1、 Unit 7 How Are You Feeling Now ? Period 1 一、Teaching Aims: 1. Knowledge aims: Students can listen ,speak ,read and write : fever, cough, runny nose, have a high fever, have a bad cough, have a cold, Students can listen ,speak and read : feel well Students can listen and speak: sore throat 句子： How a
2、re you feeling now? I have a runny nose/high fever/bad cough/a cold. 2. Ability aims: By the end of the lesson, the students should be able to: 1. Get to know the meaning of the new words both in spoken and written forms, and pronounce them clearly; 2. Use structures like “How are you feeling now? I
3、 have a runny nose/high fever/bad cough/a cold.” to talk about 3. Focus of the lesson: 学生能够运用以下句型对自己及他人的身体状况进行问答交流。 How are you / is he /is she/ feeling ? I have /He has/ She has/a runny nose/high fever/bad cough/a cold 4.Predicted area of difficulty: 1. 学生能够正确区分和使用 “runny nose/high fever/bad cough/
4、a cold sore throat”.等表示身体不舒服的用语 2. 掌握 take care of yourself, sorry to hear that的用法 二、 Teaching methods: Task-based teaching approach, TPR, Situational language teaching, 三、Teaching aids: pictures, cards, objects, CAI 四、Teaching Procedures： Step I :Greetings: T : How are you? Ss :Im fine. Thanks. And
5、 you? T : Im not fine today. I dont feel well. 设计意图：利用打招呼引出本节课所学新知，并进行复习 feel 这一单词。 StepII : Presentation 1. Quick Time Review the words and phrases. thirsty, hot, happyhave a bad cough, have a runny nose 2. Missing Game Ask Ss to find which one is missing. 3. Match Show some pictures and phrases. A
6、sk Ss to match them together. Read the phrases and write them on the BB. Ss read them one by one. 设计意图：在复习单词的过程中由易到难，读单词背单词用单词，让学生 把新授单词巩固好。 4. Do and say T: I have a bad cough. Can you do and say the sentences like this? S: I have a runny nose. S: I have a headache T: I dont feel well. I have a bad
7、 cough. How are you feeling today? S: I dont feel well. I have a high fever. Ask some Ss to answer. Write the sentence on the BB. Boys and girls read them together. 设计意图：在听老师反复运用这个句型后，让学生来说这个句型，将它运用到对 话中. StepIII：Practise 5. Practice in pairs. A: How are you feeling today? B:I dont feel well. I have
8、 a high fever. (I feel well.) Show the pictures about Jane and Sandy . A: How is Sandy feeling today? B: She doesnt feel well. She has a high fever. 6. PK A: How _ _ feeling today? B: _ doesnt feel well. _ has _. ( _ feels _. ) 设计意图： 在练习本课新授句型的同时加入第三人称进行练习,让学生有语言 支撑，教学活动由易到难，学生能力在不知不觉中逐渐得到培养和提高。 7.
9、Role-play Billy : Hi, Sandy. How are you feeling today? Sandy : I dont feel well. I have a high fever. Billy: Sorry to hear that. Take care of yourself, Sandy. Sandy: Thanks. 设计意图：角色扮演可以让学生增加对语言的喜爱，对话中的两个新句子可以 作为对重点内容的提升，同学也能理解这两个句子的适用语境。 StepIV: Consolidation 8. Listen to the tape and follow. 9. Do
10、 the exercise. 一、用所给词的合适形式填空一、用所给词的合适形式填空 1. I _ feel well. (do) 2. He _ a sore throat. (have) 3. Sandy has a _ nose.( run) 4. Take care of _. (your) 5. My sister _ well today. (feel) 二、变一般疑问句二、变一般疑问句 1. I have a bad cough. _ 2. He has a high fever. _ 3. My teacher is coming . _ 4. Sandy got very we
11、t. _ StepV: Homework. 1.在家庭本上听写本课的重点短语在家庭本上听写本课的重点短语. have a bad cough have a high fever have a runny nose have a sore throat 2. 读熟并背会读熟并背会66页课文页课文. 五、五、Blackboard design Unit 7 How Are You Feeling Now? A: How are you feeling today? B: I dont feel well. I have a _. 六、六、Teaching reflection 本课教学内容为询问对方身体状况， 以及表达自己的身体状况， 教师创设男本课教学内容为询问对方身体状况， 以及表达自己的身体状况， 教师创设男 女生女生 PK 的任务型教学主线，调动学生的积极性，课堂气氛很活跃，但是在你做的任务型教学主线，调动学生的积极性，课堂气氛很活跃，但是在你做 我猜的环节中，应该让学生来到讲台之前，让全班同学都能看到。我猜的环节中，应该让学生来到讲台之前，让全班同学都能看到。
