学校电脑课件6英听课教案设计grade6unit

-TeachingnofGrade6Unit2Topic:What’sthematter,Mike?Languagesystems:Grr:What’sthematter?Howdoyoufeel?Howdoeshe\shefeel?:了解Language能够简单询问他人的身体是否健康，心情是否愉快，如：“What’sthematter?Howdoyoufeel?Howdoesshe/hefeel?”能够简单表达自己或他人的健康状况以及各种情绪和心理状态，如：“Ihaveaheadache/coldtoothache/fever/flu.IfeelsickIamhappy/sad/angry/bored/tired/excited.”能够简单表达感冒期间的注意事项，如：“Takesomemedicine.Drinksomehotwater.”等。能够简单陈述产生某种心情的原因，如：“IfeelsadbecauseIfailedmymathtest.”能够听懂、会唱歌曲“ThewayIfeel.”。A、BLet’slearn,Let’stalk和A、BLet’slearnLet’stalk、Let’sreadLet’schant,Let’ssingStorytime、Goodtoknow。Pairwork、Groupwork、Let’sy以及Tasktime部分，培养学生合作学利用《活动手册》P9NO1，2利用ALet’sy,ALet’stry,《活动手册》A3、4，5检测学生掌3、利用Bpairwork,BLet’stry,《活动手册》B1,2,3,4,检测学生对正、利用《活动手册》5、利用《活动手册》Challenge1The1stlesson:Let’sstart/A.Let’slearn/Let’sA.Let’stry\A.Let’talkALet’sread/Goodtoknow\Let’sB.Let’slearn/pairSong\B.Let’stalk\groupLet’sread\/storyTheFirst一、Specificvocabulary:能够听、说、读、写单词或短语：haveacold,haveatoothache, havafever,hurt,haveaheadache.Specifictargetsentences:“Whatthematter,Mike?Ifeelsick.Ihaveafever.”并进行的替换练习。Specificfunctional1、能够听、说、读、写单词或短语：haveacold,haveatoothache,havafever,hurt,haveaheadache.2、能够听、说、认读句型：“Whatthematter,Mike?Ifeelsick.IhaveaSourceofLet'sstartALet'slearnAssumptions:通过复习四年级上册第六单元的歌曲“Myfatherisadoctor.”引出：doctor.Whenwefeelsick,wecangoandseeadoctor.Weshouldgoandseeadoctorwhenwefeelsick.”用Let’sstartAWhatthematter?Ifeelsick.Ihaveafever.”放四年级上册第六单元的歌曲“Myfatherisadoctor.”先师生齐T:Whatareyou?S1:IamaT:What’syourfather?S2:He’sa….T:What’yourS3:Sheisa放四年级上册第六单元B部分Let’schant的，师生一起吟唱歌吟唱歌谣后教师做如下陈述：“Whenwewanttolearnsomething,wecancometoschool.Whenwefeelhungry,wecangotoKFC.Whenwefeelsick,wecangoandseeadoctor.Weshouldgoandseeadoctorwhenwefeelsickfeelsick，以引起Let’sLet’sstartLook!Wehavesomenewfriendshere.Whoarethey?Aretheyhappy?Wherearethey?Whataretheyng?What’sthematterwiththem?”帮助回答：“Therobotistired.Therabbitissad.Thestrawmanhasaheadache.Thedoghasasorethroat.Themonkey’sleghurts.”教师可引导学生通过仔细观察教学Let’slearn教师出示一支体温表，介绍说：“Thisisathermometer.IfIhaveafever,itwilllme.Idon’thaveafevertoday.Ifeelwell.ButMikedoesn’tfeelwell.Hehasafever.指着学生上Mike发烧的图画haveafever。教师示范朗读，学生跟读。教师板书并带领学生拼读。Let’sstartWhat’sthematterwiththestrawman?”引导学生说出：“Hehasaheadache.”再指着图中的猴子问：“Doesthemonkeyhaveaheadache,toohaveaheadache教师接着以上问题问：“Themonkeydoen’thaveaheadache.What’sthematterwithhim?Yes!Hisleghurts.”