Unit 1 Whats the matter? 第二课时教学设计。
老师职责的一部分是要弄自己的教案课件，到写教案课件的时候了。我们要写好教案课件计划，新的工作才会如鱼得水！有多少经典范文是适合教案课件呢？小编特地为大家精心收集和整理了“Unit 1 Whats the matter? 第二课时教学设计”，但愿对您的学习工作带来帮助。
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单元
名称
Unit1Whatsthematter?
课时安排
第二课时
教学
目标
1．用过去时表达身体不适什么时间开始，表达身体不适。对他人身体的种种不适表示同情并给予适当的建议；对他人建议做出适当的反应
2．学习完成任务所需要的语言：
词汇：rest,honey,dentist,should,shouldnt,ago,so,illness,advice
句子：
用过去时表达身体不适什么时间开始
Whendiditstart?Abouttwodaysago.
表达身体不适
Imnotfeelingwell.Ihavea...
对他人身体的种种不适表示同情
Ihopeyoufeelbettersoon.
对他人身体的种种不适给予适当的建议；
Youshoulddrinksomehotteawithhoney.
Youshouldseeadentist.
Youshouldliedownandrest.
Youshoulddrinklotsofwater.
Youshouldgotobed.
Youshouldnteatanything.
对他人建议做出适当的反应
Thatsagoodidea.Thankyou./Thanks.
3．完成课本第8页2a,2b,2cGrammarfocus第9页3a,3b,4的教学任务。
教学
环节
突出内容
教师活动
学生活动
Lead-inandRevis-ion
PPTU2-L2
1.T:Imverygladtoseeyouagain.Todaywewilllearnhowtotalkaboutyourhealthandhowtogiveadvice.
2．Yesterdaywelearnedhowtosaythedifferentpartsofthebody.Nowletsreview.PleasesaythewordswhenIpointthedifferentparts.（老师幻灯片中的人物图片，指点人物的身体部分，让学生说出所学单词。）
所说单词顺序为：head,face,eye,ear,nose,mouth,arm,hand,leg,foot,feet,knee,throat,back,stomach.
T:Good.Nowpleaselookatthepicturesofthestudents.Theyhaveproblems.Boysaskandgirlsanswer,please.(老师指前五幅图，男生问，女生答)
T:Verygood.Nowgirlsaskandboysanswer,please.(老师指后四幅图，女生问，男生答)
1.Greettheteacher.
2.
Ss:head,face,eye,ear,nose,mouth,arm,hand,leg,foot,feet,knee,throat,back,stomach.
Boys:Whatthematter?
Girls:Ihaveaheadache.
Boys:Whatthematter?
Girls:Ihaveastomachache.
Boys:Whatthematter?
Girls:Ihaveatoothache.
Boys:Whatthematter?
Girls:Ihaveabackache.
Boys:Whatthematter?
Girls:Ihaveanearache.
Girls:Whatthematter?
Boys:Ihaveacold.
Girls:Whatthematter?
Boys:Ihaveafever.
Girls:Whatthematter?
Boys:Ihaveacough.
Girls:Whatthematter?
Boys:Ihaveasorethroat.
Prese-ntati-on
PPTU2-L2
PPTU2-A2
1.Showthepictureof"honey"
T:Whatsthis?
T:Whatanimallikeseatinghoney?
T:Whatanimalmakeshoney?
T:Right.
T:Nowreadafterme,honeyH-O-N-E-Y,honey.
2.T:Ifyouaretired,youmayliedownonyourbedoronabenchlikethisman.
T:Nowrepeat.Lie,L-I-E,lie.
3.Ifyouaretired,youneedarest.Youmayliedownonyourbedtohavearest.
T:Nowreadafterme,rest,R-E-S-T,rest.
4.T:Ifyouhaveatoothache,youshouldgotoseethedentist.
T:Nowreadafterme,dentist,D-E-N-T-I-S-T,dentist.
5.T:Whatsthiswomanplayingwith?
Wedrinkwatereveryday.Ourbodyneedswater.
T:Nowreadafterme,water,WATER,water.
T:Whenyougivesuggestions,youmayuse"should"or"shouldnt"
Lookatthesesentences
Youshouldgotobed.
