pep小学英语六年级下册第二单元.docx

1、pep小学英语六年级下册第二单元修改与补充备课组成员：刘晓霞 顾秀文主 备 人：刘晓霞Unit 2 Whats the matter, Mike?Lesson 1 教学目标：1.能够听说读写单词和短语：have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat.2.能够听说读句型：Whats the matter, Mike? I feel sick. I have a fever.并进行关键词的替换操练。3.能够理解并吟唱Lets chant的歌谣。教学重点：掌握A Lets l

2、earn部分的四会单词和短语，并会用询问别他人身体状况的问句和答句替换关键词操练所学新词和短语。教学难点：正确拼写四会单词、短语和掌握三会单词throat的发音。教学模式：愉悦英语教学准备：教师准备ALetslearn部分的单词卡片教学过程：Step 1 Warm-up1、放四年级上册第六单元的歌曲“My father is a doctor.”先师生齐唱，然后分组唱，比一比哪组唱得好。2、日常口语练习。师生可进行如下对话:T: What are you?S1: I am a student.T: Whats your father?S2: Hes a .T: What your mother

3、?S3: She is a .3、Lets start出示Lets start的图片，说：“Look! We have some new friends here. Who are they? Are they happy? Where are they? What are they doing? Whats the matter with them?”帮助回答：“The robot is tired .The rabbit is sad. The straw man has a headache. The dog has a sore throat. The monkeys leg hurt

4、s.”教师可引导学生通过仔细观察教学挂图或观察教师的肢体动作来帮助学生熟悉答句中的新单词和短语。Step 2 Presentation1、教师出示一支体温表，介绍说：“This is a thermometer. If I have a fever, it will tell me. I dont have a fever today. I feel well. But Mike doesnt feel well. He has a fever.指着学生用书上Mike发烧的图画教学have a fever。教师示范朗读，学生跟读。教师板书并带领学生拼读。修改与补充教学该短语时，教师也可以让学生

5、触摸他人和自己的前额来判断是否发烧，有意识地把课堂教学实践与实际生活结合起来。2、教师请学生继续看Lets start部分的图片，问“Whats the matter with the straw man?”引导学生说出：“He has a headache.”再指着图中的猴子问：“Does the monkey have a headache, too ?突出have a headache的发音。板书并教学该短语。3、教师接着以上问题问：“The monkey doesnt have a headache. Whats the matter with him? Yes! His leg hu

6、rts.”教师示范朗读并板书，学生跟读。教师还可适当拓展语言，如：“My arm hurts. His ear hurts. Her nose hurts. My nose hurts.”等，为学习下一课时的重点句子“My nose hurts.”埋下伏笔。4、教师课前准备一只漂亮的糖盒，装有巧克力等糖果，请学生猜：“Whats in the box?”学生猜出后，教师说：“Yes! Here are some sweets. I like eating sweets. So I often have a toothache”教师做“牙痛”，板书have a toothache并领读，同时提醒

7、学生注意headache和toothache两个单词的共同之处，帮助学生简单了解构词法。5、教师出示刚才学过的单词卡片，请学生认读。趁学生不注意时再加上一张，让他们猜加上的是哪张卡片。6、教师利用肢体语体帮助表达：“I dont feel well. I have a fever. I have a headache. I have a sore throat. My nose hurts. Whats the matter with me? Guess !”根据学生的回答引出短语：have a cold。教师板书该短语领读。7、放A部分Lets learn的录音，学生跟读。Step 3 Co

8、nsolidation and extension1、“敲敲打打”活动将所学单词或短语写在黑板上，然后把学生分成两大组，每组派一名代表站到黑板前。教师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最后得分高的组获胜。2、教师将单词卡片随机发给六名学生，提问：“Whats the matter?”持不同卡片的学生出示卡片，回答问题并做出相应的表情。教师示范两次后，请两人一组进行练习。3、“看病”游戏 将学生分成六大组，每组选一张短语卡片。教师戴上敬重的帽子提问：“Cold, cold, who has a cold?”如第一组选中的是have a cold,这组学生就边做边动作

