初中Unit 1 What’s the matter?综合与测试教学设计及反思

这是一份初中Unit 1 What’s the matter?综合与测试教学设计及反思，共12页。


Teaching aims（教学目标）
Talk abut health, prblems and accidents.
Give advice.
Language pints（语言点）
Wrds: parts f the bdy
Sentences:
I have a headache. Yu shuld g t bed.
He has a stmachache.
He shuldn’t g t bed.
She has a tthache.
She shuld see a dentist.
Difficult pints:Hw t talk abut health prblems and give advice.
Teaching steps（教学步骤）
1. Warm-up and review（课堂热身和复习）
（1）New term greetings （新学期问候）
T: Nice t see yu again, everyne! All f yu lk s well. Did yu enjy yur winter vacatin?
Ss: Yes.
T: Can yu tell me smething interesting yu did during the winter vacatin?
(老师可以鼓励学生给出尽可能多的答案)
T: Oh. What an interesting vacatin! I am sure yu enjyed yurselves very much, but I was ill during the hliday. Tday, we’ll talk abut “Unit 1: What’s the matter?”
T:First, let’s review the parts f the bdy.
Have Ss lk at the picture and teach the new wrds.
T：Let’s play a Bing game.
T: Let’s play a guessing game.
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. Wrk n 1a
T: Lk at the picture. Write the crrect letter [a-m] fr each part f the bdy.
教学设计说明：通过图片来检测学生对身体部位的掌握
3. Presentatin（呈现新知识）
T: Nw, they are at the dctr’s. Let’s see. What is the matter with them? We can als ask, What’s wrng with them?
T: (help Ss answer) He has a cld.
T: What shuld he d?
T: He shuld take sme medicine.
(教师用同样的方法教授其他疾病及相关的建议：
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
4. Wrk n 1c
Present the picture and have Ss t d the pair-wrk.
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. Wrk n 1b
T: Nw yu’ll hear a cnversatin. Listen fr the first time and lk at the picture, then write dwn the names.
(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 frm.
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. Wrk n 2a and 2b.
T (telling Ss):Sme students are talking abut health prblems and giving advice. Listen and number the pictures [1-5] in the rder yu 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 prblems with the advice.
(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 accrding t the infrmatin in the recrding.
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. Wrk n 2c
Have Ss make cnversatins using the infrmatin in 2a and 2b.
8. Wrk n 2d
Read the rle-play in 2d ut lud fr the class, then have Ss answer these questins:
What is wrng with Lisa?
What did Lisa d all weekend?
3. What des Lisa need t d?
4. What shuld Lisa d if her head still hurts tmrrw?
T:Rle-play the cnversatin.
T:Translate the phrases int 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。
Hmewrk
Oral: Read alud the new wrds learned in this lessn.
Written: Write a cnversatin between the dctr and the patient.
教学设计说明：巩固记忆。
Sectin A (3a-3c)
Teaching aims（教学目标）
1.Master the skills f reading.
2.Master the imprtant phrases.
Language pints（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 pints:Having the right attitude f helping thers.
Teaching steps（教学步骤）
1. Review（课堂热身和复习）
T:What did we learn yesterday?
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 lt 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, lk at the picture. Can yu guess:
1. What happened t the ld man?
2. Whether the driver will save the ld 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，
3. While-reading
I． T:Nw, let’s check yur guesses. Turn t Page 3, skim the passage and answer the questins.
What did the driver see when bus N. 26 was ging alng Zhnghua Rad?
Thanks t whm, the dctr 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． Wrk n 3b
After checking the answers, have Ss scan the passage and check (√) the things that happened in the stry.
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 accrding t the stry.
Wang Ping, a bus driver, was ging ______ Zhngshan Rad when he saw an ld man ______ the ther side f the rad. He stpped the bus withut _______ twice. He gt ff the bus and asked the wman next t the ld man _________ happened. She said that the man has a heart ___________ and shuld g t the hspital. Wang Ping tld the passengers that he must _______ the man t the hspital. He expected the passengers t get ff and ________ fr the next bus. But t his ___________, they helped him mve the man _______ the bus. ________ t these peple, the dctr saved the man in time.
IV. Wrk n 3c.
T: Ask the students t discuss the questins in pairs.
教学设计说明：
由于第三个问题没有固定答案，所以先听学生说了自己的看法后，再进行总结。
4. After-reading
I． T： Let’s lk at sme difficult sentences.
II．Read and find ut 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
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. Hmewrk
Retell the stry.
Remember the phrases.
Write an article abut: An experience f helping thers.
教学设计说明：巩固记忆。
Sectin A (Grammar Fcus) & Sectin B (1a-1d)
Teaching aims（教学目标）
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。
Language pints（语言点）
要求掌握以下句式： What’s the matter (with sb.)?
Sb has a headache/tthache/sre neck…
What shuld he/she/yu/we d?
He/She/ Yu/We shuld (d sth.).
What happened t sb.?
Sb hurt ne’s back/cut ne’s finger/had a nsebleed.
What shuld he/she d?
First, he/she shuld g t the hspital. Then he/she shuld get an X-ray. Finally, he/she shuld rest fr a few days.

