人教版八年级英语下册第一单元（同步教学设计）

第第页人教版八年级英语下册第一单元（同步教学设计）Unit1What’sthematter?单元导航单元导航第1单元本单元所需课时数5课时单元话题健康与急救主要内容本单元属于“人与自我”范畴，涉及有关伤病及处理建议的表达方式。SectionA是基本语言内容的积累和学习，这一部分引导学生通过本课的语言素材进行看图说话、句型演练、日常交际，通过对话表演等形式使学生能够正确地谈论健康问题与事故，并就健康问题提出简单的，从而能围绕这一话题展开简单的口语交际。SectionB是知识的扩展和语言的综合运用，是在SectionA的基础上，词汇和表述更加丰富，并且有意突出了对步骤顺序的表达。本单元的内容都是与学生的日常生活紧密相关的，因此在这一课题的教学过程中，应紧密联系学生生活实际，采用多种方式，以说为主，配合听的练习，最终以对话为途径，掌握本课题的中心语句。这对于学生学会运用简单的英语进行交际和交流，特别是口语交际能力很有帮助。学生学习本单元的同时可以有意识地增强对于健康问题和急救知识的了解，并学习课文主人公热爱生活，珍惜生命，永不放弃的优良品质。。教学目标1．能够简单谈论健康问题与事故，并就健康和安全问题提出建议。2．能够正确的使用should及反身代词。3．增强学生的安全常识及应对突发事件的急救能力。重点、难点1.重点：(1)能正确“have+(a)+病症”结构谈论健康问题。(2)能够利用作者对事件描述的先后顺序来促进语篇理解。(3)能够谈论事故发生的时间，原因，结果，及处理方式。2．难点：了解宾语从句，状语从句来描述事件发生的过程，并用到英语句子中。词汇和常用表达1.能正确使用下列词汇：matter,stomachache,foot,neck,stomach,throat,fever,cough,X-ray,toothache,headache,break,passenger,trouble,knee,climber,risk,situation,kilo,rock,knife,blood,importance,decision,control,spirit,death,nurse,lie,rest,hurt,hit,mean,herself,ourselves,off,onto,sick2.能正确使用下列常用表达：haveacold,haveastomachache,liedown,takeone’stemperature,haveafever,takebreaks,getoff,toone’ssurprise,rightaway,getinto,beusedto,takerisks,runout(of),cutoff,getoutof,beincontrolof,giveup学习策略1.学习事件的发展顺序来辅助理解所阅读的材料。2.根据情境及上下文推测生词词性及词义，通过查阅字典寻找合理的词义。文化知识了解AronRalston的经历及其回忆录BetweenaRockandaHardPlace。

Unit1What’sthematter?课时第1课时SectionA(1a~2d)课型新授课教学内容1.身体部位的单词以及用have来表达健康问题。2.会用should对健康问题提出建议。教学目标【知识与技能】1.掌握句型：What’sthematter?Ihaveastomachache.Youshouldliedownandrest.2.掌握本课单词及短语：matter,stomachache,foot,neck,stomach,throat,fever,cough,X-ray,toothache,headache【情感、态度与价值观】学会关心他人，养成良好的生活习惯，保持身体健康。教学重点1.学会表达健康问题的各种句型。2.能根据健康问题给出合理的建议。教学难点讨论健康问题并给出相关建议。教学准备视频，图片、多媒体等。教学过程Step1Warming-upandleadin1.Greetasusual2.PlaythesongHead,Shoulders，KneesandToesandletstudentssingtogetherandreviewthevocabularyaboutthebodyparts.3.Lookatthepicturetoreviewandlearnsomenewword（throat,foot,knee,stomach）4.Game:IsayyoudoEverybodymovesyourbodyNodyourheadandtouchyourfaceTouchyournoseandcloseyoureyesTouchyourearsandclapyourhandsRaiseyourarmsandlookatyourbackTouchyourstomachandtapyourfootSitdownandmoveyourlegs...5.Workon1aLookat1aandfinishthetask.Checktheanswers:a.hand;b.foot;c.mouth;d.neck;e.back;f.tooth;g.ear;h.arm;i.eye;j.head;k.stomach;l.leg;m.nose.Step2Presentation1.Presentsomepicturesaboutsomehealthproblemsandletstudentssaywith“havea...”