新目年级上Unit2 What's the matter教案.docx

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1、新目年级上Unit2 Whats the matter教案Unit 2 Whats the matter? I. Teaching Goals 1. Knowledge Words: have, cold, back, arm, ear, eye, foot, hand, head, leg, mouth, neck, nose, tooth, fever, rest, should, headache, ago, so, illness, thirsty, early, problem, way, traditional, believe, weak, angry, medicine, we

2、stern, everybody, get, few, stay, important, moment, late, until, yesterday, hear Phrases: have a cold, be stressed out, a few, at the moment Structures: Have for talking about health problems. Modal: should / shouldnt 2. Skills Talk about your health. Give advice. 3. Learning Strategies Using what

3、you know. Inferring content. II. Background III. Teaching Time: Six Periods Period One Teaching Aims: 1. Learn and master the following words and phrases: matter, have, cold, have a cold, stomachache, sore, back, arm, ear, foot, hand, head, leg, mouth, neck, nose, stomach, tooth, throat 2. Develop t

4、he students listening ability. 3. Be able to talk about health. 4. Sentence Patterns Whats the matter? I have a sore throat. Teaching Difficult Point The sentence patterns. Teaching Methods Listening practice to train the students listening ability. Pairwrok Teaching Aids Some pictures. A tape recor

5、der. Teaching Procedures Step I Greetings. Step II. 1a Teach the students to study the new words by showing some pictures. eye, nose, mouth, ear, tooth, face, head, neck, back, stomach, arm, hand, leg, foot Ask a student to read the list of thirteen names of body parts. Then let the students look at

6、 the picture and write the correct letter for each part of the body. Check the answers. Answers: k arm c back g ear i eye m foot a hand l head b leg f mouth e tooth d neck j nose h stomach Step III 1b Show some illnesses. e.g. I have a cold. I have a stomachache. Let several students say some illnes

7、ses. Ask a student to read the names. Nancy, Sarah, David, Ben, Judy Then play the recording the first time. Students only listen. Play the recording a second time. Students number the names. Cheek the answers Answers: Nancy = 3 Sarah = 1 David = 2 Ben = 5 Judy = 4 Step IV 1c Ask two students to rea

8、d the conversation. A: Whats the matter? B: I have a sore throat. Then let the students make conversations in pairs. After some minutes, ask several pairs to say their conversations. Explain the language points. 1. Whats the matter? 你怎么啦？ 这句话在口语中很常见，当别人遇到什么麻烦，或身体不舒服，你就可以问Whats the matter?意思是你怎么啦？ /

9、你遇到什么麻烦啦？ / 你哪儿不舒服？还可以在句末用介词with表示对象。 e.g. What the matter with you? 你怎么啦？ I cant find my ticket. 我打不到我的票。 Whats the matter with your car? 你的车怎么啦？ I cant start it. 它发动不了了。 2. “have + a +疾病名”表示“患。” have a cold (患)感冒 have a stomachache 胃痛 have a sore back 背痛 have a toothache (患) 牙痛 have a sore throat

10、(患)咽喉痛 have a fever 发烧，发热 have a headache (患)头痛 have a backache 背痛 Step V Summary and Homework Summarize what the students have learnt and give them some homework. To make conversations in 1c in pairs. To do some exercises. 将下列短语译成英语。 1. 感冒 have a cold 2. 背疼 have a sore back 3. 咽喉疼 have a sore throa

11、t 4. 胃疼 have a stomachache 5. 牙疼 have a toothache Period Two Teaching Aims 1. Learn and master the following words: toothache, fever, rest, honey, dentist, should, headache, shouldnt= should not 2. Develop the students listening ability. 3. Be able to give advice. 4. Sentence Patterns Whats the matt

12、er? I have a toothache. Maybe you should see a dentist. Thats a good idea. He has a stomachache. He shouldnt eat anything. She has a toothache. She should see a dentist. Teaching Difficult Point The sentence patterns. Teaching methods Listening practice to train the students listening ability. Pairw

13、ork Teaching Aids A tape recorder. A projector. Teaching Procedures. Step I. Greetings. Step II. Revision Ask several pairs of students to say their conversations. Do some exercises. 写出人体各部分的英语名称。 你记住你自己身体部位的英语名称了吗？你能用英语说出更多的部位吗？试一试！说一说！ hair head ear eye nose mouth arm hand leg foot Step III. 2a Te

14、ach the students to study the new words by a projector. toothache n. 牙痛 fever n. 发烧；发热 rest n. 休息 honey n. 蜂蜜 dentist n. 牙医 should v. 应该 headache n. 头痛 shouldnt = should not Ask a student to read the eight items to the class: fever, sore throat, stomachache, toothache, lie down and rest, hot tea wit

15、h honey, see a dentist, drink lots of water Then play the recording the first time. Students only listen. Play the recording a second time. Students match the problems with the advice. Check the answers. Answers: 1. d 2. b 3. a 4. c Step IV 2b Ask the students to look at the pictures. Ask, what can

