小学英语鲁科版 (五四制)五年级下册Lesson 1 What’s wrong with you?教案

                五年级下      Unit3 Health

             Lesson1 What’s wrong with you  

教学设计：

[教学目标]

1、知识与技能目标：① 能听、说、认读单词wrong , feel , fever, cough, headache, bad, cold, medicine.；能规范书写feel，wrong ,bad。② 能听懂、会说、认读并运用句子What’s 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。

2、过程与方法目标：在自主探究、小组合作等学习活动中树立自主探究意识，能在小组合作中与其他同学积极配合与合作，积极运用所学语言询问谈论身体状况的话题。

3、情感态度与价值观目标：通过语言交流，学会关爱他人，关注健康。

[教学重、难点]

 1、 单词的准确识记和句型的灵活运用，运用所学语言谈论身体状况、病情。

 2、 能在适时的情景中灵活运用所学语言谈论病情，如：父母与孩子间，朋友间，医生与病人间的对话交流语言。

[教具准备]

自制多媒体课件、单词卡片、头饰、

[教学策略] 

用学生学生喜欢的游戏自然导入新课。巧妙设置问题引领，激发求知欲望，精心创设合理的语言情境，开展丰富多彩的活动，让学生通过感知、体验、实践、参与和合作等方式完成任务，提高语用能力。培养自主学习的能力及良好的倾听习惯，从而提高学习效率。

[教学过程]

一、热身启动， 激趣导入

T:Greetings.

Let’s play a game . Sharp eyes,  Here are 6 pictures. Watch carefully and Find which is different ? 游戏：找不同类。

T: Picture C is different. This girl looks ill. She doesn’t feel well.

学习单词feel   see--feel  读出下列短语，巩固feel的用法：feel happy，feel sad ,feel cold , feel well.

T: this girl doesn’t feel well. But the others all look well. They are doing some sports.  Sports are good for our health.

(点题; In this unit we’ll talk about health. We’ll learn lesson 1 What’s wrong with you ?)

呈现问题学习单词wrong 和what’s wrong) long —wrong--- what’s wrong (强调w不发音)

【设计意图】：利用找出不同类的游戏活动，让学生在轻松愉悦的课堂氛围中激活与本单元话题相关的已有知识储备，并点出本单元话题，将学生带入了本课话题health 的情境中。

一、      解读文本，习得新知

在处理课文时，采用了总-分-总的形式对文本进行了解读学习.

①总：带着问题整体感知课文，学习短语feel well, feel cold 和单词fever

T : Look at this picture. Who is this ?

Ss: It’s Wang Hong

T : What time is it ?

Ss : It’s seven oclock,

T: it’s time to get up. But wanghong is still in bed. Why ? Do you want to know？

Ss: Yes

T : Ok！ Let’s Watch carefully and find out the answer.

1听：Q:why is wanghong still in bed? (王红为什么还没起床？)

S:She doesn’t feel well.

T: Yes, wanghong says:   I don’t feel well . mum . I feel cold(听音).

(学生听模仿语气读)

 T: So mum puts her hand on her forehead , and said:  you have a fever. (听音).

 T: Guess  what does it mean ?

(给学生介绍妈妈把手放在额头的动作来帮助学生理解生词fever的意思)

Ss: 发烧

T: (that’s right ,clever boy  clever girl)。

Look!  e is pronounced /i:/ . er is pronounced /ə/ .   have a fever  have a high fever.（连读）依次让学生读出单词，短语。 

So mum decides to take her to see the doctor. 

【设计意图】：出示课本图片，提出问题“王红为什么还没起床？”激发学生的好奇心，整体感知课文，寻找原因。同时解读了第一段内容，点明重点短语feel well，feel cold，通过给学生介绍妈妈把手放在额头的动作来帮助学生理解生词fever的意思，学习生词fever，短语have a fever. 拓展短语have a high fever. )

② 分：分段学习，解读文本

1、听课文第二、三段（即王红看医生时与医生的对话），回答问题What’s wrong with Wang Hong？

（承接They decide to go to see the doctor. 出示图片，让学生体会句型Go and see the doctor. 的意思)

T: Look they are in the hospital.what will the doctor ask?  Can you guess ?

Ss: What’s wrong with you ?

T: Do you agree ? That’s right. (让学生起来读句子。)

T: What’s wrong with Wang Hong ? Let’s listen to the dialogue between the doctor and Wang Hong. Then find out “What’s wrong with Wang Hong?”

(Watch and choose.）

选项：A, cough  B, have a headache  C, have a cold 

T: There are some new words in the text ,so you should watch and listen carefully.

（听看完对话后同位先讨论再选择First，you can talk in pairs.)                                                    

T: Stop here .Let’s see who can tell me the answer? what’s wrong with Wanghong ?

Ss: A、B、C、

【设计意图】（本课的主要内容是询问和谈论病情，即二，三段王红与医生的对话内容，此处设计了问题what’s wrong with Wanghong ?和三个配图选项A, cough  B, have a headache  C, have a cold。让学生带着问题听王红与医生之间的对话，查明王红的病情，选项中的三种病情cough，headache，cold，都是本课的新单词，这样采用听音选择的方式直接将本课的重点内容清楚明了地呈现给了学生，学生在听音过程中就会关注并感知新词汇。为进一步的学习做好铺垫。

A：学习单词cough。

T: T: Now let’s check .listen again.

   (课文播放：) :What’s wrong with you ?

 I cough and feel cold.

T: Do you hear  Wang Hong coughs ?  What’s Chinese meaning ?