.Picture1:haveastomachachePicture2:haveasorebackPicture3:haveacold.Picture4:haveafeverPicture5:haveasorethroatPicture6:haveatoothache【设计意图】通过图片导入，一方面引导学生对句型“havea+疾病”的练习，一方面加强对于疾病表达语块的输入，学习生词2.Workon1b1）Listenandlookatthepicture.Thennumberthenames[1-5].2）Checktheanswers:Nancy3;David2;Ben5;Judy4.3）Listenagainandfillintheblank.NameWhat’sthematterReason/ResultSarahShehasa___________.didn’tputonherjacketDavidgota___________lastnight.atetoomuchfoodathisfriend’spartyNancyShehasa___________.hurthimselfplayingsoccerJudyShehasa___________.didn’tsleepwell;ithurtsalotBenHehasa___________.talktoomuchyesterdayanddidn’tdrinkenoughwater.【设计意图】通过完成听力任务，检查学生对听力内容是否真正理解，并训练学生的短期记忆能力。Step3Pairwork1.Readtheconversationin1c.Thenmakenewconversations.(Studentscanrefertothechartabovetohelpthemmakeconversations.)A：What’sthematterwith...?B：She/Hehasa...,becauseshe/he...2.AsksomeofthestudentstoacttheconversationsStep4listening(2a-2b)1.Studentslookatthepicturein2aandmakesentenceswith“what’sthematter?Shehasa...”andmatchtheillnesswiththepicture.Example:Picture1:What’sthematter?Shehasasorethroat.2.Playtherecordingandfinish2a.3.Checktheanswers:2,4,3,1,54.Readthephrasesin2bfirstandmakesureSscanunderstandthem.Thenlistentotherecordingagainandthenfinish2b.5,Checktheanswers:1.d;2.a;3.b;4.c;5.e6.StudentAcomeherequickly.Youeachactanaction.(边说边发纸条)Eachgrouphavechancestoguesstheillnessandgiveyouradvicelikethis:“He/Shehasa...,he/sheshould...”7.Workon2cMakeconversationsusingtheinformationin2aand2b.Thenworkingroups.Step5Role-play(2d)1.Twostudentsreadtheconversationin2d.Underlinethenewwordsorthewordsyoucan’tread.（Maybetheyare：break，hurt，fever，probably...）2.Readtheconversationandanswerthequestions.1)What’sthematterwithLisa?Shehasaheadache.2)Didshehaveafever?No,shedidn’t.3)Whatdidshedothenightbefore?Sheplayedcomputergamesallweekend.4)Whatshouldshedofornow?Sheshouldliedownandrest.3.Playtherecording.Letthestudentslistentoandimitateit.Thenletthemreadtheconversationinpairs.4.Role-playtheconversationingroups.Asktwoorthreegroupstorole-playitinfrontofthewholeclass.Step6FocusonlanguagesSummarizeandexplainsomeusefulexpressions.1.AreyouOK?2.WhatshouldIdo?3.Itdoesn’tsoundlike...4.That’sprobablywhy?5.can’tmovemyneck.6.allweekend7.takebreaksawayfromthecomputer8.sitinthesamewayfortoolongwithoutmovingStep6SummaryTodaywehavelearnedsomenewwordsandphrasesandtheusefulexpressionabouthowtodescribethehealthproblems.Rememberthemandusethemofteninyourconversations.课堂作业1.Readandrememberthenewwordsandphrasesofthislesson.2.Role-playtheconversationin2d.板书设计Unit1What’sthematter?SectionA(1a～2d)Keywordsandphrases：matter,stomachache,foot,neck,stomach,throat,fever,cough,X-ray,toothache,headacheWhat’sthematter?Ihaveastomachache.Youshouldliedownandrest.教学反思通过本课的学习,学生掌握了本单元重要的单词和短语，以及学习了有关疾病的表述，能正确合理的提出建议。

