Unit1What’sthematterSectionA教案

Languagegoal:

Inthisunitstudentslearntogiveadviceandmakesuggestions.

Newlanguage:

1.Thepartsofthebody

2.Ihaveaheadache/stomachache/toothache/soreback/sorethroat.

3.Youshouldgotobed/drinksomewater.

Teachingprocedure:

Step1.Learnthenewwordsaboutthepartsofthebody.

1.Askthestudents:Howmanypartsofthebodycanyouname?Helpthestudentstoanswerbypointingtothehead,thehand,thelegandthefoot.Thenwritethewordsontheblackboardandreadthemloudly.

2.Pointandsaythenamesofanybodypartsstudentsdon’tknowandwritethewordsontheblackboard.Teachthemtoreadthewords.
Step2.Groupwork
1.Getthestudentstoreadthewordsinpairs.
2.Practicethewordslikethis:
S1:(pointtohishead)What’sthis?
S2:It’syourhead.Where’syourhand?
S3:It’shere.
Step3.1a
1.Askthestudentstolookatthepicturesofthestudentsnumbered1through5.Severalbodypartsaremarkedwiththelettersa–m.Writethecorrectletterafterthenameofeachbodypartonthelist.
2.Getthestudentstodiscussandcompletebythemselves.
Step4.Learntheillness
1.Givethestudentsanexample:
Holdtheheadandsay:Ihaveaheadache.
Thenholdthestomachandsay:Ihaveastomachache.
Getthestudentstorepeatandexplainthemeaningsofthewordsandsentences.
2.Pointtooneofthepeopleinthepictureandask:What’sthematter?Thenanswer:Hehasastomachache.Getthestudentsrepeat.Thenasktheotherpeopleandlearntheillnesssuchas:haveacold/fever,haveastomachache/toothache,haveasoreback/sorethroat,ect.
3.Askthestudentstoaskandanswerthepeopleinthepictureusingthesentences:What’sthematter?Ihavea……
Step5.1b
1.Gettheclasstolookandreadthenamesin1bquickly.
2.Listentotapetwiceandfindthecorrectanswers.
3.Listentothetapeagain.Thenaskthemtoroleplaytheconversationsinpairslikethis:
Sa:What’sthematter,Nancy?
Sb:Ihaveaheadache.
Step6.2a
1.Gettheclasstoreadtheeightitemsingroupsandtrytounderstandthephrases.
2.Givethemanexample:
Ihaveafever.Ishoulddrinklotsofwater.
Hehasasorethroat.Heshoulddrinksomehotteawithhoney.
3.Asktheclasstodiscussandfillinblanksin2b.Thengetthemtoreadthesentencesingroups.
Step7.2c
1.Askthestudentstoreadtheconversationin2candroleplaytheconversationsin2b.
2.Groupwork
Onestudentmimesanillness.Theotherstudentsasktheillnessandgiveadvicelikethis:
Saholdshishead.Theotherstudentsaskhim:What’sthematter?
Sa:Ihaveaheadache.
Ss:Youshouldgotoseeadoctor.
Step83a
1.Getthestudentstoreadtheconversationin3aandfillintheblanks.Thenreadthepassageingroupsorinpairs.
2.Asktheclasstomakeasimilarconversationandroleplayitinfrontoftheclass.

延伸阅读

Unit 1 What's the matter教案

教案课件是老师不可缺少的课件，大家应该开始写教案课件了。只有写好教案课件计划，才能够使以后的工作更有目标性！你们知道哪些教案课件的范文呢？下面是小编为大家整理的“Unit 1 What's the matter教案”，希望对您的工作和生活有所帮助。

Period5SectionB(1a-1d)

主备:审查：使用：

TeachingAimsandDemands:

1、KnowledgeObject:

(1)Wordsandexpressions:

Feelsick,cutone’sknee,haveanosebleed,falldown,cutoneself,haveproblemsbreathing,gethitbyaball,hurtone’sbackorarm,getsunburned

(2)Listening.

2、AbilityObject:

Trainanddevelopthestudents’listeningandspeakingability.

3、EmotionObject:

Whenaccidentshappen,knowhowtodealwiththemcalmly.

TeachingKeyPoints:

(1)Wordsandexpressions:

Feelsick,cutone’sknee,haveanosebleed,falldown,cutoneself,haveproblemsbreathing,gethitbyaball,hurtone’sbackorarm,getsunburned

(2)Listening.

TeachingDifficultPoints:

Trainanddevelopthestudents’listeningability.

TeachingMethods：

1.Listeningmethod.