Ss:咳嗽。

T :That’s right. Look at the word cough . ou is pronounced  .  gh is pronounced.. ..

(学生练习读单词，教师纠正发音。)

T: Who can act like Wang Hong？（学生边做动作边说：I cough and feel cold）。

教师可适时评价：You cough a lot. \ The cough is bad. \you have a bad cough. 

T: Now who can ask?    Who will answer?   (Good job)

 【设计意图】（让学生通过听咳嗽声，自己猜出单词cough的汉语意思，然后模仿咳嗽的动作，边说边做来巩固单词，孩子们在说说做做这样轻松的环境中掌握了单词，提高了学习效率。）

B：学习单词headache。

 T: Wang Hong coughs and feel cold ,and what else is wrong with Wang Hong ? Let’s go on listening .

(课文播放)  ：Do you have a headache ?

Yes, I have a very bad headache.      

T :Wang Hong has a very bad headache.

T: Headache    It has two words  ：head +ache 头 + 疼  

T: We have learned it , head.  Ache ,a is pronounced /ei/. ch is pronounced /k/.

T: Who can read it ? 让学生试着自己读出单词,老师纠正发音。

出示图片让学生读出短语：have a headache.  have a bad headache.通过两幅图的对比让学生体会单词bad的汉语意思)

T: Look at the pictures ,Can you guess the meaning of “bad” ?

【设计意图】将生词headache分解为单词Head 和ache 来帮助学生理解词义、记忆生词，接着利用形象直观的两幅咳嗽图片对比来体会have a bad headache.的意思。通过边做动作边练习句型地方式，增添了几分趣味性，避免了机械枯燥的领读跟读。

C：学习单词cold

 T : Now we know Wang Hong cough and feel cold . She has a fever .she also has a bad headache.

T: So then the doctor tells her : You have a bad cold.

(who can read it? 让学生自己读出句子。)

T: : Wang Hong  has a bad cold.(板书 I have a bad cold.)

here  cold is different from that one (指着板书上的cold说)

Can you guess the meaning of cold ?

Ss: 感冒

接着读出短语have a cold . have a bad cold.并理解意思是：患了感冒，患了重感冒。

 T: Do you notice here are two words of bad. They are different ,too. This one means “严重的”

  But this one means“糟糕的”

T: Now Let’s read and compare them again。Pay attention to the difference.

T : Wang Hong has a bad cold .She feels worried. What should she do next ? Listen to the doctor.

 the doctor says: : Don’t worry. Take some medicine . you’ll be all right.

T: After taking the medicine , Wang Hong will get well.

 ③总：跟读模仿，整体回顾

1、T: This time let’s listen again and imitate . Pay attention to your pronunciation and intonation.

【设计意图】在分段学习了课文后，让学生通过观看flash，将整篇课文完整欣赏回顾一遍。这不仅将文本赋予了真实的生活感而且将分散开来呈现的内容再次组合形成完整的课文。再次观看，听音跟读模仿，培养学生用心模仿语音语调的好习惯，形成标准地道的语音、语调，培养语感。

三、巩固操练，内化语言

1、Group work.

T: Now read the text in roles. You can help each other.

课件出示合作要求：Read in roles.  Then act the text.

【设计意图】安排小组内分角色朗读，培养了孩子们合作互助的能力。既做到了查漏补缺，又可以取长补短，促进学生更加有效地巩固、内化学到的语言知识。然后请几组学生上台表演，准备好道具：课桌椅子，头饰。为学生创设真实的语境，评选最佳表演者。检查了学生对文本的掌握情况，锻炼了语言综合运用能力。

2、Consolidate

Word test

通过连线的方式，再次帮助学生巩固重点单词。

先出示右边单词短语，学生齐读，然后出示左边图片，让学生连线。

3. Pairwork.

  T: It’s time for pairwork. For example. I need a partner, who wants to be ?I choose one picture and act . Then you ask me “What’s wrong with you ?” I say: I cough. You suggest:Go and see the doctor ,please.

4.Let’s  sing.

利用已学歌曲How’s the weather?的曲调唱出重点句型，朗朗上口，帮助学生巩固重点句型。

渗透德育教育：

T: Beautiful voice. I Don’t want any of you to have a cold. So here are some health tips for you:

T:From now on,do more exercises.

Exercises make us strong and healthy. We can fight disease.

【设计意图】此处的两个小活动帮助学生巩固了单词和句型，形式活泼，较之机械的操练更有趣味性，更能激发学生积极参与，提高效率。并承接最后一句歌词，询问学生：你们经常感冒吗？教育孩子们要多运动多锻炼。

二、      拓展练习，回归生活

T:Now ,the last task for you. Here are three Scenes .You can choose one to make a dialogue with your partner.

T: I think this mother is very kind .She’s just like your mothers. Right?

【设计意图】：本课所学语言知识的交流运用不仅仅只发生在医生与病人之间，也常见与家人之间和朋友之间，所以在此拓展环节给学生们提供了的三个情境，让学生自由选择一种与同伴创编对话，这个活动不仅有助于提高学生的综合语言运用能力，同时培养了孩子小组合作的意识，在真实的语境中达到了语言的有效输出，达到学以致用的目的。

五、任务达成，梳理总结

1、Summary

师生共同回顾本节课所学的新单词和重点句型。

T:Let’s make a summary of this lesson ,OK?

情感升华：When someone is ill or in trouble ,we should care for him. And ask him “What’s wrong with you ?” It’s the most necessary love in the society.

【设计意图】：以问题引领孩子们自己说出所学语言知识，将所学语言归纳总结，而且明白如何使用，何时使用。借此渗透情感教育。