五年级英语下册unit7ihaveaheadache导学案陕旅版

Unit 7I Have a Headache一、学习目标： 1.听、 说、 读、 写 have a cold , have a cough , have a fever ,have a headache, have a toothache , have a stomachache, see a doctor 等单词及短语： 并能在日常生活中灵 活使用。 2.听懂、会说、会回答下列句型：(1) I feel very bad today.(2)Whats wrong with you? .二、学习重难点: 重点：单词及重点句型 重点：1.识记短语have a cold , have a cough , have a fever ,have a headache, have a toothache , have a stomachache, see a doctor 2.识记句型(1) I feel very bad today.(2). Whats wrong with you? .难点： 1.运用上述短语描述病情症状。 2.灵活应用句型做对话 三、学习过程： （一）（Warming up）1.利用多媒体展示有关患病的图片have a cold , have a cough , have a fever ,have a headache, have a toothache , have a stomachache, see a doctor 2.学生看图说单词。先齐读，再抽生读。在整个单词教学的过程中都要注意正音。（二）新知探索新知(New Presentation)1、呈现新对话并老师教读讲解。（Listen and read）Tom: Mum，I feel very bad today .Mum: Whats wrong? Tom: I have a headache. Mum: Oh, you look ill. Just stay in bed and Ill call the doctor. Tom: What about my lessons?Mum: Dont worry about them. Ill call your teacher. Tom: Thank you, Mum.Mum: Thats all right1）worry about sth/sb 担心某事或某人2）A:Whats wrong?B:Ihave a headache, have a stomachache, have a cough, have a fever, have a cold, have a toothache, see a doctor. Stay in bed and go to the hospital 当我们看到别人不舒服的时候，可以这样询问，Whats wrong?还可以问Whats the matter？3）have a headache“头痛”。类似短语还有：have a toothache.牙痛 have a stomachache.肚子痛 have a fever.发烧 have a cold, have a cough,4）will+动词原形表示一般将来时，意为将要2.练习句型I feel very bad / happy / tired / hungrye.g: /I have a headache / a toothache / a stomachache.3.老师与学生分角色朗读对话。（三）展示表演：师生互动。展示作业， A.T：When do you go to see a doctor? S: _. B.T：Whats wrong with you? S：_. 1.同桌两人相互进行一问一答的对话练习。2.推荐两个同学 进行上台表演3.师生共同评价（四）当堂检测 当堂达标：单词大归位A:Whats wrong? B:I feel very _ _. I_ _headache.A:Oh,you look ill. Just _in bed and Ill call the_.B:Thank you very much. A:Thats all right. Stay have a bad today doctor（五）作业小超市（Homework:）：1. 背诵本课课文，要求发音准确.2. 抄写本课四会词句.3. 给家长诵读本课课文，要求语音准确、朗读流利。 （六）课后反思（Notes） 农村教学面临的主要困境是学生的口头表达能力较弱，大部分学生发音不准，甚至部分学生，不敢说，不想说，严重影响到英语口语的教学。在本节课中，利用接近学生生活实例我头疼，结合多媒体鲜活的画面，图文并茂，激发学生学习的积极性，并尽力提供表演的舞台，较好的体现了师生互动，增强口语表达的自信心。在今后的