2017冀教版九年级英语UNIT-1教案

第一课时Lesson1WhafsWrong,Danny?

1.记忆单词stomach,regret,fever,pale,examination,pain,pardon,X-ray;短语和句型：

regretdoing...,get/havea(high)fever,getdressed,takeanX-rayo

2.掌握重点句型:Idon'tfeelwell.Youlookpale.You,IIbeallright.Howareyou

feeling?!regreteatingsomanydonutsnow.You'vegotahighfever,son.Danny's

fathergetsdressedquickly.rvegotapainhere.WemayneedtotakeanX-ray.

3.能够听懂用情态动词should来讲述句子，并掌握询问"生病"的重要交际用语。

4.通过听力训练、合作、分角色扮演等方式才是高学生的英语听说能力。

5.理解课文意思并能回答课后的问题。

1.学习用情态动词should来讲述句子。

2.掌握反意疑问句的用法。

3.学会并能正确使用单词及短语:wakeup,hurt,should,need,regret,getdressedo

1.能够正确应用词汇regret,stomach,fever,examination,pale,pain,X-ray,掌握重点短

语regretdoing...,get/havea(high)fever,getdressed,takeanX-rayo

2.能准确应用句型Idon'tfeelwell.Youlookpale.You'IIbeallright.Howareyou

feeling?并运用这些句型听懂课后的听力材料。

StepI.Leadin

Leadingin[情景1]

T:Hello,boysandgirls.Nowyouaretheninthgraders.CongratulationstoyouandI

w川bewithyoutoachieveagreatsuccessthisyear'ThisweekwewilllearnUnit1

StayHealthy.Stayinghealthyisnotonlyaboutourphysicalbodies,itzsalso

importanttoexerciseourbrainsbyhavinghobbiesandgoodhabits.Todaywelllearn

Lesson1What'sWrong,Danny?

ShowtheThinkAboutItquestionsatthetopofLesson1onPPTandhelpthe

studentstalkaboutthem.

T:Whenyoudon'tfeelwell,whatdoyouusuallydo?

S1:lstayinbedandhavearest.

S2:ldrinksomehotteawithhoneyorsugar.

S3:1takesomemedicine.

S4:lusuallytellmyparentsandaskthemtotakemetothehospital.

T:Whenyoudon'tfeelwell,it'snicetohavesomeonewhocantakecareof

you.Myhusbandtakescareofmewhen\msick.Butifyougetreallysick,your

familymemberscan'thelpyou.Whenyougetreallysick,youshouldgotothe

hospitalandseeadoctor.Whatdoesthedoctordo?

Ss:Thedoctorchecksyou,andthengivesyoumedicinetomakeyoufeelbetter.

「That'sright.Whatistheworstillnessyou*veeverhad?

S1:Theworst川nessI'veeverhadwasthechickenpox.IwasveryweakandI

hadaveryhighfever.MyskinwasitchyandIalwaysfelttired.

T:lsee.Didyougotothedoctor?Howdidthedoctorhelpyou?

S1:Thedoctorcheckedmyfeverandgavemeabloodtest.Andthenhegaveme

somemedicine.lthelpedmegetbetter.

「That'sgood.Whataboutyou?

S2:Pneumonia.

T:Howdidyourecoverfromyourillness?

S2:lstayedinhospitalforseveraldays.Thankstothedoctorsandnurses,Isoon

recoveredfrommyillness.

「That'sgood.Canyouguesswhathappensinthislesson?

S3:Dannydoesn,tfeelwellsohisparentstakehimtothedoctor.

T:lthinkyou'reright.Lefsreadandfindout.

［设计意图］教师通过设计几个学生感兴趣的问题导入新课，从而调动了学生们的学

习积极性,参与课堂教学活动的热情。

Leadingin【情景2】

1.T:Hello,boysandgirls.Nowyouaretheninthgraders.Congratulationstoyouand

Iwillbewithyoutoachieveagreatsuccessthisyear!Weallhaveexperiencesabout

beingsick.Ifyouaresick,whatdoyouusuallydo?

S1:lstayinbed.

S2:ldrinkhottea.

S3:lgotothehospital.

2.GetthestudentstolookatthepictureonPPT.

Showstudentsthefollowingpicture.

Dividestudentsintosmallgroups(4-6studentsagroup).Askthesegroupsto

discussthefollowingquestionsonPPT.

•Canyouguesswhatishappening?

•Whatcanthedoctorbesaying?

•Whatcanthepatientbesaying?

