人教版八年級下冊英語教案(全冊)

Unit1Whafsthematter?

SectionA

一.教材分析

學生將會學會如何談論他們的健康問題以及如何給予他人建議。本單元的話題是

健康問題，健康是一切活動的保障，關乎我們每天的日常生活，所以有必要讓學

生了解相關的知識。本節課的話題出自UnitlWhat'sthematter?(sectionA),

主要讓學生認知表示身體部位的單詞以及部分疾病的表達方法，學會談論自己及

他人的健康狀況，能針對健康問題提出合理化建議。在具體教學中我對教材內容

進行了整合，刪除了材料中的聽力部分，將其用圖片的形式展示出來以保持課堂

的完整性。我還對教材做了適當的修改和擴充，使內容更貼近生活，讓學生有更

多的發揮空間。

二、學情分析

八年級的學生具有過渡性和動蕩性的心理特點，處于兩極分化的突出時候，

學生差異較大，因此在任務設計上我注重分層，面向全體，充分調動每個學生的

積極性。但由于這個階段的學生活潑好動，好奇心較強，再加上本節課又是他們

從未接觸過的有關健康的話題，所以在課堂設計上我十分注意生動活潑但不幼

稚，發揚傳統但不古板。

三.教學目標

1、KnowledgeObjectives（知識目標）

（1）掌握身體每個部分生詞的發音，含義以及描述健康問題的詞匯，

Beabletomasterthepronunciation,meaningandspellingofthenamesofbody

partsanddiseases.

（2）如何根據別人的健康問題提建議。

Beabletolearntheexpressionsofgivingadvice.

（3）能夠運用“What5sthematter?Ihavea”談論健康問題，能運用“You

shouldYoushouldn^“句型給出建議。

Beabletotalkabouthealthproblemsbyusing"What'sthematter?Ihavea"and

giveadvicebyusing“YoushouldYoushouldn't"

2.AbilityObjectives（技能目標）：

（1）能聽懂談論健康問題的對話材料；

Beabletounderstandthedialoguematerialsabouthealthproblems

（2）能夠流利的討論據別人的健康問題提建議；

Beabletotalkaboutone'shealthproblemsandgiveadvicefluently

（3）能寫出重點單詞和重點句型，并能描述怎樣對待健康問題

Beabletowritekeywordsandsentencepatterns,anddescribehowtodealwithhealth

problems.

3.MoralObjectives（情感態度目標）

(1)通過本課的閱讀，通過開展扮演病人等活動，培養學生關心他人身體健康

的品質。

Throughthereadingofthislessonandthroughtheactivitiesofplaying

patients,studentscanbetrainedtocareforothers'health.

(2)培養學生處理緊急事件的基本能力，樹立在緊急事件時互相幫助的精神.

Cultivatestudents'basicabilitytodealwithemergenciesandestablishthespiritof

helpingeachotherinemergencies

四.教學重難點設計

由于本節課的話題是談論健康，根據課標要求，學生需掌握有關疾病的單詞,

并能針對疾病提出合理化建議，因此本節課的教學重點設計如下：

Theteachingfocus:

1、Masterthenamesofdiseases.

2、Mastertheexpressionsofgivingadvice

3、Talkabouthealthproblemsbyusing"What'sthematter?Ihavea"andgive

advicebyusing“YoushouldYoushouldn't"

本節課的話題學生以前接觸較少，知識儲量有限，讓他們在較短的時間內掌

握較多的新單詞有一定難度，再者，由于學生生活經驗的限制，在談論如何給出

合適建議時會出現一定的困難。因此本節課的教學難點設置如下：

Theteachingdifficulties:

1、Studentsmayfinditdifficulttorememberallthetargetnewwordsintheclass

2、Studentsmayfinditdifficulttogiveappropriateadvicetothecertaindisease

becauseoftheirlimitedlifeexperience.

Teachingfocus：

1.短語：①haveastomachache,haveacold,liedown,takeone'stemperature,

(2)gotoadoctor,getoff,toone'ssurprise,agreetodosth.,getintotrouble,

(3)falldown,beusedto,runout(of),cutoff,getoutof,beincontrolof,

④keepon(doingsth.),giveup

2.句子：

(1).Whafsthematter?Ihaveastomachache.Youshouldn'teatsomuchnext

time.

