Unit 1  What’s the matter?

 Period 1   Section A (1a-2c)

Before class: Listen to an English song.

Step 1 Warming-up and check what students have learned before class.

1. Greet.

T: This song is about our bodies. This class , we’ll talk about something about our bodies— unit 1 together, go.    Unit 1 What’s the matter? 

2. We have learned the words before class.

Present a picture of a girl . Look at the girl. How many...

Now, all the No. 3 and No. 4 stand up ,say the words one by one .You can get two marks for each word.

4. Work on Section A 1a students say one by one.

   Look at 1a. Before class, have you finished1a? Let’s say the answers like this.

T：Good job. You are very careful.

Step 2   Presentation .

1. Just now , we know the words about our bodies . But sometimes our body may get ill. How do we ask and answer about illness?

Let’s watch a video. Follow it and do some actions.

   From the video. We know we can ask “what’s the matter with you?”and you can answer “I have a ...”.

2. T: We also know some illnesses. Here are the new words about the illnesses. Let’s learn in group.       

   A．Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When you

    read ,please do some actions like me.

   Let me see which group read best and act best.

  B.  Study in groups.      

  C.  Find the rules.

  D.  Group report. Stop studying, look at these words , what can you find?

  You are good at thinking.

Step 3  Guessing game:   

   Have you remember the words? Let’s play a guessing game. No 6 come here.   

   quickly. You each act an action. (边说边发纸条)Each group have chances to

   guess the illness. The others answer like this: “He /She has a...”

Step 4 Work on 1b.

1. T: Now, you know some illnesses . Look at the picture .These students ger ill. Show the pictures one by one and ask.

What are their names? Let’s do 1b.

How do we do it? For example, we’ll hear Sarah has a cold, and No 1 has a cold , so write 1 behind Sarah. What about 2, 3, 4 and 5? When you hear the illnesses , write their numbers behind the names.

2. Listen.

3. Check the answers.

 

Step 5 Group work.

1. T: Why do they get ill? Look at the chart, match the reasons with the illnesses.

   2. Check the answers.

3. Demonstrate .Look at the chart. Let’s talk about their illnesses in pairs. Here is the example.

  Boys ask , girls answer.

4. Look at the chart and make more similar conversations.

  When you talk , please talk loudly, correctly and politely, please do some actions and use

  the nice intonations.

5. Let students show their conversations.

Step 6 Work on 2a and 2b.

1. T: David has a stomachache, what should he do?

 Show the pictures ,ask and answer. 板书 What should … do?    …should….

T: Your advice is very useful. Let’s learn more advice from 2a and 2b.                                    

2. Listen, finish 2a. What’s the matter with the people? What advice do they get?

3. First , guess the answers to 2b. Then listen and check the answers.

OK, you have good listening skills.

Step 7 Group work.

 The advice for illness is very useful . It can help us take good care of ourselves and others.

T: If some students are ill, will you give some advice and help them? let’s act and

 make conversations. Let me see who is the kind person? How do we talk?

Look at the example.

2. Show the example.

When you talk , please talk loudly, correctly and politely, please do some actions and use

  the nice intonations.

3. Students work.

4. Let students show their conversations.

Step 8 Summarize and homework:

1. Summarize.

2.Homework.

 

 

Period  2   Section A 2d,Grammar

Knowledge aims:

1. The students will be able to learn the words and phrases: take breaks, hurt,

2.Summarize the grammar and practice them.

3. Target Language:

①What’s the matter with Ben? –He hurt himself./ He has a sore back.

②-Do you have a fever?  -Yes, I do./ No, I don’t.

③-Does he have a toothache?  -Yes, he does.

④You shouldn’t eat so much next time.

⑤What should she do?

⑥She should take her temperature.

⑦-Should I put some medicine on it?  -Yes, you should. / No, you shouldn’t.

Structure: ①“should/ shouldn’t + verb” for suggestion ②Reflexive pronouns.

Ability Object:

1.Enable students to talk more about health.

2.Learn to give others some advice according to their matters.

3.Enable the students to do things using the target language and the grammar.

Emotion Object:

1.Learn to live in a healthy way.

2. Learn to take care of others and themselves.

Teaching Key Points:

1. How to teach the Ss to learn the names of the illness: toothache, fever and headache.

2. How to give others some advice according to their matters.

3. The grammar.

Teaching Difficult Points:

1.How to give advice using should.

2. Use the grammar to do things.

Teaching Procedures:

Step 1 Review.

1. Free-talk. What ‘s the weather like today? If you don’t wear warm clothes, what will happen?

2.Show the pictures and say.

He / She has_______________. He /She should___________.

Step 2 Work on 2d.

    1. Game. Do in the same way

2. Listen to the conversation and answer my questions .

1). What's the matter with Lisa?

2). What did Lisa do on the weekend?

3). What should Lisa do ?

3. Role-play the conversation.

First, have students to role-play the conversation in 2d in groups and choose the best.

Step 3 Group work.