•Ifyoudon'tfeelwell,whatshouldyoudo?

•Whatistheworstillnessyouhaveeverhad?

Suggestedanswers:

•Agirlisill.Thedoctorislookingoverthepatient.

•Thedoctormaybesaying:

What,swrongwithyou?

Haveyoutakenyourtemperaturetoday?

Doyouhaveafever?

Didyouhaveanythingtoeat?Whatdidyoueat?

Don,tworry.There'snothingserious.

•Thepatientmaybesaying:

Mystomachhurts.

Ican'tsleepwellallnight.

Ihavetakenmytemperatureandthetemperatureis...

Yes,Iatetendonutsfordessert.

Idon'twanttoeatanything.

•IfIdon'tfeelwell,myfatherwilltakemetoseeadoctor.

•Theanswerisvarious.

［设计意图］通过PPT课件和图片提示,努力创造更加真实的语言交际情景，让学生围

绕本单元的中心话题"看病”进行学习和知识积累，学习运用目标语言知识。

Stepn.Presentation

Readthetextandfindoutsomekeyphrasesandsentences.

Keyphrases:

•wakeup

•situp

•allright

•getdressed

•haveafever

Keysentences:

•Idon'tfeelwell.

•Iregreteatingsomanydonutsnow.

•Mystomachhasneverhurtthismuchbefore.

•Youaresick,aren,tyou?

•Danny'sfathergetsdressedquickly.

•Hepointstotherightsideofhisstomach.

☆教材解读☆

1.It's3:00a.m.Dannywakesuphisparents.

wakeup醒来，把某人吵醒，叫醒，是由"动词+副词”构成的动副短语。当其宾语是名

词时名词既可以放在wake与up中间，也可以放在wakeup的后面;但当宾语是代词时,

代词只能放在wakeup中间。

Pleasewakeherup!请把她叫醒！

Wakeupyoursister.

=Wakeyoursisterup.叫醒你妹妹。

2.Whafswrong,Danny?

What'swrong?意为"怎么了?"，常用来询问别人发生了什么事情。

【拓展】(1)表示"……怎么了/出什么事了?"还可用:What'sthe

matter/trouble(with...)?或Whafs...trouble?

(2)Somethingiswrongwith...相当于Thereissomethingwrongwith…，表示"..出

了毛病"。

3.Idon'tfeelwell.

♦本句表示“我感觉不舒服"，常用一般现在时和现在进行时两种时态。

♦feel在本句中为系动词，意为"感觉"，其后通常跟形容词作表语。

4.Iregreteatingsomanydonutsnow.

regret既可作动词，也可作名词，意为"遗憾，后悔，懊悔，惋惜"。regretdoingsth.表

示"后悔做了某事"，指对做过的事情感到遗憾、后悔。regrettodosth.表示"对要做

某事表示遗憾"。

Iregrettedtotellhimthathehadbeendismissed.Tomysurprise,hesaidtome,

"Ihavenoregrets.Ionlyregrethavingtakenthewrongjob."我遗憾地告诉他他被

解雇了。使我惊奇的是，他对我说："我没有任何遗憾。我唯一后悔的是选错了工作。"

5.Mystomachhasneverhurtthismuchbefore.

♦本句中的this为副词，经常用于口语中，意为"到此程度，如此"。此处可用s。来代

替this.

♦表达身体疼痛或不舒服,可以用下面的结构:

(1)某人+have/has+病症。

(2)MA+have/has+a/an+headache/toothache/stomachache/backache等。

(3)某人+have/has+a+sore+发病部位。

(4)某人+hurt(s)+身体部位或反身代词。

(5)某部位+hurt(s).

(6)某人+have/has+a+pain+inone's+身体部位。

(7)Thereissomethingwrongwithone/s+身体部位。

6.Youaresick,aren,tyou?

本句是一个反意疑问句。反意疑问句通常由一个陈述句和一个简短的疑问句组成。

当陈述句为肯定句时，疑问句为否定;当陈述句为否定句时，疑问句为肯定。

7.Danny'sfathergetsdressedquickly.

getdressed穿衣服，指给自己穿衣服,getundressed脱下衣服。

8.Hepointstotherightsideofhisstomach.

pointt。为固定短语，意为"指向，指着"，t。是介词，着重于指的方向。

【拓展】(1)pointat指着,at是介词，着重于指的对象。

(2)pointout指出,out是副词，指给某人指出方向、要点、错误等。

［设计意图］教师引导学生找出本课的重点短语和句型，进行讲解，扫清了学生理解文

章的障碍。

StepIII.Reading

I.Readthetext.Askonestudentatatimetoreadapartofthedialogue.Monitor

thestudentsrpronunciationandcomprehension.

