Unit 7 I Have a Headache Part B Let's learn more 教案
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| 名称 | Unit 7 I Have a Headache Part B Let's learn more 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 14.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 陕旅版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-07-24 12:13:14 | ||
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Unit 7 I Have a Headache Part B教学设计
教材分析
本课执教的内容是陕西旅游版小学英语五年级下册Unit7Let's learn more部分,主要谈论病痛话题。这一内容贴近学生生活,情景性强,互动性强,交际性也强。本课是本单元的第三课时,是在学生学习病痛英文表达后,能简单交流What‘s wrong with you I have...之后的拓展和延伸,主要学习询问他人:What‘s wrong with him/her She/ He has...同时能表达自己的关心:Don't worry, you'd better ....培养学生关心他人的良好品质。
教学目标
知识与技能
1.能听懂,理解,跟读,扮演Let's learn more 部分对话。
2.能运用What‘s wrong with him/her She/ He has...询问他人身体病痛,同时能用 I'm sorry to hear that. Don't worry, you'd better ... 表达自己的建议。
过程与方法
通过听一听,读一读,说一说,演一演,在体验,合作中获取知识。
情感态度与价值观
1. 乐于参与课堂活动,积极用英语与他人交流。
2. 能在他人身体不适时,恰当表达关心,并给出自己的建议。
学情分析
五年级学生已经有一定的英语基础,他们善于模仿,乐于表现,能积极参与英语课堂活动。学生对周围的事物充满好奇心,能出于本能对弱者表示关心。本课教学内容是在学生已经学习了病痛英文表达,并能简单交流自己What‘s wrong with you I have...之后,学习询问他人,给出他人自己的建议,学生能通过参与课堂活动,在真实的情景体验中获取知识。
重点难点
1. 扮演Let's learn more 部分对话。
2. 能运用She/ He has...介绍他人身体病痛,同时能用 I'm sorry to hear that.Don't worry, you'd better ... 表达自己的建议。
教学过程
【导入】Step1 warming up
1. Let's have a chant: 《Hello, hello, how are you 》
Hello, hello, how are you,
Fine, fine, fine thank you.
Hello, hello, how are you
No. no ,just so so.
设计意图:教育家托尔斯泰说过:“成功的教学所必须的不是强制,而是激发学生的兴趣,兴趣是推动学生学习的强大动力,是学生参与教学活动的基础,激发学生的兴趣是新课导入的关键。” 有节奏的chant表演,让学生感受英语的优美,营造快乐的课堂氛围,让学生轻松地进入英语课堂。
2. Do and guess: What's wrong with me
T: Good job! How are you today You are OK, but I feel bad today. Can you ask me
T: I feel a little bad . Can you guess
设计意图: 通过课前的师生对话,俩俩对话,培养学生的英语思维习惯和运用英语交流的意识。
3. Today ,we'll learn Unit 7I have a headache. (板书课题)
【讲授】New presentation and practise
1.Learn: What's wrong with her/him
T: Sometimes,we 'll go to see a doctor. What's wrong with you Please come here. You do, the other say.(一名同学做病痛动作,其他同学说病痛短语: have a headache, have a toothache...)
T:She is ill. What's wrong with her (随机板书) She has a ...
设计意图:兴趣是最好的老师。利用猜词游戏,让学生在玩中学,在学中玩,既巩固本课句型、单词,又让学生体验学习英语的成就感和乐趣。
2.Practice
T:Today, Zhang Yi is ill(指着生病的学生张毅).
Zhang Yi, please have a rest. Do you want to know
Please talk about with your partner.
设计意图:本课话题特别贴近生活,,它为学生的口语交际提供一个最直接最真实的语言环境,将学知识与语用能力能很好结合。同时学生语言的习得有多种途径,能够把课内的所得转化为综合语言运用能力,才是达到了学习英语的真正目的。在此巩固环节中,让学生谈论班级同学张毅怎么了, 较好的检验了学生对所学内容的掌握情况,提高了学生的语言运用能力,通过表演,让学生体验成功的快乐,充分调动了学生参与课堂的积极性。
3.Learn the text
(1) 听录音2遍,整体感知
T: Today,Colin doesn't feel well.What's wrong with wrong Let's go and have a look. Listen and answer.
(2)自读课文,理解内化。
T: Colin has a fever and has a bad headache. What will his mother do Read and answer.
