八年级Unit 1 What’s the matter
Section B 2a-2e (Period five)
Teaching and learning Goals:
一、功能：Finding the order of events.
二、词汇和常用表达：Learn to use words and sentences: climber, risk, accident, situation, rock, knife, mean, importance, decision, control, death, As a mountain climber, he is used to taking risks. There were many times when he almost lost his life because of accidents. But when his water ran out, he knew that he would have to do something to save his own life. In this book, Aron tells of the importance of making good decisions, and of being in control of one’s life.
三、学习策略：Look up the words in a dictionary. Get the general idea by skimming and get more information by scanning. Pay attention to the order of events.
四、文化知识：Encourage all students to fight against the unfair fate and to be a strong-mind person.
一. Read from P6 to P7 and put the following into English orally. Then write them down without looking at the book.
1. 作为一个登山者，他习惯了冒险。
____________________________________
2. 有很多次，因为事故他几乎丧命。
____________________________________
3. 但是他的水用光了，他知道他必须采取措施来挽救自己的生命。______________________________________________________________
4. 在这本书里，Aron讲述了做出好的决定以及掌握自己命运的重要性。_________________________________________________________________
5. 三天后Aron 用光了水。
___________________________
6. 那次事故后Aron 没有放弃，现在仍继续爬山。
___________________________________________________
二. Check the preview.
T: Boys and girls! Let me check your preview. If you know the answers, you can translate them. Please stand up without putting up your hands. Then I’ll give you one mark. Let’s see which group is the best.
（设计意图：课前就布置给学生，课上检测预习效果。这些都是阅读中的重点、难点句子，通过预习可以为下面的阅读扫除障碍。）
Warm up and lead in
1. T: Boys and girls! Let’s make a survey. You can ask your classmates the following questions.
What accidents can sometimes happen when we do sports When the accidents happen what should we do Then fill in the chart. (Give everyone a chart.)
Classmates Accidents Treatments
（设计意图：该调查活动可以充分调动学生的积极性和主动性，既复习了上节课所学的内容又紧密联系了本课的2a部分，起到了承上启下的作用。）
2. T: (Ask some students to read their charts in front of the class.) Well done! Now let’s come to 2a. Write the letter of each sport next to each accident or problem that can happen.
_______ fall down _______ have problems breathing _______ get hit by a ball
_______ get sunburned _______ cut ourselves _______ hurt our back or arm
While-reading activities
Read for the general idea of 2b
Ask students to look at the picture in 2b and discuss the follow questions.
1. What is the man doing
2. How do you think of him
(After a while, ask several students to answer the two questions.)
（设计意图：锻炼学生利用图片和题目猜测短文大意的能力，同时也激发了他们的阅读欲望。）
T: Boys and girls! The man’s name is Aron Ralston. Today we’ll learn a passage about him. Now look at the picture and the tile. Can you guess the general idea of the passage
S1: Climbing.
S2: An accident.
S3: A strong-minded person.
……
T: OK, please read the passage quickly. Let’s see which answer is right
The general idea of the article is about ____________.
A. an accident
B. a sport’
C. a strong-mind person
Read for the specific ideas of 2b
T: Class! We all know Aron is a strong-minded person. How did he fight against the unfair fate Perhaps you don’t know. Now let’s read for the specific ideas. Then you’ll know the answer.
Task One: Complete 2b.
Read the passage and underline the words you don’t know. Then look up the words in a dictionary and write down their meaning.
(After a while, ask some students to read their results.)
Task Two: Complete 2c.
Read the statements and circle True, False or Don’t Know.
1. Aron almost lost his life three times because of climbing accidents.2. Aron had a serious accident in April 2003.3. Aron ran out of water after three days.4. Aron wrote his book before his serious accident.5. Aron still goes mountain climbing. TRUE FALSE DON’T KNOWTRUE FALSE DON’T KNOWTRUE FALSE DON’T KNOWTRUE FALSE DON’T KNOWTRUE FALSE DON’T KNOW
1. Ask students to read the statements. Make sure everyone can read them and know the meanings of them.
2. Check the answers.
Task Three: Complete 2d.
1. Ask students to read the passage and answer the questions.
(1) Where did the accident happen on April 26, 2003
_______________________________________________________________________________
(2) Why couldn’t Aron move
_______________________________________________________________________________
(3) How did Aron free himself
_______________________________________________________________________________
(4) What did Aron do after the accident
_______________________________________________________________________________
(5) What does “between a rock and a hard place” mean
_______________________________________________________________________________
2. Ask students to read the questions and answers. Then ask them to ask and answer in pairs without looking at books.
【方法指导】读这五个问题，带着问题去读短文。在短文中划出相关问题的依据，并作出回答。
（设计意图：在学生完成该任务后让他们大声朗读问题和答案，进而不看课本两人一组进行问答，提高了他们的口语表达能力，为读后活动中的短文复述打下了基础。）
Task four: Complete 2e.
Put the sentences in the correct order. Then use them to tell Aron’s story to your partner. Try to add other details from the reading.
______ On April 26, 2003, he had a serious mountain climbing accident.
______ Aron loves mountain climbing and doesn’t mind taking risks.
______ Aron did not give up after the accident and keeps on climbing mountains today.
______ He wrote a book about his experience.
______ Aron lost half his right arm from the 2003 accident.
1. Ask students to read the sentences. Make sure everyone can read them and know the meanings of them.
2. Check the answers.
Post-reading activities
Task One: Read aloud.
1. Listen and repeat.
2. Ask some students to read the passages by imitating the tape in front of the class.
Task Two: Retell.
1. Ask students to retell the passage individually in a whisper according to the following chart.
2. Ask students to retell the passage in groups.
3. Ask several students to retell the passage in front of the class.
Basic information about Aron …… an American man who is interested in ……. As a ……, …… is used to ……. There were many times when …… because of …….
The serious mountain climbing accident On April 26, 2003, …… was caught under a …… rock when ……. Because …… not free ……, …… stayed there for five days. When …… ran out, he knew …… to save his life. So …… knife to cut off ……. Then, …… bandaged …… so that …… blood. After that, …… climbed down …….
His book After losing his arm, …… a book called ……. This means being in a difficult situation that …… tells of the importance of ……. His love for …… so great that …… kept on …….
（设计意图：此环节分层次要求，程度中下等可根据提示复述，成绩优秀的学生，也可用自己的语言复述。鼓励并帮助后进生复述，哪怕说一句也要表扬，让他们体会成功。让学生在了解文章的基础上，锻炼他们的思维能力、口头表达能力。）
Summary
T: Boys and girls, what have you learned in this class Please write on your paper. (Ask two students to write on the blackboard.)