(2).WhafsthematterwithBen?

Hehurthimself.Hehasasoreback.

Heshouldliedownandrest.

(3).Doyouhaveafever?Yes,Ido,No,Idon't.Idon'tknow.

(4).Doeshehaveatoothache?Yes,hedoes.

HeshouldseeadentistandgetanX-ray.

(5).Whatshouldshedo?Sheshouldtakehertemperature.

(6),ShouldIputsomemedicineonit?Yes,youshould/No,youshouldn't.

3.掌握情態動詞should'shouldrft.的用法

4.學習have的用法

五.課時劃分

2Periods

六.教學方法和學習策略分析

(一)教學方法

(1)恰當運用多媒體輔助教學，提高課堂效率增加趣味性。

(2)以學生為中心，開展Roleplay,Guessinggame,Pairwork等英語教學活動。

(3)注重分層教學，尊重差異，讓不同層次的學生都能參與，獲得成就感。

(4)“任務型”活動策略，在做中學和練，任務明確，活動面廣，使學生在交際

中真實運用所學知識。

(二)學習策略

(1)Inferringvocabulary

(2)Roleplay

(3)Groupandpairwork

七.課前準備

Multimedia,groupwork,cooperativediscussion.

A.教學過程

Period1

Step1Warmingupandnewwords

Lookatapictureandlearnthepartsofthebody.

Newwordsandphrases.

Step2Presentation

1.la

Lookatthepicture.Writethecorrectletter[a-m]foreachpartofthebody.Then

checktheanswers.

laLookatthepicture.Writethecorrectletter[a-m]foreachpartofthebody.

armbackeareyefoot

handhead___legmouthnecknose

stomachtooth

Keys:hegihajlcdmkf

Step3Listening

lbListenandlookatthepicture.Thennumberthenames1-5.

TellSstherearefiveconversations.Ineachconversationthepersonsayswhat'sgoing

onwiththem.Listencarefullyandnumberthepictures.Playthetape.

Whats

Listentotheconversationsagainagaintomatchtheproblemswiththeadvice.

andfillintheblanks.AskSstomakeconversationsusingtheinformationinlb.Give

themenoughtimetodothistask.Later,inviteseveralpairstopresenttheir

conversationstotheclass.

Conversation1

Nurse:Whafsthematter,Sarah?

Girl:I.

Conversation2

Nurse:Whafsthematter,David?

Boy:I.

Conversation3

Nurse:Whafsthematter,Ben?

Boy:I.

Conversation4

Nurse:Whafsthematter,Nancy?

Girl:I.

Conversation5

Betty:Whafsthematter,Judy?

Ann:She.

Keys:haveacold

gotastomachache

haveasoreback

haveatoothache

hasasorethroat

Step4Speaking

1cLookatthepictures.Whatarethestudents?problems?Makeconversations.

Examples

A:WhafsthematterwithJudy?

B:Shetalkedtoomuchyesterdayanddidn'tdrinkenoughwater.

Shehasaverysorethroatnow.

A:WhafsthematterwithSarah?

B:Shedidn'ttakecareofherselfontheweekend.Shewasplayingwithherfriends

attheparkyesterday.Thenitgotwindy,butshedidn'tputonherjacket.Now

shehasacold.

Step5Guessinggames

Guesswhathashappenedtothestudentsbyusingtheimportantsentences.

Step6Listening

2aListenandnumberthepictures[1-5]intheorderyouhearthem.

2bListenagain.Matchtheproblemswiththeadvice.

Keys:24315

2bListenagain.Matchtheproblemswiththeadvice.

1feveraliedownandrest

2stomachachebdrinksomehottea

3coughandsorethroatcseeadentistandgetanX-ray

4toothachedtakeyourtemperature

5cutmyselfeputsomemedicineonit

Keys:dabce

Step7Speaking

2cMakeconversationsusingtheinformationin2aand2b.

