Unit 1 What' the matter 课时课件-2024-2025学年初二英语同步备课系列（人教版八下）

Unit 1 Section B Accidents and First Aid Period 3(1a-1d,Self Check) By the end of the class, the students will be able to: talk about some accidents and first aid briefly. give advice and treatments properly by doing the listening tasks. Learning objectives Did you see some accidents around you before? What did you do? Lead-in First aid is the assistance given to any person suffering a sudden illness or injury, with care provided to preserve life, prevent the condition from worsening, and/or promote recovery. What’s first aid? 视频Mr. Bean/ 安全视频联播 Nowadays there are a lot of unexpected accidents, and what would you do in such situation? bandage /ˈbændɪdʒ/ n. 绷带v. 用绷带包扎 sick adj. /sɪk/  生病的；有病的 Knee /niː/ n.膝盖 nosebleed /ˈnəʊzbliːd/ n.鼻出血 1. The best way to treat a hurt ankle is to： A. Put an ice pack on your ankle. B. Put a heating pad around your ankle. C. keep on walking and jumping. 2. To treat a burn, you should: A. Rub some butter on it. B. Hold the burnt part under cold running water. C. Put salt on the burnt part. 3. To treat a broken arm, you should: A. move the broken bone in no time. B. keep the arm still using a sling to support the broken arm. 4. To treat a bleeding, you shoulld put a bandage on the wound and apply pressure to reduce the bleeding. A. True. B. False. Can you give first aid? What’s the matter? He falls down. He cuts the finger. She has a nosebleed. Put the actions in order. ____ Go to the hospital. ____ Get an X-ray. ____ Rest for a few days 1 2 3 1a First, Next, Then, Put the actions in order. ____ Put a bandage on it. ____ Run it under water. ____ Put some medicine on it. 1 2 3 1a First, Next, Then, Put the actions in order. ____ Press the sides of your nose. ____ Put your head down. ____ Clean your face. 1 2 3 1a First, Next, Then, 1b Problems Check(√) Treatments Someone felt sick. Someone cut his knee. Someone had a fever. Someone had a nosebleed. Someone hurt his back. Someone got hit on the head. Listen and check. √ √ √ √ Level 1 1c Problems Check(√) Treatments Someone felt sick. Someone cut his knee. Someone had a fever. Someone had a nosebleed. Someone hurt his back. Someone got hit on the head. Listen and match. √ √ √ √ b, c d, a f e Report: Someone felt sick, so the nurse took his temperature first and then told him to rest. Question: How to treat a fever and the hurt on the back? Level 1 1c Problems Reason Treatments Someone felt sick. Ran under the hot sun Someone cut his knee. Someone had a nosebleed. Told her to put her head down and press the sides of her nose Someone got hit on the head. Listen and write. Got hit with baseball bat Took his temperature and told him to rest Washed the cut and put Some medicine and a bandage on it Was taken to hospital to get an X-ray Fell down Optional Role-play: Nurse: What’s the matter? Student: I feel sick. What should I do? Nurse: You should… Student:… Level 2 Section B 1b 1c T: Hello, Jenny! You look tired. N: Well, today was a busy day in my office. One boy hurt himself in P.E. class T: What happened? N: He was running under the hot sun and then he felt sick and fell down. T: Yes, the weather is very hot today. N: He cut his knee, so I washed the cut and put some medicine on it. Then I put a bandage on it. T: Was the cut serious? N: Not really, but I also took his temperature. Luckily he didn’t have a fever. I told him he should rest. T: What else happened? N: One girl had a nosebleed. 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. T: That sounds bad. I hope he’s OK… N: I hope so, too. He was taken to the hospital to get an X-ray. Read after the tape ---What kind of first aid you should give in these situations. a snake bite a sprained ankle choking discuss Optional Get hit on the head hurt the back have a nosebleed hurt the back have a headache cut the finger Have a toothache have a stomachache have a fever have a sore throat Break the ankle have a cold 1 7 2 3 4 5 6 8 9 10 11 12 Can you give first aid now? Role-play: problems and treatments. 22 Self Check(Quiz) Write different health problems next to the body parts. head: back: Throat: Tooth: Stomach: other problems:……. 2. ____ I hurt myself playing soccer. I have a sore leg. ____ I think you should see a doctor and het X-ray. ____ What’s the matter? ____ What should I do? ____ Ok, thanks. I’ll do that now. ____ Oh, that doesn’t sound good. 2 5 1 4 6 3 headache Sore throat stomachache Sore back toothache 3. Write advice for these people. Problem: Alan cut herself. Advice: He should put some medicine on it. 2. Problem: Cindy has a headache. Advice: She should see a doctor. 3. Problem: My cousins have bad colds. Advice: They should take their temperature. 4. Problem: Jack hurt his back playing volleyball. Advice: He should get X- ray 补充材料 I feel terribly/badly ill. I don’t feel well. My leg hurts. There’s something wrong with sb./sth. Sb. be ill. Something is wrong with sb./sth. 某人不舒服的表达方式： Other ways to give advice You should drink lots of water. It’s important to get a lot of rest. It’s a good idea to take some vitamin C. It’s useful to get some cold medicine. It’s helpful to chop up some garlic and cook it. 