五年级下英语教案Lesson 7 How are you feeling nowEEC.doc

Lesson7 How are you feeling now?(第一课时)教学目标：1 知识与技能：使学生学会关于身体状况的表达以及怎样询问他人的身体状况：How are you feeling now? I feel /dont feel well. 能听、说、读、写四会单词： model、runny nose、slight fever、high fever。在学习的过程中培养学生综合运用语言的能力，能用更多的语句来丰富自己的语言，如：Glad / Sorry to hear that. 。2 过程与方法：通过引出新知，传授新知，理解新知，应用新知，总结检验的过程，利用故事教学模式，TPR，情景教学法。在学习的过程中培养学生综合运用语言的能力。3情感态度与价值观：懂得关心同学，爱护他人。健康比财富更重要。教学重点：How are you feeling now? I feel dont feel well.本课的核心句子，询问和表达身体的状况。runny nose、slight fever、high fever 三个表示病症的词组。教学难点：Glad / Sorry to hear that. Take care of yourself.用来丰富学生的语言，重在灵活应用。能自编自演关于看医生的对话。教学流程：一 Warm-up1 Sing an English song.2 RevisionT: Look at the cards. How to say in English?S1:headacheS2:fever S3:stomochacheT: Whats wrong with you ?S1: I have a headache.二 Presentation1 T: Whats this ?(师准备一个模型教具) Its a model.Ss: model,model ,modelT:Its a model of Wonder Land .Now lets listen to the tape.Whats wrong with Sandy?Ss;Listen to the tape.2 T: Whats wrong with Sandy?S1:她有点发烧和流鼻涕。T:Achoo!Ss:学生模仿教师打喷嚏。Whats wrong with you ?T: I have a slight fever and a runny nose.slight feverhigh fever(运用体温计更加形象学习这两个词)3T：How are you feeling now ,Sandy? I dont feel well.Ss: Read the sentences one by one.三 Practice1 Read after the tape.2 Practice in role.四 Consolidation The students show the dialogue in role for us.五 HomeworkRecite the important words amd the sentences. Lesson7 How are you feeling now?(第二课时)一 Warm-up1 GreetingT: Hello,everyone. Ss:Hello,teacher.T:How are you ? Ss:Im fine,thanks.2 Revision(教师出示单词卡片，复习过去时)不规则变化 规则变化 are-were show-showedis-was rain-rainedhave-had visit-visited come-came go-went 二 Presentation 1 Listen to the tape and know the content. 2 After the tape ,answer the questions.1) Who showed us all around the planet? Winky showed us all around the planet.2) Where did we go in Wonder Land ? We went to the amusement park.3) Did we visit the museum,too? Yes, we did.4) How was the weather in Wonder Land ? Sometimes it rained a lot. 3 How to write the date in the diary?(教师讲解中外写日期的不同)三 Practice 1 Read the sentences after the tape. 2 Record the importance四 Consolidation The teacher summarize the important and difficult sentences.五Homework The students try to write a diary.Lesson7 How are you feeling now?(第三课时)教材分析：“How Are You Feeling Now?”是黑龙江EEC 小学英语五年级下册第七单元的内容。本单元侧重训练用英语学习表达有关身体健康状态的问答，让学生会用 “I have ”句型表达身体状况。本课时是在学生初步掌握了runny nose,slight fever 及能运用句型“How are you feeling now?I dont feel well. I have”的基础上，围绕“How are you feeling today?”进行各种回答的训练。因此，在教学中，通过以旧带新，循序渐进地将本课的重点句型进行不断地巩固，使学生掌握并能灵活运用所学语言，达到学以致用的目的。学情分析： 本课的教学对象是小学五年级的学生，他们有一定的词汇和句型积累，能够使用简单的英语句子表达身体状况。因此，教师应善于激发其主动意识，用热情感染他们，用活动吸引他们，用贴近生活的任务调动他们，发挥学生的主动性与主体性，使他们能恰当、准确地使用语言，培养学生用英语进行交际的能力。设计理念：英语新课程标准强调重视学生实际语言运用能力的培养，倡导任务型的教学活动。在英语教学中，要面向全体，关注每个学生的情感，尊重个体差异，采用感知、体验、实践、参与和合作等学习方式，激发学生学习英语的兴趣，突出重点，突破难点，使每个学生都能在原有基础上有所发展。