unit-1what--is--the-matter教案
unit-1-What's-the-matter-全单元教案
unit-1-What's-the-matter-全单元(dānyuán)教案unit-1-What's-the-matter-全单元(dānyuán)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. 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 words about the illnesses. Let’s learn in group.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(zhǐ tiáo))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 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(bǎnshū) 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.I hope everyone is healthy and happy. This class, the winner is _________.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 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 warmclothes, 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. Theother students 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 talkabout health problems and give right advice.Step5 Work on 4a.Ask students to go through each conversation in 4a quickly, and thencomplete 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.’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’ssurprise, onto, trouble, hit, right away, get into.2.The students will be able to use theexpressions: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 withtheir 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(zhōngxīn)句） of each paragraph.1). At 9:00 a.m. yesterday, bus No. 26 wasgoing along Zhanghua 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 aboutwhat happened yesterday.2. If you are the passenger, write a diaryabout 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(kěyǐ)课前教唱，。
Unit 1 What's the matter优秀教案
Unit 1What’s the matter?单元目标1....Aron is used to taking risks.2．After losing his arm，he wrote a book called Between a Rockand a Hard Place.3．This means being in a difficult situation that you cannot seemto get out of.第一课时Section A(1a－2d) 课时目标自主学习根据句意及音标提示写出单词及其汉语意思。
1．What’s the matter /’mætə(r)/?问题；事情2．I have a stomachache /’stʌməkeɪk/.胃痛；腹痛3．She has a fever /’fiːvə(r)/.发烧4．You need to take a break /breɪk/.间歇；休息教学过程环节1新课导入The teacher shows the pictures about body parts on the slide.(用幻灯片展示身体部位的图片)T：Look at the screen and speak it out in Chinese.(教师展示眼睛的图片)Ss：眼睛。
T：Eye.E-Y-E，eye.Repeat it 3 times.Ss ：Eye，eye，eye.Then the teacher writes “eye” on the blackboard.Let the students speak it out loudly and spell it in the air with fingers.Study other words of body parts like this.设计意图：通过展示身体部位的图片及提问，创设出比较活泼轻松的学习氛围，激发学生的学习热情，同时提前感知有关身体部位的单词，为下面的教学做好铺垫。
教案Unit1-What's-the-matter-SectionA(1a-2c)
Unit1 What’s the matter?Section A (1a-2c)Teaching Aims:Knowledge Aims:1.Students learn the following new words:Stomach, neck, foot(feet), matter, have a cold, have a fever, stomachache, sore throat, headache, toothache2. Students learn the following target language:What’s the matter?I have a stomachache./toothache./backache/headache.I have a sore back./I have a sore throat./I have a sore leg.He/She has a sore throat.What should I/she/he do?You/He/She should...Ability Aims:Enable the students to talk about health problems and give advice using the target language.Improve the students listening and speaking skills.Emotional Aims:Let students know the importance of keeping healthy.Make students learn to care about others.Teaching Key Points:Learn the body parts;Learn how to talk about health: use three ways to describe health problems.Learn how to give advice to different health problems.Teaching Difficult Points:Learn the body parts and talk about various health problems.Teaching Methods:1.Listening and speaking practice.2.Autonomous and cooperative approachTeaching Aids:PPT, Blackboard, a toyTeaching Procedure:Step1 Warming-up and lead-inGreeting:T: Well, nice to see you again! Here comes a question: Do you like watching TV? What’s your favorite TV show?<Invite some students to give their answers.