1.11 Unit 1（教案）-2024-2025学年初二英语同步备课系列（人教版八下）

学科：英语 单元名称：Unit 1 What’s the matter? 课时数：6 年级：初二 设计者： 1. 本册书十个单元整合为三个模块，贴近学生追求；便于统一模块下整体任务的设计，有利于各个模块下情感态度的持续渗透。英语能力的考察听力、阅读与书面表达都围绕着话题来进行设计。本册数所设计到的课标中的话题有人际与交往，卫生与健康，安全与救护，语言学习，自然，历史与社会，故事与诗歌。 八下10个单元 Unit1 what’s the matter? Unit 2I’ll help to clean up the city parks. Unit 3 Could you please clean your room? Unit 4 Why don’t you talk to your parents? Unit 5What were you doing when the rainstorm came? Unit 6 An old man tried to move the mountains. Unit 7 What’s the highest mountain in the world? Unit 8 Have you read Treasure Island yet? Unit 9 Have you ever been to a museum? Unit 10 I’ve had this bike for three years. ( Module 1.to be helpful and kind (unit 1,2,3,4) ) ( 八下： E njoy life---overcome difficulties B y taking action M eet problems and try to deal with them positively ) ( Module 3.be positive and life-affirming(热爱生活的) （unit 8-10） ) ( Module 2.to be brave and be loving (充满爱心的) (unit 5,6,7) ) Be positive, be helpful, be brave, be kind, happy to share, care for our life and environment 人文关怀更加明显，引导学生学会关心别人。 2. 本单元要求学生的最终任务是设计并制作健康手册。英语课程标准中强调以学生“能用英语做事情”的描述方式设定各级目标要求，以强调培养学生的综合语言运用能力。各种语言知识的呈现和学习都应该从语言知识使用的角度出发，为提升学生“用英语做事情”的能力服务。那么我们本单元的任务设计贴合学生实际，贯穿单元始终，让学生学以致用，始终围绕谈论健康问题和突发事件的话题，并提出合理的建议。健康手册的内容包括，健康问题的描述，解决的办法和建议；常见的意外事件的描述和处理方式（关注处理措施的先后顺序）；应该拥有怎样的心态和品质来处理健康问题和意外事件。 3. 在单元起始阶段就让学生明确活动的任务和评价标准。 评价标准： 1.图文并茂（可以自画，可以现成图片，有封面和目录）； 2.健康问题health problems和意外事件accidents分别不少于6条； 3.应用本单元学过的语言(about health problems and accidents)（至少10个），有自己的拓展（3个以上） 4.语言准确，文字书写漂亮， 5.作品进行展览，评选优秀品。 4. 每课时都围绕单元活动任务而设计，一步一个台阶最终达成了单元目标设计。任务链式活动设计，小步推进，螺旋上升，降低语言学习难度，帮助学生顺利达成语言目标。把次任务分解为两大部分落实于五个课时。 ( Health & First-aid handout ) ( problems Body parts ) ( advice should shouldn't ) ( attitude hel p ful kind ) ( Accident phrased verbs ) ( attitude brave positive ) ( accident/ treatments ) ( problem/ advice ) ( treatments order First... second... ) Unit 1 What’s the matter? 启发性论题: Be helpful, be kind. Happiness lies first of all in health. 幸福首先在于健康。 Wise help saves one from accidents and cares better for life. 单元 目标 1．学生能运用相关话题词汇和相应的时态及情态动词should听懂、读懂文本，并且详细描述健康问题和事故，并提出合理化建议。 2．学生将能够通过听读前的预测，听读过程中的提取信息、推理判断和归纳概括等方法掌握相关语言，按照事件发展顺序辅助理解阅读材料，描述过程、提出建议。 3．学生将能够通过语言材料的学习，认识到“幸福首先在于健康，” “关爱他人和了解急救知识的必要性。” 树立顽强的意志品质和果敢独立的精神，学习课文中主人翁热爱生活、珍惜生命，只要有一线希望就不会放弃的优良品质。 4． 学生以口头或书面的形式，通过对健康和急救话题的讨论，运用前面学习过程积累的话题词汇和短语，简单介绍健康问题和急救措施。 Unit task 学生设计并制作一份健康急救手册。 内容包括，健康问题的描述，解决的办法和建议；常见的意外事件的描述和处理方式（关注处理措施的先后顺序）；应该拥有怎样的心态和品质来处理健康问题和意外事件。 评价标准： 1. 图文并茂（可以自画，可以现成图片，有封面和目录）； 2. 健康问题health problems和意外事件accidents分别不少于6条； 3.相对应的解决健康问题和处理意外事故的建议（advice）和方式(treatments)，应用本单元学过的语言(about health problems and accidents)（至少10个），有自己的拓展（3个以上） 4.语言准确，文字书写漂亮， 5.作品进行展览，评选优秀作品。 教学 内容 分析 Topic: health and first aid(健康与急救) 1. 在听说部分，教材以 What’s the matter? You/she/he Should…..为中心句型，围绕着描述“身体的不适和提出建议展开，通过创设真实情境，使学生知道：如何表达与处理自己的身体不适. Section B从Section A侧重谈论疾病及不适转向对事故伤害、急救的讨论。 2. 在阅读部分，教材提供了两篇阅读文章，section A 的3a课文和Section B 的2b课文，在这两篇文章中，都围绕着“如何处理发生在身边的关于身体方面突发事件”而展开的。通过学习，不仅学习语言知识，阅读技巧，而且还学习如何处理突发事件，更要学习文中不同人物的可贵的精神。 6课时完成 能够描述健康问题及提出解决的办法和建议 Activity 1Look at the big picture and answer the questions. Q:.Where is it? What are the children doing?/ What’s wrong with the children? What will the nurse do after she listens to students’ problems? Activity 2. Learn the body parts, talk about the illness and the reason. (1)Talk about the body parts and check the answers in 1a. Q:What body parts words have you known? (2) Listen and fill in the blanks. What’s the matter with him or her? What made them get ill? (3) pairwork---one shows there is something wrong with one of the body part, the other guesses and asks the reason, the one who shows gives the reason. Name Matter Reason Nancy Sarah David Ben Judy Activity 3 continue to talk about illness, then learn how to give related advice. (improve the ability about numbering events in order) (1)Look at the pictures in2a and predict what’s wrong with the children in the pictures. Consider: What advice can