【内容来源】陕旅教育出版社五年级下册Unit7
【主 题】Let’s learn more, Play a game, Look and complete 【课 时】第3课时 一、教学目标
1. 能用Colin doesn’t feel well. What’s wrong with him He has a fever and a bad headache. I’m sorry to hear that. You’d better take him to see a doctor. Please tell him not to worry about his lessons and have a good rest.谈论他人的病痛情况并给出相应的建议。
2.初步了解打 用语Hello, ... Thisis ... 3.能听、说、熟读对话,语音语调准确自然。 二、教学准备
教师准备:
1.Let’slearn局部的词汇卡片以及tell, feel和well的单词卡片。 2.Let’s learn more局部的教学挂图和人物头饰。 3.本课时的课件。
4.实物 、以及Let’slearn more局部的教学音频。 三、教学方法建议 课程导入(Leading In)
(1)课前复习
教师拿出Let’s learn局部的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的动作,如:学生抽到havea cold,那么该同学就做出发抖或擤鼻涕的动作,然后教师指着该生问其他的学生:
T: What’s wrong with him / her Ss: 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所有的词汇。 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的学生答复出What’s wrong with him / her 增加活动难度。
(2)新课导人
1. 教师承接上一环节的活动与学生会话导入新课: T: How are you today, boys and girls Are you feeling very well Ss: Yes, we are.
T: Everybody looks very well today. That’s good. What about Colin Is he very well
Ss: No, he isn’t.
T: What’s wrong with him Ss: He is ill. He has a headache. T: Can he go to school today Ss: No, he can’t.
T: What will his mother do
Ss: She will call the teacher and tell her about it. 课程展示活动和过程的设计建议(presentation)
(1)新课展示Part B Let’s learn more
1.教师展示本局部的教学挂图,通过问答引导学生观察、了解对话背景: T: Who are talking on the phone
Ss: Colin’s mother and his teacher, Miss White. T: What are they talking about Let’s listen to the tape.
2.教师先用课件展示一些问题,然后播放录音,让学生带着问题完整地听一遍对话,看看他们能了解多少对活内容。问题可参考如下:
(1) Can Colin go to school today (2) What’s wrong with Colin (3) Will they go to the hospital
(4) What does Miss White say to Colin’s mother
3.分段播放录音,帮助学生完整答复以下问题,并讲解疑难点: (1) T: What’s wrong with Colin Ss: He has a fever and a bad headache.
bad形容如“严重的、厉害的〞,可用来表示病得很严重,假设不太严重那么可用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) I’m sorry to hear that.在听到别人病了或遇到什么不幸或闲难时,通常会说这样的话对别人表示同情。如:
a.—I lost my money. —I’m sorry to hear that.
b.—I feel very bad today. I have a bad toothache. —I’m sorry to hear that.
c.— Tom can’t go to school today. He has a stomachache. —I’m sorry to hear that.
(3) You’d better take him to see a doctor. We’ll go to the hospital, take sb. to see a doctor的意思是“带某人去看医生〞。
go to the hospital的意思是“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.“告诉某人不要做某事〞。如: Please tell the students not to be late for class. tell sb. to do sth.“告诉某人去做某事〞如: Tell Alice to come on time.
b.have a good rest的意思是“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醒学生注意正确模仿录音中人物的语音语调。
2.学生齐读对话,教师注意纠正错误的语音语调。 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,借助教师所准备的实物 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的日常用语,使对话内容更加丰富完整,培养学生良好的英语对话习惯和思维。
温馨提示:教师在这里要告诉学生在英语中打 给对方时首先一定要先向
对方介绍自己。但介绍时不能使用句型I am ... 而要用This is ... 为了更形象地帮助学生现解,教师可拿起 做示范:
T: Hello, ... This is Mr. / Miss …
操练活动的设计与实施建议(Practice Activities)
(1)Part B Play a game
1.教师将相应的信息写在黑板上,然后请两位学生运用本课时所学的句型进行示范问答。如:
教师板书Jack has a fever. 学生据此问答:
S1: Jack doesn’t feel well. What’s wrong with him S2: He has a fever.
教师给出例子后再要求学生借助之前学过的由助动词do的第三人称单数形式does引导的一般疑冋句及其问答格式进行问答练习。如:
T: Does Jack have a headache(教师出示发烧的图片) Ss: No, he doesn’t. He has a fever. T: Does Jack have a fever Ss: Yes, he does.
教师可多提问几次,让学生充分掌握这一问答形式。最后结合刚刚板书的信息以及本局部的对话示范进行问答。如:
T: Jack doesn’t feel well. Does he have a headache Ss: No, he doesn’t. T: What’s wrong with him Ss: He has a fever.