Unit1What’sthematter?课时第2课时SectionA(3a~4c)课型新授课教学内容1.通过3a的短文练习阅读技巧2.总结询问和回答疾病的句型及给出相关建议教学目标【知识与技能】1.掌握句型：①What’sthematterwithBen?Hehurthimself./Hehasasoreback.Heshouldliedownandhavearest.②Whatshouldshedo?Sheshouldtakehertemperature.③ShouldIputsomemedicineonit?Yes,youshould./No,youshouldn’t.2.掌握本课单词及短语：hurt，passenger，off，getoff，toone'ssurprise，ontotrouble【情感、态度与价值观】学生能关心自己和他人身体健康，助人为乐，能在英语交流中注意并理解他人的情感。教学重点1.熟练运用所学句型询问某人的健康问题及遇到的麻烦；2.运用should提出建议;3.反身代词的用法4.指导学生阅读课文，培养学生的阅读理解能力。教学难点运用阅读策略快速的理解文章教学准备图片、多媒体等。教学过程Step1WarmingupandrevisionShowsomepicturesaboutsomehealthyproblemsandstudentstoreviewthekeypointslearnedbefore.Example:A:What’sthematter?B:I/He/She…Heshould...Step2Beforereading1.Learnthenewwords:hurt,passenger,off,getoff,toone’ssurprise,onto,trouble2.Showstudentsthetitleandthepictureof3a,letstudentsdiscussandanswerthefollowingquestions.1)Whathappenedtothemanlyingbytheroad?2)Whatwasthepersonnexttohimdoing?3)Whodoyouthinkisgoingtosavetheman?3.Studentssharetheiranswers.【设计意图】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，训练学生通过图片和标题快速抓住文章大意。Step3Whilereading1.Studentsreadthepassagequicklytocheckwhethertheirguessaboutthequestionsaboveisright,andanswerthequestionin3a.2.Read3acarefullytofinish3b.Inthispart,studentsshowedfindtherightpersontomatchthesentencesin3bwhichrequiresstudents’understandingofdetails.Checktheanswersandexplain.3.Studentsdiscussthequestionsin3cwithapartnerandsharetheiranswersinclass.Step4FocusonlanguageExplainandkeypointsinthefollowingsentencestostudentsandmakestudentsunderstandthestructuresandcanmakethesimilarsentences.1)At9：00a.m.yesterday，busNo.26wasgoingalongZhonghuaRoadwhenthedriversawanoldmanlyingonthesideoftheroad.2)Thebusdriver,24-year-oldWangPing,stoppedthebuswithoutthinkingtwice.3)Hegotoffandaskedthewomanwhathappened.4)Heexpectedmostorallofthepassengerstogetoffandwaitforthenextbus.5)Buttohissurprise,theyallagreedtogowithhim.6)ThankstoMr.Wangandthepassengers,themanwassavedbythedoctorsintime.Step5Grammarfocus1.ReadtheGrammartableandsummarizetheusagesof“should”and“反身代词”1)含有情态动词should的句式结构。肯定句：主语+should+动词原形+其他.否定句：主语+shouldn’t+动词原形+其他.一般疑问句：Should+主语+动词原形+其他？特殊疑问句：疑问词+should+主语+动词原形+其他？注意：should用于各种人称，常用来提建议。第一人称第二人称第三人称单数myselfyourselfhimselfherselfitself复数ourselvesyourselvesthemselves2)反身代词2.Studentsfinish4aandchecktheanswers.【Answers】1.myself/myarm/myleg/myback;should2.What’s;have;Should;shouldn’t3.Does,have;doesn’t;has;should3.Finish4b.Readthehealthproblemsandcirclethebestadvice.Checktheanswers:1.putsomemedicineonthecut2.seeadentist3.exercise4.liedownandrest4.Addyouradvice.Thenreadtheminclass.Step6Freetalking1.Fillinthechartin4c.Onestudentmimesaproblem.Theotherstudentsinthegroupguesstheproblemandgiveadvice.Example:A：What’sthematter?Didyouhurtyourselfplayingsoccer?B：No，Ididn’t.C：Didyoufalldown?B：Yes，Idid.D：Youshouldgohomeandgetsomerest.2.Thenchoosetwogroupsofstudentstoshowtheirconversationsinfrontoftheclass.