unitWhat’sthematter集体备课教案
what's the matter教案
what's the matter教案教案：what's the matter?教学目标：1. 学习并掌握表示情感和身体不适的常用词汇和句型。
2. 学会表达关心和关心他人的问题。
3. 提高学生对英语对话的理解和口语表达能力。
教学重点：1. 掌握常用描述身体不适的词汇和句型。
2. 学会用英语表达关心和询问他人的问题。
教学准备：幻灯片、图片、单词卡片、教学素材（包括描述感觉不适的图片、小对话等）教学过程：Step 1：导入1. 利用幻灯片或图片展示一些描述身体不适的词汇（如：headache, stomachache, fever, cough, sore throat等），让学生尽可能多地说出这些词汇的中文意思。
2. 引导学生讨论自己或他人身体不适的情况，例如：“What do you say if someone looks sick?”“What can you say to show your concern?”Step 2：学习词汇和句型1. 配发单词卡片，让学生互相交流并匹配正确的词汇和图片。
2. 教师出示幻灯片或图片，教授相关的句型，例如：“What's the matter?”“I have a headache.”3. 学生模仿教师的示范，练习句型并进行角色扮演对话。
Step 3：练习对话1. 教师分发小对话卡片，让学生两人组成一组进行练习。
2. 学生利用对话卡片进行练习，通过模拟对话方式来练习询问他人身体不适的问题以及回答。
Step 4：拓展1. 学生分组，每组选择一位学生扮演患者，其他学生以医生、护士等角色进行角色扮演，模拟医学场景。
2. 学生通过角色扮演练习如何表达和描述自己的症状，以及医生如何询问和给出建议。
Step 5：总结和扩展1. 教师总结本节课学到的情感和身体不适的词汇和句型，并提供额外的练习材料供学生自主学习和巩固。
2. 学生可以结合自己的实际情况，以小组活动的形式编写对话或情景剧，展示他们对所学知识的理解和应用。
八级英语下册UnitWhat'sthematter全单元教案新版人教新目标版
Unit 1 What's the matter年级八学科英语课型新授课时间主备人八年级英语组教学课题Unit 1 What’s the matter?Section A (1a～2d)课时 1教学目标1. 学习用英语表达身体各部位的名称及如何谈论身体健康状况。
2. 培养学生能运用所学语言简单地描述自己的健康状况及如何询问对方的身体健康状况。
3. 通过学习课文内容，养成健康的生活方式。
4. 教育学生学会关心他人，通过询问他人的健康情况并能给予帮助，增进人与人之间的感情。
重点难点教学重点：1.掌握情态动词should / shouldn’t.的用法.2.学习have的用法.教学难点：学会提供帮助的基本句型教学准备PPT教学过程1、新课导入:Step1: Can you name the parts of the body?让学生用英语所处器官名称。
Step2：Follow me:（让学生站起来完成韵律操）Everybody moves your bodyNod your head and touch your faceTouch your nose and close your eyesTouch your ears and clap your handsRaise your arms and look at your backTouch your stomach and tap your footSit down and move your legs2、设问导读:二次备课4. 如果你的头和脖子明天仍然疼的话，请去看医生。
五.拓展探究Homework: Make up a conversation between a doctor and a patient.课堂小结本课通过身体器官韵律操导入课时内容，激发学生的学习兴趣，提高课堂教学的效率，同时针对学生日常生活中的常见症状，让学生在列举过程中掌握患病方式的三种表达方式。
人教版八年级英语下册Unit1What’sthematter(16课时)教学设计
2.增强学生的健康意识，使其认识到健康的重要性，养成良好的生活习惯。
3.培养学生积极向上的心态，面对困难和挫折时，能够保持乐观，寻求帮助。
4.通过学习英语，拓宽学生的国际视野，使其了解并尊重不同文化背景下的健康观念。
5.鼓励学生参与课堂活动，增强自信心，培养合作精神。
3.加强词汇教学，通过游戏、竞赛等形式，帮助学生记忆和巩固词汇。
4.设计多样化的听力练习，提高学生的听力水平，培养其英语语感。
5.关注学生的情感态度，引导他们正确面对健康问题，培养积极的心态。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和短语：本章节的重点词汇和短语涉及描述健康问题的各个方面，如身体部位、症状等。这些词汇和短语的掌握对于学生能够流畅地表达和交流至关重要。
3.听力训练：利用课外时间，观看英语原声视频，如健康主题的TED演讲或医生与患者的对话，提高听力水平，并记录下新学到的表达方式。
4.口语作业：与同学组成小组，进行角色扮演，录制一段关于健康问题的对话视频，要求每个成员都有发言机会，并在视频中加入适当的身体语言。
5.写作练习：写一篇关于“如何保持健康生活方式”的短文，至少80词，使用本节课学习的词汇和句型，表达个人观点。
3.学生分享：鼓励学生分享自己在生活中遇到的健康问题及解决方法，激发学生兴趣，为新课学习做好铺垫。
（二）讲授新知
1.教学内容：教师针对本节课的重点词汇、短语和句型进行讲解，如：“What’s the matter?” “I have a toothache/too much homework.” “You should/need to…”等。
人教版八年级英语下册《Unit1 what's the matter》教学设计(第1课时)
人教版八年级英语下册《Unit1 what’s the matter》教学设计（第1课时）一. 教材分析人教版八年级英语下册《Unit1 What’s the matter?》主要讲述了询问和描述人们身体状况和情感状态的话题。
通过本节课的学习，学生将能够掌握相关词汇和表达方式，提高在日常生活中的英语交际能力。
本节课的主要内容包括询问某人怎么了，描述身体不适和情感状态，以及给出相应的建议。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语口语。
然而，学生在描述身体状况和情感状态方面的词汇积累还不够丰富，需要通过本节课的学习来加以拓展。
此外，学生对于日常英语交际中的表达方式还不够熟练，需要通过大量的操练来提高。
三. 教学目标1.知识目标：学生能够掌握询问和描述身体状况和情感状态的相关词汇和表达方式。
2.能力目标：学生能够在日常生活中运用所学知识进行简单的英语交际。
3.情感目标：学生能够关心他人，学会用英语询问并关心他人的身体状况和情感状态。
四. 教学重难点1.重点：学生能够掌握询问和描述身体状况和情感状态的相关词汇和表达方式。
2.难点：学生能够在实际情景中熟练运用所学知识进行英语交际。
五. 教学方法1.情境教学法：通过设置各种生活情境，让学生在实际语境中学习并运用所学知识。
2.任务型教学法：通过完成各种任务，引导学生主动参与课堂，提高英语交际能力。
3.小组合作学习：通过小组讨论和互动，激发学生的学习兴趣，培养团队合作精神。
六. 教学准备1.教学PPT：制作包含本节课主要内容和相关情境的PPT。
