unit1what's the matter第二课时集体备课
unit-1-what's-the-matter-教案
unit-1-what's-the-matter-教案(jiào àn)unit-1-what's-the-matter-教案(jiào àn)Unit 1 What’s the matter?教材(jiàocái)解读Go for it! 是以任务型语言教学(jiāo xué)为基础的英语教材，它体现(tǐxiàn)“以学生(xué sheng)为中心”和“以人为本”的教学思想，融话题、交际功能和语言结构于一体。
本书每个单元都列出明确(míngquè)的语言目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为Section A和Section B两部分。
Section A为目标句型提供分步事例和指导性练习；Section B使学生能够对已经学过的目标句型运用自如。
每个单元还附有Self Check部分，此部分是让学生用来测试自己现阶段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。
第1单元(dānyuán)以What’s the matter?为中心话题(huàtí)，让学生认知表示身体部1位的单词以及部分疾病的表达方法，描述身体不适和提出建议展开，学习和运用“What’s the matter?”和“What should…do？”让学生学会描述身体的不适和提出建议。
本课教材内容与学生的实际生活密切相关，易于引出学生运用简单的英语进行交际和交流，在学习活动(huó dòng)中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。
同时，在学习中养成良好的健康习惯。
单元(dānyuán)目标一、知识(zhī shi)与技能1. 知识目标：认知表示身体部位的单词以及部分疾病的表达方法。
2014 unit1 what's the matter教案第二课时
Unit 1 What’s the matter? Section A3a—4c 第2课时预习学案【预习目标】1、重点单词：passenger、get off、trouble 、herself2、短语：to one’s surprise、right away/shout for help fall down3句型see sb/sth doing sth. agree to do sth【重点】使用should, shouldn’t 给出合理的建议。
【难点】根据不同的病症给出多个合理建议。
【预习任务】任务一自读对话3a两次，把握大意，划出不懂之处并自己查字典解决。
4分钟。
任务二完成短语并小组检查背诵沿着走看某人某事正在做某事喊叫寻求帮助心脏病下车等待某人令某人惊奇考虑困难移动 _______________预习检测二、单项选择。
1、I didn’t sleep well last night, because I _____ a toothache .A. wasB. wentC. hadD. took2、—Tony, What’s ___ matter with you? — I have _____ toothache.A. a; theB. the; aC. /; theD. the; /3、Mr. Smith eats ______ food, so he’s _____ fat.A .much too; too muchB .too many; much tooC. too much; too muchD. too much much too4Why are you so tired these days? —Well, I have ________ homework to do.A. too muchB. too many C . much too D. many too5You ____ be quiet when you are in the reading room. A. should B. shouldn’t C. can D. can’t6You _____ drive your car so fast. It’s very dangerous.A. wouldn’tB. shouldn’tC. couldn’tD. mightn’t7David needs ______ a good rest.A. hasB. to haveC. have8— I'd like a cup of black coffee. What about you, Maggie?— I prefer coffee ________ sugar.A. thanB. forC. withD. to9 The boy isn’t ___ to dress himself.A. old enoughB. enough oldC. old10、( ) — I’m sorry to break your pen.—_______ A. That’s right B. It doesn’t matter C. Thank youUnit 1 What’s the matter? Section A3a—4c 第2课时限时作业一、根据首字母提示和句意提示填空。
Unit 1 What's the matter？全单元教案
Unit 1 What is the matter?Period 1 Section A (1a-2d)一、教学目标：1. 语言知识目标1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach,throat, fever, lie,lie down, rest, cough, toothache, headache, break, hurt, enough water, takebreaks away from, all weekend, take one’s temperature, in the same way,go to a doctor, see a dentist, get an X-ray, cut oneself.2) 能熟悉以下句型：What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…”2. 情感态度价值观目标：教会学生关心他人，培养同学间团结、友善的精神。
二、教学重难点1. 教学重点：掌握相关的单词和词组，并能够灵活运用。
会使用以下句型：“What’s the matter with…?”“What should I/ you/ he/ she/they…do?”“I/ you/ he/ she/they should do…”2. 教学难点：学生对听力材料中新句型、新词组的理解。
三、教学过程Step1 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.Learn some new words.Step2 引入一般过去时，对上学期所学知识进行复习。
Unit-1-What’s-the-matter教案
Unit 1 What’s the matter?Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank（2）Target Languagehave for talking about health problemsWhat’s the matter?I have a headache.Y ou should drink some tea. That sounds like a good idea.I have a sore back. That’s too bad.I hope you feel better soon.2．Ability Objects（1）Train the students to express offering to help with the target language．（2）Train the studen ts’ listening skill．3．Moral Object Offer help to the others as much as possible．Ⅱ．Teaching Key Points1．Key V ocabularyclean up, hunger, homeless, cheer up, give up2．Target LanguageHow to express offering to help with target language．Ⅲ．Teaching Difficult Points1．Teach the students how to talk about health problems and accidents 2．Teach the students to give advice.3.Modal should/shouldn’tⅣ．Teaching Methods1．Teaching by giving sample sentences and making up sentences．2．Teaching by showing pictures．V. Learning strategies Using what you know, Inferring contentⅤI．Teaching Aids1．A tape recorder2．