初中英语人教新目标 (Go for it) 版八年级下册Section A教学设计及反思

Unit 1  What’s the matter?

 Period 1   Section A (1a-1c)　　

Teaching Aims and Demands:

1、Knowledge Object:

(1) Ss can use the following words:

 head , ear, eye, mouth, nose, throat , neck, back, hand, arm, leg, tooth-teeth, foot-feet , matter, have a cold, stomachache, , backache, headache, toothache

(2) Ss can use the following sentence patterns:

What’s the matter? 

I have a stomache

./I have a sore back./I have a cold.

He/She has a sore throat.

2、Ability Object:

Enable students to talk about health problems using target language.

3、Emotion Object:

Let Ss know keeping healthy is important.

Teaching Key Points:

Learn how to talk about health, use have /has to talk about health problems

Teaching Difficult Points:

   Learn the English names of different parts of human body and talk about various health problems.

Teaching Methods：

1. Listening and speaking practice.

2 .Autonomous  and cooperative approach.

Teaching Aids:

CAI,  A tape recorder.

Teaching Procedure:

Step 1 Warming-up

Sing an English song: If you’re happy and you know it, clap your hands.

Step 2 Word study

1. T: Are you happy?  S: Yes, we are. T: When we’re happy, we can clap our hands and stamp our feet. Hands and feet are parts of our body, do you know other parts of our body in English?

2. Teach the parts of the body one by one by touching it. While teaching one, let them touch or show it.

3. Present a picture of a baby and Yao Ming. let the Ss say the parts of the body.

4. Work on Section A 1a

5. Play a game: Touch the parts of your body

Let the whole class touch the parts of their body when the teacher says: Touch your…

2) Ask eight Ss to come to the front and do as the teacher tells them: Touch your…if one does wrong, let him or her go back, the last one who in the front is the winner.

Step 3  Presentation and Practice

1. T: Are you happy? Ss: Yes, we are.

T: When there’s something wrong with your body, are you still happy?

Ss: No.

T: Look at the picture, is he happy?

Ss: No, he isn’t.

T: Why?(Help the Ss to answer: He has a stomachache.)

2. Present other pictures, talk about health problems of the persons in the pictures.

What’s the matter? He/She has a headache/ toothache /a sore back/ a sore throat/a cold and a cough.

3. Let the Ss practice in pairs

4. T: Suppose there is something wrong with your body, please use gestures to show it .You may say: I have a headache. I have a sore throat.

Make a model dialogue with two Ss.

T: What’s the matter?

S: I have a headache.

T: Oh, that’s too bad. I’m sorry to hear that.

Let the Ss practice in pairs.

5. Show the following on the screen. Let students get familiar with the names of some illnesses.

Ask two students to read the sample conversation in activity 1c. Then let them work in pairs and make more similar conversations.

Then help students understand: When the subject is “he/she/it”, we use “has” instead of “have” to talk about health.

Let students play a game to practice it. Tell the student in the first line, “I have a headache”,  then he/she repeats it to the second student, “He/she has a headache” and so on.

Step 4 listen and say

Work on Section A 1b, listen and number the names 1-5.

Talk about the health problems of the persons in the picture. Eg: Nancy has a toothache, Sarah has a cold,…

Step 5 Chant

Head, head, I have a headache. I have a headache,

Stomach, stomach, I have a stomachache. I have a stomachache,

Ear, ear, I have an earache. I have an earache,

Tooth, tooth, I have a toothache. I have a toothache.

Back, back, I have a sore back. I have a sore back,

Throat, throat, I have a sore throat. I have a sore throat.

Oh, dear! Do more exercise, please and keep healthy!

Homework:

1. Listen to the tape of 1b and repeat.

2. Copy the new words in Period1.

3. Finish the exercises in this period.

Blackboard Design:

Period 2   Section A (2a-2d)　

Teaching Aims and Demands:

1、Knowledge Object:

(1). Review the names of each part of the body and the names of the illness.

(2) Continue to learn the names of the illness: toothache, fever and headache. 

(3). Words and expressions:

lie down, rest , cough, X-ray, toothache, take one’s temperature, headache, have a fever,  take breaks, hurt.

2、Ability Object:

Enable students to talk more about health.

Learn to give others some advice according to their matters.

