教科EEC版四下-Unit3 What's the Matter -Class 2Textbook p.21-教案、教学设计-市级优课-(配套课件编号：8102e).doc

1、EEC Primary English for Grade 4 Unit3 Whats the matter? （period2） 桥西区南菜园小学桥西区南菜园小学 李李 慧慧 Unit3: Whats the Matter? Period 2 一、Teaching goals: 1. Knowledge objectives: Students can listen、speak、read、write : sick, You look sick. fever , have (has) a fever, have(has) a cold, too cold. Students can liste

2、n、speak、read: headache, toothache Whats the matter? =Whats wrong? Students can listen、speak: take care, stomachache Key structures: Whats the matter? =Whats wrong？ I have a _. 2. Ability objectives: By the end of the lesson, the students should be able to: . Be able to talk about ones health problem

3、s. .Use structures like“ Whats the matter? I have a？” to communicate. 3. Key point: . Talk about health problems by using” Whats the matter? I have a He/ She has a ” . Master the names of diseases. 4. Emotion objectives: Take care of yourself and your family members health. We can see a doctor. We s

4、hould drink more hot water , eat some apples and go to bed early. 二、Teaching methods: Communicative teaching method, Audio-visual teaching method, Task-based teaching method and situational teaching method in this lesson. 三、Teaching aids: CAI, tape 四、Teaching Procedures： Step I : Greetings. Step II:

5、 Lead-in I show some pictures and words about “ ck /k/”, such as clock , black, Jack ,sock and so on to teach “sick”. Students can read the words and feel the pronunciation “ck, ck, ck /k/ /k/ /k/. T: Can you do the action about “sick”? Students can act and read it one by one. And one student act, o

6、ther students say “You look sick”. (设计意图：语音导入本课单词 sick,让学生在读单词的同时自 己总结发音规律读出所学单词。创设真实的情境，学生可以一边 做动作一边学习 You look sick,学生可以充分体会到在玩中学 的轻松快乐。) StepIII: Presentation 1.T：Look at the picture and ask the students “What is it”? Ss: head T: Whats wrong with him ? Then we learn ache , read it and know the me

7、aning . Then girls group read “head”, boys group read “ache”, they read it quickly, and let students do the action and learn the word “headache”. (设计意图：用学过的身体部位词 head 引出所学单词 headache， 并让学生猜一猜 ache 的意思，为下面所学单词做铺垫。学生自 己创设情境，边做动作边读单词，有助于学生记住所学单词。) 2. Look at the picture, T:What are they? Whats wrong wi

8、th her teeth？She eats many candies. S:teethtooth toothache T: Clever! t says /t/ , oo says/u:/, th says / Then students can do the action line by line and read the word “toothache”. (设计意图：tooth 这个词,学生之前没有接触过，分音节学习， 且用单词卡分节去读词，学生在学习 headache 的基础上容易准 确的读出单词，并通过表演加深记忆。) 3. I didnt have breakfast this m

9、orning. So I have a stomachache. T: Can you act and read the word stomachache ? Then we show stomach+ ache = stomachache (设计意图：通过创设不同情境，自然地引出有关疾病的单词。 这种教学单词的方式简单而且直观，学生乐意表演，在玩中学单 词，更易被学生接受，学生能够体会到合成词的意义。) 4.Show some words (headache, toothache, stomachache). Let Ss find the same point. 设计意图：让学生自己总结规

10、律，使学生有思考的过程。 5. T: This is my pictures. Let Ss guess Whats the matter with me ? Learn the words: fever have a fever, coldhave a cold Learn the sentences: Whats the matter?=Whats wrong? (设计意图：运用老师的生活图片，学生感兴趣，积极的去猜， 从而激起学生的求知欲。 学生能够从情境中掌握同义句的含义。 ) 6. Catch ! Catch! Catch! T: Do you know an interesting

11、 game “catch the dolls”? You can read the words quickly and do the action“catch” (设计意图：运用学生熟知的游戏抓娃娃，让孩子们伴随欢快的 音乐在快乐的气氛中快速读出所学单词和短语， 对所学知识进行 强化，尤其是 have a headache/toothache/ stomachache 要求 学生快速读出，难度递增。) 7. Play a game(PK) T:I will divide my students into two groups.(Boys group and girls group) The g

