(共25张PPT)
Unit 1
What's the matter
Section B
1a-1d
bandage n. 绷带
v. 用绷带包扎
sick adj.
生病的；有病的
nosebleed n.
鼻出血
Did these accidents happen to you
When they happen, what should you do
get hit on the head
cut her finger
hurt his ankle
have a nosebleed
Look and say
— _________________
— The boy fell down and cut his knee.
— Should he lie down and have a rest
— ______________.
What’s the matter
Yes, he should
—__________________________
—The girl has a nosebleed.
—__________________
—__________ put her head down to stop bleeding.
What’s the matter (with her)
What should she do
She should
— _________________
— The boy ____________.
— Does he take good care of himself
— ___________. He should put__________________.
What’s the matter
cut his finger
No, he doesn’t
some medicine on it
When these accidents happen,
what should you do Put the actions in order.
1a
____ Put a bandage on it.
____ Run it under water.
____ Put some medicine on it.
3
1
2
____ Go to the hospital.
____ Get an X-ray.
____ Rest for a few days.
1
2
3
____ Press the sides of your nose.
____ Put your head down.
____ Clean your face.
2
1
3
Now try to describe each picture using first, next and then.
__ Go to the hospital.
__ Get an X-ray.
__ Rest for a few days.
1
2
3
First, the boy should ________________.
Next, _________________________.
Then, ___________________________.
go to the hospital
he should get an X-ray
he should rest for a few days
First, ...
Next, ...
Then, ...
__ Press the sides of your nose.
__ Put your head down.
__ Clean your face.
__ Put a bandage on it.
__ Run it under water.
__ Put some medicine on it.
2
1
3
3
1
2
First, ...
Next, ...
Then, ...
1b
Listen to the school nurse. Check (√) the problems you hear.
Problems Treat- ments Problems Treat-
ments
Someone felt sick. √ b, c Someone had a nosebleed.
Someone cut his knee. Someone hurt his back.
Someone had a fever. Someone got hit on the head.
√
√
√
Listen again. Write the letter of each treatment next to the problems you checked in the chart above.
1c
a. put a bandage on it
b. took his temperature
c. told him to rest
d. put some medicine on it
e. took him to the hospital to get an X-ray
f. told her to put her head down
Problems Treat ments Problems Treat
ments
Someone felt sick. √ b, c Someone had a nosebleed. √
Someone cut his knee. √ Someone hurt his back.
Someone had a fever. Someone got hit on the head. √
d, a
e
f
How to give advice in an accident
For example:
A：发生什么事了？
What happened
B： 我腿受伤了。我该怎么办？
I hurt my leg. What should I do
A： 首先，你应该去医院。 其次，你应该照X片。
First, you should go to the hospital.
Second/Then, you should get an X-ray.
最后，你应该好好休息几天。
Finally, you should rest for a few days.
注：可通过使用first和second等序数词来表达动作的先后顺序。也可用then, finally等来说明具体的步骤。
Listen again. Finish the tape script.
Teacher: Hello, Jenny. You look tired.
Nurse: Well, today is 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.
hurt
sick
fell
knee
medicine
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 head down and then press the sides of her nose. 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.
fever
rest
nosebleed
run it under water 在水下冲洗它
rest for a few days 休息几天
press the sides of your nose 压住鼻子两侧
put your head down 低下头
clean your face 洗脸
get sunburned 晒伤
get hit on the head 头部受到撞击
翻译下列句子。
1.—杰克在体育课上割伤了他的膝盖。
—他应该用绷带包扎一下。
2. —莉莉的头受伤了。
—你应该带她去医院照个X光。
—Jack cut his knee in P.E. class.
—He should put a bandage on it.
—Lily got hit on her head.
—You should take her to the hospital
to get an X-ray.
Show time
When we fall down, we should…
1.Review the new words and expressions.
2.Write a short passage about the accidents happened in your P.E. class.
3.Preview the article He Lost His Arm But Is Still Climbing.