医生检查病人时常说： Open your mouth, please and say “Ah” Let me take your temperature. Any pain here？ 医生做诊断或医嘱时常说： There is nothing wrong with you. You’d better stay in bed for a few days. It’s nothing serious. Take this medicine three times a day. You will be OK/all right/well soon. Drink more water and have a good rest. One tablet each time, three times a day after meal. 59740.92 63267.27 $$Unit 1 What’s the matter? Section B (2a-2e) Period 3 By the end of the class, the students will be able to: 1. extract some detailed information from Aron Ralston’s story. 2. retell the passage with the help of key words. 3. learn something from the brave, strong and optimistic man. Learning objectives soccer 2a Sports and risks mountain climbing swimming fall down get hit by a ball hurt our backs or arms break our legs… fall down cut ourselves hurt our backs or arms break our legs… take risks be caught under a rock have problems in breathing get sunburned cut ourselves hurt our backs or arms get drowned… What accidents or problems can happen when we do sports? Think and share: When I play soccer, I sometimes get hit by a ball. A game: Who is the best questioner? Who is he? Why did he lose his arm? … What is the passage mainly about? ____ 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. Read and put them in correct order. 1 2 3 4 5 Aron lost his arm but he wrote a book and kept on mountain climbing. Paragraph 1:Basic information of Aron. 1.What’s Aron Ralston’s nationality? Aron Ralston is an American man . 2.What ‘s his hobby? 2.He is interested in mountain climbing. (先行词表人） Who/that Aron Ralston is an American man who is interested in mountain climbing.定语从句 3.When did he find himself in a very dangerous situation? On April 26,2003 As a mountain climber, he knows that it is normal for him to take risk. / he is familiar to taking risks. / he knows what taking risks mean As a mountain climber, Aron is used to taking risks. Para1:read and infer the meanings of the phrases. 冒险 You often do it and have more experience(习惯于做… Aron Ralston is an American man who is interested in mountain climbing. There were many times when Aron almost lost his life. This is one of the exciting things about doing dangerous sports. Paragraph 2: one serious accident: read and answer Why couldn't Aron move? Did Aron run out of water after three days? How did Aron free himself? Because his arm was caught under a 360-kilo rock. No. He used his knife to cut off half his right arm. allow sb. or sth. to move What did Aron do after the accident? What does “between a rock and a hard place” mean? He wrote a book and kept on climbing mountains. It means being in a difficult situation that you cannot seem to get out of. Paragraph 3 :After the accident You have to make a difficult decision between two choices that are equally unpleasant. It means being in a difficult situation in which all of the choice are bad.（教参） Retell the story caught under a 360-kilo rock stayed for five days water ran out used a knife to cut off half his right arm bandaged himself wrote a book the importance of making good decisions being in control of one's life 复述 the same spirit as… think about before…find ourselves “between a rock and a hard place… is interested in is used to taking risks many times lost his life because of accidents; April26,2003, Utah for five days five days later after the accident As a mountain climber, Aron is used to taking risks. He was not ready to die that day. So he used his knife to cut off half his right arm. Then, with his left arm, he bandaged himself so that he would not lose too much blood. In his book, Aron tells of the importance of making good decisions, and of being in control of one’s life. His love for mountain climbing is so great that he kept on climbing mountains even after this experience. He is persistent/firm. He is brave/decisive/. He is thoughtful. What do you think of Aron? Watch a movie about Aron Ralston and discuss what you can learn from Aron Ralston? Optional This reminds me of.. Aron Ralston reminds me of.. If I were Aron Ralston, I would… I can understand how Aron Ralston felt because… The story makes me think of … because… Has anything similar happened to you ? Does anything in the story remind of you event in you real life Do any of them remind you of people you know ?How? Why? Have you ever had the same thoughts or feelings as characters have ? How to ask: How to answer: Group discussion :tell your group about your connections with the story. Language Focus As a mountain climber, Aron is used to taking risks. 作为登山族，Aron习惯冒险。 悠长的寒假之后，我不适应繁忙的学校生活。 After a long winter vacation, I’m not used to the busy school life. be used to doing be used to +n./doing 习惯，适应 Language Focus 词义辨析 be used to do 被用来…… used to do 过去常常…… 一把刀被用来砍断他一半的右臂来保住他的命。 A knife was used to cut off half his right arm to save his life. 北京过去是一个空气干净清新的城市。 