Some pictures on volunteer’s offering helpVI. Teaching times 10 periodsPeriod 1Step 1 Warming up by learning grammarTo begin wi th, go to page 8, and let’s learn to use have for talking about health problems and modal verbs should/shouldn’t.I have a headache. Y ou should go to bed.He has a stomachache. He shouldn’t eat anything.She has a toothache. She should see a dentist.Step 2 Now let’s read the words together.Keeping healthy is very important. So today we will talk about it. Let’s look at Unit 1 What’s the matter?1A Writing the lettersactivity individually.Let’s check the answer, please.Step 3 1b Listening and numberingCan you tell what part of the body doesn’t feel good? Now let’s learn the new words in the picture. Please read after me.Good. Let’s listen to the recording. There are conversations about each of these five students. Look at the picture and find the people that are being talked about. Listen to the tape and write the number next to them in the picture next to their names. The first one has been done for you.Let’s check the answers, please.Answers Nancy=3 Sarah=1 David=2 Ben=5 Judy=4Step 4 1c Doing pairworkCan you express what part of the body doesn’t feel good now? Work in pairs. Make your own conversations out of the picture on page 7. Then present your conversations to the whole class, using have for talking about health problems.A: What's the matter? B: I have a sore throat.Step 5 Summary A: What's the matter?B: I have a sore throat.Step 6 Homework Copy the new words and make some conversations with your partner.Prepare for a dictation.Step 7 Blackboard designPeriod 2Step Ⅰ Revision1．Revise the language points．A;What’s the matter? B;I have a headache 2. Have a dictation2. Have a dictation3．Check homework by asking some students to read their sentences they’ve made with the verbs．Let them hand in their homework．Step 2 2a Listening and matchingTaking care of your friends or family member is very important. Now please look at page 8, 2a. Read the eight items in this activity. When you read you must call attention to the meaning of the new words.Then listen to the recording. On this recording there are four different conversations. People are talking about health problems they have and are getting advice for them. Draw lines to match the problems with the advice.The first time, you only listen. The first one has been done for you. The boy has a toothache and the advice is to see a dentist.The second time, you draw lines to match the problems and the advice.Step 4 2b Listening and fillingStep 5 2c Doing pairworkNow let’s look at a conversation. Who wants to read it to the class? Y ou two, please.Step 6 Summary A: What's the matter?B: I have a sore throat.Step 7 Homework Copy the new words and make some conversations with your partner.Prepare for a dictation.Step 8 Blackboard designPeriod 3Step Ⅰ Revision1.Revise the language points．A; What’s the matter? B;I have a headache2. Have a dictation3．Check homework by asking some students to read their sentences they’ve made with the verbs．Let them hand in their homework．Step 2 learn the new wordsStudents spell the words first, Then read the words together.Get some students to read the words.Step 3 readingRead the passage. Do you think it comes from a newspaper or a book? How do you know? Read the passage and finish 3b and 3c in 15 minutes,True or fals1. The passenger saw an old man lying on the side of the road. ( T )2. The old man had a heart problem. ( F )3. Some passengers didn’t help Mr. Wang to move the man on the bus. ( T )4. At last, the doctors saved the man in time. ( F )5. One passenger says, “people often don’t want to get into trouble.” ( T )Read the passage and finish 3b and 3c in 15 minutes,3b Read the passage 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 Pingwent 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 timeStep 4 SummaryWhat’s the matter? 的同义句：What's wrong (with you)?What's the trouble (with you)?What's up (with you)?Step 5 Homework Copy the new words and make some conversations with your partner.Prepare for a dictation.Step 6 Blackboard designPeriod 4Step ⅠRevision1.Revise the language points．A; What’s the matter? B;I have a headache2. Have a dictation3.Check homework by asking some students to read their sentences they’ve made with the verbs．Letthem hand in their homework．Step 2 learn the new wordsStudents spell the words first, Then read the words together.Get some students to read the words.Step 3 Grammar FocusRead the sentences情态动词shouldshould 应该, 应当①表示建议She is tired. She should go to bed early. 她很累, 应该早点上床睡觉。
八年级下Unit1 What’s the matter第2课时
B: That’s a good idea.
