资源简介

Unit 1 What’s the matter
第1课时 Section A 1a-2d
教学设计
一. Knowledge and Skills
Vocabulary Mastery: Students should be able to accurately pronounce and spell the words for body parts.
Sentence Pattern Application:
- Inquiring About Health Issues: What’s the matter / What’s wrong with you / Do you have a headache
- Responding to Health Issues: I have a stomachache. / My back hurts.
- Giving Health Advice: You should lie down and rest. / Drink some water. / See a doctor.
- Dialogue Comprehension: Through listening exercises, students should be able to understand and retell dialogues about health issues.
二. Process and Methodology
Interactive Learning: Enhance student interaction and cooperation through group discussions, role-playing activities, etc.
Hands-On Practice: Utilize physical objects, images, or body language to aid comprehension, encouraging students to participate actively and deepen their memory.
Reflection and Summarization: Conduct brief learning summaries after each class, encouraging students to share their learning experiences and difficulties.
三. Emotional Attitudes and Values
Cultivating Empathy: Through simulations of dialogues expressing concern for others' health, cultivate students' qualities of caring for others and being willing to help.
Awareness of Healthy Living: Guide students to recognize the importance of maintaining health and encourage the adoption of active lifestyles.
Cross-Cultural Communication: Introduce concepts and practices related to health in different cultural contexts, broadening students' international perspectives.
四. Teaching Focus and Difficulties
Teaching Focus
- Dialogue Simulation: Be able to fluently simulate conversations between a doctor and a patient, accurately using health-related vocabulary and sentence patterns.
- Contextual Application: Flexibly apply learned sentence patterns in various life situations for health consultations and advice.
Teaching Difficulties
- Flexible Use of Complex Sentence Patterns: Accurate use of expressions such as "I have a pain in my..." or "My ... feels sore/tight."
- Depth of Listening Comprehension: Improve the ability to quickly capture key information from longer conversations.
五. Teaching and Learning Methods
Teaching Guidance
- Multimedia-Assisted Instruction: Utilize multimedia resources such as animations and videos to make the classroom more lively and interesting.
- Differentiated Instruction: Design tasks and exercises of varying difficulty for students of different levels to ensure everyone can gain something.
- Cultural Integration: Intersperse small cross-cultural knowledge related to health to increase classroom fun.
Learning Guidance
- Group Cooperation: Conduct role-playing in groups to simulate real-life dialogue scenarios, enhancing practical abilities.
- Mind Mapping: Guide students in creating mind maps about body parts and health issues to aid memory and understanding.
- Autonomous Learning: Encourage students to utilize online resources to find more health-related tips for extracurricular learning.
六.Teaching Preparation
Teaching Materials:
- Images: High-definition images of body parts for intuitive teaching.
- Videos: Health tips or video clips simulating doctor-patient conversations.
- Cards: Flashcards with body part vocabulary for quick review and games.
- Presentation Slides: PPT containing vocabulary, sentence patterns, and dialogue examples for easy display and explanation.
Pre-class Assignments:
- Vocabulary Preview: Require students to look up and familiarize themselves with the English words for body parts in advance.
- Scenario Imagining: Ask students to imagine a scenario where they or a family member is feeling unwell and think about how to express it in English and seek help.
- Online Resources: Recommend several reliable English learning websites or apps, encouraging students to explore more health-related English expressions independently.
七．Teaching Process
Step 1 Greetings
Greet the class.
Step 2 Lead-in
Play a song for all the students to sing along with“If you are happy”.
While singing，touch the part that is mentioned in the songs. (clap your hand，stomp your feet，wink your eye ).
Then sing the song，add up other parts——If you are happy and you know it shake your head，open your mouth，lift up your leg，lift up your arm… etc.
And the teacher shows the pictures about body parts on the blackboard.
Step 3 Presentation
T：OK，class，we know the body parts just now. They are altogether in one family， but I want to tell you that they can’t be friendly. They will have a fight sometimes. If you can’t believe，let’s watch the programe…Body fight.