Difficult pints（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:D yu knw hw t say the fllwing health prblems in English? If yu care abut thers’ health, what can yu say? Hw d yu give advice in English?
Wrk n Grammar Fcus
Have Ss translate the phrases and sentences frm Chinese int English.
教学设计说明：这个环节是复习，回顾课本上一个课时中的重点和难点，对上一节课的内容进行复习巩固，并为本课时后面的环节学习做好铺垫。
T: Yu have dne very well. But can yu deal with the fllwing health prblems?
Wrk n 4a
T: Nw let’s g t 4a. Please fill in the blanks and pay attentin t the rule: ne wrd in each blank.
教学设计说明：这个环节是针对人体部位、常见疾病、shuld及其否定形式进行复习巩固。
T: Gd, yu did a gd jb. But d yu knw hw t give advice fr ther health prblems? Let’s finish the task in 4b.
Wrk n 4b
T: In this part, yu are suppsed t give sme suggestins fr different health prblems. Yu can chse these frm the wrds inside the brackets. Please pay attentin t the usage f shuld.
教学设计说明：这一环节主要是运用知识。要求学生从括号中的建议中选出合适的方法处理现实生活中的实际问题。
T:Yu are very smart, yu are quite gd at giving advice fr health prblems.
Wrk n 4c
T: Nw I’d like yu t wrk in grups. One student mimes a prblem while thers guess the prblem and give advice. Yu can d this in turns/Yu can take turns ding this.
教学设计说明：这一环节是继续复习巩固如何询问别人的身体状况、如何就疾病给出相应的建议，同时是对学生口语的提升训练。
T:Gd, yu have dne a very gd jb.
II. Free talking
T: Nw, yu have learned hw t deal with health prblems. When accidents happen, what shuld yu d?
教学设计说明：这一环节是Grammar Fcus 到Sectin B 的过渡，使学生的主意力从如何处理健康问题转向如何处理意外事故，为后面活动的顺利进行做好铺垫。
T: Gd, yu are very smart.
III. Sectin B, 1a
T: Class, lk at these pictures. Culd yu tell me what happened in each picture?
教学设计说明: 这个环节是听前的准备，通过对图片中人物经历的意外事故进行了解，使学生熟悉hurt ne’s back, have a nsebleed和cut ne’s finger，为下一步的听力做准备，尤其是下面听力里的材料有一个提前熟悉。
T：Well dne. Nw here are sme treatments frm a dctr. Can yu tell me what things the girl/by shuld d, in the right rder?
教学设计说明: 这个环节是听前的准备之一，通过对图片中人物经历的意外事故进行了解后，让学生熟悉相关事故处理的方法和先后顺序，并在此为口语能力的提升做准备。
IV. Sectin B, 1b and 1c
T:Nw, bys and girls, yu have learned smething abut hw t deal with accidents. Nw let’s listen t a cnversatin. Try catch what happened and what the treatments are.
教学设计说明: 这个环节是听力练习。听完第一遍做1b，通过听来找问题；听完第二遍做1c, 来选择问题的正确处理方法；听完第三篇，需要完成表格，写出相应的问题或者处理方法。
V．Sectin B, 1d
T: Nw, class, fr pair-wrk, I wuld like ne student t be the nurse and the ther the patient. Use the infrmatin in the textbk t rle-play a cnversatin.
T:Gd. Let’s lk at an example, then I wuld like yu t act ut yur wn dialgue.
教学设计说明: 这个环节是听后的练习。通过做1d, 让学生进一步熟悉听力里的有关意外事故处理的方法，同时也是口语练习。

