中小学教育资源及组卷应用平台
Unit 2单元整体教学设计
单元课题 六年级上册 教材页码 P10-17
单元主题 意义 本单元围绕描述事故而展开，主要学习“询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议”，通过学习，学生能够询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议，并且能够增强安全运动意识，关注饮食健康并能主动关心他人健康。本单元的核心知识是：学习一般过去时询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议。“What happened to your … Why did you … Because …. What did you say, Doctor ”。
教学内容分析 1.来源&内容： 本课出自北京版小学英语六年级上册第二单元。本单元的主题为Describing an accident，通过三个对话的学习及阅读拓展语篇，学生能够询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议。 2.纵向知识关联： 功能：询问并回答，介绍，描述，情感。 话题：一般过去时询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议。 语言知识： 4（下）Unit 2 What’s wrong with you What’s wrong with you, Baobao I have a headache. 4（下）Unit 7 What happened to the floor What happened to the boy What happened to the floor 6(上)Unit 1-5一般过去时
3.横向知识关联： 第一单元初步学习了一般过去时态的构成和使用，第二单元是将该知识运用于就医情境中。 三课都需要重点学习和不断强化的是： 1.用 what happened to--- / What did he said 对过去经历进行询问和回答。 2.掌握一般过去时的基本句式以 when，what，how 提问的特殊疑问句和否定句。 4.单元探究设计：
学情分析 1.年龄特征： 六年级是小学阶段最后一个年级，高年级学生较中、低年级学生具有更成熟的认知能力和心理特征，对自身及周边的事物逐步有了自己独立的理解和认识。但不同学生的具体表现有很大差异，英语基础好的同学对英语有较强的求知欲和兴趣，能够把所学内容与生活实际相联系，并在课程教学过程中积极参与课堂教学活动，喜欢丰富多样的课堂活动形式，如畅读歌谣、对话表演、改编故事等，而一些学困生对英语学习的积极性不高，对英语课堂或家庭作业都是敷衍应付。 2.知识储备： 学生学过用简单的语言询问他人身体状况，如What’s wrong with you What’s the matter with you What happened to you 等，以及描述自己身体状况，如I have a headache. I have a flu.；其次，学生对一般过去时并不陌生，之前的学习中已有初步涉及。 3.能力水平： 六年级的学生已具备能够准确从对话当中提炼主要信息的能力；能在语境当中用合适的日常用语询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议；能掌握一般过去时，分辨一般过去时和一般现在时的使用方法及情景。
单元目标 在本单元教学结束之际，学生能： 1. 能听、说、读、写核心词汇young, neck, but, football, match, myself, cry, lunch, chocolate, supper。 2. 能在语境中学习句型—Why did you stand on your head —Because I wanted to practice kung What happened to your neck What did you say，Doctor 能在语境当中用合适的日常用语询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议; 3. 通过询问他人的情况,学会关心他人,并能为他人提供相应的帮助； 4. 了解欧美国家的家庭医生。
第一课时教学设计
一、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，获取和梳理对话信息，理解对话中询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议所使用的核心语言：—What’s wrong with you，young man —What happened to your neck —Why did you stand on your head —Because I wanted to practice kung fu.;(学习理解）
2.在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
3.在小组内进行真实语境的创设，询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议,通过询问他人的情况,学会关心他人,并能为他人提供相应的帮助。（迁移创新）
完成本课时目标所需要的核心语言如下：
—What’s wrong with you，young man
—What happened to your neck
—Why did you stand on your head
—Because I wanted to practice kung fu.