Youshouldnteatanything.
1.Ss:Honey.
Ss:Bears.
Ss:Bees.
Ss:honeyH-O-N-E-Y,honey.
2.Ss:Lie,L-I-E,lie.
3.Ss:rest,R-E-S-T,rest.
4.Ss:dentist,D-E-N-T-I-S-T,dentist.
5.Ss:water,WATER,water.
Liste-ning
PPTU2-L2
1.T:Nowopenyourbooksandturntopage8.
Repeatplease.
toothache,sorethroat,stomachache,fever
liedownandrest,hotteawithhoney
seeadentist,drinklotsofwater
2.T:Wewillhearfourconversations.Conversationatoconversationd.Listentothetape.Peoplearetalkingabouthealthproblemsandtheyaregettingadvices.
(录音放两遍，第一遍做2a,第二遍做2b)
Nowletschecktheanswers.
Ifyouhaveatoothache,youshouldseeadentist.
S1,please,howaboutasorethroat?
S2,please,howaboutastomachache?
S3,please,howaboutafever?
T:Good.Thecorrectanswersare1-c,2-b,3-a,4-d
Nowpleasereadtheconversationsin2b.
S1andS2,pleasereadconversation1.
S3andS4,pleasereadconversation2.
S5andS6,pleasereadconversation3.
S7andS8,pleasereadconversation4.
T:Verygood.Nowlistentothetapeagainandrepeat.
(老师放录音)
1.Ss:Toothache,sorethroat,stomachache,fever
liedownandrest,hotteawithhoney
seeadentist,drinklotsofwater
2.学生听录音并完成2a,2b
S1:Ifyouhaveasorethroat,youshouldhavehotteawithhoney.
S2:Ifyouhaveastomachache,youshouldliedownandrest.
S3:Ifyouhaveafever,youshoulddrinklotsofwater.
S1:Ihaveasorethroat.
S2:Youshouldhavehotteawithhoney.
S3:Ihaveatoothache.
S4:Youshouldseeadentist.
S5:Ihaveastomachache.
S6:Youshouldliedownandrest.
S7:Ihaveafever.
S8:Youshoulddrinklotsofwater.
（学生跟读）
１ｃ
Pairwork
1.T:Letsmakeaconversationinpairs.Youmaylookatthestudentsproblemsinthepicturein2b.S1andS2,canyougiveusanexample?S1和S2,你们能否给大家做个示范？
2.T:Nowletspracticetheconversationinpairs.
3.T:Boysandgirls,wouldyouliketoshowusyourconversation?S3andS4,please.
4.Verygood,thankyou.S5andS6,please.
5.Good,thanks.S7andS8,please.
(当最后一组学生展示完他们的对话后,老师说)：
Excellent!大家做得都很好！
T:NowletslookattheGrammarfocus.
Whenyouhavehealthproblems,youmaysay"Ihavea..."Whenotherpeoplehaveproblems,youmaygivethemadvice,like"Youshould..."or"Youshouldnt..."
Butinsomecultures,peopledonttalkabouthowtheyarefeelingandpeopledontalwaysgiveadviceexcepttofamilymembersandveryclosefriends.
1.
S1:Hello,S2.Whatsthematter?
S2:Ihaveacold.
S1:Youshoulddrinkmorehotwater.
S2:Thatsagoodidea.
2.学生小组活动
3.
S3:Whatsthematter?
S4:Ihaveasoreback.
S3:Ithinkyoushouldliedownandrest.
S4:IguessIshould.Thankyou.
4.
S5:Whatsthematter?
S6:Ihaveastomachache.
S5:Ithinkyoushouldliedownandrest.Andyoushoulddrinkmorehotwater.
S6:thankyou.IthinkIwill.
5.
S7:Youdontlookwell.
Ｗhatsthematter?
S8:Ihaveatoothache.
S7:Ithinkyoushouldgotoadentist
S8:Yes,Iwill.Thanks.
3a
PPTU2-L2
1.T:Nowopenyourbooksatpage9.Lookatthepicturefirst.Thereisaboysittingonabench.Heissick.Ateacheristalkingtohim.Nowlookattheconversationontheleft.Illreadittoyou.
