Unit1-Whats-the-matter.docx

Unit 1 Whats the matter?I. Analysis of the teaching material: The language functions of this unit are to talk about your health and make some suggestions. Learn to talk about your problems and make suggestions or give the advice in order to solve these problems. Learn the usage of the modal verb of “should” and “shouldnt”. Learn to make suggestions or give the advice with Modal verbs “should and could.”II. Teaching aims and demands:1. Knowledge objects:（1）Students talk about health and make some suggestions.（2） New words.matter,stomachache,foot,neck,stomach,throat,fever,cough,X-ray,toothache,headache,break,passage,trouble,knee,climber, risk, accident, situation, kilo, rock,（3） Listening and writing exercises.2. Ability objects. Enable students talk about health problems and give some advice with language points.3. Emotion objects:Improve the cooperative spirit through pair work and role playing.(2) Students care more about themselves and their family members healthIV. Teaching important and difficult points.(1) Learn and master the parts of the body, the names of the illness and the expressions of giving advice.(2) Learn to talk about health problems by using “Whats the matter? I have a”and giving by using “should”2. Teaching focuses ：The modal verb “should”VTeaching methods:Listening and speaking methods.Cooperation and pair work.VITeaching periodsFour periodsPeriod 1(1a-2d)I. Teaching aims and demands:(1). Knowledge objects: Memorize new words and expressions; Master sentence patterns: Whats the matter with? I have a headache/ stomachache/toothache.What should I/you/he/she/they do? I should do(2). Ability objects: Train students speaking and listening ability.(3). Emotion objects: Learn to care about himself and also their family members and do something healthy to improve body condition.II. Teaching focuses: Have for talking about health problems; Modal verbs should/shouldnt for suggestions; Reflexive pronounsIII. Teaching aids: A tape recorder, screen and a computerIV. Teaching difficult points : 1. Learn some new words and phrases and learn to use correctly.2. Understand the new words and phrases in the listening material.3. Be able to ask body problems and give advice on health problems.V. Teaching methods: Listening and speaking , pair work and individual work; Task based learning methodVI. Teaching procedures:Step1. 1. Warm-up and review（1）New term greetings T: Nice to see you again, everyone! All of you look so well. Did you enjoy your winter vacation? Ss: Yes.T: Can you tell me something interesting you did during the winter vacation? T: Oh. What an interesting vacation! I am sure you enjoyed yourselves very much, but I was ill during the holiday. Today, well talk about “Unit 1: Whats the matter?”T:First, lets review the parts of the body. Have Ss look at the picture and teach the new words.T：Lets play a Bingo game.T: Lets play a guessing game.2. Work on 1aT: Look at the picture. Write the correct letter a-m for each part of the body.Step2. 3. PresentationT: Now, they are at the doctors. Lets see. What is the matter with them? We can also ask, Whats wrong with them?T: (help Ss answer) He has a cold.T: What should he do?T: He should take some medicine.Then teach the other part of body: foot, neck, stomach, throat, stomachacheStep3. Work on 1cPresent the picture and have Ss to do the pair work.Step4.SummarizeSummarize the sentence pattern:1.have a +身体部位ache 2.have/feel a pain in the /ones +身体部位3.have a sore +身体部位Step5.Listening Listen for the general idea:_ A. study problems B. health problems C. health problems and advice Then listen and number the pictures , then match the problems with the advice. Check answers.Step6. Pair work Make conversations using the information in 2a and 2b.Ask students to work in pairs then ask some of them to report.Step7. Role play Task1. Read the conversation and answer the questions: 1. Whats the matter with Lisa?2. Did she have a fever?3. What did she do on the weekend?4. What does she need to do?5. What should she do now?6. What should she do if things dont get better?Task2. Listen to the tape and read the conversation.Explain the difficult sentences: take ones temperature take breaks without moving lie down and rest hurt oneselfHomework: Read the conversation and try to recite itBlackboard Design Unit1 Whats the matter?Read the conversation and answer the questions:1. Whats the matter with Lisa?2. Did she have a fever?3. What did she do on the weekend?4. What does she need to do?5. What should she do now?6. What should she do if things dont get better?1.have a +身体部位ache 2.have/feel a pain in the /ones +身体部位3.have a sore +身体部位教学反思: 这节课主要谈论身体疾病，和学生实际生活相关，易于理解而且有用，学生练习口语简单，参与较好。