Class 3 Textbook p.22-23优秀教学设计范文

科目

英语

课题

Unit3 What’s the matter? Class3Test book p.22

班级

四年级下册

授课人

Emily 课型

新授单词句型课

课时

第

3

课时

学习目标

1.

知识目标1).词汇:复习人体部位名称如arm,ear,head等,学习身体疾病名称如headache，

toothache,stomachache,cold, fever, 等以及其他相关词语。www-2-1

2).句型:--Let’s to to the park. --That’s a good idea. --What’s the matter?

--I have a …

That’s too bad. Take care. 2.能力目标

1）能掌握询问疾病与表示身体不适的话语。

2）能口头与他人对话健康问题并给出合理建议。

3.情感态度目标：通过询问病情与提供合理建议,培养关心他人、助人为乐的美德。

重点难点

重点：上1.2点

教学准备

教具：录音机、磁带、图片。

学具：卡片，骰子

学法指导

自主学习，探究学习

学习

过程

设计

Step1: Greetings and Warm-up . 问候，热身

T:Good morning, children.

Ss: Good morning, Teacher. T: How are you today?

Ss: I’m fine, thanks. 教师问简单带有What’s 的问题，以便引出What’s wrong?/What’s the matter?

T: OK, now I ask,

you answer.

T:What’s this?/ that?/ What’s your name? /What’s your number?/ What’s wrong?Ss: It’s …

T:look at pictures of Mei Yangyang. Point and say.(说身体部位)now let’s do warm up together. Everyone stand up, sing body songs. Head shoulder knees and toes,knees and toes, knees and toes

eyes ears mouth nose. again,Head shoulder knees and toes,knees and toes, knees and toes, tooth,mouth, stomach. Everyone did a good job, sit down,please.:通过歌唱和TPR有关人体部位的歌曲,创设了和谐轻松的课堂氛围,让学生融入英语课堂,同时唤起学生对身体部位词汇的记忆。

And let’s divide into …teams.

Step2:Review

let’s review some words and sentences together.(出示三单元已学词汇图片.或老师说汉语或英语，学生迅速说出单词，迅速起立，谁站的快，谁回答)

Step3: presentation:呈现，导入

show a picture of a baby on the screen and point and say the words of body parts.2

[设计说明]:借助多媒体上的娃娃图片,边介绍边跟读各身体部位单词。图片与单词结合能使学生初步感知和快速理解单词。引出病痛词汇并学习。

1.activity:活动Game: Robo says…T: Robo says touch your head/foot…

All students stand up and touch their body parts. If they do wrong, they have to sit down.2[设计说明]:通过游戏让全体学生动起来,寓教于乐,进一步掌握所学词汇,以便下一步的知识铺垫。

Step4practice练习

1.

Word fun学习22页病痛，生病的短语，句型。

2.

talk together:听音跟读模仿，游戏：角色扮演，医生病人。找两组同学上台表演

.activity:Ask students to look at the pictures of illnesses on the screen and practice the conversations . After that, have several pairs of students act out their conversations to the class (one student

answers and mimes the illness). Choose the best pair.2·1·c·n·j·y

[设计说明]:学生两人对话操练巩固了本课的目标语言,为下面看病会话扫除了语言障碍。边说边用身体语言表演来操练新句型,能在情景中进行较真实的交际。

Step5 production 1.

Check it out （完成课堂练习，复习正文学过的内容）

2.

Review and exercise（学生可以通过练习册简单愉快的复习课堂所学内容。）

Step6 Summing up 1)words: fever, cold, headache, stomachache, toothache. 2)Sentences: --Let’s go to the park. --That’s a good idea. --What’s the matter?

--I have a …

That’s too bad. Take care. Step7 homework

1. Revise the words and phrases. 2. Interview a sick person (your friend etc)and give advice, write down the conversation.纪3. Surf more common illnesses and relative advice on the internet. [设计说明]:布置的作业可满足不同层次学生的需要,巩固本节课内容与培养学生关心他人的品质。

板书设计

Unit3 What’s the matter?

第

3课时

-What’s the matter? -I________.

have a headache

have a toothache

have a stomachache have a cold have a fever That’s too bad.Take care. Thanks.

教学反思

课堂检测练习

自主学习

一、根据图片提示, 选择适当的字母补全单词。

1.

(

) b __ sy

A. e

B. u 2.

(

) c __ ld

A. o

B. e 3.

(

) p __ __ k

A. ir

B. ar 4.

(

) id __ __

A. ea

B. ae 5. 探究学习

(

) f __ v __ __

A. a,er

B. e,er 一、读句子, 选择适当的回答。

(

) (1) What’s wrong?

A. I hope so.

(

) (2) What’s for breakfast?

B. Yes, I am.

(

) (3) Can she go with us?

(

) (4) Are you sick?

(

) (5) Do you have a fever?

C. Toast, jam and eggs.

D. Yes, I do.

E. I can’t find my bag.

课堂检测

评价练习

一、根据句子内容, 选择正确的图片。

(

) (1) I have a stomachache.

A.

(

) (2) I have a cold.

B.

(

) (3) I have a toothache.

C.

(

) (4) I have a headache.

D.

二、根据所给情境选出正确的表达。

(

) 1. 当你很赞成朋友的想法时, 你可以说：

A. You are OK.

B. That’s a good idea.

C. You are good.

(

) 2. 当你的朋友看起来状态很不好时, 你该怎样去询问？

A. What’s the matter?

B. Excuse me.

(

) 3. 当你头疼的时候你会说：

A.

I have a headache.

B. I have a stomachache.

C. Do you have a headache 我的收获

C. Are you busy?