A:Whatsthematter?
B:Imnotfeelingwell.Ihavea________.
A:Whendiditstart?
B:About________ago.
A:Oh,that’stoobad.Youshould________.
B:Yes,Ithinkso.
A:Ihopeyoufeelbettersoon.
2.Pleasethinkofhowyoucancompletetheconversation.Writetheanswersintheblanksbyyourself.
3.T:Nowpleasereadtheconversationwiththeanswers.Nowbegin.
4.T:Verygood.Nowlookatthepicture.(用幻灯片展示学生用书第九页3b的图，依次指其中的学生)
T:S1,please.Whatthematter?
Whatshouldhedo?
T:Good.S2,please.Whatthematter?
Whatshouldshedo?
T:Goodanswer.S3,please.Whatthematter?
Whatshouldshedo?
T:Goodidea.S4,please.Whatthematter?
Whatshouldhedo?
1.
Sslistenquietly.
2.
(学生完成第９页３ａ)
3.(学生齐读)
A:Whatsthematter?
B:Imnotfeelingwell.Ihaveacold.
A:Whendiditstart?
B:Abouttwodaysago.
A:Oh,thatstoobad.Youshouldgetsomerest.
B:Yes,Ithinkso.
A:Ihopeyoufeelbettersoon.
4.
S1:Hehasaheadache.
Heshouldliedownandrest.
S2:Shehasabackache.
Sheshouldliedownandrest.
S3:Shehasastomachache.
Sheshoulddrinksomehotwater,liedownandrest.
S4:Hehasatoothache.
Heshouldgotoseeadentist.
4Grou-pwor-k
1.T:Nowpleaselookatpage9.
Pleasereadtheconversationonthelefttogether.Nowbegin.
2.T:Letsplayagame.(老师把手放在头上)Whatsthematterwithme?
T:WhatshouldIdo?S1,please.
T:Yes,Ithinkso.Thanks.
T:S2,pleasecometothefront.Youareillnow.
S2,doyouhaveaheadache?
Doyouhaveatoothache?
Youshouldgotothedentist.
T:Good.Thankyou.Nowgoback,please.
NowIwantanotherstudenttocometothefrontanddoasS2did.S3,please.
S3,youareillnow.Pleaseaskyourclassmatestoguesswhatyourmatteris.
S4:Doyouhaveabackache?
S4:Doyouhaveastomachache?
S4:Ithinkyoushoulddrinksomehotwaterwithhoney.
T:Goodjob!
1.
Ss:Whatsthematter?
Doyouhaveasorethroat?
No,Idont.
Doyouhaveaheadache?
Yes,Ido.
Youshouldliedownandrest.
2.
Ss:Youhaveaheadache.
S1:Ithinkyoushouldliedownandrest.
S2做出牙疼的样子
S2:No,Idont.
S2:Yes,Ido.
S2:Thatsagoodidea.jAb88.cOm
S3做出胃疼的样子
S3:S4,please.
No,Idont.
S3:Yes,Ido.
S3:Thatsoundsgood.Thanks.
Sum-mary.
黑板内容
1．Nowpleaselookattheblackboardandreadwhatwe’velearnedtoday.最后，请大家看黑板，把今天我们所学的单词再读一遍。
2．Afterclass,pleaserememberthenewwordsandphraseswevelearnedtoday.Andmakeconversationslikein3a.
Todaywevelearnedsomewordsforillnesses.Afterclass,pleasewritedownalltheillnessesthatyouknowinyourexercisebook.
学生齐读
fever,toothache,rest,honey,dentist,should,headache,shouldnt,ago,so,illness,advice.
板书设计
见幻灯片
相关阅读
Unit 1 Whats the matter?第一课时教学设计
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单元
名称
Unit1Whatsthematter?
课时安排
第一课时
教学
目标
1．能够正确描述身体各部位名称，准确表达身体的种种不适，询问他人身体状况
2．学习完成任务所需要的语言：
词汇：matter,have,cold,haveacold,stomachache,sore,back,arm,ear,eye,foot,feet,hand,head,leg,mouth,neck,nose,stomach,tooth,teeth,throat
句子：
正确描述身体各部位名称：
Howmanypartsofthebodycanyouname?