>T: I like the news the best because from the news we can know what’s happening in the world. So, now lets watch the news.<Play the radio about Liu Xiang’s retirement on April7th, 2015.The teacher asks: Who is the guy? What happened to Liu Xiang? Why did he retire?>T: Liu Xiang retired because of his leg. So health is really important to Liu Xiang aswell as to us. In this class we are going to talk about health problems and give advice. Step2 While-taskTask 1 Can you name the body parts? the body parts.(1)T: We have learned the word before class. Now I want to have a check. There isa Mickey Mouse. Can you name her body parts?<Invite two students to name Mickey’s body parts.>(2)Show a cartoon picture and ask the students to tell his body parts one by one.Give the students 30seconds to read these words and keep in mind.Read all the words after the teacher and touch their body parts as they read.2.Game Time: Touch your …(1)Two students as a group, one say and one touch.(2)Five students as a group, one say and four touch.3.PracticeWork on Section A 1a students say one by one.Check the answers(Students in group1 tell the answers one by one and the rest of the students read the words together)Task 2 What’s the matter? Say different illnesses1.T: Well, different parts of the body may have different illnesses, for example ... (1) Show some pictures with different illnesses and ask the students to tell what these illnesses are : have a cold; have a fever; have a headache; have a sore back; have a sore throat; have a stomachache; have a toothache.(2) Read these words after the teacher and then read by themselves to keep in mind.2.T: These are all about illnesses, but how to ask about the illness, we can say:What's the matter?/ What's the matter with you?/What's wrong?/What's wrong with you?/What's your trouble?/What's up?(Invite the Ss to read these sentences) (1)Teach the three ways of having a problem by making dialogues with the students. And at the same time, show some pictures about these illnesses.Eg: A: What’s the matter? B: I have a...(have a+疾病；have a+部位+ache; have+sore+身体部位）(2)Pair workT: Good, just now we have learned how to ask about your illness and how toanswer it. Now let’s make conversation with “What’s the matter?” and “I havea...” OK?<Invites some pairs to make their conversations in front of the class.>T: This time let’s do it one by one in your group. The first one asks the second one until to the last one. Let’s see which group is the first one to finish.<Invite the winner to show their result.>3.Listening practiceListen to the sound and check the answers:312544.Practice what’s the matter with he/she?(1)Ask three students: What’s the matter with you? Then ask the rest of the students: What’s the matter with he/she?(2)Look at some pictures to make conversationsThe boys ask “What’s the matter with he/she?” and the girls answer “He/She hasa...”(3) Game timeOne student mimes (模拟)an illness. One student guesses and the rest of the students ask: What's the matter with he/she?Task3 Give some advice(1)T: If someone has an illness we ask: What’s the matter?” And sometimes we alsogive some advice. How to five advice? We need one word: should.Show the PPT and explain it.(2)Teach some advice to five different illnesses by making dialogues.(3)Pair work: Invite some students to make conversations.(4)Game time: Who is the best patient(病人) and who is the best doctor?Make conversations between a doctor and some patient to see who is the best. Step3 PracticeDo some exercise for consolidation.Step4 SummaryT: During this class, we learned how to ask about illness and how to give advice.Let’s have a look. (Show the PPT to see what have learned.)T: Finally there are two sentences for you, “An apple a day keeps the doctor away.He who has good health is young, and he is rich who owes nothing.” I wish all of you happy and healthy everyday and keep away from illness. Thank you!。
