五级英语下册unit7ihaveaheadache教案陕旅版.docx

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1、Unit7 I Have a Headache 【单元总目的】本单元话题是安康。重点学习I feel very bad today. Whats wrong with you / him I have / He has a . Youd better take him to see a doctor.以及祈使句等句型构造。议论引起人们身体不适几种常见疾病以及生病后一些根本建议。本单元教学分为4个课时。第一课时主要完成Part A中Lets learn局部词汇教学；第二课时以Part A中Lets talk局部会话为主，通过对词汇复习和稳固，学习如何就引起对方身体不适疾病进展问答，进一步学习祈使

2、句和由will引导一般将来时态句型；第三课时以Part B中Lets learn more为主，拓展学习就引起第三方身体不适疾病进展问答，并初步理解在英语中打 方式；第四课时以Part B中Read the words局部语音教学为主要内容，并在综合复习根底上，通过各种活动来检测和评价学生学习效果。【单元详细目的】学问目的一、能听、说、读、写以下词汇：have a cold, have a cough, have a fever, have a headache, have a toothache, have a stomachache, see a doctor, look ill, sta

3、y in bed, have a rest, call a doctor二、能听懂、会说、会读、会用下列句型：1. I feel very bad today.Whats wrong with you.I have a .Just stay in bed. I will call the doctor.2. Dont worry about. I will call.3. Whats wrong with himHe has a .Im sorry to hear that. Youd better take him to see a doctor.4. Please tell him not

4、 to worry about his lessons and have a good rest.三、理解字母组合th在单词中发音，并能运用读音规则读出所给生词。情感目的一、培育学生重视身体安康意识，并能刚好表达身体不适。二、激励学生在体验、感知和参与中培育小组合作精神。Unit7 I Have a Headache 第1课时教学设计【内容来源】陕旅教化出版社五年级下册 Unit7【主 题】Warming-up: Think and tick, Lets learn【课 时】第1课时一、教学目的1. 能听、说、读、写词汇：have a cold, have a cough, have a fe

5、ver, have a headache, have a toothache, have a stomachache, see a doctor。2. 能娴熟运用以上词汇。二、教学打算1. 教师打算：(1) Lets learn局部教学卡片。(2) 本课时课件。(3) Lets learn局部教学音频。三、教学方法建议课程导入(Leading In)(1)课前问答T: Hello, boys and girls! Nice to see you again. How are you todaySs: Very well. Thank you. / Im fine. How are you教师装

6、作不舒适状：T: Im not very well today. I need go to see a doctor,(2)新课导入Part A Warming-up: Think and tick教师承接上一环节，让学生翻到课本53页，就Think and tick局部内容接着问答：T: Do you often go to see a doctorSs: Yes, I do. / No, I dont.T: When do you go to see a doctor Please look at the pictures carefully and tick out.教师引导学生细致视察

7、图意，在图片旁打勾。学生这时可能会对如何陈述图片内容产生新奇，教师可顺势导入新课。课程展示活动和过程设计建议（presentation)(1)新课展示Part A Lets learn教师接着表现出身体不舒适样子，用纸擤鼻涕并说：Oh! I feel even bad now. I have a cold. I will see a doctor after school.1. 教授词组have a cold教师出示have a cold教学卡片，板书并领读几遍。之后，教师可稍作说明说明：这里动词have是实义动词，表示“有、患有”；cold在这里不再是我们在Unit2所学形容同“寒冷”，而是

8、名词“感冒”。 教师在这里可扶植学生区分一下cold两个含义，并确认其不同含义下不同搭配：have a cold表示“得了感冒（病了）”；而感到冷要说I feel cold. 天气冷则要说Its cold.2. 教授词组have a cough教师作咳嗽状，引出词组have a cough。T: I have a cold, and I have a cough, too.教师板书并领读词组。之后，引领学生拼读单词cough：字母c读k，字母组合ou读au，字母组合gh则读f，引导学生借助读音规则记忆这个单词。之后，教师举例说明，让学生练习运用：T: When you have a cold,

