unitWhat’sthematter集体备课教案
what's the matter教案
what's the matter教案教案：what's the matter?教学目标：1. 学习并掌握表示情感和身体不适的常用词汇和句型。
2. 学会表达关心和关心他人的问题。
3. 提高学生对英语对话的理解和口语表达能力。
教学重点：1. 掌握常用描述身体不适的词汇和句型。
2. 学会用英语表达关心和询问他人的问题。
教学准备：幻灯片、图片、单词卡片、教学素材（包括描述感觉不适的图片、小对话等）教学过程：Step 1：导入1. 利用幻灯片或图片展示一些描述身体不适的词汇（如：headache, stomachache, fever, cough, sore throat等），让学生尽可能多地说出这些词汇的中文意思。
2. 引导学生讨论自己或他人身体不适的情况，例如：“What do you say if someone looks sick?”“What can you say to show your concern?”Step 2：学习词汇和句型1. 配发单词卡片，让学生互相交流并匹配正确的词汇和图片。
2. 教师出示幻灯片或图片，教授相关的句型，例如：“What's the matter?”“I have a headache.”3. 学生模仿教师的示范，练习句型并进行角色扮演对话。
Step 3：练习对话1. 教师分发小对话卡片，让学生两人组成一组进行练习。
2. 学生利用对话卡片进行练习，通过模拟对话方式来练习询问他人身体不适的问题以及回答。
Step 4：拓展1. 学生分组，每组选择一位学生扮演患者，其他学生以医生、护士等角色进行角色扮演，模拟医学场景。
2. 学生通过角色扮演练习如何表达和描述自己的症状，以及医生如何询问和给出建议。
Step 5：总结和扩展1. 教师总结本节课学到的情感和身体不适的词汇和句型，并提供额外的练习材料供学生自主学习和巩固。
2. 学生可以结合自己的实际情况，以小组活动的形式编写对话或情景剧，展示他们对所学知识的理解和应用。
八级英语下册UnitWhat'sthematter全单元教案新版人教新目标版
Unit 1 What's the matter年级八学科英语课型新授课时间主备人八年级英语组教学课题Unit 1 What’s the matter?Section A (1a～2d)课时 1教学目标1. 学习用英语表达身体各部位的名称及如何谈论身体健康状况。
2. 培养学生能运用所学语言简单地描述自己的健康状况及如何询问对方的身体健康状况。
3. 通过学习课文内容，养成健康的生活方式。
4. 教育学生学会关心他人，通过询问他人的健康情况并能给予帮助，增进人与人之间的感情。
重点难点教学重点：1.掌握情态动词should / shouldn’t.的用法.2.学习have的用法.教学难点：学会提供帮助的基本句型教学准备PPT教学过程1、新课导入:Step1: Can you name the parts of the body?让学生用英语所处器官名称。
Step2：Follow me:（让学生站起来完成韵律操）Everybody moves your bodyNod your head and touch your faceTouch your nose and close your eyesTouch your ears and clap your handsRaise your arms and look at your backTouch your stomach and tap your footSit down and move your legs2、设问导读:二次备课4. 如果你的头和脖子明天仍然疼的话，请去看医生。
五.拓展探究Homework: Make up a conversation between a doctor and a patient.课堂小结本课通过身体器官韵律操导入课时内容，激发学生的学习兴趣，提高课堂教学的效率，同时针对学生日常生活中的常见症状，让学生在列举过程中掌握患病方式的三种表达方式。
人教版八年级英语下册Unit1What’sthematter(16课时)教学设计
2.增强学生的健康意识，使其认识到健康的重要性，养成良好的生活习惯。
3.培养学生积极向上的心态，面对困难和挫折时，能够保持乐观，寻求帮助。
4.通过学习英语，拓宽学生的国际视野，使其了解并尊重不同文化背景下的健康观念。
5.鼓励学生参与课堂活动，增强自信心，培养合作精神。
3.加强词汇教学，通过游戏、竞赛等形式，帮助学生记忆和巩固词汇。
4.设计多样化的听力练习，提高学生的听力水平，培养其英语语感。
5.关注学生的情感态度，引导他们正确面对健康问题，培养积极的心态。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和短语：本章节的重点词汇和短语涉及描述健康问题的各个方面，如身体部位、症状等。这些词汇和短语的掌握对于学生能够流畅地表达和交流至关重要。
3.听力训练：利用课外时间，观看英语原声视频，如健康主题的TED演讲或医生与患者的对话，提高听力水平，并记录下新学到的表达方式。
4.口语作业：与同学组成小组，进行角色扮演，录制一段关于健康问题的对话视频，要求每个成员都有发言机会，并在视频中加入适当的身体语言。
5.写作练习：写一篇关于“如何保持健康生活方式”的短文，至少80词，使用本节课学习的词汇和句型，表达个人观点。
3.学生分享：鼓励学生分享自己在生活中遇到的健康问题及解决方法，激发学生兴趣，为新课学习做好铺垫。
（二）讲授新知
1.教学内容：教师针对本节课的重点词汇、短语和句型进行讲解，如：“What’s the matter?” “I have a toothache/too much homework.” “You should/need to…”等。
人教版八年级英语下册《Unit1 what's the matter》教学设计(第1课时)
人教版八年级英语下册《Unit1 what’s the matter》教学设计（第1课时）一. 教材分析人教版八年级英语下册《Unit1 What’s the matter?》主要讲述了询问和描述人们身体状况和情感状态的话题。
通过本节课的学习，学生将能够掌握相关词汇和表达方式，提高在日常生活中的英语交际能力。
本节课的主要内容包括询问某人怎么了，描述身体不适和情感状态，以及给出相应的建议。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语口语。
然而，学生在描述身体状况和情感状态方面的词汇积累还不够丰富，需要通过本节课的学习来加以拓展。
此外，学生对于日常英语交际中的表达方式还不够熟练，需要通过大量的操练来提高。
三. 教学目标1.知识目标：学生能够掌握询问和描述身体状况和情感状态的相关词汇和表达方式。
2.能力目标：学生能够在日常生活中运用所学知识进行简单的英语交际。
3.情感目标：学生能够关心他人，学会用英语询问并关心他人的身体状况和情感状态。
四. 教学重难点1.重点：学生能够掌握询问和描述身体状况和情感状态的相关词汇和表达方式。
2.难点：学生能够在实际情景中熟练运用所学知识进行英语交际。
五. 教学方法1.情境教学法：通过设置各种生活情境，让学生在实际语境中学习并运用所学知识。
2.任务型教学法：通过完成各种任务，引导学生主动参与课堂，提高英语交际能力。
3.小组合作学习：通过小组讨论和互动，激发学生的学习兴趣，培养团队合作精神。
六. 教学准备1.教学PPT：制作包含本节课主要内容和相关情境的PPT。
2.教学素材：准备一些描述身体状况和情感状态的图片或卡片。
3.教学录音设备：用于播放听力材料。
七. 教学过程1.导入（5分钟）教师通过播放一段关于人们描述身体状况和情感状态的听力材料，引导学生关注本节课的主题。
同时，教师可以提问学生：“Can you guess what’s the matter with them?”，激发学生的学习兴趣。
unit 1 What's the matter 全单元教案
Unit 1 What’s the matter?Period 1 Section A (1a-2c)Before class: Listen to an English song.Step 1 Warming-up and check what students have learned before class.1. Greet.T: This song is about our bodies. This class , we’ll talk about something about our bodies—unit 1 together, go. Unit 1 What’s the matter?2. We have learned the words before class.Present a picture of a girl . Look at the girl. How many...Now, all the No. 3 and No. 4 stand up ,say the words one by one .You can get two marks for each word.4. Work on Section A 1a students say one by one.Look at 1a. Before class, have you finished1a? Let’s say the answers like this.T：Good job. You are very careful.Step 2 Presentation .1. Just now , we know the words about our bodies . But sometimes our body may get ill. Howdo we ask and answer about illness?Let’s watch a video. Follow it and do some actions.From the video. We know we can ask “what’s the matter with you?”and you can answer “I have a ...”.2.T: We also know some illnesses. Here are the new words about the illnesses. Let’s learn ingroup.A．Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When you read ,please do some actions like me.Let me see which group read best and act best.B. Study in groups.C. Find the rules.D. Group report. Stop studying, look at these words , what can you find?You are good at thinking.Step 3 Guessing game:Have you remember the words? Let’s play a guessing game. No 6 come here.quickly. You each act an action. (边说边发纸条)Each group have chances toguess the illness. The others answer like this: “He /She has a...”Step 4 Work on 1b.1. T: Now, you know some illnesses . Look at the picture .These students ger ill. Show thepictures one by one and ask.What are their names? Let’s do 1b.How do we do it? For example, we’ll hear Sarah has a cold, and No 1 has a cold , so write 1 behind Sarah. What about 2, 3, 4 and 5? When you hear the illnesses , write their numbers behind the names.2. Listen.3. Check the answers.Step 5 Group work.1. T: Why do they get ill? Look at the chart, match the reasons with the illnesses.2. Check the answers.3. Demonstrate .Look at the chart. Let’s talk about their illnesses in pairs. Here is the example.Boys ask , girls answer.4. Look at the chart and make more similar conversations.When you talk , please talk loudly, correctly and politely, please do some actions and use the nice intonations.5. Let students show their conversations.Step 6 Work on 2a and 2b.1. T: David has a stomachache, what should he do?Show the pictures ,ask and answer. 板书What should …do? …should….T: Your advice is very useful. Let’s learn more advice from 2a and 2b.2. Listen, finish 2a. What’s the matter with the people? What advice do they get?3. First , guess the answers to 2b. Then listen and check the answers.OK, you have good listening skills.Step 7 Group work.The advice for illness is very useful . It can help us take good care of ourselves and others.T: If some students are ill, will you give some advice and help them? let’s act andmake conversations. Let me see who is the kind person? How do we talk?Look at the example.2. Show the example.When you talk , please talk loudly, correctly and politely, please do some actions and use the nice intonations.3. Students work.4. Let students show their conversations.Step 8 Summarize and homework:1. Summarize.I hope everyone is healthy and happy. This class, the winner is _________.Period 2 Section A 2d,GrammarKnowledge aims:1. The students will be able to learn the words and phrases: take breaks, hurt,2.Summarize the grammar and practice them.3. Target Language:①What’s the matter with Ben? –He hurt himself./ He has a sore back.②-Do you have a fever? -Yes, I do./ No, I don’t.③-Does he have a toothache? -Yes, he does.④You shouldn’t eat so much next time.⑤What should she do?⑥She should take her temperature.⑦-Should I put some medicine on it? -Yes, you should. / No, you shouldn’t.Structure: ①“should/ shouldn’t + verb” for suggestion ②Reflexive pronouns. Ability Object:1.Enable students to talk more about health.2.Learn to give others some advice according to their matters.3.Enable the students to do things using the target language and the grammar. Emotion Object:1.Learn to live in a healthy way.2. Learn to take care of others and themselves.Teaching Key Points:1. How to teach the Ss to learn the names of the illness: toothache, fever andheadache.2. How to give others some advice according to their matters.3. The grammar.Teaching Difficult Points:1.How to give advice using should.2. Use the grammar to do things.Teaching Procedures:Step 1 Review.1. Free-talk. What ‘s the weather like today? If you don’t wear warm clothes,what will happen?2.Show the pictures and say.He / She has_______________. He /She should___________.Step 2 Work on 2d.1. Game.Do in the same way2. Listen to the conversation and answer my questions .1). What's the matter with Lisa?2). What did Lisa do on the weekend?3). What should Lisa do ?3. Role-play the conversation.First, have students to role-play the conversation in 2d in groups and choose the best.Step 3 Group work.1. Give more examples. Have students read the conversation in 4c.2. and then ask them to work in groups. One student mimes a problem. The otherstudents in his/ her group guess the problem and give their advice.Step 4 Grammar Focus .Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.Step5 Work on 4a.Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them ifnecessary.Check the answers.Ask some students to practice every conversation in pairs.Step 6 Work on 4b.Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.Have some students to report their own advice in class.Step 7 Summary.Health problems and give right advice.Ask one or two students to sum up the key phrases in the passage, and help them to make up more sentences with them.Step 8 Homework .Have students make up conversations to talk about .’s health problems and give them some advice.Period 3 Section A 3aKnowledge aims:The students will be able to learn the words and phrases: passenger, get off, to one’s surprise, onto, trouble, hit, right away, get into.2.The students will be able to use the expressions:The driver didn’t think about thinking about himself. He only thought about saving a life. Ability aims:The students can understand the passage.2.To train the students’ cooperation with their partners.Emotional aims:To train the students to care about others and help others who are on trouble..Teaching important points:The students can understand the passage and use the useful expressions freely.Teaching difficult points:The students can learn from the