五年级英语下册 unit7 i have a headache教案 陕旅版.docx

1、五年级英语下册 unit7 i have a headache教案 陕旅版Unit7 I Have a Headache 【单元总目标】本单元的话题是健康。重点学习I feel very bad today. Whats wrong with you / him? I have / He has a . Youd better take him to see a doctor.以及祈使句等句型结构。谈论引起人们身体不适的几种常见疾病以及生病后的一些基本建议。本单元的教学分为4个课时。第一课时主要完成Part A中Lets learn部分的词汇教学；第二课时以Part A中Lets talk部分

2、的会话为主，通过对词汇的复习和巩固，学习如何就引起对方身体不适的疾病进行问答，进一步学习祈使句和由will引导的一般将来时态的句型；第三课时以Part B中的Lets learn more为主，拓展学习就引起第三方身体不适的疾病进行问答，并初步了解在英语中打电话的方式；第四课时以Part B中Read the words部分的语音教学为主要内容，并在综合复习的基础上，通过各种活动来检测和评价学生的学习效果。【单元具体目标】知识目标一、能听、说、读、写以下词汇：have a cold, have a cough, have a fever, have a headache, have a too

3、thache, have a stomachache, see a doctor, look ill, stay in bed, have a rest, call a doctor二、能听懂、会说、会读、会用下列句型：1. I feel very bad today.Whats wrong with you? .I have a .Just stay in bed. I will call the doctor.2. Dont worry about. I will call.3. Whats wrong with him?He has a .Im sorry to hear that. Y

4、oud better take him to see a doctor.4. Please tell him not to worry about his lessons and have a good rest.三、了解字母组合th在单词中的发音，并能运用读音规则读出所给生词。情感目标一、培养学生重视身体健康的意识，并能及时表达身体的不适。二、鼓励学生在体验、感知和参与中培养小组合作精神。Unit7 I Have a Headache 第1课时教学设计【内容来源】陕旅教育出版社五年级下册 Unit7【主 题】Warming-up: Think and tick, Lets learn【课 时

5、】第1课时一、教学目标1. 能听、说、读、写词汇：have a cold, have a cough, have a fever, have a headache, have a toothache, have a stomachache, see a doctor。2. 能熟练运用以上词汇。二、教学准备1. 教师准备：(1) Lets learn部分的教学卡片。(2) 本课时的课件。(3) Lets learn部分的教学音频。三、教学方法建议课程导入(Leading In)(1)课前问答T: Hello, boys and girls! Nice to see you again. How

6、are you today?Ss: Very well. Thank you. / Im fine. How are you?教师装作不舒服状：T: Im not very well today. I need go to see a doctor,(2)新课导入Part A Warming-up: Think and tick教师承接上一环节，让学生翻到课本53页，就Think and tick部分的内容继续问答：T: Do you often go to see a doctor?Ss: Yes, I do. / No, I dont.T: When do you go to see a

7、doctor? Please look at the pictures carefully and tick out.教师引导学生仔细观察图意，在图片旁打勾。学生这时可能会对如何陈述图片内容产生好奇，教师可顺势导入新课。课程展示活动和过程的设计建议（presentation)(1)新课展示Part A Lets learn教师继续表现出身体不舒服的样子，用纸擤鼻涕并说：Oh! I feel even bad now. I have a cold. I will see a doctor after school.1. 教授词组have a cold教师出示have a cold的教学卡片，板书

8、并领读几遍。之后，教师可稍作解释说明：这里的动词have是实义动词，表示“有、患有”；cold在这里不再是我们在Unit2所学的形容同“寒冷的”，而是名词“感冒”。 教师在这里可帮助学生区分一下cold的两个含义，并确认其不同含义下的不同搭配：have a cold表示“得了感冒（病了）”；而感到冷要说I feel cold. 天气冷则要说Its cold.2. 教授词组have a cough教师作咳嗽状，引出词组have a cough。T: I have a cold, and I have a cough, too.教师板书并领读词组。之后，引领学生拼读单词cough：字母c读k，字母

