Unit1Whatsthematter教案.docx
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Unit1Whatsthematter教案
Unit1What’sthematter?
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:
haveastomachache,haveacold,liedown,takeone’stemperature,
gotoadoctor,getoff,toone’ssurprise,agreetodosth.,getintotrouble,
falldown,beusedto,runout(of),cutoff,getoutof,beincontrolof,
keepon(doingsth.),giveup
句子:
1What’sthematter?
Ihaveastomachache.Youshouldn’teatsomuchnexttime.
2What’sthematterwithBen?
Hehurthimself.Hehasasoreback.
Heshouldliedownandrest.
3Doyouhaveafever?
Yes,Ido.No,Idon’t.Idon’tknow.
4Doeshehaveatoothache?
Yes,hedoes.
HeshouldseeadentistandgetanX-ray.
5Whatshouldshedo?
Sheshouldtakehertemperature.
6ShouldIputsomemedicineonit?
Yes,youshouldNo,youshouldn’t.
教学难点:
掌握情态动词should \shouldn’t.的用法
课时划分:
SectionA11a–2d
SectionA23a-3c
SectionA3GrammarFocus-4c
SectionB11a-2e
SectionB23a-Selfcheck
SectionA1(1a–2d)
Learningaims
1.Learntousethenewwordsandphrases:
matterstomachfoothurtneckstomachachefevercoughX-raythroattoothacheheadachebreak
haveastomachache,haveacold,takeone’stemperature,liedown
2.Learnhowtotalkabouthealthyproblemsandgivesomeadvice.
3.Knowhowtocareaboutyourhealthandhelpothers.
Keyanddifficultpoints
What’sthematter?
Ihaveastomachache.
Youshouldn’teatsomuchnexttime.
Teachingandlearningmethods:
五步释疑教学法
Teachingsteps:
Step1Warmingupandnewwords
1.Lookatapictureandlearnthepartsofthebody.
2.Newwordsandphrases.
Step2Presentation
1aLookatthepicture.Writethecorrectletter[a-m]foreachpartofthebody.
___arm___back___ear___eye___foot
___hand___head___leg___mouth
___neck___nose___stomach___tooth
Step3Listening
Learningguide
(一)
1bListenandlookatthepicture.Thennumberthenames1-5byyourself.(3mins)
Thenchecktheanswers.
Step4Speaking
1cLookatthepictures.Whatarethestudents’problems?
Makeconversations.
Examples
A:
What’sthematterwithJudy?
B:
Shetalkedtoomuchyesterdayanddidn’tdrinkenoughwater.
Shehasaverysorethroatnow.
A:
What’sthematterwithSarah?
B:
Shedidn’ttakecareofherselfontheweekend.Shewasplayingwithherfriendsattheparkyesterday.Thenitgotwindy,butshedidn’tputonherjacket.Nowshehasacold.
Step5Listening
Learningguide
(二)(5’)
2aListenandnumberthepictures[1-5]intheorderyouhearthem.
2bListenagain.Matchtheproblemswiththeadvice.
Thenchecktheanswers.
Step6Speaking
2cMakeconversationsusingtheinformationin2aand2b
A:
What’sthematter?
B:
Myheadfeelsveryhot.
A:
Maybeyouhaveafever.
B:
WhatshouldIdo?
A:
Youshouldtakeyourtemperature.
Step8Role–play
Imagineyouaretheschooldoctor.Afewstudentshavehealthproblems.Role-playaconversationbetweenthedoctorandthestudents.
2dRole–playtheconversation
Step9Languagepointsandsummary
1.What’sthematter?
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’swrong?
怎么啦?
What’swrongwithyou?
你怎么了?
What’syourtrouble?
你怎么了?
What’sthetroublewithyou?
你怎么了?
What’sup?
你怎么了?