Beijing used to be a city with clean and fresh air. be used to doing Language Focus be used to doing –How does Jack usually go to work? —He ______ drive a car, but now he ______ there to lose weight. used to; is used to walk was used to; is used to walking C. was used to; is used to walk D. used to; is used to walking My parents ______ getting up early on weekdays. used to B. be used to C. was used to D. are used to D. D. Language Focus 定语从句 例句1： Aron Ralston is an American man who is interested in mountain climbing. 阿伦.罗尔斯顿是一个对登山感兴趣的美国人。 拆分为简单句： 1）Aron Ralston is an American man. 2）He is interested in mountain climbing. 句子结构分析： who 引导的定语从句，先行词是an American man, who 是关系词，关系代词who指人，可以用that替换，引导定语从句时，在定语从句中可作主语或宾语。 Aron Ralston is an American man that is interested in mountain climbing. 判断标准 1. 有关系词 2. 引导词前面是名词 3. 从句在整句话中做定语 Language Focus 定语从句 例句2： Aron’s arm was caught under a 360-kilo rock that fell on him. 拆分为简单句： 1）Aron's arm was caught under a 360-kilo rock. 2）The rock fell on him. 句子结构分析： that 引导的定语从句，先行词是a 360-kilo rock, 先行词为物时，that 通常可以用which替换 Aron’s arm was caught under a 360-kilo rock which fell on him. Language Focus free Because he could not free his arm, he stayed there fore five days and hoped that someone would find him. free v. to move someone or something so that they are no longer held, fixed, or trapped 解救，解脱 e.g.他尝试着脱身，但绳子太紧了 He tries to free himself, but the ropes were too tight. 词组搭配 1. free sb. from sth. 使摆脱 e.g. New drugs can free people from pain. Language Focus run out But when his water ran out, he knew that he would have to do something to save his own life. run out v. to use all of something and not have an more left 用完，耗尽 e.g1. 如果你钱用光了，我有钱可以借给你。 I've got money you can borrow if you run out. e.g2. 他已经想不出任何办法了。 He'd run out of ideas. Language Focus cut off So he used his knife to cut off half his right arm. cut off v. 1. to separate something by cutting it away from the main part 切掉某物，分割某物 2. cut sth. off = stop supply停止供应 e.g. The gas had been cut off. 3. be cut off 被隔绝 e.g. In winter, the town is often cut off by snow. 4. cut sb. off 断绝与某人的联系 e.g. Julia had been completed cut off by all her family and friends. 5. = interrupt 打断 e.g. Emma cut him off in mid-sentence. Language Focus This means being in a difficult situation that you cannot seem to get out of. 进退两难 e.g. I really want to quit my job, but I need the money, I feel caught between a rock and a hard place. between a rock and a hard place mean doing 意思是 mean to do 打算、计划做 meaning n.意义 meaningful adj. 有意义的 meaningless adj. 没意义的 Phrases 1. have a cold/flu 2. have a stomachache 3. have a fever 4. have a sore throat 5. take one’s temperature 6. take breaks/ a break 7. take risks 8. to one’s surprise 9. cut off 10. give up 1. 感冒 2. 胃疼 3. 发烧 4. 嗓子疼 5. 量体温 6. 休息 7. 冒险 8. 出乎……意料 9. 切除 10. 放弃 Phrases 11. used to do 12. be used to doing 13. be used to do 14. mean doing 15. mean to do 16. run out 17. be in control of 18. get out of 19. lose one’s life 20. save one’s life 11. 过去常常 12. 习惯、适应 13. 被用来 14. 意味着、意思是 15. 计划、打算 16. 用完、耗尽 17. 控制、掌管 18. 从……出来，摆脱 19. 丧命 20. 救命 Phrases 21. be interested in 22. by oneself 23. thanks to 24. see… doing 25. lie down 26. shout for help 27. think about oneself 28. agree to do 29. get off 30. between a rock and a hard place 21. 对……感兴趣 22. 独自 23. 由于 24. 看见……正在 25. 躺下 26. 呼救 27. 为自己着想 28. 同意做 29. 下车 30. 进退两难 $$nullnullUnit 1 What’s the matter? 教材教法分析 CONTENTS 教学课时安排 教学目标、重点和难点 教学相关内容简介 教学内容分析 教学指导思想和理论依据 目录 《义务教育英语课程标准》明确指出，义务教育阶段的英语课程具有工具性和人文性双重性质，工具性和人文性统一的英语课程有利于为学生的终身发展奠定基础。新课程理念下的英语课堂教学强调以学生为主体。 一、教学指导思想和理论依据 3 Section A Section B 二、教学内容分析 Section A TEXT TEXT 1a-2d 侧重健康问题及提出相关建议 3a侧重对事故伤害、急救的讨论 Section B 1a-2b, 话题呈现 熟悉语言 知识 2b： 语篇阅读 3b： 书面表达 Section B Section A Section B Section A TEXT TEXT Section B Section A Section B Self- Check 自我 检测 4 目标词汇 核心 词汇 matter, stomachache, foot, neck, stomach, throat, fever, cough, X-ray, toothache, headache, break, passenger, trouble, knee, climber, risk, situation, kilo, rock, knife, blood, importance, decision, control, spirit, death, nurse, lie, rest, hurt, hit, mean, herself, ourselves, off, onto, sick 常用 表达 have a cold, have a stomachache, lie down, take one's temperature, have a fever, take breaks, get off, to one's surprise, right away, get into, be used to, take risks, run out (of), cut off, get out of, be in control of, give up 教学内容 目标句型 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. 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. 教学内容 八上 unit10 八下 unit 1 八下 unit 4 If 引导的条件状语从句，给建议 情态动词should 给建议 Why don’t you do …? 给建议 三、相关单元内容简介 7 本单元教学结束时，学生们将能够： 单元功能： 1.能够简单谈论健康问题与事故( talk about health problems and accidents) 2.能够就健康与安全问题提出建议（Give advice) 单元语法： 1.能够正确使用“have +(a)+病症”结构谈论健康问题 2.能够正确使用情态动词should提出恰当的建议 3.能够正确使用反身代词 四、教学目标 8 教学重难点 教学重点 词汇：身体部位、身体健康、意外、建议、治疗 句型： 1谈论健康问题 2 提供建议 01 02 01 02 教学重点 语法：情态动词should、 反身代词 教学难点 掌握作者对事件描述的先后顺序来促进语篇理解 教学难点 用功能句谈论健康问题并寻求建议 五、教学重难点 01 02 03 04 Section A (1a-2d) listening &speaking 05 Section A (grammar focus 3a-3c & self-check) Section B (1a-1e) Listening &speaking Section B (2a-2e) reading Section B (3a-3b) writing 六、课时安排 10 对同一文本的多元解读就是教师从不同的层次去分析理解文本内容，经过多视角解读的文本才能使阅读教学甚至是整个英语教学更加有效。 