人教版go for it 八年级下册英语unit1全单元电子教案.zip

Unit 1 Whats the matter? 第一课时第一课时 New words and phrases Learning Goals: 一、语言知识和语言功能一、语言知识和语言功能: 1.能争取学会使用下列词汇造句子。能争取学会使用下列词汇造句子。 matter, sore, stomachache, foot, neck, throat, lie , fever, rest, passenger and so on. 2. 能争取学会使用下列常用短语造句子。能争取学会使用下列常用短语造句子。 Have a cold/ cough/ fever ; have a stomachache/headache/toothache; to ones surprise, be used to doing , get off ,give up and so on. 3. 能认读下列词汇能认读下列词汇 bandage, nosebleed, sunburned, breathe, accident 4. 理解、翻译并复述运用本节课的新词汇所编写的故事。理解、翻译并复述运用本节课的新词汇所编写的故事。 二、学习策略：二、学习策略： 1. 依据图片理解和记忆词汇。依据图片理解和记忆词汇。 （Understand and remember the words and phrases with the help of the pictures.） 2. 在语境中理解和记忆词汇。在语境中理解和记忆词汇。 （Understand and remember the words and phrases in the context.） 3. 依据读音规则、构词规律理解和记忆词汇。依据读音规则、构词规律理解和记忆词汇。 （Understand and remember the words and phrases according to phonetic rules, the structures of the words and phrases.） 三、情感态度三、情感态度: 教育学生热爱生活，珍惜生命，只要有一线希望就不要放弃！教育学生热爱生活，珍惜生命，只要有一线希望就不要放弃！ Teaching and learning steps: Step I. Learn how to read the new words 1. First, ask the Ss to try reading the new words in Unit 1 by themselves. 2. Next, play the tape and ask the Ss to read after the tape to correct the pronunciation. 3. Then, let the Ss work in groups of four to help each other to get more correct pronunciation. 4.The teacher walks around the groups to give necessary help. （设计说明：在识单词阶段，先让学生试读单词，再通过跟读录音，让学生自我纠正一些不准确的发音， 最后通过小组互助的方式和老师个别辅导的方式，少部分拼读能力不强的同学也能得到有针对性的帮助。 ） Step II. Learn how to memorize the new words and phrases 1. Remember the words and phrases according to the pictures. body feet tooth teeth foot-feet tooth- teeth 2.Whats the matter? stomachache 胃痛 headache 头痛 toothache 牙痛 He has a stomachache/ headache/ toothache. sore 疼痛的疼痛的 neck 脖子脖子 throat 咽喉咽喉 He has a sore back/neck/throat. fever .发烧发烧 cough 咳嗽咳嗽 nosebleed.鼻出血鼻出血 She has a high fever. He has a cough. He has a nosebleed. break 休息休息 Lets take a break./ take breaks. knee. 膝盖膝盖 He cut his knee. climber. 登山者登山者 Aron is a mountain climber. （设计说明：使用图片可以帮助学生非常形象地记住词汇。 ） 2. Remember the words according to their similar pronunciation. / / hit spirit risk sick / / throat kilo nosebleed /e/ neck rest / 3: / hurt nurse / matter passenger climber 3. Remember the words and phrases by conversion（转换转换）, compound （合成合成）and derivative（派生派生） (1) Conversion（转换转换）：）：一个单词（或短语）由一种词类用作另一种词类一个单词（或短语）由一种词类用作另一种词类 He has a cough. Listen! He is coughing so badly. n. 咳嗽咳嗽 v. 咳嗽咳嗽 You should put a bandage on the cut. Dont bandage yourself. n. 绷带绷带 v. 用绷带包扎用绷带包扎 Tom is tired and needs a good rest. So he lies down and rests. n. 休息休息 v.休息休息 (2) Compound （合成合成）: 将两个或两个以上的单词合成在一起而构成的新词将两个或两个以上的单词合成在一起而构成的新词 stomach +ache stomachache head + ache headache tooth+ ache toothache nose + bleed nosebleed (3) Derivative（派生派生）: 在词根上加前缀或后缀构成另一个与原意略有变化或截然相反的词在词根上加前缀或后缀构成另一个与原意略有变化或截然相反的词 动词动词+ sion名词名词 decide v. 决定决定decision n. 决定决定 宾格宾格+self反身代词反身代词 her +self herself our +selvesourselves important adj.重要的重要的importance n.重要性重要性 dead adj.死的死的 death. n.死亡死亡 （设计说明：依据读音规则、词的转换，词的派生、合成等构词规则识词，可以帮助学生学会系统的记 忆单词。 ） 4. Remember the phrase by matching itself with its similar phrase. _____have a cold a. right now _____take breaks b. stop doing something _____have a sore back c. catch a cold _____have a cough d. have problems in doing something. _____right away e. cough _____have trouble in doing something. f. have a backache _____Whats the matter? g. have a rest _____give up doing something. h. Whats up? （设计说明：通过近意词组搭配，可以引导学生运用已有的知识去帮助学习新的知识。 ） 5. Remember the words by guessing the meanings of the following underlined words according to the context. As a mountain climber, Aron is used to taking risks. V. 习惯于 He used to get up late. V.过去常常 Lucky decided to study English hard. v. 