1、Unit1 SectionA（1a-2d） 教案1.0Teaching Analysis教情分析1.1 Teaching Objectives 教学目标1.1.1 Language goals 语言目标1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: matter, have a cold, stomachache, have a stomachache, foot, neck , stomach, throat, fever, lie, lie down, rest, cough, Xray, toothache, headache,
2、break, take breaks, hurt ,have a headache, see a dentist and get an Xray, take your temperature, take breaks away from, without doing, go to a doctor, put some medicine on it , some hot tea with honey, move my neck1.1.1.1.2 For comprehending: sore, have a fever, have a cough, have a sore throat, hav
3、e a sore back1.1.1.2 Sentence Structures1) Whats the matter? P12) Whats the matter with Ben? P13) I have a stomachache. P14) He should lie down and rest. P25) Do you have a fever? P26) What should he do? P27) I think you should lie down and rest. P28) Should I put some medicine on it? P39)He should
4、see a dentist and get an Xray. P410)You should take your temperature. P21.1.1.3 Grammar Focus 1) Whats the matter with sb.? (该句式常用来询问身体不适)2) He has a sore back. / He has a cold. /He has a headache/stomachache. (have + a(n)+名词表“身体不适” )3）He should /shouldnt see a dentist and get an Xray.（should/should
5、nt +动词原形表“建议”意为“应该或不应该做某事”）4）What should she do? (what 询问正确的处理方法)5）If your head and neck still hurt tomorrow, then go to a doctor. (条件状语从句，时态特点：主祈从现)6) Thats probably why（you have a headache and cant move your neck）. （这可能就是 (你头痛和脖子不能动的)原因。本句可以理解为why后省略了括号内容部分，可以还原成一个表语从句）1.1.2 Ability goals 能力目标1.1.
6、2.1 Enable students to talk about health problems with “Whats the matter with sb？”1.1.2.2 Enable students to give others some right advice according to their problems with the language points. 1.1.2.3 Enable students to choose a healthy lifestyle.1.1.3 Emotional goals 情感目标1.1.3.1 Encourage Ss to imp
7、rove the cooperative spirit through pair work and role playing.1.1.3.2 Encourage Ss to care more about their lifestyles and their family members health.1.2 Important and difficult teaching points教学重难点1.2.1 Teaching key points1.2.1.1 To help Ss master the parts of the body, the names of the illness a
8、nd the phrases of giving advice.1.2.1.2 To enable Ss to talk about health problems by using “Whats the matter? I have a” and give advice by using “should”. 1.2.1.3 To help Ss find out the different ways to express the health problems, give appropriate advice and make a clear mind map.1.2.2 Teaching
9、difficult points1.2.2.1 To learn to talk about health problems by using “Whats the matter? I have a”.1.2.2.2 To learn to give appropriate advice to the certain health problems.1.2.2.3 To help Ss find out the different ways to express the health problems ,give appropriate advice and make a clear mind
10、 map.2.0 Student analysis学情分析 2.1 Fundamental State基本情况本单元的教学为八年级下期内容，学生已通过一年半的初中英语学习，理应对初中英语学习的要求基本明白，并已基本适应初中英语学习，具备英语学习的基本技能，初步掌握一些学习策略，只是经过一个月的寒假，尤其是春节期间的不规律生活，玩游戏，看电子产品过多，需要重新进行生活习惯和学习习惯强化与调整。而本单元的中心话题正好是谈论学生身体不适的询问和表达，以及如何给出合理的建议，形成健康，安全的生活习惯。学习内容从学生已知出发，通过让学生自己完成身体不适的表达思维图，从谈论自己或身边人的身体不适出发，引导
11、学生从自己身体部位入手进行教学引入，再扩展到谈论身体不适的不同表达方法，再到后面的给出合理的建议，为后面课型逐步引入本单元的教学活动奠定基础，这样不断扩展知识和能力，从而最终实现由已知区域到就近发展区，再到未知区域，从不熟悉到熟悉的学习体验过程。 2.2 Knowledge Reserve知识储备通过一年半的学习和积累，学生积累了一定的词汇量，接触到了常见的话题和功能项目。在Book7B Unit 9 What does he look like ? 中已学习了身体各部位的表达法，Book8B Unit 3 Im more outgoing than my sister.中已经学习了shoul
12、d 的用法，教师从已知区域过渡到就近区域能够减少学生学习焦虑，增强自信心，培养学生的自主学习能力。 2.3 Class data本班实际本班学生有比较明确的学习目的，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课型谈论the body parts, the health problems ,injuries, advice and treatment, how to keep healthy话题内容贴近学生、贴近生活，学生熟悉，有话可说，教师应该尽量创设情景，拓展思路，必要时帮助学生用英语进行准确表达。3.0Teaching methods教法建议3.1 Situation
13、al teaching approach情景教学法3.2 Selfdirected learning method自主学习法3.3 Discussion method 讨论法4.0教学辅助 blackboard and chalk, computer, projector, flashcard, a picture with body parts5.0Teaching procedures 教学进程 5.1 Leadingin and warmingup 引入与激趣活动 Greet Ss and play a game “his body parts”. T points at the mod
14、als parts of body, the other Ss say the names aloud if they can.Ask students to work in pairs, students point at their body parts, their partners say the names. Give the names of body parts on their pictures, exchange the pictures and check the spelling. Read the parts of body together. Make sure ev
15、ery student can pronounce the names correctly. T can give some help if necessary. 5.2 New points input 新知输入 5.2.1 Language presentationT:In the spring festival, there was something wrong with our modal, next he will act out the problems he met, ask the modal to act out two health problems, T asks “W
16、hats wrong with him?” Let students say aloud if they can guess. Then T may focus their attention on “Whats the matter with him?”questions. Ask the modal to act out more, let the Ss answer the question: “Whats the matter with him?”. Then T writes the sentence pattern on the Bd:Whats the matter with h
17、im?He has a cold/a stomachache.T can elicit Ss to give more different problems in English. If Ss dont know how to express their ideas, T can find a right time to help them. Encourage them to write phrases next to the body parts on their pictures. 5.2.2 Activity 1a 5.2.2.1 Individual work first, chec
18、k in pairs. Write the different parts of body on the picture. Check the answers according to their own picture of body parts and problems. 5.2.2.2 Read the conversations in the picture above 1a, Work in groups, share their ideas about different ways to express the healthy problems. Then invite diffe
19、rent spokesmen to talk about their different ways to express the body problems, add short phrases under the right picture. 5.2.2.3 Read the phrases together; try to make Ss understand the Chinese meanings. 5.3 Listening practice 听力训练 5.3.1 Activity 1b 5.3.1.1 Prelistening. Get Ss to look at 1b and t
20、he picture on Page 1 and ask some questions to help them make a prediction before listening. T plays the recording for the first time. 5.3.1.2 Whilelistening. Listen for the first time. Check the answers: Nancy _3_ Sarah_1_ David _2_ Ben _5_Judy _4_ Listen again, match the problems with the right re
21、asons on the ppt. check the answers individually. 5.3.1.3 Postlistening Pairwork. Give 5 pictures of the Ss problems, and show the problems with the right reasons on the right, give the Ss 50seconds to prepare at least 3 conversations according to the listening material. Check one line. 5.3.2 Activi
22、ty 2a, 2b 2a and 2b provide listening practice using the target language.5.3.2.1 Prelistening. Get Ss to look at 2a and the picture on Page 2 and ask some questions to help them make a prediction before listening. Ss can write some phrases about the body problem under each picture. Then call Ss atte
23、ntion to the picture and ask the following questions: What is the matter with him/her? 5.3.2.2 Whilelistening. Listen for the first time, number the pictures. T can give Ss the opportunities to show their answers with a whole sentence. The answers to 2a: 2,4,3,1,5. Then T asks the question: In Pictu
24、re 1, she has a cough and sore throat, what should she do? Encourage students to give different answers. One group reads the treatments in 2b together, make sure all the students know the meaning. Listen for the second time , ask some Ss to show their answers with a whole sentence. The answers to 2b
25、: 1,d 2,a 3,b 4,c 5,e.5.3.2.3 Postlistening. Show the 5 pictures on PPT, and give the phrases of treatment on the right, encourage Ss to give some other reasonable treatments . Make conversation with their partners. 5.4 Oral Output 口语输出 Activity 2d talks about real problems in their daily life. 5.4.