二、教学重难点
1. 学生能够理解本课对话内容，并能对产生身体状况的原因进行询问和回答。
2. 学生能够对发生状况的原因进行表述。
三、教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，理解对话中询问假期活动所使用的核心语言询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议所使用的核心语言：—What’s wrong with you，young man —What happened to your neck —Why did you stand on your head —Because I wanted to practice kung fu. 1.Lead in 最近学校举办了健康讲座，校医通过三个不同的例子，为学生们讲述如何保持身体健康。以学校健康讲座为情景引入本节课询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议的话题。通过讲述如何保持身体健康，自然过度到本节课的主要内容，学习询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议的相关表达。 Look and think Mike去看医生了。他怎么了？我们一起带着问题去看视频。 播放课文视频，组织学生带着问题看视频: What happened to Mike 3. Let’s watch 播放课文视频，组织学生观看视频，跟读课文，并尝试理解课文大意；着重留意涉及前面提到的问题的语句，尝试组织语言，总结概括出答案。 通过视频，你对Mike病情及病因有大概的了解了吗？接下来我们仔细听听他和医生之间的对话。 4. Listen and complete Mike在和医生沟通病情，医生是怎么问的？Mikey又是怎么回答的？最后医生给出了哪些建议？我们一起听一听，填一填。 根据对话内容，把所给句子中缺失的部分补充完整。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的听力能力。 5. Think and share My neck aches terribly. ache 可作为动词，也可作为名词，都意为“疼痛”。 由ache构成的关于病情的单词有： 6. Listen and answer What happened to Mike Why did Mike stand on his head What should Mike do first 播放音频，组织学生根据音频回答问题。考查学生对课文的理解和掌握程度的同时，巩固学习本节课重点单词、短语。 7. Let’s role-play Mike的脖子怎么了？他和医生之间是怎样沟通的？医生又给出了怎样的建议？我们一起来表演一下吧。 组织学生角色扮演课文内容。找两名学生，分别扮演Mike和医生，两人就课文内容进行对话练习。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的口语表达能力。 8. Listen and complete 现在你对Mike的病情和病因都了解了吗？试着根据课文内容，把下面短文补充完整吧。 Mike is interested in______________. He ________________ and hurt his neck. The doctor told him that was very _________. Mike was lucky. He didn’t _____ his neck, but he still had to ____________. 创设情景，让学生在具体情景中学习话题相关内容，引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问方式进行追问或予以鼓励，预热学生提取关键信息的能力。 教师主动引导，观察学生的分步阅读任务的有效度、获取关键信息的能力。 教师观察学生对细节信息提取的速度和准确性。 教师设置任务为学生总结提取关键信息。 教师设置任务为学生总结提取关键信息。 教师主动引导，观察学生的分步阅读任务的有效度、获取关键信息的能力。 教师观察学生演绎对话时的表情、语言、肢体等情感表达体现地是否到位。 教师观察学生的预测能力、讨论参与程度和提取已有知识经验的能力，及时反馈奖励。
设计意图：本阶段活动旨在帮助学生在语篇中通过感知核心语言自然习得核心词汇，掌握询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议的句型。学生在教师的指导下从大意到细节逐步理解篇章内容，由义及形，由形及音逐步习得新词，同时分析、推理等语言思维也得到有效发展。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价 1.Look and say 受伤或者生病在我们日常生活中非常常见，那么这些生活中常见的病情需要怎样描述呢？试一试吧。 What happened to your knee I fell off the ladder and hurt my knee. What happened to your finger I made a model plane and hurt my finger. What happened to your arm I fell off the bike and hurt my arm. 2. Ask and answer 出示图片，组织学生根据图片进行互动问答。巩固练习句型：—Why did you … —Because …. —Why did you cry —Because I fell. —Why did go to hospital —Because I cut my finger. —Why did look so worried —Because I lost my schoolbag. 3. Think and share 如果让你给Mike提建议，你会对他说什么呢？想一想，说一说吧。 What do you want to say to Mike Mike, you should be careful when you practice kung fu next time. It’s very dangerous. 教师观察学生能否对核心语言进行有效应用。 教师观察学生在语境中运用核心语言进行问答和交流的情况，根据学生表现予以指导和反馈，学生会对核心语言进行有效应用和实时创新。 教师引导学生积极主动发现问题，并通过合作探讨问题。
设计意图：通过自主发表看法和意见，让学生在交际中巩固所学内容，从中体验、实践、交流和探究语言，达成逐步熟悉词汇的意义和功能。从学习理解过渡到应用实践，能够根据日常生活实际对假期活动进行交流分享，自然渗透情感教育。
教学目标 学习活动 效果评价
迁移创新 在小组内进行真实语境的创设，学习病运用询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议。 1.Listen and decide Lucy生病了，跟老师请假了。她怎么了？她是怎样跟老师描述的？听录音，然后根据录音内容，判断所给句子的描述是否准确。 2. Brainstorm 本节课我们学习了询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议的相关表达。生活中常见的病情有哪些呢？大家头脑风暴，然后分享出来吧。 生病后，我们需要去医院看医生，那么医生们常给出怎样的建议呢？想一想，说一说吧。 Doctors’ advice Take these medicine three times a day. You should drink more water. You should get more rest. Don’t stay up late. Don’t eat too many sweets. Pair work 给出不同人物图片，组织学生根据图片，判断他们都怎么了。然后用所给句型，跟同伴一起，进行对话练习。 —When did you last see the doctor —I … —what was wrong with you —I … Mike didn’t practice kung fu properly. He hurt his neck. We should be careful when we do something dangerous. Mike在练功夫时，没有多加注意，伤到了脖子，我们日常生活中，做一些危险动作时，一定要特别注意。 3. Homework Must do: 1. Listen and read the dialogue. 2. Ask and answer what happened to your …. Choose to do: 1.Write a short passage about seeing a doctor.2.Find more information about Canada and Beijing. 教师观察学生对细节信息提取的速度和准确性。 教师组织学生头脑风暴，发散思维，联想话题相关内容，激发学生学习兴趣及课堂参与度。 教师观察学生对细节信息提取的速度和准确性。 教师鼓励学生积极参与创意作业的完成并进行自评。
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地运用所学语言，交流，为学生提供自由运用语言的平台，让学生在乐趣中使用语言解决问题，培养学生的合作能力和表达能力，发展学生语言思维；同时在完成作业的过程中，学生从课本走向现实生活，在探索和动手解决问题的过程中发展语用能力，通过询问他人的情况,学会关心他人,并能为他人提供相应的帮助。(共33张PPT)
Unit 2 What happened to your neck
北京版六年级上册
Lesson 5
How can we keep healthy
Good health is very important to every student. But how can we keep healthy
How can we keep healthy
I’ll give three examples. Then you can tell me how we can keep healthy.
