人教版八年级下册第一单元英语Unit1 第二课时教学设计.docx

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1、课 时 教 学 设 计 首 页授课时间：年 月 日课题Unit 1 Whats the matter?Section A (3a-GF)班级备课教师课型阅读课课时2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，通过公交车司机热心救人的报刊故事阅读，可引导学生懂得在生活中要助人为乐，同时要有一定的自我保护意识。课标分析 新课标要求八年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点

2、信息，整体理解和简要概括主要内容，能根据读到的关键词对人物、地点、事件等进行推断；领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；能发现语篇中事件的发展和变化，辨识信息之间的相关性，把握语篇的整体意义；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。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；文化意识能够懂得热心待人，必要时施

3、以援手，同时要具备一定的自我保护意识；思维品质能够在老师的引导下，通过辩论等课堂活动，辩证地看待、分析“扶不扶”“救不救”等问题，提高思维的逻辑性和批判性；学习能力能够通过阅读有关“助人为乐”的报刊文章，保持英语学习兴趣，了解新闻文体特征，提升阅读理解能力；通过阅读策略的感悟、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3a-3c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，为后面的语法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。重点有关伤病及就医或救治建议的表达；与“bus”相关

4、的表述和其他值得学习的表述；对报刊故事的理解力和文体特征的了解；难点 使用所学词汇表达简单谈论健康问题与事故，就健康与安全问题提出合理的建议；学习如何利用“时间轴”等方式获取信息，提升阅读理解能力。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，具备了初步的看、读、说技能，对语言学习的热情也逐步增加，本课短文故事性强，学生有一定关注度，对于阅读报刊文章也有一定的兴趣。教师可以在教学中引导学生关注故事的推进，利用“时间轴”等形式，启发他们逐步意识到理清时间的先后顺序有助于理解课文。教 学 流 程设 计 教 学 过 程设 计 意 图学 生 活 动教 师 导 学Step 1. Wa

5、rming up.Enjoy a video.Try to understand the meaning of the video.Ss: They helped others. I feel warm.Look at the pictures to know more warm stories.Step 2. Pre-reading.Guess the types of the passage. Follow the teacher to analyze different aspects of the story.Read the title and the picture. Sa: Bu

6、s Driver and Passengers Save an Old Man.Sb:The man is lying on the road. The woman is shouting for help.Step 3. While-reading. 1. Skimming.Read the passage quickly and find the main idea of each paragraph.2. Checking.Read the passage again and check the things that happened in the story. (3b)3. Care

7、ful readingRead Para.1 for detailed information.Talk about their answers after 1 minute.Read Para.2 for detailed information.Then put the sentences in correct order.Read Para.3 for detailed information.Step 4. Post-reading.1.Time for discussion.Watch a piece of news and talk about their opinions acc

8、ording to the teachers questions.2.SummaryRetell the passage based on the mind map. Step 5. Grammar focus.1. Read the sentences of the grammar focus box.2. Learn about the language points.3.Practice(1)Fill in the blanks and practice the conversations.(2)Circle the best advice for these health proble

9、ms. Then add your own advice.4.Group workSa: Whats the matter? Did you hurt yourself playing soccer.Sb: No, I didnt.Sc: Did you fall down?Sb: Yes, I did.Sd: You should go home and get some rest.Step 6. Conclusion.Step 7. Homework.Play a video and ask students to watch it carefully. T: What did the p

10、eople do? How do you feel?Present some pictures to introduce warm stories of the world.T: We can see: news is everywhere.T: Read the passage. Do you think it comes from a newspaper or a book? How do you know?Did the bus driver help the man and the woman?Headline:simple present tensePlace: clearTime:

11、 currentEvent: simpleAfter the event: impactLet the students read the text and answer the questions. T: Whats the title? T: What can you see in the picture?Then summarize two key elements(重要因素) of the news:news should be a true story and news should be news.Provide main ideas for Ss to match.Para.1

12、What the bus driver saw?Para.2 How people saved the old man?Para.3 What was the result of the story? Remind Ss to underline the evidence in the text.Provide the key words to help Ss to find the information:when/where/who/what Ask some questions to guide Ss to catch the detailed information.Whats wro

13、ng with the old man?Why was Wangping surprised?How people saved the old man?Ask some questions:What do you think of this driver？Did the passengers think Wangping did the right thing? How do you know?T: Do you agree that people do not help others because they do not want to get into trouble? Why or w

14、hy not? Which side are you on?T: We need to help others indeed. At the same time, we should help them in a right way.Guide Ss to finish the structure of the story. Then ask them to retell the story.Lead Ss to observe and find out the grammar points. Explain if necessary.(1)have for different meaning

15、s(2)Modal verbs should / shouldnt for suggestions(3)Reflexive pronouns. Let Ss complete 4a and 4b and check the answers.Divide Ss into several groups. Let one student mimes a problem and the other students in the group guess the problem and give advice.T: In our daily life, we should be a warm perso

16、nand be generous in giving help. T: Did such an event ever happen to you or around you? Whats your opinion? Write a short article about it. Share your article next class. 通过视频和图片的形式导入“助人”话题和“新闻”体裁，为接下来的阅读做好准备。首先只通过看标题和插图来初步感知文章主旨和文体，这一做法较为符合人们阅读报刊内容的习惯。标题、图片易于激活学生脑海中的图式，从而对正确理解所读内容形成帮助。同时，还可以在读前引出部分

17、生词，减轻阅读中生词给部分学生带来的负担及障碍。学生在对课文内容形成初步期待后，快速浏览课文，把握每段大意。利用3b活动和另增活动，引导学生就课文细节进行判断和寻读，在核对答案中纠正学生理解上的偏差，准确理解文章内容和故事细节。通过讨论和辩论，引发学生对文章背后所隐含问题的思考，引导学生辩证地看待问题，合理地解决问题。此部分是对本单元重点语言点的总结、训练和巩固。要求学生重点学习并掌握两项内容：对疾病及事故伤害的询问及应答；利用情态动词should询问及陈述建议。在语法教学过程中，应多注意引导学生关注语句的整体学习及套用。课 时 达 标 检 测. 英汉互译1. 看到一个老人躺在路的一边 2.

18、紧挨着他的一个妇女 3. 呼喊救命 4. 没有权衡利弊 5. 下车 6. 有心脏病 7. 带他去医院 8. 期望乘客们下车 9. 等下一趟公车 10. 令他惊讶的是 11. 搬那个人上了车 12. 多亏了 13. 及时 14. 考虑他自己 15. 考虑挽救一个生命 . 用方框中所给短语的适当形式填空。to ones surprise take breaks get into trouble think about get off lie down right away1. Its time to go to school. I must go .2. Every time I , Jack g

19、ave me a helping hand.3. , the little girl could talk with me in English freely.4. I took the subway and at Zhongshan Park.5. He never his future, just like a walking dead. But now he changes a lot.第 页课 时 教 学 设 计 尾 页板 书 设 计Unit 1 Whats the matter ? (Section A 3a-GF)作 业 设 计Level ADid such an event ever happen to you or around you? Whats your opinion? Write a short article about it. Share your article next class.Level BDraw a group of pictures according to the plot of the story and tell the story to your family. Show your pictures and tell the story next class.教 学 反 思第 页