Unit4 What's wrong with you？（Lesson 22）教案

Unit4
What's
wrong
with
you？（Lesson
22）
教学目标
1.能听、说、读、写单词:
wrong,
with,
head,
face,
ear,
arm,并能够在句子中运用;
2.能听、说、认读短语:have
a
toothache,
have
a
stomachache,
take
some
medicine,take
a
good
rest,
并能在真实语境中初步运用。
3.能听、说、读、写语句:What’s
wrong
with
you?
I
have
a
headache.Can
I
go
to
school
tomorrow?
No.
You
should
take
some
medicine
/take
a
good
rest.并能在真实情景中输出语言。
4.
关注自己和身边人的健康,当亲人和朋友生病时能做一些力所能及的事。
2学情分析
五年级学生掌握了一定的语言知识,对英语有较浓的兴趣,渴望用所学知识去解决日常生活中的实际问题,本课就为学生创设了真实的语境,让学生综合运用所学,结合实际情况,用简单的英语询问和表达出医生与患者之间的交流过程。
3重点难点
重点:能听、说、读、写本课四会单词wrong,
with,
head,
face,
ear,
arm,和核心语句What’s
wrong
with
you?
I
have
a
headache.并能进行简单对话。
难点:
结合已有的语言知识进行整合,把所学语言熟练应用到实际生活中去。
4教学过程
4.1教学活动
活动1【导入】热身导入
1.
Greeting.
2.Play
a
game.
T:
Look
at
the
pictures,
choose
one
and
say
the
words
or
sentences.
(学生选出九幅图中任意一幅图并大声地说出图中的短语或句子,当学生说对时,图片消失并露出隐藏在后面的部分画面。)
【设计意图】通过“选图片说一说”的游戏,既复习了旧知,又导入对新知的学习,引入本课的重点句型,注重了新旧知识的衔接。
活动2【讲授】新课呈现
Step
Two:
新课呈现
1.
呈现新课内容。
1)操练句型:
What’s
wrong
with
you?
I
have
a
headache.
T:
Now,
look
at
the
picture.
The
girl
doesn’t
look
well.
What’s
wrong
with
her?
And
what
shall
we
say
to
her?
T:
We
can
also
ask
her:
What’s
wrong
with
you?
She
will
say:
I
have
a
headache.
(板书四会句子)
【设计意图】延续游戏的话题,图片消失露出女孩子头疼的照片,邀请同学们帮助她并询问她的状况,既操练了句型又让学生感受到关心爱护他人是中华民族的传统美德。
2)操练句型:
What’s
wrong
with
you?
I
have
a
…
T:
Good!
The
girl
should
go
to
see
a
doctor.
But
where
is
the
hospital?
T:
Look!
Some
people
are
ill.
Let’s
ask
them.
What’s
wrong
with
you?
【设计意图】创设情境,充分操练句型,让学生在真实情景中习得语言。
3)学习新短语:have
a
toothache,
have
a
stomachache
T:
Please
look
here
carefully.
Guess
and
say.
(简笔画:牙疼的男孩)
Look
at
him.
What’s
wrong
with
him?
He
has
a
toothache.
T:
How
to
write
toothache?
We
know
“head”
and
“ache”
is
“headache”.
What’s
this?
(图片:牙)
(通过改变简笔画变成肚子疼的男孩,运用相同的方法学习stomachache,
拓展单词
earache,并总结出单词的构成规律。)
【设计意图】通过了解单词的构词法,让学生能举一反三,自己找到识记单词的规律,把枯燥的识记简化为形象的记忆,更接近学生的认知水平。
4)看图,
书写单词。
T:
Take
out
your
paper
and
write
down
the
words.
【设计意图】通过练习,使学生从听说读写四个方面掌握四会单词。
5)布置任务,讨论话题。
T:
Great!
And
the
boy
also
asks
the
doctor
some
questions.
What
does
he
say?
T:
What
does
the
doctor
say?
S:
You
should
take
some
medicine.(操练并板书)
S:
No.
You
should
take
a
good
rest.(操练并板书)
【设计意图】借助任务的形式,引导学生们思考如果生病了,应该和不应该做些什么?通过讨论,学生们很自然地得出一些结论,习得了语言,又巩固了新知。
2.
引出主题,创设情境。
1)说歌谣,
继续讨论话题“生病”。
T:
The
doctor
says
a
lot.
Let’s
listen
to
a
chant.
T:
Look
at
these
words.
The
letter
“o”
is
pronounced
[
].
T:
Find
some
other
words
like
these.
【设计意图】通过歌谣,激发学生的积极性和求知欲,为后面的课文情景再现铺垫并达到扩展延伸。
活动3【活动】情景再现
评论
Step
Three:
情景再现,拓展延伸
1.
创设情境,操练巩固
T:
Just
now
we
know
what
the
doctor
said.
But
how
do
we
talk
to
the
doctor?
Let’s
watch
the
video
and
then
answer
my
questions.
(播放一段学生去看病时与医生的对话并做相应的练习。)
【设计意图】在真实的情境中,感知本课所学内容。通过看学生去医院看病的视频,感知语言素材,拉近知识与生活的距离,表演对话,在生活实际中运用语言来交流,帮助学生活学活用。
2.小组编演新对话
T:
Look!
There
are
four
hospitals
here.
Each
group
chooses
one
and
makes
a
new
dialogue.
(布置去医院看病的任务,分配角色,运用手中的道具,让学生们在小组中自编自演对话。)
【设计意图】通过老师示范,引导、鼓励学生由说单句上升到表演简短的对话,不但操练新知,还将新旧结合,实现了语言的综合运用的目标。通过小组合作学习激发学生学习潜能,培养学生自主学习的能力和合作精神,培养学生自信心。
3.评价(发给学生奖励卡片)
活动4【作业】作业
评论
Step
Four:
作业布置
1.Try
to
recite
the
new
words.
2.Make
up
a
new
dialogue
and
act
it
out.
3.Group
work:
Talk
about
how
to
keep
healthy?