(共34张PPT)
Being
healthy
Mum
says
I
have
to
brush
my
teeth
In
the
morning
and
at
night.
They
look
and
taste
much
better
But
I
hate
it
when
she’s
right.
Dad
says
I
have
to
take
a
bath
And
wash
my
body
well.
I
do
feel
nice
and
clean
and
fresh
But
now
he’s
right
as
well!
My
brother
says
I
have
to
wash
My
hands
to
keep
them
clean.
He’s
right,
my
fingers
feel
so
good
Without
dirt
in
between.
My
sister
says
I
have
to
eat
Some
vegetables
each
day.
She’s
right,
I
have
more
energy
To
run
and
walk
and
play.
I
feel
more
healthy
and
I’ve
got
Much
better
teeth
and
skin.
Don’t
tell
them
that
I
think
they’re
right
–
I
hate
it
when
they
win!
Unit
4
Staying
healthy
Health
problems
(Listening
&
Speaking
)
Look
and
learn
She
has
got
a
health
problem.
/helθ/
What’s
the
matter
with
Kitty?
Health
problems？
Health
problems
a
headache
/?hede?k/
Health
problems
a
stomach
ache
/?st?m?k
eik/
Health
problems
toothache
/tu:θe?k/
Health
problems
?
Health
problems
a
backache
an
earache
Can
you
find
the
rule？
Health
problems
“body
+
ache”
have
a
headache
a
stomach
ache
toothache
a
backache
an
earache
Health
problems
a
cold
/k??ld/
Health
problems
a
fever
/?fi:v?(r)/
Health
problems
a
sore
throat
/s?:/
/θr?ut/
Game
time
!
You
perform,
I
guess
!
Quick
response.
Speak
out
!
Health
problems
have
...?
How
did
these
people
feel?
Fill
in
the
blanks
Joe
had
no
breakfast
and
he
had
a
_____________
.
Larry
didn’t
go
to
the
dentist
for
years.
Now
he
has
terrible
_____________.
3.
Jill
stayed
at
home
from
school
because
he
had
a
cough
and
a
bad_______________.
4.
Ben
hurt
his
head.
He
had
a
_________.
stomach
ache
toothache
cold
headache
Joe
is
sick.
He
goes
to
hospital.
Listen
and
say
Why
do
I
always
have
a
headache?
It’s
because
you
watch
too
much
television,
I’m
afraid.
What
should
I
do?
You
should
watch
less
television.
Put
them
in
order.
a.Why
do
I
always
have
a
cold?
b.What
should
I
do?
c.You
should
wear
more
clothes.
d.
It’s
because
you
don’t
wear
enough
clothes,
I’m
afraid.
a-d-b-d
Read
in
order
Kitty:
Why
do
I
always
have
a
cold?
Kitty:
Doctor:
It’s
because
you
don’t
wear
enough
clothes,
I’m
afraid.
Kitty:
What
should
I
do?
Doctor:
You
should
wear
more
clothes.
Listen
&
Match
Match
the
patients
(sick
people)
with
the
possible
reasons（原因）
for
their
health
problem.
1.
It's
because
you
eat
too
much
spicy
food
,
I'm
afraid.
2.
It's
because
you
eat
too
many
rice
dumplings,
I'm
afraid.
3.
It's
because
you
don't
have
enough
exercise,
I'm
afraid.
4.
It's
because
you
eat
too
much
sweet
food,
I'm
afraid.
Mr
Yang
Mr
Zhu
Mrs
Tang
Miss
Ma
Patients:
Role
play
the
patient
&
the
doctor
Role
play
01.
Greetings
03.
02.
04.
Meaningful
dialogues
Body
language
Eye
contact
Doctor:
What’s
the
matter
with
you?
Patient:
I’m
not
feeling
well.
Doctor:
I
am
sorry
to
hear
that.
Patient:
I
have
(a)...
Why
do
I
always
have
(a)
…?
Doctor:
It’s
not
too
bad.
It’s
because
you
…
You
should
…
You
shouldn’t
…
Patient:
I
think
so.Thank
you,
Doctor.
Doctor:
You’re
welcome.
Get
well
soon!
have
a
rest
lie
down
exercise
more
drink
hot
water
eat
a
healthy
diet
take
this
medicine
(吃这个药）
wash
hands
often
eat
too
many
sweets
work
for
too
long
play
too
many
video
games
have
not
enough
sleep
Homework
Recite
the
dialogue
on
P24
(Optional)
Do
another
role
play
between
the
student
and
the
teacher.
The
student
is
asking
for
a
leave
(请假）.
Homework
Work
hard.
Play
hard.
Stay
happy.
Stay
healthy!Module
1
Unit
4
Staying
healthy
（Listening
&
Speaking
）教案
一、教材分析（包括学情分析）
本节课的教学文本取自牛津英语上海版下册第四单元Staying
healthy
的一节听说课。围绕“健康问题”展开。新授单词如“headache”、
“stomach
ache”、
“sore
throat”等、wh-句型向他人询问具体信息。并结合句型“It’s
because...”“You
should...”给出原因和相应建议。这一单元的主题贴近日常生活，学生“有话可说”。在之前的课时已学过几个wh-
questions，以及情态动词should，知道如何提问原因。但学生在生词方面可能存在读音问题，以及不能清晰地表述原因和用英语表达给出相应的建议。
二、教学目标及难重点（知识与技能，方法和过程，情感态度与价值观）
Teaching
Objectives
:
教学目标
By
the
end
of
the
class,
students
are
expected
to:
在本堂课后，学生能够：
1.
master
some
new
words
about
ailments,
such
as
stomach
ache,
sore
throat,
headache
and
so
on.掌握关于疾病的新授单词，如胃疼、咽喉疼痛、头疼等。
2.
express
how
they
feel
today
and
tell
the
reason
for
it.学习如何表达今天感觉如何以及阐述原因。
3.
know
how
to
make
themselves
feel
better
if
they
have
some
ailments.