9、或表情边吟唱：Headache, headache, I have a headache.并做相应的动作。修改与补充4、“可爱的小演员”活动。请学生分别扮演医生和病人，用句型“Whats the matter? I have a fever/My leg hurts”来提问、回答并附以相应的动作、表情。Step 4 Homework1、 Listen to the tape.2、Write these words two times.Blackboard Design: Unit 2 Whats the matter, Mike?What the matter, Mike? I feel si

10、ck. I have a fever.have a cold,have a toothache,have a fever,hurt,have a headache.Teaching introspection: 修改与补充备课组成员：刘晓霞 顾秀文主 备 人：刘晓霞英语组“上一节好课”教案Unit 2 Whats the matter ,Mike?Lesson 2 教学目标：1、能够听、说、认读主要句型：How do you feel? I feel sick. Whats the matter? My throat is sore. My nose hurts.学会在实际的情境中熟练运用。2

11、、能够书写四会句子：Whats the matter? My throat is sore. My nose hurts.教学重点：本课涉及到的句型：How do you feel? I feel sick. Whats the matter? My throat is sore. My nose hurts.以及围绕看病展开的话题。教学难点：在实际情境中运用句型：How do you feel? Whats the matter?教学模式：愉悦英语教学准备：课件、第一课时的词卡。 教学过程：Step 1 Warm-up1、播放Lets chant，师生一齐吟唱。2、教师出示Lets lear

12、n的教学挂图，随意指向图中的一个人物，要求学生根据人物特征快速配音，如“I have a cold”。3、“辨别真假”活动。学生分成两组，一组说“I have a headache.”同时做头疼或其他动作和表情，另一组来判断，动作和句子意思一致，说：Yes.不一致说：No.Step 2 PresentationLets talk1、教师说：“You do well in your English study. I feel very happy. How about you? How do you feel?”教师指导学生回答，板书该句型。问答进行几个回合后，教师引导学生询问自己“How do

13、 you feel?”同时做出生病表情，自然呈现句子：“I feel sick.”教师教学新单词sick,并板书句子：I feel sick.教师引导学生再问：“Whats the matter?”继续表达“I have a sore throat.”等。修改与补充2、教师放Lets talk部分的录音，提问学生：“How does Amy feel? Whats the matter with her?”引导学生听录音后模拟Amy问答问题。教师板书：“My throat is sore. My nose hurts.”教师再放录音，学生跟读。3、学生分成两组练习朗读对话。教师出示Lets t

14、alk部分的挂图，让学生两人人一组根据替换图所提供的信息做替换练习。然后请几组学生带上头饰，穿上白大褂在课堂上表演。4、对话讲解，同义转换。5、区别ache ,sore ,hurt 的区别。6、练习转换。7、课堂延伸，If you are sick, what should you do ?Sore throat see a doctorhave the flu take some medicine and drink hot waterHave a headache stay in bedStep 3 Consolidation and extension1、小组练习，改编对话。2、Lets

15、 play a guess game. 3、Sing a song 4、课堂小结Step 4 Homework 1、学生听读P17，2遍。2、学生背诵和抄写句子4遍。Blackboard Design:Unit 2 Whats the matter, Mike?How do you feel? I feel sick. Whats the matter? My throat is sore. My nose hurts.Teaching introspection: 修改与补充备课组成员：刘晓霞 顾秀文主 备 人：刘晓霞 Lesson 3 教学目标：1能够理解并会朗读Lets read部分的短