9、组合ou读au，字母组合gh则读f，引导学生借助读音规则记忆这个单词。之后，教师举例说明，让学生练习运用：T: When you have a cold, you often have a cough, too.3. 教授词组have a fever教师摸摸自己的额头，引出词组have a fever板书并领读该词组之后，教师重点解释单词fever:名词“发烧”，感到发烧或生病发烧一样可以借助动词have构成动词词组have a fever。教师可以展示教学卡片上小男孩发烧的样子举例练习运用：T: Look. The boy is in bed. He has a fever.4. 教授词组h

10、ave a headache教师以手支头并作出疼痛的表情引出词组have a headache。板书并领读几遍后，教师可以借用构词法帮助学生学习记忆headache这个单词：head名词“头”，ache“疼痛”；headache是由这两个单词合成的新单词。教师展示教学卡片，以图片上的小男孩来举例练习：T: Look at this boy. He also has a headache.教学小贴士这里的headache是一个合成词。其中的ache（名词“疼痛”），既是一个独立的单词，也可以作为后缀和很多身体的部位一起构成新的单词，表示相应的身体部位的疼痛。了解到ache的这个特点之后，教师可以

11、顺势引出单词toothache “牙疼”和stomachache “肚子疼”。教师也可以鼓励学生说出更多这样的单词，如：backache, earache等。5. 教授词组have a toothache教师捂着一边的嘴巴作疼痛状，引出词组have a toothache。带领学生朗读几遍后，板书并引导学生拼读。教师进行解说：tooth名词“牙齿”，teeth是其复数形式。toothache同样也是合成词，表示“牙疼”。找师展示教学卡片中牙疼的小孩：This boy has a toothache, lie feels had.6. 教授词组have a stomachache教师摸着自己的胃

12、作疼痛状，引出词组have a stomachache。板书并领读几遍该词组后，教师讲解并引领学生拼读并记忆单词stomachache；它也是一个合成词。其中，stomach是名词“胃”，字母o发、字母a发，而字母组合ch则发k的音。教师同样展示教学卡片中的小男孩：He has a bad stomachache.温馨提示：stomachache的发音比较闲难，教师在教授stomachache这个单词时，要注意强调其发音的特殊性并多领读几次。7. 教授短语see a doctor既然生病了，那么就应该去看医生。教师可由上述病症入手，出示教学卡片，引入短语see a doctor，板书并领读后引

13、导学生加以运用：T&Ss: He has a cold. Hed better see a doctor. (教师展示感冒的图片)She has a cough. Shed better see a doctor. (展示咳漱的图片)(2)巩固活动教师播放录音，让学生听并模仿其语音语调跟读Lets talk部分的词汇，其间注意纠正学生的错误读音。对于学生容易读错的单词（如cough, stomachache等），教师要注意进行有针对性的示范和训练。操练活动的设计与实施建议（Practice Activities)(1)我说你指教师把Lets learn部分的词汇卡片打乱顺序贴在黑板上。1. 教

14、师说同汇，学生指向相应的图片并大声读出该词汇。2. 将学生分成四组，组内采用“我说你指”或“你指我说”的形式练习词汇，最后推选出一个反成最快的组员学生代表本组参加组与组之间的比赛，看看哪组的学生指得又快又准！3. 教师也可将难度加大，只说词汇中的某一个关键性单词，让学生指向相应的图片并说出完整的词组或短语。(2)你说我做1. 教师说明规则：一人说词汇，另一人做相应的动作；或者一人做动作，另一人说出相应的词汇。2. 学生分组练习，看谁反应最快。3. 教师选出6-8位学生上台，教师背对他们向台下的其他同学展词汇卡片，台下同学看到卡片后一起发指令，让台上的同学做动作。做错或做得最慢的被淘汰。看谁能坚

15、持到最后。【板书设计】Unit7 I Have a Headache 第2课时教学设计【内容来源】陕旅教育出版社五年级下册 Unit7【主 题】Warming-up: Think and answer, Lets talk, Ask and answer【课 时】第2课时一、教学目标1. 能运用Do you live in a city? No. I live in a village far from the city. Is your village big? It is small, but very beautiful. In . 谈论自己和他人的居住地环境。2. 能借助所学词汇和句型

