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1、Period1SectionA1a–2d教学目标要求1.能够简单谈论健康问题与事故,如:A:What’sthematter?B:Ihaveastomachache.2.能够就健康与安全问题提出简单的建议,如:A:Whatshouldshedo?B:Sheshouldtakehertemperature.3.能够正确使用询问健康的句型结构,如:A:What’sthematterwithBen?B:Hehurthimself.Hehasaverysorethroat.4.能够正确使用情态动词should提出恰当的建议,如:Heshouldl
2、iedownandrest.5.能够正确使用下列词汇,如:matter,back,throat,stomachache,foot,neck,stomach,fever,cough,X-ray,hurt等。6.能够正确使用下列常用表达,如:haveastomachache,haveacold,liedown,takeone’stemperature,haveafever,gotoadoctor,anyone,onvacation等。7.能够认读词汇sore。8.能根据听到的关键词完成听力任务,如:1b,2a等。9.能模仿录音正确朗读和表演
3、教材上的对话并能模仿目标语的结构和语调进行初步表达(会话)。如:1c,2c,2d中的对话。Step1Leadingin1.T:Howmanypartsofthebodycanyouname?What’sthis?(head,mouthetc.)Todaywe’lllearnsomepartsofthebody.2.Thisismyhead.Oh,Ihaveaheadache.Step2WorkonSectionA1a读图,了解对话情景——地点和谈论的话题First,lookatme(用手指头、鼻子、耳朵、眼睛、手、脚)andask“Wh
4、at’sthis?”andhelpSstoanswer:head/nose/ear/eye/hand/foot.Thenlookatthepictureandreadanswer
5、:Whatarethey?(a-m)(hand等单词逐一显示.)OK.Answermyquestions.(点击图片a)Whatisthis?Ss:It’sahand.理解读出身体部位的单词Pleaseopenyourbooksandturntopage1.Lookat1a.Readthewords.Matchtheactivitieswiththepictu
6、resinthepicture.Fillinthelettersatomintheirrightplaces.Now,let’scheck.核对1a任务的答案,学生进行自我评价(电子书可随机做出评价)并板书学生生疏的人体部位词汇,教授这些新词语。Step3Presentation:1.Inourdailylife,weoftenmeetsomeproblems(问题).What’sherproblem?2.What’sthematter?Ihaveacold.Thefirstwayofhavingaproblem.“患病”的三种表达方式
7、一:1.Ihavea+疾病.Ihaveaheadache.Thesecondwayofhavingaproblem.“患病“的三种表达方式之二:2.Ihavea+部位+ache.What’sthematter?Thethirdwayofhavingaproblem.“患病”的三种表达方式之三:3.Ihaveasore+部位.Step4Finish1b引导观察主题图中的人物,利用问题与学生进行初步交流,为听力做好铺垫·Howmanypeoplecanyouseeinthepicture?·Howmanystudentsdoyouthink
8、arenotfeelingwell?·Howmanyofthemareboysandhowmanyaregirls?·Whataretheirnames?Andhowdoyougettheirnames?结合主题图口头叙述五位学生的不适,可在一定程度上减轻学生的听力压力Nowlet’slookatthepictureonceagain.WeknowSarahhasacold.Andaboyhasastomachache.MaybethisboyisDavid,ormaybethisboyisBen.Fortheothertwogirls
9、,onehasabadtoothache,andonehasaverysorethroat.Butwhohasastomachache?Whohasasoreback?Whohasabadtoothache