新航路的開辟教案高中

Unit 1 What’s the matter?教案(新人教版)。

Unit1What’sthematter?教案(新人教版)

Unit1What’sthematter?

I.Teachingarticle:UnitTwo

II.Teachingaimsanddemands:

What’sthematter?Ihaveaheadache.

Youshoulddrinksometea.Thatsoundsalikeagoodidea.

Ihaveasoreback.

III.Teachingimportanceanddiffculty:

Talkaboutyourhealth.Makesuggestions.

IV.Teachingways:Revision,Learning,PracticeandReading.

V.Teachingtools:Tape-recorderandLattern.

V.Teachingtime:Sixperiods

VI.Teachingprocedure:

Thefirstperiod

I.TeachingAimsandDemands

1.KnowledgeObjects.

Bodynames.Illness.What’sthematter?Ihaveacold.

2.AbilityObjects.

Listeningskil,recognizingskill.

3.MoralObjects.

Exerciseeverydayandkeephealthyandstrong.

II.TeachingImportanceandDifficulty

What’sthematter?--Ihaveacold.

III.TeachingMethods

Recognizingmethod.Listeningmethod.Discovermethod.Pairwork.

IV.TeachingAids

Ataperecorder.Adollforteachingthenamesofthebody.AProjector.（WEI508.com 實用文書網(wǎng)）

V.TeachingProcedures

StepIGreettheclassandcheckthehomework.

StepIISectionA1a

Bringoutadoll.Teachthewordsofbodyparts.

Readthewordstostudentsandaskthemtorepeat.

Nowopenyourbooksandturntopage7.Pleaselookatthepicture,I’llaskastudenttoreadthelistofthirteennamesofbodyparts.

StepIII1b

Actoutanillness.Thenshowtheothernewwordsontheblackboard.Readthenewwordstostudentsandaskthemtorepeat.Makesureeverystudentknowsthemeaningandcanreadthem.

StepIVPairwork

Teachstudentsmorewordsofillness.Forexample,

Haveacold,haveafever,headache,stomachache,headachetoothache,haveasoreback,haveasorethroat

StepVAnactivity

PlaythegameSimonsayswithstudents.Firsthavestudentslineupinrows.Askstudentstotouchdifferentpartsoftheirbodies.

StepVIAnactivity

Nowpleaseturntopage106.Thereisapictureofaheadwithnoeyes,nose,mouthorears.PleasedrawtheminthecorrectpacesandsaytheirnamesinEnglish.Thenshowyourpictures.Whodrawsthebest?

StepVIIHomework

Writedownthenewwordsinyourexercisebookandreadthemforseveraltimes

StepVIIIBlackboardDesign

Unit2What’sthematter?

Tooth——teeth(pl.)Foot——feet(pl.)

ToothacheStom-ach-ache

Eyesnosemouthears

延伸閱讀

Unit 1 What's the matter教案

教案課件是老師不可缺少的課件，大家應該開始寫教案課件了。只有寫好教案課件計劃，才能夠使以后的工作更有目標性！你們知道哪些教案課件的范文呢？下面是小編為大家整理的“Unit 1 What's the matter教案”，希望對您的工作和生活有所幫助。

Period5SectionB(1a-1d)

主備:審查：使用：

TeachingAimsandDemands:

1、KnowledgeObject:

(1)Wordsandexpressions:

Feelsick,cutone’sknee,haveanosebleed,falldown,cutoneself,haveproblemsbreathing,gethitbyaball,hurtone’sbackorarm,getsunburned

(2)Listening.

2、AbilityObject:

Trainanddevelopthestudents’listeningandspeakingability.

3、EmotionObject:

Whenaccidentshappen,knowhowtodealwiththemcalmly.

TeachingKeyPoints:

(1)Wordsandexpressions:

Feelsick,cutone’sknee,haveanosebleed,falldown,cutoneself,haveproblemsbreathing,gethitbyaball,hurtone’sbackorarm,getsunburned

(2)Listening.

TeachingDifficultPoints:

Trainanddevelopthestudents’listeningability.

TeachingMethods：

1.Listeningmethod.

2.Pairwork.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1.Warmingup

Task

T:Youknow,therearelotsofproblemsinourlife.Ifyouareadoctor,pleasetellushowtosolvetheproblem.Iwilldivideyouinto9groups.Pleaseworkingroups.Andthenchooseoneofyoutoreportyourideas.