Thisismynose/face.
Thesearemyeyes/mylegs...
准确表达身体的种种不适
Ihaveaheadache.Ihaveastomachache.Ihaveatoothache.
Ihaveasoreneck.Ihaveasorearm.Ihaveasoreleg.
Ihaveacold.Ihaveafever.
询问他人身体状况
Whatsthematter?
3.完成课本第7页1a,1b,1c的教学任务。
教学
环节
突出
内容
教师活动
学生活动
Leadin
1a
1b
题板
青蛙的图片
pptU2-L1
pptU2-L1
pptU2-L1
板书
matter
whatsthematter?
Stomacha-che
headache
板书
sore
Ihaveaheadache
Ihaveastomacha-che
Ihaveatoothache
Ihaveasoreneck
Ihaveasorearm
Ihaveasoreleg
板书
cold
Ihaveacold
Ihaveafever
1.T:Imverygladtoseeyouagain.Todaywearegoingtolearnanewunit–Unit2Whatsthematter?Inthisunitwewilllearnhowtotalkaboutyourhealthandhowtogiveadvice.
T:Nowletsplayagame.Countfrogs.
(展示一幅青蛙的图片,每轮到一名同学，点击鼠标增加一个青蛙)onebyone.Imfirst.
Onefroghasonemouth,twoeyes,fourlegs.
S1,please.Twofrogs.
S2,please.Threefrogs.
S3,please.Fourfrogs.
S4,please.Fivefrogs.
S5,please.Sixfrogs.
2.Welldone!Nowletsreviewthenamesofthebody.Howmanypartsofthebodycanyouname?Pleasesaythepartsofthebodytogether.
（老师用人物卡片指学生说出所学单词。）
所说单词顺序为：body,face,head,mouth,eye,ear,arm,hand,foot,leg,knee,tooth,teeth,foot,feet,neck,throat.
3.Showpicturesofdifferentpartsofthebodyonebyoneandaskthestudentstosaythewords.所说单词顺序为：head,nose,eye,ear,tooth,neck,stomach,back,leg,arm,foot,throat,mouth,hand
4.T:Nowopenyourbooksandturntopage7.Pleaselookatthepicture.Pleasereadthelistofbodyparts.
T:Good.Nowpleaselookatthepicturesofthestudentsnumbered1-5.Severalbodypartsaremarkedwiththelettersfromatom.Writethecorrectletterafterthenameofeachbodypartonthelist.
T:Nowstopandletschecktheanswers.PleasereadthenamesofbodypartswiththeletterslikethisK–arm.Nowbegin.
5.Thentheteacheractsoutanillness.
(老师将手放在额前，做头疼的样子)
T:Ihaveaheadache.Repeat.Ihaveaheadache.
(老师将手放在额前，做胃疼的样子)
T:Ihaveastomachache.Repeat.Ihaveastomachache.
T:S1,Whatsthematter?(老师示意头疼)
T:S2,Whatsthematter?(老师示意胃疼)
老师可做其他动作教授不同的病症表达。
6.Teach"sore"（用肢体辅助）
T:Ihaveasorearm.Repeat.Ihaveasoreback.Repeat.
7.T:Nowlistentothetape.Thereareconversationsabouteachofthesefivestudents.Lookatthepictureandfindthepeoplethatarebeingtalkedabout.Writethenumbernexttotheminthepicturenexttotheirnames.接下来我们一起听对话，在名字后面标号1-5。Youwillheartheconversationsonce.录音放一遍。
T:S4,canyoutellmeyouranswer?
OK.Hashegotthecorrectanswers?
Letslistentothetapeagain.Pleaserepeatafterthetape.
让我们一起跟录音机把对话读一遍。
Begin!
1.
S1:Twofrogshavetwomouths,foureyesandeightlegs.
S2:Threefrogshavethreemouths,sixeyesandtwelvelegs.
S3:Fourfrogshavefourmouths,eighteyesandsixteenlegs.
S4:Fivefrogshavefivemouths,teneyesandtwentylegs.
S5:Sixfrogshavesixmouths,twelveeyesandtwenty-fourlegs.