  1. Give more examples. Have students read the conversation in 4c.

2. and then ask them to work in groups. One student mimes a problem. The other students in his/ her group guess the problem and give their advice.

Step 4 Grammar Focus .

 Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.

Step5 Work on 4a.

  Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them if necessary.

  Check the answers.

  Ask some students to practice every conversation in pairs.

Step 6 Work on 4b.

  Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.

  Have some students to report their own advice in class.

Step 7 Summary.

Health problems and give right advice.

  Ask one or two students to sum up the key phrases in the passage, and help them to make up more sentences with them.

Step 8 Homework .

   Have students make up conversations to talk about sb.’s health problems and give them some advice.

 

 

Period  3   Section A  3a

Knowledge aims:

The students will be able to learn the words and phrases: passenger, get off, to one’s surprise, onto, trouble, hit, right away, get into.
2.The students will be able to use the expressions:

The driver didn’t think about thinking about himself. He only thought about saving a life.

Ability aims:

The students can understand the passage.
2.To train the students’ cooperation with their partners.

Emotional aims:

To train the students to care about others and help others who are on trouble..

Teaching important points:

The students can understand the passage and use the useful expressions freely.

Teaching difficult points:

The students can learn from the drivers and do as the driver does if possible.

Teaching procedures:

Step 1 Warming-up and lead-in.

    1. Watch a video.

2. What is the short sketch about? 

3. Look at the picture. What can you see? Can you guess what is happening?

Step 2 Preparing reading.

    1. Guess the main idea.

    What is this passage mainly about?

Strategy : The title and pictures can be helpful to understand the text.  

Title may be the main meaning of the article.

2. Read the passage. Do you think it comes from a newspaper or a book?

Step 3 While-reading.

1.Find the topic sentence（中心句） of each paragraph.

1). At 9:00 a.m. yesterday, bus No. 26 was going along Zhanghua Road when the driver saw an old man lying on the side of the road.

   2). Some passengers helped Mr. Wang to move the man onto the bus.

   3). Thanks to Mr. Wang and the passengers, the doctors saved the man in time.

   2. Which sentences touched you? Read them in the way that you like.

Step 4  Post-reading.

   1. Praise the persons.

What a great person the driver was!

He stopped the bus without thinking twice, when he saw an old man lying on the side of the road.

   What _______ the _____ was/were!

   2. Work on 3b

After checking the answers, have Ss scan the passage and check (√) the things that happened in the story.

   3. Work on 3c.

T: Ask the students to discuss the questions in pairs.

Step5  Homework.

1. If you are the driver, write a diary about what happened yesterday.

2. If you are the passenger, write a diary about what happened yesterday.

3. Act the story out in your group.

4. Read some messages about good men.

 

 

Period  4  Section B 1a-1d

Step 1 Lead –in and learn the new words.

It’s a beautiful song, I like it very much. Let’s learn the new words.

1. Who can be the teacher? One student teach one word.

2. Let’s sing and remember the new words.

The teacher teaches to sing, ask some group to sing. Finally sing together.(可以课前教唱，。)

Step 2 presentation.

Just now ,we saw a video. In the video, the building was on fire, it was an accident. Sometimes, some accidents may happen . Let’s watch and answer .

What’s the matter with him? What should he do? (learn the accidents and actions.)

First the teacher asks, the students answer. Then read together. Students ask and answer.

Step 3 Work on 1a.

1. T: Now ,we have learned what to do with some accidents. Look at the three pictures in 1a, what accidents are they?

When these accidents happen, What should you do? Put the actions in order.

2. Students do it.

3. Check the answers.

Step 4 Remember the actions.

T: These actions are useful for us. Let’s remember them. Each group think up one way to remember them.

Step 5 Listening.

 1. Work on 1b. T: Now, boys and girls, you have learned something about how to deal with accidents.  1.T:Jenny is a school nurse. Is she busy today? Please guess!

Yeah, she is really busy . There are many students in her office. What happened to these students?

Well, please listen and check the problems you hear.

 2. Check the answers.

 3. T: What did Jenny do with these problems? Here are the treatments. Let’s read together!

What should Jenny do?

Let’s predict!

 4. Now listen again and write the letter of each treatment next to the problem. Then check answers with Ss.

Step 6 Let’s learn more accidents and more actions.

 

 

  Period 5  Section B(2a-2e)

Knowledge aims：

1.Ss will be able to master the following words and phrases: breathe, have problems breathing, sunburned, ourselves, climber, be used to doing, risk, take risks, accident, situation, kilo, rock,  run out (of), knife(knives), cut off, blood, mean(meant), get out of, importance, decision, control, be in control of, spirit, death, give up, Aron Ralston

2.Ss will be able to master the following sentence structures:

1)As a mountain climber, Aron is used to taking risks.

2)Aron Ralston is an American man who is interested in mountain climbing.      

3)There were many times when Aron almost lost his life because of accidents.

4)…,Aron’s arm was caught under a 360-kilo rock that fell on him….

5) This means being in a difficult situation that you cannot seem to get out of.

