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1、人教版八年级下册 Unit 1 Whats the matter ? Section A 3a-3c 教学设计英语教研室 唐琴一、教材分析本单元的话题是健康与急救，主要学习有关伤病及处理建议的表达方式。Section A 侧重健康问题及提出的相关建议，借此学习、训练相关的语言结构。在教材编写和呈现方面，以下内容十分突出，属于本阶段教学结束时学生吗应当重点掌握并能够正确表达的内容：功能及句型结构方面：Whats the matter(with .?) I have a cold. (He /She has a fever.)词汇方面：包括身体部位名称、伤病名称及与动词搭配后形成的表达；关于就医或
2、救治建议的表达。语法方面：用于表述身体不适的句型结构；情态动词手榴弹表述建议的用法。从编排上看，活动1a旨在介绍身体各部位的词汇，1b和1c通过简单的听说活动向学生输入并操练有关询问和表述疾病或不适的基本词汇和表达方式；2a-2d侧重听说技能训练，并加入了医治及处理建议，综合性地训练学生在该话题下的语言输入及输出水平；3a-3c活动利用公交司机停车救人的故事训练、发展学生的阅读技能，学习更多相关的语言表述，为后面的语言总结与学习提供更多铺垫，并通过课堂讨论进行情感态度价值观的教育。本节课是3a-3c部分，这一部分首先可以从短文的标题和插图扶手，可发挥学生们的主观能动性，让他们通过标题和插图的讨
3、论来深化课文学习。二、课标分析Teaching Aims and Demands:1、Knowledge Object:(1) Words and expressions:passenger, off , get off , to ones surprise, onto, trouble ,hit ,right away, get into ,bus No.26, see sb. doing sth. , shout for help, thanks to, (2)Reading2、Ability Object:Train and develop the students reading ab
4、ility.3、Emotion Object:To be a helpful person because helping others is helping yourself.Teaching Key Points:(1) Words and expressions:passenger, off , get off , to ones surprise, onto, trouble ,hit ,right away, get into ,bus No.26, see sb. doing sth. , shout for help, thanks to, (2)ReadingTeaching
5、Difficult Points:Train and develop the students reading ability.Teaching Methods：1. Talking method.2. Discussion method.三、Teaching stepsStep 1. Greeting and RevisionT: Good afternoon, boys and girls.Ss: Good afternoon, Mrs. Zhang.T: Last class, we learnt something about health problems and how to gi
6、ve advice. Now lets review them together.Show three pictures : Whats the matter with her/ him? She has a sore throat. What should she do? She should drink hot tea with honey.（设计意图：通过对前一课时的复习，能够让学生们又一次熟悉whats the matter?句型，并能通过身体上的不适自然而然转到事故）Step 2. Presentation.Lead inShow a public service announcem
7、ent. (A video). T: It tells us we should help people when they are in need. So this class we will learn a story about helping people.（设计意图： 能够引起学生们的兴趣，尽快进入课堂学习气氛，并引入助人为乐这个话题。）Step 3. Reading1. Before reading Show the picture of this story. And give three tips to let ss guess what the story is.Q1. Wh
8、ats the matter with the old man?Q2. Whats the woman next the old man doing?Q3. Who will help the man and the woman ?And then show the title of the story.Show the whole story and ask how many paragraphs are there in the story ,and divide them into “the beginning , the body and the ending”.（设计意图：让学生学会
9、通过图片和题目猜测新闻或者文章大意。）2. While readingFast readingRead the passage quickly and answer the questions.Q1. Do you think it comes from a newspaper or a book? How do you know?Q2. Did the driver save the man and the woman?（设计意图：锻炼通过快读能够让学生迅速了解文章大意）Careful readingRead Para.1 carefully and find out what the be
10、ginning of the news tells us.Q1. When did the accident happen?Q2. Where did the accident happen?Q3.How many characters are there in para.1? And who are they?Q4.Whats the matter with the old man? Whats the woman doing?Retell para.1 according to the mind-map.（设计意图：思维导图能够让学生对段落一目了然并减小复述难度）Careful readi
11、ngRead para.2 carefully and see what happened next.Retell para.2Careful readingRead para. 3 carefully and answer the questions.3. After readingGroup workNowadays, if someone falls down because of illness or being hurt, more and more people dont dare to lift them up. So if you face this kind of thing
12、s , what should you do ? Help or not help? Please discuss in groups. I will give you three tips:First, you should discuss（讨论） in your group.Second, you should write down your groups views （观点）on your notebooks.At last , I will ask your group leader to give us a report about your groupsYou can write
13、like this: Nowadays, if someone is lying on the road because of illness or being hurt, more and more people dont dare to lift them up(扶起).According to this phenomenon（现象）, our classmates have different opinions（观点）. In my group , some students think that we shouldnt help them，because they think.and others dont agree this view, they think. In my opinion(我的观点是)，.（设计意图： 通过小组讨论能够增强语言组织能力，并能够让学生畅言对当今现象的观点，让他们意识到助人为乐的重要性。）Step 4. Summary这一部分旨在训练、发展学生的阅读能力，所选短文故事性强。然后每一段细读部分都有思维道题进行引导和疏通，从而让学生更直观的了解，加深对本段和本篇的认识。本节课最后学生展开讨论那一模块最激烈，而且他们敢于用英语表达出自己和小组的观点，这点很符合我们的语言的综合能力的提高。本文虽是报刊故事，但情感态度价值观的教育意义深刻。5