1. Useful words and phrases: _______________________________________________________________________________
2. Important sentences: ______________________________________________________________________________________________________________________________________________________________
（设计意图：让学生学会自己总结本节课所学内容，对本课所学内容进一步强化巩固。）
Emotional experience
T: After reading the story “He Lost His Arm But Is Still Climbing”, how do you feel
Ss: We’re deeply moved by him.
T: So am I and I admire him much. When he was in a dangerous situation, he tried his best to save his life. Although he lost his arm, he still kept on climbing. From him, we know whatever a difficult situation we are in, we must try our best to get out of it and we must be able to control our own life. Do you think so
Ss: Yes.
（设计意图：此环节为情感教育，教育学生尽自己最大的努力克服困难，做一名意志坚强的人。）
Inquiry into knowledge by translation
Ask students to look at the following sentences and try to summarize the language rules and fill in the blanks. The students can help each other and have a discussion after doing the following by themselves.
一、As a mountain climber, Aron is used to taking risks. __________________________________
1. ①be / get / become used to ……意为“_______”，to是_____词，后跟名词、代词或动词的______形式。如：我爷爷不习惯住在城市。
My grandpa ________ __________ _________ _________ in the city.
②be used to do 是use的被动语态形式，表示“_______”，used to do表示“_________”。如：
I never used to _________ (eat) cakes, but I eat a lot now.
This knife can be used to __________ (cut) the cake.
2. take a risk / risks意为“___________”，risk为_________词，也可用作动词，意为“冒……的危险”，后跟名词或动词的________形式。如：为了挽救祖国，他宁愿冒牺牲生命的危险。
He was willing to ______ _________ to save his motherland.
= He was willing to ________ ________ ________ ________ to save his motherland.
二、In this book, Aron tells of the importance of making good decisions, and of being in control of one’s life. ___________________________________________________________________
1. tell of意为“______”；importance的定语有两个，一个是making good decisions，另一个是being in control of one’s life。因为of是______词，所以make和be都用_______形式。如：这个故事讲的是一个著名科学家的生平。The story _____ _____ the life of a famous scientist.
2. make good decisions意为“_______”，decision是______词，它的动词是______。“决心做某”的结构可以是_______或_________。如：她决心改变目前的生活。
She ________ __________ ________ __________ ________ her present life.
= She __________ _________ ___________ her present life.
3. be in control of 意为“_______”，be out of control / lose control of 意为“_______”，control是名词，也可用作及物动词。如：①没人知道谁掌管着这家俱乐部。
No one knows who _______ ________ _________ _________ the club.
= No one knows who ______________ the club.
②他的汽车失控了。
His car ________ _________ _________ _________.
= He ______________ ____________ ____________ his car.
（设计意图：本节课的翻译探究先让学生自己做，然后在组内讨论。组内学生如果能把答案都讨论出来并展示，教师用语言给予鼓励表扬，若解决不出，看其他组有能解决的吗，最后老师再点拨。而且配有句子可以更好地帮助学生理解知识点。）
The-end-of class Test
一、用所给单词的适当形式填空。
1. What’s the matter with you Oh, I have problems _________ (breathe).
2. I have two __________ (knife) and I can lend one to you.
3. You’ll know the _________ (important) of reading books one day.
4. He realized that he had made a wrong _________ (decide) and he decided _________ (change) it at once.
5. Mr. Li _______ (die) last week and everyone was very sad to hear his ________ (die).
二、翻译下列句子。
1. 她不习惯一个人去购物。
__________________________________
2. 即使我们处于很糟糕的情况，永远也不会放弃。
_______________________________________________
3. 坚持做你认为正确的事。
_________________________
4. 令父母吃惊的是，儿子在一个月之内花光了所有的钱。
_______________________________________________________
5. 他们切断了这个地区的水供应。
________________________________
（设计意图：让学生先自己做，发现不会的地方，然后分组讨论解决疑难问题。根据学生反馈的结果，以学评教。）
Homework
Read and recite the passage in 2b.
本课亮点：
1. 在新课开始时的调查活动充分调动了学生的积极性和主动性，既复习了上节课所学的内容又紧密联系了本课的2a部分，起到了承上启下的作用。
2.在读取细节的任务三中，让学生带着问题去读短文，在短文中划出相关问题的依据，并作出回答。这为后进生指明了学习方向。在学生完成任务二和任务三后让他们大声朗读问题和答案，进而不看课本两人一组进行问答，提高了他们的口语表达能力，为读后活动中的短文复述打下了基础。
3. 翻译探究环节，引导学生主动观察、思考、归纳和掌握语言规律，并借助典型习题，有针对性地突破重难点知识，从而达到学以致用。
4. 对学生进行情感教育，教育学生尽自己最大的努力克服困难，做一名意志坚强的人。
不足之处：
复述短文暂用时间太长，从而导致时间紧张，读后活动没能很好地照顾到后进生。以后在关注后进生的同时还要注意时间分配的灵活调控。
使用建议：
1. 本课可以采用小组合作，分组竞争的方法，激发学生积极参与课堂活动的热情。
2. 注重及时性评价，尤其关注每组中的后进生同学，及时地鼓励学生，增强学生英语学习的自信心。部分后进生不会复述短文时，教师可以给他们提供译文，让他们看着译文复述。
答案：
预习检测：
1. As a mountain climber, he is used to taking risks.
2. There were many times when he almost lost his life because of accidents.
3. But when his water ran out, he knew that he would have to do something to save his own life.
4. In this book, Aron tells of the importance of making good decisions, and of being in control of one’s life.
5. Aron ran out of water after three days.
6. Aron did not give up after the accident and keeps on climbing mountains today.
翻译探究：
一、作为一名登山者，Aron习惯了冒险。1. ①习惯于……；介；-ing；isn’t used to living；②被用来……；过去常常……；eat；cut 2. 冒险；名；-ing；risk death；risk losing his life 二、 在这本书里，Aron 讲述了做出好的决定以及掌握自己命运的重要性。1. 讲述，述说；介；-ing；tells of 2. 做好的决定；名；decide；decide to do sth.；make a decision to do sth.；makes a decision to change；decides to change 3. 掌管，管理；失控 ①is in control of；controls ②was out of control；lost control of
当堂检测：
一、1. breathing 2. knives 3. importance 4. decision；to change 5. died；death 二、1. She isn’t used to going shopping alone. 2. Although we are in a terrible situation, never give up. 3. Keep on doing what you think is right. 4. To the parents’ surprise, their son ran out of the money in a month. 5. They cut off the water supply in this area.
A = soccer B = mountain climbing C = swimming
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7八年级Unit 1 What’s the matter
Section A 1a-2d (Period two)
Teaching and learning Goals:
一、功能：Talk about health problems and accidents; Give advice.