由此，在教学设计中我力求体现以学生为主体，以情境为主线，以交际为目的的教学特色。结合小学生的认知规律和心理年龄特点，创设轻松、愉悦的课堂氛围，引导学生进行大量的、有意义的语言操练，TPR、游戏、竞赛等贯穿于整堂课，有效地激发了学生运用语言进行交际的能力。 教学目标：根据新课程标准对知识与技能、情感态度与价值观三者统一的要求，结合对教材的认真分析和对学生的了解，本着为了每个学生的发展的宗旨，将本节课的教学目标，确定为以下三个方面：1.Knowledge(知识):能够听懂、会说、认读单词及短语：today, sore throat, high fever, bad cough. 能在创设的实际情境中，恰当地使用句型“How are you feeling today?I dont feel well. I have ”2.Ability(能力):能够运用所学句型创编对话。3.Feeling(情感):通过用英语表达身体健康状态，培养学生关心他人的良 好品质，从而使学生树立学习目标，激发学习兴趣和热情。Important points:使学生能用英语表达自己的身体健康状况。Diffcult points:如何在情境中正确、恰当使用语言，培养学生的综合语言运用能力。Teaching aids: Recorder, tape.Teaching steps:Step 1.Warming up1. Greeting: Hello, everybody. How are you feeling now? 2. Sing a song: How are you feeling now?设计意图：学生刚上课时，还没有进入学英语的状态。这时教师和学生进行简单的英语会话或者唱一支英语歌是必要的。所以，在课上我安排了师生相互问候，唱英语歌曲“How are you feeling now?”，营造一种轻松的学习氛围。使学生尽快地进入到英语学习的氛围当中，为下面的学习做了铺垫。3. Spread out: Today, Lets go on to learn Lesson 7. (Write the title.)T: Look! I bring you a friend. (Showing Tino ) Welcome to our class. Clap your hands. Today, our friends are all ill. They are very sick. (指生扮演故事中的主人公，让生说一说他们都得了什么病。) 设计意图：俗话说：“良好的开端是成功的一半。”为了吸引学生的注意力，我设计了学生最感兴趣的“Guess”游戏。教师让三名学生扮演故事中的主人公生病时的状态，让其他学生猜一猜都得了什么病，在这个活动中，既复习了旧知，又明确了学习目标，为学习新内容打下基础，从而使知识连成线，织成网，滚成球。Step2.Presentation1. Listen to the tape.1): Open your books, turn to page90.Look at the picture,Listen carefully, and think:Whats wrong with them?（play the tape）2).Showing the word card, learn to say ：high fever, sore throat, bad cough.(do action)2.T: 今天你感觉怎么样？How to say in English?1) Look at picture 1. Lets listen carefully for three times.(个别生说，师板书句子。)2)出示单词卡片now/ today. Learn to say the drill: How are you feeling today? I dont feel well.I have a runny nose.3)指生为 runny nose 编动作。师生边说句子边做动作。（师生操练，生生操练，指生板前操练）3. Look picture 2, listen carefully. Whats wrong with her?Ss: She has a high fever. (板书：high fever) 指生为 high fever 编动作。师生边说句子边做动作。4. Picture 3, Picture 4, 放手让学生自学，教师适时指导，以比赛的形式反馈学习效果。设计意图：全身反应法即TPR, 是通过身体动作教语言的方法，强调言语与动作的协调配合。运用TPR学习“high fever”and“sore throat”, 给学生创造轻松愉快的学习氛围，让学生在玩中学，学中玩。让学生充分发挥自己的想象，一边做动作，一边说单词。这样的设计给学生一种真实的语言学习的氛围，能激起其学习兴趣，为顺利完成句型操练奠定情感基础。5.完整地听一遍录音。要求：眼看，耳听，手指不出声，小声，大声。1) Listen to the tape again。 学生自己试着划出节奏，指生说，同桌互说。2)比赛：分组做动作说chant. 比一比，谁读得正确，流利，有节奏感。全班分成太阳队和月亮队。个小评委为每个队量分，只要得到个笑脸，这个队就获得一颗星。设计意图：注重创设听的机会，每次听都有明确的目标，学生在充分的听的过程中，自然地熟悉了英语的语音语调，从而培养学生良好的语感。6. T: Lets play a guessing game. (出示卡片，指生认读)eg: runny nose, slight fever, high fever, sore throat, bad cough, bad cold.规则：Ss: How are you feeling today? S1: I dont feel well. I have a high fever. T: Right! (猜对，奖励粘贴) Ss: How are you feeling today? S2: I dont feel well. I have a bad cough. T: Wrong. Why dont you try again?(每人两次机会) S2:设计意图：英语新课程标准倡导体验、实践、参与、合作与交流的学习方式和任务型教学途径，根据本课的重点句型“How are you feeling today?I dont feel well. I have a runny nose/.”我设计了猜一猜的游戏“Wh