2.haveacold伤风,感冒,是固定词组
表示身体不适的常用词组还有:
haveabadcold重感冒
haveafever发烧
haveaheadache头痛
haveastomachache肚子痛,胃痛
haveatoothache牙痛
Summary
1.牙疼haveatoothache
2.胃疼haveastomachache
3.背疼haveabackache
4.头疼haveaheadache
5.喉咙疼haveasorethroat
6.发烧haveafever
7.感冒haveacold
8.躺下并且休息liedownandrest
9.喝热蜂蜜茶drinkhotteawithhoney
10.喝大量水drinklotsofwater
11.看牙医seeadentist
12.量体温takeone’stemperature
13.看医生gotoadoctor
Step10Exercises
根据上下文意思填空。
Mandy:
Lisa,areyouOK?
Lisa:
I_____aheadacheandIcan’tmovemyneck.What______Ido?
ShouldI
_____mytemperature?
Mandy:
No,itdoesn’tsoundlikeyouhaveafever.What_____youdoonthe
weekend?
Lisa:
Iplayedcomputer_____allweekend.
Mandy:
That’sprobablywhy.Youneedtotakebreaks_____fromthecomputer.
Lisa:
Yeah,IthinkIsatinthe_____wayfortoolongwithoutmoving.
Mandy:
Ithinkyoushould____downandrest.Ifyourheadandneckstillhurttomorrow,thengotoa_______.
Lisa:
OK.Thanks,Mandy.
翻译下列句子。
1.你怎么了?
我头痛。
2.他怎么了?
他发烧
3.李雷怎么了?
他喉咙痛。
他应该多喝水。
4.如果你的头和脖子明天仍然疼的话,请去看医生。
Homework
Makeupaconversationbetweenadoctorandapatient.
Designoftheblackboard
Healthproblemsadvice
haveatoothacheseeadentist
haveastomachacheliedownandrest
haveabackacheliedownandrest
haveaheadachegotoadoctor
haveasorethroatdrinkhotteawithhoney
haveafevertakeone’stemperature
…
SectionA2(3a–3c)
Learningaims
1.Learntousethenewwordsandphrases:
passenger,onto,trouble,hit,rightaway,getinto,toone’ssurprise,getoffthebus
2.Learn3aandyoucantalkaboutit
3.Knowhowtocareaboutyourhealthandhelpothers.
Keyanddifficultpoints
seesb.dosth.
getintotrouble
havetroubledoingsth
Teachingandlearningmethods:
五步释疑教学法
Teachingsteps:
Step1Presentation
Lookatthepicture.Discusswhathappenedandthenwhatweshoulddo.
Teacher:
Whathappenedinthepicture.
Students:
Teacher:
Whatshouldwedotohelpthem?
Students:
Teacher:
Didthebusdriverhelpthem?
Students:
Step2Reading
Learningguide
(一)
(3a)Readthepassageandanswerthefollowingquestionsbyyourself.(5’)
Doyouthinkitcomesfromanewspaperorabook?
Howdoyouknow?
Didthebusdriverhelpthemanandthewoman?
Learningguide
(二)
3bReadthepassageagainandcheckthethingsthathappenedinthestorybyyourself.(5’)
1____WangPingwasthedriverofbusNo.26at9:
00a.m.yesterday.
2____BusNo.26hitanoldmanonZhonghuaRoad.
3____Theoldmanhadaheartproblemandneededtogotothehospital
rightaway.
4____Thepassagersonthebusdidnotwanttogotothehospital,soonly
WangPingwentwiththewomanandoldman.
5____Somepassagershelpedtogettheoldmanontothebus.
6____Theoldmangottothehospitalintime.
Step3Speaking
3cDiscussthequestionswithapartner.
Step4Languagespoints
1....whenthedriversawanoldmanlyingonthesideoftheroad.
......这时司机看到一位老人正躺在路边。
观察与思考:
你能看出“看到某人正在做某事”的句型吗?
seesb.doingsth.看见某人正在做某事
e.g.WhenIpassthewindowIseehimdrawingapicture.
seesb.dosth.看见某人做过某事
e.g.Ioftenseehimdrawapicture.
活学活用
1)我看见他时他正在河边玩。
Isawhim_______bytheriver.
2)我看见过他在河边玩。
Isawhim_____bytheriver.