What happened to Mike
Look and think
Let’s watch
Listen and complete
_____________________, _________man You don’t look ________today.
What’s wrong with you
No, I _______, Doctor. My __________________.
don’t
young
well
neck aches terribly
Think and share
My neck aches terribly.
headache
toothache
stomachache
Listen and complete
_________________your neck
What happened to
I _______on my head this afternoon and _______my neck.
stood
hurt
What happened to Mike
He stood on his head this afternoon and hurt his neck.
Listen and answer
Listen and complete
Why ______you stand on your head
did
Because I wanted to practice kung fu. I’m very ____________
it. I _______it was easy ______it wasn’t.
interested in
thought
but
Why did Mike stand on his head
Because he wanted to practice kung fu.
Listen and answer
Listen and complete
That _____very __________, young man. You are ________you didn’t ________your neck. But we’ll ___________take an ________first.
was
dangerous
lucky
break
have to
X-ray
What should Mike do first
He has to take an X-ray first.
Listen and answer
Let’s role-play
Doctor: What’s wrong with you, young man You don’t look well today.
Mike: No, I don’t, Doctor. My neck aches terribly.
Doctor: What happened to your neck
Mike: I stood on my head this afternoon and hurt my neck.
Let’s role-play
Doctor: Why did you stand on your head
Mike: Because I wanted to practice kung fu. I’m very interested in it. I thought it was easy but it wasn’t.
Doctor: That was very dangerous, young man. You are lucky you didn’t break your neck. But we’ll have to take an X-ray first.
Mike is interested in______________. He ________________ and hurt his neck. The doctor told him that was very _________. Mike was lucky. He didn’t _____ his neck, but he still had to ____________.
Listen and complete
Chinese kung fu
stood on his head
dangerous
break
take an X-ray
Look and say
What happened to your knee
I fell off the ladder and hurt my knee.
Look and say
What happened to your finger
I made a model plane and hurt my finger.
Look and say
What happened to your arm
I fell off the bike and hurt my arm.
Ask and answer
—Why did you cry
—Because I fell.
Ask and answer
—Why did go to hospital
—Because I cut my finger.
Ask and answer
—Why did look so worried
—Because I lost my schoolbag.
Think and share
What do you want to say to Mike
Mike, you should be careful when you practice kung fu next time. It’s very dangerous.
Listen and decide
( ) 1. Lucy will go to school tomorrow.
( ) 2. Lucy hurt her leg.
( ) 3. Lucy had a blood test.
×
×
√
Listen and check
—Good evening, Miss Yang. I’m sorry. I can not go to school tomorrow.
—What happened to you, Lucy
—I got a high fever and just came back from the hospital.
—I’m sorry to hear that.
—I had a blood test and the doctor told me to stay home.
—I hope you will get better soon.
—Thank you, Miss Yang.
Listen and check
( )1. Lucy will go to school tomorrow.
( ) 2. Lucy hurt her leg.
( ) 3. Lucy had a blood test.
Brainstorm
illness
have a fever
have a headache
have a cold
have a
cough
have a
toothache
have a
stomachache
have a
running nose
Brainstorm
Doctors’ advice
Take these medicine three times a day.
You should drink more water.
You should get more rest.
Don’t stay up late.
Don’t eat too many sweets.
Pair work
—When did you last see the doctor
—I …
—what was wrong with you
—I …
How can we keep healthy
Mike didn’t practice kung fu properly. He hurt his neck. We should be careful when we do something dangerous.
Homework
Must do:
1. Listen and read the dialogue.
2. Ask and answer what happened to your ….
Choose to do:
1.Write a short passage about seeing a doctor.
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