二、词汇和常用表达：Learn to use the words and sentences: matter, stomach, neck, foot, lie cough, headache, hurt, break, throat, rest, headache, toothache, What’s the matter I have ……. You should …….
三、学习策略：Sum up the patterns and useful expressions in the conversations. Get some listening information from the pictures in 2a. Role-play the conversations with a partner.
四、文化知识：Learn to care for other persons by asking for their health problems.
Preview
一. Read from P1 to P2 and put the following into English orally. Then write them down without looking at your book.
1. Put the phrases into English.
(1) 感冒________ (2) 胃痛________ (3) 背痛_________ (4) 量体温__________
2. Put the sentences into English.
(1) 你怎么了？________________________________________
(2) 我牙疼。________________________________
(3) 她现在嗓子疼得厉害。______________________________________
(4) 我头痛而且脖子动不了。___________________________________________
(5) 我应该量体温吗？____________________________________________
(6) 如果你的头和脖子明天还疼，你得去看医生。_____________________________________
二. Check the preview.
T: Boys and girls! Let me check your preview. If you know the answers, you can translate them. Please stand up without putting up your hand. Then I’ll give you one mark. Let’s see which group is the best.
（设计意图：教师可以更有针对性地教，学生可以更有针对性的学。）
Warm up and lead in
T: Boys and girls! Each of us has known our body parts well, but do you know the English name of each body part
(The teacher points at each part of his / her body and ask students to say its English name. Revise the ones they know and teach the ones they don’t know.)
S1: Arm, back, ear.
S2: Hand, neck, nose.
S3: Leg, eye, teeth.
……
T: Now have you mastered all the English names of our body parts Let’s come to 1a to check. Please look at the picture. Write the correct letter [1-m] for each part of the body.
Presentation
T: Boys and girls! Did you have illnesses before
Ss: Yes, have a cold, have a headache, have a fever, have a stomach, have a toothache, have a sore back, have a cough, have a sore throat, …….
（设计意图：利用图片引导学生表达有关身体健康方面的问题。）
T：If you are a doctor, how do you ask your patients when you see them Let’s look at the following pictures.
D: What’s the matter
P: I have a toothache.
D: What’s ________________
P: I have _________________.
D: What’s ________________
P: I have _________________.
D: What’s ________________
P: I have _________________.
D: What’s ________________
P: I have _________________.
D: What’s ________________
P: I have _________________.
（通过图片创设语用情境，让学生通过模拟医生和患者之间的对话，感受医患用语。）
Listening Practice I
While-listening activities
1. Listen for the general idea of 1b.
T: Boys and girls! Please look at the picture in 1a. We’ll listen to five conversations about it. Can you guess the general idea
S1: It’s about advice.
S2: It’s about health problems.
------
T: OK, please listen to the recording and find out the main idea.
The general idea of the conversations is about ．
A. body parts
B. health problems
C. advice
2. Listening for the specific ideas of 1b.
T: Class, we all know the conversations are about health problems. What’s the matter with each person Now, listen for the specific ideas.
(1) Listen and look at the picture. Then number the names [1-5].
Nancy___________ Sarah___________ David___________
Ben ___________ Judy ___________
(4) Go through the blanks please. Then listen and fill in the blanks according to the tape.
Conversation 1: I didn’t put on my jacket. Now I have a ____________.
Conversation 2: What’s the _________ I __________ a _____________. I almost couldn’t get __________ out of bed this morning.
Conversation 3: I _________ myself. Now I have a really _________ ____________.
Conversation 4: I have a ___________. It _________ a lot.
Conversation 5: I talk too much yesterday and didn’t drink enough water. I have a very _________ ___________.
注：在听之前，一定让学生快速的把听力填空浏览一遍，并且给予听力策略的指导——即注意听力材料中的人名和疾病名称。
Post-listening activities
1. Listen to the tape and repeat. Then read and recite the conversations individually.
2. Ask some students to role-play the conversations in front of the class.
3. Ask students to practice the conversations in the picture in 1a and then make their own conversations according to the picture.
For example:
A: What’s the _________ with __________
B: She talked too much yesterday and didn’t drink enough water. She has an every ______ _____.
4. Ask some students to report each person’s illness.
For example:
Sarah has a __________. David got a __________. Ben has a really __________ ___________. Nancy has a ___________. Judy has a very _________ __________.
（设计意图：本部分的内容重在培养学生们口头表达的能力，同时通过仿读、背诵、表演、汇报患者病情，引导学生更好地内化语言知识。）
Listening Practice II
While-listening activities
1. Listening for the general idea of 2a.
T: Class, please at the picture in 2a. Some pairs of students are talking, but they look unhappy. What’s the matter with them Can you guess
S1: I think they may worry about a test.
S2: Maybe someone is ill.
S3: ------.
----
T: Did you guess correctly Please listen carefully and get the general idea. Let’s see which student is right.
（设计意图：先让学生根据图片和问题猜测对话的大意，既可以使学生有针对性地听又可培养他们的推断能力。）
The general idea of the conversations is about ________.
A. study problems
B. health problems
C. health problems and advice
3. Listening for the specific ideas of 2a.
T: Class, we all know the general idea of the conversations is about health problems. Look at the picture in 2a again. What’s the matter with each student Can you guess What should they do
S1: In picture 1, the girl has a ________. She should _____________________________.
S2: In picture 2, the boy has a ________. He should ______________________________.
S3: In picture 3, the boy has a ________. He should ______________________________.
……
T: OK. Now let listen to the specific ideas. Let’s see what you said is right or not.
(1) Listen and number the pictures [1-5] in the order you hear them.
(2) Listen and match the problems with the advice.
①fever a. lie down and rest
②stomachache b. drink some hot tea with honey
③cough and sore throat c. see a dentist and get an X-ray
④toothache d. take your temperature
⑤cut myself e. put some medicine on it
(3)Check the answers by asking and answering.
For example:
T: What’s the matter with ________
S1: He / She has ___________.
T: What should he / she do
S2: He / She should _________________________________.
……
（设计意图：以问答的方式检测学生的答案可以锻炼学生的口头表达能力。）
(4) Go through the blanks please. Then listen and complete the conversation according to the tape.
Conversation 1: What’s the _________ My ________ feels very hot. You ________ take your ___________.
Conversation 2: Now I have a ________ and a _______ _______. You should ________ some hot tea with honey.
Conversation 3: I have a __________. You ___________ eat so much next time. Right now, you should _______ _________ and __________.
Conversation 4: What’s wrong ________ your face I have a ____________. You should ________ a dentist and get an _____________.
Conversation 5: I _________ myself by _________. You should __________ some medicine on it.