2.ShowLet'sDolt!No.1thefourquestionsonPPT.

Askstudentstoreadthetextagainandanswerthequestions.

(1)WhydoesDannywakeuphisparentsearlyinthemorning?

(2)WhatdoesDannyregretdoing?

(3)Howdotheygettothehospital?

(4)WhatdoesDr.LingaskDannytodo?

[Keys](1)Becausehedoesn'tfeelwell.Hisstomachhurts.(2)Heregrets

eatingsomanydonuts.(3)Theydrivetothehospital.(4)Dr.LingasksDannyto

stayinthehospital.

[设计意图]通过学生们反复朗读课文，加强学生们的记忆，同时也锻炼学生们的口语

表达能力。

StepIV.Listening

1.ShowLet'sDolt!No.2onPPT.

Listentothedialogueandtickthecorrectanswers.

⑴What'swrongwiththewoman?

Shehasahighfever.

Shehasacold.

(2)Didthemedicinehelphergetwell?

Yes,itdid.

No,itdidn't.

(3)Whatadvicedidthemangivetothewoman?

Sheshouldgotoseethedoctor.

Sheshouldtryothermedicine.

[Keys](1)Shehasacold.(2)No,itdidnrt.(3)Sheshouldgotoseethe

doctor.

2.PlaytheaudiotapeforLessonI.Playitonceandaskthestudentsjusttolisten.

3.Playtheaudiotapeasecondtimeandaskthestudentstoanswerthequestions.

4.Checktheanswers.

[设计意图]学生反复听磁带并跟读。第一次听,要求大概理解对话的意思。第二次

听，改为一句一句听,仔细听出每句的内容，并完成问题，通过反复听磁带并跟读培养学生

们的听说能力。

StepV.PairWork:Let'sDolt!No.4

1.Dividestudentsintosmallgroups(4-6studentsagroup).Askthemtomakeup

somedialoguesoftheirown.Thedialoguemustbeaboutthestoriesinthe

hospital.Thisisagoodtimeforstudentstousetheirimagination.

Theteachercanhelpstudentspreparesomethingthatisusefulintheaction.Give

themsomeusefulsentences:

Doctor:Whatiswrongwithyou?/Whatisthematter?

Howareyoufeelingnow?

Haveyoutakenyourtemperature?

Didyoueatanythingthismorning?

Don/tworry.Thereisnothingserious.Youwillbeallrightsoon.

Takethismedicinethreetimesaday.

Drinkmorewaterandyouhadbetterstayinbed.

Eatmorefruitandvegetables.

Don'teattoomuchmeat.

Patient:!havegotaheadache/toothache/stomachache/cold/feverandsoon.

Ican'tsleepwellthesedays.

Idon'twanttoeatanything.

2.Askeachpairtopresenttheirdialoguesinfrontoftheclass.

［设计意图］教师创设情景让学生们做对话，能够吸引学生的学习兴趣，调动学生的学

习积极性,并且在对话中巩固了本课所学的一些词组和词的用法。

StepVI.Practice

I.CompleteLet'sDolt!No.3.

Studentsdotheexerciseindependently,andthenchecktheanswersingroups.

n.根据句意及首字母提示补全单词

1.lfyoueatsomebadfood,yourswillhurt.

2.Dannyhasacoldtoday.Hehasahighf.

3.Thedoctortookmetoaneroom.

4.Thereisnocolourintheboy'sfaceandhelooksp.

5.You'dbettertakeanXsothedoctorcanseeyourproblemwiththeclear

picture.

DI.根据汉语意思完成句子

1.我妈妈每天早晨叫醒我，我感到很幸福。

MymothereverymorningandIveryhappy.

2.我的胃以前从没这样疼过。

Mystomachnever.

3.我感冒得很严重。

Ia.

4.他生病一周了。

Heforaweek.

5.丹尼，你怎么了？

,Danny?

［Keys］1.1.colour2.clear3.stupid4.couldn't

n.1.stomach2.fever3.examination4.pale5.X-ray

IH.1.wakesmeup,feel2.has,hurtsomuchbefore3.havegot,badcold4.has

beenill/sick5.What'swrong

［设计意图］锻炼学生的思考能力，同时培养学生的情感。

StepVII.Summary

Inthisclass,we'velearntsomethingaboutseeingadoctor.Also,wehavelearnt

somekeyexpressionsandsentences.