文 本 解 读 的 视 角 侧重写作技能 侧重语言 知识 侧重文化意识情感态度 侧重题材分析 侧重阅读技能 文 本 解 读 的 视 角 12 在阅读教学中，学生不仅要准确理解阅读材料的内容，还要学习材料中蕴含的语言知识，并把所学知识运用到新的情景（赖朝晖，2011:27）。 从语言知识角度出发，解读文本并进行相应的教学设计，学生可以从阅读中获取大量的知识和信息的同时，能在语境中学习词汇，在语篇中理解句义，在练习中增强语感，在实践中提高语用能力。 文本解读的视角---侧重知识语言 读后：设计真实任务，让学生在实践中提高语用能力，在感知新语言知识后，只有通过运用学生才能进一步熟悉他，记住它，然后创造性的使用它。（BVC ，996:273） 读中：教师可以巧妙地设计问题，引导学生对相对语言知识引起注意，设计灵活多样的教学方法，如归纳、演绎、联想，以旧带新 读前：确定所要教的核心词汇、典型句型和重要语法现象。 分析阅读文本，确定语言知识教学目标并适时呈现 东风村的长处非处方非人防放放风稍等下顶顶顶顶顶地对地导弹单调递减让对方如此脆弱人工台风访谈法VR的份儿饭观化听风把TVB采访稿bhyu78jhn.模块、-reading While-reading Post-reading 文本解读的视角---侧重知识语言 14 Pre-reading While-reading Post-reading 文本解读的视角---侧重阅读技能 Grellet(2000) 认为，高效的阅读者: 首先应该抓住文章大意，从整体角度理解文章， 并遵循如下步骤：浏览文章编排的设计， 包括标题、篇幅、插图、和字体； 根据已有知识预测文章内容及体裁； 浏览全篇文章；确认或者修改猜测； 进一步预测；再次阅读以获取细节内容 15 Pre-reading While-reading Post-reading 文本解读的视角---侧重写作技能 利用不同题材和体裁的经典文本，做到以阅读促写作，以写 作提升阅读的目的，提高学生英语综合运用的能力。 为了达到这样的效果，在阅读教学中引导学生欣赏文本， 把文本阅读和写作技巧相结合，借鉴文章进行写作。通过文章 立意、文章结构、修辞手法、佳句欣赏、难句解析、衔接语运用 等等的分析，开展有针对性的训练，使学生在完成任务中进一步 迁移内化知识，做到以读促写作，以写作提升阅读的目的， 提高学生的英语综合运用能力。 16 Pre-reading While-reading Post-reading 文本解读的视角---侧重文化意识 和 情感态度 以培养学生的文化意识和情感态度的目标为指导来解决、处理教材，构造具有丰富文化内涵和情感渗透的课堂，从而让学生形成跨文化意识，提高他们的科学文化素养和人文素养。这样的阅读能塑造学生心灵，使学生形成积极向上的情感和活泼开朗的个性，锻炼克服困难的意志，认识自己学习的优势与不足，乐于与他人合作，养成和谐向上的品格，逐步树立正确的人生观、世界观和价值观。 在具体的教学过程中以上五个角度并非是完全孤立的，而是可以相互融合的，只是针对某一个角度有所侧重而已。 17 读后：设计真实任务，让学生在实践中提高语用能力，使学生掌握相对稳定的可以借鉴的体裁分析模式，增加其理解文本的信心。 读中，从体裁分析的角度出发帮助学生了解课文的体裁结构、篇章模式和篇章类型，分析作者谋篇布局的特点和遣词造句的手法，设定相应文体的阅读要求，使学生掌握不同文体的阅读方法，使学生掌握相对稳定的可以借鉴的体裁分析模式，增加其理解文本的信心。 从研究文章体裁出发，可以把课文分为：记叙文、说明文、议论文、新闻报道、小说、剧本等 Pre-reading While-reading Post-reading 文本解读的视角---侧重体裁分析 18 While-writing 初期探索： 课例之—Bus Driver and Passengers Save an Old Man 课例背景： 人教版：unit 1 Bus Driver and Passengers Save an Old Man这文本讲述了公交车司机看到一位正躺在路上的老人急需救助周围的女士及司机还有所有在车乘客对老人的处境给于积极的帮助及救助的事件，文本反映了面对紧急事件人们处理的办法以及反应了人间正气，利于教育学生并帮助学生树立正确的人生观价值观。 19 侧 重 体裁分析 该文本是一篇记叙文，因此我们可以从记叙文的角度进行解读。可以按照记叙文的5要素让学生预测，然后再让学生进行提炼when, where, who ,what ,why等方面的内容，再分析该篇文章的细节内容，尤其对叙述事情的先后顺序方面引导学生对此类文本内容有相对稳定的理解。 读前活动 选择（1） 观看视频徒手肺复苏 ,引出所要读的话题 选择（2） 通过题目和所给的图片 推测可能要发生的什么事 Reading 3a Optional 1 Optional 2 读中活动 查读记叙文的基本要素，引导学生关注文体 进一步读关注新闻报道中文章的几个特征 Reading 3a-- 读中活动：精读 精读文章并抓住关键细节信息: 1.Check 2.Order the events 3.Finish the time line (引导学生关注记叙文的顺序） Reading 3a-- Reading 3a-- 读后活动 1根据所给的图片、关键词及顺序词复述课文 2. 通过讨论加深文本理解的同时锻炼学生应用语言，逐步培养学生的乐于奉献，无私、勇敢等道德品质的过程 heroes？ 在阅读教学中，学生不仅要准确理解阅读材料的内容，还要学习材料中蕴含的语言知识，并把所学知识运用到新的情景（赖朝晖，2011:27） 从语言知识角度出发，解读文本并进行相应的教学设计，学生可以从阅读中获取大量的知识和信息的同时，能在语境中学习词汇，在语篇中理解句义，在练习中增强语感，在实践中提高语用能力。 文本解读的视角---侧重知识语言 读前活动 1.引导学生进行brainstorm，引出学生掌握较难的词及词组，为接下来的阅读降低难度 2.根据图片及标题对文章进行发问，激发学生读的欲望 Reading 2a—2e Reading 2a—2e 读中活动 1.速读并进行每段大意的一个配对练习，意在引导学生掌握文章大意 2.读后并且排序 Reading 2a—2e 读中活动精读 读并回答问题，与此同时关注文章长难句及上下文难词的推测策略引导。 Reading 2a—2e 读中活动 逐段读提取细节信息并关注学生需要关注的知识点，融合知识点与回答提问中 Reading 2a—2e 读后活动 1.复述文章 2.分析人物 3.观看电影 4.小组讨论：这个故事与我 新冠病毒引导课 话题导入 Listening& speaking 1a—2d 提供三种不同的方式供听前热身，激活同学们的背景知识，激发兴趣。 ---新冠病毒 —自己上次生病 ---去看医生原版视频 新冠病毒话题拓展材料 Listening& speaking 1a—2d 单词新授 1. 复习身体单词。 2. 拓展身体相关的词汇及在具体情境中的运用。 听说活动一（1a-1b） 1. 通过1a，预测培养学生观察信息的能力。 2. 通过1b，复习身体词汇及各种疾病的表达，促进师生交流机会（变换图形）。 3.通过精听感知表达身体不适的句型。 4. 通过做对话巩固运用功能句,并进行任务分层。 1、此处链接了单词读音视频！ 1.通过2a&2b听力，学生再次巩固功能句。 2. 通过表格（任务已分层）练习精听文本，并学习如何提出建议的句型和表达。 3. 通过2d对话进一步丰富语轮输入，为后面输出活动提供完整的口语示范。 听说活动二（2a,2b,2d） 1. 总结提升本节课的词汇及功能句型。 2. 通过3个分层任务完成本节课的输出活动。 听后活动 1、话题导入后，通过测试了解学生对话题的了解程度，通过书中图片解决听力中的生词（标注音标），降低听力难度。 2、补充first，next，then等词来突出过程性，并有意突出对步骤顺序的表达。 听前活动 Listening& speaking Section B 1a—2d 听中活动 1. 泛听完成1b和1c。 2. 精听完成表格（任务已分层），锻炼学生抓取细节的能力 （中考听说考试的听后转述）。 3. report 和role play锻炼学生信息转述的能力。 4、通过回读提升语音语调及加深文本理解。 通过2个口语输出（讨论、角色扮演）巩固如何表达紧急情况和处理方法。 2. 通过讨论活动为该话题拓展知识，学以致用。 3.拓展补充表达不舒服、给建议、医生诊断的表达方式。 听后活动 1.能够针对生活中的日常问题寻求和提出建议； 2.能够编写并延展对话； 3.能够正确审题，列出写作提纲，并使用合适的表达建议的句型写出文章。 Writing 3a-3c 1. 列出常用的寻求建议和给出建议的句型，给学生作为参考； 2. 把课文中的3a转化为寻找最佳建议的游戏，既锻炼学生的口语，又为写作任务做准备。 写前活动： 1. 完成课本中的2b练习，并根据参考用语编出合适的对话；并侧重的对话语轮的延续练习。 2. 把对话转换成文章，练习英语复述能力。 写中活动 针对最新的新冠病毒肺炎，请给你的交换生同学peter提出居家和出行建议。 写中活动 展出部分学生的文章，根据量表做出评价。 写后活动 学有余力的同学可以根据自己的需要针对后续两个题目进行写作练习，巩固建议类文章写作。 补充资料 Thanks for your listening! $$nullnullnullUnit 1 What’s the matter? Section B Writing (3a- 3c) Period 5 By the end of the class, the students will be able to: make their dialogues about asking and giving advice on common problems properly; extract the key information from the writing task and set up a writing outline; use the appropriate expressions to write down their passage in a logical way. Asking for advice What do you think I should do(about…)？ What should I do(about…)? Can/ Could you give me some advice(about...)? What would you do(about…)？ What would you suggest I do/I should do about…? Giving advice I think you should Maybe you should… If I were you, I would… Why don't you…? How about(verb+ing…)？ You might try (verb+ing...) I would advise you to… My advice would be to… It might be a good idea to… I suggest you… Problem and Advice Game Give each student a problem card and an advice card Divide the students into pairs Give students two minutes to ask their partner for advice about the problem on the card and write down the advice they receive on the advice card. When the two minutes are up, students pair up with a new partner and repeat the above process until they speak to 4 people. When the students have finished, they choose the best piece of advice and write on their card why they think it is the best. Have a class feedback and students tell the class about their problem and the best advice they received. 