2.教学素材：准备一些描述身体状况和情感状态的图片或卡片。
3.教学录音设备：用于播放听力材料。
七. 教学过程1.导入（5分钟）教师通过播放一段关于人们描述身体状况和情感状态的听力材料，引导学生关注本节课的主题。
同时，教师可以提问学生：“Can you guess what’s the matter with them?”，激发学生的学习兴趣。
unit 1 What's the matter 全单元教案
Unit 1 What’s the matter?Period 1 Section A (1a-2c)Before class: Listen to an English song.Step 1 Warming-up and check what students have learned before class.1. Greet.T: This song is about our bodies. This class , we’ll talk about something about our bodies—unit 1 together, go. Unit 1 What’s the matter?2. We have learned the words before class.Present a picture of a girl . Look at the girl. How many...Now, all the No. 3 and No. 4 stand up ,say the words one by one .You can get two marks for each word.4. Work on Section A 1a students say one by one.Look at 1a. Before class, have you finished1a? Let’s say the answers like this.T：Good job. You are very careful.Step 2 Presentation .1. Just now , we know the words about our bodies . But sometimes our body may get ill. Howdo we ask and answer about illness?Let’s watch a video. Follow it and do some actions.From the video. We know we can ask “what’s the matter with you?”and you can answer “I have a ...”.2.T: We also know some illnesses. Here are the new words about the illnesses. Let’s learn ingroup.A．Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When you read ,please do some actions like me.Let me see which group read best and act best.B. Study in groups.C. Find the rules.D. Group report. Stop studying, look at these words , what can you find?You are good at thinking.Step 3 Guessing game:Have you remember the words? Let’s play a guessing game. No 6 come here.quickly. You each act an action. (边说边发纸条)Each group have chances toguess the illness. The others answer like this: “He /She has a...”Step 4 Work on 1b.1. T: Now, you know some illnesses . Look at the picture .These students ger ill. Show thepictures one by one and ask.What are their names? Let’s do 1b.How do we do it? For example, we’ll hear Sarah has a cold, and No 1 has a cold , so write 1 behind Sarah. What about 2, 3, 4 and 5? When you hear the illnesses , write their numbers behind the names.2. Listen.3. Check the answers.Step 5 Group work.1. T: Why do they get ill? Look at the chart, match the reasons with the illnesses.2. Check the answers.3. Demonstrate .Look at the chart. Let’s talk about their illnesses in pairs. Here is the example.Boys ask , girls answer.4. Look at the chart and make more similar conversations.When you talk , please talk loudly, correctly and politely, please do some actions and use the nice intonations.5. Let students show their conversations.Step 6 Work on 2a and 2b.1. T: David has a stomachache, what should he do?Show the pictures ,ask and answer. 板书What should …do? …should….T: Your advice is very useful. Let’s learn more advice from 2a and 2b.2. Listen, finish 2a. What’s the matter with the people? What advice do they get?3. First , guess the answers to 2b. Then listen and check the answers.OK, you have good listening skills.Step 7 Group work.The advice for illness is very useful . It can help us take good care of ourselves and others.T: If some students are ill, will you give some advice and help them? let’s act andmake conversations. Let me see who is the kind person? How do we