(共37张PPT)
Unit 1 What’s the matter
Go For It 人教版八年级下册
听说课 Section A (1a-2d）
Learning objectives
掌握身体部位，询问及描述病
情及处理建议的语言表达。
掌握谈论自己和他人健康问题的听说技能；认识到身体健康的重要性。
能够关心他人的病情并给出合
理建议；懂得正确对待自己的
身体健康。
能够用恰当的方式表达对他人身体状况的关心，建立良好的人际关关系。
Lead-in
Let’s see your throat.
Let me listen to
your heart.
Now I’ll check your ears.
坦诚交流
Don’t lose heart.
Let’s take heart.
take heart
振作起来
a heart of gold
美好的心灵
heart to heart
The boss jump down
his throat when he
was making a report.
jump down one’s throat
打断某人的话
Now I’ll check knee reflex.
smile from ear to ear
眉开眼笑
play it by ear
见机行事
Don’t worry.
We’ll play it by ear.
knee-deep in sth.
忙的不可开交
I know you’re probably
knee-deep in your
homework.
We look with our ______.
We listen with our ______.
We smell with our ______.
We walk with our ______.
He carries a big bag on his _______.
We do ______ exercises to protect our sight.
People sometimes shake ______
when they meet for the first time.
If you agree, you can nod your ______.
hand
eye
foot
ear
arm
stomach
head
leg
mouth
tooth
neck
nose
Pre-task
eye
hands
_____ back
_____ eye
_____ hand
_____ leg
_____ neck
_____ stomach
_____ arm
_____ ear
_____ foot
_____ head
_____ mouth
_____ nose
_____ tooth
Write the correct letter a-m for each part of the body.
h
g
b
j
c
m
f
i
a
l
d
k
e
Nancy _____
Sarah _____
David _____
Ben _____
Judy _____
Write the correct letter a-m for each part of the body.
3
1
2
5
4
While-task
What’s the matter
I have a cold and cough.
What’s the matter
I have a sore back
Pre-task
What’s the matter
I have a fever.
Pre-task
What’s the matter
I have a
toothache.
Pre-task
What’s the matter
I have a
sore throat
Pre-task
What’s the matter
I have a stomachache.
Pre-task
Name
Illness
Reason
has a cold
has a stomachache
has a very
sore throat
_________________________ when it got windy.
has a toothache
has a sore back
________________ when playing soccer.
________________________ at his friend’s birthay party.
__________________ yesterday
and didn’t __________________.
_____________________ last night;
it hurts a lot.
Sarah
David
Ben
Nancy
Judy
didn’t put on her jacket
ate too much junk food
hurt herself
didn’t sleep well
talked too much
drink enough water
You don’t look well. What’s the matter, Sarah
I was playing with my friends at the park yesterday. Then it go windy, but I didn’t ________________. Now I have a cold.
What’s the matter, David Are you OK
I _____________________ at my friend’s birthday party. So last night,
I got a stomachache. I almost couldn’t _________________ this morning.
put onmy jacket
ate too much junk food
get myself out of bed
Listen and fill in the blanks.
What’s the matter, Ben Can you move
I _________________ last night. I have a toothache. It’s terrible I __________ ____________ either.It hurts a lot.
Not really. I was playing soccer the other day and I ____________. It seemed OK at first, but now I have a really sore back.
hurt myself
didn’t sleep very well
can’t really
You look really tired.What’s the matter, Nancy
eat anything
What’s the matter,
Judy
I’m sorry, but it’s very
difficult for me to talk.
Oh, dear. What’s the matter
I ________________
yesterday and didn’t __________________
I have a very throat now.
talked too much
drink enough water
A: What’s the matter with Judy
B: She talked too much yesterday and didn’t drink enough water.
She has a very sore throat now.
Make conversations.
What are the students problems
What are the reasons
useful expressions:
put on one’s clothes
eat too much
junk food
didn’t sleep very well
hurt oneself
get out of bed
B: He/ She has ...
