中小学教育资源及组卷应用平台
六上Unit 5单元整体教学设计
课 题： 六上Lesson 5 I have a headache.
教 材： 接力版（三年级起点）英语六年级上册
课 型： Lesson 5 I have a headache.
年 级：六年级
上课时长： 40分钟
单元整体教学设计思路
本课通过两人问答的形式，巩固并操练几种常见病的表达方式，谈论身体和健康，并给出合理的建议 。
语篇研读（附图）
What：本板块是一个趣味故事，Tom想在家看足球比赛，于是装病，妈妈最后揭穿了Tom装病的小把戏，Tom 对此很后悔。以此对学生进行“诚实”品质教育，同时学习新单词：evening .本板块分图呈现，语句简单，有利于学生对故事的理解。
Why: 通过采用游戏的形式，通过为同学的病情提出建议的活动，巩固本课的功能句型：描述病情…has a cold/….和给出建议：Take some medicine/ go to see….引导学生学会关心他人，利于培养学生在实际生活中的综合语言运用能力。
How: 通过几个例词，学习字母Nn在单词中的发音，要求学生能认读Nn的音标，感知并能归纳字母Nn的拼读规律，能认读字母Nn的音标/n/, 能根据拼读规则自然拼读含有字母Nn的简单的单词。
三、教学对象分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。我们的学生虽然已有三年的英语学习经验，但还存在很多问题。部分学生学习兴趣不是很高，个别的学生甚至对学习有厌恶感；回家不会学习，无正确的学习方法，学习态度谈不上十分端正，回家以后没有及时巩固练习；部分学生学习的目的性不是很强，导致学习习惯不好，学习无明确的计划，应付心理较强。作为语言学科，听读很关键，而大多数学生在这方面做得很不好。
教学目标
通过本课学习，学生能够：
1.能够能够在图片或情景的帮助下运用句型
“What’s wrong with you I have a cold/….”询问病情和回答，并给出合理建议。(学习理解）
2.在教师和同伴的帮助下，自主拼读相关单词并挑战拼读游戏，通过分析、比较、归纳解决发音规律问题；（应用实践）
3.在小组内进行真实语境的创设，对身体健康情况进行交流问答，并进行评价或提出自己的想法意见，体验英语交流的乐趣。（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
I have a ….
Drink some water/Take some medicine and ….
五、教学重难点
1.能根据病情给出合理建议。
2.总结字母Nn在单词中的发音并能拼读符合该发音规则的单词。
六、教学过程
教学目标 学习活动 效果评价
学习理解 能够听懂、会说、认读句子 Tom got up at ten past eight. He ran out of his house. His father shouted. But Tom didn’t listen. He ran to the bus stop. Tom got on the bus. He got to the school. There were no people there. Si1. 1. Lead in 游戏Sharp eyes:出示本课表示疾病的单词及词组：have a headache, have a cold, have a fever，have a runny nose…, take some medicine, ….etc. 学生快看快说，然后两人一组进行问答。 2. Enjoy reading ①出示本板块的四幅图片和课文标题，让学生进行 猜测： Today is a school day. Where is Tom Is Tom ill Why What does he want to do Can you guess What Mom says in Picture 2 What does Mom say in Picture 4 How does Tom feel at last . ②教师播放录音或让学生快速阅读故事，回答问 题： Was Tom ill ③播放课文录音或让学生细读前三段故事，回答以下问题： What did Tom want to do Why did doctor say:“He is going to be all right this evening ”、 出示词卡evening,学生开火车朗读。 ④指导学生找出答案： Because Tom wasn’t ill. He wanted to watch the football game this afternoon. After the football game, he was going to be all right. ⑤学生读故事最后一段或听录音，回答以下问 题： Did Tom go to school What did he do at home How did Mom feel when his mom found it How did Tom feel ⑥Discussion小组讨论： Why was Mom angry when she found it What do you think of Tom 教育引导学生做人要诚实，不可撒谎。 4.Listen and repeat 播放课文录音或多媒体课件，学生听并模仿，然后三人小组朗读。 Show time 学生小组合作朗读，表演展示。 6.Practice ①学生根据课文内容，完成选词填空练习题。 （football game, sad , took , evening , not feeling well , angry, go to school） There was a____________ on TV this afternoon. Tom wanted to watch it. He said to his mom he was________________. He couldn’t___________. His mom _____him to see a doctor. The doctor said he was going to be all right that__________.Tom didn’t go to school. He watched the football game on TV. His mom was_______ when she found it .Tom felt _______and sorry. ②Be a good adviser: 教师准备一些纸条，上面写有描述疾病的句型，例如： Mary has a cold. / Tom has a fever….找一学生抽取，该生读出自己所抽的纸条内容，其余学生根据病情给出建议，看谁给的建议更合理。在此过程中，教师引导并渗透：同学之间要互相关心，为他人着想的品德教育。 ③学生分小组进行该游戏活动。 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。 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 教师观察学生发表自己见解的能力，并引导学生发散思维。 教师观察学生朗读时的语音语调，并加以指导，纠正。 教师观察学生的参与度和完成的准确性
设计意图：本阶段活动旨在帮助学生在语境中通过感知核心语言到运用逻辑推理建构文本，学习核心语言。学生在教师的指导下听音，模仿，朗读，讨论等，从大意到细节逐步掌握学习要点，同时语言思维也得到有效发展。学生通过各种活动进一步理解、内化核心语言，为下一步语言输出奠定基础；同时价值观的渗透在任务完成的过程中主动完成。