Unit1What'sthematter-SectionA(1a-2d)教案
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Unit 1 What's the matter?》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过身体不适的情况？”（如头痛、胃痛等）这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何用英语表达身体不适的奥秘。
-对于句型，教师要引导学生通过模仿、替换练习等方法，熟练掌握询问和描述身体不适的表达方式。
-在语法方面，教师要强调一般现在时态在描述症状时的应用，特别是动词第三人称单数形式的正确使用。
2.教学难点
（1）词汇的灵活运用：学生需要学会根据不同情境，选择合适的词汇描述身体不适。
（2）句型的实际应用：学生需要将所学的句型应用于实际交流中，表达自己的感受和对他人的关心。
二、核心素养目标
本节课的核心素养目标包括：
1.语言能力：培养学生准确运用本节课所学的询问和描述身体不适的词汇及句型，提高他们在实际情境中的英语交流能力。
2.思维品质：通过听力、阅读及角色扮演活动，激发学生的批判性思维，使他们能够分析、理解和表达不同情境下的身体不适及应对方法。
3.文化意识：让学生了解并尊重不同文化背景下对待身体不适的态度和方式，培养他们的跨文化交际意识。
在学生小组讨论环节，我尝试扮演引导者的角色，启发学生思考，帮助他们解决问题。从成果分享来看，大部分学生能够理解并掌握身体不适的应对方法。但我也意识到，对于一些开放性的问题，学生的回答还不够深入。为此，我将在今后的教学中，设计更多具有启发性和思考性的问题，引导学生深入探讨。
1.加强句型的练习和巩固，特别是动词第三人称单数形式的正确运用。
（3）语法的正确使用：学生需要掌握一般现在时态，特别是在动词第三人称单数形式上的运用。
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。
Unit1-What's-the-matter教案
Unit 1 What’s the matter?1. Ability ObjectsEnable students to talk about health problems and give advice with the language points.2. Moral Objects(1)Improve the cooperative spirit through pair work and role playing.(2)Students care more about themselves and their family members’ health.Teaching Key Points1. 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 “What’s the matter? I have a…” and give advice by using “should”.Teaching Difficult Points1. Learn to talk about health problems by using “What’s the matter? I have a…”.2. Learn to give appropriate advice to the certain health problems.Teaching MethodsTask-based language teaching method, the cooperative learning method, and multimedia-assisted teaching and learning method.Teaching AidsThe picture about illness; PPT.Teaching ProceduresStep 1 Warming-up (about 3 minutes)Sing the English song If you’re happy.Step 2 Presentation (about 6 minutes)T: This is really a beautiful song. What can you do if you are happy?Ss: Clap our hands and stamp our feet.T: Yes. Hands and feet are parts of our body; do you know other parts of our body in English?Ss: Eye, head…T: You’re great. Today, let’s learn the names of thee body parts.The teacher touches the parts of the body one by one and says them. While teaching each one, let students touch or show it.Present a picture of Pan Changjiang on the screen. Let students say each part of the body.Play the game: Touch the parts of your body. Let the whole class touch the parts of their body when teacher say: Touch your…Ask six students to come to the front and do as the teacher tells them: Touchyour…If one does wrong, let him or her go back, the last one who’s in the front is the winner.Step 3 Presentation and Practice (about 8 minutes)The teacher mimes having a stomachache with an action of touching his stomach, and asks, “What’s the matter?”(Write it on the blackboard), then says, “I’m not feeling well, I have a stomachache.”(Students repeat with teacher.)Then show some pictures on the screen and ask students to practice.Have students look at the picture and ask: What can we say to him?Ss: What’s the matter?T: Yes. And what should the boy say?Ss: I have a stomachache.Let students repeat with other pictures about other illness.Ask some students to use gestures to show the illness, and have others to guess.Make a model dialogue. (S1 does an action to express an illness.)T: What’s the matter?Ss: He/ She has a headache.Let students practice other illness.A: What’s the matter?B: He/ She has a headache/ toothache/ a sore back/ a sore throat/ a cold and a cough.Show other pictures, and ask students to talk about health problems of the persons in the pictures in pairs.Step 4 Consolidation (about 5 minutes)Teacher pretends to cough and asks:T: What’s the matter with me?Ss: Do you have a cough/ a sore throat?T: Yes, I have a sore