(共29张PPT)
Unit 1
What's the matter
Section A
Grammar focus - 4c
Objectives
To learn the new words: herself, fall down.
To learn to use reflexive pronoun.
To learn the sentence patterns to ask and answer about accidents and problems.
To use should to ask and give advice.
What’s the matter with her
Does she have a fever
Does she have a toothache
What should she do
What’s the matter with him
Does he have a fever
Does he have a toothache
Does he have a sore throat
Does he have a backache
What should he do
What’s the matter with him
Does he have a fever
Does he have a toothache
Does he have a sore throat
Does he have a stomachache
What should he do
Talk about the problems and give them some advice. You can use the sentences in Grammar Focus to make a conversation.
Practice
Grammar focus
What’s the matter
I have a stomachache.
You shouldn’t eat so much next time.
What’s the matter with Ben
He hurt himself. He has a sore back.
He should lie down and rest.
Do you have a fever
Yes, I do. / No, I don’t. / I don’t know.
Grammar focus
Does he have a toothache Yes, he does.
He should see a dentist and get an X-ray.
What should she do
She should take her temperature.
Should I put some medicine on it
Yes, you should.
No, you shouldn’t.
Observe and think
读以下四个句子，总结出have的用法。
have \ has
I have a bag.
He has noodles for breakfast.
I have a bad cold.
They have a look at the picture.
活学活用
1. 她有许多好朋友。
She ____ lots of good friends.
2. 当我们感冒时，应该多喝水。
When we _____ bad colds, we should drink more water.
3. 他早餐常吃鸡蛋。
He ____ eggs for breakfast.
4. 他昨天去参加聚会了。
He ___________ yesterday.
has
have
has
had a party
活学活用
1. — She has a stomachache.
— She __________ eat so much next time.
2. — Should she see a dentist and get an X-ray
— Yes, she _______. / No, she _________.
shouldn’t
shouldn’t
should
八个反身代词
注意和它所指的相应的对象在人称、性别、数上保持一致。
第一人称 第二人称 第三人称
单数 myself yourself himself
herself
itself
复数 ourselves yourselves themselves
用在某些固定短语当中。
照顾自己
自学
玩得高兴，过得愉快
请自用……（随便吃/喝些……）
摔伤自己
自言自语
沉浸于，陶醉于……之中
把某人单独留下
给自己买…...东西
介绍……自己
look after oneself / take care of oneself
teach oneself sth./ learn sth. by oneself
enjoy oneself
help oneself to sth.
hurt oneself
say to oneself
lose oneself in
leave sb. by oneself
buy oneself sth.
introduce oneself
1. 反身代词不能单独做主语，但可以做
主语的同位语，起强调作用。
如：我自己能完成作业。
(误) Myself can finish my homework.
(正) I myself can finish my homework. /
I can finish my homework myself.
2. 反身代词表示“某人自己”，
不能表示“某人的东西”，它没有所有格的形式。
表达“某人自己的（东西）”时，须要用
one’s own
如：我用我自己的蜡笔画画。
(误) I’m drawing with myself crayons.
(正) I’m drawing with my own crayons.
1. My classmate, Li Ming, made a card for ______ just now.
2. Bad luck! I cut _______ with a knife yesterday.
3. They tell us they can look after _________ very well.
4. My cat can find food by _____.
5. Help __________ to some beef, boys.
himself
myself
themselves
itself
yourselves
Exercises
4a Fill in the blanks and practice the conversations.
1. A: I hurt ______ when I played basketball yesterday.
What _______ I do
B: You ______ see a doctor and get an X-ray.
myself
should
should
2. A: _______ the matter
B: My sister and I ______ sore throats.
_______ we go to school
A: No, you _________.
What’s
have
Should
shouldn’t
3. A: _____ Mike _____ a fever
B: No, he ________. He _____ a stomachache.
A: He _______ drink some hot tea.
Does
have
doesn’t
has
should
4b Circle the best advice for these health problems.
Then add your own advice.
1. Jenny cut herself.
She should
(get an X-ray / put some medicine on the cut).
My advice: _______________________.
2. Kate has a toothache.
She should
(see a dentist / get some sleep).
My advice: ________________________.
Put a bandage on it
She shouldn’t eat cold food
3. Mary and Sue have colds.
They shouldn’t
(sleep/ exercise).
