Unit 3 Health Lesson 1 What’s wrong with you？教案

Unit 3 Health Lesson 1 What’s wrong with you
Teaching Aims:
Knowledge Aims:
1. Be able to listen, say and read: fever, What’s wrong cough, headache, cold, medicine.
2. Be able to listen, say, read and write the words: feel, wrong, bad.
3. Be able to listen, say, and read the sentence patterns:
What's wrong with you
I cough and feel cold. Take some medicine.
Ability Aims:
Be able to use the pattern sentences to ask and answer illness neatly.
Emotion and strategy Aims:
Guide the students to pay attention to our health.
Key Points :
Be able to listen, say, read, and use the sentence patterns:
What's wrong with you
I cough and feel cold.
Difficult Points:
Be able to use the pattern sentences to ask and answer illness neatly.
Teaching Methods:
Learning by listening and speaking, Learning by doing, Learning by singing songs
Teaching Aids: PPT, some word cards, headwears, clothes for the doctor
Teaching Procedure:
Step 1: Warm-up
Show some pictures about feelings in different situations and ask:
T: Is the baby happy
S: Yes, he is.
T: So the baby can say:
I feel happy.
Teach: feel. I feel happy.1. Show some pictures and say their feelings: I feel ...
Step 2: Presentation
1. Lead in the word: cold fever
T: I feel cold. What about our friend Wang Hong
(Put on WH’s headwear) Watch and fill in the blank:
Wang Hong feels________.Maybe Wang Hong has a feverRead and say: fever have a fever I have a fever. (Bb) WH has a fever. So She should go to see the doctor.
2. Watch the video and find.
T: What are Wang Hong’s symptoms
What’s wrong with Wang Hong
Teach: I cough. I feel cold.
I have a very bad headache.
T: What does the doctor ask first Now let’s read and find.
Teach: What’s wrong with you
Do you have a headache
Let’s read the dialogue quietly and choose.
Check the answers. Learn the words: cough (with the action) headache (backache, earache) (Read and match)
What’s wrong with you, WH Ss answer with the actions.
2. T: What’s the doctor’s conclusion
Doctor: You have a bad cold.
(Learn the words: bad cold)
Tell the 2 different meanings.
3. Show some pictures, choose and act.
T: Now who wants to make a dialogue with me
Now let’s choose one picture, act and say.
4. Learn: Take some medicine.
T: WH has a bad cold. What’s doctor’s suggestion
Ss: Don’t worry. Take some medicine. You’ll be all right.
Learn: medicine Take some medicine.
(Bb: Take some medicine. Thank you . )
Step 3: Practice and Production 1. Let’s read:
(1) Listen and imitate.
(2) Read the dialogue in groups.
(3) Dub the dialogue.
(4) Practise in groups of three. Then act it out.
(5) Read the main sentences.
2. Show Wang Hong’s prescription note and make a model with S1.
3. Group work: 4 people as a group make the dialogue. Show in the front.
T: Let’s act. 0ne is a doctor and the others are patients. Show in the front of classroom.
Step 4: Homework
1. Listen to Lesson 1 and recite it.
2. Talk about the illness with your classmates.
Blackboard design:
Unit 3 Lesson 1
A: What’s wrong with you？
B: I have a fever/headache/cold.
A: Take some medicine.
B: Thank you
评测练习Read and choose.
A. Take some medicine B. feel cold
C. all right D. have a headache
– What’s wrong with you
-- I cough and_________________.
– Do you________________
-- Yes. I have a very bad headache.
– You have a bad cold. ________________ .
You’ll be ________________ .
-- Thank you, doctor
课后反思
本节课的主要内容是说论感冒的几种症状,生活性比较强。基于这个特点, 我采用动画、图片、单词卡等形式引导学生思考,表达,表演和小组合作,实现灵清运用语言的目的。在教师的引导下, 整节课中学生都积极主动，愿意表达,愿意交流,学生的主体地位得以充分发挥。本节课亮点如下：
1. 搭建平等对话的舞台, 培养学生用英语思维的习惯语言学习的目的是为了交流,本节课尝试为学生搭建平等对话的舞台,与学生进行有意义的交流。尤其是新授坏节,让学观察图片,与学生过论图片,提出问题引导学生思考，层层铺垫，让学生对文本能够做到透彻理解,有这个过程中学生既学习了知识,又运用了语言,同时还培养了用英语思维的习惯。
2. 渗透学习策略,提高学习效率研究表明,学习策略对英语习得有明显的影响。对于小学生来,从小具备有效的英语学习策略对他们以后的英语学习有很大的都助,本节课中,试引学生对 cold 的两种含义进行归纳总结,通过两个句子" I feel cold”和“I have a cold” 帮助学生理解 cold 的含义.这些学习策略的渗透会帮助学生在今的学习中形成良好的学习习惯,提高学习效率。
3.表演激发学生学习的积极性,增强学生的合作意识。本节课的话题是到医院看病,谈论感冒症状,这一话题极具生活性,也就激发了学生强烈的表演欲望。在课文表演环节学生表现积极活跃，热情高涨。使学生在表演中既实现了语言的综合运用，又增强了合作意识。
总之，一节课下来，既有收获也有遗憾，比如课文处理环节，为了学习生词，多次从课文中脱离进行练习，对课文的整体性是一种破坏。在今后的教学过程中，还是应该寻找适当的方法，既兼顾文本的整体性，又能扎实学习词汇，在语境中巩固词汇。让学生在情境中学，在情境中练，以提高他们实际运用语言的能力。