throat. Can you give me some advice? What should I do?Ss: You should drink hot tea with honey/ shouldn’t talk too much/ go to a doctor…(Students can give different advice as they like)Show different pictures to students, have them practice in pairs.S1: What’s the matter with him/ her?S2: Yes, he/ she has a/ an toothache/ fever/ headache…(Teach the new words)What should he/ she do? S2: He/ She should go to see a dentist/ lie down and rest/ drink a lot of water./ see a doctor… He/ She shouldn’t drink cold water/ play basketball…Work in groups, and have students role-play between a doctor and a patient. Ask them to talk about the health problems and give advice in groups.Step 6. Summary (about 3 minutes)Ask students to sum up the parts of a body and the names of illness. If there is enough time, ask Ss to do the exercises on workbook page 10,11.Period 21. Ability ObjectsEnable students to talk about health problems and give advice with the language points.2. Moral Objects(1)Improve the cooperative spirit through pair work and role playing.(2)Students care more about themselves and their family members’ health.Teaching Key Points1. 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 “What’s the matter? I have a…” and give advice by using “should”.Teaching Difficult Points1. Learn to talk about health problems by using “What’s the matter? I have a…”.2. Learn to give appropriate advice to the certain health problems.Teaching MethodsTask-based language teaching method, the cooperative learning method, and multimedia-assisted teaching and learning method.Teaching AidsThe picture about illness; PPT.Teaching ProceduresStep 1 Warming-up. (5’)Greet the class as usual, then have students play guessing game.T: (Ask one student to choose a card of illness and do an action, then asks) What’s the matter with him/her?The other students guess according to the actioin.T: What’s the matter with him/ her?S2: Did you have a toothache?S1: No, I didn’t.S3: Did you have a headache?S1: Yes, I did.Show a picture of the body. Ask students to say each part of the body.T: (Touches his own head and says) I have a headache, then write “headache” next to the head. Then point to the teeth and asks: What’s the matter with his teeth? Help students to answer: Oh, His tooth has a hole. He has a toothache. Then have students to finish Self Check 1 alone.Check the answers and have them say more health problems.Step 2 Grammar Focus (about 7 minutes)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.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)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.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 7 minutes)Work in groups. Have students do a survey in groups about their health problems, then discuss in groups and give some right advice and make a conversation.Ask each group to report their conversations.Step 5. Summary (about 3 minutes)Help students to sum up how to give advice by using “should” and “shouldn’t”, then ask them to give the right advice about different problems.Homework1. Finish the exercises on workbook page 19-21.2. Dictate the words of Unit 1.。
Unit1What’sthematterSectionA(1a-2c)教案
4.学习能力：培养学生自主、合作、探究的学习方式，激发学生积极参与课堂活动，提高学生独立解决问题的能力。
本节课的核心素养目标紧密围绕新教材要求，旨在全面提升学生的英语学科核心素养，为学生的终身发展奠定基础。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解询问身体状况的基本句型和词汇。例如，"What's the matter?"用于询问他人怎么了，而"stomachache/toothache/headache"等词汇则用于描述具体症状。
2.案例分析：接下来，我们通过教材中的漫画案例，来看一下这些句型和词汇在实际对话中的应用，以及如何帮助我们了解和关心他人。
举例：教师可以通过小组合作、角色扮和口语表达能力。
（4）跨文化交际：学生可能对于不同文化背景下如何询问身体状况感到困惑。
举例：教师可以引入不同国家的文化背景，让学生了解并尊重不同文化中的交际习惯，提高他们的跨文化交际能力。
四、教学流程
（一）导入新课（用时5分钟）
Unit 1 What’s the matter Section A (1a-2c)教案
一、教学内容
本节课选自七年级英语教材中的Unit 1 What’s the matter? Section A (1a-2c)。教学内容主要包括以下部分：
1. 1a:通过图片展示，让学生学会询问他人身体不适的表达方式，如"What's the matter?"，并能回答："I have a stomachache/toothache/headache."