talk?Look at the example.2. Show the example.When you talk , please talk loudly, correctly and politely, please do some actions and use the nice intonations.3. Students work.4. Let students show their conversations.Step 8 Summarize and homework:1. Summarize.I hope everyone is healthy and happy. This class, the winner is _________.Period 2 Section A 2d,GrammarKnowledge aims:1. The students will be able to learn the words and phrases: take breaks, hurt,2.Summarize the grammar and practice them.3. Target Language:①What’s the matter with Ben? –He hurt himself./ He has a sore back.②-Do you have a fever? -Yes, I do./ No, I don’t.③-Does he have a toothache? -Yes, he does.④You shouldn’t eat so much next time.⑤What should she do?⑥She should take her temperature.⑦-Should I put some medicine on it? -Yes, you should. / No, you shouldn’t.Structure: ①“should/ shouldn’t + verb” for suggestion ②Reflexive pronouns. Ability Object:1.Enable students to talk more about health.2.Learn to give others some advice according to their matters.3.Enable the students to do things using the target language and the grammar. Emotion Object:1.Learn to live in a healthy way.2. 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 andheadache.2. How to give others some advice according to their matters.3. The grammar.Teaching Difficult Points:1.How to give advice using should.2. Use the grammar to do things.Teaching Procedures:Step 1 Review.1. Free-talk. What ‘s the weather like today? If you don’t wear warm clothes,what will happen?2.Show the pictures and say.He / She has_______________. He /She should___________.Step 2 Work on 2d.1. Game.Do in the same way2. Listen to the conversation and answer my questions .1). What's the matter with Lisa?2). What did Lisa do on the weekend?3). What should Lisa do ?3. Role-play the conversation.First, have students to role-play the conversation in 2d in groups and choose the best.Step 3 Group work.1. Give more examples. Have students read the conversation in 4c.2. and then ask them to work in groups. One student mimes a problem. The otherstudents in his/ her group guess the problem and give their advice.Step 4 Grammar Focus .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.Step5 Work on 4a.Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them ifnecessary.Check the answers.Ask some students to practice every conversation in pairs.Step 6 Work on 4b.Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.Have some students to report their own advice in class.Step 7 Summary.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.Step 8 Homework .Have students make up conversations to talk about .’s health problems and give them some advice.Period 3 Section A 3aKnowledge aims:The students will be able to learn the words and phrases: passenger, get off, to one’s surprise, onto, trouble, hit, right away, get into.2.The students will be able to use the expressions:The driver didn’t think about thinking about himself. He only thought about saving a life. Ability aims:The students can understand the passage.2.To train the students’ cooperation with their partners.Emotional aims:To train the students to care about others and help others who are on trouble..Teaching important points:The students can understand the passage