决定做 Lets think about it before we find ourselvesand before we have to make a decision that could mean life or death n. 决定 （3）Its important to study well. adj. 重要的 Aron tells of the importance of making good decisions. n. 重要性 （设计说明：借助有区别度的具体的语境则可以帮助学生掌握容易被混淆的、词意相近的词汇。（设计说明：借助有区别度的具体的语境则可以帮助学生掌握容易被混淆的、词意相近的词汇。 ） 6. Remember the phrases by looking at a semantic map. (设计说明：引导学生以词块的方式记忆词汇，这样既有助于学生清晰地掌握词汇的构词规律，又有助于 学生成倍的扩充词汇量。) Step III. Consolidate the words and phrases 1. Ask the students to review the words and phrases by themselves. Ask them to look at the Chinese and say the English while covering the English words and phrases. 2. Ask the Ss to write down the words and phrase they havent grasped on their notebook for reviewing after the class. Step IV. Learn how to use the new words and phrases in a story Ben is a doctor. He is used to being tired every day. Everyday he meets many sick people. He often asks them with a smile, “Whats the matter?” He often reports the information of the patients like this: Patients problems should LucyHave a cold and have a fever,take her temperature, Lie down and take rests JimCough and have a sore throatdrink hot tea with honey Lily Have a headache and have a sore neck have a rest and away from the computer NancyHurt herself and get hit on the knee and the foot Get an X-ray Put a bandage on the it JudyHave a heart problem and have trouble in breathing Take an operation TimGet sunburned ,have a toothache and have a nosebleed and lose much blood Put his head back, put some medicine on it and drink much water One day, Ben took a bus to his hometown. Suddenly ,the bus driver stopped the bus. In front of the bus ,about a 200-kilo rock fell on a car and three people in the car got into trouble. Ben got out of the bus right away. He took risks saving them although he knew he would be in a dangerous situation. To his surprise, many passengers tried their best to help them,too. They used a knife to open the door and got them onto the bus. Unluckily , two people were dead and only one young man was still living. But he hurt his leg and lost too much blood. He should be sent to a hospital or his leg would be cut off, even he would be dead. What should they do? They must make a decision. Ben said, “I am a doctor, and we must send him to the nearest hospital as fast as we can!” At last, the young man was the only man who was living alone in the accident. Ben said , “Never give up!” We need this spirit!Although , sometimes we cant be in control of ones life, it is important to make good decisions. Because it could be mean life or death. 1. Ask the students to read the story silently, and underline the new words and phrases. 2. Ask the students to translate the story into Chinese in pairs. 3. Let the Ss read the story aloud by themselves and prepare for retelling. 4. Help the Ss to retell the story according to the mind maps. Health and first aid Have a cold have a fever Cough sore throat take her temperature, Lie down and take rests drink hot tea with honey headache ,sore neck have a rest and away from the computer Hurt herself and get hit on the knee , foot Have a heart problem have trouble in breathing Get an X-ray Put a bandage on the it Take an operation Get sunburned , toothache , nosebleed Put his head back , put some medicine Bens story when where who what feeling The importance of make good decisions (设计说明：本部分意在引导学生在具体的语境中加强对词汇的理解，同时引导学生学会把握篇章大意和 篇章结构，并在心里导图的帮助下复述故事，从而强化对新词汇的记忆。) Step V. Exercises: the end-of- class test I. Write the right word according to the first given letter or Chinese. 1. He has a ______(胃疼),and he doesnt want to eat anything. 2. Helen gave much____(bleed)to help save the little boy. 3.In Europe , people eat with forks and ______(knife). 4.Why did you make this ______(decide)? 