Unit2 What happened to your neck？ Lesson8 教案

WHAT HAPPENED TO YOUR NECK
北京版小学英语六年级上册第二单元第8课
第2课时
一、教材分析：
1. 单元分析：
北京版小学英语六年级上册第二单元话题是“健康”，主要涉及运动健康和饮食健康。单元内容在三个生活情境“Mike脖子受伤去看医生”、“Yangyang踢足球腿受伤，妈妈提醒他要小心”和“Piggy吃多了肚子疼去看医生，医生建议他要少吃多运动”中逐渐展开，呈现了本单元的重点功能句型“Why did you … Because I ….”，“What happened to you I hurt my ….”和“What did you say I said….”。
本单元的话题学生在四年级下册第二单元初步接触过，学习了“headache”、“toothache”和“fever”等词语和“What’s wrong with you ”、“What’s the matter with you ”和“My leg hurts.”等功能句型，这些为学生继续学习本单元打下了良好的基础。
2. 课时分析：
本节课是第二单元Lesson 8的第二课时，是一节复习课。学习内容为第三板块Now I know the sound和第五板块Now I can write。
Now I know the sound板块包括两部分内容：一是按发音分类列出含有字母y的单词，让学生体会字母y和字母组合ay、ey在单词中的几种不同发音/j/、 /i/、/ei/ 和/ai/ ，并能正确读出这些单词；二是两句韵文“The baby is playing with the yellow key.”和“Planes fly in the sunny sky.”。韵文由含有字母y的单词组成，让学生在语境中继续体会字母y的发音规律，要求学生能正确朗读两句韵文。
Now I can write板块是一个和单元内容密切相关的语篇，主要内容是男孩儿在足球比赛中脖子受伤住进了医院，妈妈带着巧克力来看他，他很高兴。要求学生能通读语篇，了解语篇的大意，正确选择所缺单词填到横线上。
针对复习课时的特点，本课突出语言的实践性，适当增加了复习、整理和运用的学习内容。如教师引导学生在“Donald’s bad day”的情境中整理归纳本单元的功能句型，为运用功能句型进行交际打下基础；在“Our bad day”情境中运用功能句型进行交际，提高口语交际能力；在“Miss Y’s bad day”中体会字母y的发音规律，朗读含有字母y的单词和韵文；在“Mingming’s bad day”中运用语言知识完成选词填空，提高运用语言知识做事情的能力；在“My bad day”中进行模仿语段的输出，提高综合语言运用能力。每一项教学内容都在一个小的语境中进行，而五个语境又构成了整节课大的语境“Bad day”，凸显了2011版课程标准主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言的教育理念。
二、教学目标：
1. 能在情境中询问他人的身体状况，并根据具体情况为他人提出合理的建议。
2. 知道字母y和字母组合ay、ey在单词中的不同发音，能读出含有字母y的单词。
3. 能正确选词填空，能仿照短文描述自己曾经发生的一件不好的事。
4. 增强安全运动意识和自我保护意识，提高主动关心他人的意识与习惯。
三、教学重点：
1. 能在情境中询问他人的身体状况，并根据具体情况为他人提出合理的建议。
2. 知道字母y和字母组合ay、ey在单词中的不同发音并朗读单词。
四、教学难点：
1. 能在情境中询问他人的身体状况，并根据具体情况为他人提出合理的建议。
2. 能仿照短文描述自己曾经发生的一件不好的事。
五、教学过程：
Step1 Review
1. “Donald’s bad day！”
Set the scene: Have the children make a dialog
with Donald to review the core structures.
T：Who is he S：He is Mr. Donald.
T：What do you want to ask him
S：What happened to you, Mr. Donald
（Mr. Donald：I hurt my head、leg and finger.）
T：What do you want to ask him now
S：How did you hurt your head、leg and finger
（Mr. Donald：I played football and fell down yesterday.）
T：What advice do you want to give him
S：You should be careful.
T：But Mr. Donald doesn’t hear you clearly.
（Mr. Donald：What did you say ）
S：I said you should be careful.
T：Good advice. It’s very kind of you.
教学指导策略：利用多媒体课件创设学生和唐老鸭先生对话的情境，在情境中复习整理本单元前三课学习的功能句型，为下面运用功能句型进行交际打下语言基础。
2. Play a game: It’s our bad day.
（1）Give the children evaluation criterion.
T：If you perform Scene 1, you can get one star. Perform Scene 2, two stars for you. If you perform Scene 3, you can get three stars and a candy.
教学指导策略：先出示评价标准，分层设计交际任务，让不同水平的学生自由选择，使每一个学生都能完成交际任务，取得成功感。
（2）Have the children watch a movie.
T：Now let’s watch a movie first. How many stars can they get
S：Three stars and a candy.
教学指导策略：为学生出示一个运用功能句型进行交际的范例。
（3）Pair work: Make up first then ask and answer.
T：First, please make up yourselves with band-aids, gauze, bandage and work in pairs. Please choose one from Scene1, Scene2 or Scene3 and act out. Go!