AskSstomakeconversationsusingtheinformationin2aand2b.Givethemenough

timetodothistask.Later,inviteseveralpairstopresenttheirconversationstothe

class.

A:Whafsthematter?

B:Myheadfeelsveryhot.

A:Maybeyouhaveafever.

B:WhatshouldIdo?

A:Youshouldtakeyourtemperature.

Step8Role-play

1.Imagineyouaretheschooldoctor.Afewstudentshavehealthproblems.Role-play

aconversationbetweenthedoctorandthestudents.First,askSstohaveafastreading

oftheconversationtogetthemainidea.

Then,leadSstoreadtheconversationsentencebysentence,explainsomelanguage

points.

Finally,divideSsintopairstopracticerole-playingtheconversation.

2dRole-playtheconversation

2.Answerthequestions.

1)WhafsthematterwithLisa?

2)Didshehaveafever?

3)Whatdidshedothenightbefore?

4)Whatdoessheneedtodo?

5)Whatshouldshedofornow?

6)Whatshouldshedoifthingsdon'tgetbetter?

Keys:Shehasaheadacheandcan'tmoveherneck.

No,shedidn't.

Sheplayedcomputergamesallweekend.

Sheneedstotakebreaksawayfromthecomputer.

Sheshouldliedownandrest.

Sheshouldgotoadoctor.

3.3a

First,readthepassagequicklyandanswerthequestion.

Then,leadSstoreadthepassageandanalysethekeypoints.

Finally,readtogether.

4.3b

Readthepassageagainandcheckthethingsthathappenedinthestory

5.3c

Discussthequestionswithapartner.

6.Grammarfocus

First,leadSstoreadthesentences.

Then,promptSstoanalysetheuseofmodelverbshould.Afterthat,explainthe

grammartogether.

7.4a

AskSstofillintheblanks.

Then,invitesomeSstopresenttheiranswers.

8.4b

AskSstocirclethebestadviceforthesehealthproblems,thenaddtheirownadvice.

Afterthat,invitesomeSstopresenttheiradvice.

9.4c

Onestudentmimesaproblem.Theotherstudentsinyourgroupguesstheproblemand

giveadvice.

Step9Languagepointsandsummary

1.Whafsthematter?

這是人們特別是醫生和護士詢問病人病情時最常用的問句，意思是“怎么了？”

其后通常與介詞with連用。類似的問句還有：

Whafswrong?怎么啦？

Whafswrongwithyou?你怎么了？

Whafsyourtrouble?你怎么了？

Whafsthetroublewithyou?你怎么了？

Whafsup?你怎么了？

2.haveacold傷風，感冒，是固定詞組

表示身體不適的常用詞組還有：

haveabadcold重感冒

haveafever發燒

haveaheadache頭痛

haveastomachache肚子痛，胃痛

haveatoothache牙痛

Summary

1.牙疼haveatoothache

2.胃疼haveastomachache

3.背疼haveabackache

4.頭疼haveaheadache

5.喉嚨疼haveasorethroat

6.發燒haveafever

7.感冒haveacold

8.躺下并且休息liedownandrest

9.喝熱蜂蜜茶drinkhotteawithhoney

10.喝大量水drinklotsofwater

11.看牙醫seeadentist

12.量體溫takeone'stemperature

13.看醫生gotoadoctor

Step10Exercises

根據上下文意思填空。

Mandy:Lisa,areyouOK?

Lisa:IaheadacheandIcan'tmovemyneck.WhatIdo?ShouldI

mytemperature?

Mandy:No,itdoesn'tsoundlikeyouhaveafever.Whatyoudoonthe

weekend?

Lisa:Iplayedcomputerallweekend.

Mandy:Thafsprobablywhy.Youneedtotakebreaksfromthecomputer.

Lisa:Yeah,IthinkIsatinthewayfortoolongwithoutmoving.

Mandy:Ithinkyoushoulddownandrest.Ifyourheadandneckstillhurt

tomorrow,thengotoa.

Lisa:OK.Thanks,Mandy.