3、Emotion Object:

 Learn to live in a healthy way.

Learn to take care of others and themselves.

Teaching Key Points:

1. How to teach the Ss to learn the names of the illness: toothache, fever and headache.

2. How to give others some advice according to their matters.

Teaching Difficult Points:

  How to give advice using should.

Teaching Methods：

1. Listening and speaking practice.

2. Role-playing.

Teaching Aids:

CAI,  A tape recorder.

Teaching Procedure:

Step 1 Warming-up

Enjoy and sing an English song: Head and shoulders knees and toes

Head and shoulder knees and toes

Knees and toes, knees and toes,

Head and shoulder knees and toes

Eyes, ears, mouth, nose

(Repeat 4 times)

Step2. Greeting and revision

1. Greet the whole class as usual.

 T: What’s the date today?/ What day is it today?/ How’s the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like exercising?/ How often do you exercise?/ That’s great! To do exercise can keep us healthy, but if we don’t pay attention to our health, there will be something wrong with our body. Now , look at these people.

2. Revision

T: (Show pictures) How is he/she? ( He / She is not fine.)

   What’s the matter?

   He /She has a cold (flu) / stomachache/ sore back/ cough.

Step3. Presentation

Guessing game

T shows some part of the pictures to the Ss and let them guess .

T: What’s the matter with him/her?

S: Does he/she have a …?

T: Yes, he/she has a  sore throat (Teach the new word) Can you give him/ her some advice? What should he /she do? (Teach the new word)

S: He /She should drink hot tea with honey/ shouldn’t speak more/ go to see a doctor… (Ss can give different advice as they like)

T: What’s the matter with him/her?

S: Does he/she have a …?

T: Yes, he / she has a / an toothache /fever / headache / earache…(Teach the new words) What should he /she do?

S: He /She should go to see a dentist / shouldn’t eat ice cream/shouldn’t drink cold water /lie down and rest / shouldn’t play basketball/ should drink a lot of water./should see a doctor…

Step4. Practice

Do 2a. Listen and number the pictures 1-5 in the order you hear them.

Play the tape for the Ss and let them do it by themselves. Then check the answer.

Do 2b. Listen again . Match the problems with the advice.

Play the tape for the Ss. For the first time, let them do it by themselves. Then play it again and check the answer.

Then the teacher summarize the advice using the structure with the students:

When you have a_________ , you should __________.

Do 2c. Pairwork.. Role play the conversations in 2b. Let the Ss read the conversations in 2c first. Then work in pairs, make a new conversation according to 2b.

A: What’s the matter?

B: I have a …

A: Maybe you should …

B: That’s a good idea.

Show more pictures and let the Ss make more conversations.

Problems          Should               Shouldn’t

!

A: What’s the matter?

B: I have a …

A: Maybe you should …but you shouldn’t…

B: That’s a good idea.

Step5. Role-play the conversation

1. Read the conversation silently and understand the meaning.

2. Read it again and answer the questions:

(1) What’s the matter with Lisa?

(2) Did she have a fever?

(3) What did she do the night before?

(4) What does she need to do?

(5)What should she do now?

(6) What should she do if things don’t get better?

3. Role-play the conversation in two halves of the class.

4. Explanation about the useful expressions in 2d:

Are you OK?

What should I do?

It doesn’t sound like …

That’s probably why.

Can’t move my neck

All weekend

Take breaks away from the computer

Sit in the same way for too long without moving

5. Practice the conversation in pairs, one acts Mandy, the other acts Lisa. A few minutes later, invite two or three pairs to act out the conversations.

Step6. Task

Work in groups and discuss how to keep ourselves healthy.

Report:

To keep healthy, we should… we shouldn’t…

Step6 Homework

1.  Copy the new words.

2.  Write the report in the exercise books.

3.  Search on the Internet about more advice of keeping healthy.

Blackboard Design:

Period 3  Section A (3a-3c)

Teaching Aims and Demands:

1、Knowledge Object:

(1) Words and expressions:

passenger, off , get off , to one’s surprise, onto, trouble ,hit ,right away, get into ,bus No.26, see sb. doing  sth. , shout for help, thanks to,

(2)Reading

2、Ability Object:

Train and develop the students’ reading ability.