16、you see in the pictures? Then play the recording again. Ask the students to fill in the blanks Check the answers Answers: 1. sore throat 2. hot tea with honey 3. toothache 4. see a dentist 5. Stomachache 6. lie down and rest 7. fever 8. drink lots of water Step V 2c Ask two students to read the conv

17、ersation. A: Whats the matter? B: I have a toothache. A: Maybe you should see a dentist. B: Thats a good idea. Then let the students make conversations in pairs. After some minutes, ask several pairs to say their conver sations. Explain the language point. Maybe you should see a dentist. 可能你应看牙医。 se

18、e a dentist意为：看牙医。中文常说：看病，而英文却说：see a doctor看医生。西方国家的人很注意牙齿的保健，他们总是定期去看牙医，他们除了办医疗保险(medical insurance)以外，还办牙科保险(dental insurance). See a dentist也可以说成: go to the dentists去看牙医；dentists意为：牙医诊所。常见的有关于牙方面的用法如下。e.g. a decayed (bad) tooth 蛀牙； a false tooth 假牙； have / take a tooth out 拔牙 One of my teeth cam

19、e out. 我掉了一颗牙。 Our baby is beginning to cut his teeth. 我们的宝宝开始长牙了。 (2) should作情态动词时表示“应该”、“应当”，用于提出建议。其否定形式可以缩写为shouldnt。should没有人称的变化。e.g. We should do something useful for the people. 我们应当为人民做有用的事情。 I feel a little cold. 我感觉有点儿冷。 You should wear more clothes. 你应该多穿点衣服。 She has a high fever. She sh

20、ould lie down and rest. 她在发高烧，她应当卧床休息。 Step VI Grammar Focus Ask the students to read the sentences. I have a headache. You should go to bed. He has a stomachache. He shouldnt eat anything. She has a toothache. She should see a dentist. Then let the students make similar sentences. Step VII. Summary

21、 and Homework Summarize what the students have learnt and give them some homework. To remember the grammar focus. Period Three Teaching Aims: 1. Learn and master the following words: ago, so, illness, advice 2. Sentence Patterns Whats the matter? Im not feeling well. I have a cold. When did it start

22、? About two days ago. Oh, thats too bad. You should get some rest. Yes, I think so. I hope you feel better soon. 3. Review how to talk about health and give advice. Teaching Difficult Point The sentence patterns. Teaching Methods Pairwork. Groupwork. Teaching Aid A projector. Teaching Procedures Ste

23、p I. Greetings. Step II. Revision Do some exercises. 1. Whats _C_, Kate? I have a headache. A. matter B. a matter C. the matter D. a thing 2. He should _B_ some water. A. drinks B. drink C. drank D. drunkn 3. You shouldnt eat _A_. A. anything B. everything C. something D. nothing 4. You shouldnt dri

24、nk tea _D_ honey. A. in B. on C. about D. with 5. I have a _B_. I think I should see a dentist. A. stomachache B. toothache C. cold D. backache Step III 3a Ask the students to look at the picture. Ask, what can you see in the picture? Let a pair of students read the conversation. A: Whats the matter

25、? B: Im not feeling well. I have a _. A: When did it start? B: About _ ago. A: Oh, thats too bad. You should _. B: Yes, I think so. A: I hope you feel better soon. Then let the students fill in the blanks. Check the answers. Answers: (1) cold (2) two days (3) get some rest Step IV 3b Ask the student

26、s to read the conversations in 3a in pairs. After some minutes, ask several pairs to say the conversations. Then let the students look at the picture. Ask, whats the mater with the people in the picture? (He has a toothache. She has a sore back. He has a sore throat. She has a stomachache.) After so

27、me minutes, ask several pairs to say their conversations. Step V 4 Read the conversation to the class. A: Whats the matter? Do you have a sore throat? B: No, I dont. C: Do you have a headache? B: Yes, I do. D: You should lie down and rest. Read the instructions and demonstrate what a “mime” is. e.g.

28、 Hold your tooth as if you have a toothache. Say, Im miming a toothache. Ask a student to the classroom of the from and mime an illness. Let the rest of the class guess what the illness is. Give several students an opportunity to come to the front and mime an illness. Step VI Summary and Homework Su

29、mmarize what the students have learnt and give them some homework. To make conversations in 3a in pairs. Period Four Teaching Aims: 1. Learn and master the following words: thirsty, early, problem 2. Sentence Patterns Whats the matter with Gina? Shes tired. She should go to bed early. She shouldnt g

30、o to the party. 3. Review how to talk about health and give advice. Teaching Difficult Point. The Sentence Patterns. Teaching Methods. Listening practice to train the students listening ability Pairwork Teaching Procedures Step I Greetings. Step II Revision. Do some exercises. 1. _A_? I have a sore

31、back. A. Whats the matter B. What matter is C. What the matter is D. Whats matter 2. When _C_ you _ to cough? Two days ago. A. do, begin B. did, began C. did, begin D. do, begins 3. I hope you feel _B_ soon. A. good B. better C. gooder D. weller Step III 1a Ask the students the four new words and lo

32、ok at the picture. Ask. What are they doing? Let some students answer the questions, then read it. Then let students fill in the blanks. Check the answers. Answers. 1. b 3. c 3. d 4. a Step IV 1b Let students read the four sentences then read each one again and ask students to repeat the sentences.