Thefollowingaretheproblems:

Ihaveatoothache.

Iamhungry.Ihaveasorethroat.

Iamstressedout.Ihaveasoreback.

Iamtired.Ican’tsleep.

Ihaveacold.Ihaveaheadache.

Report:

Ifyouhaveaheadache,youshouldgotobedearly.

Youshouldseethedoctor.Youshouldeatsomemedicine.

Youshouldn’twashyourfacewithcoldwater.

Youshouldn’tsleeplate.

Youshouldn’tswim.

…..

Tencouragesthestudentstogiveadviceasmuchaspossible.

Step2.Presentation

Showsomepicturesonthescreen,discusstheaccidentswiththestudents,teachingthenewwords:cutoneself,cutone’shand/finger,falldown,cutone’sknee,haveanosebleed,haveproblemsbreathing,gethitbyaball,gethitonthehead,hurtone’sbackorarm,getsunburnedandsoon.

Letstudentsdo1aindividually.Thenchecktheanswersbyaskingastudentstosayouttheanswers.

Havestudentsdescribetheactionswhatyoushoulddowhentheaccidentshappeninorder,usingfirst,next,thenandsoon.

Step3.Listening

1.1b.Listentotheschoolnurse.Checktheproblemsyouhear.Playtherecordingtwice,thenchecktheanswers.

2.1c.Playtherecordingagain,askSstowriteletterofeachtreatmentnexttotheproblemsyoucheckedinthechartabove.

Checktheanswerstogetherbytalking.

T:Whensomeonefeltsick,thenurse…Youtellmethewholesentence,please.

Ss:Thenursetookhistemperatureandtoldhimtorest.

…

Step4.Practice

1d.Role-playaconversationbetweenthenurseandtheteacher.Usetheinformationin1band1c.Firstletstudentsreadthelisteningtext,andtrytoworkinpairsaccordingtoit.Theninvitesomepairstoactouttheirconversationsinfront.

Step5.Exercises

ShowsomeexercisesonthescreenandSsdothemcarefully.Thenchecktheanswers.

Step6.Homework

Remembertheexpressionslearntintheperiod.

Writeapassageaboutwhatyoushoulddoandshouldn’tdoifaccidentshappenaccordingtothecontentsintheperiod.

BlackboardDesign:

Unit1What’sthematter?

Period5SectionB(1a-1d)

cutoneself,cutone’shand/finger,falldown,cutone’sknee,

haveanosebleed,haveproblemsbreathing,gethitbyaball,

gethitonthehead,hurtone’sbackorarm,getsunburned

SummaryAfterClass:

Period6SectionB(2a-2e)

主備:楊秀蘭審查：使用：

TeachingAimsandDemands:

1、KnowledgeObject:

(1)Wordsandexpressions:

ourselves,climber,beusedto,risk,takerisks,accidents,situation,kilo,rock,runoutof,knife,cutoff,blood,mean,getoutof,importance,decision,control,beincontrolof,spirit,death,giveup,nurse

(2)Reading.

2、AbilityObject:

(1)Trainanddevelopthestudents’readingability.

(2)Learnthereadingstrategies:Findingtheorderofevents.

3、EmotionObject:

Nevergiveupwheneveryoumeetdifficultiesandproblemsinstudyandlife.LearnthespiritofAron.

TeachingKeyPoints:

(1)Wordsandexpressions:

ourselves,climber,beusedto,risk,takerisks,accidents,situation,kilo,rock,runoutof,knife,cutoff,blood,mean,getoutof,importance,decision,control,beincontrolof,spirit,death,giveup,nurse

(2)Reading.

TeachingDifficultPoints:

Trainanddevelopthestudents’readingability.

TeachingMethods：

1.Sceneteachingmethod.

2.Readingmethod.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1.Revision

Showsomepicturesonthescreenandrevisiontheaccidentsorproblemsthatcanhappenwhenwedosports.

Step2.Lead-inandPresentation

Playthevideoofthemovie127Hours.Sswatchitandfeelthedifficultsituation.

Presentthenewwordsandexpressionsbyshowingthepicturesonthescreen:

takericks,caughtundera360-kilorock,fellonsomebody,findyourselfinaverydangeroussituation,getoutofadifficultsituation,bandageyourself,losetoomuchblood,losehalfofhisrightarm,keptonclimbingmountains.