教师示范朗读并板书，学生跟读。教师还可适当拓展语言，如：“Myarmhurts.Hisearhurts.Hernosehurts.Mynosehurts.”等，为学习下一的重点句子“Mynosehurts.”“What’sinthebox?”学生猜出后，教师说：“Yes!Herearesomesweets.Ilikeeatingsweets.SoIoftenhaveatoothache”教师做“牙haveatoothacheheadachetoothache教师利用肢体语体帮助表达：“Idon’tfeelwell.Ihaveafever.Ihaveaheadache.Ihaveasorethroat.Mynosehurts.What’sthematterwithme?Guess!”根据学生的回答引出短语：haveacold。教师板书Let’s教师将单词卡片随机发给六名学生，提问：“What’sthematter?”持“Cold,cold,whohasacoldhaveacold,这组学生就边做边动作或表情边吟唱：Headache,headache,Ihaveaheadache.并做相请学生分别扮演医生和，用句型“What’sthematter?Ihaveafever/Myleghurts…”来提问、回答并附以相应的动作、表情。4、ConsolidationandThe 一、Specificvocabulary:toothache,brokenleg,earache,stomachache,sorenose.Specifictargetsentences:“Howdoyoufeel?Ifeelsick.What’sthematter?Mythroatissore.Mynosehurts.”并能在实际情景中熟练运用。Specificfunctionalexponents:1、能够听、说、认读主要句型：“Howdoyoufeel?Ifeelsick.What’sthematter?Mythroatissore.Mynosehurts.”并能在实际情景中熟练运2、能够书写四会句子：“What’sthematter?Mythroatissore.MynoseSourceof1、本围绕话题“看病”展开，涉及到的句型有：“Howdoyoufeel?Ifeelsick.What’sthematter?Mythroatissore.Mynosehurt.”Let’sBoy:Ihaveacold.Ihaveasorenose.Girl:Mythroathurts.Ihaveasorethroat.Boy:Ihurtmyhand.Girl:Ihaveafever.IthinkIhavetheflu.Boy:Ifeelsick.Ihaveaheadache.talk(设计意图：用game复习上一的重点内容，既激发学生的，又为新课Let’stalk教师说：“YoudowellinyourEnglishstudy.Ifeelveryhappy.Howaboutyou?Howdoyoufeel?”教师指导学生回答，板书该句型。问答进行几个回合后，教师引导学生询问自己“Howdoyoufeel?”同时做出生病表情，自然呈现句子：“Ifeelsicksick,并板书句子：Ifeelsick.教师引导学生再问：“What’sthematter?”继续表达“Ihaveasore如：“Howdoyoufeel?Ifeelsick.”各队依次往下传，队尾的学生把所听到教师放Let’stalk部分的，提问学生：“HowdoesAmyfeel?What’sthematterwithher?”引导学生听后模拟Amy问答问题。教师板书：“Mythroatissore.Mynosehurts.”教师再放，学生 Let’stalkLet’sLet’slearnBingo板书单词，如：home,snow,noseReadandmatch五、Consolidationand学生课外继续做Let’sy部分的Bingo游戏The 一、Specificvocabulary:people,know,havetheflu,might,worry,takesomemedicine,afew,better.Specifictargetsentences:Howdoyouknowwhenyouhavetheflu?Ifyou…youwillfeelbettersoon.SpecificfunctionalfeelGoodtoknowSourceof5.Assumptions:会读关病疼短文,能够简单表达感冒期间的注意事项，如：“Takesomemedicine.Drinksomehotwater.”等。让学生理解健康的体（1）Let’schant，师生一齐吟唱根据人物特征快速配音，如“Ihaveacold(设计意图：用chant复习上2的重点内容，既激发学生的，又为新2、Presentationand学生分成两大组，一组说“Ihaveaheadache.”同时做头疼或其他动作和表教师接着说新句子：Ihavetheflu.同时做打喷嚏，咳嗽，提示学生fluHowdoyoufeelifyouhavetheflu?各种症状，如：Ihaveaheadache.Ihaveasorethroat.