Keys:haveshouldtakedidgamesawaysameliedoctor

翻譯下列句子。

1.你怎么了？我頭痛。

2.他怎么了？他發燒

3.李雷怎么了？他喉嚨痛。他應該多喝水。

4.如果你的頭和脖子明天仍然疼的話，請去看醫生。

Keys:

Whatisthematterwithyou?Ihaveaheadache.

Whafsthematterwithhim?Hehasafever.

WhafsthematterwithLiLei?Hehasasorethroat.

Heshoulddrinklotsofwater.

Ifyourheadandneckstillhurttomorrow,thengotoadoctor.

Step11Homework

Makeupaconversationbetweenadoctorandapatient.

Unit1Whatzsthematter?

SectionB

Unit1Whafsthematter?

SectionAla—lb

一、教材分析(Analysisofacademicsituation)

SectionB是SectionA主題的繼續和延伸。在話題上,這一部分從SectionA側

重談論疾病及不適轉向對事故傷害、急救(firstaid)的討論；語言上，除進一步

綜合訓練，鞏固SectionA所學重點語言內容外，詞匯及表述更加豐富，有意突

出對步驟順序的表達；技能上，側重綜合性的聽、說、讀、寫的訓練。

活動la把單元的話題引入事故傷害與簡單的急救措施上，是聽力任務前的

詞匯鋪墊。學生通過看圖理解語境，在經驗與常識的幫助下完成任務并達到學習

語言的目的。活動1b和1c是一個任務鏈的聽力設計：活動1b要求學生集中精

力聽清所發生的疾病或事故，而活動1c要求學生仔細聽懂與疾病或事故相對應

的處理方式。活動Id需

要學生在充分熟悉聽力材料的基礎上結合活動1b和1c的語言提示，

以角色扮演的方式將所聽到的對話信息進行復述。

二、學情分析(Analysisofthestudents)

八年級是學習英語的關鍵時期，這個階段的學生活潑、好奇心和求知欲望強。

本課所涉及的有關健康的話題與他們的日常生活息息相關，因此，他們渴望用英

語來表達這樣的話題并尋求合理的解決辦法。本課通過表述身體的各種不適和談

論個人健康問題，使學生學會關心自身及他人身體健康并且能提出一些建議，同

時讓學生了解“ahealthylifestyle”的重要性。但是由于學生年齡和生活經驗的限

制，在談論如何給合適的建議時，會遇到一定的困難。因此，在教學過程中，利

用圖片、肢體語言，給予學生直觀的感受，并靈活運用繃帶等道具，創設真實的

情境。除此之外，教師要給予學生適時而恰當的鼓勵。學生在課堂上的發言，教

師都要盡力加以表揚，鼓勵，多運用積極的鼓勵性語言，如"Believeyourself產

“Good”“Welldone!”等。對于學生在口語練習中出現的錯誤，不必有錯就糾，有

錯必糾，使學生產生“躍躍欲試”的沖動，享受成功的喜悅。

三、教學目標(Teachinggoal)

(一)語言能力目標

1.學習并掌握描述健康問題的詞匯下列單詞：bandage;press;knee;sick;

nosebleed.及如何根據別人的健康問題提建議。

2.學習并掌握下列常用短語

1)restforafewdays

2)putabandageonit

3)runitunderwater

4)putsomemedicineonit

5)pressthesidesofyournose

6)putyourheaddown

7)feelsick

8)cutone'sknee

9)haveanosebleed

10)hurtone'sback

11)gethitonthehead

3.會詢問有關身體健康的有關情況和提供建議。

4.能就事故安全問題，正確使用情態動詞should提出恰當的建議，并能將處理

過程連續陳述，補充first,next,then等詞來突出過程性。

(二)情感目標

通過本課的學習，通過開展扮演病人等活動，培養學生關心他人身體健

康的品質。培養學生處理緊急事件的基本能力，幫助學生樹立自我保護意識

樹立緊急事件時互相幫助的精神。

四、教學重難點(Teachingemphasisanddifficulty)

1.教學重點：Talkaboutaccidentsandgiveadvice.

