1、Unit 11 illnessLesson 2 Whats the matter教案教学目的1) 知识目的a. The students learn the new words and expressions, e.g. hurt have a fever have a sore throat sore b. The students learn the key sentences, e.g. Whats the matter? / How do you feel? c. The students practice the dialogue.2) 能力目的a. By the end of th
2、e lesson, students should be able to remember and use the new words and expressions.b. By the end of the lesson, students should be able to use the key sentences correctly.c. By the end of the lesson, students should be able to describe their uncomfortable feelings to the doctor on some certain. 3)
3、情感目的After this class, the students can have the awareness of foreign culture and respect it. 教学重点a. new words and expressions, e.g. hurt have a fever have a sore throat sore b. key sentences, e.g. Whats the matter? / How do you feel?c. speaking教学难点a. How to help the students remember and use the new
4、 words and expressions.b. How to help the students use the key sentences correctly.c. How to help the students improve their spoken English.教学用具PPT 图片教学过程一、warm-upSing a song “an apple a day”(节奏有快有慢调动气氛)二、presentation（一）教学Whats the matter? I feel sick. My leg hurts.1、T: Do you like eating apples? Ss
5、: Yes, I do. No, I dont.2、 (出示水果、冰淇淋、热狗)Do you want to eat them? So lets have a picni!3、T: Look! QQ, Monkey, Bear, whos not here? Ss: Rabbit. T: Where is Rabbit? Ss: At home.T: Whats the matter? Because he feels sick. His leg hurts.4、出示句条教读 Whats the matter?5、T: Lets ask Rabbit together.Ss: Rabbit,
6、rabbit, whats the matter? (PPT中会有声音回答I feel sick.)6、I feel sick.教读T: Rabbit, Rabbit, whats the matter? Ss: I feel sick.(师问生答进行操练。)7、 T: Because（PPT声音My leg hurts. 教学。）（二）Chant(OK, rabbit feels sick. So lets make a chant for him! First, read it and clap your hands OK, are you ready?配音)（三）教学have a too
7、thache1、T: Well done. Good chant. OK，you know rabbit feels sick, he cant come. So lets begin our picnic,OK?2、T: Id like some apples. What would you like? S: Id like some请几个学生回答。3、T: Look, Monkey likes ice-cream very much. He can eat one, twoseven ice-creams. Is he OK? Ss: No T: So, lets ask Monkey t
8、ogether!Ss: Monkey, Monkey, whats the matter?)4、录音出示I feel sick. I have a toothache. 请学生试着来说说。T: Whats the matter, Monkey?S: I feel sick. I have a toothache.T: Great! Look! (PPT分音节出示词组，让学生拼说，卡片带读，然后生拼师板书) 5、Dont eat too many ice-creams!（四）教学have a cold, have a sore throat, have a fever, have a heada
9、che.1、T: Monkey feels sick. So he cant eat any more. QQ likes apples, Bear likes hot dogs. But after a whileWhats the weather like? (下雨了What a heavy rain! We must go back home. Yes? Ss: Yes. )2、T: Next day，what happened? Can you guess? Ss: They are ill? T: Maybe! Lets have a look!3、T: Is QQ OK? Ss:
10、NoSo lets ask him together. Ss: QQ, QQ, whats the matter? 录音回答I feel sick. I have a cold. 询问生回答。4、T: How to spell “cold”? S: c-o-l-d. (教读卡片，学生拼读，师板书， 师生问答。)5、T: Because of the bad cold, listen! He coughed and coughed. He goes to the hospital. (边放咳嗽的声音) T: QQ, QQ, whats the matter?师自己问，录音回答。6、T: QQ s
11、aid: I have a ? Ss: Sore throat.(让学生听音试说)（逐个音节出示，教读，卡片指读，板书词组可以让个别学生闭眼说说看，问几个QQ师问生答。）7、整合sore + throat = sore throat sore + nose = sore nose8、T: QQ has a cold and he has a sore throat,too. How aout Bear?引出9、T: Is Bear OK? Ss: No! T: So who can ask Bear, Bear, whats the matter? 或者Lets ask Bear togeth
12、er! Bear, Bear, whats the matter?录音回答（出示have a fever各音节教读合成，卡片指读，板书让学生闭眼说，师写。T: Close your eyes and spell it!）要练说，得练听。听是说的前提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我
13、还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记忆，又发展了思维，为说打下了基础。10、T: Because of the fever. Listen and look, whats the matter with Bear? (直接出示录音，让熊学生回答) S: I have a headache. T: Can you spell head? S: h-e-a-d, head. T: Great
14、!观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的
15、孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，
16、硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。(教学headache，卡片指读，生拼说师板书。)11、整合死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。head+ache=headache, tooth+ache=toothache, ear+ache=earache, stomach+ache=stomachache HomeworkRemember the new words and expressions.