教师说：Ifyouhavetheflu,youshouldgoandseethedoctorortakesomemedicine.medicinetakesomemedicine。 eeaNosehurt havetheflu somemedicineanddrinkhotwaterHave inLet’ssing.happy,sadmad.GoodtoknowZoom活动目的：巩固新词组，并导入句型“What’sthematterDoyouhavea….”活动过程：把词组写入小纸片，抽到纸片的同学表演动作，其他同用“What’sthematter…? Doyouhavea….” 用“Ifeelsick./Ihavea…”来回答。D:Goodmorning, S:morning,D:What’syour S:MyisD:What’sthe S:feelD:Doyouhavea S:D:Doyouhavea S:Itknow.IfeelveryD:Doyouhaveasore S:D:Cometomeandsay“Aha” S:Aha…D:Youhavea S:WhatshouldIdoD:I’llgiveyousomemedicine.Drinksomewaterandstayathomeforthreedays. Symptom（症状）Haveaheadache，Sorethroat，NosehurtDiagnosis（诊断：haveabadcoldAdvice（建议）：takesomemedicineanddrinkhotwater stayin3、ConsolidationandLet’sreadTheSpecificvocabulary:Specifictargetsentences:Howareyou,LiuYun?Youlookso/sadSpecificfunctionalexponents:Sourceofmaterial:教师准备机和本的带。Sarah,LiuYun的头Step1Warm-（1）Ifyouarehappy的歌曲。（2）日常口语：(R)T:Howareyoutoday?S:I’mfine.T:I’mgladtohearIamsad/boredmsorrytohearthat.Canyoulmewhy?请学生尝试阐述Let'stry（设计意图：把Let'stry的内容作为学生练习的，可以有效地提Step2教师放Let’stalk部分的，学生听后回答问题HowisLiuYun?Isshe happy?Issheexcited?Why?教师帮助学生回答：Yes,she’sexcited.Sheisgoingonabigtrip.IsSarahhappytoday?Howdoesshefeel?Why?教师帮助学生回答：She’ssad.Shefailedthemathtest.并板书：failthemathtest。准备一张很糟的数学试卷，是学生了解语意。进一步教学其他短语a test,aEnglishtest，并让学生了解passthetest,passtheEnglishtest,passthemathtest.放Let'stalk部分的，回答问题HowdoesLiuYunfeel?Why?HowdoesSarahfeel?Why?Pair（R）Let'scheck.让学生看Sarah的表情，并读两篇，选出正确的答活动目的：围绕上的表情展开询问和讨论.操练句 “Howdoyoufeel?Howdoesshe/hefeel?Howareyou?Youlook…”A:Howareyou?YoulooksoB:Yes.IaminBeijing.IvisittheGreatWall. sverybeautiful.Howareyou?YoulookA:Yes.Istayathome.It’srainy.Ican’ty.Step4.AssessmentStep5TheFifthSpecificvocabulary:between,pass,kicktheball,goal,flyinto,alittle,bounceoff,won.Specifictargetsentences:ThereisafootballmatchbetweenClass1andClass3.Specificfunctionalexponents:Let'sreadSourceofmaterial:教师准备机和本的带,教师准备各种表情故事的梗概，能准确理解短文中描述赛的场景的语句。Step1Warm-师生共唱歌曲“ThewayIfeelHowareyouDoyoulikesports/football?What’syourfavouritesports?Whatclassareyouin?Step2Presentationabasketballmatch，适当扩展avolleyballmatch,afootballmatch。并让学生熟悉与球赛相关的动词，如：passtheball,throwtheball,catchtheball将学生分成两队TeamA和TeamB，进行投球比赛，呈现单词：aballmatch,between,goal,winthegame.其中between…and…教师站在学生中间，IambetweenAandB.(A)Whichclasswonthegame?Howmanygoalsdidtheyg