and use the useful expressions freely.Teaching difficult points:The students can learn from the drivers and do as the driver does if possible.Teaching procedures:Step 1 Warming-up and lead-in.1. Watch a video.2. What is the short sketch about?3.Look at the picture. What can you see? Can you guess what is happening?Step 2 Preparing reading.1. Guess the main idea.What is this passage mainly about?Strategy : The title and pictures can be helpful to understand the text.Title may be the main meaning of the article.2. Read the passage. Do you think it comes from a newspaper or a book?Step 3 While-reading.1.Find the topic sentence（中心句）of each paragraph.1). At 9:00 a.m. yesterday, bus No. 26 was going along Zhanghua Road when the driver sawan old man lying on the side of the road.2). Some passengers helped Mr. Wang to move the man onto the bus.3). Thanks to Mr. Wang and the passengers, the doctors saved the man in time.2. Which sentences touched you? Read them in the way that you like.Step 4 Post-reading.1. Praise the persons.What a great person the driver was!He stopped the bus without thinking twice, when he saw an old man lying on the side of the road.What _______ the _____ was/were!2. Work on 3bAfter checking the answers, have Ss scan the passage and check (√) the things that happened in the story.3. Work on 3c.T: Ask the students to discuss the questions in pairs.Step5 Homework.1. If you are the driver, write a diary about what happened yesterday.2. If you are the passenger, write a diary about what happened yesterday.3. Act the story out in your group.4. Read some messages about good men.Period 4 Section B 1a-1dStep 1 Lead –in and learn the new words.It’s a beautiful song, I like it very much. Let’s learn the new words.1. Who can be the teacher? One student teach one word.2. Let’s sing and remember the new words.The teacher teaches to sing, ask some group to sing. Finally sing together.(可以课前教唱，。
《八年级英语 Unit 19 What's the matter》教学设计
《八年级英语Unit19What's the matter?》教学设计
一、教学目标
1.掌握身体部位和疾病的词汇表达。
2.学会用“What's the matter?/I have a...”句型询问和描述身体状况。
3.培养学生关心他人健康的意识。
二、教学重难点
1.重点：身体部位和疾病的词汇，以及询问和描述身体状况的句型。
2.难点：准确表达身体不适的症状。
三、教学方法
直观教学法、情景教学法、小组合作学习法。
四、教学过程
1.导入
通过展示一个生病的人的图片，引出话题。
2.词汇学习
教授身体部位和常见疾病的词汇，如head、stomach、have a cold等。
3.句型练习
（1）用“What's the matter?/I have a...”句型进行对话练习，询问和描述身体状况。
（2）小组活动，互相询问身体状况并给出建议。
4.听力训练
播放课本听力材料，完成听力任务。
5.阅读教学
阅读一篇关于健康的短文，回答问题。
6.总结归纳
总结身体部位和疾病的词汇，以及询问和描述身体状况的句型。
7.作业布置
（1）完成课后练习。
（2）用英语写一篇短文，介绍如何保持健康。
新目标 8B unit 1 What's the matter 全单元教案
Unit 1 What’s the matter?Period 1 Section A (1a-2c)Before class: Listen to an English song.Step 1 Warming-up and check what students have learned before class.1. Greet.T: This song is about our bodies. This class , we’ll talk about something about our bodies— unit 1 together, go. Unit 1 What’s the matter?2. We have learned the words before class.Present a picture of a girl . Look at the girl. How many...Now, all the No. 3 and No. 4 stand up ,say the words one by one .You can get two marks for each word.4. Work on Section A 1a students say one by one.Look at 1a. Before class, have you finished1a? Let’s say the answers like this.T：Good job. You are very careful.Step 2 Presentation .1. Just now , we know the words about our bodies . Butsometimes our body may get ill. How do we ask and answer about illness?Let’s watch a video. Follow it and do some actions.From the video. We know we can ask ‚what’s the matter with you?