9、 you often have a cough, too.3. 教授词组have a fever教师摸摸自己额头，引出词组have a fever板书并领读该词组之后，教师重点说明单词fever:名词“发烧”，感到发烧或生病发烧一样可以借助动词have构成动词词组have a fever。教师可以展示教学卡片上小男孩发烧样子举例练习运用：T: Look. The boy is in bed. He has a fever.4. 教授词组have a headache教师以手支头并作出难过表情引出词组have a headache。板书并领读几遍后，教师可以借用构词法扶植学生学习记忆headac

10、he这个单词：head名词“头”，ache“难过”；headache是由这两个单词合成新单词。教师展示教学卡片，以图片上小男孩来举例练习：T: Look at this boy. He also has a headache.教学小贴士这里headache是一个合成词。其中ache（名词“难过”），既是一个独立单词，也可以作为后缀和很多身体部位一起构成新单词，表示相应身体部位难过。理解到ache这个特点之后，教师可以顺势引出单词toothache “牙疼”和stomachache “肚子疼”。教师也可以激励学生说出更多这样单词，如：backache, earache等。5. 教授词组have

11、a toothache教师捂着一边嘴巴作难过状，引出词组have a toothache。带着学生朗读几遍后，板书并引导学生拼读。教师进展讲解：tooth名词“牙齿”，teeth是其复数形式。toothache同样也是合成词，表示“牙疼”。找师展示教学卡片中牙疼小孩：This boy has a toothache, lie feels had.6. 教授词组have a stomachache教师摸着自己胃作难过状，引出词组have a stomachache。板书并领读几遍该词组后，教师讲解并引领学生拼读并记忆单词stomachache；它也是一个合成词。其中，stomach是名词“胃”，

12、字母o发、字母a发，而字母组合ch则发k音。教师同样展示教学卡片中小男孩：He has a bad stomachache.温馨提示：stomachache发音比拟闲难，教师在教授stomachache这个单词时，要留意强调其发音特别性并多领读几次。7. 教授短语see a doctor既然生病了，那么就应当去看医生。教师可由上述病症入手，出示教学卡片，引入短语see a doctor，板书并领读后引导学生加以运用：T&Ss: He has a cold. Hed better see a doctor. (教师展示感冒图片)She has a cough. Shed better see a

13、 doctor. (展示咳漱图片)(2)稳固活动教师播放录音，让学生听并仿照其语音语调跟读Lets talk局部词汇，其间留意订正学生错误读音。对于学生简洁读错单词（如cough, stomachache等），教师要留意进展有针对性示范和训练。操练活动设计与施行建议（Practice Activities)(1)我说你指教师把Lets learn局部词汇卡片打乱依次贴在黑板上。1. 教师说同汇，学生指向相应图片并大声读出该词汇。2. 将学生分成四组，组内采纳“我说你指”或“你指我说”形式练习词汇，最终推选出一个反成最快组员学生代表本组参与组与组之间竞赛，看看哪组学生指得又快又准！3. 教师也可

14、将难度加大，只说词汇中某一个关键性单词，让学生指向相应图片并说出完好词组或短语。(2)你说我做1. 教师说明规则：一人说词汇，另一人做相应动作；或者一人做动作，另一人说出相应词汇。2. 学生分组练习，看谁反响最快。3. 教师选出6-8位学生上台，教师背对他们向台下其他同学展词汇卡片，台下同学看到卡片后一起发指令，让台上同学做动作。做错或做得最慢被淘汰。看谁能坚持到最终。【板书设计】Unit7 I Have a Headache 第2课时教学设计【内容来源】陕旅教化出版社五年级下册 Unit7【主 题】Warming-up: Think and answer, Lets talk, Ask an

15、d answer【课 时】第2课时一、教学目的1. 能运用Do you live in a city No. I live in a village far from the city. Is your village big It is small, but very beautiful. In . 议论自己和别人居住地环境。2. 能借助所学词汇和句型在日常生活中进展简洁自如沟通。二、教学打算1. 教师打算：(1 ) Lets learn局部单词卡片。(2) Lets talk局部教学挂图和人物头饰。(3) Lets talk局部教学音频。2. 学生打算：Lets learn局部单词卡片。三