= 6 \* ROMAN VI. Hmewrk
T:Imagine yu are a dctr. Please write a cnversatin between yu and a patient. It shuld include what happened as well as yur suggestins as the dctr.
教学设计说明：指导学生熟记本课的新词汇及表达，并能用正确的表达进行英语对话。
Sectin B (2a-2e)
Teaching aims（教学目标）
1. 通过阅读了解文章大意，及每个自然段的大意。
学会通过联系上下文学会排列事情发生的先后顺序。
3. 让学生学会在困难面前学会坚持。
Language pints（语言点）
要求掌握以下词汇及词组：
词汇：climber, , take risks, situatin, kil, spirit, decisin, mean
词组：be used t ding sth., run ut (f), cut ff, get ut f, give up ding sth.
Difficult pints（难点）：学会通过上下文排列句子的先后顺序.
Teaching steps（教学步骤）
I. Review（复习）
T: Nw, class, can yu remember what we learned last class? Let’s review smething abut pandas. Please translate these sentences frm Chinese int English.
教学设计说明：本环节是复习， 复习上节课所学的有关意外事故或受伤的处理方法，如清洗伤口，用绷带包扎，照X片等。主要是复习上一节课的内容，复习巩固。
II. Befre reading: Lead-in
T：I wuld like ask yu sme questins. D yu ften play sprts? Which sprts d yu ften play? What accidents can happen when smene is playing sprts?
教学设计说明: 这个环节是阅读前的活动，自由谈论环节是读前的热身活动，目的是为了调动学生已有的知识储备和激发学生学习的兴趣,让学生学会预测某些运动过程中可能发生的意外。
T：Very gd. Nw please tell us which sprt he ften des by lking at the title f the passage. And can yu guess what happened t him?
教学设计说明: 这个环节是阅读前的准备环节，这个环节目的在于让学生从文章标题中得出推测出有关信息，同时对后面的阅读内容有个基本的了解。
III. Reading（While reading）
First reading: Wrk n 2b
T: Tday, I wuld like t teach yu a reading skill: scanning. What des scanning mean? It means mving yur eyes quickly dwn the page t find specific infrmatin. Find ut the new wrds r expressins. Then try t lk up each ne in a dictinary and write dwn its meaning.
教学设计说明: 本环节首先是学习策略的指导, 然后在老师的指导下练习运用scanning这种方法来找出不认识的单词，并通过查阅字典的方式找到其意思.目的在于培养学生的自学能力和工具书使用能力。
2. Secnd reading：Wrk n 2c
T: Read the passage again. After each statement, chse/circle True, False r Dn’t knw.
教学设计说明：这一环节是阅读中的信息判断训练。让学生学会从文章支持自己观点的句子。同时，也是对学生阅读理解能力的训练。
3. Third reading: Wrk n 2d and 2e
T: Read the article again and answer the questins in 2d. Yu have t underline the sentences which shw yu the answers. Then, yu have t put the sentences in 2e in the right rder and tell me why.
教学设计说明：在第二遍阅读解决了文章内容的理解后，进行第三次阅读，目的是要学生在基本熟悉文段的基础上，找出所学信息回答问题，并学会按顺序排列句子。培养学生在阅读中抓取关键信息的能力，并提升其逻辑思维能力。
IV. After reading
1. Fill in the blanks.
T: Nw, class, can yu fill in the blanks accrding t yur understanding f the passage? Use the wrds in the passage t cmplete the task.
教学设计说明: 这个环节对阅读的材料进行复习巩固。同时也是让同学们进一步熟悉阅读材
料，对阅读里的重点短语和生词进行复习。
6. Hmewrk
Use five phrases frm the reading passage t write a cmpsitin. Yu shuld write at least 80 wrds.
教学设计说明：指导学生熟记文章中的重要词汇及句型并能够正确运用,并适当激发学生的创新能力，属于发散思维型的写作训练。
Sectin B (3a-3b)
Teaching aims（教学目标）
1. 总结本单元的疾病与意外伤害的表达，并学会如何给予合适的建议。
2. 综合运用本单元所学知识进行对话表演和写作。
Language pints（语言点）
要求掌握以下句式：
I hurt myself playing sccer.
Are yu OK?
That desn’t sund gd.
I dn’t feel well.
Shuld I …?
要求掌握以下词汇及词组：
hurt neself ding sth., have a sre leg.