［设计意图］给学生以总结，让学生明确这节课的学习内容。

StepVDl.Homework

1.Finishofftheremainingexercisesintheactivitybook.

2.Previewthenextlessoninthestudent'sbook.

［设计意图］让学生通过习题巩固本节课内容，并提前做好预习。

Lesson1:What'sWrong,Danny?

Mainphrases:Mainsentences:

wakeupIdon'tfeelwell.

situpYoulookpale.

getdressedYou'IIbeallright.

feelwellHowareyoufeeling?

第二课时Lesson2AVisittotheDentist

1.记T乙单词dentist,refuse,toothache,rotten,fortunately,headset,aching,German,wolf;

短语gotothedentist,havenochoicebuttorightaway,

2.掌握重点句型:l'mreallyafraidofgoingtothedentist.Ihadnochoicebuttogo

withher.ShesawrightawaythatIwasscaredandtoldmenottoworry.Fearmakes

thewolfbiggerthanheis.

3.能够正确运用情态动词should来讲述句子。

4.理解课文意思并能回答课后的问题。

1.学习用情态动词should来讲述句子。

2.掌握重点短语:beafraidofneedtodo...,havenochoicebuttodo...,dressin,on

thewayto.

3.掌握重点句型:Itwasdifficulttodo...,I'mreallyafraidofgoingtothedentist.I

hadnochoicebuttogowithher.

1.能够正确应用词汇dentist,refuse,toothache,fortunately,German,wolf;掌握重点短

语gotothedentist,havenochoicebutto...,rightaway。

2.能正确应用句型rmreallyafraidofgoingtothedentist.Ihadnochoicebutto

gowithher.Fearmakesthewolfbiggerthanheis.并运用这些句型听懂课后的听力材

料。

思路一:本课的教学内容是冀教版九年级英语的第二课，主要以"我"去看牙医来引出

话题,描述了“我"在牙医诊所的所见、所闻、所感。设计一系列与本课相关的问题来

导入新课，例如:Haveyoueverhadatoothache?Howdoyoutakecareofyourteeth?

以学生感兴趣的话题开篇，培养学生的学习兴趣。让学生在轻松的环境中尽可能多地学

到知识。

思路二:本课的教学内容是冀教版九年级英语的第二课。主要以"我"去看牙医来引

出话题，描述了"我"在牙医诊所的所见、所闻、所感。首先展示给学生们一幅牙医给

病人看牙的图片，让学生们分组讨论问题，以真实的语言情景展开语言实践活动。对于语

篇阅读，采用不同形式的训练方式，注重基本阅读技能的培养，要求学生通过自主学习和

合作探究完成重点语言知识的认识和理解，夯实英语基础知识。

教师在课前设计教学PPT,准备录音机和磁带，多媒体等。

StepI.Leadin

Leadingin【情景1】

T:Goodmorning/afternoon,everyone.Let*sgetstartedwithtoday'slesson.

ShowtheThinkAboutItquestionsatthetopofLesson2onPPTandhelpthe

studentstalkaboutthem.

T:Haveyoueverhadatoothache?

Ss:Yes,lhave.

T:Whatdoyoudowhenyouhaveatoothache?

Ss:lgotoseethedentist.

T:Oh,todaywe'IIlearnLesson2,AVisittotheDentist.Thistexttalksabout

toothacheandthedentist.

［设计意图］教师用学生感兴趣的问题导入新课，吸引学生的兴趣，调动学生参与课堂

教学活动的热情。

Leadingin【情景2】

GetthestudentstolookatthepictureonPPT.

Showstudentsthefollowingpicture.

T:Canyouguesswhatishappening?

S1:Aboyisill.Thedentistislookingovertheboy,steeth.

S2:Adentistisfixingtheboy'stooth.

［设计意图］通过PPT课件中的图片提示，引出本课的话题"看牙医"，努力营造更加

真实的语言交际情景。

StepII.Presentation

I.AskonestudenttoreadthetitleofLesson2(AVisittotheDentist)anddiscuss

theLearningTip.

T:Whatdoesadentistdo?

Ss:Adentistchecksyourteeth.

T:Right.Adentistisonekindofdoctor.Therearemanydifferentkindsof

doctors.Canyounamesomedifferentkindsofdoctorsandwhattheydo?(Students

mayanswerthisquestioninChinese.)