课堂作业1.Ifyouarethepassenger,writeadiaryaboutwhathappenedyesterday.2.Readandcopythenewwordsandexpressionsofthislesson.板书设计Unit1What’sthematter?SectionA(3a～4c)Keywordsandphrases：hurt，passenger，off，getoff，toone'ssurprise，ontotroubleKeysentences：1....when...2....asked...whathappened.3.Thanksto...教学反思要加强学生对疾病及伤害询问的训练;训练学生把握文章的主旨，通过精读文章，提升学生提取文章细节信息的能力。Unit1What’sthematter?课时第3课时SectionB(1a~1d)课型新授课教学内容1.事故伤害与急救措施的表达2.重难点词汇教学目标【知识与技能】1.掌握句型：①Someonegothitonthehead.②HehurthimselfinP.E.class.③Whathappened?2.掌握本课单词及短语：falldown,getsomerest,cutone’sknee,hurtone’sback,feelsick【情感、态度与价值观】通过谈论生活中常见的意外事故，提高学生处理意外事故的能力教学重点1.事故伤害与急救措施的表达2.通过听力训练，提高学生在听力中抓取信息的能力。教学难点运用所学词汇及句型谈论生活中的意外事故。教学准备图片、多媒体等。教学过程Step1warmingupandleadin1.Greetstudentsasusual.2.Showthemsomevideosabouttheaccidentsinlife.T:Aswecansee,therearemanyunexpectedaccidentsinourlifeanddoyouknowhowtodealwiththem?Todaywe’lllearnaboutit.Step2Presentation1.Showthepicturesofsomeaccidentsandaskstudentstoanswerwhat’sthematterandgivetheadvice(allowstudentsanswerinChineseandtheteacherteachstudentshowtoexpressinEnglish).2.GuessandtalkaboutthepicturetopracticetheoralEnglish.Inthispart,teachersshowsomepartsofapictureandletstudentguesswhat’swrongwiththesentences“Doeshe...?”Teachersanswer“YesorNo”untilstudentsguesstherightanswer.Example:T:Lookatthepicture,guessandask.S1:Doeshehadasorethroat?T:No,hedoesn’t.S2:Doeshehurthimself?T:No,hedoesn’tS3:Doeshehasanosebleed?T:Yes,hedoes.Whatshouldhedo?Ss:Heshouldpressthesidesofhisnose.Attention:Trytoputsomesentencesin1atopractice.3.workon1aT：Nowlookatthepicturesin1a,whatshouldtheydo?Puttheactionsinorder.Checktheanswers:Topright:Runitunderwater.;Putsomemedicineonit.;Putabandageonot.Middleleft:Gotothehospital.;GetanX-ray.;Restforafewdays.Bottomright:Putyourheaddown.;Pressthesidesofyournose.;Cleanyourface.Step3listening1.Studentsreadouttheproblemsinthechart1b,andunderlinethekeywordsofeachproblem.2.PlaytherecordingandaskSstofillintheanswersfor1b.Checktheanswers:Someonecuthisknee.Someonehadanosebleed.Someonegothitonthehead.3.TeacherscanaskSstoreadthroughthelistoftreatmentsfirstandunderlinekeywordsofeachtreatment4.PlaytherecordingandaskSstofillintheanswersfor1c.Checktheanswers:Someonefeltsick.b,c;Someonecuthisknee.a,d;Someonehadanosebleed.f;Someonegothitonthehead.e.5.Accordingtotheconversationin1b，writethreepassagestointroducethethreestudents’accidents.Possibleanswers：OneboyhurthimselfinP.E.class.Hewasrunningunderthehotsun.Andhefeltsickandfelldown.Hecuthisknee.Thenursewashedthecut，putsomemedicineandabandageonit.Step4Role-playIncludeandwritingsomeexpressionthatSscanusewhentheymaketheirownconversationsontheboard.Example；A：Whocametoyouroffice?B:First,aboycamein.HehurthimselfinP.E.class.A:Whathappened?B:Hefelldownandcuthisknee.Step5GroupworksDividethestudentsintogroupsanddiscussthefollowingquestions1)Whatwouldyoudointhesesituations?2)Whatcouldwedotopreventtheseaccidents?Scene1:CaraccidentCallforadoctororanambulance（救护车）.Neverpullheroutofthecar.Findenoughpeopletoliftthecarsafelyandtakehertohospitalatonce.Lookatbothsideswhencrossingthestreet.Followthetrafficrulesandbeattentiveandcareful.Scene2:FireCall119firstandtellthemtheexactaddressonthephone.Ifsomeoneisbadlyburnt,weshouldcall120toaskforanambulance.Neverplaywithfire.Becarefulwithgas.Makesurethatalltheelectricwiresaresafe.Scene3:CutyourselfIfthecutisnotserious,wecanwashtheareaofcut,dryitandcoveritwithapieceofdryandcleancloth.Youmustneverplaywiththeknifeorothersharpobjectsinthefuture.【设计意图】通过对生活中常见的突发事件进行讨论，在提升学生口语表达能力的同时，提升学生的安全意识和急救知识。课堂作业Imagineyouareadoctor.Pleasewriteaconversationbetweenyouandapatient.Itshouldincludewhathappenedaswellasyoursuggestionsasthedoctor.板书设计Unit1What’sthematter?SectionB(1a～1d)Keywordsandphrases：falldown,getsomerest,cutone’sknee,hurtone’sback,feelsickKeysentences：①Someonegothitonthehead.②HehurthimselfinP.E.class.③Whathappened?教学反思通过本课的学习，让学生熟记本课的新词汇及表达，能用正确的表达进行英语对话，并了解一些急救措施和安全知识。

Unit1What’sthematter?课时第4课时SectionB(2a~2e)课型新授课教学内容了解文章中出现的定语从句、时间状语从句等；教学目标【知识与技能】1.掌握句型：宾语从句、定语从句、时间状语从句的表达和运用2.掌握本课单词及短语：breathe、sunburned、ourselves、climber、beusedto、takerisks、situation、runoutof、cutoff、getoutof【情感、态度与价值观】培养学生顽强的意志品质和果敢独立的精神，以及热爱生活、珍惜生命、永不放弃的精神教学重点宾语从句，定语从句，时间状语从句的用法。学会根据事件发生的先后顺序进行排序。教学难点通过联系上下文学会排列事情发生的先后顺序教学准备视频、图片、多媒体，字典等。教学过程Step1WarmingupandLead-inPresentsomepicturesandvideosaboutemergencyfirstandthenshowstudentssomepicturesaboutmoney,job,dream,house...Letstudentsthinkaboutwhatisthemostimportantinlife.Step2Pre-reading1.Watchavideo,whathappenedtotheplayer?Hislegisbroken.2.T:whenwedosomesports,someaccidentsmayhappen.3.LookatSectionB2a,readthetitle,thenreadthephrases.Askonebyone.Whenplayingsoccer,whataccidentsmayhappen？Whenswimming,whataccidentsmayhappen？Whatdoyouthinkofclimbingmountains?Checktheanswers:A,Bfalldown;B,Chaveproblemsbreathing;Agethitbyaball;A,B,Cgetsunburned;A,B,Ccutourselves;A,B,Churtourbackorarm.Tobedangerousmeanstotakerisks.Whenclimbingmountains,whataccidentsmayhappen？