unit1what's the matter第二课时集体备课

unit-1-what's-the-matter-教案(jiào àn)unit-1-what's-the-matter-教案(jiào àn)Unit 1 What’s the matter?教材(jiàocái)解读Go for it! 是以任务型语言教学(jiāo xué)为基础的英语教材，它体现(tǐxiàn)“以学生(xué sheng)为中心”和“以人为本”的教学思想，融话题、交际功能和语言结构于一体。

本书每个单元都列出明确(míngquè)的语言目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为Section A和Section B两部分。

Section A为目标句型提供分步事例和指导性练习；Section B使学生能够对已经学过的目标句型运用自如。

每个单元还附有Self Check部分，此部分是让学生用来测试自己现阶段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。

第1单元(dānyuán)以What’s the matter?为中心话题(huàtí)，让学生认知表示身体部1位的单词以及部分疾病的表达方法，描述身体不适和提出建议展开，学习和运用“What’s the matter?”和“What should…do？”让学生学会描述身体的不适和提出建议。

本课教材内容与学生的实际生活密切相关，易于引出学生运用简单的英语进行交际和交流，在学习活动(huó dòng)中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。

同时，在学习中养成良好的健康习惯。

单元(dānyuán)目标一、知识(zhī shi)与技能1. 知识目标：认知表示身体部位的单词以及部分疾病的表达方法。

Unit 1 What’s the matter? Section A3a—4c 第2课时预习学案【预习目标】1、重点单词：passenger、get off、trouble 、herself2、短语：to one’s surprise、right away/shout for help fall down3句型see sb/sth doing sth. agree to do sth【重点】使用should, shouldn’t 给出合理的建议。

【难点】根据不同的病症给出多个合理建议。

【预习任务】任务一自读对话3a两次，把握大意，划出不懂之处并自己查字典解决。

4分钟。

任务二完成短语并小组检查背诵沿着走看某人某事正在做某事喊叫寻求帮助心脏病下车等待某人令某人惊奇考虑困难移动 _______________预习检测二、单项选择。

1、I didn’t sleep well last night, because I _____ a toothache .A. wasB. wentC. hadD. took2、—Tony, What’s ___ matter with you? — I have _____ toothache.A. a; theB. the; aC. /; theD. the; /3、Mr. Smith eats ______ food, so he’s _____ fat.A .much too; too muchB .too many; much tooC. too much; too muchD. too much much too4Why are you so tired these days? —Well, I have ________ homework to do.A. too muchB. too many C . much too D. many too5You ____ be quiet when you are in the reading room. A. should B. shouldn’t C. can D. can’t6You _____ drive your car so fast. It’s very dangerous.A. wouldn’tB. shouldn’tC. couldn’tD. mightn’t7David needs ______ a good rest.A. hasB. to haveC. have8— I'd like a cup of black coffee. What about you, Maggie?— I prefer coffee ________ sugar.A. thanB. forC. withD. to9 The boy isn’t ___ to dress himself.A. old enoughB. enough oldC. old10、( ) — I’m sorry to break your pen.—_______ A. That’s right B. It doesn’t matter C. Thank youUnit 1 What’s the matter? Section A3a—4c 第2课时限时作业一、根据首字母提示和句意提示填空。

Unit 1 What is the matter?Period 1 Section A (1a-2d)一、教学目标：1. 语言知识目标1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach,throat, fever, lie,lie down, rest, cough, toothache, headache, break, hurt, enough water, takebreaks away from, all weekend, take one’s temperature, in the same way,go to a doctor, see a dentist, get an X-ray, cut oneself.2) 能熟悉以下句型：What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…”2. 情感态度价值观目标：教会学生关心他人，培养同学间团结、友善的精神。

二、教学重难点1. 教学重点：掌握相关的单词和词组，并能够灵活运用。

会使用以下句型：“What’s the matter with…?”“What should I/ you/ he/ she/they…do?”“I/ you/ he/ she/they should do…”2. 教学难点：学生对听力材料中新句型、新词组的理解。

三、教学过程Step1 Greet the whole class as usual.T: What’s the date today?/ What day is it today?/ How’s the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like exercising?/ How often do you exercise?/ That’s great! To do exercise can keep us healthy, but if we don’t pay attention to our health, there will be something wrong with our body. Now , look at these people.Learn some new words.Step2 引入一般过去时，对上学期所学知识进行复习。