drivers and do as the driver does if possible.Teaching procedures:Step 1 Warming-up and lead-in.1. Watch a video.2. What is the short sketch about?3.Look at the picture. What can you see? Can you guess what is happening?Step 2 Preparing reading.1. Guess the main idea.What is this passage mainly about?Strategy : The title and pictures can be helpful to understand the text.Title may be the main meaning of the article.2. Read the passage. Do you think it comes from a newspaper or a book?Step 3 While-reading.1.Find the topic sentence（中心句）of each paragraph.1). At 9:00 a.m. yesterday, bus No. 26 was going along Zhanghua Road when the driver sawan old man lying on the side of the road.2). Some passengers helped Mr. Wang to move the man onto the bus.3). Thanks to Mr. Wang and the passengers, the doctors saved the man in time.2. Which sentences touched you? Read them in the way that you like.Step 4 Post-reading.1. Praise the persons.What a great person the driver was!He stopped the bus without thinking twice, when he saw an old man lying on the side of the road.What _______ the _____ was/were!2. Work on 3bAfter checking the answers, have Ss scan the passage and check (√) the things that happened in the story.3. Work on 3c.T: Ask the students to discuss the questions in pairs.Step5 Homework.1. If you are the driver, write a diary about what happened yesterday.2. If you are the passenger, write a diary about what happened yesterday.3. Act the story out in your group.4. Read some messages about good men.Period 4 Section B 1a-1dStep 1 Lead –in and learn the new words.It’s a beautiful song, I like it very much. Let’s learn the new words.1. Who can be the teacher? One student teach one word.2. Let’s sing and remember the new words.The teacher teaches to sing, ask some group to sing. Finally sing together.(可以课前教唱，。
《八年级英语 Unit 19 What's the matter》教学设计
《八年级英语Unit19What's the matter?》教学设计
一、教学目标
1.掌握身体部位和疾病的词汇表达。
2.学会用“What's the matter?/I have a...”句型询问和描述身体状况。
3.培养学生关心他人健康的意识。
二、教学重难点
1.重点：身体部位和疾病的词汇，以及询问和描述身体状况的句型。
2.难点：准确表达身体不适的症状。
三、教学方法
直观教学法、情景教学法、小组合作学习法。
四、教学过程
1.导入
通过展示一个生病的人的图片，引出话题。
2.词汇学习
教授身体部位和常见疾病的词汇，如head、stomach、have a cold等。
3.句型练习
（1）用“What's the matter?/I have a...”句型进行对话练习，询问和描述身体状况。
（2）小组活动，互相询问身体状况并给出建议。
4.听力训练
播放课本听力材料，完成听力任务。
5.阅读教学
阅读一篇关于健康的短文，回答问题。
6.总结归纳
总结身体部位和疾病的词汇，以及询问和描述身体状况的句型。
7.作业布置
（1）完成课后练习。
（2）用英语写一篇短文，介绍如何保持健康。
新目标 8B unit 1 What's the matter 全单元教案
Unit 1 What’s the matter?Period 1 Section A (1a-2c)Before class: Listen to an English song.Step 1 Warming-up and check what students have learned before class.1. Greet.T: This song is about our bodies. This class , we’ll talk about something about our bodies— unit 1 together, go. Unit 1 What’s the matter?2. We have learned the words before class.Present a picture of a girl . Look at the girl. How many...Now, all the No. 3 and No. 4 stand up ,say the words one by one .You can get two marks for each word.4. Work on Section A 1a students say one by one.Look at 1a. Before class, have you finished1a? Let’s say the answers like this.T：Good job. You are very careful.Step 2 Presentation .1. Just now , we know the words about our bodies . Butsometimes our body may get ill. How do we ask and answer about illness?Let’s watch a video. Follow it and do some actions.From the video. We know we can ask ‚what’s the matter with you?‛and you can answer ‚I have a ...‛.2.T: We also know some illnesses. Here are the new wordsabout the illnesses. Let’s learn in group.A．Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When youread ,please do some actions like me.Let me see which group read best and act best.B. Study in groups.C. Find the rules.D. Group report. Stop studying, look at these words , what can you find?You are good at thinking.Step 3 Guessing game:Have you remember the words? Let’s play a guessing game. No 6 come here.quickly. You each act an action. (边说边发纸条)Each group have chances toguess the illness. The others answer like this: ‚He /She has a...‛Step 4 Work on 1b.1. T: Now, you know some illnesses . Look at thepicture .These students ger ill. Show the pictures one by one and ask.What are their names? Let’s do 1b.How do we do it? For example, we’ll hear Sarah has a cold, and No 1 has a cold , so write 1 behind Sarah. What about 2, 3, 4 and 5? When you hear the illnesses , write their numbers behind the names.2. Listen.3. Check the answers.Step 5 Group work.1. T: Why do they get ill? Look at the chart, match the reasons with the illnesses.2. Check the answers.3. Demonstrate .Look at the chart. Let’s talk about their illnesses in pairs. Here is the example.Boys ask , girls answer.4. Look at the chart and make more similar conversations.When you talk , please talk loudly, correctly and politely, please do some actions and usethe nice intonations.5. Let students show their conversations.Step 6 Work on 2a and 2b.1. T: David has a stomachache, what should he do?Show the pictures ,ask and answer. 