资源描述
Unit 1: Whatsthe matter?Section A (1a-2d)Teaching aims（教学目标）1 Talk about health, problems and accidents.2 Give advice.Language points（语言点）1. Words: parts of the body2. Sentences:I have a headache. You should go to bed.He has a stomachache.He shouldnt go to bed.She has a toothache.She should see a dentist.Difficult points: How to talk about health problems and give advice.Teaching steps（教学步骤）1. Warm-up and review（课堂热身和复习）（1）New term greetings （新学期问候）T: Nice to see you again, everyone! All of you look so well. Did you enjoy your winter vacation?Ss: Yes.T: Can you tell me something interesting you did during the winter vacation?(老师可以鼓励学生给出尽可能多的答案)T: Oh. What an interesting vacation! I am sure you enjoyed yourselves very much, but I was ill during the holiday. Today, well talk about “Unit 1: Whats the matter?”T: First, lets review the parts of the body.Have Ss look at the picture and teach the new words.T：Lets play a Bingo game.T: Let s play a guessing game.1 / 7教学设计说明：复习身体部位并通过游戏巩固，为完成 1a 服务。2. Work on 1aT: Look at the picture. Write the correct letter a-m for each part of the body.教学设计说明：通过图片来检测学生对身体部位的掌握3. Presentation（呈现新知识）T: Now, they are at the doctors. Lets see. What is the matter with them? We can also ask, Whats wrong with them?T: (help Ss answer) He has a cold.T: What should he do?T: He should take some medicine.(教师用同样的方法教授其他疾病及相关的建议：1. 胃/肚子疼 2.脖子疼 3.头疼 4.嗓子疼, 喉咙疼 5.背疼 6.感冒 7.发高/低烧8.咳嗽 9.牙痛4. Work on 1cPresent the picture and have Ss to do the pair-work.总结各种疾病及如何给出建议和句型。教学设计说明：通过用图片展示目标句型并进行总结，为后面的听力做准备5. Work on 1bT: Now youll hear a conversation. Listen for the first time and look at the picture, then write down the names.(教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案)T: Listen again and fill in the form.Name Health problemSarahDavidBenNancyJudy教学设计说明：通过附加的听力来检测学生对疾病的表达6. Work on 2a and 2b.T (telling Ss): Some students are talking about health problems and giving advice. Listen andnumber the pictures 1-5 in the order you hear them.(教师放录音，因为题目简单教师可以在放完一遍录音以后就订正答案)T：Listen and match the problems with the advice.(教师放录音，因为题目简单教师可以在放完一遍录音以后就订正答案)T (afterwards): Lets fill in the blanks according to the information in the recording.教学设计说明：通过听力来检测学生对疾病的表达和如何提建议。7. Work on 2cHave Ss make conversations using the information in 2a and 2b.8. Work on 2dRead the role-play in 2d out loud for the class, then have Ss answer these questions:1. What is wrong with Lisa?2. What did Lisa do all weekend?3. What does Lisa need to do?4. What should Lisa do if her head still hurts tomorrow?T: Role-play the conversation.T: Translate the phrases into English.1. 量体温 2. 听起来像 3. 远离电脑休息4. 同样的方式 5.没有动 6. 发烧教学设计说明：通过听力和情景反应来检测学生对疾病的表达和如何提建议。 HomeworkOral: Read aloud the new words learned in this lesson.Written: Write a conversation between the doctor and the patient.教学设计说明：巩固记忆。Section A (3a-3c)Teaching aims（教学目标）1.Master the skills of reading.2.Master the important phrases.2 / 7Language points（语言点）教学设计说明： 老师在检测答案时，引导学生注意文章的细节。1. 看到一个老人躺在路的一边 3. 呼喊救命5. 下车2. 紧挨着他的一个妇女 4. 没有权衡利弊6. 有心脏病IIIT:Lets fill in the blanks according to the story.7. 带他去医院9. 等下一趟公车11. 搬那个人上了车 13. 及时15. 考虑挽救一个生命8. 期望乘客们下车 10. 令他惊讶的是 12. 多亏了14. 考虑他自己Wang Ping, a bus driver, was going _ Zhongshan Road when he saw an old man _ the other side of the road. He stopped the bus without _ twice. He got off the bus and asked the woman next to the old man _ happened. She said that the man has a heart _ and should go to the hospital. Wang Ping told the passengers that he must _ the man to the hospital. He expected the passengers to get off and _ for the next bus. But to his _, they helped him move the man _ the bus. _ to these people, the doctorDifficult points: Having the right attitude of helping others.Teaching steps（教学步骤）1. Review（课堂热身和复习）T: What did we learn yesterday?Have Ss review briefly.(老师可以鼓励学生说出尽可能多的答案)T: Oh. We learned a lot yesterday. Lets translate the phrases.(老师可以让学生一个个说答案，说完后可能齐读，对学生掌握不好的，要重复)教学设计说明：复习第一课时的词组为后面的阅读打下基础。2. Pre-readingT: present a picture） Ss, look at the picture. Can you guess:1. What happened to the old man?2. Whether the driver will save the old man?(老师可以鼓励学生多说，提高学生的口语 )教学设计说明：通过展示图片来引起学生的兴趣，通过让学生猜测来提高学生口语， 3. While-readingI T: Now, lets check your guesses. Turn to Page 3, skim the passage and answer the questions. 1. What did the driver see when bus No. 26 was going along Zhonghua Road?2. Thanks to whom, the doctor saved the man in time?在检测答案时，老师引导学生注意文章的头和尾。II Work on 3bAfter checking the answers, have Ss scan the passage and check () the things that happened in the story.saved the man in time.IV. Work on 3c.T: Ask the students to discuss the questions in pairs.教学设计说明：由于第三个问题没有固定答案，所以先听学生说了自己的看法后，再进行总结。4. After-readingI T： Lets look at some difficult sentences.IIRead and find out the phrases.1. 看到一个老人躺在路的一边2. 紧挨着他的一个妇女3. 呼喊救命4. 没有权衡利弊5. 下车6. 有心脏病7. 带他去医院8. 期望乘客们下车9. 等下一趟公车10. 令他惊讶的是11. 搬那个人上了车12. 多亏了13. 及时14. 考虑他自己15. 考虑挽救一个生命教学设计说明：老师解释一些难点语法，并根据中考考纲配以相应的翻译句子，同时并对文章中的词组进行归 纳总结。3 / 75. Homework1. Retell the story.2. Remember the phrases.3. Write an article about: An experience of helping others.教学设计说明：巩固记忆。Section A (Grammar Focus) & Section B (1a-1d)Teaching aims（教学目标）1会询问有关身体健康的有关情况和提供建议。2. 会处理常见的意外事件。Language points（语言点）要求掌握以下句式： Whats the matter (with sb.)?Sb has a headache/toothache/sore neckWhat should he/she/you/we do?He/She/ You/We should (do sth.).What happened to sb.?Sb hurt ones back/cut ones finger/had a nosebleed.What should he/she do?First, he/she should go to the hospital. Then he/she should get an X-ray. Finally, he/she should rest for a few days.教学设计说明：这个环节是针对人体部位、常见疾病、should 及其否定形式进行复习巩固。T: Good, you did a good job. But do you know how to give advice for other health problems? Lets finish the task in 4b.3. Work on 4bT: In this part, you are supposed to give some suggestions for different health problems. You can choose these from the words inside the brackets. Please pay attention to the usage of should.教学设计说明：这一环节主要是运用知识。要求学生从括号中的建议中选出合适的方法处理现实生活中的 实际问题。T: You are very smart, you are quite good at giving advice for health problems.4. Work on 4cT: Now Id like you to work in groups. One student mimes a problem while others guess the problem and give advice. You can do this in turns/You can take turns doing this.教学设计说明：这一环节是继续复习巩固如何询问别人的身体状况、如何就疾病给出相应的建议，同时是 对学生口语的提升训练。T: Good, you have done a very good job.II. Free talkingT: Now, you have learned how to deal with health problems. When accidents happen, what should you do?Difficult points（难点）：会按先后顺序处理意外事故。Teaching steps（教学步骤）I. Review（复习及小结）T: Do you know how to say the following health problems in English? If you care about others health, what canyou say? How do you give advice in English?1. Work on Grammar FocusHave Ss translate the phrases and sentences from Chinese into English.教学设计说明：这个环节是复习，回顾课本上一个课时中的重点和难点，对上一节课的内容进行复习巩固， 并为本课时后面的环节学习做好铺垫。T: You have done very well. But can you deal with the following health problems?2. Work on 4aT: Now lets go to 4a. Please fill in the blanks and pay attention to the rule: one word in each blank.4 / 7教学设计说明：这一环节是 Grammar Focus 到 Section B 的过渡，使学生的主意力从如何处理健康问题转向 如何处理意外事故，为后面活动的顺利进行做好铺垫。T: Good, you are very smart.III. Section B, 1aT: Class, look at these pictures. Could you tell me what happened in each picture?教学设计说明: 这个环节是听前的准备，通过对图片中人物经历的意外事故进行了解，使学生熟悉 hurt ones back, have a nosebleed 和 cut ones finger，为下一步的听力做准备，尤其是下面听力里的材料有一个提前熟 悉。T： Well done. Now here are some treatments from a doctor. Can you tell me what things the girl/boy should do, in the right order?教学设计说明: 这个环节是听前的准备之一，通过对图片中人物经历的意外事故进行了解后，让学生熟悉相 关事故处理的方法和先后顺序，并在此为口语能力的提升做准备。IV. Section B, 1b and 1cT: Now, boys and girls, you have learned something about how to deal with accidents. Now lets listen to a conversation. Try catch what happened and what the treatments are.教学设计说明: 这个环节是听力练习。听完第一遍做 1b，通过听来找问题；听完第二遍做 1c, 来选择问题 的正确处理方法；听完第三篇，需要完成表格，写出相应的问题或者处理方法。VSection B, 1dT: Now, class, for pair-work, I would like one student to be the nurse and the other the patient. Use theinformation in the textbook to role-play a conversation.T: Good. Lets look at an example, then I would like you to act out your own dialogue.教学设计说明: 这个环节是听后的练习。通过做 1d, 让学生进一步熟悉听力里的有关意外事故处理的方法， 同时也是口语练习。VI. HomeworkT: Imagine you are a doctor. Please write a conversation between you and a patient. It should include whathappened as well as your suggestions as the doctor.教学设计说明：指导学生熟记本课的新词汇及表达，并能用正确的表达进行英语对话。Section B (2a-2e)Teaching aims（教学目标）1. 通过阅读了解文章大意，及每个自然段的大意。2. 学会通过联系上下文学会排列事情发生的先后顺序。3. 让学生学会在困难面前学会坚持。Language points（语言点）要求掌握以下词汇及词组：1. 词汇：climber, , take risks, situation, kilo, spirit, decision, mean2. 词组：be used to doing sth., run out (of), cut off, get out of, give up doing sth.Difficult points（难点）：学会通过上下文排列句子的先后顺序.Teaching steps（教学步骤）I. Review（复习）T: Now, class, can you remember what we learned last class? Lets review something about pandas. Pleasetranslate these sentences from Chinese into English.5 / 7教学设计说明：本环节是复习， 复习上节课所学的有关意外事故或受伤的处理方法，如清洗伤口，用绷带 包扎，照 X 片等。主要是复习上一节课的内容，复习巩固。II. Before reading: Lead-inT： I would like ask you some questions. Do you often play sports? Which sports do you often play? What accidents can happen when someone is playing sports?教学设计说明: 这个环节是阅读前的活动，自由谈论环节是读前的热身活动，目的是为了调动学生已有的知 识储备和激发学生学习的兴趣,让学生学会预测某些运动过程中可能发生的意外。T： Very good. Now please tell us which sport he often does by looking at the title of the passage. And can you guess what happened to him?教学设计说明: 这个环节是阅读前的准备环节，这个环节目的在于让学生从文章标题中得出推测出有关信 息，同时对后面的阅读内容有个基本的了解。III. Reading（While reading）1. First reading: Work on 2bT: Today, I would like to teach you a reading skill: scanning. What does scanning mean? It means moving your eyes quickly down the page to find specific information. Find out the new words or expressions. Then try to look up each one in a dictionary and write down its meaning.教学设计说明: 本环节首先是学习策略的指导, 然后在老师的指导下练习运用 scanning 这种方法来找出不认 识的单词，并通过查阅字典的方式找到其意思.目的在于培养学生的自学能力和工具书使用能力。2. Second reading：Work on 2cT: Read the passage again. After each statement, choose/circle True, False or Dontknow.教学设计说明：这一环节是阅读中的信息判断训练。让学生学会从文章支持自己观点的句子。同时，也是 对学生阅读理解能力的训练。3. Third reading: Work on 2d and 2eT: Read the article again and answer the questions in 2d. You have to underline the sentences which show you the answers. Then, you have to put the sentences in 2e in the right order and tell me why.教学设计说明：在第二遍阅读解决了文章内容的理解后，进行第三次阅读，目的是要学生在基本熟悉文段 的基础上，找出所学信息回答问题，并学会按顺序排列句子。培养学生在阅读中抓取关键信息的能力，并 提升其逻辑思维能力。IV. After reading1. Fill in the blanks.T: Now, class, can you fill in the blanks according to your understanding of the passage? Use the words in the passage to complete the task.教学设计说明: 这个环节对阅读的材料进行复习巩固。同时也是让同学们进一步熟悉阅读材料，对阅读里的重点短语和生词进行复习。6. HomeworkUse five phrases from the reading passage to write a composition. You should write at least 80 words.教学设计说明：指导学生熟记文章中的重要词汇及句型并能够正确运用,并适当激发学生的创新能力，属于 发散思维型的写作训练。Section B (3a-3b)Teaching aims（教学目标）1. 总结本单元的疾病与意外伤害的表达，并学会如何给予合适的建议。2. 综合运用本单元所学知识进行对话表演和写作。Language points（语言点）要求掌握以下句式：I hurt myself playing soccer.Are you OK?That doesnt sound good.I dont feel well.Should I ?要求掌握以下词汇及词组：hurt oneself doing sth., have a sore leg.2. Self CheckT: Now you know how to deal with health problems or accidents, please give advice for these people on the screen.T: Very good. Can you put these questions and answers in order to make a conversation?教学设计说明：本环节是对本单元的总结，对如何讨论健康问题和意外事故、如何给出合适的建议进行归 纳和总结。II. Before writing1. Pair-work: Being a nurse (Section B, 3a)T: Now you are able to give advice for some health problems and accidents. Lets play a game called Being a Nurse. Please work in pairs: one student be the patient and describe your health problems or accidents that happened to you; the other students try to diagnose the problems and give advice. You should take notes to help you.教学设计说明：这是写前的热身活动，同时也是创设语言使用的情境，激发学生的思维。同时为后面写作 做铺垫。III. While writing:1. Work on 3bT: Class, we know how to talk about health problems and accidents as well as how to give advice. Now, can you try to write a conversation between the nurse and the student using your notes from 3a and the expressions in 3b, and then share your conversation?教学设计说明：此环节对本单元主题的写作进行指导。要求学生使用所学的 health problems 和 accidents 等Difficult points（难点）：学会运用所学知识进行对话和写作。相关词汇，运用本单元句型进行对话写作。表达时尽量使用一些英语中惯用的、地道的表达方式，正确使 用词汇和句型，写出合符逻辑的书面表达。Teaching steps（教学步骤）I. Review and conclusion（复习和总结）1. ReviewT： Class, can you remember what we learned in this unit? Good, lets look at the slides and try to review what we have learned before. Can you translate the following phrases or sentences into English?教学设计说明：复习环节是本单元课时中的重点词汇和句型,对健康问题和意外伤害的处理进行总结性的复 习。首先通过复习身体各部分的表达对词汇进行复习，然后指导学生写出身体各部分可能产生的疾病和意 外受害的英文表达。在词汇复习的基础上，重温如何描述健康问题和意外伤害，同时对health problems 和 accidents 作一个区分。然后要求学生针对不同的情况给出合适的建议。目的是温故而知新。IVAfter writing1 Assessment (评价)T： Have you finished writing the conversation? OK, lets invite some of you to share your writing with us.教学设计说明：这个环节是写作后的展示与评价环节，目的在于让学生勇于展现自我，学会欣赏他人的劳 动成果。V. HomeworkT： Class, you have done very well. After class, I would like you to write a note. Suppose that your cousin has a6 / 7sore throat. Please write a note to tell him/her what he/she should do.教学设计说明：这个环节是课后写作的一个延伸和拓张。为学生创设真实语境，鼓励他们把课堂所学的知 识生活化，提高知识运用能力，学会学以致用。7 / 7
展开阅读全文