3)我看着他过了桥。
Iseehim______acrossthebridge.
4)我看见她正在洗碗。
Iseeher_________thedishes.
2.Thebusdriver,24-year-oldWangPing,stoppedthebuswithoutthinkingtwice.
3.Heonlythoughtaboutsavingalife.
4....becausetheydon’twantanytrouble,...
当trouble意为“困难;麻烦”时,是不可数名词。
如:
I’msorrytogiveyousomuchtrouble.
(1)beintrouble意为“有困难;陷入困境”。
如:
Healwaysasksmeforhelpwhenheisintrouble.
(2)getsb.intotrouble意为“使某人陷入困境”。
如:
Ifyoucome,youmaygetmeintotrouble.
(3)主语+have/hastrouble(in)doingsth.意为“某人在做某事方面有困难”。
如:
Ihavesometrouble(in)readingtheletter.
trouble意为“麻烦事;烦心事”时,是可数名词。
如:
Shewasonthephoneforanhourtellingmehertroubles.
【运用】根据汉语意思完成英语句子,每空词数不限。
(1)他认为每天吃饭是一件麻烦事。
Hethinksthateatingeverydayis_________.
(2)你知道你现在为什么处于困境吗?
Doyouknowwhyyou_____________now?
(3)我妹妹在学习英语方面有困难。
Mysister_____________________English.
重点短语
1)看到某人正在做某事
2)让某人吃惊的是
3)下车
4)上车
5)多亏,幸亏
6)考虑
7)同意做某事
8)造成麻烦
seesb.doingsth.
toone’ssurprise
getoffthebus
getonthebus
thanksto
thinkabout
agreetodosth.
getintotrouble
Step5Exercises
用括号内的词的适当形式填空。
1.Thedriversawanoldman_____(lie)ontheroad.
2.Isatinthesamewaywithout________(move).
3.Heonlythoughtabout______(save)alifeanddidn’tthinkabout_______(him).
4.Theoldmanneeded_____(go)tothehospital.
5.Awomanwas________(shout)forhelp.
6.Heexpectedthem______(get)offthebus.
Designoftheblackboard
seesb.doingsth.看见某人正在做某事
seesb.dosth.看见某人做过某事
beintrouble意为“有困难;陷入困境
getsb.intotrouble意为“使某人陷入困境”
主语+have/hastrouble(in)doingsth.意为“某人在做某事方面有困难”
SectionA3(Grammarfocus–4c)
Learningaims
1.Revisethehealthyproblemsandtheadvice.
2.Makeasummaryabouttheuseof“should”and“反身代词”
Keyanddifficultpoints
theuseof“should”and“反身代词”
Teachingandlearningmethods:
五步释疑教学法
Teachingsteps:
Step1Revision(Guessinggame)
Lookatthepictures,guesswhathashappenedandrevisetheimportantpointsthestudentshavelearned.
Step2Grammarfocus
What’sthematter?
Ihaveastomachache.
Youshouldn’teatsomuchnexttime.
What’sthematterwithBen?
Hehurthimself.Hehasasoreback.
Heshouldliedownandrest.
Doyouhaveafever?
Yes,Ido./No,Idon’t./Idon’tknow.
Doeshehaveatoothache?
Yes,hedoes.
HeshouldseeadentistandgetanX-ray.
Whatshouldshedo?
Sheshouldtakehertemperature.
ShouldIputsomemedicineonit?
ShouldIputsomemedicineonit?
Learningguide
(一)
Makeasummaryabouttheuseof“should”byyourself.(3’)
用法展现
should属情态动词,后接动词原形,没有人称和数的变化。
用于提出建议劝告别人。
should的否定形式为shouldnot,通常缩写为shouldn’t。
活学活用
1.—Shehasastomachache.
—She__________eatsomuchnexttime.
2.—ShouldsheseeadentistandgetanX-ray?
—Yes,she_______./No,she_________.
Learningguide
(二)
Makeasummaryabouttheuseof“反身代词”byyourself.(3’)
反身代词又称为自身代词,表示动作行