(1)短語：

haveastomachache,haveacold,liedown,takeone'stemperature,

gotoadoctor,getoff,toone'ssurprise,agreetodosth.,getintotrouble,

falldown,beusedto,runout(of),cutoff,getoutof,beincontrolof,

keepon(doingsth.),giveup

(2)句子：

1What'sthematter?Ihaveastomachache.Youshouldn'teatsomuchnext

time.

2What'sthematterwithBen?

Hehurthimself.Hehasasoreback.

Heshouldliedownandrest.

3Doyouhaveafever?Yes,Ido.No,Idon't.Idon'tknow.

4Doeshehaveatoothache?Yes,hedoes.

HeshouldseeadentistandgetanX-ray.

5Whatshouldshedo?Sheshouldtakehertemperature.

6ShouldIputsomemedicineonit?Yes,youshouldknow,youshouldn,t.

2.教學難點：

(1)Listeningpractice,talkingaboutaccidentsandwritingashortspeech.

(2)掌握情態動詞should\shouldn't.的用法；學習have的用法

五.課時劃分

2Periods

六.教法及學法(Teachingmethodandlearningmethod)

情景教學法和任務型教學法。

六、教學過程(Teachingsteps)

Step1.Greetingandleadingin.

Welcomethestudentwho'sondutytogiveadutyreport.

Step2.Revision.

HelpthestudentstoreviewwhattheyhavelearntinSectionAbymakingdialogues

throughthepictures.

A:Whafsthematterwith...?

B:He/Shehasa...

A:WhatshouldHe/Shedo?

B:He/Sheshould...

Step3.Presentation:wordsandexpressions

Newwords

1.bandagen.繃帶v.用繃帶包扎

2.sickadj.生病的；有病的

E.g.hermotherisverysick.她母親病得很厲害。

3.kneen.膝蓋

4.nosebleedn.鼻出血

5.breathev.呼吸

E.g.Fishcannotbreatheoutofwater.魚離開水就不能呼吸。

6.sunburnedadj.曬傷的

7.climbern.登山者

8.accidentn.（交通）事故；意外遭遇

9.rockn.巖石

10.knifen.刀

11.bloodn.血

12.controln.&v.限制；約束；管理

13.spiritn.勇氣；意志

1.Getthestudentsworkingroupsandpreparethenewwordsandexpressionswell

beforeclass.

2.Showthestudentsthepicturesofnewwords.Helpthemguessthenewwordsbythe

pictures.Readandspellthenewwords.

3.Showthestudentshowtousethenewwordsinsentences.Helpthemmaketheir

ownsentences.

4.Afterlearningallthenewwords.Designagametohelpthestudentsrecallhow

manywordstheylearnedjustnowandwhattheyare.

5.LearnusefulexpressionsbytranslatingthemintoChinese.Encouragethestudents

translatebythemselves.Helpthestudentsiftheyhaveanyproblemswiththe

expressions.

Step4.Makingdialoguesla.

1.T:Now,wehavelearnedwhattodowithsomeaccidents.Showapictureof

anaccidenttothestudents.Talkaboutthepictureandhelpmakeadialogue.

Lookattheonepictureinla,whataccidentsarethey?Whentheseaccidents

happen,Whatshouldyoudo?Puttheactionsinorder.Use“first,next,then”

whendescribingthesteps.

2.Showthestudentsanothertwopicturesofaccident.Askthemtoworkinpairs

andmakedialoguesasthefirstexample.Requirethemtostatetheprocess

continuouslyandadd"first,next,then^^tohighlighttheprocess.

3.Checktheorderofthesteps.

Step5.Listeningpracticelband1c.

1.Getthestudentstoreadthemainexpressionsintheform.Extractkeywords

andbodypartsfromeachitem(sick,knee,fever,nosebleed,back,head).

Makeitclearthatthisisanimportantbasisforthecorrectcompletionofthis

activity.Remindstudents

tolistentothesurroundingwordsinacoherentflowtosupportthejudgment.

Thatis:feltsick,cuthisknee,hadafever,hadanosebleed,hurthisback,got

hitonthehead.