S1:Aveterinarianisananimaldoctor.Theytakecareofanimals.

S2:Anoptometristisaneyedoctor.Theytakecareofpeople'seyes.

［设计意图］让学生了解不同的医生具有不同的职责，从而区分各自的任务。

2.Theteacherletsstudentsreadthetextbythemselvesfirst,andthengivesthe

studentsseveralminutestofindoutsomekeyphrasesandsentencesinthetext.

Keyphrases:

•beafraidof...

•needtodo...

•havenochoicebuttodo...

•dressin

•onthewayto...

Keysentences:

•Idon,tknowwhy,butIhavehadthisfearsinceIwasveryyoung.

•Ihadnochoicebuttogowithher.

•Mytoothdidnothurtatall.

•Itcanbeusedtoaddressdoctorssuchasdentists,surgeons,physiciansandsome

professors.

•Fearmakesthewolfbiggerthanheis.

☆教材解读☆

1.Tmreallyafraidofgoingtothedentist.

beafraidof害怕……，后跟名词、代词或动名词，表示害怕会发生某事或某情况，相当

于bescaredof„

I'mafraidofgoingoutatnight.

我害怕晚上外出。

【拓展】(1)beafraidtodosth.表示“因害怕而不敢做某事”。

Heisafraidtogooutaloneatnight.

他不敢晚上一个人出去。

(2)"rmafraid+从句"表示"我恐怕……”，常用来表达不愿发生的事情。

I'mafraidIcan'tgotherewithyou.

我恐怕不能和你一起去那儿。

2.Idon'tknowwhy,butIhavehadthisfearsinceIwasveryyoung.

since为连词，意为"自从……以来"，与现在完成时连用，其后可跟句子,也可跟"时间

E殳+ago"。

Ihaveworkedheresincetwoyearsago.

我在这儿工作两年了。

3.1hadnochoicebuttogowithher.

havenochoicebuttodosth.意为"除了做某事以外，别无选择"或"只好做某事"。

Ihavenochoicebuttogiveup.

我没有办法，只好放弃。

4.Fortunately,thedentist,Dr.Hu,wasverykind.

fortunately为副词，意为“幸运地"，其同义词为luckily,反义词为

unfortunately/unluckily;其形容词形式是fortunate。fortunately多用作插入语，比

luckily更具强调性。

5.ShesawrightawaythatIwasscaredandtoldmenottoworry.

♦rightaway意为"立刻，马上“，其同义短语有:atoncejnaminute/moment。

♦scared为形容词，意为"对……感到恐惧的，害怕……的"。主语通常是人，指人对某

事恐惧/害怕。bescaredof…意为"对……感到害怕”。

6.BeforeIknewit,myachingtoothwasfixed.

♦aching为形容词，意为"疼痛的"，它是由ache去-e加后缀-ing构成的形容词。

【辨析】pain,ache

(1)pain既可指一般疼痛,又可指剧痛。疼痛范围可以是全身或局部，时间可长可短。

(2)ache指人体内部或外部的某一器官感觉上较持久的疼痛。常与

head/tooth/stomach/back等表示身体部位的词连用,构成合成词。

♦wasfixed是被动语态形式。当谓语动词与主语之间是动宾关系时，句子就用被动语

态。被动语态中谓语动词为"be+过去分词"。fix的过去分词在词尾直接加上-ed。

7.Mytoothdidnothurtatall.

not...atall意为"一点儿也不，根本不"。

Idon'tknowaboutitatall.

对那件事我一点儿也不知道。

8.Itcanbeusedtoaddressdoctorssuchasdentists,surgeons,physiciansandsome

professors.

beusedt。d。sth.意为"被用来做某事"，属于被动语态结构。

Woodcanbeusedtomakepaper.

木头可被用来造纸。

［设计意图］教师引导学生找出课文中的重点短语和句型，进行讲解，从而便于学生掌

握本课的知识点。

StepIH.Reading

ShowLet'sDolt!No.1onPPT.

Askstudentstoreadthelessonandwritetrue(T)orfalse(F).

1.WangMeiwasscaredtoseethedentist.

2.WangMeishowedgreatinterestineverythingatthedentist'soffice.

3.Dr.HuaskedWangMeitowatchTVwhilesheworked.

4.Dr.Huwaskindandgoodatfixingteeth.

5.WangMei'smumtoldheranoldRussianstoryonthewayhome.