you give them? (2)Listen twice, number the pictures in the order you hear them and match the problems with the advice to check your prediction. (3)check the answer. (4) pairwork---one shows there is something wrong with one of the body part, the other guesses and gives some related advice. Activity 4 role-play the conversation to know how to talk about the illness, the reason and give some advice. (1)Ss listen to the dialogue and answer the questions: Q: What’s the matter with Lisa? What did she do the night before? What does she need to do? What should she do for now? What should she do if things don’t get better? (2)Read the dialogue in pairs. (3)Check the answers together. (4)Explain the key points. Helper: Are you OK? It doesn’t sound like ... That’s probably why. The way to give advice: you need to take breaks away from the computer. I think you should lie down and rest. If your head and neck still hurt tomorrow, then go to a doctor. The person who is ill: I have a headache and I can’t move m neck. What should I do? Should I take my temperature? I played computer games all weekend. I think I sat in the same way for too long without moving. (5) role-play the conversation Assessment (1).Listen and read the listening material 2a. (2).Recite the conversation, 2d. (3).Read the grammar focus and finish 4a 4b (4)prepare for the health handout around healthy problems and advice.(围绕健康手册中健康问题及建议) Activity 5 review what you have learned (1) Explain yesterday’s homework about grammar focus(Use PPT to show the summary of grammar focus on page 9 in teacher’s book.) (2) Read the grammar focus (3) Check the answer to 4a, 4b Activity 6 arouse students’ interest by watching a video about help or not help (观看视频（情境：小品，扶不扶）引起学生兴趣，启发学生思考) Activity 7 train reading ability about describing an event according to time line and think deeply about social situations by discussing some questions. (1)According to the pictures and title, predict the passage. Q: Do you think it comes from a newspaper or a book? How do you know? (2) read, finish 3b and check the answers 3b (4) Read again, explain some language points and try to find out the clue of describing the event. (5) Make use of “time line” to accelerate the understanding of the development of accidents and recite the story. Give students two categories of time table and let them fill in the blanks. (6) Then summarize the story.（教参p8,） (7) Discuss: Q: 1)Why was Wang Ping surprised that the passengers agreed to go to the hospital with him? 2)Did the passengers think Wang Ping did the right thing? How do you know? 3)Do you agree that people often do not help others because they do not want to get into trouble? Why or Why not? Activity 8 exercises 完成练习册中的题目，第三页基础巩固练习 Assessment (1) general homework背诵基础知识清单B部分短语和句子 (2) Recite 3a (3) Finish Self-check 1-3 (4)prepare for the health handout around healthy problems and advice. 能够描述意外事件及处理方式 Activity1 share what accident you have ever gotten and what your treatments are. (1) List some accidents that are more likely happened at school. Q: Have you ever hurt yourself? How to deal with them? (2) Finish 1a ---when these accidents happen, what should you do? Put the actions in order. (3) Listen to the school nurse, check the problems you hear; (4)listen again, write the letter of each treatment next to the problems you checked in 1b.. (5) read the conversation and understand more about how to describe an accident in order and give related treatment. Activity 2 explain self check 1-3 Activity 3 write a conversation between a nurse and a student (1) Discuss the problems 2a (2)Imagine you are the school nurse and a student just had an accident or a health problem. Make notes about what he/she should and shouldn’t( 3a) (3)write a conversation between the nurse and the student using the notes in 3a. use the questions and phrases below to help you (3b) Questions: what’s the matter?/what happened?