16、、教学方法建议课程导入(Leading In)(1)课前热身教师做相应动作演示各种病痛，让学生细致视察动作、快速说出相应词组并说出建议：Youd better see a doctor. 谁反响最快，说得最好。教师刚好表扬说得又快又准学生，多多激励动作稍慢学生，可与其击掌并说：Come on!(2)新课导人1. 猜一猜教师出示头疼词汇卡片，师生问答：T: Whats wrong with this boy Do you knowS1: He has a fever.T: No. He has a headache.2. Part A Warming-up: Think and answer教师

17、承接上一环节，通过Think and answer局部热身活动引入本节课内容。教师接着引起师生问答：T: The boy has a headache. He feels very bad. Can you help him Are you a doctor (引导学生答复)Ss: Im sorry. I cant. I am not a doctor.T: Do you want to be a doctor WhySs: .教师可以在询问几个学生意见后，干脆引入话题说：T: I want to be a doctor. Because I can help the ill (生病人).Co

18、lin is ill, too. Whats wrong with him Lets have a look.课程展示活动和过程设计建议(presentation)(1)新课展示Part A: Lets talk1. 看图理解(1) 教师出示本局部教学挂图，并和学生进展沟通：T: What can you see in this pictureSs: We can see .T: We can see Colin and his mother in the picture. Colin looks ill. His mother looks worried. She worries about

19、 Colin.板书并领读：Colin looks ill.She worries about Colin.(2) 难点讲解a. look ill“看起来病了”；look在这里是系动词，后面须接形容词，表示“看起来怎么样”如：You look happy.The lady looks very sad.b. worry about sth. / sb.“为某人/某事担忧”如：The old man looks ill. We all worry about him.Dont worry about me. Im all right.不要担忧我。我挺好。2. 听读练习播放录音之前，教师可先提出一些

20、问题，让学生带荇问题听录音，做到有放矢，问题可参考如下：(1) How does Colin feel today(2) Whats wrong with Colin / Does Colin have a fever(3) What does Colin worry about(4) What will his mother do3. 听力理解(1) 教师播放第一句录音，扶植学生完好答复第一个问题：T: How does Colin feel todayT&Ss: He feels very bad.板书并讲授句型I feel very bad today.feel bad“感觉很糟糕”，表

21、示人身体不舒适或不舒适。教师作感到难过状：T: I feel very bad today. I have a headache.(2) 教师播放第二、三句录音，扶植学生完好答复第二个问题：T: Whats wrong with Colin / Does Colin have a feverT&Ss: He has a headache. / No, he doesnt.板书并讲授句型：Whats wrong wit. 这句话常用于在看到别人不舒适时关切地询问。如：Doctor: Whats wrong with youPatient: I feel very bad. I have a he

22、adache / fever / cough .(3) 教师接着播放对话录音，扶植学生完好答复问题，并逐步讲解。T: What does Colin worry aboutSs: He worries about his lessons.T: What will his mother doSs: She will call his teacher and tell her about it.a. Just stay in bed.就躺在床上（不要起来）。b. Dont worry about them. 不要担忧功课事。（这里them指代上文中lessons）教学小贴士Just stay in

23、 bed及Dont worry about them.是两个祈使句。祈使句常用来表示对听话人建议、吩咐、要求、劝慰等语气。它常以动词原形开头，没有人称、数或时态改变，表示否足时干脆在动词前加Dont即可，意为“不要” “不许”。如：Stand up and answer my question, please.Its windy today. Dont open the windows.(2)稳固活动1. 教师再次播放Lets talk局部录音，要求学生仿照录音中人物语音语调跟读对话2. 教师将学生分成男生和女生两大组，分角色朗渎对话。第一遍可以让女生读Mom,男生读Colin；第二遍角色互换

24、，让男生、女生反串朗读以增加活动兴趣性。操练活动设计与施行建议(Practice Activities)(1)对话表演教师将学生分为两人一组，激励他们脱离课本，结合各自所打算Lets learn局部词汇卡片和黑板上句型，表演对话。教师要激励不擅长上台表演学生主动参与，刚好发觉并表扬其进步之处，让其树立自信念，主动参与到表演中来。(2)Part C Ask and answer1. 本局部检测活动目是让学生通过视察图片练习就别人病痛进展问答，通过练习look第三人称单数形式looks以及have第三人称单数形式has，使学生驾驭并能娴熟运用Whats wrong with. 句型第三人称单数形式

