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1、设计教师陈育滇教学版本PEP Book 8备注栏执教教师 课题名称：教学年级六年级Unit 2 Whats the matter, Mike?Lets start Lets chant A Lets learn Lets play课 型词汇课授课时间40分钟学生分析1学生经过前面几册的学习，已掌握相当数量的短语、句子，因此，在这节课中，可以对教材进行灵活处理。2六年级是小学的高段，通过前七册的学习，已积累了一定的英语知识，形象思维和创新思维的能力都有了一定的提高。3、在学习本课前，学生能够运用How are you？ Im fine. Thank you.这个句型进行情景操练。教材分析1、本课
2、时是第二单元的第一课时，重点是掌握A. Lets learn的四会单词和短语，通过学习使学生了解常见病的基本特征及用英语表达的方法。2、通过Lets learn的学习，使学生能围绕“看病就医”这个常见话题展开日常对话，并能熟练操练句型：“Whats the matter？I have a fever/have a cold .”3、本课时的难点是正确拼写四会单词和短语。教学目标1能够听说读写单词和短语：have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat.2能够听说读句型：W
3、hats the matter, Mike? I feel sick. I have a fever.并进行关键词的替换操练。3能够理解会并吟唱Lets chant的歌谣。4. 知道一些简单的构词法及规则的字母组合的读音。5. 教育学生要讲究卫生，预防疾病。6. 教育学生要关心生病的人。教学策略1、以小组为单位开展竞赛。2、以讲故事的形式呈现单词。3、巩固本部分重点词汇和重点句型时，采用游戏、竞赛或师生自由会话的形式。4、通过总结，培育学生记忆单词的速度。5、利用Lets play进行小组合作学习，以达到培养学生合作学习的意识。6、在教学活动中，注重培养学生团结友爱、关心他人的良好品质。教学过
4、程教学过程教学过程Step 1. Warm-up prevision（1）播放录音PEP4Unit6歌曲“My father is a doctor.”（预计2分钟）（设计思路：课前让学生唱英文歌曲，创设良好的英语学习氛围，将学生带入学习的状态，引发学生的求知欲。）（2）Free talk.（预计3分钟） Free talk 内容如下:T: What are you?S1: I am a student.T: What does your father do?S2: Hes a.T: What about your mother? S3: Shes a.T: How are you?S4: I
5、m fine. Thank you. And you?T: Oh, too bad. I have a cold.(设计思路：通过师生互动，融洽师生关系，鼓励学生大胆开口,从而达到训练口语的目的。)Step 2. Presentation（1）接刚才所说的话：I know, Liu Yuns friends are feeling bad, too. Why? Because they are having a hard trip in the desert. Whats the matter with them? （拿出稻草人的小贴图贴在事先画好的沙漠图上）The first one is
6、Strawman. Look, he has a headache. (做头痛状) （贴机器人的图）The robot is tired （气喘吁吁的样子）. He has a fever.（贴兔子的图）The rabbit has a toothache.（牙痛状）（贴狗的图）The dog has a sore throat.(喉咙痛状) （贴猴子的图）The monkeys leg hurts. (腿痛状)。Oh, its really a hard trip. Lets go and ask them, OK? 引导学生通过观察图片和教师的肢体动作、表情，初步感知新单词和短语。（预计3
7、分钟）（设计思路：借助学生喜爱的动物、稻草人和机器人整体呈现新单词和短语，而不是支离破碎的，能加深印象，有助更好的记忆。）（2）T：Straw man, straw man, whats the matter with you?(板书) (戴上稻草人头饰) I feel sick. I have a headache. （板书）领读，操练。Headache 是由head 和ache 构成的。Ache 是个人见人讨厌的词，表示连续固定的痛。我们人体的哪个部分要是不小心被它跟上了，哪个部分就有麻烦。如：stomachache, backache, heartache, who can give m
8、e some more examples? S: earache, toothache T: Great! Youre so clever. （给予奖励）By the way, whats the matter with the rabbit? S1: He have a toothache. T: He S1:He has a toothache. （教师露出微笑，并给该同学加分）（设计思路：在句子里教学单词，有利于学生正确运用单词；简单地讲解headache这一单词的构词法，能使学生掌握规律，更好地记忆单词；让学生自己纠误，一是不好伤害学生的自尊心，二是让学生有一个思维的过程。）（3）Wh
9、o would like to be the little teacher to ask the dog? S1: Dog, dog, whats the matter with you? T: （戴上狗的头饰）I feel sick. I have a sore throat. (摸摸喉咙) My throat is sore. 板书，领读。Sore 和 throat 是发音的难点，要在拼读上下功夫，多举几个例子后，同桌操练。（4）Group1 and Group2, please ask the monkey together. S1: Whats the matter with you,
10、 monkey? T: (戴上monkey的头饰) I feel sick. My legs are broken. My legs hurt. I can not walk now. 板书，领读。学生掌握后，让学生造句。My finger hurts. My nose hurts. My ears hurt.(5) The Robot is very tired. Lets see what happened to him? (把手放在它的额头) Oh my God, he has a fever. (拿出一支事先准备好的、温度是40的体温计放在它的腋窝后，拿出来放在失误投影下) His t
11、emperature is 40. He has a high fever. Our normal temperature is 37. 板书，领读(6)T: Do you still remember, whats the matter with me? S: You have a cold.T: Yes. You have a good memory. (咳嗽、打喷嚏) I catch a cold. I get a cold. 板书，领读T: Well, boys and girls. We are all sick. Do you have any suggestions?S: Hav
12、e a rest! Drink hot water! T: Thank you very much. Yes, we should pay more attention to our health.（设计思路：用不同的形式引出新词、短语和句子，适当拓展，增大语言输入量，并进行思想教育。）Step 3. Consolidation（1）播放Lets chant的录音，学生听录音，跟唱歌谣，教师重点领读句子：I have a headache. I have the flu.请个别学生试读唱歌谣。需及时纠正学生的发音。（预计3分钟）（设计思路：轻松活泼的英语歌谣使学生放松心情。）（2） Chant
13、: Headache, headache, I have a headache. Toothache, toothache, I have a toothache. Sore throat, sore throat, I have a sore throat. Hurt, hurt, my legs hurt. Fever, fever, I have a fever. Cold, cold, I have a cold. （3）T说一句，学生被做该动作。 （4）T做动作，学生说句子。 （5）学生边chant边做动作。 （6）课件：根据图片填所缺的字母。 （7）课件：填上所缺的词。 1. Hi
14、s leg . He cant walk. 2. I eat too many candies. I have a . 3. She has a . She cant speak loudly. 4. My temperature is 40. I have a . 5. Something is wrong with my head. I have a . 6. Whats the ? I feel sick.（设计思路：巩固练习从听说到读写，由易到难，循序渐进，符合学生的认知水平。） （设计思路：通过问答形式对重点句型进行操练。）（8）Lets Play 小组活动：四人为一小组，一人扮医生，其它三人扮病人，“医生” 提问：Cold, cold, who has a cold? 持有have a cold纸条的“病人”说 Cold, cold, I have a cold。（设计思路：