Difficult pints（难点）：学会运用所学知识进行对话和写作。
Teaching steps（教学步骤）
I. Review and cnclusin（复习和总结）
1. Review
T：Class, can yu remember what we learned in this unit? Gd, let’s lk at the slides and try t review what we have learned befre. Can yu translate the fllwing phrases r sentences int English?
教学设计说明：复习环节是本单元课时中的重点词汇和句型,对健康问题和意外伤害的处理进行总结性的复习。首先通过复习身体各部分的表达对词汇进行复习，然后指导学生写出身体各部分可能产生的疾病和意外受害的英文表达。在词汇复习的基础上，重温如何描述健康问题和意外伤害，同时对health prblems和accidents作一个区分。然后要求学生针对不同的情况给出合适的建议。目的是温故而知新。
2. Self Check
T: Nw yu knw hw t deal with health prblems r accidents, please give advice fr these peple n the screen.
T:Very gd. Can yu put these questins and answers in rder t make a cnversatin?
教学设计说明：本环节是对本单元的总结，对如何讨论健康问题和意外事故、如何给出合适的建议进行归纳和总结。
II. Befre writing
Pair-wrk: Being a nurse (Sectin B, 3a)
T: Nw yu are able t give advice fr sme health prblems and accidents. Let’s play a game called Being a Nurse. Please wrk in pairs: ne student be the patient and describe yur health prblems r accidents that happened t yu; the ther students try t diagnse the prblems and give advice. Yu shuld take ntes t help yu.
教学设计说明：这是写前的热身活动，同时也是创设语言使用的情境，激发学生的思维。同时为后面写作做铺垫。
III. While writing:
1. Wrk n 3b
T: Class, we knw hw t talk abut health prblems and accidents as well as hw t give advice. Nw, can yu try t write a cnversatin between the nurse and the student using yur ntes frm 3a and the expressins in 3b, and then share yur cnversatin?
教学设计说明：此环节对本单元主题的写作进行指导。要求学生使用所学的health prblems和accidents等相关词汇，运用本单元句型进行对话写作。表达时尽量使用一些英语中惯用的、地道的表达方式，正确使用词汇和句型，写出合符逻辑的书面表达。
IV．After writing
Assessment (评价)
T：Have yu finished writing the cnversatin? OK, let’s invite sme f yu t share yur writing with us.
教学设计说明：这个环节是写作后的展示与评价环节，目的在于让学生勇于展现自我，学会欣赏他人的劳动成果。
V. Hmewrk
T：Class, yu have dne very well. After class, I wuld like yu t write a nte. Suppse that yur cusin has a sre thrat. Please write a nte t tell him/her what he/she shuld d.
教学设计说明：这个环节是课后写作的一个延伸和拓张。为学生创设真实语境，鼓励他们把课堂所学的知识生活化，提高知识运用能力，学会学以致用。
Name
Health prblem
Sarah

David

Ben

Nancy

Judy