-
Unit 1: What
’
s the
matter?
Section A (1a-2d)
Teaching
aims
（教学目标）
1
．
Talk about health, problems and
accidents.
2
．
Give advice.
Language
points
（语言点）
1.
Words: parts
of the body
2.
Sentences:
I have a
headache. You should go to bed.
He has
a stomachache.
He shouldn’t
go to bed.
She has a
toothache.
She should see a
dentist.
Difficult points:
How
to
talk
about
health
problems and give advice.
Teaching
steps
（教学步骤）
1
1. Warm-up and
review
（课堂热身和复习）
（
1
）
New
term greetings
（新学期问候）
T:
Nice to see
you again, everyone! All of you
look
so
well.
Did
you
enjoy
your
winter
vacation?
Ss: Yes.
T:
Can you tell me something interesting
you
did during the winter vacation?
(
老师可
以鼓励学生给出尽可能多的答案
)
T:
Oh. What an
interesting vacation! I am sure
you
enjoyed
yourselves
very
much,
but
I
was
ill
during
the
holiday.
Today,
we
’
ll
talk
about
“
Unit 1:
What
’
s the
matter?
”
T: First, let
’
s
review the parts of the body.
Have
Ss
look
at
the
picture
and
teach
the
new
words.
T
：
Let
’
s play a Bingo game.
T:
Let
’
s
play a guessing game.
2
教学设计说明：复习身体部位并通过游戏巩固，
为完成
1a
服务。
2. Work on 1a
T: Look at the
picture. Write the correct letter [a-m]
for each part of the body.
教学设计说明：
通过图片来检测学生对身体部位
的掌握
3.
Presentation
（呈现新知识）
T:
N
ow, they are at the
doctor
’
s.
Let
’
s see. What is
the matter with them? We can also ask,
What
’
s
wrong with
them?
T:
(
help Ss answer) He has a
cold.
T:
W
hat should he do?
T:
H
e
should take some medicine.
(
教师用同样的方法教授其他疾病及相关的建
议：
1.
胃
/
肚子疼
2.
脖子疼
3.
头疼
4.
嗓子疼
,
喉咙
疼
5.
背疼
6
.
感冒
7.
发高
/
低烧
8.
咳嗽
9.
牙痛
3
4. Work on 1c
Present the picture and have Ss to do
the pair-work.
总结各种疾病及如何给出建议和句型。
教学设计说明：
通过用图片展示目标
句型并进行
总结，为后面的听力做准备
5. Work on 1b
T:
Now
you
’
ll hear a conversation.
Listen for the
first
time
and
look
at
the
picture,
then
write
down the
names.
(
< br>教师放录音，因为对话简单教师可以在放完一
遍录音以后就订正答案
)
T: Listen again and
fill in the form.
Name
Health
problem
4
Sarah
David
Ben
Judy
Nancy
教学设计说明：
通过附加的听力来检测学生对疾
病的表达
6. Work on 2a and 2b.
T (telling Ss):
Some
students
are
talking
about
health problems and giving advice.
Listen
and number the pictures [1-5] in
the order
you hear them.
(
教师放录音，因为题目简单教师可
以在放完一
遍录音以后就订正答案
)
T
：
Listen and
match the problems with the advice.
5
(
教师
放录音，因为题目简单教师可以在放完一
遍录音以后就订正答案
)
T (afterwards):
Let
’
s fill in the blanks
according to
the information in the
recording.
教学设计说明：
通过听力来检测学生对
疾病的表
达和如何提建议。
7. Work on 2c
Have Ss make
conversations using the information
in
2a and 2b.
8. Work on 2d
Read the role-play in 2d out loud for
the class, then
have Ss answer these
questions:
1.
What is wrong with Lisa?
2.
What did Lisa
do all weekend?
3.
What does Lisa need to do?
4.
What should
Lisa do if her head still hurts
tomorrow?
T:
Role-play the conversation.
6
T:
Translate the phrases into English.
1.
量体温
2.
听起来像
3.
远
离电脑休息
4.
同样的方式
5.
没有动
6.
发
烧
教学设计说明：
通过听力和情景反应
来检测学生
对疾病的表达和如何提建议。
Homework
Oral:
Read
aloud
the
new
words
learned
in
this
lesson.
Written:
Write
a
conversation
between
the
doctor
and
the patient.
教学设计说明：巩固记忆。
Section A (3a-3c)
Teaching
aims
（教学目标）
the
skills of reading.
7
the important phrases.
Language
points
（语言点）
1.
看到一个老人躺在路的一边
2.
紧
挨
着
他
的一个妇女
3.