［Keys］1.T2.F3.F4.T5.F

［设计意图］通过学生们反复朗读课文加强学生们的记忆，同时也锻炼学生们的口语

表达能力。

StepIV.Drill

ShowLet,sDolt!No.2onPPT.

Matcheachparagraphwithitsmainidea.Thenretellthestory.

WangMeiwasnervousatthedentist*soffice.

Dr.HuletWangMeilistentomusictorelax.

WangMeiisreallyafraidofgoingtothedentist.

WangMei'smumtoldherasaying.

WangMeihadaterribletoothachethismorning.

Dr.HufixedWangMei'stoothquickly.

［Keys］Paragraph1右三;Paragraph2右五;Paragraph3右

一［Paragraph4右二;Paragraph5右六;Paragraph6右四

［设计意图］让学生反复听磁带并跟读。熟记课文，掌握文章各段的段落大意，并借此

来复述课文，训练学生的口语表达。

StepV.PairWork:LefsDolt!No.4

I.Askthestudentstotalkaboutoneoftheirexperiencesatthedoctor*soffice

withapartner.StudentsmayusethequestionsintheTaskTipstohelpthembegin

theirdiscussion.

Tasktips:

•Doyoustillrememberoneofyourvisitstoadoctor?

•Areyouafraidofgoingtoseeadoctor?

•Howdoyouovercomefearwhenyoufaceadifficultsituation?

2.Studentsshouldeachwritedownsomepointsabouttheirvisittothedoctor.

3.Askthestudentstowriteastoryabouttheirvisittothedoctorincludingtwotrue

eventsandonefalseevent.Thenhavethestudentsworkingroupstoreadtheir

storiesaloudandseeiftheirgroupmembersorclassmatescanguesswhicheventis

trueandwhichisfalse.

［设计意图］教师让学生在创设的情景中谈论自己的经历，更加贴近学生的生活实际

情况，使学生更加容易地融入其中,激发起学生的热情及学习的兴趣。

StepVI.Practice

I.CompleteLet'sDolt!No.3.

Findthewordsinthislessonthathavethesamemeaningasthecircledwords.

n.根据句意及首字母提示补全单词

1.1wenttoseeadtofixmyrottentoothyesterday.

2.Shertoacceptthattherewasaproblem.

3.1gotatandcouldn'tsleepthewholenight.

4.F,hewassoonofferedanotherjob.

5.Awisalargeanimalthatlivesandhuntsingroups.

m.单项填空

I.Thebagtotheteacher'sofficesoIcouldn'tfinditeverywhere.

A.tookB.takenC.takesD.wastaken

2.Youlooksosad.Haveyougot?

A.atoothacheB.toothache

C.teethacheD.ateethache

3.Therearemanyintheforest.Wemustbecareful.

A.wolfB.wolfsC.wolvsD.wolves

4.Theboyrefusedthequestion,sotheteacherlefthimintheclassroomafter

school.

A.answerB.toanswer

C.answeringD.answered

5.Thelittlegirlwasafraidonthewoodenbridge,forsheisafraid

intotheriver.

A.towalk,offalling

B.towalk.tofall

C.ofwalking,offalling

D.ofwalking,tofall

［Keys］1.1.refused2.toothache3.fortunately4.headsets5.rotten

n.1.dentist2.refused3.toothache4.Fortunately5.wolf

m.1.D2.A3.D4.B5,A

［设计意图］锻炼学生的思考能力，同时培养学生的语感。

StepVII.Summary

Sometimesillnesscan1tbeavoided.Buttalkingaboutthediseaseisnotso

easy.Wehavesomanythingsthatwecan'tdescribecorrectly.Sowemustlearn

morewordsandexpressionsaboutthedisease.

Theteachermusthelpthemimmediatelyifpossible.Remembertodiscusshowto

keephealthyindetails.

［设计意图］给学生以总结，让学生明确这节课的学习内容。

StepVID.Homework

1.Finishofftheexercisesintheactivitybook.

2.Previewthenextreadinginthestudent'sbook.

［设计意图］让学生通过习题巩固本节课内容，并提前做好预习。

Lesson2AVisittotheDentist

Keyphrases:

•beafraidof...

•needtodo...

•havenochoicebuttodo...

•dressin...

•onthewayto...

Keysentences:

•1don'tknowwhy,butIhavehadthisfearsinceIwasveryyoung.

•Ihadnochoicebuttogowithher.

•Mytoothdidnothurtatall.

•Itcanbeusedtoaddress...

•Fearmakesthewolfbiggerthanheis.

