1、Lesson 5教学目标1能运用功能句“Why did you ? Because .”在情境中对身体状况进行交流，并能对产生状况的原因进行询问和回答。2能理解、认读动词或动词短语wanted, cut, fell down等，并能运用这些动词说明发生的情况。3能理解并正确朗读本课对话。4增强安全运动的意识。教学重难点教学重点：理解对话内容，运用功能句进行问答。教学难点：对发生状况的原因的表述。教具准备单词图卡、教学课件教学过程 I Listen and say1Lead-in（1）Free talk: How are you today? What did you do yesterday?
2、（2）教师呈现人物肚子疼等图片，问：“Whats the matter with them?”引导学生观察并回答: “He / She has a stomachache.”2Learn the dialogue（1）认识图中人物，引导学生观察对话情景，看图预测人物话语。a教师呈现对话主题图，问：“Whos he? Is Mike well today? Whats wrong with him? Where is he now?”引领学生尝试回答。b鼓励学生预测Mike脖子疼的原因。c教师问：What happened to Mike? Why did he hurt his neck? 教
3、师播放动画，学生视听理解。（2）初听理解对话。a播放不带文本的对话，思考教师的问题。b回答问题。c引导观察主题图中Mike 倒立的图片，理解“stand on head”.d呈现成龙、李连杰等功夫影星图片，理解“Chinese kung fu”, 问：“Do you like Chinese kung fu?”或让学生模仿一些动作。e. 教师呈现X光片的实物，帮助学生理解take an X-ray, 告诉学生射线对人体有伤害。f. 学生自读对话，内化理解。（3）听录音模仿跟读。a播放对话录音，模仿跟读。b教师带读，提醒学生按意群朗读，并注意连读的处理。（4）角色扮演。a教师与学生分别扮演Mik
4、e 和doctor, 朗读会话。b开展pair work, 学生在组内分角色朗读，互相纠正读音问题。c选几组到教室前面展示。II Listen, look and learn 1词句学习（1）教师呈现学生倒立图片，问：“What did the boy do?”引导说出短语“stand on head”“Why did he stand on head?”生答：“Because he wanted to practice kung fu.”（2）教师呈现小女孩哭的图片。问：“Why did she cry?”学生观察思考，尝试表达。教师给出短语“fell down”,可运用肢体语言辅助理解意思
5、。引导回答：“Because she fell down.”（3）教师呈现图卡：“go to the hospital”, “cut my finger”,结合图片、词卡认读理解。尝试问答：“Why did you go to the hospital?” “Because I cut my finger.” 2巩固练习（1） 教师依次呈现三幅图，学生逐一问答: “Why did you ?” “Because I .”（2） 开展pair work。 学生在组内问答练习。学生用记录卡作简要记录。（3）教师指名问答。3拓展运用（1）教师利用PPT呈现几种场景:Ken吃了浆果肚子疼，Ann的眼睛
6、受伤了等，引领学生观察情境，并给出关键动词短语支撑。（2）学生开展小组活动。学生任选一个情景，创编对话。教师巡视指导，帮助有困难的学生。（3）小组展示。评价反馈。III Listen and decide1打开书，快速浏览并阅读三个句子。2教师播放录音，学生根据录音进行判断。3订正答案。IV Lets do1教师提问一个学生：“When did you last see the doctor?” “What was wrong with you?”该生根据自己实际情况回答。2学生提问其他同学，并做好记录。3全班或组内分享记录的信息。V Homework1朗读对话3遍，理解对话含义。2抄写文中的
7、重点单词、短语、句子。3与同伴练习用功能句问答。Assessment1) _did you go to bed? I went to bed at 9:00.AWhat BWhen CWhere2) _did you do? I played computer games.AWhen BWhat CWhere3) I will go to bed early tonight, because I sleep well last night.Awont Bdidnt Cdont4) When did she have lunch? She had lunch 12:00.Aat Bon Cin5
8、) When did Tom to school yesterday? He to school at half past seven.Agogo Bgo went Cwent went板书设计 U2 What happened to your neck? L5good- well Whats wrong with you?practice kung fu My neck aches terribly. be interested in Why did you stand on your head? hurt my neck Because I wanted to practice kung
9、fu.stand on head go to hospitalcut my fingerfall-fell standstood hurt hurt thinkthought cutcut happen -happened 评价内容： 1. 学生是否理解对话内容。2. 学生是否能够正确朗读对话，并体会故事中人物的思想感情。3. 学生是否能够运用主要句型进行造句。4. 学生的口语表达能力。评价方式： 1. 回答问题；2. 跟读对话并分角色朗读对话；3. 根据听力内容，判断正误。4. 运用重点句型造句。5. 采访活动。评价量规： 评价活动评价方法评价标准回答问题根据插图或文本回答问题。一级：能理解内容，能准确地回答问题；二级：对大概内容有所了解，能说出关键词。读对话1跟读2在小组内分角色朗读对话一级：能够理解人物感情，用恰当的语气和语调读出对话；二级：能够比较准确地朗读对话。听力听力判断。一级：能理解所听内容，并能根据内容正确地完成相关练习。二级：能基本理解所听内容的大意， 能根据内容较好地完成相关练习。句型掌握造句一级：能够运用重点句型，正确造句。二级：能够根据图片模仿例句造句。采访活动用相关句型交流一级：能够灵活运用相关话题句型进行交际。 二级：能够运用基本句型进行交际。
