英语人教版六年级下册Unit2 第一课时.docx

Unit2 Last weekendThe First Lesson一、Specific vocabulary: 能够听、说、读、写单词或短语：have a cold,have a toothache,hav a fever,hurt,have a headache.Specific target sentences: “What the matter,Mike?I feel sick.I have a fever.”并进行关键词的替换练习。Specific functional exponents:1、能够听、说、读、写单词或短语：have a cold,have a toothache,hav a fever,hurt,have a headache.2、能够听、说、认读句型：“What the matter,Mike?I feel sick.I have a fever.”并进行关键词的替换练习。二、Source of material: 1 教师准备Lets start部分和主情景图的教学挂图。2 教师准备录音机和本课时的录音带。3 教师准备A Lets learn部分的单词卡片。Assumptions:通过复习四年级上册第六单元的歌曲“My father is a doctor.”引出：doctor .When we feel sick,we can go and see a doctor.We should go and see a doctor when we feel sick.”用 Lets start部分的教学挂图引出本单元A部分中的有关词汇和“What the matter?I feel sick.I have a fever.”三、教学步骤和建议1、Warm-up（1）放四年级上册第六单元的歌曲“My father is a doctor.”先师生齐唱，然后分组唱，比一比哪组唱得好。（2）日常口语练习。师生可进行如下对话:T:What are you?S1:I am a student.T:Whats your father?S2:Hes a .T:What your mother?S3:She is a .(设计意图：利用歌曲、简单的日常对话复习，为新授内容作铺垫。）2、Preview（1）放四年级上册第六单元B部分Lets chant的录音，师生一起吟唱歌谣。（2）吟唱歌谣后教师做如下陈述：“When we want to learn something,we can come to school. When we feel hungry,we can go to KFC.When we feel sick,we can go and see a doctor.We should go and see a doctor when we feel sick.”教师有意放慢语速或加重语气重复feel sick，以引起学生的注意。Lets start出示Lets start部分的教学挂图，说：“Look!We have some new friends here.Who are they?Are they happy?Where are they?What are they doing?Whats the matter with them?”帮助回答：“The robot is tired.The rabbit is sad.The straw man has a headache.The dog has a sore throat.The monkeys leg hurts.”教师可引导学生通过仔细观察教学挂图或观察教师的肢体动作来帮助学生熟悉答句中的新单词和短语。(设计意图：利用歌曲、简单的日常对话复习，为新授内容作铺垫。）3、PresentationLets learn（1）教师出示一支体温表，介绍说：“This is a thermometer.If I have a fever,it will tell me.I dont have a fever today.I feel well.But Mike doesnt feel well.He has a fever.指着学生用书上Mike发烧的图画教学have a fever。教师示范朗读，学生跟读。教师板书并带领学生拼读。教学该短语时，教师也可以让学生触摸他人和自己的前额来判断是否发烧，有意识地把课堂教学实践与实际生活结合起来。（2）教师请学生继续看Lets start部分的教学挂图，问“Whats the matter with the straw man?”引导学生说出：“He has a headache.”再指着图中的猴子问：“Does the monkey have a headache,too?突出have a headache的发音。板书并教学该短语。（3）教师接着以上问题问：“The monkey doent have a headache.Whats the matter with him?Yes!His leg hurts.”教师示范朗读并板书，学生跟读。教师还可适当拓展语言，如：“My arm hurts.His ear hurts.Her nose hurts.My nose hurts.”等，为学习下一课时的重点句子“My nose hurts.”埋下伏笔。（4）教师课前准备一只漂亮的糖盒，装有巧克力等糖果，请学生猜：“Whats in the box?”学生猜出后，教师说：“Yes!Here are some sweets.I like eating sweets.So I often have a toothache”教师做“牙痛”，板书have a toothache并领读，同时提醒学生注意headache和toothache两个单词的共同之处，帮助学生简单了解构词法。（5）教师出示刚才学过的单词卡片，请学生认读。趁学生不注意时再加上一张，让他们猜加上的是哪张卡片。（6）教师利用肢体语体帮助表达：“I dont feel well.I have a fever.I have a headache.I have a sore throat.My nose hurts.Whats the matter with me?Guess!”根据学生的回答引出短语：have a cold。教师板书该短语领读。（7）放A部分Lets learn的录音，学生跟读。教师示范书写四会单词，并让学生在学生卡片背面的灰体词上描红，以达到听、说、读、写四会掌握单词的目的。（设计意图：在创设情景中教单词、句子，帮助理解和增加学生学习的趣味性，突破本课的一个难点。）Lets play（1）“敲敲打打”活动将所学单词或短语写在黑板上，然后把学生分成两大组，每组派一名代表站到黑板前。教师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最后得分高的组获胜。（2）教师将单词卡片随机发给六名学生，提问：“Whats the matter?”持不同卡片的学生出示卡片，回答问题并做出相应的表情。教师示范两次后，请两人一组进行练习。（3）“看病”游戏将学生分成六大组，每组选一张短语卡片。教师戴上敬重的帽子提问：“Cold,cold,who has a cold?”如第一组选中的是have a cold,这组学生就边做边动作或表情边吟唱：Headache, headache,I have a headache.并做相应的动作。（4）“可爱的小演员”活动。请学生分别扮演医生和病人，用句型“Whats the matter?I have a fever/My leg hurts”来提问、回答并