A: What’ s the matter
She has a sore throat.
She has a toothache.
She cut herself.
She has a fever.
She has a cold.
2
4
3
1
5
Listen and number the pictures [1-5] in order you hear them.
pay attention
to their problems.
Listen again. Match the problems with the advice.
1. fever
5. cut myself
2. stomachache
3. cough and sore throat
4. toothache
take one’s temperature
drink some hot tea with honey
lie down and rest
see a dentist and get an X-ray
put some medicine on it
Listen again and answer the questions.
You don’t look well. Your face looks a bit red.
Yeah, and my head feels very hot. What should I do
Maybe you have a fever. You should take your temperature.
Yes, you’re right.
What’s symptoms does the girl have
What does the girl think of her friend’s advice
Listen again and answer the questions.
What’s the matter
I didn’t take good care of myself.
I didn’t wear enough warm clothes yesterday. Now I have a cough and
a sore throat.
You should drink some
hot tea with honey.
That sounds like a good idea.
Why does the girl have a cold and a sore throat
What advice does the girl’s friend give
Listen again and answer the questions.
You look terrible!
What’s the matter
I think I ate too much at dinner last night. It was an all-you-can-eat meal
at the restaurant. But I have a stomachache.
That’s too bad. You
shouldn’t eat so much
next time. Right now,
you should lie down
and rest.
I guess I should.
Why does the boy have a stomachache
What is his friend’s advice
Listen again and answer the questions.
What’s wrong with your face
It’s not my face. It’s my tooth. I have a toothache.
You should see a dentist and get an X-ray.
But will it hurt
Does the boy want to see the dentist
What will happen if the boy don’t go to see the dentist
No, and if you don’t go to the dentist now, it’ll hurt even more later!
Listen again and answer the questions.
Oh, no! What’s happened
I was making dinner just
now and I cut myself by accident.
Oh, that looks serious.
You should put some
medicine on it. Here,
let me help you.
OK, thanks.
How did the girl hurt herself
What should she do
Why do the students have health problems
Sometimes the health problems
can be avoided if the students
take good care of themselves.
I didn’t wear enough warm clothes yesterday.
I ate too much at dinner last night.
Make conversations using the information in 2a and 2b.
A: What’s the matter
B: My head feels very hot.
A: Maybe you have a fever...
B: ...
lie down and rest
drink some hot tea with honey
see a dentist and get an X-ray
put some medicine
take your temperature
What’s wrong with you
useful expressions
Lisa feels poorly. She wants to go to the school medical room.
At this moment,
Mandy comes to her.
Post-task
Listen and answer the questions.
Lisa, are you OK
I have a headache and I can’t move my neck. What should I do
Should I take my temperature
No, it doesn’t sound like you have a fever. What did you do
on the weekend.
I played computer games all weekend.
That’s probably why. You need to take breaks away from the computer.
OK. Thanks, Mandy.
Listen and answer the questions.
Yeah, I think I sat in the same way for too long without moving.
I think you should lie down and rest. If your head and neck still hurt tomorrow, then go to a doctor.
What’s the matter with Lisa
Why does Lisa has a headache and
can’t move her neck
Does Lisa need to see a doctor today Why
A: What’s the matter
B: I’m not feeling well. I have a _______________________________.
A: What did you do
B: I ________________________________.
A: Oh, that’s probably why. You should
_________________________________.
B: Yes. I think so.
A: I hope you feel better soon.
headacheand I can’t move my neck
played computer games all weekend
take breaks away from the computer
Listen and fill in the blanks.
Lisa, are you OK
I have a headache and I can’t move my neck. What should I do
Should I take my temperature
No, it doesn’t sound like you have a fever. What did you do
on the weekend.
I played computer games all weekend.
That’s probably why. You need to take breaks away from the computer.
Role-play the conversation.
