Lesson 1优秀教学设计

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Unit 2 A Terrible Day

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1. 能熟练掌握并在实际情景中使用句型：Did you …? 并做出相应回答: Yes, I did./ No, I didn’t. 2. 能用句型What was wrong with…? 询问某人的健康状况以及遇到的麻烦,并做相应的回答

I/He/She ... 教

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3. 能听、说、认、读: had a fever, had a headache, had a cold, had a

cough, took care of his mum, made the bed, cleaned the room, cooked 目

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a meal等短语及词组，并能结合句子使用。

4. 掌握双元音[aɪ], 并能够与[p], [b]等辅音进行拼读单词。

5、了解食物金字塔，懂得关注自己及身边人的身体健康、并学习如何去关心他人及提出适当的建议。

Target Language：

What happened? Mum didn’t feel well last night. What was wrong with her? 教

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She had a fever and a headache. 补充内容

Did you go boating last Saturday? No, I didn’t. How do you feel now, dear? Much better. Hao Tian took good care of me. What’s wrong?

He didn’t put any salt in the dish. What did Hao Tian do last night? He took care of his mum. Key Words：

terrible 糟糕的

hospital 医院

had a fever 发烧

had a headache 头痛

had a cold 感冒

had a cough 咳嗽

took care of his mum 照顾妈妈

made the bed 整理床铺

cleaned the room 打扫房间

cooked a meal 做饭

salt 盐

1. 能大胆、灵活运用“What was wrong with you/your dad/her?”向别人进行提问，并能用“I/He/She had a ... ”这个句型来描述身体状况。

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2. 能用句型：“Did you …? ” 并做出相应回答: “Yes, I did./ No, I didn’t. ”

3. 能听说、认读本单元重点词汇及短语。

1. “What was wrong with her?”以及“She had a headache”中“headache”的发音。

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2. “Did you take her to hospital?”中“hospital”的发音。

3. “How do you feel now?”的提问及其回答Much better. 教学安排

共需5-6课时。

Lesson 1：2课时；Lesson 2：2-3课时；Lesson 3：1课时。

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教师准备重点词汇单词卡片、人物卡片或头饰、录音带和活动小组安排表。

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Lesson 1

第一课时

Step 1 Warm- up

(5 mins) 1. 教师用“Hello，boys and girls!”问候全体学生。

2. 唱歌：If you’re happy and you know it, clap your hands

3. 谈话引入T: Are you happy?

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S: Yes, we are. T: Oh, but I’m not happy. Because I had a terrible day yesterday.

4. 出示课题“A Terrible Day”并教读单词“terrible。”

Step 2 Presentation

( 15 mins) 1. 教师解释经历糟糕的一天的原因，因为昨天感冒了（做出动作），并用多媒体出示感冒的图片，同时教读短语“had a cold。”

2. 教师设置看病情景，让学生扮演医生，来询问病情，出示句子“What was wrong with you？”教读，学生跟读。

3. 教师描述症状出示句子：“I had a …”分别教读短语

had a fever, had a headache, had a cough，学生跟读。

4. 教师提问：“Did you have a cold yesterday?”

并出示肯定回答和否定回答“Yes, I did./ No, I didn’t.。”

Step 3 Practice

(10 mins)

游戏：1. “What is missing?”的游戏。将带有四幅图的短语制作成Flash, 但每次只呈现三幅图及短语，并快速闪现，让学生观察What is missing? 最先说出的一组加分。

2. “你做我猜”的游戏，先向学生展示四个重点短语的卡片，一个学生拿着单词卡片，让另一个学生上讲台上，根据他的提示做出相应动作，其他同学则来猜，哪一组最先猜出，就给表演者和猜出的小组加分。

Step 4 Consolidation

(5 mins ) 播放录音：

1. 听短语录音，请学生跟读。

2. 播放课文第二部分录音：Listen and number。

Step 5 Assessment

(3 mins) 教师根据学生在课上的表现，对学生和小组进行奖励，尽可能让更多的学生得到老师的奖励。

Step 6 Expansion

(2 mins) 1. 听第一课的录音，跟读。

2. 用英语询问别人的身体状况并回答。

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