‛and you can answer ‚I have a ...‛.2.T: We also know some illnesses. Here are the new wordsabout the illnesses. Let’s learn in group.A．Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When youread ,please do some actions like me.Let me see which group read best and act best.B. Study in groups.C. Find the rules.D. Group report. Stop studying, look at these words , what can you find?You are good at thinking.Step 3 Guessing game:Have you remember the words? Let’s play a guessing game. No 6 come here.quickly. You each act an action. (边说边发纸条)Each group have chances toguess the illness. The others answer like this: ‚He /She has a...‛Step 4 Work on 1b.1. T: Now, you know some illnesses . Look at thepicture .These students ger ill. Show the pictures one by one and ask.What are their names? Let’s do 1b.How do we do it? For example, we’ll hear Sarah has a cold, and No 1 has a cold , so write 1 behind Sarah. What about 2, 3, 4 and 5? When you hear the illnesses , write their numbers behind the names.2. Listen.3. Check the answers.Step 5 Group work.1. T: Why do they get ill? Look at the chart, match the reasons with the illnesses.2. Check the answers.3. Demonstrate .Look at the chart. Let’s talk about their illnesses in pairs. Here is the example.Boys ask , girls answer.4. Look at the chart and make more similar conversations.When you talk , please talk loudly, correctly and politely, please do some actions and usethe nice intonations.5. Let students show their conversations.Step 6 Work on 2a and 2b.1. T: David has a stomachache, what should he do?Show the pictures ,ask and answer. 板书 What should …do? …should….T: Your advice is very useful. Let’s learn more advice from 2a and 2b.2. Listen, finish 2a. What’s the matter with the people? What advice do they get?3. First , guess the answers to 2b. Then listen and check the answers.OK, you have good listening skills.Step 7 Group work.The advice for illness is very useful . It can help us take good care of ourselves and others.T: If some students are ill, will you give some advice and help them? let’s act andmake conversations. Let me see who is the kind person? How do we talk?Look at the example.2. Show the example.When you talk , please talk loudly, correctly and politely, please do some actions and usethe nice intonations.3. Students work.4. Let students show their conversations.Step 8 Summarize and homework:1. Summarize.2.Homework.Period 2 Section A 2d,GrammarKnowledge aims:1. The students will be able to learn the words and phrases: take breaks, hurt,2.Summarize the grammar and practice them.3. Target Language:①What’s the matter with Ben? –He hurt himself./ He hasa sore back.②-Do you have a fever? -Yes, I do./ No, I don’t.③-Does he have a toothache? -Yes, he does.④You shouldn’t eat so much next time.⑤What should she do?⑥She should take her temperature.⑦-Should I put some medicine on it? -Yes, you should. / No, you shouldn’t.Structure: ①‚should/ shouldn’t + verb‛ for suggestion ②Reflexive pronouns.Ability Object:1.Enable students to talk more about health.2.Learn to give others some advice according to their matters.3.Enable the students to do things using the target language and the grammar.Emotion Object:1.Learn to live in a healthy way.2. 