OK. Thanks, Mandy.
Lisa, are you OK
Yeah, I think I sat in the same way for too long without moving.
I think you should lie down and rest. If your head and neck still hurt tomorrow, then go to a doctor.
If you are Mandy, what will you
care for Lisa What advice will
you give
Role-play the conversation.
Summary
You don’t look well.
Your face looks a bit red.
What’s the matter
You look terrible!
What’s the matter
What’s wrong with
your face
Yes, you’re right ...
That sounds like
a good idea.
I guess I should.
Thank you for
your advice.
You should/
shouldn’t ...
You had better ...
I advice you to ...
How to ask for the
health problem
How to give advice
How to respond
to the advice
整理本堂课语言表达的思维导图
假如你是医生，为病人诊断病情，并开病例单
Homework
上网查询生活中常见的病情，
病因及处理建议
Assessment
Items
I keep quiet while others are speaking.
I listen carefully.
I understand what they say.
I can make myself understood.
Points (pt.)
Great (5 pt.)
Not bad (3 pt.)
Try harder (2 pt.)
_________ in total
Pronunciation
& intonation
Fluency (流畅)
Reasonability
Items
Great
Not bad
Try harder
Assessment中小学教育资源及组卷应用平台
Unit 1 What’s the matter 课时教学设计
本单元第1课时 Section A (1a-2d） 课型 听说课
语篇研读
What---语篇主题和主要内容 本节课共三个对话，Section A1b是5个病人与护士之间关于身体状况的对话，他们分别描述了病情并说明原因，护士针对病情给出适当建议。Section A 2a-2b由5小段对话组成，谈论病情并给出处理建议。Section A 2d 是Mandy和Lisa之间的对话。Lisa身体不适，Mandy表达关心，了解生病原因并给出处理建议。 Why---语篇传递的主题意义 通过本课的学习，让学生能够准确描述自己病情和生病原因，询问他人病情和生病原因，并给出处理建议，认识到关爱自己和他人身体健康的重要性。 How---文体结构、语言特点及功能 本节课的语篇是发生在医院和朋友之间的日常对话。三个对话分别就询问病情，描述病情及提出适当建议展开，围绕询问及描述身体状况的相关句型，针对病情运用should的用法提出合理建议。
学情分析
【已知】 学生已经学过关于身体部位和提建议的语言表达，具备初步的听说技能，并对贴近生活的相关话题是感兴趣的，愿意积极参与描述或询问健康问题及处理建议的教学活动。 【未知】 学生还未学习健康问题和处理建议的语言表达，无法准确描述自己的身体状况，没有认识到身体健康的重要性，在人际交往中，还未完全树立关心他人的意识，对于他人的病情很难给出合理建议。 【能知】 学生将学习身体部位，询问及描述病情及处理建议的语言表达，掌握情态动词should的用法，能够准确描述自己的身体状况，关心他人的病情并给出处理建议。
课时教学目标
通过本课学习，学生能够： 1.语言能力：掌握身体部位，询问及描述病情及处理建议的语言表达。 2.学习能力：掌握谈论自己和他人健康问题的听说技能；认识到身体健康的重要性。 3.思维品质：能够关心他人的病情并给出合理建议；懂得正确对待自己的身体健康。 4.文化意识：能够用恰当的方式表达对他人身体状况的关心，建立良好的人际关系。
教学重难点
教学重点： 掌握身体部位，询问及描述病情及处理建议的语言表达。 掌握谈论自己和他人健康问题的听说技能；认识到身体健康的重要性。 教学难点： 能够关心他人的病情并给出合理建议；懂得正确面对自己的健康问题。 能够用恰当的方式表达对他人身体状况的关心，建立良好的人际关关系。
教学方法