2. 教师将学生分为三人小组,一人表演动作,另外两人就此对话。三人相互交换表演、问答。最后选出几个小组上台表演。看哪一组表演得最形象生动、准确自然。作此过程中,教师也要表扬踊跃表现的学生,同时鼓励胆小的学生上台表演,并给予肯定。
(2)Part C Look and complete
1.教师引导学生仔细观察本局部三幅图片中人物的不同状态,并从A、B两
人的对话描述中推断这三个人物分别怎么了:他们因为在日常生活太不注意饮食的合理性而导致生病了。
2.学生讨论并填写答案。教师在这里要提醒学生注意写时要将have变成其第三人称单数形式has。
3.教师随机挑选几组学生表演对话、核对答案。 参:1. he has a bad cold
2. she has a toothache 3.she has a stomachache
4.教师在这里可以借助这三个小朋友因为在日常生活中太不注意饮食的合理性而导致生病的例子,告诫学生应当养成良好的生活习惯。
温馨提示:处理本活动时,教师还可以鼓励学生发挥想象,以同样的形式拓展练习have a fever, have a headache和have a cough这三个词组,并表扬和奖励拓展得较好的学生。 【板书设计】 第二课时
【内容来源】陕旅教育出版社五年级下册Unit3
【主 题】Let’s chant, Listen and tick, Think and write, Read and answer 【课 时】第4课时 一、教学目标
1. 通过完成PartC局部的活动,对本单元所学的有关季节的词汇和功能句型进行全面复习和检测。
2.能熟练说唱Let’s chant局部的歌谣。 二、教学准备
1. 教师准备:
(1)本单元的月份及日期词汇卡片。
(2)Let’s chant和Listen and tick局部的教学音频。 2. 学生准备:卡纸和水彩笔。 三、教学方法建议 课程导入(Leading In)
(1)课前热身
1.教师提问,学生抢答。
教师快速提问,要求学生等教师提问完并说:“Start!〞之后再举手进行抢答,反之那么为犯规。
T: Which month begins with “F〞 Which month begins with “O〞 Which month begins with “D〞 2.Pair work
学生两人一组就本单元内容进行对话。要求学生对话时要尽量多地运用已学的语句,如:
S1: Which is your favorite season, S2 S2: Summer. S1: Why
S2: Because summer is hot. I like swimming / eating ice-creams /...
What about you, S1 S1: ...
S3: Which is your favorite month, S4 S4: June. S3: Why
.
S4: Because we have Children’s Day on June 1st. / Because my birthday is on June 16th. / Because ...
What about you, S3 S3: ...
课程展示活动和过程的设计建议(presentation)
(1)Part B Let’s chant
1.教师播放本局部录音,让学生提前感知该歌谣的节奏。 2.教师启发学生理解歌谣中的生词 :merry, gay, far away等。
3.教师播放录音中的读词局部,让学生跟读Let’schant局部的歌词。教师可以逐句播放,以便学生能更好地学懂每一句。
4.教师播放录音中说唱的局部,让学生跟随节奏一起说吧歌谣,也可以采用男生一句、女生一句的方式,有节奏地说唱歌谣。
5.学生翻到课本22页,教师播放录音,学生边说吧歌谣边打拍子。 (2)Part C Think and write
本检测不仅可以考查学生对月份单词的掌握,同时也扩充了课外知识,即:有关各月份天数的常识。教师可启发学生结合思考一年的12个月中,每个月各是多少天,从而完成填空。
参:28/29 days:February
30days: April, June, September, November
31days: January, March, May, July, August, October, December
(3)Part C Listen and tick
教师引导学生观察本局部的图片,并说出各个节日的名称和日期。 2.教师播放Listenand tick局部的录音,让学生先了解本局部内容大意。 3.教师再次播放录音,引导学生根据录音内容,找到相应的图片,并在图片上打勾。
本局部录音内容如下:
Women’s Day is on March 8th. May Day is on May 1st. On June 1st, we have Children’s Day. And on September 10th, we have Teachers’Day. Christmas Day is on December 25th.
参:勾出三八妇女节、五一劳动节、六一儿童节、教师节和圣诞节 (4)Part C Read and answer
1.学生先读本局部文后的四个问题,然后带着问题去阅读短文,并把自己不会的单词画出来。
2.学生再读一遍短文,自己尝试结合上下文推测生词的意思。
3.教师处理疑难点之后,随机挑选学生答复文后问题,如有错误,教师及时纠正,核对答案。
教学建议:建议教师在处理阅读题时,要求学生带着问题在短文中找答案,并学习结合上下文大意猜测生词的意思;答复以下问题时,最好用短文中的原句进行答复。
参考各案:1. It begins from March.
2. They are red, yellow and orange. 3.They plant trees. 4. Yes, they are.
操练活动的设计与实施建议(Practice Activities)
(1)宾果游戏
1. 教师让学生在本子上画—张3X3的表格,表格如下: 2.学生将所学的季节和月份的单词任选9个随意写在表格中,注意每格只能写一个单词。
3.教师任意说12个月份和四季的单词,让学生听,如果教师所说的词与学生写的词相同,那么学生就可以画掉该词,直到画掉词中有三个词连成一条直线〔每三个为一个单位,横三个、竖三个或斜三个均可〕。学生可马上举手喊:“Bingo!〞,表示胜利,喊“Bingo〞数量最多者为赢者。
(2)小小解说员
学生画出各自最喜欢的季节,之后,上台向大家展示所画的画,并用所学句型描述自己喜欢的季节及其原因。如果学生在描述的时候出现错误,教师可及时给予纠正并鼓励其用正确的句子再说一遍。如果学生表达的句子不完整,教师可适当进行补充。如:
Look! My favorite season is spring. Because it is warm. It is from March to May. The trees are green and the flowers are beautiful. I often fly kites and plant trees in spring. ... 教学笔记 【板书设计】
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