板书 What should …do? …should….T: Your advice is very useful. Let’s learn more advice from 2a and 2b.2. Listen, finish 2a. What’s the matter with the people? What advice do they get?3. First , guess the answers to 2b. Then listen and check the answers.OK, you have good listening skills.Step 7 Group work.The advice for illness is very useful . It can help us take good care of ourselves and others.T: If some students are ill, will you give some advice and help them? let’s act andmake conversations. Let me see who is the kind person? How do we talk?Look at the example.2. Show the example.When you talk , please talk loudly, correctly and politely, please do some actions and usethe nice intonations.3. Students work.4. Let students show their conversations.Step 8 Summarize and homework:1. Summarize.2.Homework.Period 2 Section A 2d,GrammarKnowledge aims:1. The students will be able to learn the words and phrases: take breaks, hurt,2.Summarize the grammar and practice them.3. Target Language:①What’s the matter with Ben? –He hurt himself./ He hasa sore back.②-Do you have a fever? -Yes, I do./ No, I don’t.③-Does he have a toothache? -Yes, he does.④You shouldn’t eat so much next time.⑤What should she do?⑥She should take her temperature.⑦-Should I put some medicine on it? -Yes, you should. / No, you shouldn’t.Structure: ①‚should/ shouldn’t + verb‛ for suggestion ②Reflexive pronouns.Ability Object:1.Enable students to talk more about health.2.Learn to give others some advice according to their matters.3.Enable the students to do things using the target language and the grammar.Emotion Object:1.Learn to live in a healthy way.2. Learn to take care of others and themselves. Teaching Key Points:1. How to teach the Ss to learn the names of the illness:toothache, fever and headache.2. How to give others some advice according to their matters.3. The grammar.Teaching Difficult Points:1.How to give advice using should.2. Use the grammar to do things.Teaching Procedures:Step 1 Review.1. Free-talk. What ‘s the weather like today? If you don’t wear warm clothes, what will happen?2.Show the pictures and say.He / She has_______________. He /She should___________. Step 2 Work on 2d.1. Game.Do in the same way2. Listen to the conversation and answer my questions .1). What's the matter with Lisa?2). What did Lisa do on the weekend?3). What should Lisa do ?3. Role-play the conversation.First, have students to role-play the conversation in 2d in groups and choose the best.Step 3 Group work.1. Give more examples. Have students read the conversationin 4c.2. and then ask them to work in groups. One student mimesa problem. The other students in his/ her group guess theproblem and give their advice.Step 4 Grammar Focus .Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.Step5 Work on 4a.Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them if necessary.Check the answers.Ask some students to practice every conversation in pairs. Step 6 Work on 4b.Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.Have some students to report their own advice in class. Step 7 Summary.Health problems and give right advice.Ask one or two students to sum up the key phrases in the passage, and help them to make up more sentences with them. Step 8 Homework .Have students make up conversations to talk about sb.’shealth problems and give them some advice.Period 3 Section A 3aKnowledge aims:The students will be able to learn the words and phrases: passenger, get off, to one’s surprise, onto, trouble, hit, right away, get into.2.The students will be able to use the expressions:The driver didn’t think about thinking about himself. He only thought about saving a life.Ability aims:The students can understand the passage.2.To train the students’ cooperation with their partners. Emotional aims:To train the students to care about others and help others who are on trouble..Teaching important points:The students can understand the passage and use the useful expressions freely.Teaching difficult points:The students can learn from the drivers and do as the driverdoes if possible.Teaching procedures:Step 1 Warming-up and lead-in.1. Watch a video.2. What is the short sketch about?3. Look at the picture. What can you see? Can you guess what is happening?Step 2 Preparing reading.1. Guess the main idea.What is this passage mainly about?Strategy : The title and pictures can be helpful to understand the text.Title may be the main meaning of the article.2. Read the passage. Do you think it comes from a newspaper or a book?Step 3 While-reading.1.Find the topic sentence（中心句） of each paragraph.1). At 9:00 a.m. yesterday, bus No. 26 was going alongZhanghua Road when the driver saw an old man lying on the side of the road.2). Some passengers helped Mr. Wang to move the man onto the bus.3). Thanks to Mr. Wang and the passengers, the doctors saved the man in time.2. Which sentences touched you? Read them in the way that you like.Step 4 Post-reading.1. Praise the persons.What a great person the driver was!He stopped the bus without thinking twice, when he saw an old man lying on the side of the road.What _______ the _____ was/were!2. Work on 3bAfter checking the answers, have Ss scan the passage and check (√) the things that happened in the story.3. Work on 3c.T: Ask the students to discuss the questions in pairs. Step5 Homework.1. If you are the driver, write a diary about what happenedyesterday.2. If you are the passenger, write a diary about whathappened yesterday.3. Act the story out in your group.4. Read some messages about good men.Period 4 Section B 1a-1dStep 1 Lead –in and learn the new words.It’s a beautiful song, I like it very much. Let’s learn the new words.1. Who can be the teacher? One student teach one word.2. Let’s sing and remember the new words.The teacher teaches to sing, ask some group to sing. Finally sing together.(可以课前教唱，。