第三课时Lesson3GoodFood,GoodHealth

1.记忆单词

grain,vitamin,mineral,fibre,corn,protein,bean,Asian,soy,calcium,bone,yogurt,

contain,balanced,diet,include;短语berichin...,EastAsiancountrieso

2.掌握重点句型:①Breakfastcerealisalsomadeofdifferentgrains.©Fruitsand

vegetablesarealsorichinvitamins,mineralsandfibre.(3)Thehelpyougrowandstay

healthy.④SaladsareverypopularinWesterncountries.⑤Yourbodyneedscalcium

tostayhealthy.⑥Abalanceddietwillkeepyouhealthyandgiveyoulotsofenergy!

3.能够总结归纳情态动词should的用法。

4.理解课文意思并能回答课后的问题。

1.学会正确使用单词和短

i§:grain,vitamin,mineral,fibre,corn,protein,bean,Asian,soy,calcium,bone,yogurt,

contain,balanced,diet,include,berichin...,EastAsiancountries,,

2.学会用情态动词来讲述句子。

3.能够辨别食物是否是健康食物。

1.能够正确应用词

}E：grain,bean,Asian,bone,yogurt,corn,protein,soy.vitamin,mineral,fibre,contain.balan

ced,

diet,include;掌握重点短语berichin...,EastAsiancountries,

2.了解更多我们日常生活中谷物的名称。

3.让学生了解应怎样保持膳食平衡，并且知道平衡膳食的重要性。

思路一：本课的教学内容是冀教版九年级英语第一单元的第三课，主要围绕"好食物，

好健康”这一话题，描述了四种食物的分类，最后总结出了什么是健康平衡的膳食，首先

询问学生们“每天吃什么?什么是好食物?什么是健康平衡的膳食?为了保持膳食平衡应

该怎么做?”来导入新课。以学生感兴趣的话题开篇，培养学生的学习兴趣。

思路二:本课的教学内容是冀教版九年级英语第一单元的第三课，主要围绕"好食物，

好健康”这一话题，描述了四种食物的分类，最后总结出了什么是健康平衡的膳食。首先

给学生们展示四幅关于食物的图片，让学生分组讨论三个问题，以真实的语言情景展开语

言实践活动，并引导学生联系实际展开调查，从而提高学生的英语交际能力。

老师在课前设计教学PPT,准备录音机和磁带，多媒体等。

StepI.Leadin

Leadingin[情景1]

T:Goodmorning/afternoon,everyone.Let1sgetstartedwithtoday*slesson.What

foodsdoyouofteneateveryday?

S1:lusuallyeatbread.

S2:lusuallyeatdumplings.

S3:lusuallyeatmeat,soupandsoon.

T:lnyouropinion,whatisgoodfood?Isitthefoodthattastesgood?lcecream

tastesgood.Soisicecreamakindofgoodfood?

Ss:No.Goodfoodisthefoodthatisgoodforyouandgoodforyourhealth.

T:Verygood.Inyouropinion,what,sahealthyandbalanceddiet?

Ss:lnmyopinion,ahealthyandbalanceddietshouldcontainallkindsoffoods.

T:Whatshouldwedotokeepahealthyandbalanceddiet?

Ss:Weshouldtrytoeatallkindsoffoods.

T:OK.Itseemsthatallofyouknowwhatahealthyandbalanceddietisandhowto

keepahealthyandbalanceddiet.NowJefsopenyourtextbooksandturntoPage

6,GoodFood,GoodHealth.

［设计意图］教师通过设计几个学生感兴趣的问题导入新课，给学生们更多说英语的

机会，从而调动了学生们的学习积极性锻炼了学生们的口语表达能力。

Leadingin【情景2】

T:Goodmorning/afternoon,everyone.Let*sgetstartedwithtoday'slesson.

ShowstudentssomepicturesaboutfoodonPPT.

Dividestudentsintofourgroups.Thenaskstudentssomequestions:

•Whatfoodwouldyouchooseifyouarehungry?Why?

•Doyouthinkyouhaveabalanceddiet?

•Doyouthinkhavingabalanceddietisanimportantthing?Whyorwhynot?

Nowpleasehaveadiscussion.

(Theanswersareopen.)

［设计意图］通过PPT课件和图片提示,努力创造更加真实的语言交际情景，让学生围

绕"食物”话题展开,进行讨论什么是均衡膳食。

Stepn.Presentation

Readthetextandfindoutsomekeyphrasesandsentences.

Keyphrases:

•berichin...