16、在日常生活中进行简单自如的交流。二、教学准备1. 教师准备：(1 ) Lets learn部分的单词卡片。(2) Lets talk部分的教学挂图和人物头饰。(3) Lets talk部分的教学音频。2. 学生准备：Lets learn部分的单词卡片。三、教学方法建议课程导入(Leading In)(1)课前热身教师做相应的动作演示各种病痛，让学生仔细观察动作、快速说出相应的词组并说出建议：Youd better see a doctor. 谁反应最快，说得最好。教师及时表扬说得又快又准的学生，多多鼓励动作稍慢的学生，可与其击掌并说：Come on!(2)新课导人1. 猜一猜教师出示头疼的词汇

17、卡片，师生问答：T: Whats wrong with this boy? Do you know?S1: He has a fever.T: No. He has a headache.2. Part A Warming-up: Think and answer教师承接上一环节，通过Think and answer部分的热身活动引入本节课的内容。教师继续引起师生问答：T: The boy has a headache. He feels very bad. Can you help him? Are you a doctor? (引导学生回答)Ss: Im sorry. I cant. I

18、am not a doctor.T: Do you want to be a doctor? Why?Ss: .教师可以在询问几个学生的意见后，直接引入话题说：T: I want to be a doctor. Because I can help the ill (生病的人).Colin is ill, too. Whats wrong with him? Lets have a look.课程展示活动和过程的设计建议(presentation)(1)新课展示Part A: Lets talk1. 看图理解(1) 教师出示本部分的教学挂图，并和学生进行交流：T: What can you s

19、ee in this picture?Ss: We can see .T: We can see Colin and his mother in the picture. Colin looks ill. His mother looks worried. She worries about Colin.板书并领读：Colin looks ill.She worries about Colin.(2) 难点讲解a. look ill“看起来病了”；look在这里是系动词，后面须接形容词，表示“看起来怎么样”如：You look happy.The lady looks very sad.b.

20、worry about sth. / sb.“为某人/某事担心”如：The old man looks ill. We all worry about him.Dont worry about me. Im all right.不要担心我。我挺好。2. 听读练习播放录音之前，教师可先提出一些问题，让学生带荇问题听录音，做到有的放矢，问题可参考如下：(1) How does Colin feel today?(2) Whats wrong with Colin? / Does Colin have a fever?(3) What does Colin worry about?(4) What

21、will his mother do?3. 听力理解(1) 教师播放第一句的录音，帮助学生完整回答第一个问题：T: How does Colin feel today?T&Ss: He feels very bad.板书并讲授句型I feel very bad today.feel bad“感觉很糟糕”，表示人的身体不舒适或不舒服。教师作感到难受状：T: I feel very bad today. I have a headache.(2) 教师播放第二、三句的录音，帮助学生完整回答第二个问题：T: Whats wrong with Colin? / Does Colin have a fe

22、ver?T&Ss: He has a headache. / No, he doesnt.板书并讲授句型：Whats wrong wit. ?这句话常用于在看到别人不舒服时关切地询问。如：Doctor: Whats wrong with you?Patient: I feel very bad. I have a headache / fever / cough .(3) 教师继续播放对话录音，帮助学生完整回答问题，并逐步讲解。T: What does Colin worry about?Ss: He worries about his lessons.T: What will his mot

23、her do?Ss: She will call his teacher and tell her about it.a. Just stay in bed.就躺在床上（不要起来）。b. Dont worry about them. 不要担心功课的事。（这里的them指代上文中的lessons）教学小贴士Just stay in bed及Dont worry about them.是两个祈使句。祈使句常用来表示对听话人的建议、命令、要求、安慰等语气。它常以动词原形开头，没有人称、数或时态的变化，表示否足时直接在动词前加Dont即可，意为“不要” “不许”。如：Stand up and answ

