UNITTWOWHATHAPPENEDTOYOURNECKLESSON5教學(xué)設(shè)計(jì)新部編版

1、精品教學(xué)教案設(shè)計(jì)| Excellent teaching plan教師學(xué)科教案20 -20學(xué)年度第一學(xué)期任教學(xué)科:任教年級(jí):任教老師:xx市實(shí)驗(yàn)學(xué)校精品教學(xué)教案設(shè)計(jì)| Excellent teaching planUNIT TWO WHAT HAPPENED TO YOUR NECKLESSON 5教學(xué)設(shè)計(jì)一、教學(xué)目標(biāo)1 .能運(yùn)用功能句 "Whahappened to your？ I.”在情境中對(duì)身體況進(jìn)行交流 ，并能對(duì)產(chǎn)生 狀況的原因進(jìn)行詢問(wèn)和回答。2 .能理解、認(rèn)讀動(dòng)詞或動(dòng)詞短語(yǔ) wanted、cut、fell down等，并能運(yùn)用這些動(dòng)詞說(shuō)明發(fā)生的事 情。3 .能理解并正確朗讀

2、本課對(duì)話。4 .增強(qiáng)安全運(yùn)動(dòng)的意識(shí)。二、教學(xué)重難點(diǎn)1 .教學(xué)重點(diǎn)：理解對(duì)話內(nèi)容，運(yùn)用功能句進(jìn)行問(wèn)答。2 .教學(xué)又t點(diǎn)：對(duì)發(fā)生狀況的原因的表述。三、教具準(zhǔn)備錄音機(jī)、單詞圖卡、教學(xué)課件。四、教學(xué)建議（一）Listen and sayDoctor: What's wrong with you, young man? You don't look well today.Mike: No, I don't, Doctor. My neck aches tarribly.Doctor: What happened to your neck?Mike: I stood on my h

3、ead this aftemoon and hurt my neck.Doctor: Why did you stand on your head?Mike: Because I wanted to practice kung fu. I'm very interested in it. I thought it was easy but it wasn't. Doctor: That was very dangerous, young man. You are lucky you didn't break your neck. But we'll have t

4、o take an X-ray first.分析與提示理解對(duì)話是本環(huán)節(jié)的重點(diǎn)。教師可以通過(guò)圖片、動(dòng)作等多種方式釋義，幫助學(xué)生理解。1導(dǎo)入Free talk:How are you today? Why? What did you do yesterday?.(2)教師呈現(xiàn)人物肚子疼、牙疼等圖片，提問(wèn)："What's wrong with them?引導(dǎo)學(xué)生觀察并回答:“ He/She has atomaehache:'2.學(xué)習(xí)對(duì)話(1)認(rèn)識(shí)圖中人物/觀察對(duì)話情景/看圖預(yù)測(cè)人物話語(yǔ)。 教師呈現(xiàn)對(duì)話主題圖，引導(dǎo)學(xué)生觀察圖片，教師提問(wèn)："Who's he?

5、 Is Mike well today? What's wrong with him?Where is he now? 引領(lǐng)學(xué)生嘗試回答。 讓學(xué)生猜測(cè)醫(yī)生會(huì)問(wèn) Mike什么？Mike脖子疼的原因是什么？鼓勵(lì)學(xué)生大膽想象，積極 表達(dá)。 教師提出問(wèn)題：What happened to Mike? Why did he hurt his neck? 讓學(xué)生帶著思考視聽(tīng) 對(duì)話。(2)初聽(tīng)理解對(duì)話。 教師播放不帶文本的對(duì)話動(dòng)畫(huà)，學(xué)生邊聽(tīng)邊思考教師的問(wèn)題，捕捉關(guān)鍵信息。 指名回答剛才的問(wèn)題。如果需要，可以再觀看一遍動(dòng)畫(huà)。 引領(lǐng)學(xué)生觀察主題圖中Mike倒立的圖片，幫助學(xué)生理解“ stand on h

6、ead。教師也可以問(wèn)問(wèn)學(xué)生是否可以“stand on head如果有學(xué)生回答可以，教師要提醒學(xué)生一定要注意安全,“Because it's very dangerous. ” 教師呈現(xiàn)李連杰、成龍等功夫影星圖片，幫助學(xué)生理解Chinese kung fu,可以詢問(wèn)學(xué)生:Do you like Chinese kung fu?也可以讓學(xué)生模仿幾個(gè)動(dòng)作，激發(fā)學(xué)生對(duì)中國(guó)功夫的熱愛(ài)。 教師呈現(xiàn)生活中所拍的影像實(shí)物，并結(jié)合主題圖，幫助學(xué)生理解take an X-ray,并告訴學(xué)生射線可能會(huì)對(duì)身體造成輕微傷害。 學(xué)生自讀對(duì)話，內(nèi)化理解。(3)聽(tīng)錄音模仿跟讀。 播放對(duì)話錄音，學(xué)生逐句跟讀。教師強(qiáng)調(diào)連