6….,and before we have to make a decision that could mean life or death.

3. Ss will be able to learn some reading strategies.

Ability aims

1.Ss can use reading strategies to comprehend the passage.

2.Ss can learn to make a good decision when they are between a rock and a hard place.

Emotional aims

1.Ss will learn to make a good decision when they are in trouble.

2.Ss will learn to be brave enough to face the difficult by themselves.

Teaching important points

1.Ss can master the key words, phrases and sentence structures well.

2.Ss can use reading strategies to comprehend the passage.

Teaching difficult points

Ss can use proper sentences to retell Aron’s story.

Teaching procedures:

Step 1 Pre-reading 

1. watch a video, what happened to the player? His leg is broken.

2.T: when we do some sports, some accidents may happen.

3.Look at Section B 2a , read the title, then read the phrases.

Show the pictures, ask one by one;

When playing soccer, what accidents may happen？

When swimming, what accidents may happen？

What do you think of climbing mountains?

To be dangerous means to take risks. When climbing mountains, what accidents may happen？

When we meet these problems, what should we do? Let’s know a person.

4. Show the picture：who is the man? What does he like doing? What happened to him?

Why did he lose his arm? There is a film named <127 hours>about him . It’s a true story . The film is from his book<Between a Rock and a Hard Place>

Let’s read his story. Read the title. What can you know from the title?

From the title , we know he is a strong and brave man.

Guess, what will the writer write?

(what is Aron Ralston)

Step 2 while reading.

1. The first reading, and answer:

What is Aron Ralston ?Where did the accident happen on April 26, 2003？

2. Careful reading：

Watch and answer:
Why couldn’t Aron move?  How did he free himself ? Did he have to cut off his arm? Why?

Can you read? (If you were Aron, what would you feel? Cao you read what you feel?)

What kind of person do you think he is?

Help students to understand:

He could stand the great pain,so he was very strong; he could make decisions in time and in control his life, so he was decisive. [di'saisiv]果断的

3. Careful reading：

Read the first paragraph and the third paragraph:

What kind of person do you think he is?How do you know it?

Which sentences can help you？First underline the sentences, then write what you think ,finally, read it.

The first paragraph:

Explain:  be used to doing ; take risk

According to the sentences, can you make sentences:

Aron is used to ________________________;(导：doing dangerous things./ making decisions in time./climbing high mountains./ coming up with good ways .

There were many times when Aron almost lost his life because of accidents. How did he save his life. He must be used to _______).

The third paragraph:

His love for mountain climbing is so great that he kept on climbing mountains even after this experience.

He is a person who never gives up.

The fourth paragraph:

What a ______ man he is! 

So Aron’s spirit is to be strong, brave, decisive and wise.(智慧的).

Step 3. post-reading.

  A: So Aron’s spirit is to be strong, brave, decisive and wise.(智慧的)

1.What does “between a rock and a hard place” mean?

kind of accidents or problems do you have when you are doing sports/studying……?

Studying and playing; make friends who are playful or who love studying; reading books or watching TV; getting up or sleeping late; buying cheap or dear things…

2. Were you “between a rock and a hard place” ? 3. What should you do?

3. Work on 2c.

4. work on 2e.

 

Period 6

Teaching Aims

1. Knowledge Objects

 ①Learn to talk about different accidents and health problems.

②Learn to give some right advice according to different accidents and put them in order.

.Ability Objects

(1)Enable students to describe different accidents and health problems.

(2)Enable students to give some right advice according to different accidents.

Moral Objects

  Be kind to others and give others more cares.

Teaching Key Points

  Learn to talk about different accidents and health problems.

Teaching Difficult Points

  Learn to give some right advice according to different accidents and put them in order.

Teaching Methods

  The  activity  teaching  method, the cooperative learning method, and the situational

Teaching Procedures

step 1 Warming-up .

Have a  review  about the text..

Step2  2e.  Let ss put the sentences in the correct order . then check the answers.

Step 3.3 a

  Imagine you are the school nurse and a student just had an accident or a health problem. Make notes about  what  he/she should and should not do. Ask some pairs to role-play their conversations.

Step 4.3b.

Write a conversation between the nurse and the student using the notes in 3a. Use the questions and phrases below to help you.

Step 5.Self Check1, 2 ,3

 Have students watch a video without sound about a boy’s falling down. Ask them to make conversations in pairs, and then get two pairs to act out their conversations.

 Show the questions and answers in Self Check 2 on the screen, say: These are their questions and answers, but the order isn’t right. Please put them in order to make a conversation.

 Have students work in pairs, and then have two pairs to say their answers. Finally play the video with sound, get students to check their answers.

  Check the answers.

Step 6 Practice

    Ask some pairs to role-play their conversations.

  Step 7.Summary (about 3 minutes)

  Ask one or two students to sup up what they learned in the class. Then teacher adds.

  Step 8 Homework (about 1 minute)

  Choose one of the problems or the accidents. Frist, write down your advice, and then make a conversation.