英语教学活动观，情境式教学
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解： 通过视频对话，拓展与身体部位单词相关的短语，复习身体部位的单词，登记病人名字，诊断病情，描述病情，掌握身体部位，询问及描述病情的语言表达。 创设情景：（简单描述任务创设的情景，没有就不写删掉此行） 任务一: Lead in 创设情境：妈妈带着儿子去医院看急诊。 视频对话：My son has a fever. 解释句子： Let me listen to your heart. Now I’ll check your ears. Let’s see your throat. Now I’ll check knee reflex. 拓展与身体部位单词相关的短语。 任务一: 邀请学生进行小组讨论，要求声音洪亮，无发音错误。小组代表进行回答。
设计意图 通过导入的内容，引出这节课的学习内容，为后面的教学做铺垫，同时让学生能够对本堂课的教学感兴趣。
教学目标 学习活动 效果评价
应用实践： 通过谈论病情，了解其他病情，诊断病情，诊断建议，掌握处理建议的语言表达；掌握谈论自己和他人健康问题的听说技能；认识到身体健康的重要性。 创设情景：（简单描述任务创设的情景，没有就不写删掉此行） 任务二: Pre-task 创设情境：校园“疾病与处理建议”宣贯会 学校医务室一群学生在排队就医，他们的身体都感到不适。 介绍身体部位：用所学身体部位单词填空。 We look with our ______. We listen with our ______. We smell with our ______. We walk with our ______. He carries a big bag on his _______. We do ______ exercises to protect our sight. People sometimes shake ______ when they meet for the first time. If you agree, you can nod your ______. 复习身体部位的单词：完成1a，根据图片，填入与身体部位对应的字母a-m. 登记病人名字：完成1b，听录音，根据图片将名字标上正确的序号。 任务三: While-task 1. 诊断病情：根据图片中的对话，让医生了解学生们的病情。 A：What’s the matter B：I have a cold/ fever/ cough/ headache/ toothache/stomachache/ sore throat/ sore back. 2. 诊断病情：听录音，让医生了解学生们生病的原因。 描述病情：听录音补全对话，学习如何正确描述病情。 谈论病情：完成1c，根据图片和例句，学习如何谈论别人的病情。 A: What’s the matter with Judy B: She talked too much yesterday and didn’t drink enough water. She has a very sore throat now. 了解其他病情：根据图片推断人物的病情。 What’ s the matter He/ She has ... 诊断病情：完成2a，听录音，将图片内容标上正确序号。 诊断建议：完成2b，听录音，将疾病和处理建议匹配。 看病过程：听录音，完成问题链，学习如何询问和描述病情，如何给出合理建议。 What’s symptoms does the girl have What does the girl think of her friend’s advice Why does the girl have a cold and a sore throat What advice does the girl’s friend give Why does the boy have a stomachache What is his friend’s advice Does the boy want to see the dentist What will happen if the boy don’t go to see the dentist How did the girl hurt herself What should she do 发散性思考：Why do the students have health problems 学校医务室医生的总结：Sometimes the health problems can be avoided if the students take good care of themselves. 谈论病情：完成2c，跟朋友谈论自己的身体状况，听取朋友的合理建议。 A: What’s the matter B: My head feels very hot. A: Maybe you have a fever.... 任务二: 分析整合信息，学会灵活运用。以小组形式进行讨论，小组代表回答。 任务三: 分析整合信息，学会灵活运用。以小组形式进行讨论，小组代表回答。