•bemadeof

•bepopularin

•Westerncountries

Keysentences:

•Herearethefourfoodgroups.

•Theyhelpyougrowandstayhealthy.

•Yourbodyneedscalciumtostayhealthy.

•Actually,otherfoodslikefish,eggsandbeanshavealotofprotein,too.

•Awell-balanceddietincludesfoodsfromeachfoodgroup.

☆教材解读☆

I.Herearethefourfoodgroups:

Hereare…是一个倒装句型，意为"这些是……"，其中的be要根据be后的名词确定

单复数，单数名词要用is;复数名词要用are.

Hereisacardforyou.这儿有你一张卡片。

Herearetheproblemstheycan'tsolve.

这些是他们不能解决的问题。

2.Breakfastcerealisalsomadeofdifferentgrains.

bemadeof意为"由……制成”，指用原材料制成东西后，从成品中还能看出原材料是

什么(不改变本质，只改变形状)。

【拓展】⑴bemadefrom意为"由……制成”，表示原材料往往经过化学变化，从

成品中已看不出原材料。

(2)bemadein意为"在……被制造"，后面通常接地点名词,表示其产品的产地。

⑶bemadeby意为"由/被制造"，后面接动词的执行者。

(4)bemadeinto意为"被制成"，主语是原材料,后面接成品。

3.Fruitsandvegetablesarealsorichinvitamins,mineralsandfibre.

berichin表示"在……方面很富有，充裕”。

Vegetablesarerichinvitamins.

蔬菜富含维生素。

4.Theyhelpyougrowandstayhealthy.

stayhealthy,keephealthy,keepingoodhealth者B表示'，勒寺健康”.stayhealthy

侧重某人一直处在一种健康的状态;keephealthy侧重在主观意愿上"保持健康"，特别

是通过某种方式，如锻炼、运动、饮食等方面来保持健康。

5.Yourbodyneedscalciumtostayhealthy.

tostayhealthy在这里是动词不定式短语作目的状语。动词不定式短语作目的状语

时，既可以放在句首，也可以放在句末,翻译时常译为"为了……"。

6.Milk,cheeseandyogurtcontaincalcium.

contain为及物动词，意为"包含，含有"，不用于进行时。可表示包含事物的全部或部

分，强调"整体中含有……，某物体中含有……，容器中有……"，是指包含的内容。

7.Awell-balanceddietincludesfoodsfromeachfoodgroup.

本句也可以写成Awell-balanceddietcontains/hasfoodsfromeachfoodgroup.

［设计意图］教师引导学生找出本课的重点短语和句型，使学生明确学习目标和学习

内容，激发学习的热情。

StepDI.Reading

InstructthestudentstoreadLesson3,choosethefoodwordsfromthelessonand

puttheminthecorrectfoodgroup.

[Keys]grainsbread,noodles,rice,breakfastcereal,corn

fruitsandvegetablessalads

proteinfoodsmeat,chicken,fish,eggs,beans,tofu,soymilk

calciumfoodsmilk,cheese,yogurt,greenvegetables

［设计意图］通过学生们朗读课文，加强学生们对单词的记忆。朗读课文也锻炼了学

生们的口语表达能力。

StepIV.PracticeandPlay

1.Dividetheclassintogroupstocompletetheexercise.

2.ShowLet*sDolt!No.2onPPT.

Matcheachwordwithitsdefinition.Thencompletethepassageusingthefour

words.

cornathick,whiteandcreamydairyfood

yogurtatallplantwithyellowseedsthatcanbeeaten

beansthefoodthatyoueatanddrinkregularly

dietagoodsourceofprotein

It'simportantforustokeepabalanced.Todothis,wemusteatmany

differentkindsoffoods.Bread,noodles,andriceareallgrains.Grainfoods

giveusvitamins,mineralsandfibre.Fish,meatandarefullof

protein.Calcium,whichcanbefoundincheese,milkand,isgoodforour

bonesandteeth.

[Keys]cornatallplantwithyellowseedsthatcanbeeaten

yogurtathick,whiteandcreamydairyfood

beansagoodsourceofprotein

dietthefoodthatyoueatanddrinkregularly

diet,corn,beans,yogurt

3.Thenaskthestudentstoworkintheirgroupstowritedownthewordsinthis

exerciseandtheirdefinitionsonseparatepiecesofpaper.Askthestudentstocutup

thedefinitionssothatthewordsareallmixedup.

4.Thentimethegroupsandseewhichgroupcanputthewordsbackinthecorrec