初二英语what's_the_matter第一课时英文教案
Unit 1 What’s the matter?Period One ( SectionA 1a—2c)授课人：叶晨I .Teaching Aims:1. Knowledge Objectives(知识目标)(1) Be able to master the pronunciation,meaning and spelling of the names of body parts and diseases.(2) Be able to learn the expressions of giving advice.(3) Be able to talk about health problems by using “What’s the matter? I have a……” and give advice by using “You should ……You shouldn’t……”2. Ability Objectives(能力目标)(1) Be able to talk about one’s health problems and giv e advice fluently(2) Be able to role play doctor and patient3. Moral Objectives(情感态度目标)(1) Improve the cooperative spirit through pair work and role playing(2) Care more about yourself and others’ healthII. Teaching Key Points:1、Master the names of diseases.2、Master the expressions of giving advice3、Talk about health problems by using “What’s the matter? I have a……” and give advice by using “You should ……You shouldn’t……”III.Teaching Difficult Points:1、Students may find it difficult to remember all the target new words in the class2、Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.IV.Teaching AidsCards, a doll, pptV. Teaching Methods:1. Inferring vocabulary2. Role play ;Guessing game; Group and pair work3. Task-based teaching and situation-based teachingVI. Teaching procedures:Step1.Lead--in1. Enjoy a Chinese song: 健康歌2. The teacher(T) shows the doll bear and a picture of Pan Changjiang,point to the parts of the body3. Guessing a game : Listen and point the parts of bodyStep2. PresentionFinish 1a .1.Read the words about the parts of the body together.2.Write the correct letter [a-m] for each part of the body3.Invite a student to show your answer and the check it.Step3. Finish the four tasksTask 1 Look (望) and Listen (闻)Show the key vocabulary1.Learn the words and the phrases about illness. Have a cold/stomachache/headache/toothache/fever/sore throat/….2. Let’s match. Translation. Boys PK girls.3. Let’s act. Do and Say. See the doctor.First, the teacher hand out one phrase about illness to every group, then the teacher ask as a doctor ,“Cold, cold ,who has a cold ?” If the first group get the phrase “have a cold”, the SS in the group are doing action while answering,“Cold, cold, I have a cold.” .4. Let’s chantTask 2 Ask(问)Show the target languageFinish 1b&1c1. T: If you are a doctor, how to ask a patient?(T leads the Ss )Ss: --What’s the matter with…?/ What’s wrong with….?--I have…..T: What’s the matter the patie nts in the picture?Listen and then number the names[1—5]2. Ask a student to tell the answer, and then teacher checks it.3. Read after the tape, then read after the teacher, read together4. Pair work. Give Ss 4 minutes to make the conversations with their partnersaccording to 1b using the target language---What’s the matter with? ---She/He has …..Task 3Advice (切)Show how to give some adviceFinish 2a&2b1.T：Oh, my god ,I have a headache now. Do you know why ?S1: You have a cold.T : No, I don’t have a cold. I only have a headache. Guess again.S2 : You watched TV and played computer games too late last night.T: You’re so clever. Can you give me advice? You can use“You should …or You shouldn’t …” What should I do ?S2 ：You should lie down and rest .T: But should I lie down and rest now ? Of course not. Because I am giving an English class now. What shouldn’t I do ?S3 : You shouldn’t watch TV or play computer games too much .T: Thank you for your advice.2. Listening practice(1)Listen for the first time, number the pictures [1--5]in the order you hearthem .For the second time, match the problems with the advice.(2)Check the answers and read after the tape.Task 4 Internship (实习)Finish 2c. Speaking practiceGroup workTwo or three Ss in a group make conversations according to the example in 2c or in the screen. Give Ss 5 minutes and then act out.Step 5 Summary and ConsolidationLet’s summarize what we’ve learned. Today we’ve learned some parts of our body and learned how to ask the patients and give them advice. Please pay attention to the modal word should .No matter what your advice is, you must use should or shouldn’t. Let’s enjoy the sentences :(1)We shouldn’t watch TV or play computer games too much .(2) An apple a day keeps a doctor away. (3) Health is more important than wealth.Step6 Homework1. Remember the words and the phrases about illness2. Write some advice on keeping healthy.。