2.Pairwork.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1.Warmingup

Task

T:Youknow,therearelotsofproblemsinourlife.Ifyouareadoctor,pleasetellushowtosolvetheproblem.Iwilldivideyouinto9groups.Pleaseworkingroups.Andthenchooseoneofyoutoreportyourideas.

Thefollowingaretheproblems:

Ihaveatoothache.

Iamhungry.Ihaveasorethroat.

Iamstressedout.Ihaveasoreback.

Iamtired.Ican’tsleep.

Ihaveacold.Ihaveaheadache.

Report:

Ifyouhaveaheadache,youshouldgotobedearly.

Youshouldseethedoctor.Youshouldeatsomemedicine.

Youshouldn’twashyourfacewithcoldwater.

Youshouldn’tsleeplate.

Youshouldn’tswim.

…..

Tencouragesthestudentstogiveadviceasmuchaspossible.

Step2.Presentation

Showsomepicturesonthescreen,discusstheaccidentswiththestudents,teachingthenewwords:cutoneself,cutone’shand/finger,falldown,cutone’sknee,haveanosebleed,haveproblemsbreathing,gethitbyaball,gethitonthehead,hurtone’sbackorarm,getsunburnedandsoon.

Letstudentsdo1aindividually.Thenchecktheanswersbyaskingastudentstosayouttheanswers.

Havestudentsdescribetheactionswhatyoushoulddowhentheaccidentshappeninorder,usingfirst,next,thenandsoon.

Step3.Listening

1.1b.Listentotheschoolnurse.Checktheproblemsyouhear.Playtherecordingtwice,thenchecktheanswers.

2.1c.Playtherecordingagain,askSstowriteletterofeachtreatmentnexttotheproblemsyoucheckedinthechartabove.

Checktheanswerstogetherbytalking.

T:Whensomeonefeltsick,thenurse…Youtellmethewholesentence,please.

Ss:Thenursetookhistemperatureandtoldhimtorest.

…

Step4.Practice

1d.Role-playaconversationbetweenthenurseandtheteacher.Usetheinformationin1band1c.Firstletstudentsreadthelisteningtext,andtrytoworkinpairsaccordingtoit.Theninvitesomepairstoactouttheirconversationsinfront.

Step5.Exercises

ShowsomeexercisesonthescreenandSsdothemcarefully.Thenchecktheanswers.

Step6.Homework

Remembertheexpressionslearntintheperiod.

Writeapassageaboutwhatyoushoulddoandshouldn’tdoifaccidentshappenaccordingtothecontentsintheperiod.

BlackboardDesign:

Unit1What’sthematter?

Period5SectionB(1a-1d)

cutoneself,cutone’shand/finger,falldown,cutone’sknee,

haveanosebleed,haveproblemsbreathing,gethitbyaball,

gethitonthehead,hurtone’sbackorarm,getsunburned

SummaryAfterClass:

Period6SectionB(2a-2e)

主备:杨秀兰审查：使用：

TeachingAimsandDemands:

1、KnowledgeObject:

(1)Wordsandexpressions:

ourselves,climber,beusedto,risk,takerisks,accidents,situation,kilo,rock,runoutof,knife,cutoff,blood,mean,getoutof,importance,decision,control,beincontrolof,spirit,death,giveup,nurse

(2)Reading.

2、AbilityObject:

(1)Trainanddevelopthestudents’readingability.

(2)Learnthereadingstrategies:Findingtheorderofevents.

3、EmotionObject:

Nevergiveupwheneveryoumeetdifficultiesandproblemsinstudyandlife.LearnthespiritofAron.

TeachingKeyPoints:

(1)Wordsandexpressions:

ourselves,climber,beusedto,risk,takerisks,accidents,situation,kilo,rock,runoutof,knife,cutoff,blood,mean,getoutof,importance,decision,control,beincontrolof,spirit,death,giveup,nurse

(2)Reading.

TeachingDifficultPoints:

Trainanddevelopthestudents’readingability.

TeachingMethods：

1.Sceneteachingmethod.

2.Readingmethod.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1.Revision

Showsomepicturesonthescreenandrevisiontheaccidentsorproblemsthatcanhappenwhenwedosports.

Step2.Lead-inandPresentation

Playthevideoofthemovie127Hours.Sswatchitandfeelthedifficultsituation.

Presentthenewwordsandexpressionsbyshowingthepicturesonthescreen:

takericks,caughtundera360-kilorock,fellonsomebody,findyourselfinaverydangeroussituation,getoutofadifficultsituation,bandageyourself,losetoomuchblood,losehalfofhisrightarm,keptonclimbingmountains.

3.AskSstoreadaloudtheexpressionsin2aandthenewexpressions.