2.Ss:body,face,head,mouth,eye,ear,arm,hand,foot,leg,knee,tooth,teeth,foot,feet,neck,throat.
3.Ss:head,nose,eye,ear,tooth,neck,stomach,back,leg,arm,foot,throat,mouth,hand
4.Ss:arm,back,ear,eye,foot,hand,head,leg,mouth,neck,nose,stomach,tooth
(学生用书SectionA1a)
Ss:karm,cback,gear,Ieye,mfoot,ahand,lhead,bleg,fmouth,dneck,jnose,hstomach,etooth
5.
Ss:Ihaveaheadache.
Ss:Ihaveastomachache.
S1:Youhaveaheadache.
S2:Youhaveastomachache.
6.（模仿动作）
Ss:Ihaveasorearm.Ihaveasoreback.
7.Sslistentothetapeandfillintheblanks.
S4:Nancy–3,Sarah–1,David–2,Ben–5,Judy–4
Ss:yes!
（学生跟读对话）
Game-s
1.Playthegame"Simonsays"withstudents.
T:Boysandgirls,pleaselineupinrows
PleasetouchyourbodypartifIsay"Simonsays..."
PleasedonttouchthepartifIjustsay"touchyourhead..."
Letsbegin.
Simonsaystouchyourhead.
Simonsaystouchyourthroat.
Touchyourhead.
Simonsaystouchyourarm.
T:Welldone!
2.T:Nowletsdrawsomepictures.S1,S2,S3pleasecometotheblackboard.
Nowstudents,pleasedrawabigface.
Thendrawtwobigeyes,abignoseandasmallmouth.Nowdrawshorthair.Drawalongneck,asmallbody,shortlegsandlongarms.
T:Nowletslookatthepicturesontheblackboard.Whoseisthebest?Letsgivehim/herabighand.
Sstouchtheirheads
Sstouchtheirthroats.
Ssstandstill.
Sstouchtheirarms
Ssdrawpicturesastheteachertells.
S1,S2,S3drawontheblackboard.
Pairwork
１ｃ
划线部分
1.T:Letsmakeaconversationinpairs.Youmaylookatthestudentsproblemsinthepicturein1a.S1andS2,canyougiveusanexample?
S1和S2,你们能否给大家做个示范？
2.T:Nowletspracticetheconversationinpairs.Youcantalklikethis:（手指着黑板）
A:Whatsthematter?
B:Ihaveacold/headache/...
3.T:Boysandgirls,wouldyouliketoshowusyourconversation?S3andS4,please.
4.Verygood,thankyou.S5andS6,please.
5.Good,thanks.S7andS8,please.
Excellent!
S1:Hello,S2.Whatsthematter?
S2:Ihaveacold.
2.学生结对活动
3.S3:What.sthematter?
S4:Ihaveasoreback.
4.S5:What.sthematter?
S6:Ihaveastomachache.
5.S7:Ｗhat.sthematter?
S8:Ihaveatoothache.
Sum-mary.
黑板内容
1．Nowpleaselookattheblackboardandreadwhatwe.velearnedtoday.最后，请大家看黑板，把今天我们所学的再读一遍。
2．Todaywe.velearnedsomewordstotalkaboutbodypartsandillnesses.Afterclass,pleasewritedownallthebodypartsandillnessesthatyouknowinyourexercisebook.
学生齐读
matter,stomachache,headache,cold,fever
What.sthematter?
Ihaveaheadache.Ihaveastomachache.
Ihaveatoothache.
Ihaveasoreneck.
Ihaveasorearm.
Ihaveasoreleg.
Ihaveacold.
Ihaveafever.
板书设计
Unit1What.sthematter?(I)
1.matterA:What.sthematter?
2.stomachacheB:Ihaveaheadache/stomachache/toothache.
此处给学生画图
3.headacheIhaveasoreneck/arm/leg.
4.coldIhaveacold.
5.feverIhaveafever.
Unit 1 Whats the matter? 第三课时教学设计
单元
名称
Unit1Whatsthematter?
课时安排
第三课时
教学
目标
1．能够听懂并恰当的表述身体状况和感受，并能够给出合理的建议。
2．学习完成任务所需要的语言：
1)词汇：thirstystressedoutcrispycerealcookieearlyproblem
2)句子：
WhatsthematterwithGina?