设计意图 通过一系列的教学活动，训练学生获取细节信息的听力技能，能在与病情话题相关的语境中理解语篇的意思。
教学目标 学习活动 效果评价
迁移创新： 通过看病过程，发散性思考，谈论病情，能够关心他人的病情并给出合理建议，懂得正确对待自己的身体健康；通过听录音完成问题链，角色扮演，创造性思考，能够用恰当的方式表达对他人身体状况的关心，建立良好的人际关系。 创设情景：（简单描述任务创设的情景，没有就不写删掉此行） 任务四: Post-task 创设情境：Lisa身体感到不适，想去学校医务室寻求帮助，Mandy热情关心Lisa, 询问病情并给出合理建议。 听录音，完成问题链。 What’s the matter with Lisa Why does Lisa has a headache and can’t move her neck Does Lisa need to see a doctor today Why 根据对话，将空缺处补充完整。 What’s the matter I’m not feeling well. I have a _________. What did you do I _________. Oh, that’s probably why. You should ________. Yes. I think so. I hope you feel better soon. Role play: 学生表演Lisa和Mandy谈论病情的对话。 创造性思考：假如你是Mandy, 遇到Lisa这样的同学生病，你会如何表示关心并给出合理建议，跟Lisa建立良好的人际关系？ 任务四: 小组进行练习之后，邀请每组学生进行展示，要求声音洪亮，无发音错误，站在不同的角度尊重个体差异。积极参与活动，在互动中再次感知所学知识。
设计意图 通过一系列的教学活动，让学生能够理解语篇的意思，并从语篇对话中理解Lisa和Mandy的人物性格，在真实语境中能灵活运用对话中的语言表达。
课时教学板书设计
评价量表
ItemsGreat (5 pt.)Not bad (3 pt.)Try harder (2 pt.)I keep quiet while others are speaking.I listen carefully.I understand what they say.I can make myself understood.Points (pt.)_________ in totalItemsGreat Not bad Try harder Pronunciation & intonationFluency (流畅)Reason ability
课时作业设计
作业内容 作业目标 设计意图
基础题： 整理本堂课语言表达的思维导图 查漏补缺，复习本课时所学内容 对所学内容掌握情况做到心中有数
提高题： 假如你是医生，为病人诊断病情，并开病历单。 灵活运用本节课所学的语言表达 巩固本节课所学内容
拓展题： （综合实践活动类） 上网查询生活中常见的病情，病因及处理建议 拓展与本节课所学内容相关的语言表达 培养学生在生活的真实场景中，对英语的运用能力和创造力。
课后反思（实施后填写）
本节课作为一节听说课，谈论与病情和处理建议相关的语言表达，对于八下的学生而言，总体还是比较简单的。在教学过程中，导入部分视频中的语言表达相对复杂一些，拓展的与身体部位相关的短语不太常见，但在阅读材料中可能会出现。Pre-task部分的教学过程是非常连贯的，学生对身体部位的单词并不陌生，掌握起来比较容易。While-task部分对两篇听力材料进行听力技能的训练，5个对话对于一部分学生有一定难度，容易听错或者混淆，所以在完成教材内容的基础上又设计用其他形式来加强巩固。说的教材任务要在听的基础上完成，目的是巩固本节课的目标语言，这个环节只能通过小组活动来实现，课堂上不可能保证每个学生都能很好掌握。Post-task部分是教材2d的对话，字面上理解起来比较容易，相关的语言表达在听力材料中都有所体现。本节课的文化意识这个教学目标在角色扮演和创造性思考的环节可以很好地呈现，可能课堂上只有一部分学生能达到。
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21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
Unit 1 What’s the matter 单 元 整 体 教 学 设 计
学科 英语 年级 八年级下册
使用教材 Go for it人教版 教材页数 1-8
单元名称 Unit 1 What’s the matter