2.Playthefirstrecording.Thestudentscompletelb,andthencheckthe

answerswiththestudentsbyaskingquestions.

3.Studentsreadtheprocessingsuggestionslistedintheboxinturn.Correct

theirpronunciationproblems.Askandmakesuretheyunderstandthe

meaningofthesentences.

4.Playthesecondrecordingandcompleteactivity1caccordingtothebook

requirements.

5.Teachersandstudentschecktheanswersthroughdialogues.

Step6.Writingpractice.

1.Talkaboutemergencytelephonenumberswiththestudents.

2.Encouragestudentstosharewhattheylearninthisclassbymakingashortspeech.

3.Welcomeoneortwovolunteerstogivethespeechinfrontoftheclass.

Step7.CPRvideoteaching.

1.PlayaCPRvideo.Getthestudentswatchandlearncarefully.

2.Afterthevideo,practiceCPRwiththestudents.RepeatthestepsofCPR.

3.GivechancesandgetthevolunteersperformCPRinfrontoftheclass.

4.EncouragestudentspracticeCPRafterclasstilltheyreallygetit.

Step8.grammarfocus

1.人稱及單復數形式

第一人稱第二人稱第三人稱

單數myselfyourselfhimselfherselfitself

復數ourselvesyourselvesthemselves

2.觀察以下兩個句子，總結sothat,和so…that的用法。

①Hebandagedhimselfsothathewouldnotlosetoomuchblood.

②Hisloveformountainclimbingissogreatthathekeptonclimbing

mountainsevenafterthisexperience.

sothat既可引導目的狀語從句又可引導結果狀語從句。

引導目的狀語從句時可譯為“為了”，

引導結果狀語從句時可譯為“以便”。

例句：Ispeakloudlysothatallthestudentscanhearmeclearly.（目的狀語

從句）

Marialikesthewoolendresssothatshedecidestobuyitimmediately.

（結果狀語從句）

So…that…中的so是副詞，常用來修飾形容詞或副詞，“如此……以致

于……

主語+謂語+so+adj./adv.+that從句。

例句：theboyransofastthatIcouldn'tcatchhim.

So+adj.+a（n）+單數名詞+that從句。

例句：itwassofineadayyesterdaythatweallwentoutforapicnic.

昨天天氣很好，我們都出去野餐了。

區別:

①sothat引導目的狀語從句時，表示“以便；為了"，從句中常使用can

/could/may/might/will/would/should等情態動詞或助動詞；引導結果狀語

從句時，從句中一般不用can和may等詞。

②sothat引導目的狀語從句前不用逗號，sothat引導的結果狀語從句與

主句之間常有逗號相隔開，“因此；所以”。

例句：Heworkedhardathislessonssothathecouldgainhighgradesin

theexams.

他努力學習，爭取考試能獲得好成績。

例句：Heworkedhardathislessons,sothathegainedhighgradesinthe

exams.

他努力學習，結果考試獲得了好成績。

③ThereweremanytimeswhenAronalmostlosthislifebecauseof

accidents.

這是由when引導的定語從句。修飾前面的名詞times。

例句：IthoughtofthehappydayswhenIstayedinLondon.

Hestillremembersthetimewhenyougivehimthebookasagift.

(4)....hewroteabookcalledBetweenaRockandaHardPlace.

BetweenaRockandaHardPlace.此句為習語。表在艱難或危險的處境

下“從兩難中進行選擇”。

例句：whowillyousavewhenyourmotherandwifearebothinwater?

Ifsbetweenarockandahardplace.

⑤.Thismeansbeinginadifficultsituationthatyoucannotseemtogetout

of.

meanv.”意思是"或"意味著"。

例句：whatdoyoumean?你的意思是什么？

...beforewehavetomakeadecisionthatcouldmeanlifeordeath.

……在我們做出可能意味著生死的決定前。

Step9.Exercises.

一、單詞拼寫：根據句意、首字母提示，寫出正確的單詞。

1.一Mum!Ihavean!

一Youshouldputyourheaddown.

2.Hefeltsafterrunning1,500metersyesterdayafternoon.