Shestired.
Sheshouldgotobedearly.
3．完成课本第10页1a,1b,2a,2b,2c的教学任务。
教学
环节
突出内容
教师活动
学生活动
复习
回顾
1.Hello,boysandgirls.Nicetoseeyouagain.Now,Idlikeyoutomakeaconversation.Yougetsickandyourpartnerisadoctor.Pleasehaveatry.
2.OK.Whichpairwouldliketohaveatry?S1andS2,please.
Good!
1.学生练习对话。
2.S1:Whatsthematter?
S2:Imnotfeelingwell.Ihaveaheadache.
S1:Whendiditstart?
S2:Aboutthreedaysago.
S1:Doyoucough?
S2:No.
S1:Ithinkyouaretootired.Youshouldhavearest.
S1:Ithinkso.
导入
新课
(幻灯片出现第一张图片)
板书单词：
stressv.使有压力使紧张
stressedout紧张的，有压力的
(幻灯片出现第二张图片)
板书：early–late
(幻灯片出现第三张图片)
板书单词：
cookie:n.小甜饼
cerealn.燕麦片
crispyadj.脆的，易碎的
(幻灯片出现第四张图片)
板书单词：
thirstyadj.饥渴的
1.Nowletslookatsomepictures.
Whatdoyouthinktheboyisdoing?
2．Maybe.Heiswalkingaroundintheroom.Ithinkheisnotrelaxed.Heisstressedout.(手指板书)
nowreadafterme.Stressedout.
Whatshouldhedoifhesstressedout?
Goodidea.
3.Lookatthesecondpicture.Whatisthegirldoing?
Whyisshesleepingwhensheisreading?
Ithinkso.Whatshouldshedo?
Youknowearly?Theoppositeofearlyislate.
4.Well,Whatsthematterwiththisboy?
Yes,hewantstofindsomethingtoeat.
Whatcanyouseeinthecupboard?
Here,cookie,cereal,andcrispy...
something
Doyouknowcookie?Guessthemeaningofit.
Nowletslookattheblackboard.Readafterme.
5.Thelastpicture.Canyousaysomethingaboutthepicture?
Yes.Shemustbethirsty.
6.Nowletsreadthenewwordstogether.
1．S1:Maybeheisdoingexercise.
2.stressedout.
S5:Heshoulddosomesports.
Heshouldlistentosomelightmusic.
3．S2:Sheissleeping.
S3:Sheistootired.
Ｓ4:Sheshouldntstudy.
S5:Sheshouldgotobedearly.
S6:sheshouldhaveagoodrest.
４．S4:Heishungry.
S5:饼？
５．S6:Thegirlisstandingnearafridge.
S1:maybethegirlranjustnow.
S2:Sheisdrinkingsomethingcool.
6.读单词。
1a
1.Nowopenyourbooksandturntopage10.Letssee1a.Pleasematchthepictureswiththewords.
2.Haveyoufinished?S1,pleasetellusyouranswer.
1．学生翻开书完成1a.
2．bcda
1b
Letsgointo1b.Itseasier,too.Matchtheadvicewiththepeoplebelow.Pictureameansyoushouldeatanapple.Whatdoespicturebmean?
WhatdoespictureCmean?
Andd?
S1:Listentolightmusic.
S2：Drinksomewater.
S３：gotobedearly.
2a
&
2b
板书单词：
problemn.问题，难题
幻灯片5
2a的答案。（板书表格）
1.Nowletsdoactivity2aand2b.Itsalisteningactivity.GinaTonyJulieandAlanhavesomeproblems.Readafterme(手指板书).Problem.
2.Whataretheirproblems?Andwhatshouldtheydoandwhatshouldnttheydo?Letslistentothetapeandfillintheblanks.(播放录音)
3．Listenagain.Makesureyouranswersareright.
4．IsthatOK?S1,couldyoutellmeGinasproblem?
Right.AndTonys?
Juliesproblemis?
Alansproblemis?
Quitegood!Nowyoumaylookattheblackboardandcheckifyouranswersarecompletelyright.