游戏步骤： 1. 给每个学生一张问题卡和建议卡 2. 把学生分为两人一组，给每组学生两分钟，让他们使用上面的寻求建议和提建议句型进行对话操练，并在建议卡上写上听到的建议。 3.交换伙伴，继续完成上述步骤，直至问到四个同学。 4.从四条建议中选出最佳建议，并给出理由。 5. 全班分享。 5 doctor / nurse What's the matter? / What's wrong? What happend? Are you OK? You should.../ shouldn't... I have a... / I feel... I cut ... / hurt myself doing sth./ got hit by.../ got hit on... No, I don't feel well. Should I...? 3b. Make conversations with the following notes. patient 把刚才的对话落实到笔头上 A: Are you OK? B: No, I don't feel well. I have a headache. What should I do? A: You have a fever. You have a cold. B: What should I do? A: You should go home and get some rest. B: Thank you. 可以让学生在这个基础上扩写。如：加入病因的描述（在听说课上都进行过操练） A: Are you OK? B: No, I don't feel well. I was playing with my friends at the park yesterday. Then it got windy, but I didn't put on my jacket. Now I have a headache. What should I do? A: You have a fever. You have a cold. B: What should I do? Should I take some medicine? A: You shouldn't be in school today. You should go home, take this medicine, and get some rest. B: Thank you. 可以让学生在这个基础上扩写。如：加入病因的描述（在听说课上都进行过操练），建议中加入不应该做什么 A: Are you OK? B: No, I don't feel well. I was playing with my friends at the park yesterday. Then it got windy, but I didn't put on my jacket. Now I have a bad headache. What should I do? A: You have a fever. You have a bad cold. B: What should I do? Should I take some medicine? A: You should't be in school today. You should go home , take this medicine, and get some rest. B: Thank you. 可以让学生在这个基础上扩写。如：加入程度副词 A: Are you OK? B: No, I don't feel well. I was playing with my friends at the park yesterday. Then it got windy, but I didn't put on my jacket. Now I have a bad headache. What should I do? A: You have a fever. You have a bad cold. B: What should I do? Should I take some medicine? A: You should't be in school today. You should go home , take this medicine, and get some rest. B: Thank you. Write a passage to tell what happened to Student B(Bob) and the advice the nurse gives to him. 水平好一些的同学把对话改成复述文章。 Are you OK? B: No, I don't feel well. I was playing with my friends at the park yesterday. Then it got windy, but I didn't put on my jacket. Now I have a bad headache. What should I do? A: You have a fever. You have a bad cold. B: What should I do? Should I take some medicine? A: You should't be in school today. You should go home , take this medicine, and get some rest. B: Thank you. Sample: Bob doesn't feel well because he is ill. He was playing with his friends at the park yesterday. Then it got windy, but he didn't put on his jacket. Now he has a bad headache. The nurse thinks he has a fever and has a bad cold. So she gives him some advice. First, he shouldn't be in school and should go home now. When he gets home, he should take some medicine. Most importantly, he should get some rest. Hope Bob can get well soon. 水平好一些的同学把对话改成复述文章。 12 Writing Task 1: 2020开年，疫情肆虐，中国人民投入了一场没有硝烟的战争。假如你是李华，你打算用英语写一封邮件，告诉还在北京的你们学校的交换生peter针对新型冠状病毒的有关防护措施，建议他做好居家和出行防护，并在做好身体锻炼和自我心理疏导的同时，停课不停学。 提示词语：novel coronavirus (2019-nCoV)，should, had better, wash hands, wear masks, disinfect(消毒) etc. 提示问题： How is the outbreak of the novel coronavirus (2019-nCoV)? What do you advise peter to do to protect himself？ What do you think of your vacation because of the pneumonia? 针对最新的新冠病毒肺炎，请同学们给出居家和出行建议。 13 Dear Peter，  How is it going? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sample: Dear Peter， How is it going? I know that you are still in Beijing.   As we all know, the epidemic situation of novel coronavirus (2019-nCoV) is getting more and more serious, because the confirmed cases and suspected cases are increasing day by day. You might wonder as an ordinary student, what can you do to fight against the novel coronavirus? Here are the following things you could do to protect yourself and family from this disease. Firstly, you should try to reduce outdoor activities as much as possible and avoid visits to crowded public areas. Since this is really a good opportunity to stay with your families at home, why not spend more quality time with them? When you are at home, please open the windows of your house frequently for better ventilation. Staying at home for a long time might be tiring and boring, so I suggest you to exercise moderately，do something fun, such as watching movies or listening to music and learn lessons online. You also have to balance your nutrition and eat more vegetables and fruits. Secondly, it is recommended that a surgical or N95 mask shall be worn when going out. Thirdly, after returning from outside, you’d better wash your hands with soap or liquid soap under running water, or use alcoholic hand sanitizer. You have to avoid touching your mouth, nose or eyes when you are unsure whether your hands are clean or not. Fourthly, I would strongly advise you to monitor the health conditions of your family members and yourself. Measure your temperatures when you feel like having a fever. As for me, this winter vacation is really special because I spent plenty of time at home. I read a lot of books and had a lot of time to reflect my life. Although I couldn’t see you in person, I talked with you more often through wechat. As Zhong Nanshan said, staying at home and being away from the public is the best way to fight against the disease. Let’s work hard to get this disease over soon. I am looking forward to hearing from you soon. Yours sincerely, Li Hua Peer Assessment 18 Writing task 2 上周的体育课上，有个同学突然肚子疼，引发了学校对“安全上好体育课”的讨论。