3.AskSstoreadaloudtheexpressionsin2aandthenewexpressions.

Step3.Reading

1.2b.Readthepassageandunderlinethewordsyoudon’tknow.Thenlookupthewordsinadictionaryandwritedowntheirmeanings.(decision,control,spirit,death,mean,importance,beusedto,free,runoutof,keepon)

2.2c.ReadthepassageandcircleTRUE,FALSEorDON’TKNOW.

(1)Aronalmostlosthislifethreetimesbecauseofclimbingaccidents.

(2)AronhadaseriousaccidentinApril2003.

(3)Aronranoutofhiswaterafterthreedays.

(4)Aronwrotehisbookbeforehisseriousaccident.

(5)Aronstillgoesmountainclimbing.

Firstletstudentsreadaloudthesentencesin2candunderstandthemeanings.Iftheyhaveproblems,givesomeexplanation.Next,studentsdoitindividually.Thenstudentschecktheanswerseachother.Finally,theteachercheckstheanswers.

3.2d.Readthepassageagainandanswerthequestions.

(1)WheredidtheaccidenthappenonApril,2003?

(2)Whycouldn’tAronmove

(3)HowdidAronfreehimself?

(4)WhatdidArondoaftertheaccident?

(5)Whatdoes“betweenarockandahardplace”mean?

Afterstudentsfinishthem,invitestudentstosayouttheiranswers.

4.2e.Putthesentencesinthecorrectorder.ThenusethemtotellAron’sstorytoyourpartner.Trytoaddotherdetailsfromreading.

______OnApril26,2003,hehadaseriousmountainclimbingaccident.

______Aronlovesmountainclimbinganddoesn’tmindtakingrisks.

______Arondidnotgiveupaftertheaccidentandkeepsonclimbingmountainstoday.

______Hewroteabookabouthisexperience.

______Aronlosthalfhisrightarmfromthe2003accident.

Step4.Summaryaboutthereadingstrategies

FindingtheOrderofEvents.

(Writersdescribeeventsinacertainorder.Findingtheorderofeventswillhelpyouunderstandwhatyouarereading.)

找出本文描述事件發(fā)生先后順序的句子或短語。

________________________________________________________________________________________________________________________________________________________________________________________________________

Step4.Homework

Rememberthewordsandexpressionslearntin2b.

Finishofftheexercisesintheworkbook.

BlackboardDesign:

Unit1What’sthematter?

Period6SectionB(2a-2e)

takericks,caughtundera360-kilorock,fellonsomebody,findyourselfinaverydangeroussituation,getoutofadifficultsituation,bandageyourself,losetoomuchblood,losehalfofhisrightarm,keptonclimbingmountains.

SummaryAfterClass:

Period7SectionB(3a-SelfCheck)

主備:楊秀蘭審查：使用：

TeachingAimsandDemands:

1、KnowledgeObject:

(1)Towriteaconversationusingtargetlanguage.

(2)Toconsolidatevocabulary,checkcomprehensionofconversationstructure,andpracticeitinanaturalcontext.

2、AbilityObject:

Enablestudentstowriteaconversationabouthealthproblems,firstaidandadviceusingthetargetlanguage.

3、EmotionObject:

Developthestudents’interestsandconfidenceinEnglishlearning.

TeachingKeyPoints:

Towriteaconversationusingtargetlanguage

TeachingDifficultPoints:

Developthestudents’writingability.

TeachingMethods：

1.Writingpractice.

2.Checkmethod.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1.singsomesongs

Step2.Revision

Tpreparessomepiecesofpaper,andwritedowntheproblemsonthepaper.ThenTgetssomestudentstocometotheblackboardandactout.Theotherstrytoguessthemoutandgivetheadvice.

A:What’sthematterwith…

B:Doesshehave…/Isshe…

B:Sheshould…

Sheshouldn’t…

Whileplayingthisgame,wecanletthestudentshaveacompetition.

Step3Writing

1.3a.Brainstorm.

AskSstobrainstormhealthproblemsthatSsmightencounter.Elicitandwriteorprojectanswersontheboard.Askstudentstoimagineahealthproblem,howtheproblemmighthavehappened,andwhatadviceshouldbegiven.

2.3b.Extendtheconversation.

Ssworkinpairs,andtoincreaseSs’levelofengagement,theTcanselectafewdifferentpairsofSstorole-playtheconversationstheyhavewritten.

Step4.SelfCheck

HaveSslookattheSelfCheckactivities.

Readaloudthepromptsinthetextbookandthewordsintheboxes.

Modeltheactivitiesifnecessary.

GiveSstimetodotheactivitiesandcomparetheirworkwithapartner.

Step4.Homework:

1.CopythenewwordsinUnit1andreviewthem.

2.Finishtheexercisesinthisunit.

BlackboardDesign:

Unit1What’sthematter?

Period7SectionB(3a-SelfCheck)

N:AreyouOK?

S:No,Idon’tfeelwell.Ihaveabadheadache.WhatshouldIdo?

N:Youhaveafever.Youhaveabadcold.

S:WhatshouldIdonow?ShouldItakesomemedicinetonight?

N:Youshouldn’tbeinschooltoday.Youshouldgohomenow,takethismedicine,andgetsomerest.

S:Thankyou.I’llgohomerightnow.

SummaryAfterClass:

Unit 1 What’s the matter?教案

Unit1What’sthematter?教案

任務型活動建議：

課程標準解讀

1．學生參與決定教學內(nèi)容。Brainstorm即學生在學習之前根據(jù)課題搜集、整理與課題相關(guān)健康問題及如何保持健康的信息。這樣學生課前自己準備學習材料，教師利用學生帶入教室的各種信息組織語言教學活動，并對學生進行經(jīng)常性的需求分析，隨時調(diào)整教學內(nèi)容。

2．力圖使學生自己輸入成為主要教學內(nèi)容資源，并成為整個學習過程的中心。教師針對本班學生特點，對教材進行整合、取舍并及時擴充必要材料充實課堂教學內(nèi)容。

3．教學中挖掘利用學生自身的知識與經(jīng)驗，使學習內(nèi)容更切合實際，學生更容易深切感知。

4．主張學生自主、自導學習，合作學習，強調(diào)不是個人學習，而是群體學習中的學生自主性。

總體教學思路：

本節(jié)課設(shè)計思路是兩條主線，一條是知識線；另一條是任務鏈。

1．知識：知識的呈現(xiàn)是按照詞、句、文，即，從易到難的順序呈現(xiàn)的。從上節(jié)課的作業(yè)入手，然后分別復習人體各部分，常見健康問題和如何解決的詞語、句子；討論健康情況詢問和應答的句式，到知識綜合運用和提高，最后是鞏固和開放性作業(yè)。

2．任務：本節(jié)課任務設(shè)計以健康為主線，上課以不同健康狀況的圖片導入新任務——討論飲食對人的健康的影響，指出合理膳食----談論自己的健康狀況及如何調(diào)理飲食，然后，以4人為一組就家人和朋友中存在的健康問題交換意見，提出合理建議----給有健康問題的朋友或家人寫信告訴他們?nèi)绾瓮ㄟ^健康的飲食以及良好的生活習慣保持健康。-----點出主題“It’seasytostayhealthy,andit’simportanttoeatabalanceddiet.”

教學目標：

1.學會描述健康狀況提出合理建議。

2.學習根據(jù)不同的健康狀況提供“陰、陽”飲食條理方法。

3.并能就其他健康問題展開討論，提出解決方法。

4.能以書信的形式針對某種健康情況提供建議。

教學重點和難點：

1．描述健康狀況以及健康飲食。

2．了解飲食健康，提供合理飲食建議。

課前準備：

1.搜集有關(guān)描述健康的英文詞匯如：疾病名稱、形容精神狀態(tài)的形容詞、健康食物名稱、有益于健康的運動或活動，提供建議的詞句。

2.分小組準備健康飲食或運動活動的圖片。每組準備一篇描述健康飲食或健康生活習慣的文章。（帶軟盤或樣圖）

教學設(shè)計：

本課按照兩條主線進行設(shè)計，一是知識支撐，二是任務設(shè)計：

本節(jié)課流程圖

Talkabouthealth

知識支撐↙↘任務設(shè)計

導入任務healthproblem

↓↓

復習有關(guān)健康的詞語identifydifferenthealthproblem

↓↓

學習p11課文找出調(diào)節(jié)健康的飲食

↓↓

綜合運用、提高養(yǎng)成健康的生活習慣，保持健康

↓↓

鞏固Conclusion：Iknowmorethanyoucansee

教學板塊設(shè)計

導入（Leadin）設(shè)計:

目的：通過描述不同健康狀況的圖片為導入教學做好知識鋪墊。以如何才能保持健康，引出本節(jié)課的大任務：合理膳食，養(yǎng)成健康的生活習慣。吸引學生展開討論，激發(fā)其學習興趣，提高學生作為學習主體（主人）課堂參與意識。

大量圖片以及描述健康的詞語，將其注意力吸引到課堂中，此時老師恰到好處地讓學生匯報健康狀況導入任務切入主題。

Task1：識別不同的生活習慣以及對健康狀況的影響：通過學生聽力材料，觀察圖片，找出不同生活習慣，以激活學生已經(jīng)掌握的有關(guān)健康詞匯。這個活動Focusonlistening.

Task2：閱讀課文（11頁），如何合理調(diào)節(jié)飲食。Focusonreading.

Task3：讓學生就自己、家人以及朋友的健康情況、飲食狀況進行描述，找出合理膳食，健康的生活習慣是保持健康的保障。激活學生已經(jīng)掌握的描述健康的句子。本活動Focusspeakingonwriting。

教學過程設(shè)計：

TasksProcessTeacher’sactivitiesStudents’activities

Task1Brainstorm健康詞語復習所學有關(guān)描述健康詞語學生看、聽、想、答。

Task2爭做健康人

健康問題以及健康生活習慣詞句給出聽力材料及圖片，請學生聽錄音分辨其不同之處（p102a,2b）聽錄音、觀察、說出不同觀點。

Task3合理膳食

學習有關(guān)健康飲食的詞句給出閱讀資料，包括圖、文，讀短文，回答問題。

2巡視，指導。

3反饋、點評。小組合作閱讀資料找出問題答案

Task4最佳偵探使用表達健康詞句。1請各組學生分別就自己、家人以及朋友的健康情況、飲食狀況進行描述，讓學生討論，找出合理膳食，健康的生活習慣是保持健康的保障。并寫出相關(guān)文章。

2詢問活動結(jié)果。

3評出最佳偵探。（獎勵）學生分別說出自己看法，寫出相關(guān)文章

由一位學生匯報結(jié)果.

Task6Ilearnmorethanyoucansee.

conclusion開放性小結(jié)本課內(nèi)容1．用比賽結(jié)果導入本單元重點句。

2.請學生寫出自己今日所學或使用的其他句型（越多越好）記下重點句。

寫出自己會的句子。

小組交流

記下新句子

Homework1寫信給家人或朋友提供保持健康建議。自己寫相關(guān)文章。

板書設(shè)計：

Unit2

-Whatdoeshe/shelooklike?

-He’s/hasgot…

Who‘sthebest?

1

2

3

4

5

6

7

課后小結(jié)

1．收獲：

A鼓勵學生大膽的使用英語，對他們學習過程中的失誤和錯誤采取寬容的態(tài)度。

B任務鏈設(shè)計較成功，創(chuàng)造條件讓學生能夠研究他們自己感興趣的問題。

C課堂設(shè)計較合理，給學生創(chuàng)設(shè)自主學習和交流的機會。

D學生通過體驗、實踐、討論、合作等方式發(fā)展了聽說讀寫的綜合語言技能。

2．探索：

繼續(xù)探索在任務、與合作型教學中如何調(diào)動全體學生的積極性。

3．課后反思：

本課的設(shè)計使學生確實從學習中學會了如何談論外貌，同時還學會了識別不同人物外貌特征，設(shè)計簡單通緝令。豐富了學生生活，同時也是一種真實的體驗。增加學生的語言實踐，促進他們在整個教學活動中主動參與。

Unit 1 What’s the matter? Section A導學案

老師工作中的一部分是寫教案課件，大家在仔細設(shè)想教案課件了。寫好教案課件工作計劃，我們的工作會變得更加順利！你們知道適合教案課件的范文有哪些呢？下面是由小編為大家整理的“Unit 1 What’s the matter? Section A導學案”，歡迎大家與身邊的朋友分享吧！