16、文，并回答课后问题。2会唱歌曲“The way I feel”。3了解Good to know部分内容。教学重点：理解并正确朗读短文。教学难点：理解条件状语从句和时间状语从句，并简单回答。教学模式：愉悦英语教学准备：Multi-media player、Some phrase cards教学过程：Step 1 Warm-up1、播放Lets chant，师生一齐吟唱。2、教师出示Lets learn的教学挂图，随意指向图中的一个人物，要求学生根据人物特征快速配音，如“I have a cold”。3、“辨别真假”活动。学生分成两组，一组说“I have a headache.”同时做头疼或其他

17、动作和表情，另一组来判断，动作和句子意思一致，说：Yes.不一致说：No.Step 2 Presentation1、教师接着说新句子：I have the flu.同时做打喷嚏，咳嗽，提示学生flu的意思。并问学生：How do you feel if you have the flu? 让学生回答各种症状，如：I have a headache. I have a sore throat. 教师说：If you have the flu, you should go and see the doctor or take some medicine. 2、教授新单词medicine和短语tak

18、e some medicine。3、学生带着P18的问题第一次阅读短文，然后让学生口头回答问题。4、学生第二次阅读短文，然后让学生写出答案。再放本部分的录音，学生跟读，核对答案。5、指导学生阅读短文，用简单明了的图片理出文章的线索，分化篇章难点，帮助学生理解文章大意引导学生边思考边阅读文章。Sore throat see a doctorhave the flu take some medicine and drink hot waterHave a headache stay in bed6、Good to know.学生看Zoom的四种表情，再请学生读句子，然后与Zip手举的四种颜色连线，

19、并核对答案Step 3 Consolidation and extension1、看病开处方。一名学生扮演医生，另一名学生扮演病人，医生边询问病情边给病人开处方，增强学生的口头语言表达能力D: Good morning, S: Good morning, doctor.D: Whats your name? S: My name is D: Whats the matter? S: I feel sick.D: Do you have a headache? S: Yes.D: Do you have a fever? S: I dont know. I feel very cold.D: D

20、o you have a sore throat? S: Yes.D: Come to me and say “Aha S: AhaD: You have a cold. S: Oh. What should I do then?D: Ill give you some medicine. Drink some water and stay at home for three days.处方：Name:Mike Age:12 Sex:F Symptom（症状）: Have a headache，Sore throat，Nose hurtDiagnosis（诊断）： have a bad col

21、d修改与补充建议：take some medicine and drink hot water stay in bedStep 4 Homework1、仔细听录音2、假设你的朋友患了流感，你会给你的朋友什么建议？Blackboard Design:Unit 2 Whats the matter, Mike?Sore throat see a doctor have the flu take some medicine and drink hot waterHave a headache stay in bedTeaching introspection: 修改与补充备课组成员：刘晓霞 顾秀文主

22、 备 人：顾秀文Lesson 4 教学目标：1. 能够听、说、读、写表情绪的五个单词：tired, angry, excited, happy 和sad2.能够听、说、认读单词bored3. 能够听、说、认读句子：How does Amy feel? Shes tired.” 并能进行关键词的替换操练。教学重点：使学生熟练掌握五个四会单词，并能替换句型How does he/she feel? He/ Shes中的关键词进行问答。教学难点：学生熟练掌握五个四会单词。教学模式：愉悦英语教学准备：单词卡片、录音机教学过程：Step 1：Warm-up 1、教师放歌曲“The way I feel”

23、，学生跟唱。2、学生朗读A-Lets read，教师提问：How do you feel if you have the flu/a toothache/a headache等，学生做简要回答。Step 2：Presentation1、播放歌曲 “If you are happy.”用歌曲来引出新授单词happy的教学。边唱边做动作。教师做出“开心”的样子对学生说：You are happy. I am happy, too. Look at my face. This is a happy face. 然后在黑板上画“happy face”和“sad face”。2、教师指着sad face