你觉得怎样上体育课更安全？请你以“How to keep safe in PE Class?”为题，在班会课上作主题发言。内容包括： 1. 描述一件发生在你身上或看到的发生在体育课上意外事件（经过与结果）。 2. 提出解决这种意外事件的建议。 3. 呼吁每个学生要注意体育课安全。 要求：语句连贯，词数80个左右。 作文的开头和结尾已经给出，不计入总词数。 How to keep safe in PE class? Good afternoon, everyone! Do you know that we may be in danger in our PE class if we are not careful enough? ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ That’s all, Thank you. 内容 注意事项 1. 体裁 2. 时态 3.人称 应用文 因为是意外事件所以用一般过去时或过去进行时，当提出建议或发出呼吁时，用一般现在时。 用第一人称 或第三人称 格式 思 路 点 拨 第一步：三个确定 第二步：理清思路 本篇言稿的格式已给出，我们直接写正文即可。 首先应描述一件过去发生在体育课上的“意外事件”。 本文可写生病类:_________,_____......也可写其他：_____，________,_____......等。 接着要提出合理化的建议， 如去_____,______等, 最后发出呼吁, 呼吁学生注意安全,点出安全的重要性。 肚子疼 突然发烧 与同学打架 摔倒 流鼻血 看医生 吃药 第三步：拟定提纲 意外事件：A student…. When he… He lay on the floor … we…. 提出建议：First, teacher should….. second, we must…. Third…… 发出呼吁：Safety is very important. Everyone should…… 第四步：例文 How to keep safe in PE class? Good afternoon, everyone! Do you know that our PE class could be dangerous if we are not careful enough? For example, a student got a stomachache in a PE class suddenly while he was running. He lay on the floor for a long time and we were all frightened. How to help students stay away from danger in the PE class? First ,the teacher should make the students warm up before sports activities. Second, students must wear sports clothes in PE class. Third, students must some safe behaviors, for example, drinking some water after PE class. Safety is the first most important thing for a student. All of us should pay attention to it. Do you think so? That’s all. Thank you. 给出具体性建议： 可用的句式有： 1. What about / How about… 2. You can / could … 3. You should… 4. Why not….? 5. Why don’t you…? 6. If I were you, I’d… Writing Task 3 莉莉是一名初二的学生，每天学习时间很长，她感到疲惫、精神紧张。假如你是她的同学，请给她写一封信，从饮食、睡眠、学习习惯等方面给她提出至少三条建议，帮助她快乐起来。不少于60词。 提示词：worry about, first, what’s more, finally, I hope… Question 1: What do you want to say to Lily first? Question 2: What’s your advice? Question 3: What do you think of your advice? Dear Lily, I am sorry to hear that… Sample Dear Lily, I’m sorry to heat that you work for long hours every day. You often feel tired and nervous, and you always don’t feel very well. How I hope my advice could help you a little. First of all, drink some milk before going to bed. It can keep you comfortable and calm. Another tip to remember is that you are supposed to sleep a bit earlier. Finally, you’d better do your homework a bit faster and then relax before big exams. Of course, you can see the doctor if necessary. In a word, only you can deal with all the problems in your life. I’m sure happiness muse be coming back to you again. Your sincerely, Jenny $$Unit 1 What’s the matter? Section A (1a-2d) Period 1 By the end of the class, the students will be able to: talk about health problems and give advice briefly. give advice properly by doing the listening tasks. master the target sentence. What’s the matter with sb? Have +(a)+disease Should/shouldn’t do sth Learning objectives Free talk What do you know about novel coronavirus (2019-nCoV)? What can you do to prevent it?? Option-1 Key words 1.新型冠状病毒：novel coronavirus (2019-nCoV) 2. 口罩：mask 3. 隔离：quarantine 4. 潜伏期：incubation period 5.飞沫传播：droplet transmission Prevention and control 1.Keep distance with people when talking. 讲话交流，最少相隔1米，最好2米。 2. Washing hands can reduce risk of getting infected. 及时洗手，可减少病毒感染几率 。 3.Receiving delivered packages at home not dangerous. 做好防护在家收快递取外卖，感染率低。 4. Sun exposure cannot kill the virus. 晒太阳不能杀灭新冠状病毒。。 5.Taking a hot bath or using air-conditioning cannot kill the virus. 洗热水澡或吹空调，不能杀死新冠状病毒 6.Higher-concentration alcohol may not be more effective. 消毒酒精并非浓度越高越好。 7. Woolen fabric doesn’t retain virus longer. 毛领不会更容易吸附病毒。 8.Not everyone needs to wear a N95 mask. 普通人不一定要带N95口罩。 What did you do the last time you felt bad? Did you go to a doctor? What did the doctor say or what advice did he/she give you? Lead-in Option-2 What did you say to the doctor? Lead-in Option-3 To see a doctor Brainstorm: Can you name some body parts? feet teeth 11 mouth cavity tongue throat stomach liver gut lung kidney Let’s look into our body! Do you know your magical body ? 1.I smell the Spring Festival Eve dinner with my ________. 2. I hear firecracker with my _________. 3. I make dumplings with my ________. 4. I run or jump with my _________. 5. I bite and chew with my ______. 6. I see colorful fireworks with my _____. 