7、讀、按意群朗讀等，提醒學(xué)生注意模仿語(yǔ)音語(yǔ)調(diào)。(4)角色扮演。教師分別扮演doctor和Mike,與學(xué)生進(jìn)行分角色朗讀?；蚰?、女生進(jìn)行分角色朗讀。開(kāi)展pair work,學(xué)生兩人一組分角色朗讀，然后交換角色。選擇幾組學(xué)生進(jìn)行角色扮演。（二）Listen, look, and learnat 分析與提示在情境中運(yùn)用語(yǔ)言是重點(diǎn)，教師應(yīng)盡量給學(xué)生創(chuàng)設(shè)較真實(shí)的、豐富的生活情景，讓學(xué)生在創(chuàng)編對(duì)話過(guò)程中體驗(yàn)語(yǔ)言的運(yùn)用。1 .詞句學(xué)習(xí)(1)教師呈現(xiàn)男孩倒立圖片，提問(wèn)："Whad id the boy do?”引導(dǎo)學(xué)生說(shuō)出短語(yǔ)："stanonhead.教師追問(wèn)："Why didne

8、 stand on his head?學(xué)生思考回答："Because he wanted to practice kung fu.”因?yàn)槭菍?duì)話中的句子，所以學(xué)生表達(dá)應(yīng)該不閑難。(2)教師呈現(xiàn)小女孩哭的圖片。提問(wèn)：“Why did she ery春生觀察思'考，嘗試表達(dá)。教師應(yīng)鼓勵(lì)學(xué)生大膽猜測(cè)與表達(dá)。學(xué)生可能說(shuō)出："Because she wanted her tnilln. ” "Because she waslost.”等。教師給出短語(yǔ)：“feldown”運(yùn)用肢體語(yǔ)言幫助學(xué)生理解其意思。學(xué)生嘗試回答：“Because she fell down.”(3)

9、教師呈現(xiàn)圖卡："gdo the hospital " "myutfinget鼓勵(lì)學(xué)生觀察思考，大膽嘗試問(wèn)答："Why did you go to the hospital?c<ause Beut my finger.”2 .鞏固練習(xí)(1)教師依次呈現(xiàn)這三幅圖，學(xué)生逐一進(jìn)行問(wèn)答："Why did you ？” a Because I(2)開(kāi)展pair work。學(xué)生兩人一組對(duì)三幅圖問(wèn)答，并進(jìn)行角色交換。(3)教師指名問(wèn)答。3 .拓展運(yùn)用(1)教師利用PPT呈現(xiàn)幾種場(chǎng)景：小明牙疼去看醫(yī)生、多多騎自行車腳受傷了在哭等。引 領(lǐng)學(xué)生觀察每個(gè)情景，并

10、給出關(guān)鍵動(dòng)詞短語(yǔ)支撐。(2)學(xué)生開(kāi)展小組活動(dòng)。三或四個(gè)學(xué)生一組，任選一個(gè)情景創(chuàng)編對(duì)話。教師巡視指導(dǎo)，尤其幫助有困難的學(xué)生。(3)準(zhǔn)備好的小組進(jìn)行展示，師生或生生進(jìn)行評(píng)價(jià)。(三)Listen and decide)1. Lucy will go to school tomorrow.)2. Lucy hurt her leg.)3. Lucy had a blood test.育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰分析與提示教師根據(jù)學(xué)生實(shí)際情況，也可連續(xù)播放兩遍錄音，再訂正答案。(1)學(xué)生打開(kāi)書(shū)第11頁(yè)，快速瀏覽圖并閱讀三個(gè)句子。(2)教師播放錄音，學(xué)生根據(jù)錄音進(jìn)行判斷。(3)訂正答案。如果需要，教

11、師可以再次播放錄音，幫助學(xué)生改正答案。(四)Let's do分析與提示學(xué)生動(dòng)腦大膽猜測(cè)與表達(dá)，既能發(fā)展語(yǔ)言能力，又鍛煉了思維能力。教師應(yīng)盡量多給學(xué)生提供這樣的機(jī)會(huì)。(1)教師提問(wèn)一名學(xué)生：“When did you last see the docor? ”" What was wrong with you?"該 生根據(jù)自己實(shí)際情況回答。(2)學(xué)生可以離開(kāi)座位去提問(wèn)其他同學(xué)，簡(jiǎn)單記錄。全班或組內(nèi)分享記錄的信息。五、可供選擇的教學(xué)活動(dòng)1 .同病相憐目的：鞏固詢問(wèn)身體狀況及說(shuō)明狀況原因的用語(yǔ)。(1)每個(gè)學(xué)生假想自己身體某部位不舒服或受傷，及其發(fā)生原因，寫在紙條上。例如：“Myleft foot hurt. Because I fell down.”(2)學(xué)生可以離開(kāi)座位去問(wèn)其他任一學(xué)生："What'wrong with you?'或"What'sthe mat-ter精品教學(xué)教案設(shè)計(jì)| Excellent teaching planwith you? And why? ”(3)找到相同病癥及原因的兩個(gè)學(xué)生即為 “同病相憐 ” 。(4