Post-listening activities
1. Listen to the tape and repeat. Then read and recite the conversations individually.
2. Ask some students to role-play the conversations in front of the class.
3. Ask students to make conversations using the information in 2a and 2b.
For example:
A: What’s the _________ with __________
B: My _______ feels __________. / I have ___________________.
A: You should _________________________________.
（设计意图：通过自编对话、表演对话，让学生能够把学到的语言知识有效输出。）
4. Complete 2d.
(1) Ask students to read the conversation in 2d in silence. Then ask them put the conversation into Chinese.
(2) Let students answer the questions. Then let students read them loudly in pairs. Last let students ask and answer in pairs in front of the class.
①What’s the matter with Lisa
____________________________________
②Does Lisa have a fever
__________________________________________________________________________
③What did Lisa do on the weekend
___________________________________________________
④What should Lisa do now
___________________________________________________________________________
（设计意图：回答完问题后，让学生两人一组大声朗读、互相问答，目的是让学生在读的过程中深刻理解对话内容，提高了他们口语表达能力，为下面的角色扮演和对话填空做准备。）
(3) Play the recording for students to listen and imitate. Then ask students to practice the conversation for some minutes. Last ask some pairs to role-play the conversation, see which pair is the best.
（设计意图：让学生以小组竞赛是方式分角色表演对话，使所学的语言知识得以有效输出。）
Summary
T: Boys and girls! What have you learned today Please write them out. (Ask two students to write on the blackboard.)
（设计意图：让学生学会自己总结本节课所学的目标词汇和目标语言，对所学内容进一步强化巩固。）
Teacher’s words
T: Boys and girls! When you see someone is ill, you should give some help. Let’s learn to care for others. OK
Ss: OK.
（设计意图：此环节为情感教育，让学生学会帮助他人，关心他人。）
Inquiry into knowledge by translation
Ask students to look at the following sentences and try to summarize the language rules and fill in the blanks. The students can help each other and have a discussion after doing the following by themselves.
一、—What’s the matter — I have a stomachache. / I have a sore back.
______________________________________________________________
1. ①What’s the matter 可用来询问病情或其他不适，也可说“What’s wrong ”或“What’s the trouble ”如果要说明对象，则需加介词_________。如：What’s the matter with her What’s wrong with her
注意：trouble和matter都是________词，其前有冠词_________；wrong 是________词，其前无冠词_________。
②matter在本句中是名词，意思是“_________”；也可用作动词，意思是“_________”。如：
我们有更多重要的事情需要考虑。
We have _______ _________ ________to think about.
如果我错过了这班火车也没关系，因为还有一班呢。
___________ ___________ __________ if I miss the train because there’s another.
2. ①stomachache是由stomach和ahce合成的，类似的词还有：牙痛：_______ 头痛：_______
②表示身体部位疼痛的常用表达法：
A. have a + 身体部位名词加词缀-ache。如：李磊耳朵痛。___________________________
B. have a sore + 身体部位名词。如：她嗓子疼。_______________________________
C. have a pain in / on the + 身体部位名词。如：我右胳膊疼。______________________
二、lie down and rest __________________________
I’m sorry I didn’t tell you the truth and I lied to you.___ _________________________________
lie当“躺”讲时，现在分词是_______，过去式是_________；lie当“撒谎”讲时，现在分词是________，过去式是________。如：
①她正躺在床上呢。She _______ ________ in bed now.
②对不起，我向你撒了谎，以后我不会那样做了。
I’m sorry that I _________ _______ you and I won’t do that again.
（设计意图：本节课的翻译探究先让学生自己自己做，然后在组内讨论。组内学生如果能把答案都讨论出来并展示，教师用语言给予鼓励表扬，若解决不出，看其他组能有解决的吗，最后老师再点拨。而且配有句子可以更好帮助学生理解知识点。）
The end-of class test
一、用所给单词的适当形式填空。
1. Jack, you should brush your _______ (tooth) more carefully.
2. Oh, my head hurts and I have a _________ (head).
3. Last night, we ________ (lie) on the grassland and counted the stars.
4. He stamped his _________ (foot) to keep warm.
5. Listen! He ________ (cough) so badly. He should go to the doctor.
二、翻译下列句子。
1. Nancy 怎么了？她可能发烧了。
_____________________________________
2. 让我来给她量个体温。
______________________________
3. 她应该去看医生吗？不，她需要吃点药，然后多休息。
______________________________________________________
4. 听起来他不像在撒谎。
______________________________
5. 我们昨晚没有休息，一直工作到晚上9:00。
_____________________________________________
（设计意图：让学生先自己做，发现不会的地方，然后分组讨论解决疑难问题。根据学生反馈的结果，以学评教。）
Homework
1. Write down the names of the body parts and illnesses you know.
2. Recite the conversation in 2d.
3. Interview your family members and write a conversation about their health problems.
本课亮点：
1. 在呈现目标语言时，利用图片引导学生表达有关身体健康方面的问题。通过图片创设语用情境，让学生通过模拟医生和患者之间的对话，感受医患用语。
2. 在听后活动中，注重培养学生们口头表达的能力，同时通过仿读、背诵、表演、汇报患者病情，引导学生更好地内化语言知识。
3. 通过教师寄语教育学生在日常生活中学会帮助他人，关心他人。
不足之处：
表演对话对部分后进生来说难度较大，可以让他们看着译文进行表演。
使用建议：
本节课内容比较多，所以在时间安排上还需再注意，哪些环节需要压缩或删除还需再考虑。
答案：
预习检测：
1. (1) have a cold (2) have a stomachache (3) have a sore back (4) take one’s temperature
2. (1) What’s the matter (2) I have a toothache. (3) She has a very sore throat now. (4) I have a headache and I can’t move my neck. (5) Should I take my temperature (6) If your head and neck still hurt tomorrow, then go to a doctor.
翻译探究：
一、怎么了？我胃痛 / 我背部疼。1. ①with；名；the；形容；the ②问题，事情；有关系，要紧；more important matters；It doesn’t matter 2. ①toothache；headache；②A. Li Lei has a earache. B. She has a sore throat. C. I have a pain in the right arm. 二、躺下休息。对不起我没跟你说实话，我撒谎了。lying；lay；lying；lied；①is lying ②lied to
当堂检测：
一、1. teeth 2. headache 3. lay 4. feet 5. is coughing
二、1. What’s the matter with Nancy Maybe she has a fever. 2. Let me take her temperature. 3. Should she go to a doctor No. She needs to take some medicine and rest more. 4. It doesn’t sound like that he is lying. 5. We worked till 9 o’clock without a rest last night.