whatsthematter课程设计
what s the matter课程设计一、课程目标知识目标：1. 学生能够理解并运用英语询问及描述身体不适的情况，掌握相关的词汇和句型，如：“What's the matter?”、“I have a stomachache.”等。
2. 学生能够听懂并回应他人关于身体不适的询问，了解常见疾病及其症状的表达方式。
3. 学生通过本课程的学习，能够掌握基本的健康保健知识，提高自我保护意识。
技能目标：1. 学生能够在实际情境中运用所学知识，进行关于身体不适的英语口语交流。
2. 学生通过小组讨论、角色扮演等活动，提高英语听说能力和团队合作能力。
3. 学生能够运用所学知识，编写关于身体不适的简单对话或小故事。
情感态度价值观目标：1. 学生能够关心他人健康，学会关爱和帮助他人。
2. 学生在课程学习中，培养积极向上的生活态度，关注健康生活。
3. 学生通过学习，增强跨文化交际意识，尊重不同文化背景下关于身体不适的表达方式。
课程性质：本课程为英语学科的教学内容，结合学生实际生活，注重实践性和应用性。
学生特点：学生处于小学高年级阶段，具有一定的英语基础，好奇心强，善于模仿，喜欢互动性强的教学活动。
教学要求：教师应关注学生的个体差异，采用多样化的教学手段，激发学生的学习兴趣，注重培养学生的实际运用能力，提高学生的综合素质。
在教学过程中，关注学生的情感态度价值观的培养，使学生在掌握知识的同时，形成正确的价值观。
通过分解课程目标为具体的学习成果，为后续的教学设计和评估提供依据。
二、教学内容本课程依据课程目标，选择以下教学内容：1. 词汇：stomachache、headache、toothache、fever、cough、cold等身体不适的词汇；How are you feeling?、What's the matter?、I don't feel well.等询问和描述身体不适的句型。
2. 句型：学习如何用英语询问和回答关于身体不适的问题，如：“How are you feeling?”、“What's the matter with you?”、“I have a ...”等。
人教版八年级英语下册Unit 1 What’s the matter 教案
Unit 1 What’s the matter 教案目标确定的依据1.课程标准相关要求课程标准四级目标要求八年级学生能听懂熟悉话题的简单语段，能引出话题并进行交谈，能在教师的帮助下或根据简单的语音描述自己的经历。
2.教材分析本单元是改版后的八年级下册英语教材的第一个单元。
主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法，本单元涉及到大量的表示人体部位的单词以及关于身体某部位不舒服的短语，并会根据不同的病情提出合理化的建议。
3.学情分析学生在小学阶段初步了解了一些人体部位的英文名称，但大部分学生仅能认识和听懂这些名称，不能准确发音和拼写。
本节课主要是对事故及事故伤害的询问及问答，并利用情态动词should提出建议。
目标1.识记本节课所学新单词的读音及拼写。
2.听录音，提取主要信息，学生初步运用下列句型进行对话What’s the matter with…?What should I/ you/ he/ she/they…do? I/ you/ he/ she/they should do…I/You/He/She/They have a headache/stomachache/fever.3.通过角色扮演，灵活应用所学词汇和句型进行简单的口语交际。
评价任务1.识记人体部位的英文名称。
2.运用What’s t he matter with…?I/You/He/She/They have aheadache/stomachache/fever. What should I/ you/ he/ she/they…do?等句型进行简单问答。
3.以角色扮演形式，对事故及事故伤害的询问及问答，并利用情态动词should提出建议。
教学过程：学习目标教学环节教学活动评价要点目标1：识记本节课所学新单词的读音及拼写（8分钟）环节一识记身体部位的英文名称活动1：看视频，图片识记身体部位的英文名称活动2：检测小组4号学生本节课所学新单词的拼写1.单词发音能否基本正确2.单词拼写能否全部掌握目标2：听录音，提取主要信息，学生初步运用下列句型进行对话（15分钟）What’s the matter with …?What should I/ you/ he/ she/they…do? 环节二听录音，取主要信息环节三模仿录音，两人运用句型谈论病情活动3：听录音，提取主要信息，完成听力练习。
Unit1What'sthematter人教版英语八年级下册教案
（3）时态运用：一般现在时和现在进行时在本章节的对话和描述中占有重要地位，教师需重点讲解并指导学生如何在询问和描述身体状况时正确运用这两种时态。
二、核心素养目标
《Unit 1 What's the matter》的教学旨在培养学生的英语学科核心素养，具体目标如下：
1.提升学生的语言能力，通过学习本章内容，使学生能够熟练运用英语询问和描述身体状况，表达关心与建议，提高实际生活中的交际能力；
2.增强学生的文化意识，了解和尊重不同文化背景下对待疾病和身体状况的态度及表达方式；
举例：
-当学生询问他人身体状况时，能使用"What's the matter?"这一核心句型；
-当描述自己或他人身体不适时，能运用"I have a stomachache."、"You have a fever."等句型；
-在给出建议时，可以使用"You should take some medicine."等短语。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Unit 1 What's the matter》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过朋友或家人身体不适的情况？”比如，朋友突然说肚子疼，你会怎么关心和帮助他们呢？这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何用英语询问和描述身体状况。
Unit1What'sthematter辅导教案
4.了解并运用一些健康建议的表达，如"You should take some medicine./You should rest."；
5.通过小组合作，进行角色扮演活动，提高学生的听说能力和实际交际能力。
本节课将以上述内容为核心，结合实际教学情况，设计一系列实用性强的教学活动，帮助学生更好地掌握本章节知识。
Unit 1 What's the matter辅导教案
一、教学内容
《Unit 1 What's the matter》为本章节教学内容，选自某英语教材八年级上册。内容主要包括：
1.掌握询问他人状况的句型，如"What's the matter?/What's wrong with you?"等；
2.学习描述身体不适的词汇，如"headache, stomachache, fever, cough"等；
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Unit 1 What's the matter》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过朋友或家人身体不适的情况？”（如头疼、肚子疼等）这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何用英语表达和关心他人健康状况的奥秘。
（4）实际交际能力：学生在面对真实情境时，可能无法将所学知识灵活运用，表现出紧张、语无伦次等现象。
举例：教师通过组织角色扮演活动，模拟真实场景，帮助学生提高在实际交际中的应对能力。
在教学过程中，教师应针对以上重点和难点内容，有针对性地进行讲解、举例和练习，确保学生能够透彻理解并掌握本章节的核心知识。同时，注重学生的个体差异，给予不同层次的学生适当的指导和帮助，提高教学效果。
Unit1What'sthematter单元整体教案
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
Unit 1 What's the matter单元整体教案
一、教学内容
《Unit 1 What's the matter》单元整体教案，针对五年级英语课程，教学内容主要包括：
1.掌握与身体不适相关的词汇，如：headache, stomachache, toothache, fever, cough等；
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与身体不适相关的实际问题。
2.角色扮演：为了加深理解，我们将进行角色扮演活动。这个活动将演示如何在实际情境中使用所学词汇和句型。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的过程。
（四）学生小组讨论（用时10分钟）
（3）给出建议的表述：学生可能难以运用正确的语法结构给出建议，如：should, shouldn&（1）针对词汇教学难点，教师可以设计单词卡片、拼写游戏、词汇接龙等活动，帮助学生记忆。
（2）针对句型难点，教师可以设置不同场景，让学生进行角色扮演，增加实际运用机会。
（3）针对给出建议的难点，教师可以提供一些模板，引导学生进行模仿和替换练习，逐步提高学生运用语法结构的能力。
二、核心素养目标
《Unit 1 What's the matter》单元核心素养目标：
人教版八年级英语下册Unit1What’sthematter单元全部教学设计
四、教学内容与过程
（一）导入新课
1.教学活动设计：
为了激发学生对本单元主题的兴趣，我将采用情境导入法。通过展示一张描绘同学们在教室里互相询问身体状况的图片，让学生观察并思考图片中的情景。
2.教学步骤：
a.向学生展示图片，并提出问题：“What are they talking about?”