Unit 1 What’s the matter?Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank（2）Target Languagehave for talking about health problemsWhat’s the matter?I have a headache.Y ou should drink some tea. That sounds like a good idea.I have a sore back. That’s too bad.I hope you feel better soon.2．Ability Objects（1）Train the students to express offering to help with the target language．（2）Train the studen ts’ listening skill．3．Moral Object Offer help to the others as much as possible．Ⅱ．Teaching Key Points1．Key V ocabularyclean up, hunger, homeless, cheer up, give up2．Target LanguageHow to express offering to help with target language．Ⅲ．Teaching Difficult Points1．Teach the students how to talk about health problems and accidents 2．Teach the students to give advice.3.Modal should/shouldn’tⅣ．Teaching Methods1．Teaching by giving sample sentences and making up sentences．2．Teaching by showing pictures．V. Learning strategies Using what you know, Inferring contentⅤI．Teaching Aids1．A tape recorder2．Some pictures on volunteer’s offering helpVI. Teaching times 10 periodsPeriod 1Step 1 Warming up by learning grammarTo begin wi th, go to page 8, and let’s learn to use have for talking about health problems and modal verbs should/shouldn’t.I have a headache. Y ou should go to bed.He has a stomachache. He shouldn’t eat anything.She has a toothache. She should see a dentist.Step 2 Now let’s read the words together.Keeping healthy is very important. So today we will talk about it. Let’s look at Unit 1 What’s the matter?1A Writing the lettersactivity individually.Let’s check the answer, please.Step 3 1b Listening and numberingCan you tell what part of the body doesn’t feel good? Now let’s learn the new words in the picture. Please read after me.Good. Let’s listen to the recording. There are conversations about each of these five students. Look at the picture and find the people that are being talked about. Listen to the tape and write the number next to them in the picture next to their names. The first one has been done for you.Let’s check the answers, please.Answers Nancy=3 Sarah=1 David=2 Ben=5 Judy=4Step 4 1c Doing pairworkCan you express what part of the body doesn’t feel good now? Work in pairs. Make your own conversations out of the picture on page 7. Then present your conversations to the whole class, using have for talking about health problems.A: What's the matter? B: I have a sore throat.Step 5 Summary A: What's the matter?B: I have a sore throat.Step 6 Homework Copy the new words and make some conversations with your partner.Prepare for a dictation.Step 7 Blackboard designPeriod 2Step Ⅰ Revision1．Revise the language points．A;What’s the matter? B;I have a headache 2. Have a dictation2. Have a dictation3．Check homework by asking some students to read their sentences they’ve made with the verbs．Let them hand in their homework．Step 2 2a Listening and matchingTaking care of your friends or family member is very important. Now please look at page 8, 2a. Read the eight items in this activity. When you read you must call attention to the meaning of the new words.Then listen to the recording. On this recording there are four different conversations. People are talking about health problems they have and are getting advice for them. Draw lines to match the problems with the advice.The first time, you only listen. The first one has been done for you. The boy has a toothache and the advice is to see a dentist.The second time, you draw lines to match the problems and the advice.Step 4 2b Listening and fillingStep 5 2c Doing pairworkNow let’s look at a conversation. Who wants to read it to the class? Y ou two, please.Step 6 Summary A: What's the matter?B: I have a sore throat.Step 7 Homework Copy the new words and make some conversations with your partner.Prepare for a dictation.Step 8 Blackboard designPeriod 3Step Ⅰ Revision1.Revise the language points．A; What’s the matter? B;I have a headache2. Have a dictation3．Check homework by asking some students to read their sentences they’ve made with the verbs．Let them hand in their homework．Step 2 learn the new wordsStudents spell the words first, Then read the words together.Get some students to read the words.Step 3 readingRead the passage. Do you think it comes from a newspaper or a book? How do you know? Read the passage and finish 3b and 3c in 15 minutes,True or fals1. The passenger saw an old man lying on the side of the road. ( T )2. The old man had a heart problem. ( F )3. Some passengers didn’t help Mr. Wang to move the man on the bus. ( T )4. At last, the doctors saved the man in time. ( F )5. One passenger says, “people often don’t want to get into trouble.” ( T )Read the passage and finish 3b and 3c in 15 minutes,3b Read the passage again and check (√) the things that happened in the story.1. __√_Wang Ping was the driver of bus No. 26 at 9:00 a.m. yesterday.2. ____ Bus No. 26 hit an old man on Zhonghua Road.3. __√The old man had a heart problem and needed to go to the hospital right away.4. ____ The passengers on the bus did not want to go to the hospital, so only Wang Pingwent with the woman and old man.5. _√_ Some passengers helped to get the old man onto the bus.6. ____ The old man got to the hospital in timeStep 4 SummaryWhat’s the matter? 的同义句：What's wrong (with you)?What's the trouble (with you)?What's up (with you)?Step 5 Homework Copy the new words and make some conversations with your partner.Prepare for a dictation.Step 6 Blackboard designPeriod 4Step ⅠRevision1.Revise the language points．A; What’s the matter? B;I have a headache2. Have a dictation3.Check homework by asking some students to read their sentences they’ve made with the verbs．Letthem hand in their homework．Step 2 learn the new wordsStudents spell the words first, Then read the words together.Get some students to read the words.Step 3 Grammar FocusRead the sentences情态动词shouldshould 应该, 应当①表示建议She is tired. She should go to bed early. 她很累, 应该早点上床睡觉。