知道如果有疾病症状如采取相应措施。
Teaching
focus
and
difficulty:
教学重难点
1.
Pronouncing
and
using
a
series
of
new
expressions
about
ailments
correctly.
正确地发音、使用关于疾病的表达。
2.
Asking
different
questions
and
give
proper
replies.
问问题和给出回答。
3.
Using
connectives
to
give
reasons.(It’s
because...)
用连接词给出原因。
三、教学策略选择与设计
复式听写教学策略（将听力材料的焦点挖掉，是学生在听的过程中关注这些关键部分。）排序听力教学策略（打乱对话文本次序，播放听力，学生根据材料逻辑性重新排序）
四、教学环境及设备、资源准备
教学PPT、Worksheet、单词卡片。
五、教学过程
教师活动
学生活动
设计意图
Pre-task
preparation
（课前准备）
1.
Show
the
students
a
cartoon
clip
about
“Not
very
well”
(Peppa
Pig)
2.
Exchange
greetings.
问候。.
While-task
procedures
（课中活动）
1.Show
the
picture
of
the
text
and
ask
the
question.利用教材图片提问。
2.
Show
some
pictures
about
health
problems
and
ask
questions.展示健康问题的图片提问。
3.
Elicit
the
students
to
find
out
the
rule.
引导学生发现单词构成规律。
4.
Play
games.游戏1)
“You
perform,
I
guess”（你来比划我来猜）
2)
“Speak
out”
（大声说）
5.Show
the
students
sentences.
6.
Play
the
recording.
放录音。
7.
Guide
the
students
to
put
the
sentences
in
order.
8.
Show
the
health
problems
and
some
possible
reasons.
Play
the
recording.
罗列一些健康问题和可能的原因。播放录音让学生配对。Post-task
activities
（课后活动）
1.
Display
the
dialogue
pattern
and
the
suggested
phrases.
展示对话框架和建议使用的词组。
Pre-task
preparation
（课前准备）
1.
Watch
the
cartoon.观看卡通。
2.
Have
a
quick
response.问答。While-task
procedures
（课中活动）
1.
Look
at
the
picture
and
answer
the
question.看图回答问题。
2.
Look
at
some
pictures
and
talk
about
the
health
problems.看图，讨论健康问题。
3.
Find
out
the
word-formation.
尝试归纳单词构成规律。
4.
Play
games.游戏。1)
“You
perform,
I
guess”（你来比划我来猜）
2)
“Speak
out”
（大声说）
5.
Fill
in
the
blanks
and
complete
the
sentence.句子填空。
6.
Listen
to
the
recording
and
find
out
the
missing
words
to
complete
the
dialogue.
听录音，完成对话。
7.
Put
the
sentences
in
order.
Read
the
dialogue
in
roles.句子排序，按角色朗读对话。8.Listen
and
match
the
patients
with
the
possible
reasons
for
their
illness.听文本，将病人和他们生病的原因配对。Post-task
activities
（课后活动）
1.
Role
play:
角色扮演
Work
in
pairs,
play
the
patient
and
the
doctor.
(The
dialogue
pattern
is
given
on
the
worksheet.)两人一组，扮演病人和医生。
To
arouse
Ss’
interests
and
lead
in
our
topic:
health
problems.激发学生兴趣，引入本课话题：健康。
1.
To
predict.
通过图片预测内容。
2.
To
learn
the
key
words.新授单词，扫清生词障碍。
3.
To
think
and
to
conclude.4.
To
help
students
get
familiar
with
the
key
words.
帮助学生巩固重点词汇。
5.
To
consolidate
Ss’
understanding
of
the
expressions
with
the
text.
利用文本深化学生对词汇的理解运用。
6.7.
To
highlight
the
Wh-questions;
connectives
to
give
reasons;
modal
verbs
to
express
obligation.
引导学生关注Wh-提问，连接词和情态动词。
8.
To
lead
students
to
explore
the
possible
reasons
for
the
ailments
and
consolidate
what
they
have
leant.
引导学生探究与疾病相关的原因。To
consolidate
what
they
have
learned
this
class
and
practice
speaking.
综合运用本节课所学，操练口语对话。
六、教学评价设计
1.
Recite
the
dialogue.
2.
Writing：
Our
monitor
is
sick
today.
His
eyes
ache(疼痛）Can
you
give
him
any
suggestions?
What
should/
shouldn’t
he
do?
七、课后反思
本节课学生目标的达成度较高，通过课堂反馈，大部分学生可以运用所学词汇表述疾病。听前激活和词汇教学完成度较高。但设计的活动中问题主要以展示性问题为主，学生主要依赖文本信息作答。在挖掘文本内涵方面还不够深刻。应当适当增加参阅性问题。另外，在听中阶段，学生听的过程还不够充分，非听力过程，即老师的说明可能削弱对听力过程本身的投入力度。应当降低关注程度，不能只求得正确答案，而是可以训练学生在听的过程中捕捉关键词，指导学生用符号或者缩写形式速记，训练听力技巧，快速捕捉信息，达到提高学生听力水平的目的。