(完整版)英语人教版八年级下册What-is-the-matter教案
Unit 1 What’s the matter?教案Background information:Students ( Ss for short): 50 Junior high school students, Grade 8Lesson duration: 45 minutesTeaching objectives:By the end of the lesson, students should be able to :1、Master the vocabulary related to “diseases”.2、Master the expressions of giving advice3、Talk about health problems by using“What’s the matter? I have a……”and give advice by using “You should ……You sho uldn’t……Teaching contents:New vocabulary: “matter , cold , fever , advice ,toothache ……”New structures: 1. What’s the matter?I have a ……2. You should ……Key points: 1.Master of the structure. “What’s the matter?”2.Master the structure of giving advice. “Youshould……”Teaching methods: 1.Task-based Language Teaching2. Communicative Language Teaching. Teaching aids: 1. PPT2.Picture3.BlackboardTeaching proceduresStep I . Warming up: Greetings (3mins)1. Greeting the whole class as usual.T:Good morning, class. What date is today?/what day is it today?S:……Step II. Lead-in: A English song(2mins)1. Listen to an English song: (using the PPT to play a song)T:First , let us listen to an English song and do some reviewabout the words that last lesson we have learned.Lyrics of the song:(Head and shoulder knees and toes).Head and shoulders, knees and toes, knees and toes.Head and shoulders, knees and toes, knees and toes.eyes and ears and mouth and nose.Head and shoulders, knees and toes, knees and toes.Step III Review (5mins)1. Introduce the word “head” and “headache”T:How many parts of the body can you speak? What is this?(pointto the head)S: ……T: Yes, very good. This is my head . we can use our head to( think )<T stop for a while and guide Ss to answer>Oh ,Butsometimes I have a headache.< T write the word “headache” onthe blackboard>2. Ss read the new words after T “head” and “headache”.3. Display the rest of words in the same way.< back---backache >< tooth---toothache >< stomach---stomachache >Step IV Presentation: The new words1.Ss read each of the new words after T three times.List of words: matter , cold , fever , advice ,toothache ……2.Check if Ss can read the new words by themselves correctly.3.Play the game : “High and low voice” to consolidate the new words.T:All the students close your book, let us play a game .If I say theword in high voice ,you should say the word in low voice. If I say the word in low voice, you should say the word in high voice. Let us see which students do it correctly and quickly.4.Read the new words together.Step VI New structure（12mins）1.Show a picture on the PPT and T point at the picture .T: Look at the picture ,there are some students in thedispensary .[dɪˈspɛnsəri] 医务室What’s the matter withthem?(反复强调what is the matter?) Who can tell meWhat’s the matter with them? Any volunteers? Ok ,you please!Chinese or English are both ok.S: ……T:Ok ,very good . Look at the first girl with red hair. What’s thematter with her?(In turn to asked each student's situation, so thatstudents can quickly master the structure “What’s the matter?”) S:……2. Give Ss a model of a dialogue .D: What’s the matter?S:I have a fever/cold/stomachache/toothache/headache.D:You should drink lots of water.S:Thank you.……3.Ask them to make a conversation according to picture.4.Explain the new structure .a). What’s the matter?是一个疑问句，用于询问对方的身体情况，也是医生询问病人的常用语。
unit-1what--is--the-matter教案
Unit 1 What's the matter？教学目标：1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。
2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题..3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。
通过本课的阅读，培养学生处理紧急事件的基本能力,树立紧急事件时互相帮助的精神。
教学重点：短语：have a stomachache, have a cold，lie down，take one’s temperature, go to a doctor, get off, to one’s surprise，agree to do sth.，get into trouble,fall down, be used to, run out (of），cut off , get out of, be in control of ,keep on （doing sth。
），give up句子：1 What’s the m atter? I have a stomachache。
You shouldn’t eat so much next time。
2 What’s the matter with Ben？He hurt himself。
He has a sore back.He should lie down and rest。
3 Do you have a fever? Yes，I do. No, I don’t。
I don’t know.4 Does he have a toothache？Yes，he does.He should see a dentist and get an X-ray.5 What should she do? She should take her temperature。
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Unit 1 What’s the matter?教学目标：1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。