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.3. The grammar.Teaching Difficult Points:1.How to give advice using should.2. Use the grammar to do things.Teaching Procedures:Step 1 Review.1. Free-talk. What ‘s the weather like today? If you don’t wear warm clothes, what will happen?2.Show the pictures and say.He / She has_______________. He /She should___________. Step 2 Work on 2d.1. Game.Do in the same way2. Listen to the conversation and answer my questions .1). What's the matter with Lisa?2). What did Lisa do on the weekend?3). What should Lisa do ?3. Role-play the conversation.First, have students to role-play the conversation in 2d in groups and choose the best.Step 3 Group work.1. Give more examples. Have students read the conversationin 4c.2. and then ask them to work in groups. One student mimesa problem. The other students in his/ her group guess theproblem and give their advice.Step 4 Grammar Focus .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.Step5 Work on 4a.Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them if necessary.Check the answers.Ask some students to practice every conversation in pairs. Step 6 Work on 4b.Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.Have some students to report their own advice in class. Step 7 Summary.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. Step 8 Homework .Have students make up conversations to talk about sb.’shealth problems and give them some advice.Period 3 Section A 3aKnowledge aims:The students will be able to learn the words and phrases: passenger, get off, to one’s surprise, onto, trouble, hit, right away, get into.2.The students will be able to use the expressions:The driver didn’t think about thinking about himself. He only thought about saving a life.Ability aims:The students can understand the passage.2.To train the students’ cooperation with their partners. Emotional aims:To train the students to care about others and help others who are on trouble..Teaching important points:The students can understand the passage and use the useful expressions freely.Teaching difficult points:The students can learn from the drivers and do as the driverdoes if possible.Teaching procedures:Step 1 Warming-up and lead-in.1. Watch a video.2. What is the short sketch about?3. Look at the picture. What can you see? Can you guess what is happening?Step 2 Preparing reading.1. Guess the main idea.What is this passage mainly about?Strategy : The title and pictures can be helpful to understand the text.Title may be the main meaning of the article.2. Read the passage. Do you think it comes from a newspaper or a book?Step 3 While-reading.1.Find the topic sentence（中心句） of each paragraph.1). At 9:00 a.m. yesterday, bus No. 26 was going alongZhanghua Road when the driver saw an old man lying on the side of the road.2). Some passengers helped Mr. Wang to move the man onto the bus.3). Thanks to Mr. Wang and the passengers, the doctors saved the man in time.2. Which sentences touched you? Read them in the way that you like.Step 4 Post-reading.1. Praise the persons.What a great person the driver was!He stopped the bus without