Whenwemeettheseproblems,whatshouldwedo?Let’sknowaperson.4.Lookattheshortvideo:thetrailerof127Hours.Nowlet’sreadhisstorytoknowmore.Readthetitle.Whatcanyouknowfromthetitle?Guess,whatwillthewriterwrite?Withthequestions,readthearticle.Step3While-reading1.Fastreading:Workon2bT:Today,Iwouldliketoteachyouareadingskill:scanning.Whatdoesscanningmean?Itmeansmovingyoureyesquicklydownthepagetofindspecificinformation.Findoutthenewwordsorexpressions.Thentrytolookupeachoneinadictionaryandwritedownitsmeaning.【设计意图】本环节首先是学习策略的指导,然后在老师的指导下练习运用scanning这种方法来找出不认识的单词，并通过查阅字典的方式找到其意思.目的在于培养学生的自学能力和工具书使用能力。2.Carefulreading：Workon2cand2d①Readthepassage.Aftereachstatement,choose/circleTrue,FalseorDon’tknow.Answers：1.DON’TKNOW2.TRUE3.FALSE4.FALSE5.TRUE②Readthepassageagainandanswerthequestionsin2d.Checktheanswers.Answers：1.InUtah，America.2.Becausehisarmwascaughtundera360-kilorock.3.Heusedhisknifetocutoffhalfhisrightarm.4.HewroteabookcalledBetweenaRockandaHardPlaceandcontinuedtoclimbmountains.5.Itmeansbeinginadifficultsituationthatyoucannotseemtogetoutof.【设计意图】这一环节是阅读中抓取信息的训练。让学生学会从文章支持自己观点的句子。同时，也是对学生阅读理解能力的训练。3.Putthesentencesinthecorrectorderin2e.ThenusethemtotellAron’sstorytoyourpartner.Trytoaddotherdetailsfromthereading.Answers：21543Step4After-readingDiscussthefollowingquestions:1)Whatkindofpersondoyouthinkheis?2)Howdoyouknowit?3)Whichsentencescanhelpyou？Firstunderlinethesentences,thenwritewhatyouthink,finally,readit.Heisapersonwhonevergivesup.Aronisusedtodoingdangerousthings.ThereweremanytimeswhenAronalmostlosthislifebecauseofaccidents.Howdidhesavehislife.Hemustbeusedtomakingdecisionsintime.Hisloveformountainclimbingissogreatthathekeptonclimbingmountainsevenafterthisexperience.SoAron’sspiritistobestrong,brave,decisiveandwise.Step5Focusonlanguage1.haveproblemsdoingsth.意为“做某事有问题/困难”。类似的短语还有：havetroubledoingsth.“做某事有困难”。2.beusedtodoingsth.意为“习惯于做某事”；usedtodosth.意为“过去常常做某事”；usesth.todosth.意为“用某物来做某事”。3.because可引导原因状语从句，常用来回答why提出的问题；becauseof是短语介词，其后可跟名词、代词或名词性短语。4.runout意为“用尽，耗尽”，主语是被用尽的物；runoutof也意为“用尽，耗尽”，但其主语是用尽某物的人。5.so+形容词/副词+that从句，意为“如此……以至于……”，that引导结果状语从句。sothat引导目的状语从句，意为“以便，为了”，从句中常使用can/could/would/should等情态动词。6.keepondoingsth.意为“继续做某事”，表示今后或将来继续做某事。7.giveupStep6SummaryTodaywehavelearnedastoryaboutAronRalstonandwritersdescribeeventsinacertainorder.Findingtheorderofeventswillhelpyouunderstandwhatyouarereading.Trytouseitwhenreading.课堂作业1.Readandcopythenewwordsandphrases.2.Readandretell2b.板书设计Unit1What’sthematter?SectionB(2a～2e)Keywordsandphrases：breathe,sunburned,ourselves,climber,risk,accident,situationkilo,rock,knife,bloodmean,importance,decision,control,spiritdeathKeysentences：AronRalstonInUtahOnApril26，2003→FromApril26toApril30，2003→OnApril30，2003→Afterlosinghisarm教学反思通过阅读练习锻炼学生抓取信息，分析时间发展顺序的能力，同时学习AronRalston永不放弃的精神，敢于冒险的勇气和危急关头处理事情的智慧。