/ are you OK? Answers:No, I don’t feel well./ I feel…/I have a…/ Should I …? Accidents: fell down/got hit by…/cut myself/hurt my…Advice: Advice/treatment:You should …/you shouldn’t…/you need to… Activity 4 know more and understand more deeply by doing some exercises (1) do exercises 1,2,3 4 in exercise book (P.5)to help learn vocabularies and grammar in some situations. Assessment: 1. Watch the movies named127 hours to help Ss learn more about the main character in the passage on Page 6. Try to take notes about the main events according to the time-line: start-process-climax-result. 2.general homework---recite and read 3.Polish the health and first-aid handout Activity 5 lead in new part (1)talk about the main events according to the time-line: start-process-climax-result. (2) Q: What do you do when this happen to you? Activity 6 reading skills--skimming Skimming: Ask the students to read the passage on page 6 and take some key words about what happened in the story to prepare for retelling the story. Activity 7 Scanning: read the passage and finish the tasks（2c,2d,2e）. Activity 8 read the passage and explain what they can’t understand. Beginning：love for mountain climbing and doesn’t mind taking risks had a serious mountain climbing accident lost his right arm wrote a book about his experience didn’t give up and keeps on climbing mountains Timeline：用时间轴读懂文章，用时间轴写作。 logic：因果顺序词 Activity 9 Ask the students to retell the stories about Aron Ralston according to the key words: Activity 10 Discuss the last paragraph of the passage. Share the spirits of Aron think “Do youe have the same spirits as Aron?” Activity 11 Do more exercises on page 6 in the exercise book to solid the knowledge. Assessment: 1. general homework---recite and read 2. read the articles and finish the questions 3. Polish the health and first-aid handout 知识 技能 1. 语言知识目标： Words and phrases · 能听懂、识别、运用谈论身体状况的话题的词汇、短语。 身体部位head, nose, eye, ear, mouth, tooth, neck, stomach, back, leg, arm, hand, foot, tooth， throat… 身体状况： 1) have a cold感冒，have a fever发烧，have a stomachache 胃疼，have a toothache牙疼，have a sore back背疼，have a sore throat嗓子疼，had a nosebleed流鼻血，got a hit on the head with a baseball bat被棒球拍击中头部… 2) cut oneself by accident不小心割到自己,cut one’s knee划伤某人膝盖… 3) fell down and hurt oneself摔倒伤到自己,It hurts a lot很疼… 4) look terrible看起来很糟糕,don't look well看起来气色不好,look a bit red看起来有些红,look tired,看起来很累,look serious看起来很严重,feel hot感觉热,feel sick感觉不舒服 5) talked too much说话太多,ate too much junk food吃了很多垃圾食品 · 能听懂、识别、运用根据身体状况提供建议的词汇、短语：drink enough water喝足够的水，take your temperature测体温，take good care of oneself 照顾好自己，put on the coat穿上外套，wear enough warm clothes穿着足够 的暖和衣服，lie down and rest躺下休息，see a dentist/go to the dentist看牙 医，get an X-ray拍X 光片，put some medicine on it涂些药，put a bandage on the cut在伤口上缠上绷带，be taken to the hospital被送去医院 eat less Function sentences: 能听懂、识别、运用询问身体状况的话题的功能句 What’s the matter with you/Judy? I have a stomachache. She hurt himself. He has a sore back. What’s wrong with your leg?(拓展) I fell down and broke it. What happened? My head feels hot. Are you OK? I have a headache and can’t move my neck. Do you have a fever? Yes, I do. No, I don’t. I don't know. Does he have a toothache? Yes, he does. No, he doesn’t. Grammar focus能灵活运用should结合身体状况询问或给出建议： What should she do？ She should take her temperature. She shouldn’t eat so much next time. Should I put some medicine on it? Yes，you should. No, you shouldn’t. You need to take breaks away from the computer. If your head and neck still hurt tomorrow, then go to the doctor. If you don’t go to the dentist now, it’ll hurt even more later ! 情态动词should 可以用来表示“提议”、“建议”、或“请求”等。 情态动词should作“应该；应当；可以”讲，用以表达提出劝告，而且表述的是自己的主观看法，其后接动词原形。 反身代词：概念、构成： 常见的与反身代词搭配的动词： Adverbial clauses 中考句型见知识清单： It’s important to eat a balanced diet. It’s easy to have a healthy lifestyle. It’ s good for… /It’s bad for… 提取记录谈论身体状况的表达及提建议的表达。 Focus on key words of the orders of the events to understand a story： Timeline：用时间轴读懂文章，用时间轴写作。 logic： 因果 顺序词 查字典的方法： ( 1 )原创精品资源学科网独家享有版权，侵权必究！6 / 22 学科网（北京）股份有限公司 $$