My advice: ______________________.
4. Bob has a sore back.
He should
(lie down and rest / take his temperature).
My advice: ______________________.
Drink more water
Get an X-ray
Groupwork
4c One student mimes a problem.
The other students in your group guess
the problem and give advice.
Name Problem Advice
Liu Peng fall down go home and rest
Groupwork
A: What’s the matter Did you hurt yourself playing soccer
B: No, I didn’t.
C: Did you fall down
B: Yes, I did.
D: You should go home and get some rest.
Some tips for you:
Have meals on time;
Take time to do exercises;
Eat healthy food
1. Translate the sentences in Grammar Focus into Chinese and make similar sentences.
2. Preview 1a-1d, Section B.
3. Write a passage to tell how to look after ourselves and keep healthy at school.
Homework
谢谢
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Unit 1 What's the matter 单元整体教学设计
单元主题意义 本单元的主题属于“人与社会 ”范畴，话题为“健康与急救”，教材选编了模态语篇，包括对话、文本阅读等连续性文本和图片、图表等非连续性文本以及音频、视频等，从语言知识、语言技能、情感态度、学习策略和文化意识等方面对本单元的课程内容进行分析。
单元教学目标 通过本单元的学习，学生能够： 目标a：能简单谈论健康问题与事故；能就健康安全问题提出简单的建议。 目标b: 学习谈论健康与安全问题时所涉及的词汇：matter,stomachache ,foot,neck,stomach,throat ,fever ,cough ,X-ray,toothache ,headache ,break,passenger ,trouble ..对他人的健康状况进行简单的问答。 目标c:培养学生保持健康的观念以及如何如何预防疾病的方法。 目标d: 利用事件的发展顺序来辅助理解所阅读的材料，根据情景及上下文推测生词词性及词义，通过查阅词典寻找合理的词义。 目标e: 了解阿伦罗尔斯顿的经历及其回忆录。 与核心素养的关系： 本单元的课与课之间的联系紧密，基于“健康与急救”的主题意义，分为三个功能板块，利用6个课时分别涉及一系列具有综合性、关联性特点的语言学习和思维活动“进行主题意义的探究。第1课时旨在学习一些关于疾病的词汇以及如何询问以及如何询问他人的健康状况的句型，为他人的健康问题提出一些意见或建议；第2,3课时，通过故事阅读、语法学习来培养学生助人为乐的优秀品质；第4课时学习一些急救的方法，培养学生在危机关头自救的意识；第5，6课时同过阅读和写作训练，能够与他人的健康问题并提出合理的建议，培养学生坚韧勇敢的品质。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一Go for it !八年级下册的第一单元。教材内容主要是询问他人的健康状况与基本的急救方法，教材分别以对话和记叙文阅读等多模态语篇为载体，培养学生增强自救的意识以及学会基本急救的方法，培养学生乐于助人、关心他人的情感态度。 2.纵向知识关联： 功能： 有关伤病及处理建议的表达方式。 话题： 健康与急救 语言知识： 认知表示审题部位的单词以及部分疾病的表达方式。 能听懂并描述日常小事故的处理方法。掌握句型： What’s the matter I have a stomachache .What should she do She should lie down and rest. 能准确描述自己的常见疾病，并能对他人的常见疾病提出合理化建议。 掌握日常小事故的正确处理方法。 培养听、说、读、写四项基本技能。 3.横向知识关联： （1 ）复习八年级上相关词汇； （2 ）本单元反复出现情态动词should用法，为九年级的学习打下基础。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 能够听、说、认读、书写关于疾病的重点单词。 能够熟练运用一下句型进行日常会话，能够运用what’s the matter 对他人的健康状况进行简单的问答。 通过Pair-work的形式对健康问题谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-3c 阅读课 第二课时 能够听、说、认读、书写本课时的重点单词，提升阅读理解能力及文章分析能力。 通过读课文找出描述建康状况的句子，评价学生对目标句型的认知；通过提取描述能力的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section A Grammar Focus -4c 语法课 第三课时 学习本课时的语法知识点，培养乐于助人的优秀品质。 通过语法讲解，注重把词汇理解跟词汇功能有机结合，实现了知识到能力的转变。
Section B 1a-1f 听说课 第四课时 熟练本课时的重点词汇；掌握一些急救方法的英语表达；提示学生的自救意识。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 读写课 第五课时 锻炼学生阅读理解能力与文章分析能力。 通过问题启发式评价引导学生从整体到具体的认识，评价学生对文本的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第六课时 锻炼学生的书面表达能力和对本单元内容进行综合复习。 通过书面表达的形式，评价学生写作的能力。
第3课时 教学设计
课题
课型 听说课口 语法课√ 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节语法课。 【why】 此部分是对本单元语言点的总结、训练和巩固。 【how】 “语法聚焦”部分传递处两层信息：一是对疾病既事故伤害的询问既应答；二是利用情态动词should询问既陈述建议。