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，自主拼读相关单词并挑战拼读游戏，通过分析、比较、归纳解决发音规律问题 1.Pronunciation 看视频，总结字母Nn的发音。出示核心语言词name, near, new, next，组织学生听单词，朗读单词，引导学生去发现这四个单词都共有字母Nn，然后在反复朗读中感悟并发现辅音字母Nn的发音。考查学生对字母发音的感悟和归纳能力。 2.Pronunciation 板书单词:drink, thank, hungry, English，让学生去发现这四个单词共有的字母也是Nn，然后反复朗读，感悟并发现这四个单词中的字母Nn,发音不同于以上四个单词中的Nn，而是/ /,教师出示该音标并领读，学生开火车读。 3.Practice ①播放录音或多媒体课件，学生跟读并小组内朗读练习，然后进行朗读展示。 ②出示其他含有字母Nn的单词，例如：nose, not, noodles, monkey, morning, etc.让学生尝试朗读。 教师引导学生自主发现问题，通过分析、比较、归纳解决发音规律问题。
设计意图： 本阶段学习活动引导学生在归纳和整理发音规律的基础上，通过游戏形式使每位学生都能深入语言，并运用语言，引导学生从学习理解过渡到应用实践。
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，巩固复习本节课重点内容。 Look, listen and complete ①教师出示图卡，引导学生猜一猜并给出建议。 出示本板块对话，让学生根据图片内容先尝试填空。 ②播放录音，学生根据录音内容填空，验证自己的预测答案是否正确。 2.Homework ① 听录音，并跟读对话各三遍。 ②尝试表演本课学习的故事。 教师鼓励学生积极参与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，创造性地应用所学语言进行交流。学生从课本走向现实生活，在解决问题的过程中发展语言能力，并培养学生学习英语的兴趣。(共31张PPT)
Period 2
（接力版）六年级
上
Unit 5 I have a headache.
Lead in
well
fever
cold
headache
runny
medicine
What’s wrong with the boy
He has a headache .
Let's talk
What’s wrong with the girl
She has a fever .
Let's talk
Let's talk
What’s wrong with the boy
He has a runny nose .
Let's learn
Is Tom ill
Where is Tom
Can you guess What Mom says in Picture 2
What does Mom say in Picture 4
What does he want to do
How does Tom feel at last
Let's learn
There was a football game on TV in the afternoon.
I want to watch it !
Let's learn
There was a football game on TV in the afternoon.
I can’t go to school. I’m not feeling well.
It is time to get up , Tom.
Let's learn
His mum took him to see a doctor.
Don’t worry. He is going to be all right this
evening.
...Why
Vocabulary
/'i:vn /
evening
It gets dark in the evening.
Let's learn
How did Tom feel
So you weren’t ill, you watched the football game on TV.
Sorry, mum. It’s my fault.
Read and answer
Did Tom go to school
What did he do at home
How did Mom feel when his mom found it
How did Tom feel
Discussion
Why was Mom angry when she found it
What do you think of Tom
honest
right
good
tell a lie !
make mum worry !
bad behavior !
Listen and repeat
学生小组合作朗读，表演展示。
Show
time
Practice
There was a____________ on TV this afternoon. Tom wanted to
watch it.He said to his mom he was________________. He
couldn’t___________. His mom _____him to see a doctor. The
doctor said he was going to be all right that__________.Tom didn’t
go to school. He watched the football game on TV. His mom
was_______ when she found it .Tom felt _______and sorry.
football game, sad , took , evening , not feeling well , angry, go to school
football game
not feeling well
go to school
took
evening
angry
sad
Practice
Be a good adviser
Practice
Tom has a fever.
B
Joe has a runny nose.
C
Mary has a cold.
A
Lily has a headache.
D
学生分小组进行以上游戏活动。
Drink some hot water and have a good rest .
Practice
Mary has a cold.
A
Drink some water and go to see a doctor .
学生分小组进行以上游戏活动。
Keep warm and drink some hot water .
Practice
Drink some water and go to see a doctor .
Joe has a runny nose.
C
学生分小组进行以上游戏活动。
You are tired, have a good rest.
Practice
Go to the hospital.
Lily has a headache.
D
Pronunciation
Pronunciation
name near new next
字母N发/n/
drink thank hungry English
字母N发/ /
Pronunciation
nose, not, noodles, monkey, morning
/n/
/ /
nose
not
noodles
monkey
morning
Pronunciation
know
think
century
nose
nice
tank
triangle
often
angry
Come on ！
Practice
A: What’s wrong with you
B: ____________a headache.
A: You are tired. Have a __________ .
B: Thank you.
I have
good rest
Practice
A: What’s with you
B: I_______ a runny_________ .
A: ________some medicine and drink some_________ .
B: Thank you.
have
nose
Take
water
Summary
Let’s learn
根据病情给出合理建议;
字母Nn的发音规则。
Homework
① 听录音，并跟读对话各三遍。
②尝试表演本课学习的故事。
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