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 one’s surprise, onto, trouble ,hit ,right away, get into ,bus No.26, see sb. doing  sth. , shout for help, thanks to,

(2)Reading

Teaching Difficult Points:

Train and develop the students’ reading ability.

Teaching Methods：

1. Talking method.

2. Discussion method.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step1. Warming up

        Chant:      I have a headache

  Head, head, I have a headache.

I have a headache,

And my eyes hurt!

  Stomach, stomach, I have a stomachache.

I have a stomachache,

And I have the flu!

  Ear, ear, I have an earache.

I have an earache,

And I have a fever!  

 Tooth, tooth, I have a toothache.

I have a toothache,

And a sore throat!

  Back, back, I have a backache.

I have a backache,

And my knee hurts!

  I have a headache, I have an earache,

A toothache, a backache,

And a sore throat.

             My eyes hurt, my knee hurts, I have a stomach ache.

I have a fever,

And I have the flu!

 Oh, dear. Next, please!

 Step2. Greeting and revision

Greet the whole class as usual.

Revision

T: Oh! They all have matters. What about you ? What’s the matter with you ?

S1: I have a …

T: Maybe you should …but you shouldn’t…

S1: That’s a good idea. (Turn to S2) What’s the matter with you?

S2: I have a/an…

S1: Maybe you should /shouldn’t…

S2: That’s a good idea. ( Turn to S3) …

Step3. Presentation

1. Show the picture of accident in 3a and the title of the passage.Have a discussion about it.

T: Look! The man is lying by the road.

What happened to him ?What was the woman next to him doing?

Did the man die? Who do you think is going to save the man?

2.Teach the new words .

passenger, off , get off , to one’s surprise, onto, trouble ,hit ,right away, get into

Step4. Reading

1. Do 3a. Fast-reading.

Do you think it comes from a newspaper or a book? How do you know?

2. Careful-reading.

Read the passage carefully and fill in the time line.

Something happened    Bus driver’s reaction    Passengers’ reaction       Result

Discuss the answers in pairs.

3. 3b. Check the things that happened in the story.

Then check the answers together.

4. 3c.

       Have the students discuss the questions with the partners. Give Ss some minutes to prepare and then ask some students to say out their opinions.

Step5.Language points

Have the students summarize the expressions:

Expressions about bus:

Bus No.26, bus driver, the passengers on the bus, stop the bus without thinking twice, get off/ on the bus, help to move the man onto the bus

Expressions about first aid:

See a man on the side of the road, have a heart problem, go to the hospital, take the man to the hospital, save the man in time, only think about saving a life.

3.Other expressions:

to one’s surprise, in time,  agree to do sth.  expect to do sth. ,

get into trouble

Step6 Homework

Memorize the words and expressions.

Finish off the exercises in the workbook.

Blackboard Design:

Period 4  Section A (Grammar Focus-4c)

Teaching Aims and Demands:

1、Knowledge Object:

Summarize the grammar and practice them.

2、Ability Object:

Enable the students to do things using the target language and the grammar.

3、Emotion Object:

Learn to look after yourself and others.

Teaching Key Points:

The grammar.

Teaching Difficult Points:

Use the grammar to do things.

Teaching Methods：

1. Practising method.

2 .Activities.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step1. Revision

 Check the homework. Have the students write the word and expressions in 3a.

 Step2. Grammar focus

Have the students read the sentences in Grammar Focus. And then sum up the grammar:

have a(an) +疾病名词， 表患病，如，

have a cold /fever/ cough/toothache /headache/ stomachache/ backache/, 某些搭配中还会用catch, 如, catch a cold.

be/feel +形容词， 表不适，

be/feel sick/bad/terrible,/tired

get hurt 表受伤

hurt /cut/ break +具体部位，表伤害，如：

hurt my leg, cut her finger, break his arm, hurt myself, cut himself, cut one’s knee, hurt one’s back

take /get 表示诊治：

take one’s temperature, take some medicine, get an X-ray,

用see或者go to …表达就医:

See a doctor, see the dentist , go to the doctor, go to the hospital.

用情态动词should表达建议

He should lie down and rest.

She should take her temperature.

Should I put some medicine on it ?  Yes, you should./ No, you shouldn’t.

You shouldn’t eat so much next time.

Step3. Practice

1.4a.Fill in the blanks and practice the conversations.

