Uint1What's the matter导学案

1. 作―有‖讲。 如： I have a bag. 我有一个包。 He has a red cup. 他有一个红杯子。 2. 作―吃、喝‖讲。如：have breakfast (吃早饭) have tea (喝茶) have a biscuit (吃块饼干) have a drink (喝点水) 3. 作―患病‖讲。 have a cold, have a fever 4. 固定短语 have a try, have a look, have a party 活学活用 1. 她有许多好朋友。 She ____ lots of good friends. 2. 当我们感冒时，应该多喝水。 When we _____ bad colds, we should drink more water. 3. 他早餐常吃鸡蛋。He ____ eggs for breakfast. 4. 他昨天去参加聚会了。 He ___________ yesterday. 2. should should 属情态动词, 后接动词原形, 没有人称和数的变化。用于提出建议劝告别人。 should 的否定形式为 should not, 通常缩写为 shouldn’t。 1. — Tom, I have a toothache. 汤姆, 我牙痛。 — You should see a dentist. 你应当去看牙医。 2. — I’m not feeling well these days. I have bad cough. 这些天我身体不适, 老是咳嗽。 — You shouldn’t smoke so much, I think. 我认为你不该抽这么多烟。 活学活用 1. —She has a stomachache. — She __________ eat so much next time. 2. — Should she see a dentist and get an X- ray? — Yes, she _______. / No, she _________. 9

3.反身代词 英语中共有八个反身代词，在使用时应注意和它所指的相应的对象在人称、性别、数上保持一致。其基本形式如下表所示： 第一人称 第二人称 第三人称 单数 复数 myself yourself himself/herself/itself ourselves yourselves themselves 1. My classmate, Li Ming, made a card for _______ just now. 2. Bad luck! I cut _______ with a knife yesterday. 3. They tell us they can look after __________ very well. 4. My cat can find food by _____. 5. Help __________ to some beef, boys. Step3. Practice (20’) 1.4a.Fill in the blanks and practice the conversations. 2.4b.Let the students do it individually, the teacher goes around the room finding out the common errors that students have. Write them on the blackboard and have students correct them. Then work in pairs. 3.4c. Work in pairs . One student mimes a problem. The other students in the group guess the problem and give advice. A sample conversation: A: What’s the matter ? Did you hurt yourself playing soccer? B: No, I didn’t. C: Did you fall down? B: Yes, I did. D: You should go home and get some rest. The teacher moves around the classroom checking the progress and praising the group that does well. Then have one or two groups act out in the front of the class. Step 4. Homework Write and remember Grammar Focus. 教 学 流 程 板书设计

个案修订 Period 4 Section A (Grammar Focus-4c) Have 1. 作―有‖讲。 如： I have a bag. 我有一个包。 10

He has a red cup. 他有一个红杯子。 2. 作―吃、喝‖讲。如：have breakfast (吃早饭) have tea (喝茶) have a biscuit (吃块饼干) have a drink (喝点水) 3. 作―患病‖讲。 have a cold, have a fever 4. 固定短语 have a try, have a look, have a party exciting. Should should 属情态动词, 后接动词原形, 没有人称和数的变化。用于提出建议劝告别人。 should 的否定形式为 should not, 通常缩写为 shouldn’t。 反身代词 第一人称 第二人称 第三人称 单数 复数 疑点共释 myself yourself himself/herself/itself ourselves yourselves themselves 课后反思 课 题 课 型 目标

Unit1 What’s the matter? (Section B 1a-1d) （第5课时） new 知识 技能 课 时 one 教 具 computer 审核人 主备人 赵恩芳 1）Words and expressions: bandage, sick, knee, nosebleed, feel sick, cut one’s knee, have a nosebleed, fall down, cut oneself , have problems breathing, get hit by a ball, hurt one’s back or arm, get sunburned 11

2）Listening. 过程 成对合作；以说助听，听中学说. 方法 情感态度 掌握怎样处理一些突发事故 与价值观 1) 掌握本课时出现的生词及表达方式。 2) 进行听力训练，提高综合听说能力。 训练和提高学生的听力能力。 教 学 流 程 实施过程、师生活动、教学内容、拓展延伸 Step1. Warming up(10’) T: You know, there are lots of problems in our life. If you are a doctor, please tell us how to solve the problem. I will divide you into 9 groups. Please work in groups. And then choose one of you to report your ideas. The following are the problems: I have a toothache. I am hungry. I have a sore throat. I am stressed out. I have a sore back. I am tired. I can’t sleep. I have a cold. I have a headache. Report: If you have a headache, you should go to bed early. You should see the doctor. You should eat some medicine. You shouldn’t wash your face with cold water. You shouldn’t sleep late. You shouldn’t swim. ….. T encourages the students to give advice as much as possible. Step2. Presentation(10’) Show some pictures on the screen, discuss the accidents with the students, teaching the new words: cut oneself, cut one’s hand / finger, fall down ,cut one’s knee, have a nosebleed, have problems breathing, get hit by a ball, get hit on the head, hurt one’s back or arm, get sunburned and so on. Let students do 1a. Then check the answers by asking a students to say out the answers. Have students describe the actions what you should do when the accidents happen in order, using first, next, then and so on. Step3.Listening(15’)

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