24、问学生：Is it a happy face?以此教学单词sad。教师可让学生同桌之间一人做表情，另一人画脸，再描述如：He/She is happy/sad.3、用简笔画的形式教授其他单词：excited, tired, angry, bored.4、教师做出各种表情，请学生猜：Are you happy/tired/bored? 然后两人一组一个做表情另一个猜，以此复习巩固所学的形容词。5、教师播放B-Lets learn的录音，学生跟读单词。然后出示教学挂图，请学生仔细看图片。教师提问：How does Amy feel? How does John feel?请几组学生来做回答，检测活

25、动的效果。修改与补充Step 3 Consolidation and Extension1、What is missing?教师出示几张表情图片，给学生看半分钟。然后随意拿出一张，让学生判断哪一张少了，将缺失的单词报出来并做出相应的表情。2、Look for your friends 将全班分成几大组，把所需操练的单词angry, sad, bored等拆分成字母，如g r a n y, d a s, r o b d e分发给组里成员或班里的同学。当教师或指定同学读到这个单词时，手上持有这个单词的同学必须在最短的时间内按照字母顺序报出该单词，反应最快的同学为胜。Step 4 Homework1

26、.让学生听说读写Lets learn的单词和短语。2.做基础训练或者配套练习相关题目.Blackboard Design:Unit 2 Whats the matter, Mike?How does Amy feel? How does John feel?He/She is happy/sad.tired, angry, excited, happy ，sadTeaching introspection: 修改与补充备课组成员：刘晓霞 顾秀文主 备 人：刘晓霞Lesson 5 教学目标：1.能够听、说、认、读句子:How are you, Liu Yun? You look so happy

27、. I am going on a big trip. I failed the math test. I am sorry to hear that.并能在实际情景中进行运用。2.能够掌握四会句子:How are you? You look sad today.3.能够根据Lets try和Lets check部分的录音选出正确答案教学重点：使学生掌握句型并能听、说、认读句子 How are you? You look so happy / sad. 教学难点：学生能够陈述产生各种心情的原因。教学模式：愉悦英语教学准备：课件、单词卡片、录音带。教学过程：Step 1 Warm up 1、教师

28、播放Lets sing和Lets chant部分歌曲歌谣，学生表演说唱。2、出示卡片，填空：have a f_ver h_ _ t have a c _ ld have a t _ _th _ chehave a h _ _d _che have a sore th_t _ngry h_ppy s_d t_r_d _xc_ted3、请个别学生朗读、说出所缺字母并用肢体语言或表情说明意思。Step 2: Presentation1、教师说：Im happy. Because I have a new dress, now.用How are you？问候学生，引导学生用 “Im”加上节课所学形容词

29、来说出自己的心情；学生回答后，教师说：Im glad / sorry to hear that. 然后问：Can you tell me why? 引导学生说说产生这种心情的原因。2、教师说：Liu Yun is excited, because she is going on a big trip. But Sarah is sad, because she failed the math test.3、教师出示Lets start部分的挂图说;Look at the picture .What are they doing? What is the matter with them? Th

30、ey look so tired. I am sure they have had a hard trip教授新单词trip并板书，自然过度到短语a big trip.4、拿出一张数学不及格的试卷呈现给学生，说：Oh, Sarah failed the math test.出示词组：failed the math test，引导学生说出意思并跟读，再出示一些英语、语文等科目不及格的试卷，引导学生说出：failed the English test, failed the Chinese test，教师适时出示卡片，全体认读。修改与补充5、教师放Lets talk部分的录音并板书以下四个问题：（

31、1）How is Liu Yun ?（2）Is she happy?（3）Is she excited?（4）Why?反复播放这段录音直到学生把问题回答正确，教师及时正音，在此基础上教授failed/got等.Step 3 Consolidation and Extension1、教师拿着Sarah的成绩单请学生扮演Sarah，对话如下:T: Hello! Sarah! How are you? You look sad today.S: Yes, I failed the math test.T: Im sorry to hear that.教师说“Im sorry to hear that.”时要表现出遗憾的神情来，并板书该句