2.4b.Let the students do it individually, the teacher goes around the room finding out the common errors that students have. Write them on the blackboard and have students correct them. Then work in pairs.

Step4. Miming

4c. Work in pairs . One student mimes a problem. The other students in the group guess the problem and give advice.

A sample conversation:

A: What’s the matter ? Did you hurt yourself playing soccer?

B: No, I didn’t.

C: Did you fall down?

B: Yes, I did.

D: You should go home and get some rest.

The teacher moves around the classroom checking the progress and praising the group that does well. Then have one or two groups act out in the front of the class.

Step 5.Homework

T: Suppose you have a cold, write about what you should and shouldn’t do. You can make use of the expressions and structures learnt.

You can begin with “When you have a cold ...”.

A sample article:

Do you have a cold?

Sometimes people have a cold. When you have a cold, you shouldn’t do too much work. You should go to bed early and have a good rest. You should also drink a lot of water. You shouldn’t drink smoke.

Blackboard Design:

Period 5 Section B (1a-1d)

Teaching Aims and Demands:

1、Knowledge Object:

(1) Words and expressions:

Feel sick, cut one’s knee, have a nosebleed, fall down, cut oneself , have problems breathing, get hit by a ball,  hurt one’s back or arm, get sunburned

(2)Listening.

2、Ability Object:

Train and develop the students’ listening and speaking ability.

3、Emotion Object:

When accidents happen, know how to deal with them calmly.

Teaching Key Points:

(1) Words and expressions:

Feel sick, cut one’s knee, have a nosebleed, fall down, cut oneself , have problems breathing, get hit by a ball,  hurt one’s back or arm, get sunburned

(2)Listening.

Teaching Difficult Points:

Train and develop the students’ listening ability.

Teaching Methods：

1. Listening method.

2 .Pairwork.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step1. Warming up

  Task

T: You know, there are lots of problems in our life. If you are a doctor, please tell us how to solve the problem. I will divide you into 9 groups. Please work in groups. And then choose one of you to report your ideas.

The following are the problems:

I have a toothache.

I am hungry.           I have a sore throat.

I am stressed out.       I have a sore back.

I am tired.            I can’t sleep.

I have a cold.         I have a headache.

Report:

If you have a headache, you should go to bed early.

You should see the doctor. You should eat some medicine.

You shouldn’t wash your face with cold water.

You shouldn’t sleep late.

You shouldn’t swim.

…..

T encourages the students to give advice as much as possible.

Step2. Presentation

Show some pictures on the screen, discuss the accidents with the students, teaching the new words: cut oneself, cut one’s hand / finger, fall down ,cut one’s knee, have a nosebleed, have problems breathing, get hit by a ball,  get hit on the head,hurt one’s back or arm, get sunburned and so on.

Let students do 1a individually. Then check the answers by asking a students to say out the answers.

Have students describe the actions what you should do when the accidents happen in order, using first, next, then and so on.

Step3.Listening

1.1b. Listen to the school nurse. Check the problems you hear. Play the recording twice, then check the answers.

2.1c.Play the recording again, ask Ss to write letter of each treatment next to the problems you checked in the chart above.

Check the answers together by talking.

T: When someone felt sick, the nurse… You tell me the whole sentence ,please.

Ss: The nurse took his temperature and told him to rest.

…

Step4.Practice

1d. Role-play a conversation between the nurse and the teacher. Use the information in 1b and 1c. First let students read the listening text, and try to work in pairs according to it. Then invite some pairs to act out their conversations in front.

Step5.Exercises

Show some exercises on the screen and Ss do them carefully. Then check the answers.

Step 6.Homework

Remember the expressions learnt in the period.

Write a passage about what you should do and shouldn’t do if accidents happen according to the contents in the period.

Blackboard Design:

Period 6 Section B (2a-2e)

Teaching Aims and Demands:

1、Knowledge Object:

(1) Words and expressions:

ourselves, climber, be used to, risk, take risks, accidents, situation , kilo, rock, run out of , knife , cut off, blood , mean , get out of ,importance, decision, control, be in control of, spirit, death, give up, nurse

(2)Reading.

2、Ability Object:

(1) Train and develop the students’ reading ability.

(2) Learn the reading strategies: Finding the order of events.

3、Emotion Object:

Never give up whenever you meet difficulties and problems in study and life. Learn the spirit of Aron.

