Unit-1-What’s-the-matter教案

Unit 1 What’s the matter?Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key V ocabulary
clean up, hunger, homeless, cheer up, give out, volunteer, food, bank
（2）Target Language
have for talking about health problems
What’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 Points
1．Key V ocabulary
clean up, hunger, homeless, cheer up, give up
2．Target Language
How to express offering to help with target language．
Ⅲ．Teaching Difficult Points
1．Teach the students how to talk about health problems and accidents 2．Teach the students to give advice.
3.Modal should/shouldn’t
Ⅳ．Teaching Methods
1．Teaching by giving sample sentences and making up sentences．2．Teaching by showing pictures．
V. Learning strategies Using what you know, Inferring content
ⅤI．Teaching Aids
1．A tape recorder
2．Some pictures on volunteer’s offering help
VI. Teaching times 10 periods
Period 1
Step 1 Warming up by learning grammar
To 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 letters
activity individually.
Let’s check the answer, please.
Step 3 1b Listening and numbering
Can 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=4
Step 4 1c Doing pairwork
Can 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 design
Period 2
Step Ⅰ Revision
1．Revise the language points．
A;What’s the matter? B;I have a headache 2. Have a dictation
2. Have a dictation
3．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 matching
Taking 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 filling
Step 5 2c Doing pairwork
Now 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 design
Period 3
Step Ⅰ Revision
1.Revise the language points．
A; What’s the matter? B;I have a headache
2. Have a dictation
3．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 words
Students spell the words first, Then read the words together.
Get some students to read the words.
Step 3 reading
Read 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 fals
1. 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 Ping
went 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 time
Step 4 Summary
What’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 design
Period 4
Step ⅠRevision
1.Revise the language points．
A; What’s the matter? B;I have a headache
2. Have a dictation
3.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 words
Students spell the words first, Then read the words together.
Get some students to read the words.
Step 3 Grammar Focus
Read the sentences
情态动词should
should 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。

②表示责任或义务Y ou should tell your mother about it. 你应该把这件事告诉你妈妈。

can 表示揣测、怀疑等态度。

例如：
He can’t be in the classroom. He has gone to the library.
他不可能在教室，他去图书馆还没回来。

may 表示“允许”，用于肯定句。

例如：
Y ou may go home now. 你现在可以回家了。

may 表示“请求、许可”，用于疑问句。

例如：
May I smoke here? 我可以在这儿吸烟吗？
must 表示“必须”，用于疑问句和肯定句。

例如：
We must obey traffic rules.我们必须遵守交通规则。

must 表示“禁止”，用于否定句。

例如：
Cars mustn’t be parke d here. 此处禁止停车。

need 表示“需要” 或“必须”，作为情态动词一般用于否定句或疑问句。

Step 4 4a Fill in the blanks and practice the conversations
Finish it in 5 minutes. Then check the answers.
Step 5 4b Circle the best advice for these health problems.
Then add your own advice .Finish it in 5 minutes. Then check the answers.
1.put some medicine on the cut
2.see a dentist/get
3.exercise
4.lie down and rest
Step 6 Summary情态动词的用法
Step 7 Homework Copy the new words and make some conversations with your partner.
Prepare for a dictation.
Step 8 Blackboard design
Period 5
Step ⅠRevision
1.Revise the language points．
A; What’s the matter? B;I have a headache
2. Have a dictation
3.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 words
Students spell the words first, Then read the words together.
Get some students to read the words.
Look at the picture and learn some sentences.
Go to the hospital. Get an X-ray. Rest for a few days.
Put a bandage on it. Run it under water. Put some medicine on it.
Clean your face. Put your head back. Put on a clean T-shirt
Step 3 1a Put the actions in order.
Students do this exercise in 5 minutes and check the answers.
The answers are 321, 123, 213
Step 4 1b Listen to the school nurse. Check (√) the problems you hear.
Check the answers.
Step5 1c Listen again. Write the letter of each treatment next to the problems you checked in the chart above.
Check the answers and read the sentences.
Someone felt sick.
Someone cut his knee.
Someone had a fever.
Someone had a nosebleed.
Someone hurt his back.
Someone got hit on the head
Step 6 summary
Go to the hospital. Get an X-ray. Rest for a few days.
Put a bandage on it. Run it under water. Put some medicine on it.
Clean your face. Put your head back. Put on a clean T-shirt
Step 7 Homework Copy the new words and make some conversations with your partner.
Prepare for a dictation.
Step 8 Blackboard design
Period 6
Step ⅠRevision
1.Revise the language points．
A; What’s the matter? B;I have a headache
2. Have a dictation
3.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 words
Students spell the words first, Then read the words together.
Get some students to read the words.
Look at the picture and learn some sentences.
Step 3 Discussion
What should you do if you find …
a person fall off the second floor?
a person who has stopped breathing?
a person whose leg is bleeding?
Step 3 2a Write the letter of each sport next to each accident or problem that can happen. Students do it in 3 minutes. Then check the answers.
__AB__ _fall down __BC___ have problems breathing
___A__ get hit by a ball ____ABC get sunburned
__AB___ cut ourselves __ABC hurt our back or arm
Step 4 Reading
cut 在这里是动词，意为“切，割，砍”。

