人教版八年级下册第一单元英语Unit1-第一课时教学设计
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课题 Unit 1 What’s the matter?
Section A (1a-2d) 班级
备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课主要学习有关伤病及处理建议的表达方式，话题对接中国学生发展核心素养中的“自主发展”之“健康生活”素养中“珍爱生命”一项，要求学生能够具有安全意识和自我保护能力。在本课中，借助“health”一次，可引导学生懂得健康的真正含义，即积极的锻炼、乐观的心态和一定的医学和生活常识。
课标分析 新课标要求八年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能多角度、辩证地看待事物和分析问题；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流；能在学习过程中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在医院的情境中正确使用“have+(a)+病症”结构、情态动词should，以听说等方式理解他人和描述自身的健康问题、恰当表达自己的建议；
文化意识 能够学会关心自身和他人身体健康，提出一些建议，了解珍爱生命、健康生活的重要性；
思维品质 能够在听说活动中准确获取并表达有关疾病不适及医治和处理建议的信息，提高思维的逻辑性和缜密性；
学习能力 能够通过谈论伤病及相应处理建议，激发英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；
教材内容分析 Section A侧重健康问题及提出相关建议，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。
重点 有关身体部位名称、伤病名称及与动词搭配后形成的词汇表达；关于就医或救治建议的表达；用于表述身体不适的句型结构；情态动词should表述建议的用法等。
难点 清楚区分不同伤病的动词、形容词搭配；
准确表达不同伤病及其形成原因；
针对不同伤病提出合理建议。
学情分析 八年级学生已经掌握了一定的有关身体部位的词汇和提建议句型，具备了初步的听说技能，对语言学习的热情也逐步增加，他们对如何用英语来表述与现实生活息息相关的话题并寻求合理的解决办法是很感兴趣的。本课有关疾病不适与相应建议的话题与学生息息相关，且他们具备一定的生活经验和常识，教师应创设情境，鼓励学生多发言多交流，在“学中用、用中学”。
教 学 流 程
设
计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead in.
Greet the teacher and enjoy
the video.
Ss: It depends on their healthy
bodies！
Step 2. Before-listening.
Watch another video about
our bodies. Learn the names
of the parts of the body based
on the picture of Messi.
Then play a game and say
out the body parts.
Finish 1a.
Say out Peter’s health
problems.
Play a video about Argentina
winning the World Cup final.
T: Do you know why they get a
big success at FIFA World Cup
Qatar 2022?
T: Let’s watch a video to know
more about our bodies!
Guide Ss to know the words
about body parts. Provide a
game and some exercises.
1. We look with our _____.
2. We listen with our _____.
3. We smell with our_____.
4. We walk with our _____.
T: There was something wrong
with Peter. What’s the matter?
利用世界杯热点新闻导入健康体魄的话题，激发学生学习兴趣。
学习和复习有关身体部位的词汇，并通过“记忆大考验”游戏、填空题、1a词图匹配等巩固记忆。
通过“Peter没上学”引出本课目标语言的学习，用“What’s the matter?”询问和用“have+(a)+病症”结构谈论伤病情况
渗透单词音标教学，引导学生根据读音规则和音标拼读单词。
Next, follow the “doctor” to learn different health problems with “have” “cut” structures.
Step 3. Listening.(1b)
Get Ss to look at 1b and the
picture on Page 1 and guess
the illness before listening.
Guess the reason, listen
again and match the reasons
and the pictures.
Read the conversations after
the teacher.
Step 4. Listening.(2a, 2b)
Write some phrases about
the body problem under each
picture.
Listen for the first time,
number the pictures.
Present some pictures and
elicit Ss to give more different
problems in English.
E.g. have a cold
have a sore throat
have a headache
cut myself by accident
T plays the recording for the
first time and let Ss number the
names.
T plays the recording for the
second time and let Ss match the
reasons and the pictures.
(A chart can be provided,
including names, problems and
reasons.)
Provide some listening
strategies.
T: As a doctor, I need to give
some advice to patients.
Let Ss to look at 2a and the
picture on Page 2 and ask some
questions to help them make a
prediction before listening.
T can give Ss opportunities to
show their answers with a whole
sentence. 听前引导学生观察主题图，利用问题帮助学生养成观察主题图的习惯，培养他们对细节的观察能力，增加使用英语的问答机会，促进英语听说交流，为听力活动做好铺垫。
听中进行听力策略的渗透，如注意转折词后面的句子（如but, so,
however)，同时要懂得判断说话人的语气语调(如停顿，上扬等）。
在听前帮助学生解读内容性插图是一种有效的听前准备活动，让学生做有准备的语言输入，降低听力的焦虑情绪，提高听的效果。
核对答案时，注意引导学生用完整的句子陈述各种建议。
允许学生直接重复教材2b中给出的建议，更应对学生自己提出的合乎情理的独特见解提出表扬。
Listen for the second time ,
some Ss show their answers
with a whole sentence.
Make conversations with
their partners.
Step 5. Role-play.(2d)
Read the conversation in
roles between Mandy and
Lisa.
Some pairs to come to the
front and act out their own
conversations or role—play
the conversation only.
Practice several times.
Divide the Ss into 3 groups,
recite the conversation in 1
minute.
Step 6. Conclusion.
HEAlTH: Happy Excise
Activity Love Think
Step7. Exercises.
T: In Picture 1, she has a
cough and sore throat, what
should she do?
Show the 5 pictures on PPT,
and give the phrases of treatment
on the right, encourage Ss to
give some other reasonable
treatments .
Play the recording for Ss to
listen and repeat.
Encourage Ss to read the
conversation alone and find out
the answers to the following
questions:
Q1: What’s the matter with Lisa?
Q2: What did Lisa do on the
weekend?
Q3: What’s Mandy’s
advice?/What should Lisa do?
Guide Ss to memorize some
patterns in the conversation.
e.g. Are you OK?
What should I do?
It doesn’t sound like...
That’s probably why.
can’t move my neck
take breaks away from the
computer
sit in the same way for too
long without moving
T: Health is so important. Please
remember: an apple a day keeps