班级：组名：姓名：日期：2014/2/17 编制：八年级英语备课组课题： Unit1 What’s the matter? 课时：第2课时【学习目标】学习内容：Section 3a—4c学习目标：1、掌握Page3-4的单词和短语。

2、通过合作探究，继续巩固和运用下列谈论健康状况、给出合理化建议及祝福的重点句型：What's the matter?I have a sore throat.You should go to bed.You shouldn't eat anything.I'm not fe eling well.That's too bad.I think so.I hope you feel better soon.3、全力以赴，高效学习。

学习重点：1、本节课应掌握的生词和短语。

2、熟练掌握和运用学习目标中所要求的重点句型。

学习难点：运用所学知识进行综合运用。

能力立意：培养学生正确处理身体健康问题的生活能力。

自学指导：1、自学Page3-4的单词。

（根据音标拼读、拼写单词并牢记）。

2、学生自学语法要点，归纳出重点内容。

3、标出重要的短语和句型，标出疑难点，准备课堂中讨论解决。

【定向导学·互动展示·当堂反馈】正课：1、课前检查（5）2、合作探究（28）3、学以致用（10）4、课堂小结（2）学习流程【探究·展示·反馈】随堂笔记【成果记录、知识生成、规律总结】一、自学检测：（A.B.C层必做）根据句意或首字母提示填空：1.I had a bad fever two days a_____.2.It's raining heavily outside,there are s___ much water on the playground.3.When somebody has some illness,you should give him or her some a____.翻译下列短语和句子给某人一些建议__________ 两个月以前______________三周以前_________________ 一个好主意________________我想如此________________我感到不舒服________________我希望你尽快好起来____________________________二、合作探究：1、组内讨论解决自学检测中的疑难问题。

Unit1 What’s the matter？1. What’ s the matter? 怎么啦？出什么事情了？【解析】matter/ ' mætə(r)) /n.问题；事情What’ s the matter with you?= What’s the trouble with you?= What’ s wrong with you?你怎么了？【注】：matter 和trouble 为名词，其前可加the 或形容词性物主代词，wrong 是adj. 不能加the【2013自贡3】18. —What’s the matter ______ Tom. He is wet through.—His car ran _______ the river.A.with; inB.to; intoC.with; into【用法】用于询问某人有什么病或某人遇到什么麻烦、问题其后跟询问对象时，与介词with连用。

即：What’s the matter with sb.?= What’s your trouble?= What’s up?= What happens to sb.?【拓展】matter的用法(1) It doesn’t matter 没关系（用来回答别人道歉时的用语）have a sore throat 患喉咙痛have a sore back 患背痛have a fever 发烧have a cold =catch a cold 患感冒have a stomachache 患胃痛have a toothache患牙痛have a headache 患头痛have a backache患背痛①Mike’s sister _________________(not have) a stomachache.【2013山东莱芜】—Tony, What’s ___ matter with you?—I have _____ toothache.A. a; theB. the; aC. /; theD. the; /A .much too; too muchB .too many; much tooC. too much; too muchD. too much ;much too【2013孝感】—Why are you so tired these days?—Well, I have ________ homework to do.A. too muchB. too manyC. much tooD. many too【2013广西玉林】—The meat is ____ delicious.—Yes, but don’t eat _____.A. too much; too muchB. much too; too muchC. too much ; much tooD. much too; much too3.【解析2】enough 的用法(1) adj.足够的，充分的修饰名词时，可放在名词之前或之后enough time(2) adv. ―足够地，十分，相当‖修饰adj./adv,放在adj./adv 后expensive enough(3) be +adj. +enough to do sth be strong enough to carry the box.( ) ①The boy isn’t ___ to dress himself.A. old enoughB. enough oldC. old( ) ②—What do you think of the lecture of Li Yang’s Crazy English?—I think it’s _____ , but someone thinks it’s much too _____.A. wonderful enough; boredB. enough wonderful; boringC. wonderful; enough; boringD. enough wonderful ; bored g4. drink some hot tea with honey.喝一些加蜂蜜的热茶。