12、roup which can act and speak “I have_.” correctly will get apples! OK! Come on! Join us quickly. (设计意图：运用 PK 的形式，激发学生的学习兴趣，巩固复习所 学的单词短语和句子。这个 PK 环节有助于培养学生小组合作意 识和团队精神，训练学生眼疾手快的学习习惯，并且鼓励学生大 胆表达，培养学生说出流利的口语。) 8. Work in pairs A: Whats wrong? / Whats the matter? B: I have a (设计意图：巩固复习刚才所学过的单词和短语，通过前面的学

13、 习和铺垫，以对话的形式熟练本课的句型，学生自己创设情境， 表演病情，充分得到练习。) 9. Show a picture of man. Let Ss try to say: He has a fever. Play a game: I show some students pictures. When the picture comes out, all of the students say the sentence “Whats the matter”? Then one student say “I have a _”. At last, others change the sent

14、ence “He /She has a _” (设计意图：这个环节能够激发学生的兴趣，学生看到自己班同 学的照片很新奇，很有效的练习第三人称单数，参与的人数多， 形式多样，学生能够充分练习变第三人称单数。特别能照顾到学 困生，认真听大家说，自己循序渐进学会三单。) 10.Lets chant. stomachache stomachache I have a stomachache. 备选栏：备选栏： headache toothache stomachache cold fever headache headache He has a headache. toothache toothach

15、e She has a toothache. fever fever He has a fever. cold cold She has a cold. (设计意图： 本环节重在复习刚才学过的单词和句型。 通过 chant 的形式有节奏的唱出，朗朗上口。在 chant 之前要注意引导学生 look，read and chant.) Step IV: Consolidation 1. Come to the text The first time just listen follow the radio. The second time, close your books and recite

16、the text . Then answer my question , you can choose. Whats the matter with Kate ? A: She has a cold . B: She has a fever . C: She has a headache . Let students guess the meaning of “too bad ” and “take care”. And remember the sentence “Take care of yourself ”. 2.Do the exercise, listen and write. (设

17、计意图：本环节回归到文本，分两次让学生跟读课文，第一 遍跟读模仿，读熟课文，第二遍让学生合上书复述课文练听力。 听完之后，处理文本中的难点，让学生联系上下文猜词义，为以 后阅读练习做铺垫。听力练习有助于学生巩固课文知识，有效的 练习三单。 输出形式体现在写上， 学生从做题结果上做自我评价。 从而激励学生更加努力，认真。) 3.T: I hope theres no toothache, no headache, no fever. All of us are healthy. So can you say something about advice. You can use the sent

18、ences “We can /cant_. Dont _.” a.多运动 ：run , walk, jump, swim, ride b. 饮食： drink hot water eat apples/vegetables c.习惯： go to bed early d.看医生：see a doctor (设计意图：学生根据不同病情，各抒己见，发挥想象力，尝试 用学过的词句表达建议，提高自主学习能力。) 4. Make and act the dialogue D: Hi, Kate. Whats the matter ? You look sick. P: Yes , I am. I hav

19、e a_ . D: Gee, thats too bad. Take care . You can /cant_. P: Thank you . (设计意图：所有的重难点进行整合，小组练习对话时扮演角色病 人和医生，穿上白大褂戴上手术的帽子，激发学生的参与热情， 同时在语句中理解 too bad 和 take care（of yourself）之意。 从而更加有效的巩固句型。尤其在拓展练习 advice 中，学生可 以各抒己见，根据不同病情提出合理建议，提高学生的逻辑思考 能力。) Step V Homework 1. Copy the words and phrase: fever , ha

20、s ,too bad 2. Make a sentence use have a cold / toothache / headache /stomachache/fever. 3. Act out the dialogue . Make a dialogue like the text . 五、Blackboard design Unit 3 Whats the matter? A: Whats the matter? =Whats wrong? headache toothache B:I have a stomachache has fever cold 六、Teaching reflection 本节课主要讲授病痛相关的单词，短语和句子。我运用多种操练 方式，单词机械操练，肢体语言，游戏，chant，PK，表演等方式完 成教学目标。本节课我的教学设计环环相扣，难度递增，学生积极举 手发言各抒己见，参与的热情很高，激发出了学生学习的主动性和表 演天赋。我觉得不足之处是，PK 环节可以训练学生速度再快些。最 后对话表演环节，鼓励学生能够背下来课文，表演再大胆一些，放开 一些。