1、能听懂会说认读句子，并熟练运用句型。教学难点：教具、学具录音机、磁带、电脑、光盘、课本、课程表、头饰教学方法：实物激趣法、任务型教学教学基本策略：合作探究学习法教学中应注意的问题：会正确的运用句型给别人提出一些健康方面的建议。教学措施：通过多媒体课件，给学生直观形象地呈现，激发学生兴趣，采用多种方式使学生熟练掌握对话。课时分配每课一课时，共计四课时。Unit3 Lesson1 Whats wrong with you?课型：新授教学目标：1、能够听懂、会说并认读单词wrong, feel, fever, cough, headache, bad, cold, medicine及句子Whats
2、wrong? 2、能听懂、会说、认读、运用句型Whats wrong with you? 询问身体状况并用I cough and feel cold. I have a very bad headache. You have a bad cold. Take some medicine.描述病情并给出建议。3、通过语言交流，学会关爱他人,关注健康。教学重难点：（一） 教学重点：1、单词wrong, feel, fever, cough, headache, bad, cold, medicine的听说认读；2、运用所学词汇与句型Whats wrong with you? I cough and
3、 feel cold. I have a very bad headache. You have a bad cold.谈论病情。（二） 教学难点：1、单词wrong, medicine的准确读音；2、灵活运用句型谈论病情并给出建议；情境教学法教具准备：教学光盘,课件,单词卡片，医生帽教学过程：（一） Warming-up.1、Greetings.2、Sing the song“How are you?”.3、Free talk. 教师问三名学生“How are you?”,之后又用“How do you feel today?”问第四个学生，引出新单词“feel”进行学习。（二）Presen
4、tation1、出示课文图片一教师接着说We all feel well today. But our friend Wang Hong doesnt feel well. Whats wrong? 出示单词卡片学习新单词“wrong”.教师要反复口型示范发音，强调发音要领与口型，让学生准确读出该单词。再板书句子“Whats wrong?”学生猜意跟读。2、Dialogue.（1）播放第一部分课文，回答教师提出的问题“Whats wrong with Wang Hong?”；引导学生回答“She has a fever.”学习新单词“fever”，升降调读，男女读，开火车读。（2）看第二部分课
5、文动画，让学生划出医生提出的问题“Whats wrong with you?”、“Do you have a headache?”以及王红对自身病情描述的语句“I cough and feel cold.”“I have a very bad headache.”学习新单词“cough”、“bad”、“headache”,爬音高读、男女读、两两读、开火车读；板书句子，教师领读后再与学生问答读说，学生两两练说问答。（3）播放课文最后一部分，划出医生诊断和建议的句子“You have a bad cold.”、“Take some medicine.”，教师板书句子，告诉学生“cold”除了“寒的
6、，冷的”外还有另一种含义“感冒，伤风”，教学新单词“medicine”。（4）运用单词卡片以Whats missing?的形式巩固单词读说。（5）Listen and repeat. （6）Read the dialogue by themselves.（三）Practice.1. Lets chant. Whats wrong? Whats wrong with you? Have a headache, have a headache. I have a headache. Have a bad cold, have a bad cold. I have a bad cold. Dont
7、worry. Dont worry. Take some medicine and youll be all right.2. Lets talk. 学生两人一组问答练习.（四）Production.Play a game.“医生当班”：医生戴着医生帽扮演当班医生，另三名学生扮演病人，用所学语言了解诊断病情并给出建议。（五） Summary.1、学生总结本节课收获。2、教师补充、强调。3、师生齐读板书内容。（六） Homework.1、听课文录音跟读模仿。 2、试着用所学语言表述各种病症并与同学进行交流。板书设计Unit3 Lesson1 Whats wrong with you?I coug
8、h and feel cold. have a feverhave a bad cold.have a headacheTake some medicine.Unit3 Lesson2 How are you feeling today?1、能够听懂、会说并认读单词much, better, rest, soon, lesson及短语get well, keep away, on time. 2、能听懂、会说、认读并运用How are you feeling today? Much better. Take the medicine on time. Take a good rest. Dri
9、nk some water. Youll get well soon.关心他人身体健康并提出合理化建议。3、在真诚的交流互动中培养学生关爱家人朋友身体健康、通过友爱的言行与话语增进友谊的积极情感。1、单词much, better, rest, soon, lesson及短语get well, keep away, on time的听说认读；2、熟练运用句子进行语言交流，情感互动。在真实情境中灵活地运用句型进行语言交际。教学光盘,课件,单词卡片2、Read, act and say. 教师出示有关病情的单词卡，学生读出并做出相应动作和表情，再师问生答、生问生答，复习巩固上节课所学词汇与句型。1、
10、承接上一环节教师对学生说“You have a cold. So please take the medicine on time.”引出新词汇“on time”.（1）课文导入：We know that Wang Hong had a bad cold. How is she feeling today? Lets go and see.（2）播放教学光盘，整体感知课文，回答老师的问题，教师板书答语并出示单词卡片学习新单词“much”、“better”；学生在课本中找出Miss Zhang询问王红今天身体状况的句子，教师板书在黑板上。（3）再次播放光盘，学生在书上划出大家给王红提的康复建议：
11、Mum: Take the medicine on time and drink some water.Miss Zhang: Take a good rest. Youll get well soon.Danny: An apple a day keeps the doctor away.逐个叫学生读说出句子，教师板书，再教学新单词“rest”、“soon”与短语“get well”、“keep away”。 （4）学生自读课文，回答问题“What is Wang Hong worried about?”教学新单词“lesson”。（5）听音跟读。学生逐句跟读，在跟读中培养朗读习惯，训练朗读
12、技巧，学会简单连读，模仿语音语调。1、Role play.小组分角色表演对话。2、Fill in the blanks.Wang Hong a bad yesterday.She is today. Her mother tells her to take the medicine and drink some . Miss Zhang tells her to a good .Danny gives her an . They all hope（希望）she can soon. Wang Hong is worried about her .But Miss Zhang says they
13、can help her.Lets do.“What can we do for our friend when he/ she doesnt feel well?” 小组合作，制作建议卡。（鼓励学生通过关爱的话语、合理的建议以及温馨的举动关怀彼此，友爱互助.）五） Summary.教师引导学生结合板书归纳本节课所学内容；齐读板书。1、听课文录音，模仿跟读课文。2、查找有关健康的名言、警语、谚语等并摘抄一下，大家交流分享。How are you feeling today? Much better. Take the medicine on time. Drink some water.Take a good rest. Youll get well soon. Have some fruit.An apple a day keeps the doctor away.Unit 3 Lesson 3 How can