5. Frank ____(hurt)his back badly when he worked. II. Choose the proper phrases to finish the sentences. hit, bandage, spirit, breathing , knees. 1. Ben hurt his_______ playing soccer. 2. His arm was broken. So the nurse put a _________on it. 3. Jack got ________on the head by a volleyball. 4. We need the Olympic _________in our life. 5.He has problems _____because he has a heart problem. （设计意图：通过检测学生的学习情况，有助于以学定教。 ） Step VI. Homework 1. Ask the Ss to review the words and phrases, especially the words and phrases they havent grasped on their notebook. ( ) 2. Ask the Ss to make sentences with the following phrasal verbs: ( ) get intoto ones surprise, have a stomachache/toothache/headache/take risks, get off and so on. 3. Retell the story with the help of the mind map. ( ) 4. Preview Section A. 本节课亮点： 1. 先让学生试读单词，再通过跟读录音，让学生自我纠正一些不准确的发音，最后通过小组互助的方式 和老师个别辅导的方式，少部分拼读能力不强的同学也能得到有针对性的帮助。 2. 通过借助图片识词，拼读规则识词，依据构词规律识词，同意词汇搭配、语境诗词、记忆词块等多种 识词方式，既丰富了学生记忆单词的方式，也引导学生懂得并学习如何用多种方式巧记、活记单词。 3. 特别注意引导学生在具体的语境中加强对单词的理解，同时引导学生学会把握篇章大意和篇章结构， 并在心里导图的帮助下复述故事，从而强化对新词汇的记忆。 4. 家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。 使用注意事项： 1.本节课的容量较大，因此课前要安排学生提前预习单词，才能保证预设任务的完成。 2.本节课只要求学生能读所有单词，和会运用部分单词和短语动词即可，默写的任务安排在下节课。 Keys: Step V. I. 1. stomachache 2. blood 3. knives 4. decision 5.hurt II. 1. knees 2.bandage 3.hit, ,4.spirit,5. breathing1 Unit 1 Whats the matter? 第三课时第三课时 语法课语法课 Section A(3a-4c) Learning aims： 一、语言知识(常用词汇、短语和表达) Passenger, off, get off, to ones surprise, onto, trouble, hit, right away, get into, herself 二、语言功能 能正确使用 have“have+(a)+病症”结构谈论健康问题。 能正确使用情态动词 should 提出恰当的建议。 三、学习策略 利用事件的发展顺序来辅助理解所阅读的材料。 四、情感态度 关心自己，身体健康；关心他人，温暖心灵。 Teaching steps: Step I Preview: 1. Put the following phrases into English, then write them down without looking at the book. 喊救命_____________________ 不假思索_______________________ 下车 ______________________ 令他吃惊的是______________________ 幸亏_______________________ 惹麻烦_________________________ 2. Put the following sentences into English. 他期盼其他的所有的乘客都下车等下一班车。 _________________________________________________________________________ 这位司机没有为自己考虑，他只想着挽救一个生命。 _________________________________________________________________________ (设计意图：通过检查预习，让学生快速说出短语和句型，了解学生对本课主要是对 3ad 预习情况，为下一步的教学做铺垫。) Step II Lead-in. T: Lets watch a funny short play. OK? S: Sure/OK! After the play finish, ask the students the following questions: T: Whats the matter with the monkey? S: He has a cough. T: Does he have a headache? S: No, he doesnt. T: Whats the matter with the chicken? 2 S: She has a bird flu. T: Is it terrible? S: Yes. T: What do you think she should do? S1：She should go to a doctor. S2: She should take some medicine. S3: She should be away from other animals. (设计意图：用一个长达 30 多秒的短剧导入新课，短剧的内容诙谐幽默并且和本节课的 内容联系密切，这样不仅可以活跃课堂气氛，激发学生的学习热情，还可以复习巩固上节 课所学的目标语言。) Step III Practice T: Your ideas sound good. In our life, we often have such health problems. Next lets go on talking about these problems and give advice. Please look at these people. They all have health problems. Please make up conversations about them using the sentences in the Grammar Focus. Ben Lets ask and answer in pairs using the sentences in the grammar focus （设计意图：如果单纯地呈现语法聚焦中的句子，未免使课堂显得太枯燥无味，如果让 学生结合图片把语法聚焦中的句子以对话的形式说出来，可以加深学生的印象，活跃课堂 气氛。 ） Step IV Summary 1. Help the students conclude the language points in the grammar focus according to the sentences and the reminder. T: Please read the sentences we just used. Then lets make a summary according to the sentences. Whats the matter? Whats the matter with Ben? Do you have a fever? Does he have a toothache? 功能：________________ ( (注意：注意：withwith 为介词，后跟人称代词为介词，后跟人称代词________)________) 3 What should he do? Should I put some medicine on it? You shouldnt eat so much next time. He should lie down and have a rest. He should see a dentist and get an X-ray. She should take her temperature （设计意图：把语法聚焦中的句子先进行分类，然后根据提示指导学生对出现的内容进行 归类，这样的设计调理、清晰，学生看了一目了然；学生通过提示自己总结句式结构与一 般的表达方法，可以锻炼学生的自主学习能力，突出学生的主题地位。 ） Step VI Drills 1. Get the students to complete the conversations in 4a alone. After they finish them, let the students check the answers with their partners. Next have pairs of students read the conversation. When they read, remind the other students to check the answers.(4a) ( answers: 1. myself, should, should 2. Whats, have, Should, shouldnt 3. Does, have, doesnt, has, should) 2. Pair-work (4b) Get the students to work alone to write down the best advice to each health problem according to the reminder. After that, let them check the sentences with their partners. Then show the students the following pictures. Get them to ask and answer in pairs about each picture using the sentences theyve made. (设计意图：利用课本上 4a 与 4b 指导学生经行控制性机械练习，这样可以使学生熟练使用 目标语言。) Step VII Group-work T: Well done. Lets have a group work. Please work in group of four. Each of you mime the problem you often have. The other three guess the matter and give advice at the same time. After they finish, choose two groups of students to show their conversations in front of the classroom. I have a stomachache. He hurt himself. He has a sore back. _____________________________ ___ _____________________________ ___ 功能：____________ 患病用_______其结构为： have/hashave/has + + a/an+_______a/an+_______ have/has+a/an+sore+_____have/has+a/an+sore+_____ have/has+a+have/has+a+部位部位-_______-_______ 受伤用___________ 功能：____________用情态动词____________ 功能：____________ 用动词用动词__________或或__________ 表达诊治，如：量体温表达诊治，如：量体温 ______________________________ 吃药吃药 ______________________________拍片子拍片子 __________________________________________ 用用____________或或____________表达表达 就医。就医。 4 4c. Each of you mime the problem you often have. The other three guess the matter and give some advice. At the same time, fill in the chart. Useful expressions: Whats the matter? Did you have/ hurt ? You should AdviceProblem Name （设计意图：利用教材所提供的材料，引导学生经行小组合作练习使用语法聚焦上出现的 语言结构，完成语言输出） Step VIII Reading-practice (3a) T: When we know our families or friends have problems, we can give them some advice. But when you see other people you dont know get into trouble, what should you do? Please look at the picture. （设计意图：利用图片导入对课文的学习，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。 ） T: The old man is lying on the road. He must have a health problem. Lets read a story about it. 1. Fast-reading The general idea of this article is about____________ A. an accident B. a good deed C. a sad thing happening on a bus （设计意图：引导学生速读课文，回答问题来实现对课文的整体感知。 ） 2. Careful-reading Guide the students to read the article carefully by finishing the following tasks: Task 1: Read the passage again and check the things that happened in the story. 1.___Wang Ping was the driver of bus No. 26 at 9:00 a.m. yesterday. 2.___Bus No.26 hit an old man on Zhonghua Road. 3.___The old man had a heart problem and needed to go to the hospital right away. 4.___The passengers on the bus didnt want to go to the hospital, so only Wang Ping went with the woman and old man. 5.___Some passengers helped to get the old man onto the bus. 6.___The old man got to the hospital in time. 3b 5 （设计意图：通过 3b 所提供的练习，引导学生进一步熟悉课文内容。 ） Task 2. Read the article again and find out what happened according to the time line. at 9:00 a.m. yesterday bus drivers reaction(反应） passengers reaction result （设计意图：利用时间轴，引导学生根据时间轴上的提示陈述相关的故事情节，可以帮 助学生理清事件的先后顺序，这样有助于他们对课文的理解。 ） 3. After- reading 1) Get the students to listen to the tape of 3a and read with it. 2) Guide the students to retell the article. Thinking about their differences in ability, design two tasks. Have the students choose one of