单元主题及主要内容分析
【单元话题】本单元围绕“健康与急救”这一话题展开，主要是关于伤病和处理的建议。 【单元主题】本单元属于“人与自我”主题下的“生活与学习”主题群下的“身心健康，珍爱生命的意识”这个子主题内容。 【主题意义】引导学生了解健康问题及急救常识，懂得自我保护，树立珍爱生命的意识。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义一 Section A 2d对话Mandy向Lisa询问身体不适的原因并提了一些处理的建议。认识到健康生活的重要性。二 Section A 3a 记叙文26号巴士司机和乘客将一位头部问题的老人及时送进了医院。懂得在生活中要乐于助人，关爱他人。三 Section B 2b 记叙文登山爱好者Aron Ralston攀登Utah不幸失去了右手胳膊，写了一本书“Between a Rock and a hard place”记录此事。树立顽强坚韧的精神品质和珍爱生命的意识。
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“健康与急救”这一话题，开展教学活动，学习伤病和处理建议的表达，拓展与急救事件相关的阅读能力，谈论关于健康问题和事故的话题并给出合理建议，符合Unit 1 What’s the matter这个话题的内容探究，以及八年级学生对知识的汲取需求。 （二）已有基础 本单元的话题贴近生活实际，学生具备一定的生活经验，能激发一定的学习兴趣。经过七年级和八年级上学期的学习，已经积累了一定的学习经验，初步具备简单的英语交流能力和小组合作能力。本单元关于身体部位。。。基础词汇和句型，在之前的学习中也有所接触。 存在问题
受到年龄和生活经验的限制，在如何给出关于意外事故对应的急救措施时，会遇到一定困难。八年级学生处于身心剧变成长的青春期，不懂得重视身体健康，不会关爱他人，心理发展不稳定，遇到困难，容易产生畏难，焦虑等情绪。 （四）解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 培养学生利用现代科学技术检索信息，查阅资料的能力。 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 能够围绕“健康与急救”这一话题，听懂关于健康问题和事故并给出建议的日常对话，运用关于疾病的语言表达谈论健康问题和事故，运用should的用法给出合理建议；通过描述身体不适表达自己的看法，在人际交往中学会关爱他人，增进友谊；恰当运用语言表达讨论健康问题和急救的话题，提高阅读理解和写作能力；面对健康问题和事故，能做出正确决定，用积极的心态处理问题，珍爱生命，树立顽强坚韧的精神。 【单元学习目标】学习本单元后，能够： 语言能力：能够掌握身体部位，伤病表达，急救常识和处理建议等语言表达。 学习能力：能够在真实情境中谈论健康问题和意外事故，给出对应的急救措施。 思维品质：能够准确获取关于健康与安全问题的信息，提高思维的逻辑性和缜密性。 文化意识：能够学会关心自身和他人的身体健康，乐于助人，珍爱生命，树立顽强坚韧的精神。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
Period 1 Section A (1a-2d） 听说课 能够掌握谈论健康状况的语篇听力技能，了解伤病的原因及处理方式；谈论健康状况，并给出建议，按照顺序说出处理步骤。
Period 2 Section A (3a-3c) 阅读课 能够掌握对关于急救的语篇获取主旨大意和细节信息的阅读能力；把握事情的起因，经过，结果的发展脉络。
Period 3 Section A (GF-4c) 语法课 能够掌握询问及谈论健康状况的相关表达；用情态动词should的用法在真实情境中谈论健康问题。
Period 4 Section B (1a-1d) 听说课 能够掌握谈论意外状况和急救的语篇听力技能，并在情境中正确有序地说出对应的急救措施。
Period 5 Section B 2a-Self check 阅读课& 写作课 能够掌握用事件发展的顺序来获取信息，梳理语篇脉络的阅读能力； 在情境中对健康问题和事故的话题恰当运用语言表达，合理安排语篇 结构。
作业设计
作业内容 作业目标 设计意图
基础巩固： 一套本单元基础知识复习题 掌握本单元的重点单词，短语和句式表达 查漏补缺，复习和巩固对本单元基础知识的掌握
能力提升： 整理本单元的学习笔记，用思维导图归纳五个课时的语言点 增强自主学习的能力 正确认识并清楚了解自身对所学知识的掌握程度
拓展延伸： 写出生活中会遭遇的疾病或意外伤害，并给出处理办法 恰当运用语言表达，合理安排语篇结构。 在情境中更加深入地消化和吸收本单元的主题观念和语言观念
单元评价设计
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