25、，为下一课时Lets learn more局部新授做铺垫。2. 教师可先引导学生说一说图片中相应病痛，并和名字连一起说一说简洁句子，以第一幅阁为例，病痛为have a cough，句子为Peter has a cough.3. 教师举例示范：T: Kelly looks ill. Whats wrong with her (引导学生答复)Ss: She has a headache.温馨提示：教师在这里也可以适当讲一下人称代词宾格，这样学生们就能更好地明白Whats wrong with him 里面单词him了。4. 学生依据这四个人物来选择对话内容上台衣演并说出来；或两人一组，一问一答；也

26、可适当增加难度，其中一人先点出主人公名字，另一人依据名字找到相应图片，开启会话。如：S1: Bob!S2: Bob looks ill What，s wrong with himS1: He has a fever.也可以练习一般疑问句形式，如：S1: Bob!S2: Bob looks ill. Does he have a coldS1: No, he doesnt. He has a fever.【板书设计】Unit7 I Have a Headache 第3课时教学设计【内容来源】陕旅教化出版社五年级下册 Unit7【主 题】Lets learn more, Play a game,

27、Look and complete【课 时】第3课时一、教学目的1. 能用Colin doesnt feel well. Whats wrong with him He has a fever and a bad headache. Im sorry to hear that. Youd better take him to see a doctor. Please tell him not to worry about his lessons and have a good rest. 议论别人病痛状况并给出相应建议。2. 初步理解打 用语Hello, . This is .3. 能听、说、

28、熟读对话，语音语调精确自然。二、教学打算教师打算：1. Lets learn局部词汇卡片以及tell, feel和well单词卡片。2. Lets learn more局部教学挂图和人物头饰。3. 本课时课件。4. 实物 、以及Lets learn more局部教学音频。三、教学方法建议课程导入(Leading In)(1)课前复习教师拿出Lets learn局部词汇卡片站在讲台上面对学生，每次选一位学生从这些单词卡片中随机抽取一张后做相应动作，如：学生抽到have a cold，则该同学就做动身抖或擤鼻涕动作，然后教师指着该生问其他学生：T: Whats wrong with him / h

29、erSs: He / She has a cold.教师可以多让几个学生上台表演，让台上台下都能充分练习到全部词汇。温馨提示：教师也可以同时让3-5学生上台，抽取卡片后表演动作，然后指着其中一位让台下学生答复出Whats wrong with him / her 增加活动难度。(2)新课导人1. 教师承接上一环节活动与学生会话导入新课：T: How are you today, boys and girls Are you feeling very wellSs: Yes, we are.T: Everybody looks very well today. Thats good. What

30、about Colin Is he very wellSs: No, he isnt.T: Whats wrong with himSs: He is ill. He has a headache.T: Can he go to school todaySs: No, he cant.T: What will his mother doSs: She will call the teacher and tell her about it.课程展示活动和过程设计建议(presentation)(1)新课展示Part B Lets learn more1. 教师展示本局部教学挂图，通过问答引导学生

31、视察、理解对话背景：T: Who are talking on the phoneSs: Colins mother and his teacher, Miss White.T: What are they talking about Lets listen to the tape.2. 教师先用课件展示一些问题，然后播放录音，让学生带着问题完好地听一遍对话，看看他们能理解多少对活内容。问题可参考如下：(1) Can Colin go to school today(2) Whats wrong with Colin(3) Will they go to the hospital(4) Wha

32、t does Miss White say to Colins mother3. 分段播放录音，扶植学生完好答复问题，并讲解疑难点：(1) T: Whats wrong with ColinSs: He has a fever and a bad headache.bad形容如“严峻、厉害”，可用来表示病得很严峻，若不太严峻则可用little。如：She has a little cold. And she has a little headache.她有点感冒，还有点头痛。Bob has a bad fever. And he has a bad cough.鲍勃发高烧，还咳嗽得厉害。(2)

33、 Im sorry to hear that. 在听到别人病了或遇到什么不幸或闲难时，通常会说这样话对别人表示怜悯。如：a. I lost my money.Im sorry to hear that.b. I feel very bad today. I have a bad toothache.Im sorry to hear that.c. Tom cant go to school today. He has a stomachache.Im sorry to hear that.(3) Youd better take him to see a doctor. Well go to

34、the hospital, take sb. to see a doctor意思是“带某人去看医生”。go to the hospital意思是“去医院”。(4) Please tell him not to worry about his lessons and have a good rest.a. tell sb. not to do sth.“告知某人不要做某事”。如：Please tell the students not to be late for class.tell sb. to do sth.“告知某人去做某事”如：Tell Alice to come on time.b.