After the programe，ask the students：Now，do you know…Why do they fight What are they fight for
students：Who is important
T：Good! Do you think who is the most important And tell me the reason，Why
S1：Mouth，because I can’t eat to live without it.
T：What else can mouth do
S1：Drink，speak English，sing songs，talk with my friends…
S2：Ears，because I can’t hear other people’s words and beautiful music without them.
…
T：Everybody’s answers are very good. In fact，the body parts are in one family. They can’t fight，they can help us do many things，They are all important. So，we should take care of them. But the body parts has some problems sometimes. Then the teacher shows a bandage and puts the bandage on the stomach， and asks： What’s the matter with me I’m not feeling well. I have a stomachache. Then the teacher puts the bandage on another part of body and gets the students to guess the problems：have a toothache，have a headache…
Step 4 Pair work
The teacher puts the bandage on the part of a student’s body and ask：What’s the matter and guide him to use the pattern：I have a/an… Then asks the students to work in pairs and talk about health problems by using the bandage and using the target languages：What’s the matter I have a/an… Later act them out in the class.
After several pairs，the teacher chooses one pair and ask other students：What’s the matter with her students：She has a headache. Then the teacher ask some students to show the health problems with the body language，and ask other students to have conversations in pairs.
S1：What’s the matter with him/her
S2：He/She has a …
Step 5 Presentation
T：Ok，we have so many problems in the practice just now. Don’t worry，they are not true. But if we are really ill one day. What should we do Now，I give you some pictures. I think they will help you find the answers.
T：Suppose you are a doctor. If I have a cold/fever/toothache…What should I do What shouldn’t I do
S1：You should…
S2：You shouldn’t…
Step 6 Listening
2a and 2b. Play the tape for the students and let them do it by themselves. Then play it again and check the answers.
Step 7 Pair work
2c. Role play the conversations in 2b. Let the students read the conversations in 2c first. Then work in pairs，make a new conversation according to 2b. Show more pictures and let the students make more conversations.
Step 8 Act out
2d T：Do you want to be a doctor to help others Do you go to see a doctor when you aren’t healthy Today，I give you a chance，now，suppose you are a doctor，and your group members are your patients. They aren’t feeling well. Please make a dialogue to present the scene in the hospital. And you may use the expression given. Later let’s act out in the class.
Step 9 Homework
Make up as many dialogues about health as possible after class.
八．Classroom Assignment
I. Complete the Words Based on the Meaning and the First Letter。
1. What’s the m_____ with you
2. We hear with our e and see with our e____ .
3. He usually goes to school on f______ .
4. I have a t______ddd ，so I want to see a dentist.
II. Choose the best answer.
---What’s ---I have .
A. matter， fever B. the matter， a fever C. matter， fevers D. a matter， a fever
2. ---I have a fever. --- .
A. I think so. B. That’s OK. C. Really D. I am sorry to hear that.
3. You should drink hot tea honey.
A. in B. with C. of D. at
4. I have a lot of .
A. headaches B. headache C. the headache D. a headache
Answers：I. 1. matter 2. ears，eyes 3. foot 4. toothache II. 1. B 2. D 3. B 4.B
九、Teaching Reflection
English teaching advocates a learning approach that emphasizes experience, practice, participation, communication, and cooperation.
It encourages students to engage with and learn the language through various channels and methods as much as possible, personally feeling and directly experiencing the language.
Students should communicate the language in interaction and generate knowledge through experience, transforming the learning of language into a process of creating and using language. Therefore, in teaching, the experiential teaching model should be followed to scientifically combine the teacher's input with the student's output.
In the teaching design for this class, I strive to create language situations that are close to students' lives as much as possible, using pictures, physical objects, and other means to create an English learning environment and atmosphere. This allows students to engage in role-playing activities in near-realistic settings, stimulating their enthusiasm for participation and maintaining a high level of learning enthusiasm throughout the entire class.

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