教学指导策略：先让学生用创可贴、绷带和纱布为自己化妆，这样学生很快就可以融入“自己在运动中受伤”的情境，在情境中运用本单元的功能句型进行真实的交际。此情境的创设可以充分激发学生交际的积极性，取得最佳的学习效果。
（4）Have some pairs show.
教学指导策略：通过展示活动既检查了学生进行口语交际的效果，又使学生获得了成功的成就感。对展示中学生出现的语言问题进行及时的纠正，通过积极的即时评价调动学生的学习积极性。
Step 2 Now I know the sound.
1. Set the scene. Miss Y’s bad day. Her good friends are missing.
T：Today is really our bad day. We are all very very sad. Miss Y is very sad, too. Why Oh, she can’t find her friends. Let’s help her, OK
2. Group work: Have the children write some words that the first letter is“y”and the last letter is “y”. Write on the card.
教学指导策略：激活学生的已有知识，为体会字母y的发音规律做好准备。
3. Have the children stick the word cards on the blackboard. Have the children read the words together.
教学指导策略：让学生朗读单词，初步体会字母y在单词中的不同发音。
4. Have the children put the words in groups according to the pronunciation.
教学指导策略：让学生在小组内把自己所写的含有字母y的单词按不同的发音分类。通过分类活动使学生体会字母y在单词中的不同发音。
5. Teacher shows the rest words and have the children put them in the correct groups.
教学指导策略：教师补充出示学生没有想到的单词，让学生把它们按发音放到相应的位置，进一步帮助学生掌握字母y的发音规律。
6. To show the words on Page 16. Have the children try to read.
T：Now look at the screen. Please listen and repeat.
教学指导策略：出示书上按发音分类的单词，让学生大声朗读，一是检查自己刚才的归类是否正确，二是进一步体会字母y的发音规律。
7. Have the children read the sentences.
T：I have two tongue twisters. Please listen and repeat.
教学指导策略：本环节重点在于让学生继续体会字母y的发音规律，所以用合成图来直接呈现韵文的意思，重点放在学生的朗读上面。提示学生要注意单词在句子中语音语调的变化。
Step 3 Now I can write.
1. Set the scene.
T：Today is Miss Y’s bad day. But yesterday was Mingming’s bad day.
教学指导策略：创设情境，由语音板块过渡到选词填空板块。
Teacher shows the picture. Ask some questions. Elicit the answers from the children.
T：What happened to Mingming
S：He hurt his neck.
T：How did he hurt his neck
S：He had a football match.
T：What did he do before the football match
S：He had lunch.
T：Where was Mingming
S：He was in the hospital.
T：What did his mother bring him
S：She brought some chocolate to him.
教学指导策略：学生在情境中回答老师的问题，也是学生初步了解语篇大意的过程。
2. Teacher shows the words to help the children understand them with the pictures.
教学指导策略：语篇中的所缺词语都是学生已经学过的单词，用图片的方式帮学生回忆单词的意思，为选词填空做好准备。
3. Have the children complete the passage with the words.
教学指导策略：学生独立完成选词填空，培养学生运用能力。
4. Have the children check the answer with each other.
T：This is a big lunch. This is not a big lunch.
教学指导策略：让学生互相检查选词填空完成情况，培养合作意识与习惯。在检查的过程中用图片帮助学生理解“big lunch”。
Step 4 Extension
1. Have the children read the passage.
T：Now let’s read the story aloud. Please pay attention to the pronunciation and intonation
教学指导策略：让学生整体回顾语篇的内容，培养学生有语气地朗读语篇的能力。在学生朗读的过程中教师指导学生按意群进行朗读，对学生朗读时出现的语音语调的问题进行及时的指导。
2. Our own Story .
T：This is Mingming’s bad day. But do you have a bad day I think you must have a bad day. For example, hurt foot, had a headache. What’s your bad day
S：Answer the teacher’s question.
（1）Give the children a model. “My bad day”
T：Oh, so many bad days. First, look at my bad day. Look at my scar first. I went to work by bike one day ten years ago. I rode into a puddle（水洼儿）. I fell off the bike. I hurt my wrist. My friends took me to the hospital. My wrist ached terribly but I didn’t cry. That was my bad day.
教学指导策略：教师先让学生看自己手腕上的伤疤，以自己真实的经历为学生做一个示范，鼓励学生用所学语言知识讲出自己真实的故事，培养学生用英语做事情的意识与习惯。
（2）Group Work: Talk about “My bad day”.
（3）Have some children show.
教学指导策略：通过展示活动，使学生获得成功的喜悦。另外，对于学生在描述中出现的语言错误，特别是过去时态的使用，进行及时的指导与纠正。
Step 5 Summary
Teacher shows the warm notice :“Take care of yourself, the safety is first.”
T：Today. We know Donald’s bad day. Miss. Y’s bad day. Mingming’s bad day and our bad day. So we should remember this warm notice: Take care of your self. The safety is first. Today we all have a good job in the class. So we are all the lucky children. Let’s clap for ourselves.
教学指导策略：通过温馨提示培养学生的安全运动意识和自我保护意识。用积极的评价激发学生的积极性。
六、板书设计