Advice
Illnesses
Health
Body parts
________arm ________back ________ear ________eye ________foot
________hand ________head ________leg ________mouth
________neck ________nose ________stomach ________tooth
PAGE
2Unit 1 What’s the matter
Section B(1a-1d) 听说课
Teaching Goals:
一、 功能：Listen for and talk about accidents and first aid.
二、 词汇和常用表达: Learn to use “bandage, sick, knee, nosebleed” and “put some medicine on it, run it under water, rest for a few days, put your head back……”
三、 文化知识: Learn about first aid treatments. Train students to care for others and be calm to deal with accidents.
【设计意图】 目标引领，采用尽量简单的语言表述本节课的学习目标。
Teaching and learning steps:
Preview
一、Put the following into English orally.
1.用绷带包扎它 2.用流水冲洗它
3.拍X射线 4.休息几天
5.把头扬起来___________ 6.流鼻血
二、Put the following into Chinese.
1.Someone felt sick.
2. Someone cut his knee.
3. Someone got hit on the head..
4. took him to the hospital to get an X-ray.
______________________________________________________
【设计意图】课前预习好，能让课堂上的学习效率事半功倍。这两个预习任务的的设置让学生预习感知新课中所用到的重要单词、短语与句型，进一步培养了学生的预习习惯，而且为下一阶段的听力及对话练习做好铺垫。而且根据预习情况教师可以更好地教，学生可以更好地学。
Pre-listening activities
Warming up and leading in热身导入
Show some pictures to the students and discuss what’s happening in the pictures.
T: These may happen in our life. When they happen, we shouldn’t be afraid or nervous. We’ll learn about how to deal with some accidents in this class. Now let’s come to 1a.
【设计意图】用图片导入更形象直观，利于激发学生的学习兴趣，然后讨论关于突发事件的话题，引出本节课的目标语言。
Then get the students to finish 1a.
When these accidents happen, what should you do Put the actions in order.
Pairwork
A：What should you do if you cut yourself
B: I should run it under water……
Encourage students to add more treatments if they can.
【设计意图】本环节通过出示不同突发意外的图片，创设情境，让学生感知目标语言并运用，然后自然而然地过渡到教材1a的处理，进行对话，学生接受起来会比较轻松，更有兴趣。
While-listening activities
1. Listening for the general idea .
Just now, we talked about some accidents and treatments. Now let’s listen to a conversation and find out:
The main idea of the conversation is _____.
A. a school nurse’s problems
B. problems and treatments
C. an X-ray
2. Listening for the specific ideas.
(1)Activity 1b. Listen to the school nurse. Check the problems you hear.
（2）Activity 1c.
Play the tape again and ask the Ss to listen again. Write the letter of each treatment next to the problems you checked in the chart above.
Check the Ss’ answers.
(3) Then ask the Ss to listen to the tape and finish the tapescript.
Before playing the tape, give the students time to skim the conversation.
Tell the students to write down the first letter in each word they hear if necessary. When they finish listening, complete the words.
Teacher: Hello, Jenny! You look tired.
Nurse: Well, today was a busy day in my office. One boy _____ himself in P.E. class.
Teacher: What happened
Nurse: He was running under the hot sun and then he felt _______ and ______ down.
Teacher: Yes, the weather is very hot today.
Nurse: He cut his _______, so I washed the cut and put some __________ on it. Then I put a bandage on it.
Teacher: Was the cut serious
Nurse: Not really, but I also took his temperature. Luckily he didn't have a ______. I told him he should _______.
Teacher: What else happened
Nurse: One girl had a ________. I told her to put her head back to stop the blood. Oh, and another boy got hit on the head with a baseball bat.
Teacher: That sounds bad. I hope he's OK...
Nurse: I hope so, too. He was taken to the hospital to get an X-ray.
(4) Listen and repeat.
【设计意图】听力任务设置由听取大意（培养学生获取整体文意的能力），到听取细节（培养学生获取关键词的能力），再到听力填空（系统的展现听力内容能帮助他们在练对话时有更好地表现），最后进行跟读仿读课文（主要是正音，为下面听后的口语输出环节打好基础）。
Post-listening activities
1. Read and retell.
Let the Ss work in pairs. Then choose one or two pairs to retell the conversation.
A: Who came to your office today
B: First, a boy came in. He hurt himself in P.E. class.
A: What happened
B: ……
【设计意图】本部分的内容重在培养学生们口头表达的能力，同时引导学生更好地内化语言知识。
2.Groupwork
Make a survey
(1) Get the students to work in groups of four, then ask and answer like this:
A: What should you do when you fall down
B: I think I should go to the hospital……
A: What else
C: I should ……
D: I think …
……
(2)Next, get the students to fill in the survey chart, and then write a short passage.
At last, get the group representatives to report the groups’ treatments to class like this:
Accidents/problems Should do
fall down go to the hospital, get an X-ray……
cut your knee
hurt your back
cut yourself
have a nosebleed
……
Report like this:
When we fall down, we should ……
【设计意图】本环节让学生做调查报告,鼓励所有层次学生都积极参与，特别对于中下等水平的学生，因为他们可以选自己熟悉的词汇来编对话，增强他们的自信，真正的让每一个学生都参与到课堂中来，很好的训练了学生的口语表达能力及对所学知识的运用能力。而且真实的情景对话更容易调动学生的兴趣及积极性，提高了课堂教学效率。同时可以提高学生对突发事件的应变能力。
Inquiry into knowledge by translation
1、 Run it under water. ______________________________________________________
Run在本句中的意思是__________________.
请说出下列句子中run的意思。
1 He can run very fast.____________________________
2 The ship ran very slowly against the wind.______________________
3 He is a boss and he runs a big factory.________________________
4 Shall I run you home ____________________________
5 Look! His nose is running.________________________
2、 Someone got hit on the head.________________________________
1. get hit 属于get+过去分词的结构， 表示“_____________”.
将下列句子翻译成汉语。
1 Some glasses got broken when we moved our home.______________________________
2 He got invited to the party._______________________________________________
2. 表示“击打，拉扯某人的某个部位”时，常用hit/beat/take/catch/…sb.+介词in/on/by+___________+____________. 如：
1 他打了我的脸。He hit ____________ _________ ____________ _________________.
2 她拉着儿子的手。She took _________ __________ _________ _________ __________.
【设计意图】本节课的翻译探究先让学生观察并翻译所给的例句，自己思考，然后再在组内讨论，最后老师再点拨，通过例句可以更好地帮助学生感知理解知识点。而且学生通过小组内活动探究重难点，能够进一步加强学生对知识点的理解与记忆，便于巩固所学知识。小组内出现的难点我们可以帮助学生共同完成。此环节还可以提高学生的概括、归纳能力，并使有关的教学内容系统化、连贯性也相对完整。
The end-of class test
一、用所给单词的适当形式填空。
1. He fell off his bike and both his __________(knee) got hurt.
2. Who _________(come) to your office today
A girl did. She hurt ___________(she) in P.E. class.