3.学会使用疑问词“What’s the matter?”和“How do you feel?”进行询问和回答身体状况，能运用相关的句型表达自己的感受和需求。
4.提高听力理解能力，能够听懂并获取与病情相关的信息，如症状、原因和建议。
5.培养阅读技巧，通过阅读课文，了解和掌握健康生活的重要性和方法。
（二）过程与方法
（二）教学设想
1.为了突破重点和难点，我设想采用以下教学策略：
a.利用多媒体资源，如动画、图片和真实场景视频，帮助学生形象记忆词汇和句型，提高学习兴趣。
b.设计各种口语练习活动，如角色扮演、小组讨论，让学生在实际情境中练习使用目标语言。
c.采用交互式教学，鼓励学生提问和回答问题，促进师生互动和生生互动。
1.采用任务型教学法，通过小组合作、角色扮演等形式，让学生在互动交流中掌握英语语言知识。
2.利用多媒体教学资源，如图片、视频等，帮助学生形象地理解词汇和句型，激发学生的学习兴趣。
3.创设情境，引导学生运用所学知识进行真实场景的模拟对话，提高学生的口语表达能力。
4.通过听力练习，让学生学会关注关键词，培养快速获取信息的能力。
4.通过学习英语，拓宽学生的国际视野，使其了解不同文化背景下人们对健康的关注和表达方式。
5.激发学生学习英语的兴趣，树立自信心，勇于在课堂上展示自己，不断提高英语综合运用能力。
whatisthematter优秀教案
what is the matter优秀教案一、教学内容本节课选自教材《英语口语交际》第三章“日常生活中的英语”，具体内容包括：询问身体状况和描述不适的表达方式。
涉及的章节为第三章第二节“what is the matter？”。
二、教学目标1. 掌握询问身体状况和描述不适的常用表达方式。
2. 提高学生的听说能力，使他们能够在实际情景中灵活运用所学知识进行交流。
3. 培养学生的同理心，学会关心他人。
三、教学难点与重点1. 教学难点：描述不适的短语和句型的运用。
2. 教学重点：询问身体状况的句型和回答方式。
四、教具与学具准备1. 教具：PPT、录音机、磁带、卡片。
2. 学具：笔记本、教材。
五、教学过程1. 导入（5分钟）利用PPT展示一些生活场景，引导学生关注场景中人物的身体状况。
提问：“How do you feel when you are ill？”引发学生思考。
2. 呈现（10分钟）播放教材中的听力材料，让学生跟读并模仿。
讲解询问身体状况的句型和描述不适的短语。
3. 实践（10分钟）分组进行角色扮演，模拟医生和病人的对话。
鼓励学生运用所学知识，进行真实的口语交流。
4. 互动（5分钟）学生上台展示，教师给予评价和指导。
学生互相评价，提出改进意见。
5. 巩固（10分钟）利用随堂练习，检测学生对知识点的掌握程度。
教师针对学生的问题进行解答和指导。
教师对本节课所学内容进行简要回顾。
强调询问身体状况和描述不适的常用表达方式。
六、板书设计1. 询问身体状况的句型：What's the matter with you？How do you feel？Are you feeling ill？2. 描述不适的短语：I have a headache.My stomach hurts.I feel dizzy.七、作业设计1. 作业题目：编写一段关于自己生病时与医生对话的情景。
用所学的句型和短语描述自己的不适。
Unit 1 What’s the matter？全单元教案
课时教案年级 八年级 学科 英语 姓名 备课时间 第 周教学流程设计课 题Unit 2 What’s the matter ? Period 2 课型 New教学目标 知识与技能 谈论身体并且能给出中肯的建议.争取能够提高学生的听力能力. 过程与方法情感态度 价值观 文化欣赏，中国文化.教学目标 1.词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些单词.2.能够用所学的单词谈论身体并且能给出中肯的建议.3.通过听力练习，争取能够提高学生的听力能力.教学重点1.words .2.How to talk about the health and give the advice教学难点How to talk about the health and give the advice教学方法pairwork,groupwork ，act out教学用具tape-recorder, Multimedia Technology知识点 导学设计 研讨记要Practice reading the dialogues .Pairwork .Practice reading the dialogues in the pictures s T Teaching procedures :Step 1 Leading in1.Free talk .2.Revise playing the game .3.Practice reading the dialogues . Step 2 Pre-taskSB Page 8, 2b .1.Pay attention to the fourpictures .Each of these pictures illustrates one of the conversations .2.Play the tape ,write the missing wordson the blank lines .3.Play the tape again and check theanswers .4.Pairwork .Practice reading thedialogues in the pictures .Take turns having the problem and giving the advice .5.Practice reading the dialogue in2c ,and make their onw conversations .6.Act out the dialogue .Step 3 While-taskSB Page 9, 3a .知识点导学设计研讨记要Fill in the blanks in the conversation Pairwork. Make your own dialogues setting 3a as an example .Read the dialogue by the Ss 1.Point out the picture and ask Ss to describeit .(There is a boy sitting on a bench .He’s sick .A teacher is talking to him )2.Pay attention to the dialogue and the blanks inthe dialogue .3.Fill in the blanks in the conversation .4.Go over the answers.5.Practice reading the dialogue with a student,then work in pairs .Step 4 Post-taskSB Page 9 , 3b .1.Look at the picture with activity .A: What’s the matter ?B: I’m not feeling well . I have a toothache/fever/sore throat /sore back .2.Pairwork.Make your own dialogues setting 3a as an example .3.Act out the dialogue .Ask some pairs to cometo the front to act out their onw dialogues .SB Page 9, Part 4.1.Read the instructions and demonstrate what a“mime” is .2.Read the dialogue by the Ss .3.Ask a student to come to the front and mime anillness ,the other Ss guess what the illness is .知识点导学设计研讨记要Ask one student to give advice . 4.Ask one student to give advice .5.Give several students an opportunity tocome to the front and mime an illness . Step 5 Homework1.When you had some problems.pleaseremember what the doctor said . Remember the new words .教后反思：包科领导签字备课组长签字。