A: What’s the matter with them? B: They have a cough. A: Maybe they should see a doctor and get an X-ray.
B: That’s a good idea.
see a dentist
drink hot/some water see a doctor go to bed early listen to music
have a headache
4a. Fill in the blanks and practice the conversation. • 1. A: I hurt _______ myself when I played basketball yesterday. What ______ shouldI do? • B: You _______ should see a doctor and get an X-ray.
Problem
fall down
advice
go home and rest
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.
Unit 1 What’s the matter?
Period Two
Pairwork:A: What’s the matter with him/her? B: He has a….
Unit 1 What's the matter？Section B (2a~2e)教案
环节一：创设情境，导入话题，激活已知，布置任务。（6mins）
教师从语篇主题“He Lost His Arm But Is Still Climbing”出发，通过观看图片、视频和提问的方式激活学生的已知，鼓励学生分享已知，激发学生对阅读主题的兴趣。之后，教师介绍文章标题引导学生根据文章标题和插图，预测文章大意。
教师向学生提问：如何概括文段的段落大意？引导学生进行方法介绍，之后带领学生学习教材第6页的学习策略提示；学生再阅读文本，根据教师给出的提示问题分小组讨论，概括每段的段落大意。
教学活动
4.Ss think about the question,share theirways ofsummarizingthe main ideaof a paragraph and thenreadthelearning tips on page 6.
活动层次
应用实践之内化运用
效果评价
通过观察学生组内合作情况以及倾听他们的复述内容，了解他们对语篇故事的理解情况以及他们语言表达的能力水平。
环节七：小组合作，讨论问题并分享想法。（3mins）
教学活动
10.Ss think about the question and share their ideas with the whole class.
文本段落结构层次清晰，每个段落都主旨鲜明，读者可以通过寻找重复的词句或者反复表达的同一种意思等策略来概括出每段的段落大意。
此外，语篇使用了丰富的词汇，如：与登山运动相关的专业词汇和词组包括：mountain climbing, take risks, in a very dangerous situation；介绍主人公历险过程及自救的词组包括：free his arm, run out, use his knife, cut off half his right arm, bandage himself, lose too much blood, make good decisions, be in control of one’s life等。
Unit1What'sthematter？SectionB(2a~2e)教案
本节课的核心素养目标主要包括以下方面：
1.语言能力：通过学习关于身体不适的词汇和表达方式，提高学生运用英语描述自身感受的能力，培养他们用英语进行日常交流的技巧。
2.文化意识：使学生了解并尊重不同文化背景下人们对身体不适的表达和处理方式，培养跨文化交际意识。
3.思维品质：通过听力、口语和阅读练习，提高学生的信息获取、处理和整合能力，发展逻辑思维和批判性思维。
-表达方式：学会使用"What's the matter?"、"What's wrong with you?"等句型询问他人身体状况，并能用"I have..."来描述自己的不适。
-健康知识：通过阅读材料，了解健康生活方式的相关信息，并能就健康话题进行简单讨论。
举例：在模拟医生和病人的口语练习中，学生需要能够准确地使用新学的词汇和表达方式，如“A: What's the matter? B: I have a stomachache. A: You should drink more water and have a good rest.”
举例：在教学难点中，如听力理解方面，教师可以通过以下方式帮助学生：
-预先教授与身体不适相关的词汇，降低听力材料的理解难度。
-分步骤播放听力材料，先让学生听懂大意，再逐渐关注细节信息。
-设计问题引导学生关注对话中的关键信息，如“Who has a sore throat? What does the doctor suggest she do?”
然而，我也注意到在词汇运用方面，部分学生还存在一定的困难。他们在口语交流中，有时会忘记刚刚学过的词汇，或者发音不够准确。针对这一点，我打算在接下来的课程中，增加更多词汇练习和口语互动环节，帮助学生更好地巩固记忆。
人教新目标八下导学案：Unit1 What”s the matter 第2课时
班级：组名：姓名：日期：2014/2/17 编制：八年级英语备课组课题： Unit1 What’s the matter? 课时：第2课时【学习目标】学习内容：Section 3a—4c学习目标：1、掌握Page3-4的单词和短语。
2、通过合作探究，继续巩固和运用下列谈论健康状况、给出合理化建议及祝福的重点句型：What's the matter?I have a sore throat.You should go to bed.You shouldn't eat anything.I'm not fe eling well.That's too bad.I think so.I hope you feel better soon.3、全力以赴，高效学习。
学习重点：1、本节课应掌握的生词和短语。
2、熟练掌握和运用学习目标中所要求的重点句型。
学习难点：运用所学知识进行综合运用。
能力立意：培养学生正确处理身体健康问题的生活能力。
自学指导：1、自学Page3-4的单词。
（根据音标拼读、拼写单词并牢记）。
2、学生自学语法要点，归纳出重点内容。
3、标出重要的短语和句型，标出疑难点，准备课堂中讨论解决。
【定向导学·互动展示·当堂反馈】正课：1、课前检查（5）2、合作探究（28）3、学以致用（10）4、课堂小结（2）学习流程【探究·展示·反馈】随堂笔记【成果记录、知识生成、规律总结】一、自学检测：（A.B.C层必做）根据句意或首字母提示填空：1.I had a bad fever two days a_____.2.It's raining heavily outside,there are s___ much water on the playground.3.When somebody has some illness,you should give him or her some a____.翻译下列短语和句子给某人一些建议__________ 两个月以前______________三周以前_________________ 一个好主意________________我想如此________________我感到不舒服________________我希望你尽快好起来____________________________二、合作探究：1、组内讨论解决自学检测中的疑难问题。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
______ _____ ______ of the driver, the doctor saved Mr. Smith in time.
板书设计：
Unit 1What’s the matter? Section A3a-4c
While-reading: First, ask students to read the passage and answer the question: Do you think it comes from a newspaper or a book? Have students read the sentences in 3b. Then ask them to read the passage again and check the things that happened in the story. Check the answers with their partners.
4. _____________ (多亏了)the doctors, the most beautiful teacher Zhang Lili was out of danger.
5. Now many people don’t want to help others because they’re afraid of ___________(惹麻烦)。
2、Structure:①“should/ shouldn’t + verb” for suggestion②Reflexive pronouns.
教学流程及教学内容
个案补充
Step 1 Warming-up (about 5 minutes)
T: Greet the class as usual, then point to a student and say: You look pale. What’ s the matter? Help the student answer“I have a cold.”and give him/ her some advice like“You should drink more water”. Show some pictures about health problems and ask students to work in pairs like this:
T: (Show a picture of the boy that has a sore back, and say to the class) This is Mark. He hurt himself playing soccer. Now make a conversation to talk about his problem and give him some advice. (Practice using should/ shouldn’t)
Ask students to go through each conversation in4aquickly, and then complete the conversations individually. Move around the classroom and help them if necessary.
After-reading: Have students pay attention to the questions in3c, and then read the passage again and try answering them. Have students discuss the questions in3cwith their partners. Then ask some students to say their answers in class. Encourage them to say their own opinions.
二、句型转换。
1. He should go to see a dentist. (改为否定句) He __________to see a dentist.
2. Her father has a sore throat.(一般疑问句) _____ her father _____ a sore throat?
Step 7Summary (about 3 minutes)
Help students to sum up how to talk about health problems and give right advice.
Ask one or two students to sum up the key phrases in the passage, and help them to make up more sentences with them.
3、Educate students to care about and help the people in trouble.
教学重点难点：
1、Learn and master how to give some right advice to others with the target language.
Check the answers.
Ask some students to practice every conversation in pairs.
Step 4 Circle and Write (about 4 minutes)
Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.
Step 6Readingpractice (about 14 minutes)
Pre-reading: Show the picture in3ato students. Teach the new words“passenger”and“trouble”. Then have them talk about the picture.
passenger trouble:
教学反思：
Show some pictures about other health problems and ask students to work with their partners.
Have two pairs talk about different problems in class.
Step 3 Practice (about 6 minutes)
作业设计：
一、根据句意和汉语提示完成句子。
1. Jim _________ (摔倒)and hurt himself when he played soccer yesterday.
2. They won’t ________________ (下车)until the bus stops.
3. ___________________________ (使我惊喜的是), my brother and I both passed the driving exam.
A: What’s the matter with Mark?
B: He has a sore back.
A: Does he have a fever?
B: No, he doesn’t.
A: What should he do?
B: He should lie down and rest./ He shouldn’t exercise, etc.
Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.
Have some students to report their own advice in class.
Step 5 Group work (about 5 minutes)
Have students read the conversation in4c, and then ask them problem. The other students in his/ her group guess the problem and give their advice.
课题
Unit1SectionA
课型
N
总课时
2
主备人
王惠
授课日期
审核人
主讲人
教学目标：
1. Learn and master how to talk about the health problems and accidents.
2、Learn how to get information from the passage and train students’reading and writing skills.
S1: What’s the matter?
S2: I have a…
S1: You should…(Help them use“You shouldn’t…”)
Have three pairs act out their conversations in class.
Step 2 Grammar Focus (about 7 minutes)