35、 have a good rest意思是“好好休息”。如：Go to bed early and have a good rest.(2)稳固活动1. 教师再次播放录音，要求学生翻开书跟读对并提示学生留意正确仿照录音中人物语音语调。2. 学生齐读对话，教师留意订正错误语音语调。3. 将学生分成两大组，分角色朗读对话。4. 学生戴上人物头饰，借助教师所打算实物 两人一组表演对话，教师可要求学生为对话多参加一些以前所学日常用语，使对话内容更加丰富完好，培育学生良好英语对话习惯和思维。温馨提示：教师在这里要告知学生在英语中打 给对方时首先确定要先向对方介绍自己。但介绍时不能运用句型I am . 而要

36、用This is . 为了更形象地扶植学生现解，教师可拿起 做示范：T: Hello, . This is Mr. / Miss 操练活动设计与施行建议(Practice Activities)(1)Part B Play a game1. 教师将相应信息写在黑板上，然后请两位学生运用本课时所学句型进展示范问答。如：教师板书Jack has a fever.学生据此问答：S1: Jack doesnt feel well. Whats wrong with himS2: He has a fever.教师给出例子后再要求学生借助之前学过由助动词do第三人称单数形式does引导一般疑冋句及其问答

37、格式进展问答练习。如：T: Does Jack have a headache (教师出示发烧图片)Ss: No, he doesnt. He has a fever.T: Does Jack have a feverSs: Yes, he does.教师可多提问几次，让学生充分驾驭这一问答形式。最终结合刚刚板书信息以及本局部对话示范进展问答。如：T: Jack doesnt feel well. Does he have a headacheSs: No, he doesnt.T: Whats wrong with himSs: He has a fever.2. 教师将学生分为三人小组，一

38、人表演动作，另外两人就此对话。三人互相交换表演、问答。最终选出几个小组上台表演。看哪一组表演得最形象生动、精确自然。作此过程中，教师也要表扬踊跃表现学生，同时激励胆小学生上台表演，并赐予确定。(2)Part C Look and complete1. 教师引导学生细致视察本局部三幅图片中人物不同状态，并从A、B两人对话描绘中推断这三个人物分别怎么了：他们因为在日常生活太不留意饮食合理性而导致生病了。2. 学生探讨并填写答案。教师在这里要提示学生留意写时要将have变成其第三人称单数形式has。3. 教师随机选择几组学生表演对话、核对答案。参考答案：1. he has a bad cold2.

39、she has a toothache3. she has a stomachache4. 教师在这里可以借助这三个小挚友因为在日常生活中太不留意饮食合理性而导致生病例子，告诫学生应当养成良好生活习惯。温馨提示：处理本活动时，教师还可以激励学生发挥想象，以同样形式拓展练习have a fever, have a headache和have a cough这三个词组，并表扬和嘉奖拓展得较好学生。【板书设计】Unit7 I Have a Headache 第4课时教学设计【内容来源】陕旅教化出版社五年级下册 Unit7【主 题】Read the words, Lets chant, Listen

40、and number, Read and tick or cross【课 时】第4课时一、教学目的1. 理解字母组合th在单词中读音改变，学习其发音规则。2. 能娴熟说唱Lets chant局部歌谣。3. 通过完成Part C局部练习活动，对本单元所学有关安康、病痛词汇和功能句型进展全面复习和检测。二、教学打算1. 教师打算：(1) Lets learn局部词汇卡片。(2) 本课时课件。(3) Read the words, Lets chant和Listen and number局部教学音频。2. 学生打算：Lets learn局部词汇卡片。三、教学方法建议课程导入(Leading In)(