7. I love my family with all my ______. nose ears hands legs/feet teeth eyes heart 1. How many students can you see in the picture? 2. Where are they? 3. What problems do they have? Let's predict! 14 Look and match 1a ____arm ____back ____ear ____eye ____foot ____hand____head ____leg ____mouth ____neck ____nose ____stomach ____tooth h e g i a b j c l d m f k Optional Aches and Pains Listen and write. 1b has a very sore throat has a really sore back got a stomachache has a toothache People Problem Sarah David Judy Nancy Ben has a cold Pair work: A: What’s the matter with Sarah? B: She has a cold. Level 1 People Problem Reason/ Result Sarah has a cold David got a stomachache Judy has a very sore throat Nancy has a tootache Ben has a really sore back didn't put on her jacket( when it got windy) ate too much food at his friend's birthday party hurt himself(when) playing soccer didn't sleep well last night; it hurts a lot talked too much yesterday and didn't drink enough water Listen again and try to write down reasons/ results. Pair work: ----What’s the matter with Judy? She talked too much yesterday and didn’t drink enough water. She has a very sore throat now. Level 2 1b Watch and study How to talk about health problems? Have/get is used to talk about health problems. More examples: have a flu, have a fever, have a headache, have a cough, nosebleed... More ways to talk about health problems suffer from… contract… (v. 感染) What’s the matter? Language Focus ◆What’s the matter with sb.? ◆近义句：What’s wrong with sb.? What’s the trouble with sb.? What’s up to sb.? What happens to sb.? Practice: 你的英语老师怎么了？ What’s the matter with your English teacher? 她嗓子疼。 He has a sore throat. Listen and number 2a 2 3 1 4 5 Predict ---What’s the matter with the people in the picture? --- Can you give them some advice? Listen again. Match the problems with the advice. 2b Fever a lie down and rest 2. Stomachache b drink hot tea with honey 3. Cough and sore throat c. see a dentist and get X-ray 4. Toothache d. take your temperature 5. Cut myself e. put some medicine on it Level 1 Listen again and try to write down the advice. 2b Problems Advice fever stomachache cough and sore throat drink some hot tea with honey toothache cut myself take your temperature see a dentist and get an X-ray lie down and rest put some medicine on it Optional Level 2 程度好的学生使用 A: What’s the matter with him/her? B: …. A: What should/could he/she do? B: He/she should/could…. A: That’s a good idea. Ask and answer. 2c A: What’s the matter with him/her? B: …. A: What should/could he/she do? B: He/she should/could…. A: That’s a good idea. Ask and answer. 2c A: What’s the matter with him/her? B: …. A: What should/could he/she do? B: He/she should/could…. A: That’s a good idea. Ask and answer. 2c Listen and answer. 2d What’s the matter with Lisa? She has a headache and can’t move her back. 2. What advice does Mandy give to Lisa? She should lie down and rest. If her head and neck still hurt, then she should go to a doctor. Show Time 1. have a toothache/ fever/ cold 2. hurt one's back/ fall down ... 1. What's the matter? 2. What should I do? 3. You should do/ You'd better do/ I suggest you... 1. lie down and rest 2. drink some hot water with honey 3. see a dentist 4.put some medicine on it 5. put a bandage on it 1. eat too much junk food 2. stay up late 3. talk too much ...... Conclusion! A: What’s the matter? B: I’m not feeling well. I have a ____. A: When did it start? B: About _____ ago. A: Oh, that’s too bad. You should _____. B: Yes, I think so. A: I hope you can feel better soon. Role-play Level 1 Imagine you are the school doctor. A few students have health problems. Level 2 Role-play A: What’s the matter with …? B: …. A: What should/could …. do? B: ….. should/could…. A: …. Imagine you are the doctor, and one of the students suspected him/her is infected by the novel coronavirus after returning from his/her hometown. Level 3 Role-play A: What’s the matter with …? B: …. A: What should/could …. do? B: ….. should/could…. A: …. Word bank novel coronavirus (2019-nCoV)新型冠状病毒 surgical mask N95 mask医用外科/ N95口罩 out of quarantine 解除隔离 the incubation period of the virus is up to 14 days病毒的潜伏期长达14天 spread through droplets通过飞沫传播 wash hands with soap and water 用肥皂洗手 avoid contact 避免接触 Patient 1: He has a stomachache. Treatment: You should eat junk food.    (      )      Patient 2: She has a sore neck. Treatment: She should see a dentist.    (      ) Patient 3: I have a sore back. Treatment: You should lie down and rest.   (      ) Patient 4: He has a headache. Treatment: He shouldn’t go to bed.     (      )                               Patient 5: I have a fever. Treatment: You should eat more vegetables and fruit . (      ) N N Y N Y Test: Symptoms and treatment $$ Unit 1 What’s the matter? Section A (3a-3C,Grammar Focus) Period 2 By the end of the class, the students will be able to: 1. extract the main idea and details about the story. 2. retell the passage with the help of key words. 