集体备课稿

麻城市城东中学集体备课稿八年级英语学科主备人：甘齐群授课人：甘齐群课题：What’s the mattter with you?备课内容修改意见单元说明本单元是谈论健康问题和意外事故，学生要学习有关疾病的名词以及动词短语等，学会使用情态动词can, should, could等来表达建议。

本单元词汇量较大，但目标语言简单。

口语交际和阅读训练强度很大。

设计理念用游戏和小组竞赛的方式进行A部分的语言交际。

用任务型教学法完成B部分的阅读拓展内容。

教学目标知识与能力：1.Learn the English names of different parts of human body and talk about various health problems.2. Learn how to talk about health, use have /has to talk about health problems过程与方法：warming up ,presentation, practice, consolidation and sum up .Scene communicative methodTask-based language teaching method情感态度和价值观：Never give up whenever you meet difficulties and problems in study and life. Learn the spirit of Aron. 教学重难点：1.Learn how to talk about health, use have /has to talk about health problems2.Learn the English names of different parts of human body and talk about various health problems.3. Train and develop the students’ reading ability.课时安排 5 授课班级8（2）授课时间2.18-2.28教学过程Period 1 ( Section A 1a-2b)一、导语设计：we are learning to talk about health problemsand accidents in this unit.二、教学过程及师生活动设计：Step 1 Warming up1. Teach the parts of the body one by one by touching it. While teaching one, let them touch or show it.2. Work on Section A 1a3. Play a game: Touch the parts of your body1)Let the whole class touch the parts of their body when theteacher says: Touch your…2) Ask eight Ss to come to the front and do as the teacher tellsthem: Touch your…if one does w rong, let him or her go back, the last one who in the front is the winner.Step 2 Presentation and Practice1. Present other pictures, talk about health problems of the persons in the pictures.What’s the matter? He/She has a headache/ toothache /a sore back/ a sore throat/a cold and a cough.2. Let the Ss practice in pairs3. T: Suppose there is something wrong with your body, please use gestures to show it .You may say: I have a headache. I have a sore throat.Make a model dialogue with two Ss.T: What’s the matter?S: I have a headache.T: Oh, that’s too bad. I’m sorry to hear that.Let the Ss practice in pairs.4. Show the following on the screen. Let students get familiar with the names of some illnesses.Ask two students to read the sample conversation in activity 1c. Then let them work in pairs and make more similar conversations. Then help students understand: When the subject is “he/she/it”, we use “has” instead of “have” to talk about health.Let students play a game to practice it. Tell the student in the firstline, “I have a headache”,then he/she repeats it to the second student, “He/she has a headache” and so on.Step 3 listen and say1.Work on Section A 1b, listen and number the names 1-5.2.Talk about the health problems of the persons in the picture.Eg: What’s the matter with Nancy? Nancy has a toothache,Sarah has a cold,…3.Work on Section B 2a and 2b, number and match.4.Practice the conversations in pair.Homework:1. Listen to the tape of 1b and repeat.2. Copy the new words in Period1.3. Finish the exercises in this period.Period 2 ( Section A 3a-4b)Step1. Greeting and revision1.Greet the whole class as usual.2.RevisionT: Oh! They all have matters. What about you ? What’s thematter with you ?S1: I have a …T: Maybe you should …but you shouldn’t…S1: That’s a good idea. (Turn to S2) What’s the matterwith you?S2: I have a/an…S1: Maybe you should /shouldn’t…S2: That’s a good idea. ( Turn to S3) …Step2. Presentation1. Show the picture of accident in 3a and the title of the passage. Have a discussion about it.T: Look! The man is lying by the road.What happened to him ?What was the woman next to himdoing?Did the man die? Who do you think is going to save theman?2.Teach the new words .passenger, off , get off , to one’s surpr ise, onto, trouble ,hit ,right away, get intoStep3. Reading1. Do 3a. Fast-reading.Do you think it comes from a newspaper or a book? How doyou know?2. Careful-reading.Read the passage carefully and fill in the time line.Something happened Bus driver’s reaction Passengers’reaction ResultDiscuss the answers in pairs.3. 3b. Check the things that happened in the story.Then check the answers together.4. 3c.Have the students discuss the questions with the partners. Give Ss some minutes to prepare and then ask some students to say out their opinions.nguage pointsHave the students summarize the expressions:1.Expressions about bus:Bus No.26, bus driver, the passengers on the bus, stop the bus without thinking twice, get off/ on the bus, help to move the man onto the bus2.Expressions about first aid:See a man on the side of the road, have a heart problem, go to the hospital, take the man to the hospital, save the man in time, only think about saving a life.3.Other expressions:to one’s surprise, in time, agree to do sth. expect to do sth. , get into troubleStep5 Homework1.Memorize the words and expressions.2.Finish off the exercises in the workbook.Period 3 (Grammar focus-4b)Step1. RevisionCheck the homework. Have the students write the word andexpressions in 3a.Step2. Grammar focusHave the students read the sentences in Grammar Focus. And then sum up the grammar:1.have a(an) +疾病名词，表患病，如，have a cold /fever/ cough/toothache /headache/ stomachache/backache/, 某些搭配中还会用catch, 如, catch a cold.2.be/feel +形容词，表不适，be/feel sick/bad/terrible,/tiredget hurt 表受伤3.hurt /cut/ break +具体部位，表伤害，如：hurt my leg, cut her finger, break his arm, hurt myself, cut himself,cut one’s knee, hurt one’s back4.take /get 表示诊治：take one’s temperature, take some medicine, get an X-ray,5.用see或者go to …表达就医:See a doctor, see the dentist , go to the doctor, go to the hospital.6.