26、1 T can guide Ss to understand the whole conversation. T can play the recording for Ss to listen and repeat. Read the conversation in roles between Mandy and Lisa.5.4.2 T can encourage Ss to read the conversation alone and find out the answers to the following questions: Q1: Whats the matter with Li
27、sa? Q2: What did Lisa do on the weekend? Q3: Whats Mandys advice? Q4：How about you? How to keep healthy when you use computers or cellphones? 5.4.3 Get Ss to share their answers and check the answers to 13 together, think about how to use their computer s and cellphones, give them 2mins to discuss i
28、n groups, share their ideas.5.4.4 Ask Ss to practice several times and ask some pairs to come to the front and act out their own conversations or roleplay the conversation only.5.4.5 4a, fill in the blanks and practice the conversations. Ask Ss to do it within 12minutes, check the answers in pairs.
29、Divide the Ss into 3 groups, recite the conversation in 1 minute. 5.5 Sentence Interpretation 难句理解 5.5.1 She talked too much yesterday and didnt drink enough water。她昨天说话太多，并且没有喝足够的水。too much 此处做副词词组，修饰不及物动词。也可以接不可数名词或直接做名词。much too 用法和very相同。enough adj./adv., 修饰名词前置，修饰形容词，副词，动词后置。 5.5.2 You should d
30、rink some hot tea with honey . 你应该喝些加蜂蜜的热茶。I think I sat in the same way for too long without moving.我想我以一个姿势坐得太久而没有活动。withwithout 做介词+doing，他们是一对反义词。with, 意为“具有，带有”，without，“无，没有”。 5.5.3 Whats the matter with Ben? 询问某人身体不适或是遇到何种麻烦。可以和: Whats wrong with sb.? Whats up? Whats the problem/trouble with
31、sb.?互换。 5.5.4 I have a cough and sore throat. 我咳嗽并且嗓子疼。I hurt myself when I played basketball yesterday.昨天打篮球时我伤到了自己。 I have a stomachache. 我胃疼。 身体不适的几种表述方法： have+ a(n) +名词（疾病） have+ a +部位+ache have +a +sore +部位 hurt /cut +sb. 5.5.5 You need to take breaks away from the computer. 你需要休息一下，远离电脑。Take b
32、reaks/ take a break away from 远离休息 5.5.6 Thats probably why（you have a headache and cant move your neck）. 这可能就是 (你头痛和脖子不能动的)原因。本句可以理解为why后省略了括号内部分，可还原成一个表语从句。5.5.7 I think I sat in the same way for too long without moving.我认为我以相同的姿势一动不动的坐得太久了。 in the same way: 以相同的方式，以同样的方法。 5.6 Sentence Applying 好句
33、运用 5.6.1 Whats the matter with Judy? (P1)【原句翻译】_【仿写造句】Whats the matter with _5.6.2 I think I sat in the same way for too long without moving. (P2)【原句翻译】_【仿写造句】without doing _5.6.3 You need to take breaks away from the computer. (P2)【原句翻译】_【仿写造句】take breaks away from _5.7 Summary5.7.1 Guide Ss to wor
34、k in groups and talk about :Q1: What have you learnt in this period? Q2: What do you still have problem with?Q3: How will you work out the problems?5.7.2 Make a clear mind map about the health problems and advice in groups,5.7.3 Get the Group leader (GL) to make a report about their summary. Put som
35、e key points on the Bd to form a clear mind map.6.0 Homework 课后作业 T can ask Ss to have a discussion about different ways to talk about health problems, and share their advice after class.T also can ask Ss to make a survey about how to use computers and cell phones after class, they will show their survey next class, give their own advice on how to use electronic products.