Step3.Reading

1.2b.Readthepassageandunderlinethewordsyoudon’tknow.Thenlookupthewordsinadictionaryandwritedowntheirmeanings.(decision,control,spirit,death,mean,importance,beusedto,free,runoutof,keepon)

2.2c.ReadthepassageandcircleTRUE,FALSEorDON’TKNOW.

(1)Aronalmostlosthislifethreetimesbecauseofclimbingaccidents.

(2)AronhadaseriousaccidentinApril2003.

(3)Aronranoutofhiswaterafterthreedays.

(4)Aronwrotehisbookbeforehisseriousaccident.

(5)Aronstillgoesmountainclimbing.

Firstletstudentsreadaloudthesentencesin2candunderstandthemeanings.Iftheyhaveproblems,givesomeexplanation.Next,studentsdoitindividually.Thenstudentschecktheanswerseachother.Finally,theteachercheckstheanswers.

3.2d.Readthepassageagainandanswerthequestions.

(1)WheredidtheaccidenthappenonApril,2003?

(2)Whycouldn’tAronmove

(3)HowdidAronfreehimself?

(4)WhatdidArondoaftertheaccident?

(5)Whatdoes“betweenarockandahardplace”mean?

Afterstudentsfinishthem,invitestudentstosayouttheiranswers.

4.2e.Putthesentencesinthecorrectorder.ThenusethemtotellAron’sstorytoyourpartner.Trytoaddotherdetailsfromreading.

______OnApril26,2003,hehadaseriousmountainclimbingaccident.

______Aronlovesmountainclimbinganddoesn’tmindtakingrisks.

______Arondidnotgiveupaftertheaccidentandkeepsonclimbingmountainstoday.

______Hewroteabookabouthisexperience.

______Aronlosthalfhisrightarmfromthe2003accident.

Step4.Summaryaboutthereadingstrategies

FindingtheOrderofEvents.

(Writersdescribeeventsinacertainorder.Findingtheorderofeventswillhelpyouunderstandwhatyouarereading.)

找出本文描述事件发生先后顺序的句子或短语。

________________________________________________________________________________________________________________________________________________________________________________________________________

Step4.Homework

Rememberthewordsandexpressionslearntin2b.

Finishofftheexercisesintheworkbook.

BlackboardDesign:

Unit1What’sthematter?

Period6SectionB(2a-2e)

takericks,caughtundera360-kilorock,fellonsomebody,findyourselfinaverydangeroussituation,getoutofadifficultsituation,bandageyourself,losetoomuchblood,losehalfofhisrightarm,keptonclimbingmountains.

SummaryAfterClass:

Period7SectionB(3a-SelfCheck)

主备:杨秀兰审查：使用：

TeachingAimsandDemands:

1、KnowledgeObject:

(1)Towriteaconversationusingtargetlanguage.

(2)Toconsolidatevocabulary,checkcomprehensionofconversationstructure,andpracticeitinanaturalcontext.

2、AbilityObject:

Enablestudentstowriteaconversationabouthealthproblems,firstaidandadviceusingthetargetlanguage.

3、EmotionObject:

Developthestudents’interestsandconfidenceinEnglishlearning.

TeachingKeyPoints:

Towriteaconversationusingtargetlanguage

TeachingDifficultPoints:

Developthestudents’writingability.

TeachingMethods：

1.Writingpractice.

2.Checkmethod.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1.singsomesongs

Step2.Revision

Tpreparessomepiecesofpaper,andwritedowntheproblemsonthepaper.ThenTgetssomestudentstocometotheblackboardandactout.Theotherstrytoguessthemoutandgivetheadvice.

A:What’sthematterwith…

B:Doesshehave…/Isshe…

B:Sheshould…

Sheshouldn’t…

Whileplayingthisgame,wecanletthestudentshaveacompetition.

Step3Writing

1.3a.Brainstorm.

AskSstobrainstormhealthproblemsthatSsmightencounter.Elicitandwriteorprojectanswersontheboard.Askstudentstoimagineahealthproblem,howtheproblemmighthavehappened,andwhatadviceshouldbegiven.

2.3b.Extendtheconversation.

Ssworkinpairs,andtoincreaseSs’levelofengagement,theTcanselectafewdifferentpairsofSstorole-playtheconversationstheyhavewritten.

Step4.SelfCheck

HaveSslookattheSelfCheckactivities.

Readaloudthepromptsinthetextbookandthewordsintheboxes.

Modeltheactivitiesifnecessary.

GiveSstimetodotheactivitiesandcomparetheirworkwithapartner.