如：
She cut her finger with a knife. 她被小刀割伤了手指。

含有cut的常见短语动词还有cut down (砍倒，砍伐)，cut in (插嘴，插队)，cut up (切碎，剁碎)等。

例如：
The apple tree was dead and he cut it down. 那棵苹果树枯死了，所以他把它砍掉了。

The moment I began to speak, he cut in. 我一开始说话，他就插嘴。

His mother always cut up vegetables into smallpieces while making dishes.
他妈妈在做饭时总是把蔬菜切碎。

take risks ( a risk) 冒险Still I don’t want to take any risks.
tell of 意为“讲述，告诉”，也可分开来。

如：
He told me of his worries. 他告诉了我他的烦恼。

Step 5 summary
cut 在这里是动词，意为“切，割，砍”。

如：
含有cut的常见短语动词还有cut down (砍倒，砍伐)，cut in (插嘴，插队)，cut up (切碎，剁碎)等。

例如：
take risks ( a risk) 冒险Still I don’t want to take any risks.
tell of 意为“讲述，告诉”，也可分开来。

如：
Step 6 Homework Copy the new words and make some conversations with your partner.
Prepare for a dictation.
Step 7 Blackboard design
Period 7
Step ⅠRevision
1.Revise the language points．
A; What’s the matter? B;I have a headache
2. Have a dictation
3.Check homework by asking some students to read their sente nces they’ve made with the verbs．Let
them hand in their homework．
Step 2 learn the new words
Students spell the words first, Then read the words together.
Get some students to read the words.
Step 3 2c Read the statements and circle True, False or Don’t know.
Students do it in 5 minutes. Then check the answers.
Step 4 Read the passage again and answer the questions
1.Utah, U.S.A.
2.Because a 360-kilo rock fell on his right arm and trapped it.
3,He cut off part of his right arm.
4.He wrote a book and continues to climb mountains today.
5.It means being in a difficult situation in which all of the choices are bad.
Step 6 2e Put the sentences in the correct order.
Students do it in 5 minutes. Then check the answers.
The answers are 2 1 5 4 3
Step 5 summary
be used to because so run out of
get out of in control of keep on doing sth.
Step 7 Homework Copy the new words and make some conversations with your partner.
Prepare for a dictation.
Step 7 Blackboard design
Period 8
Step ⅠRevision
1.Revise the language points．
A; What’s the matter? B;I have a headache
2. Have a dictation
3.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 words
Students spell the words first, Then read the words together.
Get some students to read the words.
Look at the picture and learn some sentences.
Step3 Imagine you are the school nurse and a student just had an accident or a health problem. Make notes about what he/she should and shouldn’t do.
T：What’s the matter with you?
What’s the mater with she/ he?
S; He / She has a head?
T; What should he do?/ What shouldn’t he do?
S; He should /shouldn’t…
Step 4 Write a conversation between the nurse and the student using the notes in 3a. What’s the matter with you?
What happed? Are you OK?
No, I don’t feel well. I feel …I have…
He should /shouldn’t…
Step 4 Shelfcheck 1 Write different health problems next to the body parts. Then write more health problems you know of.
Head: have a headache Back: have a sore back
Throat: have a sore throat Tooth: have a toothache
Stomach: have a stomachache Other problems: have a fever
Step 5 2 Put these questions and answers in order to make a conversation Students do it in 5 minutes. Then check the answers.
The answers are 2 5 1 4 6 3
Step 6 3 Write advice for these people.
Students do it in 5 minutes. Then check the answers.
Step 5 summary
表示反射或强调的代词叫做反身代词。

反身代词是由第一人称、第二人称形容词性物主代词或第一人称人称代词宾格形式，词尾加self或selves组成。

反身代词可译为“本人”、“本身”，为加强语气，也常译为“亲自”、“自己”。

请见表格：Step 7 Homework Copy the new words and make some conversations with your partner.
Prepare for a dictation.
Step 7 Blackboard design
Period 9 Comment of Unit 1 section A
Period 10 Comment of Unit 1 section B
教学反思：。