听力部分在任务的引导下听的很好，既定目标达成较好。对话的练习在任务引导下，能认真读对话，但回答问题要逐步养成用英语组织通顺句子的习惯。为以后的学习打下了较好的基础。Period2 Section A 3a-4cI. Teaching aims and demands:(1). Knowledge objects: 1. Master the following words：headache, have a fever, take breaks, hurt, passenger, get off, to ones surprise, onto, trouble, hit, right away, agree to do sth., get into trouble, fall down,(2). Ability objects: Be able to finish reading tasks. Be able to understand the passage and solve problems(3). Emotion objects: By reading the passage students be able to improve their nature of being helpful. II. Teaching focuses: Learn the simple past tense ; Grammar focus; get information from the passageIII. Teaching aids: A tape recorder and screenIV. Teaching difficult points : Finish tasks concerning about the passage; Train students reading skill and put what they learned to use freely.V. Teaching methods: Reading and task based methodsVI. Teaching procedures:Step1 lead-inMake up a conversation between a doctor and a patient. Finish 2d, Role-play the conversation.Step 2 PresentationLookat the picture. Discuss what happened and then what we should do.1. What happened in the picture?2. What should we do to help them?3. Did the bus driver help them?Step 3 Reading Read the passage and answer the following questions. 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?3b Read thepassage again and check the things that happened in the story. 1 _ Wang Ping was the driver of bus No.26 at 9:00 a.m. yesterday.2 _ Bus No.26 hit an old man on Zhonghua Road.3 _ The old man had a heart problem and needed to go to the hospital right away. 4 _ The passengers on the bus did not want to go to the hospital, so only Wang Ping went with the woman and old man.5 _ Some passengers helped to get the old man onto the bus.6 _ The old man got to the hospital in time.Step 4 Speaking 3c Discuss the questions with a partner.Step 5 Exercises1) 我看见他时他正在河边玩。 I saw him _ by the river.2) 我看见过他在河边玩。 I saw him _ by the river. 3) 我看着他过了桥。 I see him _ across the bridge.4) 我看见她正在洗碗。 I see her _ the dishes. 1. The driver saw an old man _ (lie) on the road.2. I sat in the same way without _ (move).3. He only thought about _ (save) a life and didnt think about _ (him).Step6.Grammar focus Read the sentences and try to understand themPractice: Ask students to do exercises in 4a and 4b, then check answers.Step7 Homework Read the passage and retell it. Put sentences to use freely.Blackboard design Unit1 Whats the matter?1. What happened in the picture?2. What should we do to help them?3. Did the bus driver help them?Useful expressions: thanks to Its sad that save ones life 教学反思 这篇阅读文章易于理解，学生能在规定时间内完成相应的任务，但是要用自己的话复述课文仍存在一定的问题，课后还要加强用完整句子回答问题的练习。Period3 1a-2bI. Teaching aims and demands:(1). Knowledge objects:1.Master and learn the new words and expressions:realize, passage,pupil,completely,silence, recently,date,tower,make ones way,in silence,take down, at first.Use the past progressive tense freely.(2). Ability objects: Improve students listening ability and reading ability.(3). Emotion objects: Learn to ask and answer questions about health,and learn to care for others.II. Teaching focuses:Reading practice ; key sentences and phrasesIII. Teaching aids: A tape recorder and screenIV. Teaching difficult points : Finish listening and reading practice correctly.V. Teaching methods: Individual work and group work ; task-based methodVI. Teaching procedures:Step1 lead-inImagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students.Step 2 Revision (Guessing game) Look at the pictures, guess what has happened and revise the important points the students have learned.Step 3 Go over Grammar focus Whats the matter? I have a stomachache.You shouldnt eat so much next time.Whats the matter with Ben?He hurt himself. He has a sore back.He should lie down and rest.Do you have a fever?Yes, I do. / No, I dont. / I dont know.Does he have a toothache?Yes, he does.He should see a dentist and get an X-ray.What should she do?She should take her temperature.Should I put some medicine on it?Yes, you should. / No, you shouldnt.Step4 Discussion When these accidents happen. What should you do? Ask students to discuss and number them.Step 5. Listening practice. Task1: Listen for the general idea of 1b. The general idea of the conversation is about_ A. a school nurses busy day and treatments B. good teacher C. an X- ray Task2Listen and check 1b Listen and write the number of each treatment next to the problems you checked in the chart. Check answers.Step6 Pre-reading Finish2a first, then read the passage quickly and find the general idea_ A. an accident B. a sport C. a strong-minded personRetell the passage according to the information give on the