3. The doctor told him ________(rest) more.
4. What happened to him
Oh, he __________(hurt) his back.
5. He should ___________(lie) down and have a good rest.
二、翻译下列句子
1. 我感觉很不舒服。
____________________________________________
2. 她被一块石头砸中了后背。
____________________________________________
3. 流鼻血时， 请把头扬起来。
____________________________________________
4. 我们应该带她去医院照个X光片。
____________________________________________
5. 那个老人发生了什么事。
____________________________________________
【设计意图】当堂检测能促使学生对本课时所学的相关知识进一步理解与掌握，并让学生自身发现不足，教师也能从学生做题中再次发现问题并及时解决。本课时设计的词汇题均是本课时重点单词的词形变换及语言点的运用。汉译英再现了课时中的重点内容，把学生所学真正落到实处。
Homework
You must:
Translate the tapescript of 1b and practice it at least twice.
If you can:
Recite it.
本节课亮点：
1. 导入部分用图片形象直观，利于激发学生的学习兴趣，然后讨论关于突发状况的话题，引出本节课的目标语言。
2.最后的调查活动既能让学生学会运用所学知识，又能教会学生如何应对突发事件，有效进行了情感教育。
不足之处：
本节课设计的内容比较多，在时间安排上还需再考虑，提前预习，使用导学案能提高课堂效率。
使用建议：
1．预习内容要提前布置给学生，便于学生更有目的性的去预习，提高课上练习效率。
2．使用导学案，更有利于开展课堂教学。
Answers:
Inquiry into knowledge by translation
一、在水下冲洗
冲洗
①跑 ②行驶③经 ，管理 ④开车送 ⑤流
二、有人头部受了伤。
1. 被/受……
1 当我们搬家时一些玻璃碎了。 ②他受邀参加晚会。
2. the；身体部位
①me in the face ②her son by the hand
The end-of class test
一、用所给单词的适当形式填空
1.knees 2.came, herself 3. to rest 4.hurt 5.lie
二、请翻译下列句子
1. I’m feeling very sick.
2. She got hit on the back by a store.
3. Please put your head back when you have a nosebleed.
4. We should take her to the hospital to get an X-ray.
5. What happened to that old man Unit 1 What’s the matter
第一课时New words and phrases
Learning Goals:
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。
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。
Have a cold/ cough/ fever ; have a stomachache/headache/toothache; to one’s surprise, be used to doing , get off ,give up and so on.
3. 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。
二、学习策略：
1. 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。（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。（Understand and remember the words and phrases according to phonetic rules, the structures of the words and phrases.）
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！
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.
foot-feet tooth- teeth
2.What’s the matter
stomachache 胃痛 headache 头痛 toothache牙痛
He has a stomachache/ headache/ toothache.
sore疼痛的 neck脖子 throat 咽喉
He has a sore back/neck/throat.
fever .发烧 cough咳嗽 nosebleed.鼻出血
She has a high fever. He has a cough. He has a nosebleed.
break 休息
Let’s take a break./ take breaks.
knee. 膝盖
He cut his knee.
climber. 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）, compound （合成）and derivative（派生）
(1) Conversion（转换）：一个单词（或短语）由一种词类用作另一种词类
① He has a cough. Listen! He is coughing so badly.
n. 咳嗽 v. 咳嗽
②You should put a bandage on the cut. Don’t bandage yourself.
n. 绷带 v. 用绷带包扎
③Tom is tired and needs a good rest. So he lies down and rests.
n. 休息 v.休息
(2) Compound （合成）: 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）: 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
①动词+ sion→名词
decide v. 决定→decision n. 决定
②宾格+self→反身代词
her +self → herself
our +selves→ourselves
③important adj.重要的→importance n.重要性
④dead adj.死的→ death. n.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.
_____⑴have a cold a. right now
_____⑵take breaks b. stop doing something
_____⑶have a sore back c. catch a cold
_____⑷have a cough d. have problems in doing something.
_____⑸right away e. cough
_____⑹have trouble in doing something. f. have a backache
_____⑺What’s the matter g. have a rest
_____⑻give up doing something. h. What’s 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.
⑴ 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…
⑵Lucky decided to study English hard.
v. 决定做…
Let’s think about it before we find ourselves…and before we have to make a decision
that could mean life or death
n. 决定
（3）It’s 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。）
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 haven’t 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, “What’s the matter ” He often reports the information of the patients like this:
Patients problems should
Lucy Have a cold and have a fever, take her temperature,Lie down and take rests
Jim Cough and have a sore throat drink hot tea with honey
Lily Have a headache and have a sore neck have a rest and awayfrom the computer
Nancy Hurt herself and get hit on the knee and the foot Get an X-rayPut a bandage on the it
Judy Have a heart problem and have trouble in breathing Take an operation
Tim Get 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 can’t be in control of one’s 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.
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 doesn’t 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 haven’t grasped on their notebook. ( ★ )
2. Ask the Ss to make sentences with the following phrasal verbs: ( ★★ )
get into…to one’s 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. breathingUnit 1 What’s the matter
第三课时 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 one’s 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: Let’s watch a funny short play. OK
S: Sure/OK!
After the play finish, ask the students the following questions:
T: What’s the matter with the monkey
S: He has a cough.
T: Does he have a headache
S: No, he doesn’t.
T: What’s the matter with the chicken
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 let’s 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.
（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 let’s make a summary according to the sentences.
What’s the matter
What’s the matter with Ben
Do you have a fever
Does he have a toothache
What should he do
Should I put some medicine on it
You shouldn’t 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. What’s, have, Should, shouldn’t 3. Does, have, doesn’t, 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 they’ve 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. Let’s 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.
（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 don’t 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. Let’s 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:
（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.
（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 them to retell the article.
Task 1: Complete the article using the given words.
(设计意图：这种复述方式比较简单、明了，适合于英语学习能力较低的学生，并且这种复述方式和中考题型接近，另外用不同的颜色标出一些关键词，可以帮助学生使用所给词的正确形式，这样有利于学生掌握做这类题的技巧；同时帮助学生掌握课文。)
Task 2: Retell the story according to the time line and the key words.
（设计意图：利用关键词及时间轴复述出所学内容，可以进一步提高学生的综合运用语言的能力，帮助他们完成语言输出。）
Step IX Inquiry into knowledge by translation.
一、At 9:00 a.m. yesterday, bus No.26 was going along Zhonghua Road when the driver saw an old man lying on the side of the road.