用情态动词should表达建议He should lie down and rest.She should take her temperature.Should I put some medicine on it ? Yes, you should./ No,you shouldn’t.You shouldn’t eat so much next time.Step3. Practice1.4a.Fill in the blanks and practice the conversations.2.4b.Let the students do it individually, the teacher goes around the room finding out the common errors that students have. Write them on the blackboard and have students correct them. Then work in pairs.Step4. Miming4c. Work in pairs . One student mimes a problem. The other students in the group guess the problem and give advice.A sample conversation:A: What’s the matter ? Did you hurt yourself playingsoccer?B: No, I didn’t.C: Did you fall down?B: Yes, I did.D: You should go home and get some rest.The teacher moves around the classroom checking the progress and praising the group that does well. Then have one or two groups act out in the front of the class.Step 5.HomeworkT: Suppose you have a cold, write about what you should and shouldn’t do. You can make use of the expressions and structures learnt.You can begin with “When you have a cold ...”.A sample article:Do you have a cold?Sometimes people have a cold. When you have a cold, you shouldn’t do too much work. You should go to bed early and have a good re st. You should also drink a lot of water. You shouldn’t drink smoke.Period 4 (Section B 1a -1e)Step1. Warming upTaskT: You know, there are lots of problems in our life. If you are a doctor, please tell us how to solve the problem. I will divide you into 9 groups. Please work in groups. And then choose one of you to report your ideas.The following are the problems:I have a toothache.I am hungry. I have a sore throat.I am stressed out. I have a sore back.I am tired. I can’t sleep.I have a cold. I have a headache.Report:If you have a headache, you should go to bed early.You should see the doctor. You should eat some medicine.You shouldn’t wash your face with cold water.You shouldn’t sleep late.You shoul dn’t swim.…..T encourages the students to give advice as much as possible. Step2. Presentation1.Show some pictures on the screen, discuss the accidentswith the students, teaching the new words: cut oneself, cutone’s hand / finger, fall down ,cut one’s k nee, have anosebleed, have problems breathing, get hit by a ball, gethit on the head, hurt one’s back or arm, get sunburned andso on.2.Let students do 1a individually. Then check the answers byasking a students to say out the answers.3.Have students describe the actions what you should dowhen the accidents happen in order, using first, next, thenand so on.Step3.Listening1.1b. Listen to the school nurse. Check the problems you hear. Play the recording twice, then check the answers.2.1c.Play the recording again, ask Ss to write letter of each treatment next to the problems you checked in the chart above. Check the answers together by talking.T: When someone felt sick, the nurse…You tell me the whole sentence ,please.Ss: The nurse took his temperature and told him to rest.…Step4.Practice1d. Role-play a conversation between the nurse and the teacher. Use the information in 1b and 1c. First let students read the listening text, and try to work in pairs according to it. Then invite some pairs to act out their conversations in front.Step5. ReadingStep 7.Homework1.Remember the expressions learnt in the period.2.Write a passage about what you should do and shouldn’t doif accidents happen according to the contents in the period.Period 5 ( Section B 2a-Self check)Step1. Warming upAron is really an usual man .What can we learn from him? Let’s find out about it.Step2. PresentationDiscuss about accidents or problems that can happen when we do sports.Step3.Reading1.2b. Read the passage and underline the words you don’t know. Then look up the words in a dictionary and write down their meanings.( decision, control, spirit, death , mean , importance, be used to , free , run out of ,keep on)2.2c. Read the passage and circle TRUE, FALSE or DON’T KNOW.(1)Aron almost lost his life three times because of climbing accidents.(2)Aron had a serious accident in April 2003.(3)Aron ran out of his water after three days.(4)Aron wrote his book before his serious accident.(5)Aron still goes mountain climbing.First let students read aloud the sentences in 2c and understand the meanings. If they have problems, give some explanation. Next, students do it individually. Then students check the answers each other. Finally, the teacher checks the answers.3.2d. Read the passage again and answer the questions.(1)Where did the accident happen on April, 2003?(2)Why couldn’t Aron move(3)How did Aron free himself?(4)What did Aron do after the accident?(5)What does “ between a rock and a hard place” mean?After students finish them ,invite students to say out their answers.4.2e. Put the sentences in the correct order. Then use them to tell Aron’s story to your partner. Try to add other details from reading.______ On April 26, 2003, he had a serious mountain climbing accident.______ Aron loves mountain climbing and doesn’t mind taking risks.______ Aron did not give up after the accident and keeps on climbing mountains today.______ He wrote a book about his experience.______ Aron lost half his right arm from the 2003 accident.Step4. Summary about the reading strategiesFinding the Order of Events.(Writers describe events in a certain order. Finding the order of events will help you understand what you are reading.)找出本文描述事件发生先后顺序的句子或短语。