新译林(集体备课教案)4B unit 7 What’s the matter五课时教案
4B Unit 7 What’s the matter?施教时间：年月日教学内容46B Unit 7What’s the matter?共几课时 5 课型新授执教第几课时 1教学目标1. 三会掌握词汇happy, sad, ill, sad, thirsty, tired2.听懂、会说、会读Can I have some...? What’s the matter?3.在图片、情景等非语言提示的帮助下，合理询问和表达“感觉”和“感受”。
培养与锻炼自主学习的能力，分享学习资源，和同伴共同完成学习任务。
教学重点1. 三会掌握词汇happy, sad, ill, sad, thirsty, tired2.听懂、会说、会读Can I have some...? What’s the matter?3.在图片、情景等非语言提示的帮助下，合理询问和表达“感觉”和“感受”。
教学难点在图片、情景等非语言提示的帮助下，正确运用句型。
教学资源1. 学生已有的生活经验：学生在生活中对本课所学话题较感兴趣。
2. 学生学习本课时可能出现的错误：部分单词发音有误。
将来时与正在进行时混淆。
3. 教学策略：通过创设情境，让学生在相应的语境中学习。
4. 教学准备：图片，食物。
预习作业预习story time。
熟悉句型及课文内容。
温课“六答”1. 教学目标心中有数吗？2. 预设教学时间合理吗？3. 练习设计精当吗？有分层否？4. 有引领学生深入思考的开放性问题吗？5. 导学流程熟悉了吗？6. 预测课堂检测优秀率（）学程预设导航策略调整反思A.Learning aims（1分钟）1. 三会掌握词汇happy, sad, ill, sad, thirsty, tired2.听懂、会说、会读Can I have some...? What’s the matter?3.在图片、情景等非语言提示的帮助下，合理询问和表达“感觉”和“感受”。
八年级英语What’s-the-matter教案
What’s the matter? 教案一、内容分析：本课是一堂口语课,学习对象为八年级生。
根据《课程标准》的四级目标，能引出话题并进行几个回合的交谈，如能和他人结对活动询问身体情况；能在教师的指导下参与角色扮演活动，如能利用教师所提供的医疗用具，根据教师的亲身示范，以及课件上所展示的目标语言四人小组扮演医生和病人。
二、学情分析：八年级是学习英语的关键时期，这个阶段的学生活泼、好奇心和求知欲望强。
比如像本课所涉及的有关健康的话题是他们之前从未接触过的，因此，他们渴望用英语来表达。
对于学生在口语练习中出现的错误，不必有错就纠，有错必纠，使学生产生“跃跃欲试”的冲动,享受成功的喜悦。
反思：教师对学生的主体意识的尊重尤其重要。
教师要把每个学生当作一个具有独特经验和情感态度的人，与学生建立一种真诚平等，信任的相互关系，在教学中关注学生的亲历亲为，实际上是对学生自主性、创造的尊重。
对于学生在课堂上的表现教师要时时用积极的语言予以肯定和鼓励，这正是罗森塔尔效应即教师期望效应的有效体现。
三、教学目标：用具体、明确、可操作的行为语言，描述本课的知识、技能、能力、方法、情感、态度、价值观等方面的教学目标。
Objectives: By the end of the session, most students will be better able to acquire the required information. This will be achieved by:1. Knowledge Objectives:1) Be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough;2) Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;3) Be able to talk about health problems by using “What’s the matter? I have a…” and give advice by using “You should…You shouldn’t…”2. Ability Objectives:1) Be able to talk about one’s health problems and give advice fluently;2) Be able to role play doctor and patient;3. Moral Objectives:1) Improve the cooperative spirit through pair work and role playing2) Care more about yourself and your family members’health.4、重点难点：由于本节课的话题是谈论健康，根据教学大纲的要求，学生需掌握有关疾病的单词，并能针对疾病提出合理的建议。
八年级英语下册集体备课教案：UnitWhat’sthematterperiod
课题课时SectionA1a-2c[来源学*科*网]教[来源:Z§xx§]学目标[来源:Z&xx&][来源学科网ZXXK]语言技能听：能听辩表示身体不同部位的单词和不同疾病的短语，能听懂和初步掌握各种表述身体的种种不适以及提出简单合理建议的对话。
[来源:]说：能初步运用What’s the matter？和Y ou should/shouldn’t…询问健康状况并提供建议。
语言知识语音：在朗读文本和进行对话时能模仿录音中的语音语调，口语交流时能做到语音、语调基本流畅，自然，正确。
词汇：1.理解：toothache，honey；2.熟练运用：have，cold，back，arm，ear，eye，foot，hand，head，leg，mouth，neck，nose，tooth，fever，rest，should，headache，illness，problem，matter，stomach，advice。
语法：1.初步运用What’s the matter？来询问身体状况，I have a …来对疾病的回答。
2.初步理解情态动词should/shouldn’t的基本用法，用含有情态动词You should/shouldn’t…提供建议。
功能：能够针对不同的身体症状提供正确的建议和接受建议。
话题：了解“Health”话题的相关知识，针对疾病提供合理的建议等。
情感态度通过讨论健康问题，学生能学会关心自己和他人身体健康，并且能够提出一些合理建议，养成良好的健康生活习惯。
学习策略认知策略：通过对身体部位及相关的疾病名词的归类记忆或联想记忆；交际策略：能用英语询问和描述健康情况并能针对疾病提出合理的建议。
文化意识了解中西方国家人们给他人疾病提建议方面的差异。
教学重难点教学重点用What’s the matter? I have a …等表达身体的种种不适以及提出合理的建议。
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T:一幅一幅跟读，重点模仿语音语调。
T: Read in 4.（根据角色全班朗读，读到自己角色起立大声读）
T: Act in 4.（反馈3组，教师帮助学生站位及道具使用）Ticking
Step3Consolidation
市新洋实验学校（小学部）集体备课教案
教学容
Unit7 What’s the matter? (Story time)
课时划分
共课时
教学目标：1.能听得懂、会说、会读和会拼写单词ill, tired, water, happy, thirsty.