Unit 1 What’s the matter教学设计本单元以“what’s the matter? ” 为话题展开教学活动。

本节课要求学生们要学会如何用词汇正确表达不同的疾病和以及针对疾病或生活的困难给他人提出合理的建议。

看病这个话题对于初二学生十分重要，也是中考补全对话的考点之一。

希望通过本堂课的学习，将进一步提高学生的听、说、读、写的综合能力，也为看病这个专题打下良好的基础。

学情分析：优势：健康这个话题贴近学生们的生活，初二的学生活泼、善谈、表现欲强，具备了一定的词汇、语法、语言运用能力和写作能力，他们已经学习了有关于疾病的单词，为谈论身体健康奠定了良好的基础。

劣势：个别的学生单词的发音和朗读水平不是很好，因此在对话练习的过程中可能不能达到满意的效果。

教学目标：结合新课标我们设置了如下的教学目标：1.知识与能力目标：a掌握重点词汇，如：have a cold, have a fever, etcb 掌握重点句子：What’s the matter with you? I have a …What’s the matter with him/she? He/She has a …2.过程与方法a视听法和问答法。

通过多媒体课件展示，教师提问，学生问答等方式，给学生提供一个听说读的好机会。

B情景交际法。

多媒体课件展示与课本相关的内容，让学生利用这些图片进行交流。

在教学过程中，教师要善于创造情境，给学生一个谈论本节课主题的机会。

3.情感态度与价值目标通过这节课，我们将激发学生对生命的热爱和对健康的重视。

教学重难点：重点：学习有关疾病的词组和句型难点：本课知识在实际生活中的运用：学会用should等词给其他人提出合适的建议。

教学流程：结合本课的特点及学生自身素质等多方面考虑，把教学过程分为以下几个环节：Step I: Leading inT:Boys and girls, do you like playing games?Ss:Yes.T:At the beginning of the class, we will play a game.Then listen to mecarefully. I will tell you the rules of the game…Step II Presentation:Task1: Review the words about people’s parts of bodies and do some exercises.Method(方法):由于课前我们欣赏了一首有关于手指的歌曲，因此我会叫一名同学上黑板前，引导其他学生利用立体而形象的学生来复习一下有关身体部位的单词，这样做让学生们对有关于身体部位的词的记忆更加深刻，而且为新课学习有关于身体部位疼痛的短语奠定了良好的基础。

Unit 1 What’s the matter? (Period 2)【学习目标】1.提高阅读技巧和能力。

2.利用事件发展顺序来辅助理解所阅读的材料。

3.品德教育。

【重点难点】1. 阅读技巧方法。

2. 主要词汇：反身代词。

【自学探究】〈课前预习〉1．预习section A3a-4c，英汉互译以下词组及句子。

1) 下车____________________ 2）shout for help____________________3) to his surprise__________________ 4) expect sb. to do sth..____________________5) 同意去做某事。

____________________6) think about himself____________________7）司机看见一个老人正躺在路边。

____________________8）Thanks to Mr. Wang and the passengers.____________________9）Did you hurt yourself playing soccer? ___________________2．合作探究1，see （saw , seen）v 看见see sb. ________ sth 看见某人做某事（看到动作发生的全过程或经常看到动作发生）see sb. ________ sth 看见某人正在做某事（强调动作正在发生）2，He got off and asked the woman what happened.他下车问那名妇女发生了什么事。

get off 下车(反）get on 上车与get 相关的短语：get up 起床 get back 回来；取回 get over 克服；度过get on ／along well with 与……相处融洽 get to 到达3，But to his surprise, they all agreed to go with him.但令他吃惊的是，所有的乘客都同意和他一起去医院。