Unit1What’sthematter?课时第5课时SectionB(3a~selfcheck)课型新授课教学内容1.复习总结有关身体各部位的健康问题及建议。2.本单元主题作文：事件的表达方式，及健康问题的解决方法。教学目标【知识与技能】1.掌握句型：学习身体状况、事件的表达方式，并学会提出建议。2.掌握本课单词及短语：nurse3.练习关于健康话题的写作技巧。【情感、态度与价值观】培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。教学重点1.总结本单元的疾病与意外伤害的表达，并学会如何给予合适的建议。2.综合运用本单元所学知识进行对话表演和写作。教学难点学会运用所学知识进行对话和写作。教学准备图片、多媒体等。教学过程Step1Warming-upandrevisionT： Hello,everyone,canyourememberwhatwelearnedinthisunit?Good,let’slookattheslidesandtrytoreviewwhatwehavelearnedbefore.CanyoutranslatethefollowingphrasesorsentencesintoEnglish?【设计意图】：对本单元课时中的重点词汇和句型,对健康问题和意外伤害的处理进行总结性的复习。温故而知新，为接下来的写作打好基础。Step2PresentationShowstudentsapictureofanurseandastudent.Letthestudentsguesswhatwaswrongwiththestudents,howithappenedandhowtodealwithit.Example:T:Lookatthepicture.Whatdoesthewomando?S:Sheisanurse.T:What’sthematterwiththegirl?S:Shehasafever.T:Howdidithappened?S:Itwascoldyeaterdayandshedidn’twearwarmclothes,soshehadacold.T:Whatshouldshedo?S:Sheshouldgotothedoctorandtakesomemedicine.T:Whatotherhealthproblemsdoyouremember?【设计意图】复习的同时，锻炼学生的口语表达能力。Step3WorkgroupWorkon3aDividestudentsintogroups.Inthegroup,Oneisnurse,andtheotherjusthaveanaccidentorahealthproblem.Thereisaconversationbetweenthenurseandthestudents.Atthesametime,fillinthefollowingchart.(Tobeinvolved,everystudentshastodescribeoneaccidentorproblem)Accidents/healthyproblemReason/ResultShoulddoSouldn’tdohaveasorebackplaycomputergameandsitinthesamewayfortoolong.liedownandrestplaycomputergamesordosportshaveafeverhaveasorethroatcutmyselfWorkon3b1.Summarizethesentencepatternontheboardthatmaybeusedintheconversation.询问某人健康问题的表达方法有：（1）What’sthematterwithsb.?（2）What’sthetroublewithsb.?（3）What’stheproblemwithsb.?（4）What’swrong/upwithsb.?（5）Whathappenedtosb.?（6）Isthereanythingwrongwithyou?（7）AreyouOK?回答身体状况：（1）Idon’tfeelwell.Ifeel...（2）Idon’tfeelwell.Ihavea...（3）Ihurt...提问意见：（1）WhatshouldIdo?（2）ShouldI...提出建议：Youshould...可能的原因：felldown,gethitby...,cutmyself,hurtmy...when...2.Writeaconversationbetweenthenurseandthestudentusingyournotesfrom3aandtheexpressionsabove.3.Roleplaytheconversationinpairs.Step4self-check1.NowlookattheSelfCheckactivitiesanddothembyyourself.2.Compareyourworkwithapartner.3.Checktheanswers:1.Keys:haveaheadache/gethitontheheadhaveasoreback/hurtone'sbackhaveasorethroathaveatoothachehaveastomachachehaveafever/haveanosebleed/cutoneself2.Keys:2456133.Keys:1.Putsomemedicineonit.2.Takeatemperatureandrest.3.Liedown,restanddrinkmorewater.