thinking twice, when he saw an old man lying on the side of the road.What _______ the _____ was/were!2. Work on 3bAfter checking the answers, have Ss scan the passage and check (√) the things that happened in the story.3. Work on 3c.T: Ask the students to discuss the questions in pairs. Step5 Homework.1. If you are the driver, write a diary about what happenedyesterday.2. If you are the passenger, write a diary about whathappened yesterday.3. Act the story out in your group.4. Read some messages about good men.Period 4 Section B 1a-1dStep 1 Lead –in and learn the new words.It’s a beautiful song, I like it very much. Let’s learn the new words.1. Who can be the teacher? One student teach one word.2. Let’s sing and remember the new words.The teacher teaches to sing, ask some group to sing. Finally sing together.(可以课前教唱，。
whatsthematter课程设计
what s the matter课程设计一、课程目标知识目标：1. 学生能够理解并运用英语询问及描述身体不适的情况，掌握相关的词汇和句型，如：“What's the matter?”、“I have a stomachache.”等。
2. 学生能够听懂并回应他人关于身体不适的询问，了解常见疾病及其症状的表达方式。
3. 学生通过本课程的学习，能够掌握基本的健康保健知识，提高自我保护意识。
技能目标：1. 学生能够在实际情境中运用所学知识，进行关于身体不适的英语口语交流。
2. 学生通过小组讨论、角色扮演等活动，提高英语听说能力和团队合作能力。
3. 学生能够运用所学知识，编写关于身体不适的简单对话或小故事。
情感态度价值观目标：1. 学生能够关心他人健康，学会关爱和帮助他人。
2. 学生在课程学习中，培养积极向上的生活态度，关注健康生活。
3. 学生通过学习，增强跨文化交际意识，尊重不同文化背景下关于身体不适的表达方式。
课程性质：本课程为英语学科的教学内容，结合学生实际生活，注重实践性和应用性。
学生特点：学生处于小学高年级阶段，具有一定的英语基础，好奇心强，善于模仿，喜欢互动性强的教学活动。
教学要求：教师应关注学生的个体差异，采用多样化的教学手段，激发学生的学习兴趣，注重培养学生的实际运用能力，提高学生的综合素质。
在教学过程中，关注学生的情感态度价值观的培养，使学生在掌握知识的同时，形成正确的价值观。
通过分解课程目标为具体的学习成果，为后续的教学设计和评估提供依据。
二、教学内容本课程依据课程目标，选择以下教学内容：1. 词汇：stomachache、headache、toothache、fever、cough、cold等身体不适的词汇；How are you feeling?、What's the matter?、I don't feel well.等询问和描述身体不适的句型。
2. 句型：学习如何用英语询问和回答关于身体不适的问题，如：“How are you feeling?”、“What's the matter with you?”、“I have a ...”等。
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T:一幅一幅跟读，重点模仿语音语调。
T: Read in 4.（根据角色全班朗读，读到自己角色起立大声读）
T: Act in 4.（反馈3组，教师帮助学生站位及道具使用）Ticking
Step3Consolidation
市新洋实验学校（小学部）集体备课教案
教学容
Unit7 What’s the matter? (Story time)
课时划分
共课时
教学目标：1.能听得懂、会说、会读和会拼写单词ill, tired, water, happy, thirsty.
2.能听得懂、会说和会读日常交际用语What’s the matter? I’m... Come and have... Good night. Can I have...?
T: Do you like PE.
S: Yes, I do.
T: OK. Please follow me.
3. Follow me.
组织学生做一个Follow me的游戏。
Stand up—Run—Jump. Can you jump like this?（做高抬腿）多做几次，让学生累累。然后说：I’m tired. What’s the matter? Are you tired?引导学生说：Yes, I am. I’m tired.（师带读tired，开火车读）
T: I’m very happy to know all of you like English. In this lesson, let’s talk about feelings、use“What’s the matter?”well and act out the Cartoon time. OK?
(Fun time & Cartoon time)
课时划分
共课时
教学目标：1.通过情境表演巩固所学感觉类单词，能听懂、会说、会读thirsty, ill, tired, happy。
2.在表演游戏中，能够听懂、会说、会读句型What’s the matter?以及应答句I’m…。
3.通过小组合作及表演游戏，学生能够熟练运用句型What’s the matter?以及应答句I’m…并能熟练运用单词表示感觉，同时给予同伴正确具体的帮助。
Step4Summary
二次备课
板书设计：
Unit7 What’s the matter?
What’s the matter?
I’m hungry/thirsty/tired…
Come and have…
教后记：
市新洋实验学校（小学部）集体备课教案
教学容
Unit7 What’s the matter?
4. T: Today we’re going to learn Unit 7 What’s the matter?生齐读课题。
Step2Presentation
1. Learn: hungry
(1) T: Boys and girls, are you OK now? Let’s listen to a rhyme: Whose cake is this? T: This is not Chris’s cake. It’s my cake. Now I’m hungry.（手摸肚子做饥饿状）然后带读单词hungry，生开火车读并加上动作。
6.生在小组朗读对话，然后讨论并回答问题：
a. Is Liu Tao ill?
b. What’s the matter with Liu Tao?
