Class 3 Textbook p.66－67ppt配套的教学设计方案

Unit 7 How Are You Feeling Now ?

Period 1

下东营小学

王婷婷

一、Teaching Aims:

1. Knowledge aims:

① Students can listen ,speak ,read and write : fever, cough, runny nose, have a high fever, have a bad cough, have a cold, ②Students can listen ,speak and read : feel well③Students can listen and speak: sore throat④

句子：

How are you feeling now? I have a runny nose/high fever/bad cough/a cold...

2. Ability aims:

By the end of the lesson, the students should be able to: 1. Get to know the meaning of the new words both in spoken and written forms, and pronounce them clearly;

2. Use structures like “How are you feeling now? I have a runny nose/high fever/bad cough/a cold...” to talk about

3.

Focus of the lesson:

学生能够运用以下句型对自己及他人的身体状况进行问答交流。

How are you / is he /is she/…

feeling

?

I have /He has/ She has/…a runny nose/high fever/bad cough/a cold…

4.Predicted area of difficulty: 1. 学生能够正确区分和使用

“runny nose/high fever/bad cough/a cold sore throat…”.等表示身体不舒服的用语

2. 掌握take care of yourself, sorry to hear that的用法

二、Teaching methods: Task-based teaching approach, TPR, Situational language teaching,

三、Teaching aids: pictures, cards, objects, CAI

四、Teaching Procedures：

Step I

:Greetings:

T : How are you?

Ss :I’m fine. Thanks. And you?

T : I’m not fine today. I don’t feel well. 设计意图：利用打招呼引出本节课所学新知，并进行复习feel 这一单词。

StepII

: Presentation

1.

Quick Time Review the words and phrases. thirsty, hot, happy…have a bad cough, have a runny nose…

2.

Missing Game Ask Ss to find which one is missing. 3.

Match Show some pictures and phrases. Ask Ss to match them together. Read the phrases and write them on the BB. Ss read them one by one. 设计意图：在复习单词的过程中由易到难，读单词—背单词—用单词，让学生把新授单词巩固好。

4.

Do and say T: I have a bad cough. Can you do and say the sentences like this? S: I have a runny nose. S: I have a headache…

T: I don’t feel well. I have a bad cough. How are you feeling today?

S: I don’t feel well. I have a high fever.

Ask some Ss to answer.

Write the sentence on the BB.

Boys and girls read them together. 设计意图：在听老师反复运用这个句型后，让学生来说这个句型，将它运用到对话中.

StepIII：Practise 5.

Practice in pairs. A: How are you feeling today? B:I don’t feel well. I have a high fever.

(I feel well.) Show the pictures about Jane and Sandy . A: How is Sandy feeling today?

B: She doesn’t feel well.

She has a high fever.

6.

PK

A: How ____

____ feeling today? B: _____ doesn’t feel well.

____ has _______.

( ____ feels _____.

) 设计意图：在练习本课新授句型的同时加入第三人称进行练习,让学生有语言支撑，教学活动由易到难，学生能力在不知不觉中逐渐得到培养和提高。

7.

Role-play

Billy : Hi, Sandy. How are you feeling today?

Sandy : I don’t feel well.

I have a high fever. Billy: Sorry to hear that.

Take care of yourself, Sandy.

Sandy: Thanks.

设计意图：角色扮演可以让学生增加对语言的喜爱，对话中的两个新句子可以作为对重点内容的提升，同学也能理解这两个句子的适用语境。

StepIV: Consolidation

8. Listen to the tape and follow. 9. Do the exercise. 一、用所给词的合适形式填空

1. I

_____

feel well. (do) 2. He ____ a sore throat. (have) 3.

Sandy

has

a

________ nose.( run) 4.

Take care of

_________. (your) 5.

My sister ________ well today. (feel) 二、变一般疑问句

1.

I have a bad cough.

___________________________ 2. He has a high fever.

___________________________ 3. My teacher is coming .

____________________________ 4.

Sandy got very wet.

____________________________

StepV: Homework. 1.在家庭本上听写本课的重点短语.

have a bad cough

have a high fever

have a runny nose

have a sore throat 2. 读熟并背会66页课文.

五、Blackboard design

Unit 7 How Are You Feeling Now? A: How are you feeling today? B: I don’t feel well.

I have a ___________. 六、Teaching reflection 本课教学内容为询问对方身体状况，以及表达自己的身体状况，教师创设男女生PK的任务型教学主线，调动学生的积极性，课堂气氛很活跃，但是在你做我猜的环节中，应该让学生来到讲台之前，让全班同学都能看到。