3. have the sense of offering help when necessary. Learning objectives How to Perform Hands-Only CPR (徒手心肺复苏术) Listen and try to learn: optional Predict the story according to the pictures. Bus Driver and passengers Save Old man when where who the clear title what how Do you think it comes from a newspaper or a book? How do you know ? A newspaper report basic Information who when where what Timeliness (及时性) Did something happen recently or did we just learn about it? Impact（影响性） Are many people affected or just a few? Proximity（接近性） Did something happen close to home, or did it involve people from here? Controversy（争议性） Are people in disagreement about this? It’s human nature to be interested in stories that involve conflict, tension, or public debate. Prominence（突出性） Is a well-known person involved? Currency（流行性） Are people here talking about this? Oddity（奇特性） Is what happened unusual? What other features can you find in this news? At 9:00 a.m. yesterday, bus No.26 was... “It’s sad that many people don’t want...” But to his surprise, they all agreed to go with him. 让学生先说自己的看法，然后展示给学生新闻的特点并让学生在文中找能体现出其特点的语言。 还可以和学生说明一下新闻的标题不用过去时，虽然事情发生在过去。 3b Read and check. 1. _____Wang Ping was a driver of bus No.26 at 9:00 a.m. yesterday. 2. _____Bus No.26 hit an old man on Zhonghua Road. 3. _____The old man had a heart problem and needed to go to the hospital right away. 4. ____ The passengers on the bus did not want to go to the hospital, so only Wang Ping went with the woman and old man. 5. ____ Some passengers helped to get the old man onto the bus. 6. _____The old man got to the hospital in time. √ √ √ √ 精读 Read and find the order of events The bus stopped. The bus driver saw an old man lying on the side of the road. The driver took the old man to hospital with all the passengers. The woman told the driver what happened. The doctor saved the old man. The driver decided to help the old man. 1 2 3 4 5 6 精读3 Something happened at 9:00 a.m. yesterday Bus driver’s reaction Passengers’ reaction Result ? ? ? ? stopped the bus without thinking twice; got off and asked what happend; took the man to the hospital all agreed to go with him; some of them helped to move the man onto the bus was saved in time, didn’t think about… Only think about saving was going along; Saw an old man lying on ; was shouting for help you? Read and finish the time line. Retell the passage: at 9a.m.yesterday saw…lying shouted for stopped ..without thinking got off and asked…knew…act quickly told…he must take…to expected …to … But to his surprise… helped ..to move the other driver It is sad that…because… first then last Discussion: If you were in scene, what would you like to do/should /could do? What can you learn from the accident? Discussion: If you were in scene, what would you like to do/should /could do? What can you learn from the accident? What do you think of these doctors? What can we learn from them? As a student ,what should we do at this special moment? 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 like down and rest. Do you have a fever? Yes, I do./ No, I don't./ I don't know. 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. 1. have/ get a(n)+疾病名称，表示患病 have a cold, have a fever, have a cough, get a stomachache, get a toothache 2. be/ feel +形容词，表示不适 be/ feel tired, be/ feel sick, head feels hot, be/ feel dizzy 3. get+动词过去分词形式 get hurt, get cut in the hand, get hit by a ball 4. take/ get表达诊治 take one's temperature, take some medicine, take an injection, take/ get an X-ray (picture) 5.see/ go to表达就医 see the dentist/ doctor, go to a doctor, go to (the) hospital 第一人称 第二人称 第三人称 单数 myself 我自己 yourself 你自己 himself 他自己 herself 她自己 itself 它自己 复数 ourselves 我们自己 yourselves 你们自己 themselves 他们自己 She is talking to herself. He taught himself French. I’m not myself today. Just be yourselves. I made the birthday cake myself. You had better ask the teacher yourself. 宾语 表语 同位语 1. A: I hurt ________ when I played basketball yesterday. What ________ I do? B: You ________ see a doctor and get an X-ray. 2. A: ________ the matter? B: My sister and I ________ sore throats. ________ we go to school? A: No, you ________. 3. A: ________ Mike ________ a fever? B: No, he ________. He ________ a stomachache. A: He ________ drink some hot tea. myself should should What’s have Should Shouldn’t Does have doesn’t has should 4a 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:____________________________________ 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: ____________________________________ She should put a bandage on it. 4b How to give advice You should / shouldn’t… You could… Maybe you should/could/shouldn’t… You’d better do… You’d better not do… Why not do sth.? Why don’t you do sth? If I were you, I would do… I advise you to do… I suggest doing… I suggest/advise that you should do… Write advice for these people 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 volleyball. Advice: _______________________________. Self check One student mime a problem. The other students in your group guess the problem and give advice. 4c Name Problem Advice Liu Peng Fall down go home and rest $$nullnullnullnull