33、Listen to the tape. Then let students match each picture With one piece of advice. Write the letter of the picture in front of the sentence that gives advice. Correct the answers. a d c b Step V 2a Let students look at the chart. Then ask the students listen to the four conversations. Write the prob

34、lems in the blanks after each persons name. Correct the answers. Answers Gina: tired Julie: thirsty Tony: stressed out Alan: hungry Step VI 2b Let students listen to the four conversations again. Then write what each person should and shouldnt do for their problems. Answers. Gina: Should go to bed e

35、arly. Shouldnt go to the party tonight. Tony: Should listen to music. Should study. Julie: Should have a drink. Shouldnt eat more pizza. Alan: Should eat an apple. Shouldnt play soccer before dinner. Step VII 2c First let two students to read the conversation. A: Whats the matter with Gina? B: Shes

36、tired. A: Well, she should go to bed. She shouldnt go to the party. Let students use the information in Activity 2a to make conversations. Then ask some pairs to perform their conversaions for the class. Step VIII Summary and Homework. Summarize what the students have learnt and give them some homew

37、ork. To make conversations in 2c in pairs. Period Five Teaching Aims: Learn and master the following words and phrases way, traditional, believe, weak, angry, medicine, western, everybody, get, few, stay, important Sentence patterns Traditional Chinese doctors believe we need a balance of yin and ya

38、ng to be healthy. Eating Dangshen and Huangqi herbs is also good for this . Its easy to have a healthy lifestyle. People who are too stressed out and angry may have too much yang. Teaching Difficult Point. The sentence patterns. Teaching Methods. Reading practice to train the students reading abilit

39、y. Writing practice to train the students writing ability. Teaching Aid A projector. Teaching procedures. Step I Greeting Step II New words Teach the students to study the new words by a projector way n. 方法，方式 traditional adj. 传统的，惯例的 believe v. 相信，认为 weak adj. 虚弱的 angry adj. 愤怒的，生气的 medicine n. 药 w

40、estern adj. 西方的 everybody 每人 pron get v. 变得 few adj. 很少的，几乎没有的 stay v. 保持 important adj. 重要的 Step III 3a Read the article. Then Explain the language points. 1. Traditional Chinese doctors believe we need a balance of Chinese doctors believe that they should eat 在这两个句子中，believe后跟的都是宾语从句，都由that引导， tha

41、t可以省略。 e.g. I believe (that) she will be back soon. 我相信她很快会回来的。 People who are too stressed out and angry may have too much yang. too much与much too的区别 都表示“太多”。但too much+不可数名词， much too +形容词 e.g. There is too much ice and snow in Harbin in winter. 冬季在哈尔滨有太多的冰和雪。 He is much too fat. He shouldnt eat to

42、 much meat. 他太胖了，他不应该吃太多的肉。 3. Eating Dangshen and Huangqi herbs is also good for this. Eating Dangshen and Huangqi herbs为动名词短语作主语。动名词短语做主语，谓语动词用单数。 Watching TV is bad for your eyes. 看电视对眼睛有害。 Smoking is bad for your health. 吸烟对健康有害。 4.这个句子中出现了两个代词it，都是用作形式主语，真正的主语分别是的面的不定式短语to stay healthy和to eat a

43、 balanced diet，使用这种用法是为了避免不定式短语作主语时出现的头重脚轻现象。 e.g. Its very difficult o learn English well. 把英语学好很难。 Its easy to finish the work on time. 按时完成这项工作很容易。 Let two students read the article again. Step IV 3b Ask a student to read the article. Are you tired? Everybody gets tired sometimes. When you are ti

44、red, you shouldnt _. You should _ for a few nights and you should _ to stay healthy. You should also eat _ and other healthy foods. You shouldnt _ when you are tired. Then let the students fill in the blanks. Check the answers. Answers: go out at night go to bed early exercise fruit study Step V Let

45、 the students write a short article about “What you should and shouldnt do when you have a cold ”. After some minutes ask several students to read their writings. Step VI Groupwork Who is Dr. know? Ask students to read the problems. I have a toothache. Im stressed out. I cant sleep. Im hungry. I hav

46、e a sore back. I have a cold headache. I have a sore throat. Im tried, I have a let them work in groups of four. Each group chooses a problem from the list. Then ask the other students for advice. Write down the best advice and write the names of the students. After some minutes, ask several groups

47、to say their answers. Step VII Summary and Homework. Summarize what the students have learnt and give them some homework. To read the article in 3a correctly. To do some exercises. 1. Last summer holiday we visited France and stayed in Paris for _C_ days. A. little B. a little C. a few D. few 2. He eats _C_ food, so he is _ fat. A. much too; too much B. much too; many too C. too much; much too D. too much; many too 3. He _A_ lie down and have a good re