41、1)课前热身嬉戏：猜一猜1. 教师出示本单元所学全部动词词组词汇卡片，要求学生读出卡片上词汇。2. 教师将全部卡片放在讲桌上，并将其中一张藏在背后，然后做相应动作，让学生猜。如：教师藏起have a fever词汇卡片，出作出摸摸额头动作。T: Whats wrong with meSs: Do you have a feverT: Yes. I have a fever.教师也可以让学生抽卡片表演相应动作，并让其他同学猜，如：T: Whats wrong with him / herSs: Does he / she have a coldT: No, he / she doesnt.Ss:

42、 Does he / she have a .T: No, he / she doesnt. / Yes, he / she does.嬉戏接着，直到学生猜对为止。教师也可以让学生分别猜，并规定每个人最多猜三次，三次均未猜出则换其他同学参与。温馨提示：教师可以请猜对学生当小教师，藏卡片并指定同学答复问题，这样更能激发学生参与嬉戏欲望。课程展示活动和过程设计建议(presentation)(1)Part B Read the words1. 学生自读Read the words局部单词，初步感知字母组合th在本局部单词中两种读音。2. 教师播放本局部录音，让学生细致听单词，再次感知字母组合th在

43、本局部单词中两种读音。3. 教师引导学生总结字母组合th在单词中发音规律。教学小贴士th发音规律：l. th位于词首时，可以从词性上推断其读音。(1) 在名词、动词、形容词和数词中大多发清辅音，如： think, thirsty, thirty；(2) 在代词和一些功能词中大多发浊辅音，如： them, these, though, then。2. th位于词尾（或音节之尾）时，其读音多数是清辅音，如:bath, breath, tooth；但在少数单词中也读浊辅音，如:with, smooth。3. th后面接er时，通常发浊辅音。如：father, mother。th发音口型和方式：1.

44、字母组合th发清辅音时，上下牙齿要轻咬舌尖，声带不振动，只靠气流与牙齿和舌面产生摩擦发声。2. 字母组合th发浊辅音时，上下牙齿也要轻咬舌尖，声带要振动。4. 教师引导学生总结出字母组合th在单词中读音后，激励学生大胆开口，尝试读出Try to read more局部所列举生词。然后播放本局部录音，让学生核查自己读音是否正确，并跟读本局部生词。(2)Part B Lets chant1. 教师引导学生先视察本局部图片，说出相应词汇或句子。2. 教师播放歌谣读词局部，让学生边听边跟读，理解歌词大意。这里词汇和句型大多在本单元都已学习过，且朗朗上门、韵律性强，学生很快就能理解。3. 教师播放歌谣说

45、唱局部，让学生边听边跟着说唱，感知其节奏。4. 教师再次播放歌谣中说唱局部，在这里可只播放其配乐，让学生伴随音乐说唱歌谣，并激励其大胆参加相应动作。如当唱到He has a rest this morning.时，可以将两只手合拢放在脸旁做出睡觉样子。教学小贴士在平常教学中，我们常常发觉很多学生不敢开口讲英语，其中一个主要缘由就是担忧向己走音招来哄堂大笑，而长期不开口必定会导致恶性循环，使学生更加难以走出这一步。学唱英语歌曲歌谣是解决这一问题好方法。教师要借助歌曲歌谣轻快节奏，加上也趣动作，激发学生开口说英语欲望。建议教师在平常可以依据教学内容和耳熟能详旋律，创编一些朗朗上口歌曲或歌谣，让学生

46、在轻快旋律中，驾驭新知、稳固旧知。(3)Part C Listen and number1. 教师先引导学生视察本局部五幅图片，让学生用英语分别说出相应词组。如：第一幅图可以说have a toothache。2. 教师激励学生用个完好句子描图片，如：The boy/He has a toothache.温馨体示：学生可能还不能很好地运用have单三形式has来造句子，教师留意提示学生留意并刚好订正错误。3. 教师播放录音，让学生依据所听到依次给图片排序。4. 教师再次播放录音，让学生跟读本局部内容并自查答案。5. 教师随机抽取学生按所标示依次描绘图片，核对答案。本局部录音内容如下：1. A: Whats wrong with the girlB: She has a fever.2. She doesnt feel well today. She has a headache.3. A: Does he have a coughB: Yes, he does.4. A: Whats wrong with him Does he have a feverB: No, he doesnt. He has a toothache.5. The little boy has too many ice