3.Theboyhurthiskwhilejumpingoffthewall.

4.Yourhandisbleeding.You'dbetterputabonit.

5.Pthebuttontostartthemachine.

二、情景交際。

A:Goodmorning.36.

B:Ihurtmyknee.

A:Yourrightknee?

B:Yes.Ican'tmoveeasily.

A:Oh?37.Hmm,yes,it'sswollen（腫脹的）.Howdidyouhurtit?

B:38.

A:Isee.Well,Idon'tthinkit'sserious.39.

Letthenursetakeyoutothethirdfloor（樓層）andcomebackwithyourX-ray.

AndthenIwillknowifyourkneeisbrokenornot.

B:OK.Iwill.(Aftertenminutes)

A:Letmehavealook.Nothingseemstobebroken.

Ithinkallyouneedissomerest.40.

B:OK,thankyou.Goodbye.

A:Goodbye.

A.Ifelldownthestairs.

B.Doyouhaveasoreback?

C.What'swrongwithyou?

D.Remembertoputsomeiceonyourknee.

E.Whendiditstart?

F.ButyoushouldgetanX-ray.

G.CanIhavealookatit?

Step9.Briefsummary.

Helpthestudentstoreviewthenewwordsandtheusefulexpressions.

Step10.Homework.

1.Sharewhatyoulearntodaywithyourparentsathome.

2.WriteashortpassageabouttheaccidentshappenedinyourP.E.class.

Unit2I'llhelptocleanupthecityparks.

SectionA

教材分析

本節課是本單元的SectionA部分，中心話題是援助與關愛，旨在呈

現和學習不同援助方式的英語輸入，也是目標語言的初步感知階段。

該部分的重點是學習情態動詞could如何表達建議，正確使用有關援

助的表述、動詞短語以及相關表達中的動詞不定式。

I.Analysisofthestudents

TheobjectsofthelessonarestudentsinGrade8.Sincetheyhave

learnedEnglishforayearandahalf,theyhaveageneralcomprehensionof

thelanguage.Thoughtheirvocabularymaynotberich,theyareeagerto

speakoutinEnglish.

II.Analysisoftheteachingmaterial

Thetopicoftheunitisvolunteeringandcharity.Inthisunit,the

teachingshouldhelpstudentsunderstandtheimportanceofhelpingothers.

III.TeachingAims

1.Knowledgeobjectives

1).Tolearnthewordsandphrasalverbs：cheer,volunteer,cheerup,

giveout,handout,setup,foodbank,anafter-schoolstudy

program

2).Tolearntheexpressionsofgivingadvice:Youcouldhelptoclean

upthecityparks.

Whydon'tyoudosth.

Whynotdosth.?

Howabout/Whataboutdoingsth.?

2.Abilityobjectives

1).Totrainstudents'listening,speakingandwritingskills；

2).Totrainstudentsabilitytocommunicateandspeakpublicly.

3.Moralobjectives

1)ToenablestudentstoenjoyEnglishlearningandbuildtheir

confidenceinusingEnglish.

2)Tostimulatetheirinterestinvolunteerworkandunderstandthe

importanceofhelpingothers

4.Learningstrategies

1).Tolearntodiscussandshareideaswithothers;

2).Tobeabletoobserveandfindouttheruleoflanguage.

3).Tobeabletomakesummaries.

5.Culturalfocus

Peoplearoundtheworldbelievethatitisimportanttohelpothersby

volunteering.Peoplevolunteerindifferentwaysandtrytobuildabetter

world.Itiseveryone'sresponsibilitytoofferhelpasmuchastheycan.

Students,thoughyoung,shouldalsoplayapartinvolunteering.

IV.Teachingkeypointsanddifficulties

1.Teachingkeypoints：

1)Tolearnthephrasalverbs：cleanup,cheerup,giveout,handout,

setup

2)Tolearntouse“could“togiveadvice.

Youcouldhelptocleanupthecityparks.

2.Teachingdifficulties：tomasterandusethetargetlanguagefreelyinreal

life.