呼喊救命
4.
没有权衡利弊
5.
下车
6.
有心脏病
7.
带他去医院
8.
期望乘客们下车
9.
等下一趟公车
10.
令他惊讶的是
11.
搬那个人上了车
12.
多亏了
13.
及时
14.
考虑他自己
15.
考虑挽救一个生命
Difficult points:
Having
the
right
attitude
helping others.
Teaching
steps
（教学步骤）
1.
Review
（课堂热身和复习）
T: What did we learn yesterday?
8
of
Have Ss review
briefly.
(
老师可以鼓励
学生说出尽可能多的答案
)
T:
Oh. We learned a lot
yesterday. Let
’
s translate
the phrases.
(
老师可以让学生一个个说答案，说完后可能齐
读，对学生掌握不好的
，要重复
)
教学设计说明：
复习第一课时的词组为后面的阅
读打下基础。
2. Pre-reading
T: present a
picture
）
Ss, look
at the picture. Can
you guess:
1. What happened to the old man?
2. Whether the driver will save the old
man?
(
老师可以鼓励学生多说
，提高学生的口语
)
教学设计说明
：通过展示图片来引起学生的兴
趣，通过让学生猜测来提高学生口语，
< br>
9
3. While-reading
I
．
T:
Now,
let
’
s
check
your
guesses.
Turn
to
Page
3,
skim
the
passage
and
answer
the
questions.
1.
What did the
driver see when bus No. 26 was
going
along Zhonghua Road?
2.
Thanks to whom, the doctor saved the
man in
time?
在检测
答案时，老师引导学生注意文章的头和
尾。
II
．
Work on 3b
After
checking
the
answers,
have
Ss
scan
the
passage and check
(
√
) the things that happened
in
the story.
<
/p>
教学设计说明：
老师在检测答案时，
引导
学生注
意文章的细节。
III
．
T:
Let’
s
fill
in
the
blanks
according
to
the
10
story.
Wang
Ping,
a
bus
driver,
was
going
______
Zhongshan Road when he saw an old man
______
the
other
side
of
the
road.
He
stopped
the
bus
without
_______
twice.
He
got
off
the
bus
and
asked
the
woman
next
to
the
old
man
_________
happened.
She
said
that
the
man
has
a
heart
___________ and should
go to the hospital. Wang
Ping
told
the
passengers
that
he
must
_______
the man to the hospital. He
expected the passengers
to get off and
________ for the next bus. But to his
___________,
they
helped
him
move
the
man
_______
the
bus.
________
to
these
people,
the
doctor saved the man in
time.
IV
. Work on 3c.
T:
Ask
the
students
to
discuss
the
questions
in
pairs.
教学设计说明：
由于第三个问题没有
固定答案，
所以先听学生说
11
了自己的看法后，再进行总结。
4. After-reading
I
．
T
：
Let
’
s look at
some difficult sentences.
II
．
Read and find
out the phrases.
1.
看到一个老人躺在路的一边
2.
紧挨着他的一个妇女
3.
呼喊救命
4.
没有权衡利弊
5.
下车
6.
有心脏病
7.
带他去医院
8.
期望乘客们下车
9.
等下一趟公车
10.
令他惊讶的是
11.
搬那个人上了车
12.
多亏了
13.
及时
14.
考虑他自己
15.
考虑挽救一个生命
12
教学设计说明：
老师解释一些难点语
法，
并根据中考考纲配以相
应的翻译句子，
同时并对文章中的词组进行归纳
总结。
5. Homework
1.
Retell the
story.
2.
Remember the phrases.
3.
Write
an
article
about:
An
experience
of
helping others.
教学设计说明：巩固记忆。
Section A (Grammar Focus) &
Section B
(1a-1d)
1
．会询问有关身体健康的有关情况和提供建议。
2.
会处理常见的意外事件。
13
Teaching
aims
（教学目标）
Language
points
（语言点）
要求掌握以下句式：
What
’
s the matter
(with sb.)?
Sb
has
a
headache/toothache/sore
neck
…
What should he/she/you/we
do?
He/She/ You/We should (do sth.).
What happened
to sb.?
Sb
hurt
one
’
s
back/cut
one
’
s
finger/had a nosebleed.
What should he/she do?
First,
he/she
should
go
to
the
hospital.
Then
he/she
should
get
an
X-ray. Finally, he/she should rest for
a few days.
Difficult points
（难点）
：
会按先后顺序处理意外事故。
Teaching
steps
（教学步骤）
I. Review
（复习及小结）
T:
Do you know how to
say the following health problems
in
English? If you care
about others
’ health
, what
can you say?
14
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