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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√ 语法课口 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节听说课，Section B是对Section A主题的继续和延申。 【why】 这一部分侧重对事故、急救的讨论，在语言上，除了进一步综合训练并巩固Section A 所学的重点语言知识外，词汇及表达更加丰富，有意突出对步骤顺序的表达。 【how】 活动1a把单元的话题引入到事故伤害与加单的急救措施上，是听力任务前的词汇铺垫。活动1b要求学生集中精力听清所设计的疾病，而活动1c要求学生集中经历听清所设计的疾病，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。
学情分析： 自然情况 学生已经对疾病与事故伤害的询问及应答有了较好的基础铺垫与相应的语言措辞。 （二）已有基础 这一部分是进一步对事故伤害和急救措施的表达进行相应的巩固，学生会比较容易接受。
（三）存在问题
对个别学生来说，这一部分听力材料比较难 （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：bandage ,sick , knee, nosebleed 目标语言：put ...on , feel sick , cut one’s knee , have a nosebleed , get hit on the head , hurt oneself . 能够就“事故伤害与简单的应急措施”这一话题进行听说训练。 （应用实践） 加强自我安全保护意识，预防事故伤害，学会一些简单的急救常识。 （迁移创新）
教学重难点 重点：就“事故伤害与简单的应急措施”这一话题进行听说训练。 难点：就“事故伤害与简单的应急措施”这一话题进行听说训练。
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 Learn the new words and expressions Pair work Look at the picture . Talk about the health problem the man has and give advice . A:What’s the matter with the man B: He has a sore throat A: What should he do B: I think he should drink some hot water . 学生活动1 Free talk 活动意图说明： 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，进一步加强了学生的预习习惯，而且为下一阶段的听力及对话练习做好铺垫。 环节二：Activity 2 教师活动2 Pre-listening 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 . 学生活动2 Discuss 活动意图说明： 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。 环节三：Activity 3 教的活动3 Get the students to finish 1a . When these accidents happen , what should you do Pit the actions in order . Pair work A:What should you do if you cut yourself B: I should run it under water Encourage students to add as many treatments as they can . 学的活动3 Ask and answer . 活动意图说明： 本环节通过出示不同突发意外的图片，创设问题情境，让学生感知目标并运用，然后自燃而然地过渡到教材1a的处理，进行对话，学生接受起来会比较轻松，更有兴趣。 环节四：Activity 4 教的活动4 Listening Listen for the general idea. T: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 . Listen to the school nurse . Check the problems you hear . Play the tape again and ask the Ss to listen again . Write letter of each treatment next to the problems you checked in the chart above. Check the Ss’ answers . Ask the Ss to listen to the tape and finish the tape script . Tell the students to write down the first letter of each word they hear if necessary . When they finish listening , complete the words. Listen and repeat . 学的活动4 Listen to the record and finish the task 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： 听力任务设置由听取大意，到听取细节，再到听力填空，最后进行跟读仿读课文。 环节五：Activity 5 教的活动：Post listening 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: ... 学到活动： Retell and work in pair 活动意图说明： 本部分的内容重在培养学生口头表达的能力，同时学生更好地内化语言知识。 环节六：Activity 6 教的活动：Group Work Make a survey Get the students to work in groups of four , and then ask and answer like this : A:L What should you do when you fall down B: I think I should go to the hospital A: What else B: I should .. D: I think ... Next , get the students to fill in the survey chart , and then write a short passage . At last , get the group representative to report the groups’ treatments to class like this . When we fall down , we should ... 学的活动： Make a survey Give a report 活动意图说明： 本环节让学生做调查报告，鼓励所有层次的学生都积极参与，特别对于后进生来说，他们可以选自己熟悉的词汇编对话，以增强他们的自信，真正地让每一个学生都参与课堂中，很好地训练了学生的口语表达能力及对所学知识的能力。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。
板书设计 Unit 1 What’s the matter Section B 1a-1d bandage ,Sick ,knee ,nosebleed put..on , feel sick , cut one’s knee , have a nosebleed , get hit on the head , hurt oneself .
分层作业设计 基础巩固： Review the new words and expressions. 设计意图：熟记本课重点单词和短语。 能力提升： Write a short passage about the accidents happened in your P.E. class. 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 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，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，有效地进行了情感教育，本节课设计的内容比较多，在事件安排上还需要在考虑，提前预习，使用导学案能提高课堂效率。
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