Step3Consolidation
1.生自由朗读对话，可以自己读，可以在小组里读，也可以读给老师听。
2.学生小组分角色朗读、表演对话。评出“最佳表演奖”。
（课件出示，看图和句子进行判断）小组讨论后回答
2. Fun time
T: Liu Tao is tired. And I’m a little tired too. I want to play a game. Do you want to play with me? Let’s look at the rules. Who wants to come here and play with me?
3. T: Can you give me more words with letter “o” pronounced / əu /? Discuss in groups of four. I’ll give you one minute.引导学生试着找出含有相同音素的单词,让学生进一步体会读音。（T板书的时候注意分类）
2.能听懂、会说、会读、会写单词thirsty, water, ill, tired, happy。
3.能听懂、会说、会读单词dear, Mrs, speak。
4.学习字母o在单词中的读音/əu/，能听懂、会说、发音准确。
教学重点、难点：能听懂、会说、会读、会写句型和日常用语What’s the matter? I’m … Can I have …? Here youare. Come and have … I want to … Good night.
二次备课
板书设计：
Unit 7What’s the matter?
What’s the matter?
I’m …
Here’s … /Have … /…
教后记：
市新洋实验学校（小学部）集体备课教案
教学容
Unit7What’s the matter?
(Sound time)
课时划分
共课时
教学目标：1.能听懂、会说、会读、会写句型和日常用语What’s the matter? I’m … Can I have …? Here you are. Come and have … I want to … Good night.
4.能够理解Cartoon time故事容并能生动表演。
教学重点、难点：1.通过情境表演巩固所学感觉类单词，能听懂、会说、会读thirsty, ill, tired, happy。
2.在表演游戏中，能够听懂、会说、会读句型What’s the matter?以及应答句I’m…。
3.通过小组合作及表演游戏，学生能够熟练运用句型What’s the matter?以及应答句I’m…并能熟练运用单词表示感觉，同时给予同伴正确具体的帮助。
Step2Presentation
1.Revision
T: Good. Let’s play a game first, OK?
（课件出示看单词、图片、句型，大声朗读，完成后进行Ticking）
T: You did very good job. Are you happy now? What about Liu Tao ? What’s the matter with him? Do you remember? Let’s have a look.
A. hungry B. ill C. thirsty D. tired
4. Watch again
让学生再次观看动画，并思考问题：Liu Tao wants to___________.生选一选
A. have Байду номын сангаас pie B. have some waterC. go to bed
5.生跟读课文录音，注意让学生模仿正确的语音语调，师注意长、难句的朗读指导。
2. Learn: Come and have a pie.
(1)师边说：I’m hungry.边做动作。学生跟着一起做，然后师问一生：Are you hungry?若学生说：Yes, I am.师就边端出一个馅饼，边说Come and have a pie.请该生到台前。
(2)领读：Come and have a pie. Chant: Come and have（右手招手，食指指着嘴唇。）Come and have（左手招手，食指指着嘴唇。）Come and have a pie.（双手招手，食指指着嘴唇，然后在空中画一个大圈。）Ah...Yummy.
师生、生生示一组。通过纸牌配对游戏进行练习。两人一组轮流抽牌，根据牌面上的feelings做表情或者肢体动作，另一人进行猜测并给予具体的帮助，最先全部完成的小组获胜。请几组进行表演，完成后进行Ticking
3.Cartoon time
T: You are great and you can guess well. What’s the matter with Bobby? Can you guess? Let’s have a look.（出示第一幅图）
3.整体感知对话
(1) T: We are hungry. How about Liu Tao? What’s the matter with Liu Tao?
课件出示涛的图片，让学生看图来猜一猜
(2) Watch the carton and then answer the questions.
( ) ----What’s the matter with Liu Tao? ----He’s________.
【巩固提高、自我总结】
1.Summary
T: We know Bobby is happy now. And I think that helping others can make you happy. But how?引导学生思考不同的情况如何进行帮助Say this in a different way。
教学(具)准备：课前布置学生准备饮料、食物、服装等
教学过程：Step1Greeting and free talk
1.Greeting