1.跟读单词。
2.听录音。完成表格。
3.再听录音。
4.S1：Ginaistiredandsheshouldgotobedearlyandsheshouldntgotothatpartytonight.
S2:Tonyisstressedoutandheshouldlistentomusicandshouldntstudy.
S3：Julieisthirstyandshouldhaveadrinkandshouldnteatmorepizza.
S4:Alanishungryandshouldeatanappleandshouldntplaysoccerbeforedinner.
c
1.Nowlookattheblackboardandmakeaconversationwithyourpartner.Talkabouttheirproblems.
2．Whichpairwillshowyourconversation?
1.练习对话。
２．学生分别依照2c上的对话展示。
Sum-mary
板书
Todaywelearnedsomenewwords.Nowreadafterme,please.
跟读板书上的单词。
Hom-ework
Yourhomeworktoday:readthetypescriptonpage96.
今天的作业是熟读96页第一单元的听力材料。
Haveagoodtime!Bye-bye!
Bye-bye!
板书设计
Unit2Whatsthematter?（III）
stressv.使有压力使紧张
stressedout紧张的，有压力的
early–late
cookien.小甜饼
cerealn.燕麦片
crispyadj.脆的，易碎的
thirstyadj.饥渴的
problemn.难题，问题
Problem
Should
Shouldnt
Gina
tired
gotobedearly
gotothatparty
Tony
stressedout
listentomusic
study
Julie
thirsty
haveadrink
eatmorepizza
Alan
hungry
eatanapple
playsoccerbeforedinner
Unit 1 How often do you exercise? 第二课时教学设计
单元
名称
Unit1Howoftendoyouexercise?
课时
安排
第二课时
教学
目标
1．能够熟练谈论某些日常活动的频率。
2．能够反思学习英语的好的方法和手段。
3．学习完成任务所需要的语言：
1)词汇：highschool,most,no,result,active,asfor
2)句子：
All/Most/Some/NostudentswatchTVeveryday.
HowoftendoyoureadEnglishbooks?
４．完成课本第３页的内容。
教学
环节
突出
内容
教师活动
学生活动
Warm-up
(可在此处加一个手指操)
跟学跟做
复习
回顾
1.Hello,boysandgirls.Nicetoseeyouagain.LasttimewelearnedthefirstpartofUnit1.Thinkaboutwhatwelearned.S1andS2,wouldyouliketomakeashortconversationaccordingtothethingsweleaned?你们两个人能够运用我们所学的知识作一个简短的对话吗？
2．Good!NowIdlikeyoutosayasentenceonebyone.Pleaseusedifferentwordswelearned.现在请同学们一个接一个地说一句话，注意每个人要使用不同的频率副词或短语。LetsbeginfromS1.
Welldone!Youdidareallygoodjob.
1.S1:Whatdoyoudoonweekends?
S2:Igoshoppingwithmymother.
S1:Howoftendoyougoshoppingwithyourmother?
S2:Twiceaweek.
2.S1:Ialwaysgotoschoolbybus.
S2:Iusuallyexerciseinthemorning.
S3:Ioftenhelpmotherdohousework.
S4:Sometimes,Igoskateboardingwithmyfriends.
S5:Ihardlyevergoouttoplay.
S6:Inevergotomovies.Iwatchvideoathome.
...
P3-3
P3-3的大小两个表格
板书展示新单词
resultn.
板书突出单词
activeadj.
1.Todaywewilllearnanarticlefromamagazine.今天我们要学习杂志上的一篇文章。First,lookatthisform.Theyretheresultsofanactivitysurvey.Doyouremember"survey"?
Yes.这是一个关于活动方面调查的结果。Herewehaveanewword.Result.结果，成果。Readafterme,"result".
2.TheyaskedthestudentsinGreenHighSchoolabouttheiractivities.杂志社询问了格林中学学生的活动频率.
Look,15%ofthestudentsexerciseeveryday.Thatmeanssomestudentsexerciseeveryday.（手势从大表格中的数据向小表格中的数据滑动）15%的学生每天都锻炼身体。这就是说一些学生每天都锻炼身体。
Lookatthisone.75%ofthestudentsexercisethreeorfourtimesaweek.Whatdoesitmean?（手势滑动）
Verysmart.