2.能听得懂、会说和会读日常交际用语What’s the matter? I’m... Come and have... Good night. Can I have...?
T: Do you like PE.
S: Yes, I do.
T: OK. Please follow me.
3. Follow me.
组织学生做一个Follow me的游戏。
Stand up—Run—Jump. Can you jump like this?（做高抬腿）多做几次，让学生累累。然后说：I’m tired. What’s the matter? Are you tired?引导学生说：Yes, I am. I’m tired.（师带读tired，开火车读）
T: I’m very happy to know all of you like English. In this lesson, let’s talk about feelings、use“What’s the matter?”well and act out the Cartoon time. OK?
(Fun time & Cartoon time)
课时划分
共课时
教学目标：1.通过情境表演巩固所学感觉类单词，能听懂、会说、会读thirsty, ill, tired, happy。
2.在表演游戏中，能够听懂、会说、会读句型What’s the matter?以及应答句I’m…。
3.通过小组合作及表演游戏，学生能够熟练运用句型What’s the matter?以及应答句I’m…并能熟练运用单词表示感觉，同时给予同伴正确具体的帮助。
Step4Summary
二次备课
板书设计：
Unit7 What’s the matter?
What’s the matter?
I’m hungry/thirsty/tired…
Come and have…
教后记：
市新洋实验学校（小学部）集体备课教案
教学容
Unit7 What’s the matter?
4. T: Today we’re going to learn Unit 7 What’s the matter?生齐读课题。
Step2Presentation
1. Learn: hungry
(1) T: Boys and girls, are you OK now? Let’s listen to a rhyme: Whose cake is this? T: This is not Chris’s cake. It’s my cake. Now I’m hungry.（手摸肚子做饥饿状）然后带读单词hungry，生开火车读并加上动作。
6.生在小组朗读对话，然后讨论并回答问题：
a. Is Liu Tao ill?
b. What’s the matter with Liu Tao?
Step3Consolidation
1.生自由朗读对话，可以自己读，可以在小组里读，也可以读给老师听。
2.学生小组分角色朗读、表演对话。评出“最佳表演奖”。
（课件出示，看图和句子进行判断）小组讨论后回答
2. Fun time
T: Liu Tao is tired. And I’m a little tired too. I want to play a game. Do you want to play with me? Let’s look at the rules. Who wants to come here and play with me?
3. T: Can you give me more words with letter “o” pronounced / əu /? Discuss in groups of four. I’ll give you one minute.引导学生试着找出含有相同音素的单词,让学生进一步体会读音。（T板书的时候注意分类）
2.能听懂、会说、会读、会写单词thirsty, water, ill, tired, happy。
3.能听懂、会说、会读单词dear, Mrs, speak。
4.学习字母o在单词中的读音/əu/，能听懂、会说、发音准确。
教学重点、难点：能听懂、会说、会读、会写句型和日常用语What’s the matter? I’m … Can I have …? Here youare. Come and have … I want to … Good night.
二次备课
板书设计：
Unit 7What’s the matter?
What’s the matter?
I’m …
Here’s … /Have … /…
教后记：
市新洋实验学校（小学部）集体备课教案
教学容
Unit7What’s the matter?
(Sound time)
课时划分
共课时
教学目标：1.能听懂、会说、会读、会写句型和日常用语What’s the matter? I’m … Can I have …? Here you are. Come and have … I want to … Good night.
4.能够理解Cartoon time故事容并能生动表演。
教学重点、难点：1.通过情境表演巩固所学感觉类单词，能听懂、会说、会读thirsty, ill, tired, happy。
2.在表演游戏中，能够听懂、会说、会读句型What’s the matter?以及应答句I’m…。
3.通过小组合作及表演游戏，学生能够熟练运用句型What’s the matter?以及应答句I’m…并能熟练运用单词表示感觉，同时给予同伴正确具体的帮助。
Step2Presentation
1.Revision
T: Good. Let’s play a game first, OK?
（课件出示看单词、图片、句型，大声朗读，完成后进行Ticking）
T: You did very good job. Are you happy now? What about Liu Tao ? What’s the matter with him? Do you remember? Let’s have a look.
A. hungry B. ill C. thirsty D. tired
4. Watch again
让学生再次观看动画，并思考问题：Liu Tao wants to___________.生选一选
A. have Байду номын сангаас pie B. have some waterC. go to bed
5.生跟读课文录音，注意让学生模仿正确的语音语调，师注意长、难句的朗读指导。
2. Learn: Come and have a pie.
(1)师边说：I’m hungry.边做动作。学生跟着一起做，然后师问一生：Are you hungry?若学生说：Yes, I am.师就边端出一个馅饼，边说Come and have a pie.请该生到台前。
(2)领读：Come and have a pie. Chant: Come and have（右手招手，食指指着嘴唇。）Come and have（左手招手，食指指着嘴唇。）Come and have a pie.（双手招手，食指指着嘴唇，然后在空中画一个大圈。）Ah...Yummy.
师生、生生示一组。通过纸牌配对游戏进行练习。两人一组轮流抽牌，根据牌面上的feelings做表情或者肢体动作，另一人进行猜测并给予具体的帮助，最先全部完成的小组获胜。请几组进行表演，完成后进行Ticking
3.Cartoon time
T: You are great and you can guess well. What’s the matter with Bobby? Can you guess? Let’s have a look.（出示第一幅图）
3.整体感知对话
(1) T: We are hungry. How about Liu Tao? What’s the matter with Liu Tao?
课件出示涛的图片，让学生看图来猜一猜
(2) Watch the carton and then answer the questions.
( ) ----What’s the matter with Liu Tao? ----He’s________.
【巩固提高、自我总结】
1.Summary
T: We know Bobby is happy now. And I think that helping others can make you happy. But how?引导学生思考不同的情况如何进行帮助Say this in a different way。
教学(具)准备：课前布置学生准备饮料、食物、服装等
教学过程：Step1Greeting and free talk
1.Greeting