学情分析： 自然情况 本课为语法课，在前两个课时学习的基础上，学生们更易于对其进行总结归纳。 （二）已有基础 本课时话题比较贴近学生生活，学生对疾病及其处理方式也有一定的常识。
（三）存在问题
个别学生基础知识薄弱。 （四）解决措施 在语言输出方面需要大量练习方能掌握。
教学目标： 通过本课学习，学生能够： 学生能学会重点单词，短语及目标语言（学习理解） 重点单词及短语：herself , fall down 目标语言：What’s the matter ？I have a stomachache . What’s the matter with Ben He hurt himself . He has a sore back . Do you have a fever Yes, I do /No , I don’t /I don’t know . Does he have a toothache Yes, he does. 能对疾病既事故伤害进行询问及应答，并能利用情态动词should询问及陈述建议。 （应用实践） 学习健康知识，增强自我健康波保护意识，预防疾病，拥有健康的体魄。 （迁移创新）
教学重难点 重点：谈论健康问题并给与合理建议。 难点：1.情态动词should的用法 2.正确使用反身代词。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Ask the students to ask and questions according to the pictures. T: In our daily life , we often have health let’s go on talking about these problems and give advice . Please look at the following people . They all have health problems . Please make up conversations about the sentences in Grammar Focus. 学生活动1 Free talk 活动意图说明： 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。环节二：Activity 2 教师活动2 Summary Read the Sentences in Grammar Focus The ways of talking about health problems and giving advice . 学生活动2 Read aloud and summary 活动意图说明： 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，这样的设计条理清晰，学生看了一目了然；学生通过提示自己总结句式结构于一般的表达方式，可以锻炼学生的自主学习能力，突出学生的主体地位。 环节三：Activity 3 教的活动3 4a&4b 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 conversations . When they are reading , remind the other students to check the answers . 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 some pictures. Get them to ask and answer in pairs about each pictures using the sentences they’ve made . 学的活动3 Ask and answer . Finish 4a Finish 4b 活动意图说明： 利用课本上4a于4b 指导学生进行控制性机械练习，这样可以使学生熟练使用目标语言。 环节四：Activity 4 教的活动4 Group work T:Well done . Let’s have a group work . Please work in groups of four . Each of you mimes the problem you often have . The other three guess the matter and give advice at the same time . Useful expressions: What’s the matter Did you have /hurt ... You should ... name problem advice Liu Peng fall down go home and rest
After the students finish the work , choose two groups of students to show their conversations in front of the class. 学的活动4 Ask and answer . 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 利用教材所提供的材料，引导学生进行小组合作练习，使用“语法聚焦”上出现的语言结构，完成语言输出。
板书设计 Unit 1 What’s the matter Section A Grammar Focus -4c 反身代词：himself /herself 词组：fall down What’s the matter with you I have .... You should ...
分层作业设计 基础巩固： 1 Translate the sentences in Grammar Focus into Chinese and make similar sentences. 2. Preview 1a-1d, Section B. 设计意图：熟记本课重点单词和短语。 能力提升： Write a passage to tell how to look after ourselves and keep healthy at school. 设计意图：在语境中填写单词，提高学生对目标语言的运用能力。
教学反思与改进 本节课结合图片，引导学生用对话的形式说处Grammar Focus 中的句子的方式比较新颖，可以帮助学生理解相关的句子，加深他们的印象；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，并在词基础上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；在对语法知识的练习中，本着高效训练的原则，半控制的设计具有典型性、适量性和层次性，从控制性操练，提高了学生的技能。
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