Whats the matter教學設計

1、Unit2 Whats the matter ? Section A一、教學目標設計（1） 知識目標a. 詞匯：人體部位名稱如:arm，ear，head, back, stomach, neck, mouth等, 身體疾病名稱如: stomachache， sore throat，fever, illness 等以及其他相關詞語。  b. 句型: Whats the matter? I have a cold/         

2、;  You should/ shouldnt （2）能力目標 a. 能掌握詢問疾病與表示身體不適的話語。b. 能口頭與他人對話健康問題并給出合理建議。（3）情感態(tài)度目標通過詢問病情與提供合理建議,培養(yǎng)關心他人、助人為樂的美德。二、教學重點  (1)詞匯：人體部位名稱如:arm，ear，head，back, stomach, neck, mouth等,身體疾病名稱如:stomachache， sore throat， fever, illness 等以及其他相關詞語.(2)句型: Whats t

3、he matter? I have a cold/             You should/ shouldnt 三、教學難點 should/ should nt  在模擬情景中靈活使用. 四. 教學過程Step 1 Warming-upLet students listen to Body-Song and sing the song together:Why can we see with our

4、eyes?Why can we hear with our ears?Why can we speak with our mouth?Why can we smell with our nose?Why can we write with our hands?What can we walk with our legs?Why? Why? Why?Will you tell me why?Step 2 presentationShow a picture of a baby on the screen and teach the words of body parts.Let students

5、 read the following words loudly after the tape: head, eye, ear, nose, throat, neck, mouth, arm, stomach, hand, back，leg, foot.Step 3 Competition Present two pictures of two persons on the blackboard and choose two students to the blackboard. They need to find the cards with body words and stic

6、k more on the body parts quickly and correctly. The student who stuck to the picture more and correctly is the winner.Step 4 Game: Poly says   T: Poly says “touch your head/foot”All students stand up and touch their body parts. If somebody does wrong, he/she has to sit down.Step 5 Pre

7、sentationT: (打噴嚏與用紙巾捂鼻子)Today Im not feeling well. Whats the matter ?  Oh, I have a cold. (板書Whats the matter? I have a cold.) Then show the pictures of other common illnesses and repeat the new words. Make sure every student knows the meaning and can read them. (板書headache, toothache

8、, stomachache, fever, sore back, sore throat)Step 6 Pair workAsk students to look at the pictures of illnesses on the screen and practice the conversations like 1 c. After that， have several pairs of students act out their conversations to the class （one student answers  

9、60;and mimes the illness）. Then choose the best pair and praise.Step 7 Group work 1.T： I do exercise every day but today I cant. Can you guess why I cant?   Ss: Maybe you have a cold/T: You are so clever. I have a fever. What should I do? Please give me some advice.   S

10、s: You should/ You should nt (老師邊板書邊引導學生使用本句型)2.T: Lets guess (choose two or three pieces of paper from the box ) and give advice. The group discusses together and chooses a leader to present their advice on the slide. The group who gives more and better advice is the winner.Step 8 Role play :

11、A magic doctor  Imagine the classroom is the doctors waiting room. Get several students as magic doctors. Ask about illnesses and give advice for different illnesses.S1(the doctor): Whats the matter (with you)?     S2（a patient）: Im not feeling well. I have a stoma

12、chache. ( perform the illness)     S1: You should take some medicine/ You should nt eat too much, etc.     S2: Yes, I think so. / Thats a good idea.S1: I hope you feel better soon.Step 9 Homework1  Revise the words and phrases.2  

13、Interview a sick person and give advice, write down the conversation.3  Surf more common illnesses and relative advice on the internet.Blackboard Design    Unit 2  Whats the matter ?Section A    A: Whats the matter ( with you ) ?  B: I

14、 have a _(illness). A: You should / shouldnt                                         

15、                       一.教學目標設計              本單元的話題是健康，主要學習身體部位名稱，如何表述身體的種種不適以及如何提供、接受建議，使學生養(yǎng)成健康的生活方式。在掌握學習身體部位詞匯的基

16、礎上，學習幾種病痛的表達和針對病痛可采取的措施的幾個短語等。學會用Whats the matter?/ I have a cold/ You should (should nt )等句型,使學生進一步提高語言運用能力,學會自我保健與關心他人。 本課教學設計的知識目標是要求學生學習人體部位名稱的詞匯，幾種常見的疾病名稱以及詢問病情時Whats your matter?和表達建議時should/ shouldnt 等句型。能力目標方面要求學生掌握詢問疾病與表示身體不適的話語，并能與他人就健康問題進行對話并給出合理建議。情歌態(tài)度目標主要是讓學生通過詢問病情并提供合理建議,從而培養(yǎng)學生關心他

17、人、助人為樂的美德。教學重點是要求學生掌握人體部位名稱、身體疾病名稱，詢問疾病并提出合理建議。教學難點側重于學生在模擬情景中靈活使用should/ should nt 。二.教學環(huán)節(jié)和教學活動教學過程首先設計Step 1 Warming-up用一首關于身體部位的英文歌曲讓學生熱身，創(chuàng)設了和諧輕松的課堂氛圍,讓學生融入英語課堂,同時喚起學生對身體部位詞匯感知。第二個環(huán)節(jié)借助多媒體上的娃娃圖片，邊介紹邊跟讀各身體部位單詞：head, eye, ear, nose, throat, neck, mouth, arm, stomach, hand, back，leg, foot。圖片與單詞相

18、結合能使學生初步感知和快速理解單詞。為了激發(fā)學生的學習興趣，鞏固所學詞匯，在第三步設計了一項比賽活動，呈現(xiàn)兩幅人體圖畫，要求學生在規(guī)定時間內貼上身體標簽。這種緊張而富有挑戰(zhàn)性的競賽激發(fā)了學習興趣，同時也鞏固了單詞。第四個環(huán)節(jié)設計了“touch your head/foot”游戲活動，讓學生全體起立，根據(jù)詞匯語音提示，觸摸自己的身體部位，從而鞏固加深所學詞匯。 通過這個游戲讓全體學生動起來，寓教于樂，進一步掌握所學詞匯，以便下一步的知識鋪墊。接下來，老師通過肢體動作，讓學生猜測病情，老師展示相關句型：Whats the matter? I have a cold/headache/stomachache/sore back.通過老師形象的表演與自述,逐步引出主要詞匯與句型，隨后通過圖文展示，讓學生直觀形象地理解重點知識，減輕學生的學習難度。第六個環(huán)節(jié)通過多媒體呈現(xiàn)有關疾病的圖片，讓學生互問互答，練習對疾病的詢問及回答。 學生通過結對組合對話操練鞏固了本課的