_____________________________________________________________________________
1. was going为____进行时。是表示______某个具体时刻正在进行的事情或动作。结构 为 ____________ +doing (现在分词）
It ___________when they left the station.
他们离开车站的时候天正在下雨。
We ____________TV from seven to nine last night.昨天晚上七点到九点的时候我们在看电视。
2. see sb. doing sth.意为________________，强调正在发生。
I saw the girl______(play)the piano just now.
3. lie意为“躺”它的过去式为____________, 现在分词为__________
When I got home，I saw my mother_____(lie) on the sofa and watching TV.
There are many people ______(lie) on the beach to relax.
二、But to his surprise ,they all agreed to go with him.
______________________________________________________________________________
1. to one's surprise意为________________________
令我惊奇的是, 他们输掉了比赛。
________________________, they lost the match.
2. agree to do sth.意为__________________
琳达同意帮助我学习英语。
Linda ________ __________ _______________me with my English.
三、But the driver didn’t think about himself.
________________________________________________________________________
himself意为_________________, 是一个反身代词，英语中有八个反身代词，请在下面表格中填出来：
第一人称 第二人称 第三人称
单数
复数
在使用时应注意和它所指的相应的对象在人称、性别、数上保持一致。
玛丽亚给自己买了一条围巾。
Maria bought _________ a scarf.
我们必须好好照顾自己。
We must look after __________very well.
（设计意图：新课程强调，课堂要以学生为主体，教师为主导。课文中的难点，让学生通过小组合作学习，观察、讨论并找到解决问题的方案，比老师直接讲解灌输效果要好的多。这样设计重在锻炼学生合作解决问题的能力，必要时教师可以给予一定的点拨,把课堂的主动权真正的交给学生。）
The keys:
一、昨天上午九点钟，26路公交车正沿着中华路走，这时司机看见一位老人躺在路边
1.过去， 过去， was/were, was raining, were watching
2.看见某人正在做某事，playing
3. lay, lying, lying
二、但是让他意外的是，他们都同意和他一起去。
1.另某人吃惊的是， to my surprise
2.同意做某事， agreed to help
三、但是他没有考虑他自己
他自己
第一人称 第二人称 第三人称
单数 myself yourself himself herself itself
复数 ourselves yourselves themselves
Step X Emotional education.
T: Let’s discuss a question. If you see an old person lying on the road, will you give him/her a hand Please tell me your opinion.
Choose several students to share their opinions. After that, say the teacher’s own opinion.
T: I think we should help the people in trouble although we don’t know them. Because caring for ourselves can make us healthy. Caring for others can make hearts warm.
Step XI Homework
1. Translate the sentences in the Grammar Focus into Chinese and make up similar sentences. (★)
2.Recite 3a. （★★）
3. Preview 1a-1e, Section B. (★)
本节课亮点：
1. 本课在教学设计上没有按照教材上的安排，这是本学期在语法教学内容里出现阅读材料后做出的尝试，我觉得这样的安排比较流畅。
2. 本节课的导入生动、活泼，所选择的的材料诙谐幽默，并且和本课的话题密切相连，有助于引导学生围绕视频内容经行交流，引出本节课的教学内容。
3. 结合图片，引导学生用对话的形式说出Grammar Focus中的句子比较新颖，可以帮助学生对相关句子的理解，加深他们的印象。
4. 在语法教学中充分发挥学生的主观能动性，尽量让学生自己去感知语法，并在此基础上进行归纳与总结语法规律，这样可以帮助他们轻松地接受语法知识，加深印象。
5. 在对语法知识的练习中，本着高效训练的原则，题目的设计具有典型性、适量性和层次性，从控制性操练、半控制性操练到开放性语言知识应用，层层深入，即夯实了基础，又提高了学生的技能。
6. 在阅读练习后，复述这一环节的设计充分考虑到不同层次的学生，使每一位学生都能体会的成功的喜悦。
不足之处：
加入阅读的语法课教学量比以往更大了，如果学生不充分预习，本节课的教学任务很难完成。
没有设计好如何在讲解语法是讲解反身代词，所以只好放在翻译探究中了，我觉得应该设计的更好些。
I have a stomachache.
He hurt himself. He has a sore back. ________________________________ ________________________________
功能：________________
功能：____________
患病用_______其结构为：
have/has + a/an+_______
have/has+a/an+sore+_____
have/has+a+部位-_______
受伤用___________
功能：____________用情态动词____________
功能：____________
用动词_____或_____
表达诊治，如：量体温_______________ 吃药_______________拍片子
_____________________
用______或______表达就医。
(注意：with为介词，后跟人称代词________)
PAGE
3八年级下Unit1 What’s the matter
Period6 Section B (3a-Self Check) 写作课
Teaching and Learning Goals:
一、功能（Functions）：1. Express how to describe one’s health and give advice with sentences:
What’s the matter with…
…have/has a…
…should/shouldn’t…
2. Revise this unit and learn to look after other people’s health and make good friendships.
(出示目标，引导学生明确本课所要达到的知识，能力情感目标。)
二、词汇和常用表达(Words & expressions):
1. Review and learn the vocabularies: death, give up…
2. Talk about health problems with have and give advice with modal verb should/shouldn't ;
三、学习策略(Strategies)：
1. Provide healthy problems with the target language.
2. Improve students' oral English and writing ability.
3. Guide the students to write their conversations about healthy problems.
四、文化知识(Culture): Educate students to look after their health and learn to care for others.
Teaching and learning steps:
Step I. Review
1. Ask: Do you know these vocabularies about "body" Try to write them down..
2. 英汉互译
（1）感冒_________________ （2）胃痛_________________ （3）背疼_________________
（4）牙疼_________________ （5）嗓子疼_________________ （6）发烧_________________
（7）lie down and rest ___________ （8） hot tea with honey_________________
（9）see a dentist_______________ （10）drink lots of water _________________
【设计意图】本环节既复习了本单元里有关身体部位的单词，又为本课的重点写作学习做铺垫。
Step II. Warming up and leading in热身导入
Show the picture to the students and make a conversation with them:
T: Hello, boys and girls. I have a problem. Could you give me some advice I don't feel well．
Ss: Of course. What’s the matter with you
T: I have a bad cold. What should I do
S1: You should see a doctor…
【设计意图】利用图片把学习3a和3b时使用的短语展示出来，便于学生根据情景进行拓展。
Step III. Learn alone(自主学习)
1. Deal with 3a: Ask the students to make notes about accidents or health problems.
【设计意图】 拟定提纲，通过这个任务来引导学生先感知写作。
2. Making conversations: Ask the students to make conversations in pairs according 3a.
First give them a model conversation. Then choose some better conversations to show to the class.