(3) 拓展延伸,升华运用
T: Colin's mother 'll take him to see a doctor. Can you give him the other advice
You can use: I'm sorry to hear that. Don't worry . You'd better ...( 预设回答: stay in bed , have a rest, drink some water. go to the hospital, take some medicine )
设计意图:小学英语教学的最终目的是培养学生的综合运用能力。本环节是文本学习,共分为四步,步步环环相扣,层层递进,让学生在任务的驱动下,有目的的学习运用,在交流中将知识转化为能力。
【活动】Spet3
1. T: I feel bad today. Do you give me some advice
2. T: If we want to be healthy, what should we do
【作业】Step 4
1. Read the text three times.
2. Copy the text, make the new dialogues.
教材分析
本课执教的内容是陕西旅游版小学英语五年级下册Unit7Let's learn more部分,主要谈论病痛话题。这一内容贴近学生生活,情景性强,互动性强,交际性也强。本课是本单元的第三课时,是在学生学习病痛英文表达后,能简单交流What‘s wrong with you I have...之后的拓展和延伸,主要学习询问他人:What‘s wrong with him/her She/ He has...同时能表达自己的关心:Don't worry, you'd better ....培养学生关心他人的良好品质。
教学目标
知识与技能
1.能听懂,理解,跟读,扮演Let's learn more 部分对话。
2.能运用What‘s wrong with him/her She/ He has...询问他人身体病痛,同时能用 I'm sorry to hear that. Don't worry, you'd better ... 表达自己的建议。
过程与方法
通过听一听,读一读,说一说,演一演,在体验,合作中获取知识。
情感态度与价值观
1. 乐于参与课堂活动,积极用英语与他人交流。
2. 能在他人身体不适时,恰当表达关心,并给出自己的建议。
学情分析
五年级学生已经有一定的英语基础,他们善于模仿,乐于表现,能积极参与英语课堂活动。学生对周围的事物充满好奇心,能出于本能对弱者表示关心。本课教学内容是在学生已经学习了病痛英文表达,并能简单交流自己What‘s wrong with you I have...之后,学习询问他人,给出他人自己的建议,学生能通过参与课堂活动,在真实的情景体验中获取知识。
重点难点
1. 扮演Let's learn more 部分对话。
2. 能运用She/ He has...介绍他人身体病痛,同时能用 I'm sorry to hear that.Don't worry, you'd better ... 表达自己的建议。
教学过程
【导入】Step1 warming up
1. Let's have a chant: 《Hello, hello, how are you 》
Hello, hello, how are you,
Fine, fine, fine thank you.
Hello, hello, how are you
No. no ,just so so.
设计意图:教育家托尔斯泰说过:“成功的教学所必须的不是强制,而是激发学生的兴趣,兴趣是推动学生学习的强大动力,是学生参与教学活动的基础,激发学生的兴趣是新课导入的关键。” 有节奏的chant表演,让学生感受英语的优美,营造快乐的课堂氛围,让学生轻松地进入英语课堂。
2. Do and guess: What's wrong with me
T: Good job! How are you today You are OK, but I feel bad today. Can you ask me
T: I feel a little bad . Can you guess
设计意图: 通过课前的师生对话,俩俩对话,培养学生的英语思维习惯和运用英语交流的意识。
3. Today ,we'll learn Unit 7I have a headache. (板书课题)
【讲授】New presentation and practise
1.Learn: What's wrong with her/him
T: Sometimes,we 'll go to see a doctor. What's wrong with you Please come here. You do, the other say.(一名同学做病痛动作,其他同学说病痛短语: have a headache, have a toothache...)
T:She is ill. What's wrong with her (随机板书) She has a ...
设计意图:兴趣是最好的老师。利用猜词游戏,让学生在玩中学,在学中玩,既巩固本课句型、单词,又让学生体验学习英语的成就感和乐趣。
2.Practice
T:Today, Zhang Yi is ill(指着生病的学生张毅).
Zhang Yi, please have a rest. Do you want to know
Please talk about with your partner.
设计意图:本课话题特别贴近生活,,它为学生的口语交际提供一个最直接最真实的语言环境,将学知识与语用能力能很好结合。同时学生语言的习得有多种途径,能够把课内的所得转化为综合语言运用能力,才是达到了学习英语的真正目的。在此巩固环节中,让学生谈论班级同学张毅怎么了, 较好的检验了学生对所学内容的掌握情况,提高了学生的语言运用能力,通过表演,让学生体验成功的快乐,充分调动了学生参与课堂的积极性。
3.Learn the text
(1) 听录音2遍,整体感知
T: Today,Colin doesn't feel well.What's wrong with wrong Let's go and have a look. Listen and answer.
(2)自读课文,理解内化。
T: Colin has a fever and has a bad headache. What will his mother do Read and answer.
(3) 拓展延伸,升华运用
T: Colin's mother 'll take him to see a doctor. Can you give him the other advice
You can use: I'm sorry to hear that. Don't worry . You'd better ...( 预设回答: stay in bed , have a rest, drink some water. go to the hospital, take some medicine )
设计意图:小学英语教学的最终目的是培养学生的综合运用能力。本环节是文本学习,共分为四步,步步环环相扣,层层递进,让学生在任务的驱动下,有目的的学习运用,在交流中将知识转化为能力。
【活动】Spet3
1. T: I feel bad today. Do you give me some advice
2. T: If we want to be healthy, what should we do
【作业】Step 4
1. Read the text three times.
2. Copy the text, make the new dialogues.