V.Teachingandlearningmethods

1.Teachingmethods:Task-basedTeachingMethod

2.Learningmethods:Cooperatinglearning;observing

VI.TeachingSteps

TeachinTeachingaimsTeacher'sStudents'Ways

gstepsactivitiesactivities

Step1.ToarouseShowsomeStudentsguessGreeting

Warminstudents?picturesofthewhattheteacherss,ask

g-upinterestbyteachersandaskaredoing.and

playingaSstoguesswhatanswer

guessinggametheteachersare

withthehelpofdoing.

pictures.

Step2ToelicitTasksSstoSsbrainstormandBrainstor

Leadingstudents'brainstormwhatgivedifferentm

-inbackgroundvolunteersdotoanswers.

knowledgehelpothers.

aboutvolunteer

work.

Step3TopresentTshowspicturesSslookatthePresent,

Presentatargetlanguageofvolunteerspicturesandlearnaskand

tion.withthehelpofhelpingothers.thetargetanswer

pictures.Presenttargetlanguage.

language.

Step4ToconsolidateAskSswhattheSsmakeguesses.A

Guessinthetargetvolunteersdotoguessing

ggamelanguage.helpothers.game

Step5

listening

practice

TasklTogiveLetSslistentotheStudentslistentoListen

Listenstudentsconversationinlbtheconversationanddo

andpracticeinandfinishtheandnumbertheexercises

numberlisteningforexercises.ways.?

theinformation.Thencheckthe

waysanswers.

Task21.TopracticeLetthestudents1.SslistentotheListen

Listentheuseoflistentotheconversationandand

andfillphrasalverbsconversationagainfillintheblanks.answer

inthethroughandfillintheThenreadout

blankslistening.blanks.Thentheiranswers

2.Toexpandchecktheanswers.2.Studentssay

students'2.Tleadsstudentsoutthephrasal

vocabularytosumuptheverbswith

throughphrasalverbswithguidanceofthe

summarizing.“up”.teacher.

Step6ToleadTleadsSstofindSsfindouttheObserve,

Presentastudentstofindouttheusageofusageofcouldthinkand

tionofouttheusageofcould—giveadviceandotherwaysofanswer.

waysto“could”andandpresentothergivingadvice.

giveelicitotherwaysofgiving

advicewaysofgivingadvice.

advice.

Step7ToletstudentsTsetanexampleSsmake

PairpracticethebymakingaconversationsPair

workstructuresofconversationwithwiththeirwork

givingadviceastudent.partners.

orally.ThenaskSstotalk

inpairs.

Step8Setupyourownvolunteergroupsanddovolunteerworknow!

compre

hensive

tasks

TasklStimulateAskSstodiscussStudentsdiscussGroup

Thinkofstudents'andthinkofaingroups.discussio

anameinterestandname.n

foryourimagination

volunteethrough

rgroupdiscussion.

Task2InspirestudentsAskstudentstoSsthinkbyThink

Asktothinkwhatwritedowntheirthemselvesandandwrite

eachvolunteerworkideas.writedowntheir

studenttheycandoownideas.

towriteindividually.

down

what

theycan

voluntee

rtodo

Task3ExpandtheirAskSstodiscussStudentsdiscussGroup

Discussiideasthroughanddecidewhatingroups.discussio

ondiscussingtheirvolunteern

groupscando.

Task41.ConsolidateAsktheSstowriteSsmayfollowtheWriting

Writeathetargetanadaboutwhatmodeltheteacher

reportlanguageandtheycandotogivestowritean

trainstudents?help.add.

abilitytowrite.

2.Train

students'

abilityto

summarize.

Task5.TrainAsksomeSstoSsreadouttheMakea

Askstudents'giveaspeech,reportsinclass.speech

somespeakingskillsreadingoutthe

studentsandsharetheirreportandsharing

tomakeworkwiththeirideas.

reportsothers.

inclass.

Step9RaiseEncourageStudents

Moralstudents'studentstodounderstandthe

educatioawarenessofvolunteerworkasimportanceof

nhelpingothers.agroupandplayhelpingothers.

theirownpartin

helpingmakethe

worldmore

beautiful.

St