A: I have a sore throat. What should I do
B: You should drink hot tea with honey. You shouldn’t speak loudly.
【设计意图】 起草初稿，通过这个任务来引导学生通过最简单的对话来初步写作。
3. Deal with 3b. Ask the students to write a conversation between the nurse and the student using the notes in 3a. Give these to help them. The teacher shows what we should write and let the students talk about this.
【设计意图】老师先出示图示并引导学生先讨论写作思路，然后写出自己的对话，这是本次写作的中心，因此这个环节必须要到位.
4. Compare their conversations and choose the best competition.
评价级别
对话评价要点 条理清楚，要点齐全，正确使用have, should等词来表述病情和给出建议，并且没有语法错误。。 条理较清楚，要点基本齐全，正确使用be，have, should等词。 文意表达不清晰，句法错误较多，单词拼写有误。
【设计意图】鼓励学生开始写作，并给出评价要点。这样可以让学生明确并完善自己的写作。
5. Show the best conversation to the class and appraise it.
Nurse: What’s the matter with you
Student: I fell down when I was playing soccer. I cut my left knee. It hurts badly.
Nurse: Don’t worry! Let me see.
Student: Should I lie down
Nurse: Yes. You should lie down. I will wash it and put some medicine on it.
Student: Should I put a bandage on it
Nurse: NO, I will bandage it for it. But you shouldn’t play soccer tomorrow.
Student: Thank you.
Nurse: You’re welcome.
【设计意图】典型展示。选出写的比较好的作品，这样可以让学生知道自己写作的不足，从而完善自己的写作。
StepⅣ.Work together. (合作探究)
1. Deal with 1 of Self-Check. Ask the students to write different health problems next to the body parts. Then write more health problems they know of.
2. Show the pictures and ask them to make conversations in pairs.
【设计意图】：让学生通过对话来复习本单元的重点句型及语法。
3. Deal with 2 of Self-Check. Ask the students to put the answers and questions in order to make a conversation.
【设计意图】：让学生通过给对话排序来复习本单元的重点语言项目。
StepⅤ.Write advice for these people.
【设计意图】：让学生最后通过提建议再次复习本单元的重点语言项目。
StepⅥ.Inquiry into knowledge by translation (翻译探究)
翻译并理解下面的内容，体会本课语法。
1.give up 译为“ ” “放弃做某事”为____________
如：他放弃了学习舞蹈。 He ______ .
与up有关的词组:
张贴_________ 打电话 ___________
2. I hope you feel better soon.___________________
hope v.意为_______,后可接___________、that从句
如：我希望你准备好了。 I_______ you ______ready.
I hope_________（希望有）a healthy lifestyle.
3. Maybe you should see a dentist._____________
情态动词 should意为_________,后接动词______,可用于各种人称。用来表示向对方提出__________，其否定式为_________。例如：
You ________ see a dentist.
You __________smoke in classroom.
【设计意图】将“翻译探究”的内容展示的课件或导学案上，然后引导学生在小组内先自己独立完成填空部分，出现的难点可以先在小组内通过合作学习来解决，小组内解决不了的可以找其他小组或老师帮助。此环节可以引导学生去观察、发现、归纳和掌握语言规律，形成有效的学习策略，并使有关的教学内容系统化、连贯性也相对完整，落实以学定教。
翻译探究答案：1.放弃；give up doing sth.; Gave up dancing; put up; call up
2. 我希望你很快就会变好。希望； to do sth.; hope; are; have
3. 也许你应该看牙医。 应该；原形；建议；shouldn’t should; should’t
Step Ⅵ Test yourself (当堂检测)
I.根据提示完成下列句子。
1. You should drink hot tea with ________. (蜂蜜)
2.If you have a___________(牙疼), you should see a dentist.
3. The doctor give me a lot of ________.(建议)
4. We should exercise to keep _________.(健康的)
5. Jane has a stomachache. She ___________(不应该) eat anything now.
6. My grandfather had a toothache two days _____.(以前)
II. 请翻译下列句子。
1. 或许你应该躺下休息。
_______ you should ___________.
2. 我感觉不舒服。
I’m not ___________.
3.是的，我也这样认为。
Yes, __________.
4.我希望你尽快好起来。
I ______ you ___________soon.
【设计意图】紧扣本课重难点出题，即是检测过程，又是拓展拔高过程。汉译英句子再现了2b中的重点句，学生掌握熟练之后，对于考试试题中汉译英和写作有很大的帮助。本过程采取小组合作交流，难点老师点播，竞赛的形式完成当堂检测。
Keys:
当堂检测：
一、1.honey; 2.headache; 3.advice; 4.healthy, 5.shouldn’t 6.ago
二、1.Maybe lie down and rest 2.feeling well 3.think so 4. hope will get better
Teacher’s words
Keep in good health. 1. An apple a day keeps the doctor away.
每天一只苹果，医生远离我。
2. A close mouth catches no flies. 病从口入。
3. Reading is to the mind what exercise is to the body.
读书养心，锻炼健身。
【设计意图】情感提升，引导学生注意自己及家人朋友的健康问题，体现教师对学生的深层关怀。
StepⅦ: Homework
1、Finish off 3 in Self Check.（★）
2、Finish the related exercises in workbook. （★ ★）
If you can，
【设计意图】让学生通过做Self Check的最后一题题目来进一步巩固本课内容。
反思
亮点
1.本课的导入逐步地对目标语言进行充分的口语交际训练，内化重点单词及句型。本课的情感教育是培养学生在生活中遇到问题时的应变能力，并根据具体病情提出建议，体现他们之间的相互关心，和谐的友谊关系。
2. “自主学习 合作探究”有利于培养学生自学、提出问题、解决问题共同合作的能力。
3.让学生根据所学知识，针对生活中可能出现的健康问题或突发事件做出恰当的应对。
不足：
本课的导入，练习等环节形式不够多样灵活，还需更加深入的研究改进。
使用建议：
本节课的作业布置采取分层次，这样可以让不同层次的学生都能很好的接受完成本课作业，对中等，后进生既能落实基础知识，又可提升优秀生综合运用英语的能力。
What’s the matter \What happened \Are you OK
No, I don’t feel well.\I feel …\I have a…
You should…\You shouldn’t…
Fell down\get hit by..
1. Problem: Alan cut himself.
Advice:
2. Problem: Cindy has a headache.
Advice:
3. Problem: My cousins have bad colds.
Advice:
4. Problem: Jack hurt his back playing volley ball.
Advice:
Accidents or healthy problems:
※
※
※
He\ She should\shouldn’t do:
※
※
※
Nurse:
Student:
Nurse:
Student:
Nurse:
Student:
Head:
Back:
Throat:
Tooth:
Stomach:
Other problems:
