1、1 Unit 1 Whats the matter? 第第三三课时课时 语法课语法课 Section A(3a-4c) Learning aims： 一、语言知识(常用词汇、短语和表达) Passenger, off, get off, to ones surprise, onto, trouble, hit, right away, get into, herself 二、语言功能 能正确使用 have“have+(a)+病症”结构谈论健康问题。 能正确使用情态动词 should 提出恰当的建议。 三、学习策略 利用事件的发展顺序来辅助理解所阅读的材料。 四、情感态度 关心自己，身体健康；关
2、心他人，温暖心灵。 Teaching steps: Step I Preview: 1. Put the following phrases into English, then write them down without looking at the book. 喊救命_ 不假思索_ 下车 _ 令他吃惊的是_ 幸亏_ 惹麻烦_ 2. Put the following sentences into English. 他期盼其他的所有的乘客都下车等下一班车。 _ 这位司机没有为自己考虑，他只想着挽救一个生命。 _ (设计意图：通过检查预习，让学生快速说出短语和句型，了解学生对本课主要是对
3、3ad 预习情况，为下一步的教学做铺垫。) Step II Lead-in. T: Lets watch a funny short play. OK? S: Sure/OK! After the play finish, ask the students the following questions: T: Whats the matter with the monkey? S: He has a cough. T: Does he have a headache? S: No, he doesnt. T: Whats the matter with the chicken? 2 S: S
4、he has a bird flu. T: Is it terrible? S: Yes. T: What do you think she should do? S1：She should go to a doctor. S2: She should take some medicine. S3: She should be away from other animals. (设计意图：用一个长达 30 多秒的短剧导入新课，短剧的内容诙谐幽默并且和本节课的内 容联系密切，这样不仅可以活跃课堂气氛，激发学生的学习热情，还可以复习巩固上节课所 学的目标语言。) Step III Practice
5、 T: Your ideas sound good. In our life, we often have such health problems. Next lets go on talking about these problems and give advice. Please look at these people. They all have health problems. Please make up conversations about them using the sentences in the Grammar Focus. Ben Lets ask and ans
6、wer in pairs using the sentences in the grammar focus （设计意图：如果单纯地呈现语法聚焦中的句子，未免使课堂显得太枯燥无味，如果让学 生结合图片把语法聚焦中的句子以对话的形式说出来，可以加深学生的印象，活跃课堂气 氛。 ） Step IV Summary 1. Help the students conclude the language points in the grammar focus according to the sentences and the reminder. T: Please read the sentences
7、we just used. Then lets make a summary according to the sentences. Whats the matter? Whats the matter with Ben? Do you have a fever? Does he have a toothache? 功能：_ ( (注意：注意：withwith 为介词，后跟人称代词为介词，后跟人称代词_ _) ) 3 What should he do? Should I put some medicine on it? You shouldnt eat so much next time.
8、He should lie down and have a rest. He should see a dentist and get an X-ray. She should take her temperature （设计意图： 把语法聚焦中的句子先进行分类， 然后根据提示指导学生对出现的内容进行归 类，这样的设计调理、清晰，学生看了一目了然；学生通过提示自己总结句式结构与一般的 表达方法，可以锻炼学生的自主学习能力，突出学生的主题地位。 ） Step VI Drills 1. Get the students to complete the conversations in 4a alo
9、ne. After they finish them, let the students check the answers with their partners. Next have pairs of students read the conversation. When they read, remind the other students to check the answers.(4a) ( answers: 1. myself, should, should 2. Whats, have, Should, shouldnt 3. Does, have, doesnt, has,
10、 should) 2. Pair-work (4b) Get the students to work alone to write down the best advice to each health problem according to the reminder. After that, let them check the sentences with their partners. Then show the students the following pictures. Get them to ask and answer in pairs about each pictur
11、e using the sentences theyve made. (设计意图：利用课本上 4a 与 4b 指导学生经行控制性机械练习，这样可以使学生熟练使用目 标语言。) Step VII Group-work T: Well done. Lets have a group work. Please work in group of four. Each of you mime the problem you often have. The other three guess the matter and give advice at the same time. After they f
12、inish, choose two groups of students to show their conversations in front of the classroom. I have a stomachache. He hurt himself. He has a sore back. 功能：_ 患病用_其结构为： have/hashave/has + + a/an+_a/an+_ have/has+ahave/has+a/an/an+sore+sore+_ have/has+a+have/has+a+部位部位- -_ 受伤用_ 功能：_用情态动词_ 功能：_ 用动词用动词_或或
13、_ 表达诊治，如：量体温表达诊治，如：量体温 _ _ 吃 药吃 药 _拍片子拍片子 _ 用用_或或_表达表达 就医。就医。 4 4c. Each of you mime the problem you often have. The other three guess the matter and give some advice. At the same time, fill in the chart. Useful expressions: Whats the matter? Did you have/ hurt ? You should AdviceProblem Name （设计意图：
14、 利用教材所提供的材料， 引导学生经行小组合作练习使用语法聚焦上出现的语 言结构，完成语言输出） Step VIII Reading-practice (3a) T: When we know our families or friends have problems, we can give them some advice. But when you see other people you dont know get into trouble, what should you do? Please look at the picture. （设计意图：利用图片导入对课文的学习，易于激活学
15、生脑海中的图式，从而对正确理解 所读内容形成帮助。 ） T: The old man is lying on the road. He must have a health problem. Lets read a story about it. 1. Fast-reading The general idea of this article is about_ A. an accident B. a good deed C. a sad thing happening on a bus （设计意图：引导学生速读课文，回答问题来实现对课文的整体感知。 ） 2. Careful-reading
16、Guide the students to read the article carefully by finishing the following tasks: Task 1: Read the passage again and check the things that happened in the story. 1._Wang Ping was the driver of bus No. 26 at 9:00 a.m. yesterday. 2._Bus No.26 hit an old man on Zhonghua Road. 3._The old man had a hear
17、t problem and needed to go to the hospital right away. 4._The passengers on the bus didnt want to go to the hospital, so only Wang Ping went with the woman and old man. 5._Some passengers helped to get the old man onto the bus. 6._The old man got to the hospital in time. 3b 5 （设计意图：通过 3b 所提供的练习，引导学生
18、进一步熟悉课文内容。 ） Task 2. Read the article again and find out what happened according to the time line. at 9:00 a.m. yesterday bus drivers reaction(反应） passengers reaction result （设计意图：利用时间轴，引导学生根据时间轴上的提示陈述相关的故事情节，可以帮 助学生理清事件的先后顺序，这样有助于他们对课文的理解。 ） 3. After- reading 1) Get the students to listen to the ta
19、pe of 3a and read with it. 2) Guide the students to retell the article. Thinking about their differences in ability, design two tasks. Have the students choose one of them to retell the article. Task 1: Complete the article using the given words. Yesterday, bus No.26 was _(go) along the road, when t
20、he bus driver, Wang Ping saw an old man _(lie) on the side of the road. A woman next to him _(shout) for help. Mr. Wang stopped the bus without _(think) twice. The woman _(say) that the old man should _(go) to the hospital right away. Wang Ping _(tell) the passengers that he must _(take) the man to
21、the hospital and expected them _(get) off the bus. But to his surprise, they all agreed _(go) with him. Thanks to their help, the doctors saved the man in time. The driver did the right thing. He didnt think about himself. He only _(think )about _(save) a life.one said. Fill in the blanks with the g
22、iven words (设计意图：这种复述方式比较简单、明了，适合于英语学习能力较低的学生，并且这 种复述方式和中考题型接近，另外用不同的颜色标出一些关键词，可以帮助学生使用所给 词的正确形式，这样有利于学生掌握做这类题的技巧；同时帮助学生掌握课文。) Task 2: Retell the story according to the time line and the key words. 6 R e a d t h e a r t i c l e a g a i n a n d f i n d o u t w h a t h a p p e n e d a c c o r d i n g
23、t o t h e t i m e l i n e . a t 9 : 0 0 a . m . y e s t e r d a y b u s d r i v e rs reaction(反应） passengers reaction result was going along sawlying stoppedwithout told; expect; agreed; helpedmove Thanks to saved （设计意图： 利用关键词及时间轴复述出所学内容， 可以进一步提高学生的综合运用语言 的能力，帮助他们完成语言输出。 ） Step IX Inquiry into knowl
24、edge by translation. 一、At 9:00 a.m. yesterday, bus No.26 was going along Zhonghua Road when the driver saw an old man lying on the side of the road. _ 1. was going 为_进行时。是表示_某个具体时刻正在进行的事情或动作。结构 为 _ +doing (现在分词） It _when they left the station. 他们离开车站的时候天正在下雨。 We _TV from seven to nine last night.昨天晚
25、上七点到九点的时候我们在看电 视。 2. see sb. doing sth.意为_，强调正在发生。 I saw the girl_(play)the piano just now. 3. lie 意为“躺”它的过去式为_, 现在分词为_ When I got home，I saw my mother_(lie) on the sofa and watching TV. There are many people _(lie) on the beach to relax. 二、But to his surprise ,they all agreed to go with him. _ 1. t
26、o ones surprise 意为_ 令我惊奇的是, 他们输掉了比赛。 _, they lost the match. 2. agree to do sth.意为_ 琳达同意帮助我学习英语。 Linda _ _ _me with my English. 三、But the driver didnt think about himself. _ himself 意为_, 是一个反身代词，英语中有八个反身代词，请在下面表格 中填出来： 第一人称第一人称 第二人称第二人称 第三人称第三人称 7 单数单数 复数复数 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。 玛丽亚给自己买了一条
27、围巾。 Maria bought _ a scarf. 我们必须好好照顾自己。 We must look after _very well. （设计意图：新课程强调，课堂要以学生为主体，教师为主导。课文中的难点，让学生 通过小组合作学习，观察、讨论并找到解决问题的方案，比老师直接讲解灌输效果要好的 多。这样设计重在锻炼学生合作解决问题的能力，必要时教师可以给予一定的点拨,把课 堂的主动权真正的交给学生。 ） The keys: 一、昨天上午九点钟，26 路公交车正沿着中华路走，这时司机看见一位老人躺在路边 1.过去， 过去， was/were, was raining, were watchi
28、ng 2.看见某人正在做某事，playing 3. lay, lying, lying 二、但是让他意外的是，他们都同意和他一起去。 1.另某人吃惊的是， to my surprise 2.同意做某事， agreed to help 三、但是他没有考虑他自己 他自己 第一人称第一人称 第二人称第二人称 第三人称第三人称 单数单数 myself yourself himself herself itself 复数 ourselves yourselves themselves Step X Emotional education. T: Lets discuss a question. If y
29、ou see an old person lying on the road, will you give him/her a hand? Please tell me your opinion. Choose several students to share their opinions. After that, say the teachers own opinion. T: I think we should help the people in trouble although we dont know them. Because caring for ourselves can m
30、ake us healthy. Caring for others can make hearts warm. Step XI Homework 1. Translate the sentences in the Grammar Focus into Chinese and make up similar sentences. () 2. .Recite 3a. （） 3. Preview 1a-1e, Section B. () 本节课亮点本节课亮点： 8 1. 本课在教学设计上没有按照教材上的安排， 这是本学期在语法教学内容里出现阅读材 料后做出的尝试，我觉得这样的安排比较流畅。 2. 本
31、节课的导入生动、活泼，所选择的的材料诙谐幽默，并且和本课的话题密切相连， 有助于引导学生围绕视频内容经行交流，引出本节课的教学内容。 3. 结合图片，引导学生用对话的形式说出 Grammar Focus 中的句子比较新颖，可以帮助 学生对相关句子的理解，加深他们的印象。 4. 在语法教学中充分发挥学生的主观能动性， 尽量让学生自己去感知语法， 并在此基础 上进行归纳与总结语法规律，这样可以帮助他们轻松地接受语法知识，加深印象。 5. 在对语法知识的练习中，本着高效训练的原则，题目的设计具有典型性、适量性和层 次性，从控制性操练、半控制性操练到开放性语言知识应用，层层深入，即夯实了基础，又 提高了学生的技能。 6. 在阅读练习后， 复述这一环节的设计充分考虑到不同层次的学生， 使每一位学生都能 体会的成功的喜悦。 不足之处：不足之处： 加入阅读的语法课教学量比以往更大了，如果学生不充分预习，本节课的教学任务很难完 成。 没有设计好如何在讲解语法是讲解反身代词，所以只好放在翻译探究中了，我觉得应该设 计的更好些。