Step4.Homework:

1.CopythenewwordsinUnit1andreviewthem.

2.Finishtheexercisesinthisunit.

BlackboardDesign:

Unit1What’sthematter?

Period7SectionB(3a-SelfCheck)

N:AreyouOK?

S:No,Idon’tfeelwell.Ihaveabadheadache.WhatshouldIdo?

N:Youhaveafever.Youhaveabadcold.

S:WhatshouldIdonow?ShouldItakesomemedicinetonight?

N:Youshouldn’tbeinschooltoday.Youshouldgohomenow,takethismedicine,andgetsomerest.

S:Thankyou.I’llgohomerightnow.

SummaryAfterClass:

Unit 1 What’s the matter?教案

Unit1What’sthematter?教案

任务型活动建议：

课程标准解读

1．学生参与决定教学内容。Brainstorm即学生在学习之前根据课题搜集、整理与课题相关健康问题及如何保持健康的信息。这样学生课前自己准备学习材料，教师利用学生带入教室的各种信息组织语言教学活动，并对学生进行经常性的需求分析，随时调整教学内容。

2．力图使学生自己输入成为主要教学内容资源，并成为整个学习过程的中心。教师针对本班学生特点，对教材进行整合、取舍并及时扩充必要材料充实课堂教学内容。

3．教学中挖掘利用学生自身的知识与经验，使学习内容更切合实际，学生更容易深切感知。

4．主张学生自主、自导学习，合作学习，强调不是个人学习，而是群体学习中的学生自主性。

总体教学思路：

本节课设计思路是两条主线，一条是知识线；另一条是任务链。

1．知识：知识的呈现是按照词、句、文，即，从易到难的顺序呈现的。从上节课的作业入手，然后分别复习人体各部分，常见健康问题和如何解决的词语、句子；讨论健康情况询问和应答的句式，到知识综合运用和提高，最后是巩固和开放性作业。

2．任务：本节课任务设计以健康为主线，上课以不同健康状况的图片导入新任务——讨论饮食对人的健康的影响，指出合理膳食----谈论自己的健康状况及如何调理饮食，然后，以4人为一组就家人和朋友中存在的健康问题交换意见，提出合理建议----给有健康问题的朋友或家人写信告诉他们如何通过健康的饮食以及良好的生活习惯保持健康。-----点出主题“It’seasytostayhealthy,andit’simportanttoeatabalanceddiet.”

教学目标：

1.学会描述健康状况提出合理建议。

2.学习根据不同的健康状况提供“阴、阳”饮食条理方法。

3.并能就其他健康问题展开讨论，提出解决方法。

4.能以书信的形式针对某种健康情况提供建议。

教学重点和难点：

1．描述健康状况以及健康饮食。

2．了解饮食健康，提供合理饮食建议。

课前准备：

1.搜集有关描述健康的英文词汇如：疾病名称、形容精神状态的形容词、健康食物名称、有益于健康的运动或活动，提供建议的词句。

2.分小组准备健康饮食或运动活动的图片。每组准备一篇描述健康饮食或健康生活习惯的文章。（带软盘或样图）

教学设计：

本课按照两条主线进行设计，一是知识支撑，二是任务设计：

本节课流程图

Talkabouthealth

知识支撑↙↘任务设计

导入任务healthproblem

↓↓

复习有关健康的词语identifydifferenthealthproblem

↓↓

学习p11课文找出调节健康的饮食

↓↓

综合运用、提高养成健康的生活习惯，保持健康

↓↓

巩固Conclusion：Iknowmorethanyoucansee

教学板块设计

导入（Leadin）设计:

目的：通过描述不同健康状况的图片为导入教学做好知识铺垫。以如何才能保持健康，引出本节课的大任务：合理膳食，养成健康的生活习惯。吸引学生展开讨论，激发其学习兴趣，提高学生作为学习主体（主人）课堂参与意识。

大量图片以及描述健康的词语，将其注意力吸引到课堂中，此时老师恰到好处地让学生汇报健康状况导入任务切入主题。

Task1：识别不同的生活习惯以及对健康状况的影响：通过学生听力材料，观察图片，找出不同生活习惯，以激活学生已经掌握的有关健康词汇。这个活动Focusonlistening.

Task2：阅读课文（11页），如何合理调节饮食。Focusonreading.

