Unit 4 What's wrong with you Lesson 24 教学设计2.doc

Unit 4 What’s wrong with you? Lesson 24 教学设计 一、教学目标 语言要素: 1.词汇：feeling, be worried about 2.语言目标： How are you feeling today? I feel much better. I have…for you . Here are some…for you . I’ll help you with…. 3.话题要求 探望并问候病人 4.任务设计 探望生病的同学 5.能力目标:  能根据图片回答问题；能运用所学有关身体状况的句型进行简单的问 候与交流。 6.情感目标: 培养学生关心同学或他人健康状况的情感，树立自主学习，主动参与 的意识，养成勤于模仿，敢于创新的习惯，发扬协作精神，体验合作 的成就感。 二、教学重难点 1.教学重点:    How are you feeling today? I feel much better. I have…for you . Here are some…for you . I’ll help you with…. 2.教学难点: Drills: I’ll help you with…. 三、教学用具 1.教具: Tape, pictures, cards, group signs and objects 2.学具: cards 四、教学方法 1.教 法: 愉快教学法、情境教学法、活动教学法、任务教学法；小组合作法、 师生互动教学法。 2.学 法: 1.主动参与合作与交流 2.注意倾听他人发言 3.利用所学知识解决实际问题 五、教学过程 Step1 Revision 1. Greeting 2. Say a chant. T: Today We are going to learn lesson35, Before that let’s say a chant, OK? 3. The teacher shows pictures and asks, the students answer and act. T: who can act in the front? (向学生渗透所表演的动机) T: What’s wrong with you? S: I have a fever. T: Here are some flowers for you. S: Thank you. T: Your group is fever group （以同样方法出示组标）stomachache group, headache group, toothache group, cough group 4. 出示课前每人自制的康复卡，并把卡上的话在全班内进行交流. 5. 出示任务：探望生病的同学. （xxx is fine. xxx is fine. But xxx and xxx is ill. Now let’s greet to them.） Step2 Presentation To learn the new sentences: How are you feeling today? I feel much better. ①T: How are you? S: Fine, thank you. T: I had a headache yesterday, can you greet to me ? S: How are you? T: I feel much better. （翻译句子并领学生读2遍，板书） T: How are you? S: I feel much better. （师—生、生—师，生生练习，小组展示，交流评价） ②T: xxx is ill, let’s greet to him/her. T: How are you? S: I feel much better. T: “How are you?” We can also say “How are you feeling today?” （翻译句子并领学生读2遍，板书） T: Can you instead of me and greet to xxx. S: How are you feeling today? T: I feel much better. （师—生、生—师，生生练习，小组展示，交流评价） 2. To learn the sentence: I have some xxx for you. ① T: Yesterday xxx was ill, let’s greet to him/her, OK? T: How are you feeling today? S: I feel much better. T: I have some bananas for you. S: Thank you. ② Who can instead of me and greet to xxx? ③小组练习，对话展示，提高学生的交流能力（评价） 3. To learn the new sentences: I’m worried about my lessons. Don't worry. I’ll help you with your…. ① T: Yesterday I was ill. Today I feel much better. But I’m worried about my lessons. What about you? (耳语) S: I’m worried about my English. T: Don't worry. I’ll help you with your English. S: Thank you. （同样方法问其他组成员） ②（S－S生生练习后展示2－3组）（评价） Step3 Practice 1. T: Kate was ill. Let’s greet to her, OK? S: OK. T: Open your books and page 64. 2. Talk about it. （学生小组合作翻译前言） 3. Now listen and read after the tape.（两遍） 4. Practice in groups. 5. Act out the dialogue in groups.（师生评价） Step4 Additional activities（The central task） Play a game. T: Take out your get-well cards and objects and greet to the sick classmates. （师生评价） Step5 Assessment 1. The teacher and the student participate in the assessment. 2. Choose the best group. 六、 Homework 1. Listen to the tape of Lesson 35 and Lesson 36 . 2. Try to make up a new dialogue in groups 七、教学反思 我上的这节课的整个教学过程学生都在相互合作学习中获取知识。课文的重点是 There be 中的介词词组放在前面和现在进行时态在句子中的运用。授课开始，我首先让学生唱一首悦耳的歌曲和来一段节奏感强的 chant,学生迅速进入学习英语的氛围中，课文的导入让学生看图，图中有三个小动物，引出题目，很自然的讲述故事的发生。由图中 There is a bird beside the house.引出 Beside the house there is a bird. 然后学生自然相互操练此句型。现 在进行时态的句型也是这样，但我首先师生对话，再生生对话，让学生在理解老师的基础上再互相合作学习，学生学得较扎实。教学过程中游戏是小学生们永远感兴趣的活动。Wooden man 的游戏让学生在合作中复习操练现在进行时态的句子，有利于化难为易，也有利于减轻学生的负担。最后的联系我也是根据课文围绕课文内容设计的，通过联系掌握介词和现在进行时态句型。教学过程的实质是“教师—学生”、“学生—教师”、“学生—学生”之间信息交 流不断变化的过程。我的调控始终是主动的，教学过程得以顺利完成。总之这节课我力求在操练过程中形式多样化，既有师生之间的活动，也有同桌之间的合作，还有 4 人小组的操练，促进学生集中注意力，激发学生学习兴趣，提高教学质量。