screen. On that day, Arons arm was_under a 360-kilo rock that fell on him when he was climbing by himself in the mountains. Because he could not_ his arm, he stayed there for five days and hoped that someone would find him. But when his water_ out, he knew that he would have to do something to_ his own life. He was not ready to _ that day. So he used his_ to cut off half his right arm. Then, with his left arm, he bandaged himself so that he would not lose too much _. After that, he climbed down the mountain to find help.Check answers after finishing it.Explain the difficult sentences:Be used to doing sth. take risks when doing sth. By oneself run out be ready to do sth. cut off so that after doing sth. the importance of be in control of keep on doing sthmake a decisionStep7.Homework:Read the passage as much as possible to retell the passage without looking at the books.Learn to use the useful expressions. Blackboard design: Unit1 Whats the matter?Finish2a first, then read the passage quickly and find the general idea_ A. an accident B. a sport C. a strong-minded personBe used to doing sth. take risks when doing sth. By oneself run out be ready to do sth. cut off so that after doing sth. the importance of be in control of keep on doing sthmake a decision教学反思：本节课听力部分在任务的引导下，学生能够较认真专注地听，所以完成任务好。阅读部分由于提前让学生在预习时观看了电影127hours，对理解课文帮助很大。在屏幕展示了任务，然后阅读，学生很容易找到要填空的词。在文章学习的基础上短语句型的学习就相对简单。对我的启示：备课要充分，预习要认真，课堂学生才能真正成为学习的主人而不是被动的接受者。 Period4(2c-self check)I. Teaching aims and demands:(1). Knowledge objects: Go over knowledge learned this unit(2). Ability objects:Check ability of using what they learned this unit freely.(3). Emotion objects: Be happy to offer help on healthy problemII. Teaching focuses: Answer questions in 2d in the right sentences formIII. Teaching aids:textbooks screenIV. Teaching difficult points : Answer questions in 2d in the right wayV. Teaching methods: practice and summarizeVI. Teaching procedures: Step1.Leading in What accidents may happen when we play soccer/ climber mountains/ go swimming? Collect answers.Step2. Post-reading activities. Read the statements and circle True, False or Dont know. Ask students to read the statements. Make sure everyone can read them and know the meanings of them.Step3. Answering questions Read the passage again and answer the questions in 2d. Check answers. Remind students to answer questions in the right way.Step4.Recall the passage Put the sentences in the right order. And try to retell the passage in their own words.Step5.Oral practice Finish the conversation in 3b .Write down the conversation.Step6. Self-check Do exercises in self-check. Then check answers.Step7.Homework 1. Write a conversation between the nurse and the students using the useful sentences in 3b. 2. Remember the words, phrases and sentences in this unit.Blackboard Design Unit1 Whats the matter?Words and phrases: give up nurseSentences: Whats the matter?/ Whats wrong? / Are you OK? I have a .Should I? You should/ You shouldnt 观察与思考读以下四个句子，总结出have的用法。have hasI have a bag.He has noodles for breakfast.I have a bad cold.They have a look at the picture.用法展现1. 作“有”讲。 如： I have a bag. 我有一个包。 He has a red cup. 他有一个红杯子。 2. 作“吃、喝”讲。如： have breakfast (吃早饭) 3. 作“患病”讲。 have a cold, have a fever4. 固定短语 have a try, have a look, have a party活学活用1. 她有许多好朋友。 She _ lots of good friends.2. 当我们感冒时，应该多喝水。 When we _ bad colds, we should drink more water.3. 他早餐常吃鸡蛋。He _ eggs for breakfast.4. 他昨天去参加聚会了。 He _ yesterday.用法展现should should 属情态动词, 后接动词原形, 没有人称和数的变化。用于提出建议劝告别人。 should 的否定形式为 should not, 通常缩写为 shouldnt。1. Tom, I have a toothache. 汤姆, 我牙痛。 You should see a dentist. 你应当去看牙医。2. Im not feeling well these days. I have bad cough. 这些天我身体不适, 老是咳嗽。 You shouldnt smoke so much, I think. 我认为你不该抽这么多烟。3. Should I put some medicine on it? Yes, you should. / No, you shouldnt.4. What should she do? She should take her temperature.活学活用1. She has a stomachache. She _ eat so much next time.2. Should she see a dentist and get an X- ray? Yes, she _. / No, she _.反身代词 反身代词又称为自身代词，表示动作行为反射到行为执行者本身。它还可以在句中起到强调的作用，用以加强语气。 英语中共有八个反身代词，在使用时应注意和它所指的相应的对象在人称、性别、数上保持一致。其基本形式如下表所示：第一人称第二人称第三人称单数myselfyourselfhimself/herself/itself复数ourselvesyourselvesthemselves用法展现1. 可用作宾语，指的是宾语和主语表示同一个或同一些的人或事物。 如：Maria bought herself a scarf. 玛丽亚给自己买了一条围巾。We must look after ourselves very well. 我们必须好好照顾自己。2.某些固定短语当中。照顾自己 look after oneself / take care of oneself 自学 teach oneself sth./ learn sth. by oneself 玩得高兴，过得愉快 enjoy oneself 请自用（随便吃/喝些） help oneself to sth. 摔伤自己 hurt oneself自言自语 say to oneself沉浸于，陶醉于之中 lose oneself in 把某人单独留下 leave sb. by oneself给自己买.东西 buy oneself sth.介绍自己 introduce oneself 反身代词的用法小结：1. 反身代词不能单独做主语，但可以做主语的同位语，起强调作用。如：我自己能完成作业。(误) Myself can finish my homework.(正)