Task3：让学生就自己、家人以及朋友的健康情况、饮食状况进行描述，找出合理膳食，健康的生活习惯是保持健康的保障。激活学生已经掌握的描述健康的句子。本活动Focusspeakingonwriting。

教学过程设计：

TasksProcessTeacher’sactivitiesStudents’activities

Task1Brainstorm健康词语复习所学有关描述健康词语学生看、听、想、答。

Task2争做健康人

健康问题以及健康生活习惯词句给出听力材料及图片，请学生听录音分辨其不同之处（p102a,2b）听录音、观察、说出不同观点。

Task3合理膳食

学习有关健康饮食的词句给出阅读资料，包括图、文，读短文，回答问题。

2巡视，指导。

3反馈、点评。小组合作阅读资料找出问题答案

Task4最佳侦探使用表达健康词句。1请各组学生分别就自己、家人以及朋友的健康情况、饮食状况进行描述，让学生讨论，找出合理膳食，健康的生活习惯是保持健康的保障。并写出相关文章。

2询问活动结果。

3评出最佳侦探。（奖励）学生分别说出自己看法，写出相关文章

由一位学生汇报结果.

Task6Ilearnmorethanyoucansee.

conclusion开放性小结本课内容1．用比赛结果导入本单元重点句。

2.请学生写出自己今日所学或使用的其他句型（越多越好）记下重点句。

写出自己会的句子。

小组交流

记下新句子

Homework1写信给家人或朋友提供保持健康建议。自己写相关文章。

板书设计：

Unit2

-Whatdoeshe/shelooklike?

-He’s/hasgot…

Who‘sthebest?

1

2

3

4

5

6

7

课后小结

1．收获：

A鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。

B任务链设计较成功，创造条件让学生能够研究他们自己感兴趣的问题。

C课堂设计较合理，给学生创设自主学习和交流的机会。

D学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。

2．探索：

继续探索在任务、与合作型教学中如何调动全体学生的积极性。

3．课后反思：

本课的设计使学生确实从学习中学会了如何谈论外貌，同时还学会了识别不同人物外貌特征，设计简单通缉令。丰富了学生生活，同时也是一种真实的体验。增加学生的语言实践，促进他们在整个教学活动中主动参与。

Unit 1 What’s the matter?教案(新人教版)

Unit1What’sthematter?教案(新人教版)

Unit1What’sthematter?

I.Teachingarticle:UnitTwo

II.Teachingaimsanddemands:

What’sthematter?Ihaveaheadache.

Youshoulddrinksometea.Thatsoundsalikeagoodidea.

Ihaveasoreback.

III.Teachingimportanceanddiffculty:

Talkaboutyourhealth.Makesuggestions.

IV.Teachingways:Revision,Learning,PracticeandReading.

V.Teachingtools:Tape-recorderandLattern.

V.Teachingtime:Sixperiods

VI.Teachingprocedure:

Thefirstperiod

I.TeachingAimsandDemands

1.KnowledgeObjects.

Bodynames.Illness.What’sthematter?Ihaveacold.

2.AbilityObjects.

Listeningskil,recognizingskill.

3.MoralObjects.

Exerciseeverydayandkeephealthyandstrong.

II.TeachingImportanceandDifficulty

What’sthematter?--Ihaveacold.

III.TeachingMethods

Recognizingmethod.Listeningmethod.Discovermethod.Pairwork.

IV.TeachingAids

Ataperecorder.Adollforteachingthenamesofthebody.AProjector.

V.TeachingProcedures

StepIGreettheclassandcheckthehomework.

StepIISectionA1a

Bringoutadoll.Teachthewordsofbodyparts.

Readthewordstostudentsandaskthemtorepeat.

Nowopenyourbooksandturntopage7.Pleaselookatthepicture,I’llaskastudenttoreadthelistofthirteennamesofbodyparts.

StepIII1b

Actoutanillness.Thenshowtheothernewwordsontheblackboard.Readthenewwordstostudentsandaskthemtorepeat.Makesureeverystudentknowsthemeaningandcanreadthem.

StepIVPairwork

Teachstudentsmorewordsofillness.Forexample,

Haveacold,haveafever,headache,stomachache,headachetoothache,haveasoreback,haveasorethroat

StepVAnactivity

PlaythegameSimonsayswithstudents.Firsthavestudentslineupinrows.Askstudentstotouchdifferentpartsoftheirbodies.

StepVIAnactivity

Nowpleaseturntopage106.Thereisapictureofaheadwithnoeyes,nose,mouthorears.PleasedrawtheminthecorrectpacesandsaytheirnamesinEnglish.Thenshowyourpictures.Whodrawsthebest?

StepVIIHomework

Writedownthenewwordsinyourexercisebookandreadthemforseveraltimes

StepVIIIBlackboardDesign

Unit2What’sthematter?

Tooth——teeth(pl.)Foot——feet(pl.)

ToothacheStom-ach-ache

Eyesnosemouthears

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