湘少版六年级上册Unit 10 I don't feel well today教案设计

Unit 10 I don't feel well today

【第一课时】

【教学目标】

（一）语言目标:

1．词汇:能听懂、会说、认读、会写新单词和短语don't feel well, have a cough, have a headache, have a fever, take medicine, have a good rest, just等.

2．句型:能用“What's wrong with you?”向他人表达关切的问候;能用“I have ...”进行简单的回答;能运用祈使句进行建议.

（二）应用目标:

1．能用所学语言谈论身体健康状况,如“What's wrong with you? I ...”.

2．能根据标题和插图预测对话主要内容.

3．能听懂、会说A部分的对话.

【教学重难点】

重点:能听懂、会说、认读don't feel well, have a cough, have a headache, have a fever, take medicine, have a good rest.

难点:medicine的发音,特别提醒学生注意发音/sn/; fever的第一个e的发音为/i:/,在教学中教师应提醒学生注意,避免误发成/e/.

【教学准备】

用于新授单词的图片或实物（温度计）、人物头像、单词卡片、课本图片、教学VCD等（有条件的学校可利用幻灯片、多媒体课件）.

【教学过程】

I. 热身/复习（Warm-up/ Revision）

1．Greetings

2．Listen and do

T: Touch your head．Raise your arms. Run. Drink some water. Have a rest.教师边说边观察学生,在有些学生不会的时候领着一起做.通过做热身活动,复习词汇head, drink some water, rest.（为导入新课做准备）

II. 新课呈现（Presentation）

1．New words and new sentences

（1）What's the weather like today?

What's the weather like in spring/ summer/ autumn/ winter? 引出已学词汇cold, hot,并板书.

I feel cold today. How about you?

出示B部分的第一张单词图片.Look at this girl. How about this girl? Is this girl happy? Why? 由刚才的图片自然地引出问句:What's wrong with her? 提示学生意思等同的问句:What's the matter with you?（可能有的学生经提示后能说出,如果不能的话,教师就直接说出来） 并引出不同的谈论结果:Maybe she has a cold. She is not well. We can say she doesn't feel well. （预测:难点为动词第三人称单数的用法,可用红色粉笔标出doesn't.）

教师做出冷并且不舒服的样子.I feel cold．I don't feel well.带学生一起模仿练习,选出模仿得最好的学生.

（2）依次出示B部分的第二、三、四张单词图片,边做动作边学习 have a cough, have a headache, have a fever.

（3）I don't feel well. What can I do? 根据学生给出的建议进行归纳:Go and see a doctor. Have a good rest.然后依次说:I have a cough. I have a headache. I have a fever. What can I do?

并归纳相关的建议:Drink more water. Buy/Take some medicine. Have a rest...

（4）单词、短语操练

a．利用原声带的地道发音带读.

b．Bomb game: 将学生认为难读的短语圆上炸弹的符号,教师领读或请小老师带读板书的短语,遇到画了炸弹的短语时不能读出声.如果有谁跟着读出了带有炸弹符号的短语,则该成员所在小组扣分.

c．教师从6张词卡中抽掉一张,问学生:What's missing? 请学生说出拿掉的那张卡片上的词组.

d．Guess, guess, guess: 教师请一名学生上台看图片做动作,同时问:What's wrong with him/ her? 下面的学生猜:He/ She...

2．The dialogue

课文学习:教师可分步骤循序渐进地引导学生熟悉课文.

（1）第一步:看图预测课文.请学生就课文进行提问.如:Who is not well? When? What does she do? Where does she go?

a．Listen and answer

不打开书,只听音,听音前,给出任务:What's wrong with Anne?

（预测:提醒学生可对照板书进行听音,记下相应的序号）

b．Listen and find

打开书,听音,画出相应的答案,检查刚才自己听到的是否正确.

（2）第二步:熟悉课文.

a．Listen and number

听音,给课文中下列短语排序.

（    ）—（    ）—（    ）—（    ）—（    ）—（     ）—（    ）—（    ）—（    ）

①don't feel well

②have a cough

③have a headache

④have a fever

⑤take medicine

⑥rest in bed

⑦feel cold

⑧have a bad cold

⑨drink more water

b．Listen and repeat

听音,跟读,注意medicine的发音,引导学生正确模仿,提醒学生注意模仿语音语调.在学生跟读有闲难时,教师可领读一遍课文,学生可以更清楚地模仿.个别有困难的句型,如“Take some medicine and rest in bed.”可分成“take some medicine”和“and rest in bed”两小节,多领读几遍或用Golden Fingers（教师出示几个手指,学生就读几遍）的游戏练习.

注意检查学生是否领会“Let me check.”的意思.可请学生翻译出来.

（3）第三步:拓展课文.

将学生分为四人一组进行课文朗读表演,提醒学生注意礼貌用语如“Thank you.”以及体态语言的运用.（根据课文或情境的情节进行相应的动作配合表演）

III. 趣味操练（Practice）

1．相互问候:将学生分为四人一组,事先准备一些写有与课文有关的短语的纸条让学生抽选,学生根据自己抽选的短语做动作,三人问,一人回答.

如:S1, 2, 3: Oh! What's wrong with you?

S4: I have a cold ...

2．情境对话:2-4人为一组,根据情境,模仿对话进行表演.

情境一:新学期升旗仪式上,班上一个同学不舒服,两个同学帮忙送他到校医务室.

S1（低声地问）:Oh! What's the matter/ wrong with you?

S2: I don't feel well.

S1: Let's go to the school clinic （医务室）.

S2: OK. Thank you.

S3: What's wrong with you/him/her?

S2/S1: …

情境二:清晨,两个学生在校门口相遇,其中一个戴了口罩.猜猜看,他们说了些什么?

情境三:医生培训课上,医生在教怎么辨认病情.

【作业布置】

1．听与读:听录音,模仿、朗读课文,读给家长或同学听.

2．演一演:与同学一起表演课文.

3．记一记:听、读、书写并记B部分的短语.