仁爱版英语说课稿

Unit 2 Keeping HealthyTopic 1 You’d better go to see a doctor.Section AThe main activity is 1a. 本课重点活动是1a。Ⅰ.Teaching aims and demands 教学目标1. Learn some new words and phrases:toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, lift2. Learn some useful sentences: (1)I have a toothache. (2)I’m sorry to hear that. (3)I have a bad cold.3. Learn the modals for giving advice: (1)You should see a dentist. (2)You shouldn’t drink coffee or tea in the evening.4. Talk about illnesses.5. Learn to express sympathy for a patient and give some advice to the patients.Ⅱ. Teaching aids 教具图片/录音机/卡片/小黑板Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:5分钟)通过谈论奥运会进入本单元话题，引出本节课的部分单词。(通过复习上个单元有关运动、奥运会的话题，导入新课。)T: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games?Ss: One World, One Dream.T: Good! Then what’s the symbol of the Olympic Games?Ss: The Olympic rings.T: What’re the colors of the rings?Ss: They are blue, yellow, black, green and red.T: Do you like sports, S1?S1: Yes, very much.T: What kind of sport do you often do in your free time?S2: I often play football.S3: Sometimes I play table tennis with my classmates.S4: I skate in winter and swim in summer.T: Why do you like sports?(运用肢体语言，启发学生回答。)S4: Sports can make us strong and healthy.T: I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑，亲切地询问。)Ss: Yes!Step 2 Presentation 第二步 呈现(时间:15分钟)通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。1. (师生对话，谈论健康话题。)T: In this lesson, let’s talk about health.(板书本单元标题并注意healthy与health关系及区别。)keeping healthyT: How are you feeling today, S1?S1: I’m fine, thank you, and you?T: I’m not very well. I think I have a cold. (说着，老师形象地表现出生病的样子。)(板书并要求学生掌握。)have a coldT: What should I do? (老师可用动作启发学生。)Ss: You should go to see a doctor. (帮助学生回答。)T: We can also say “You’d better go to see a doctor.”(板书本话题标题。)You’d better go to see a doctor.(板书同义句并要求学生掌握。)You’d better go to see a doctor. = You should go to see a doctor.(教师出示图片。)T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”(板书并要求学生掌握。)What’s wrong with Kangkang? = What’s the matter with Kangkang?(老师作牙痛状引导学生回答。)Ss: There is something wrong with his mouth.T: Oh. No, I think he has a toothache. (作牙痛状，令学生明白其意思。) What should he do?Ss: He should see a doctor.T: Yes, he should see a dentist.(板书并要求学生掌握。)toothache, dentist(教师引导学生用What’s wrong with you?或What’s the matter with you?句式提问，教师表演并回答。)Ss: What’s wrong with you? (教师假装咳嗽的样子。)T: I have a cough.Ss: What’s the matter with you? (教师假装头疼的样子。)T: I have a headache.(板书并要求学生掌握。)cough, headacheSs: What’s wrong with you?(教师作背痛状。)T: I have a backache.(板书并要求学生理解。)backacheSs: What’s wrong with you?(教师出示一张显示某人发烧的图片，并做回答。)T: I have a fever.(板书并要求学生掌握。)feverSs: What’s the matter with you?(教师作流鼻涕状。)T: I have the flu.(板书并要求学生掌握。)fluSs: What’s wrong with you?(教师作胃痛状。)T: I have a stomachache.(板书并要求学生理解。)stomachacheSs: What should you do?(作休息状。)T: I should take a rest.(板书并要求学生掌握。)take a rest2. (要求学生出示教师事先准备好的图片，分组来表演，以巩固上面的内容。)3. (让学生听1a录音，并回答问题)T: There’s something wrong with Kangkang. What is it? Please listen to the dialog in 1a, then answer the following questions:(1) What’s wrong with Kangkang?(2) What should he do?(核对答案。)4. (让学生跟读录音并标出关键词。)5. (让学生分角色朗读，完成1a。)Step 3 Consolidation 第三步 巩固(时间:8分钟)通过比赛，营造活跃的课堂气氛，激发学生学习英语的兴趣，培养学生的语言运用能力。1. (两人一组操练对话，完成1b。) T: Please practice the dialog in 1b in pairs and then act it out.2. (教师出示卡片，模仿1a编对话，完成1c。以巩固关于疾病的表达及所给予的建议。)T: Let’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like 1a. Suppose one is a doctor, the other one is a patient.S1: What’s wrong with you?S2: I have sore eyes.S1: You should not read too long.…(教师出示卡片叫学生模仿)(板书卡片中出现的生词与短语，并要求学生掌握；了解sore和boiled water。)sore, plenty, plenty of, boil, boiled water, lift, at night, coffee, teaStep 4 Practice 第四步 练习(时间:12分钟)通过小组活动，激发学生的兴趣，培养学生的合作精神。1. (营造活跃的课堂气氛，激发学生学习兴趣。)T: I’m pleased with your dialogs, and I’m sure you can do it better.(教师把事先准备好的卡片粘贴在小黑板上，便于开展活动。)T: Now ask and answer according to these cards. Please use “What’s wrong/the matter with …?” “He has / She has…” “He / She should / shouldn’t …”T: Now please practice in pairs.(学生完成练习后，教师分别找几组同学表演。)2. (完成2。) T: Finish 2 in pairs, then act the dialogs out.3. (播放3录音，完成3。)T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down the advice using should/shouldn’t.(核对答案。)Step 5 Project 第五步 综合探究活动(时间:5分钟)鼓励学生在实践活动中学习英语知识，激发学生学习英语的兴趣。1. (根据所给例子编写对话，提高口语表达能力。) T: Please make a dialog like the example, then act it out.Example:S1: Ouch! (手摸脸，假装疼痛的样子。)S2: What’s wrong with you?S1: I have a toothache.S2: Oh, you should see a dentist.S1: Good idea. Thank you.S3: Ouch! (手摸后背。)S4: Do you have a backache?S3: Yes!S4: Oh, you shouldn’t lift heavy things.…T: Well done! Thank you.2. Homework:根据同学上次所患疾病情况的调查，填写表格。根据表格内容写出完整的句子。教育学生照顾自己，关爱他人。Name Illness Should/Shouldn’t

我在这就不多说了，网上很多可以参考，可以和别的老师交流交流，看看孩子们有什么反应，比较喜欢哪些内容的