2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题。
3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。
通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。
教学重点：短语: have a stomachache, have a col d, lie down, take one’s temperature, go to a doctor, get off, to one’s surprise, agree to do sth., get into trouble,fall down, be used to, run out (of), cut off , get out of, be in control of ,keep on (doing sth.), give up句子:1 What’s the m atter? I have a stomachache. You shouldn’t eat so much next time.2 What’s the matter with Ben?He hurt himself. He has a sore back.He should lie down and rest.3 Do you have a fever? Yes, I do. No, I don’t.I don’t know.4 Does he have a toothache? Yes, he does.He should see a dentist and get an X-ray.5 What should she do? She should take her temperature.6 Should I put some medicine on it? Yes, you should No, you shouldn’t.教学难点：掌握情态动词should \shouldn’t. 的用法学习have的用法Period 1 Section A 1 (1a – 2d)Step 1 Warming up and new wordsStep 2 Presentation1a Look at the picture. Write the correct letter [a-m] for each part of the body. Step 3 Listening1b Listen and look at the picture. Then number the names 1-5Step 4 Speaking1c Look at the pictures. What are the students’ problems? Make conversations. Step 5 Guessing gamesGuess what has happened to the students by using the important sentences.Step 6 Listening2a Listen and number the pictures [1-5] in the order you hear them.2b Listen again. Match the problems with the advice.Step 7 Speaking2c Make conversations using the information in 2a and 2bStep 8 Language points and summary1. What’s the matter?这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是“怎么了?”其后通常与介词with连用。
类似的问句还有:What’s wrong? 怎么啦? What’s wrong with you? 你怎么了? What’s your trouble? 你怎么了? What’s the trouble with you? 你怎么了? What’s up? 你怎么了?2. have a cold伤风, 感冒, 是固定词组表示身体不适的常用词组还有:have a bad cold 重感冒have a fever 发烧have a headache 头痛have a stomachache 肚子痛, 胃痛have a toothache 牙痛HomeworkMake up a conversation between a doctor and a patient.Period 2 Section A 2 (3a – 3c)Step 1 PresentationLook at the picture. Discuss what happened and then what we should do. Step 2 Reading3a Read the passage and answer the following questions.3b Read the passage again and check the things that happened in the story.Step 3 Speaking3c Discuss the questions with a partner.Step 4 Languages points1.... when the driver saw an old man lying on the side of the road....... 这时司机看到一位老人正躺在路边。
see sb. doing sth. 看见某人正在做某事e.g. When I pass the window I see him drawing a picture.see sb. do sth. 看见某人做过某事e.g. I often see him draw a picture.用适当的形式填空。
1) I am fine. What about ____ (she)?2) Thanks for ______ (tell) me the story?3) It is a sunny day. How about _____ (go) fishing?4) It is good to relax by ______ (use) the Internet or _________ (watch) game shows.4. But to his surprise, they all agreed to go with him. to one’s surprise使......惊讶的是，出乎......意料e.g. To their surprise, all the students pass the exam.5. ... because they don’t want any trouble, ...当trouble意为“困难；麻烦”时，是不可数名词。
如：I’m sorry to give you so much trouble.(1) be in trouble意为“有困难；陷入困境”。
如: He always asks me for help when he is in trouble.(2) get sb. into trouble 意为“使某人陷入困境”。
如: If you come, you may get me into trouble.(3) 主语+ have / has trouble (in) doing sth. 意为“某人在做某事方面有困难”。
如:I have some trouble (in) reading the letter.6. right away 意为“立刻；马上”，和in a minute 意思相近。
例如：I’ll be there right away / in a minute.另外，right now和at once也可表示“立刻; 马上”的意思。
Step 5 homework用括号内的词的适当形式填空。
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 didn’t think about _______ (him).4. The old man needed _____ (go) to the hospital.5. A woman was ________ (shout) for help.6. He expected them ______ (get) off the bus.Period 3 Section A 3 (Grammar focus – 4c)Step 1 Revision (Guessing game)Look at the pictures, guess what has happened and revise the important points the students have learned.Step 2 Grammar focusWhat’s the matter? I have a stomachache. You shouldn’t eat so muchnext time.What’s the matter with Ben? He hurt himself. He has asore back.He should lie down andrest.Do you have a fever? Yes, I do. / No, I don’t. / I don’t know.Does he have a toothache? Yes, he does. He should see a dentist andget an X-ray.What should she do? She should take her temperature.Should I put somemedicine on it?Yes, you should. / No, you shouldn’t.4. 用在某些固定短语当中。