Mostmeansmorethanhalf.Somemeanslessthanhalf.Most意为多数的，比率超过一半；some意为一些，比率少于一半。Readafterme,"most".
Pleasetellmehowmanystudentsdohomeworkonceortwiceaweek?(手势在表格中滑动)
4.OK.Imsureyouhavegotit.
Nowpleaseopenyourbookatpage3.Youmayusetheinformationtofillintheblanks.
（老师在学生中巡回帮忙）
5．OK.Didyoumeetanynewwordsinthisarticle?Active.Canyouguessthemeaningofactive?Readit.Good!Activitycomesfromactive.
Andthisphrase,"asfor"means关于，至于.
6.Whocanreadthearticleforus?
Areheranswersallright?Excellent!注意有四处属于句子开头，需要大写首字母。检查一下你是否写对了。
7.Nowletsreadthearticletogether.
1.调查！
Result.
2.Moststudentsexerciseeveryday.
Most.
Nostudents.
4.翻开书，完成任务。答案：1.Most2.Some3.most4.Some5.No
6.Some7.threeorfourtimes8.everyday
5.活跃的，积极的！
Active.
6.S3readsthewholearticle.
Yes!
7.齐读文章。
P3-4
板书上的表格
1.Welldone.Bytheway,doyouoftenreadEnglishaloud?顺便问一句，你们经常大声朗读英语吗？
HowoftendoyoureadEnglishaloud?
DoyouthinkreadingaloudishelpfulwithyourEnglish？你认为大声朗读对提高英语有帮助吗？
2.Nowletsmakeabrainstorm.现在我们来做一个头脑风暴。PleasespeakoutwhatwecandotoimproveourEnglish.请同学们快速说出我们都可以做些什么来提高我们的英语。Begin!
3.Quitegood!Youaresmart.Ithinkallthewaysarehelpful.Youcanwritethemdowninaform.Ｉchangetheformintothiskind.
HowtoimproveEnglish
Howoftendoyoudoit?
Listentotheteachercarefullyinclass.
Dohomeworkcarefully.
Remembermorewords.
ReadEnglishmagazines.
ListentoEnglishprogram.
WatchEnglishvideos.
SingEnglishsongs.
Domoreexercises.
4．Pleaseaskyourpartnerhowoftenheorshedoesthesethings.（手指着黑板）
1.Yes.
Differentstudentshavedifferentanswers.
2.Listentotheteachercarefullyinclass.
Dohomeworkcarefully.
Remembermorewords.
ReadEnglishmagazines.
ListentoEnglishprogram.
WatchEnglishvideos.
SingEnglishsongs.
Domoreexercises.
3.把黑板上的表格抄下来，并填写右栏。
4.S1:Howoftendoyoulistentotheteachercarefullyinclass?
S2:Ialwaysdothat.
S3:Howoftendoyoudohomeworkcarefully?
S4:Iusuallydohomeworkinthatway.
S5:Howoftendoyouremembermorewords?
S6:Sometimes.
Summ-ary
板书
OK.Letsreviewthewordswevelearnedtoday.Readafterme.result,active,asfor,highschool,
100%meansall;morethanhalfmeans...
Andlessthanhalfmeans...
0%means...
跟读单词和短语。
result,active,asfor,highschool,
most,
some,
no
Home-work
AndwethinkofmanygoodwaystolearnEnglishwell,soyourhomeworkis:ＷritedownashortpassageaboutyourwaystolearnEnglishandhowoftenyouusetheseways.我们想出了许多学好英语的好办法。那么今天的作业就是写一篇小短文来说说你学习英语的方法和使用这些方法的频率。
Thatsallfortoday.Bye-bye,boysandgirls.
Bye-bye.
板书设计
Unit1Howoftendoyouexercise?（II）
HowtoimproveEnglish?
Howoftendoyoudoit?
Listentotheteachercarefullyinclass.
Dohomeworkcarefully.
Remembermorewords.
ReadEnglishmagazines.
ListentoEnglishprogram.
WatchEnglishvideos.
SingEnglishsongs.
Domoreexercises.
resultn.
activeadj.
asfor