Teaching Key Points:

(1) Words and expressions:

ourselves, climber, be used to, risk, take risks, accidents, situation , kilo, rock, run out of , knife , cut off, blood , mean , get out of ,importance, decision, control, be in control of, spirit, death, give up, nurse

(2)Reading.

Teaching Difficult Points:

Train and develop the students’ reading ability.

Teaching Methods：

1. Scene teaching method.

2. Reading method.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step1. Revision

Show some pictures on the screen and revision the accidents or problems that can happen when we do sports.

Step2.  Lead-in and Presentation

Play the video of the movie 127 Hours. Ss watch it and feel the difficult situation.

Present the new words and expressions by showing the pictures on the screen:

take ricks, caught under a 360-kilo rock, fell on somebody, find yourself in a very dangerous situation, get out of a difficult situation , bandage yourself, lose too much blood, lose half of his right arm, kept on climbing mountains.

3. Ask Ss to read aloud the expressions in 2a and the new expressions.

Step3. Reading

1.2b. Read the passage and underline the words you don’t know. Then look up the words in a dictionary and write down their meanings.( decision, control, spirit, death , mean , importance, be used to , free , run out of ,keep on)

2.2c. Read the passage and circle TRUE, FALSE or DON’T KNOW.

(1)Aron almost lost his life three times because of climbing accidents.

(2)Aron had a serious accident in April 2003.

(3)Aron ran out of his water after three days.

(4)Aron wrote his book before his serious accident.

(5)Aron still goes mountain climbing.

First let students read aloud the sentences in 2c and understand the meanings. If they have problems, give some explanation. Next, students do it individually. Then students check the answers each other. Finally, the teacher checks the answers.

3.2d. Read the passage again and answer the questions.

(1)Where did the accident happen on April, 2003?

(2)Why couldn’t Aron move

(3)How did Aron free himself?

(4)What did Aron do after the accident?

(5)What does “ between a rock and a hard place” mean?

After students finish them ,invite students to say out their answers.

4.2e. Put the sentences in the correct order. Then use them to tell Aron’s story to your partner. Try to add other details from reading.

______ 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.

Step4. Summary about the reading strategies

 Finding the Order of Events.

(Writers describe events in a certain order. Finding the order of events will help you understand what you are reading.)

找出本文描述事件发生先后顺序的句子或短语。

________________________________________________________________________________________________________________________________________________________________________________________________________

Step4.Homework

Remember the words and expressions learnt in 2b.

Finish off the exercises in the workbook.

Blackboard Design:

Period 7   Section B  (3a-Self Check)　

Teaching Aims and Demands:

1、Knowledge Object:

(1)To write a conversation using target language .

(2)To consolidate vocabulary, check comprehension of conversation structure, and practice it in a natural context.

2、Ability Object:

Enable students to write a conversation about health problems, first aid and advice using the target language.

3、Emotion Object:

Develop the students’ interests and confidence in English learning.

Teaching Key Points:

To write a conversation using target language

Teaching Difficult Points:

  Develop the students’ writing ability.

Teaching Methods：

1.Writing practice.

2 .Check method.

Teaching Aids:

CAI, A tape recorder.

Teaching Procedure:

Step 1.sing some songs

Step2.Revision

T prepares some pieces of paper, and write down the problems on the paper. Then T gets some students to come to the blackboard and act out. The others try to guess them out and give the advice.

A: What’s the matter with…

B: Does she have…/ Is she…

B: She should…

    She shouldn’t…

While playing this game, we can let the students have a competition.

Step 3 Writing

1.3a. Brainstorm.

Ask Ss to brainstorm health problems that Ss might encounter. Elicit and write or project answers on the board. Ask students to imagine a health problem, how the problem might have happened, and what advice should be given.

2.3b. Extend the conversation.

Ss work in pairs , and to increase Ss’ level of engagement, the T can select a few different pairs of Ss to role-play the conversations they have written.

Step4. Self Check

Have Ss look at the Self Check activities.

Read aloud the prompts in the textbook and the words in the boxes.

Model the activities if necessary.

Give Ss time to do the activities and compare their work with a partner.

Step4.Homework:

1. Copy the new words in Unit 1 and review them.

2. Finish the exercises in this unit.

Blackboard Design: