Uint1Whats the matter导学案Word格式文档下载.docx
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②Ihaveacold/headache...
过程
方法
成对讨论、合作学习
情感态度
与价值观
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。
重点
学习掌握身体器官名称。
难点
What’sthematterwithyou?
.Ihaveacold/headache...
教学流程
实施过程、师生活动、教学内容、拓展延伸
个案修订
Step1.Warming-up（2’）
SingtheEnglishsong<
Ifyouarehappy…>
beforetheclass.
Step2.Presentation（8’）
T:
Thisisreallyabeautifulsong.Whatcanyoudoifyouarehappy?
Ss:
Clapourhandsandstampourfeet.
Yes.Handsandfeetarepartsofourbody;
doyouknowotherpartsofourbodyinEnglish?
Eye,head…
You’regreat.Today,let’slearnthenamesoftheebodyparts.
Theteachertouchesthepartsofthebodyonebyoneandsaysthem.Whileteachingeachone,letstudentstouchorshowit.
PresentapictureofPanChangjiangonthescreen.Letstudentssayeachpartofthebody.
WorkonSectionA1a.
Playthegame:
Touchthepartsofyourbody.Letthewholeclasstouchthepartsoftheirbodywhenteachersay:
Touchyour…Askeightstudentstocometothefrontanddoastheteachertellsthem:
Touchyour…Ifonedoeswrong,lethimorhergoback,thelastonewho’sinthefrontisthewinner.
Step3.PresentationandPractice（10’）
Theteacherishavingastomachachewithanactionoftouchinghisstomach,andasks,“What’sthematter?
”（Writeitontheblackboard）,thensays,“I’mnotfeelingwell,Ihaveastomachache.”（Studentsrepeatwithteacher.）
Thenshowsomepicturesonthescreenandaskstudentstopractice.
What’sthematterwithhim?
Hehasaheadache.
Letstudentspracticeotherillness.
A:
What’sthematter?
B:
He/Shehasaheadache/toothache/asoreback/asorethroat/acoldandacough.
Showotherpictures,andaskstudentstotalkabouthealthproblemsofthepersonsinthepicturesinpairs.
Step4.Listen（10’）
WorkonSectionA1b,listenandnumberthenames[1-5].
Step5.Practicetheconversation.（15’）
Askstudentsworkinpairsaccordingto1candasksomepairstoactouttheirconversations.
Step6.Homework:
练习册
板书设计
Period1SectionA1（1a-1c）
What’sthematter?
Ihaveastomachache/sorethroat/acold.
What’sthematterwithher/him?
She/Hehasaverysorethroat.
疑点共释
课后反思
（SectionA2a-2d）（第2课时）
one
fever,lie,liedown,rest,cough,X-ray,toothache,takeone’stemperature,headache,haveafever,break,takebreaks,hurt
①
WhatshouldIdo?
②Youshouldtakeyourtemperature.
1.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，并能描述怎样对待健康问题。
2.掌握情态动词should\shouldn’t.的用法；
学习have的用法
掌握情态动词should\shouldn’t.的用法；
实施过程、师生活动、教学内容、拓展延伸
Step1:
Lead–in.（10ˊ）
1.Reviewthewords:
Asktwostudentstowriteontheblackboardandotherstudentstowriteonthepaper.
2.Playaguessinggame.
showssomepartofthepicturestotheSsandletthemguess.
What’sthematterwithhim/her?
S:
Doeshe/shehavea…?
Yes,he/shehasasorethroa.Canyougivehim/hersomeadvice?
Whatshouldhe/shedo?
（Teachthenewword）
He/Sheshoulddrinkhotteawithhoney/shouldn’tspeakmore/gotoseeadoctor…（Sscangivedifferentadvice）
Asksomepairstopractice.
Step2.Listening（2a）（5ˊ）
1.Do2a.Listenandnumberthepictures1-5intheorderyouhearthem.
2.PlaythetapefortheSsandletthemdoitbythemselves.Thenchecktheanswer.
Step3.Listening（2b）（5ˊ）
1.Do2b.Listenagain.Matchtheproblemswiththeadvice.
2.PlaythetapefortheSs.Forthefirsttime,letthemdoitbythemselves.Thenplayitagainandchecktheanswer.
Step4.Pair-working（2c）（10ˊ）
Letstudentsreadtheconversationsin2cfirst.Thenworkinpairs,makeanewconversationaccordingto2aand2b.Forexample:
A:
B:
Myheadfeelsterrible.
Maybeyouhaveaheadache.YoushouldseeadoctorandgetanX-ray.
That’sagoodidea.
Showmorepicturesandletstudentsmakemoreconversations.
Step5.Learning（2d）（15ˊ）
1.Readtheconversationsilentlyandunderstandthemeaning.
2.Readitagainandanswerthequestions:
（1）What’sthematterwithLisa?
（2）Didshehaveafever?
（3）Whatdidshedothenightbefore?
（4）Whatdoessheneedtodo?
（5）Whatshouldshedonow?
（6）Whatshouldshedoifthingsdon’tgetbetter?
3.Role-playtheconversationintwohalvesoftheclass.
4.Explanationabouttheusefulexpressionsin2d:
AreyouOK?
Itdoesn’tsoundlike…
That’sprobablywhy.
Can’tmovemyneck
Allweekend
Takebreaksawayfromthecomputer
Sitinthesamewayfortoolongwithoutmoving
5.Practicetheconversationinpairs,oneactsMandy,theotheractsLisa.Afewminuteslater,invitetwoorthreepairstoactouttheconversations.
Step6.Homework
1.Copythenewwordsandphrases.
2.练习册。
Period2SectionA（2a-2d）
1Words:
haveafever/cough/headache/toothache
liedownandrest,seeadentistandgetanX-ray
takeone’stemperature,takebreaks,hurt
Ihavea…
Maybeyoushould…butyoushouldn’t…
（SectionA3a-3c）（第3课时）
1.Wordsandphrases：
passenger,off,getoff,toone’ssurprise,onto,trouble,hit,rightaway,getinto
2.通过阅读提高学生的阅读能力。
交谈与讨论。
做一个乐于助人的人，帮助别人就是帮助自己！
1）
单词，短语及句型。
2）
训练并提高学生的阅读能力。
2.Revisiontheconversations。
TodayIfeelunhappybecauseIatoothache.Oh!
Youlookunhappy,too.What’sthematterwithyou?
S1:
That’sagoodidea.（TurntoS2）What’sthematterwithyou?
S2:
Ihavea/an…
Maybeyoushould/shouldn’t…
That’sagoodidea.（TurntoS3）…
Step2.Presentation（20ˊ）
1.Showthepictureofaccidentin3aandthetitleofthepassage.Haveadiscussionaboutit.
Look!
Themanislyingbytheroad.
Whathappenedtohim?
Whatwasthewomannexttohimdoing?
Didthemandie?
Whodoyouthinkisgoingtosavetheman?
2.Teachthenewwords.
passenger,off,getoff,toone’ssurprise,onto,trouble,hit,rightaway,getinto
Step3.Reading（15ˊ）
1.Do3a.Fast-reading.
Doyouthinkitcomesfromanewspaperorabook?
Howdoyouknow?
2.Careful-reading.
ReadthepassagecarefullyandCheckthethingsthathappenedinthestory.
Thenchecktheanswerstogether.
3.3c.
Havethestudentsdiscussthequestionswiththepartners.GiveSssomeminutestoprepareandthenasksomestudentstosayouttheiropinions.
4.Languagepoints
Havethestudentssummarizetheexpressions:
busNo.26,busdriver,thepassengersonthebus,stopthebuswithoutthinkingtwice,getoff/onthebus,helptomovethemanontothebus,seeamanonthesideoftheroad,haveaheartproblem,gotothehospital,takethemantothehospital,savethemanintime,onlythinkaboutsavingalife,toone’ssurprise,intime,agreetodosth.expecttodosth.,getintotrouble
Step4Homework
Memorizethewordsandexpressions.
Finishtheexercisesintheworkbook.
Period3SectionA（3a-3c）
.Languagepoints:
（GrammarFocus-4c）（第4课时）
1）Words：
herself
2）总结语法并进行练习。
总结，观察，合作学习。
学习照顾自己和别人。
复习SectionA中的重点单词，短语和句型。
学会给出合理建议，以及句型转换。
Step1.Lead---in.（10’）
passenger,off,getoff,toone’ssurprise,onto,trouble,hit,rightaway,getinto.Asktwostudentstowriteontheblackboardandotherstudentstowriteonthepaper.
2.Imagineyouaretheschooldoctor.Afewstudentshavehealthproblems.Role-playaconversationbetweenthedoctorandthestudents.
3．Guessinggame
Lookatthepictures,guesswhathashappenedandrevisetheimportantpointsthestudentshavelearned.
Step2.Grammarfocus（15’）
Ihaveastomachache.Youshouldn’teatsomuchnexttime.
What’sthematterwithBen?
Hehurthimself.Hehasasoreback.Heshouldliedownandrest.
Doyouhaveafever?
Yes,Ido./No,Idon’t./Idon’tknow.
Doeshehaveatoothache?
Yes,hedoes.HeshouldseeadentistandgetanX-ray.
Whatshouldshedo?
Sheshouldtakehertemperature.
ShouldIputsomemedicineonit?
Yes,youshould./No,youshouldn’t.
观察与思考
1.读以下四个句子，总结出have的用法。
h
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