目标三、教学目标 (Teaching goal) （一）语言能力目标 1. 学习并掌握下列单词：bandage; press; knee; sick; nosebleed. 2. 学习并掌握下列常用短语 1）rest for a few days 2）put a bandage on it 3）run it under water 4）put some medicine on it 5）press the sides of your nose 6）put your head down

5、7）feel sick 8）cut ones knee 9）have a nosebleed 10）hurt ones back 11）get hit on the head 3. 能就事故安全问题，正确使用情态动词 should 提出恰当的建议， 并能将处理过程连续陈述，补充 first, next, then 等词来突出过程性。 (二) 情感目标 通过本课的学习，帮助学生树立自我保护意识，学会处理应对一 些小事故。 四、教学重难点四、教学重难点 （Teaching emphasis and difficulty） 1. 教学重点：Talk about accidents and give

6、advice. 2. 教学难点：Listening practice, talking about accidents and writing a short speech. 五、教法及学法（五、教法及学法（Teaching method and learning method） 情景教学法和任务型教学法。 六、教学过程（六、教学过程（Teaching steps） Step 1. Greeting and leading in. Welcome the student whos on duty to give a duty report . Step 2. Revision. Help th

7、e students to review what they have learnt in Section A by making dialogues through the pictures. A: Whats the matter with ? B: He/She has a A: What should He/She do ? B: He/She should Step 3. Presentation: words and expressions 1. Get the students work in groups and prepare the new words and expres

8、sions well before class. 2. Show the students the pictures of new words. Help them guess the new words by the pictures. Read and spell the new words. 3. Show the students how to use the new words in sentences. Help them make their own sentences. 4. After learning all the new words. Design a game to

9、help the students recall how many words they learned just now and what they are. 5. Learn useful expressions by translating them into Chinese. Encourage the students translate by themselves. Help the students if they have any problems with the expressions. Step 4.Making dialogues 1a. 1. Show a pictu

10、re of an accident to the students. Talk about the picture and help make a dialogue. Use “first, next, then” when describing the steps. 2. Show the students another two pictures of accident. Ask them to work in pairs and make dialogues as the first example. Require them to state the process continuou

11、sly and add “first, next, then” to highlight the process. 3. Check the order of the steps. Step 5.Listening practice 1b and 1c. 1. Get the students to read the main expressions in the form. Extract key words and body parts from each item (sick, knee, fever, nosebleed, back, head). Make it clear that

12、 this is an important basis for the correct completion of this activity. Remind students to listen to the surrounding words in a coherent flow to support the judgment. That is : felt sick, cut his knee, had a fever, had a nosebleed, hurt his back, got hit on the head. 2. Play the first recording. Th

13、e students complete 1b, and then check the answers with the students by asking questions. 3. Students read the processing suggestions listed in the box in turn. Correct their pronunciation problems. Ask and make sure they understand the meaning of the sentences. 4. Play the second recording and comp

14、lete activity 1c according to the book requirements. 5. Teachers and students check the answers through dialogues. Step 6.Writing practice. 1. Talk about emergency telephone numbers with the students. 2. Encourage students to share what they learn in this class by making a short speech. 3. Welcome o

15、ne or two volunteers to give the speech in front of the class. Step 7 CPR video teaching. 1. Play a CPR video. Get the students watch and learn carefully. 2. After the video, practice CPR with the students. Repeat the steps of CPR. 3. Give chances and get the volunteers perform CPR in front of the c

16、lass. 4. Encourage students practice CPR after class till they really get it. Step 8. Exercises. 一、 单词拼写：根据句意、首字母提示，写出正确的单词。 1. Mum! I have a n_! You should put your head down. 2. He felt s_ after running 1,500 meters yesterday afternoon. 3. The boy hurt his k_ while jumping off the wall. 4. Your ha

17、nd is bleeding. Youd better put a b_ on it. 5. P_ the button to start the machine. 二、情景交际。 A: Good morning. 36_. B: I hurt my knee. A: Your right knee? B: Yes. I cant move easily. A: Oh?37_Hmm, yes, its swollen (肿胀的). How did you hurt it? B: 38 _ A: I see. Well, I dont think its serious. 39_ Let the

18、 nurse take you to the third floor (楼层) and come back with your X-ray.And then I will know if your knee is broken or not. B: OK. I will.(After ten minutes) A: Let me have a look. Nothing seems to be broken. I think all you need is some rest. 40 _ B: OK, thank you. Goodbye. A: Goodbye. Step 9.Brief s

19、ummary. Help the students to review the new words and the useful expressions. Step 10. Homework. 1. Share what you learn today with your parents at home. 2. Write a short passage about the accidents happened in your P.E. class. A. I fell down the stairs. B. Do you have a sore back? C. Whats wrong with you? D. Remember to put some ice on your knee. E. When did it start? F. But you should get an X-ray. G. Can I have a look at it?