24、er my question, please.Its windy today. Dont open the windows.(2)巩固活动1. 教师再次播放Lets talk部分的录音，要求学生模仿录音中人物的语音语调跟读对话2. 教师将学生分成男生和女生两大组，分角色朗渎对话。第一遍可以让女生读Mom,男生读Colin；第二遍角色互换，让男生、女生反串朗读以增加活动的趣味性。操练活动的设计与实施建议(Practice Activities)(1)对话表演教师将学生分为两人一组，鼓励他们脱离课本，结合各自所准备的Lets learn部分的词汇卡片和黑板上的句型，表演对话。教师要鼓励不善于上台表

25、演的学生积极参与，及时发现并表扬其进步之处，让其树立自信心，积极参与到表演中来。(2)Part C Ask and answer1. 本部分检测活动的目的是让学生通过观察图片练习就他人的病痛进行问答，通过练习look的第三人称单数形式looks以及have的第三人称单数形式has，使学生掌握并能熟练运用Whats wrong with.? 句型的第三人称单数形式，为下一课时Lets learn more部分的新授做铺垫。2. 教师可先引导学生说一说图片中相应的病痛，并和名字连一起说一说简单的句子，以第一幅阁为例，病痛为have a cough，句子为Peter has a cough.3. 教

26、师举例示范：T: Kelly looks ill. Whats wrong with her? (引导学生回答)Ss: She has a headache.温馨提示：教师在这里也可以适当讲一下人称代词的宾格，这样学生们就能更好地明白Whats wrong with him? 里面的单词him了。4. 学生根据这四个人物来选择对话内容上台衣演并说出来；或两人一组，一问一答；也可适当增加难度，其中一人先点出主人公的名字，另一人根据名字找到相应的图片，开启会话。如：S1: Bob!S2: Bob looks ill What，s wrong with him?S1: He has a fever.

27、也可以练习一般疑问句形式，如：S1: Bob!S2: Bob looks ill. Does he have a cold?S1: No, he doesnt. He has a fever.【板书设计】Unit7 I Have a Headache 第3课时教学设计【内容来源】陕旅教育出版社五年级下册 Unit7【主 题】Lets learn more, Play a game, Look and complete【课 时】第3课时一、教学目标1. 能用Colin doesnt feel well. Whats wrong with him? He has a fever and a bad

28、 headache. Im sorry to hear that. Youd better take him to see a doctor. Please tell him not to worry about his lessons and have a good rest. 谈论他人的病痛情况并给出相应的建议。2. 初步了解打电话用语Hello, . This is .3. 能听、说、熟读对话，语音语调准确自然。二、教学准备教师准备：1. Lets learn部分的词汇卡片以及tell, feel和well的单词卡片。2. Lets learn more部分的教学挂图和人物头饰。3. 本

29、课时的课件。4. 实物电话、以及Lets learn more部分的教学音频。三、教学方法建议课程导入(Leading In)(1)课前复习教师拿出Lets learn部分的词汇卡片站在讲台上面对学生，每次选一位学生从这些单词卡片中随机抽取一张后做相应的动作，如：学生抽到have a cold，则该同学就做出发抖或擤鼻涕的动作，然后教师指着该生问其他的学生：T: Whats wrong with him / her?Ss: He / She has a cold.教师可以多让几个学生上台表演，让台上台下都能充分练习到所有的词汇。温馨提示：教师也可以同时让3-5学生上台，抽取卡片后表演动作，然后

30、指着其中一位让台下的学生回答出Whats wrong with him / her? 增加活动难度。(2)新课导人1. 教师承接上一环节的活动与学生会话导入新课：T: How are you today, boys and girls? Are you feeling very well?Ss: Yes, we are.T: Everybody looks very well today. Thats good. What about Colin? Is he very well?Ss: No, he isnt.T: Whats wrong with him?Ss: He is ill. He

31、 has a headache.T: Can he go to school today?Ss: No, he cant.T: What will his mother do?Ss: She will call the teacher and tell her about it.课程展示活动和过程的设计建议(presentation)(1)新课展示Part B Lets learn more1. 教师展示本部分的教学挂图，通过问答引导学生观察、了解对话背景：T: Who are talking on the phone?Ss: Colins mother and his teacher, Miss White.T: What are they talking about? Lets listen to the tape.2. 教师先用课件展示一些问题，然后播放录音，让学生带着问题完整地听一遍对话，看看他