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Unit3:What’stheMatter?Period2一、Teachinggoals:1.Knowledgeobjectives:①Studentscanlisten、speak、read、write:sick

,Youlooksick.fever,have(has)afever,have(has)acold,toocold.②Studentscanlisten、speak、read:headache,toothacheWhat’sthematter?=What’swro

ng?③Studentscanlisten、speak:takecare,stomachache④Keystructures:What’sthematter?=What’swrong？Ihavea___________

.2.Abilityobjectives:Bytheendofthelesson,thestudentsshouldbeableto:①.Beabletotalkaboutone’shealthproblems.②.Usestructureslike“What’st

hematter?Ihavea…？”tocommunicate.3.Keypoint:①.Talkabouthealthproblemsbyusing”What’sthematter?Ihavea…He/Shehasa…”②.Masterthenamesofdisease

s.4.Emotionobjectives:Takecareofyourselfandyourfamilymembers’health.Wecanseeadoctor.Weshoulddrinkmorehotwater,eatsomeapplesandgotobed

early.二、Teachingmethods:Communicativeteachingmethod,Audio-visualteachingmethod,Task-basedteachingmethodandsituationalteachingmethodi

nthislesson.三、Teachingaids:CAI,tape四、TeachingProcedures：StepI:Greetings.StepII:Lead-inIshowsomepicturesandwordsabout“ck/k/”,

suchasclock,black,Jack,sockandsoontoteach“sick”.Studentscanreadthewordsandfeelthepronunciation“ck,ck,ck/k//k//k/.T:C

anyoudotheactionabout“sick”?Studentscanactandreaditonebyone.Andonestudentact,otherstudentssay“Youlooksick”.(设计意图：语音导入本

课单词sick,让学生在读单词的同时自己总结发音规律读出所学单词。创设真实的情境，学生可以一边做动作一边学习Youlooksick,学生可以充分体会到在玩中学的轻松快乐。)StepIII:Presentation1.T：Lookatthepi

ctureandaskthestudents“Whatisit”?Ss:headT:What’swrongwithhim?Thenwelearnache,readitandknowthemeaning.Thengirlsgroupread“head”,b

oysgroupread“ache”,theyreaditquickly,andletstudentsdotheactionandlearntheword“headache”.(设计意图：用学过的身体部位词head引出所学单词headache，并让学生猜一猜ache的意思，为下面所学单词做铺垫

。学生自己创设情境，边做动作边读单词，有助于学生记住所学单词。)2.Lookatthepicture,T:Whatarethey?What’swrongwithherteeth？Sheeatsmanyca

ndies.S:teeth—tooth—toothacheT:Clever!tsays/t/,oosays/u:/,thsays//Thenstudentscandotheactionlinebylineandreadtheword“toothac

he”.(设计意图：tooth这个词,学生之前没有接触过，分音节学习，且用单词卡分节去读词，学生在学习headache的基础上容易准确的读出单词，并通过表演加深记忆。)3.Ididn’thavebreakfastthismorning.SoIhaveast

omachache.T:Canyouactandreadthewordstomachache?Thenweshowstomach+ache=stomachache(设计意图：通过创设不同情境，自然地引出有关疾病的单词。这种教学单词

的方式简单而且直观，学生乐意表演，在玩中学单词，更易被学生接受，学生能够体会到合成词的意义。)4.Showsomewords(headache,toothache,stomachache).LetSsfind

thesamepoint.设计意图：让学生自己总结规律，使学生有思考的过程。5.T:Thisismypictures.LetSsguessWhat’sthematterwithme?Learnthewords:

fever—haveafever,cold—haveacoldLearnthesentences:What’sthematter?=What’swrong?(设计意图：运用老师的生活图片，学生感兴趣，积极的去猜，从而激起学生的求知欲

。学生能够从情境中掌握同义句的含义。)6.Catch!Catch!Catch!T:Doyouknowaninterestinggame“catchthedolls”?Youcanreadthewordsquicklyanddotheacti

on“catch”(设计意图：运用学生熟知的游戏抓娃娃，让孩子们伴随欢快的音乐在快乐的气氛中快速读出所学单词和短语，对所学知识进行强化，尤其是haveaheadache/toothache/stomachache

要求学生快速读出，难度递增。)7.Playagame(PK)T:Iwilldividemystudentsintotwogroups.(Boysgroupandgirlsgroup)Thegroupwhichcanact

andspeak“Ihave_____.”correctlywillgetapples!OK!Comeon!Joinusquickly.(设计意图：运用PK的形式，激发学生的学习兴趣，巩固复习所学的单词短语和句子。这个PK环节有助于培养学生小组合作意识和团队精

神，训练学生眼疾手快的学习习惯，并且鼓励学生大胆表达，培养学生说出流利的口语。)8.WorkinpairsA:What’swrong?/What’sthematter?B:Ihavea…(设计意图：巩固复习刚才所学过的单词和短语

，通过前面的学习和铺垫，以对话的形式熟练本课的句型，学生自己创设情境，表演病情，充分得到练习。)9.Showapictureofman.LetSstrytosay:Hehasafever.Playagame:Ishowsomestudents’pictures.Whenthepictu

recomesout,allofthestudentssaythesentence“What’sthematter”?Thenonestudentsay“Ihavea________”.Atlast,other

schangethesentence“He/Shehasa_________”(设计意图：这个环节能够激发学生的兴趣，学生看到自己班同学的照片很新奇，很有效的练习第三人称单数，参与的人数多，形式多样，学生能够充分练习变第三人称单数。特别能照顾到学困生，认真听大家说，自己循序渐进学会三单。

)10.Let’schant.stomachachestomachacheIhaveastomachache.备选栏：headachetoothachestomachachecoldfevercoldfeverheadacheheadache

Hehasaheadache.toothachetoothacheShehasatoothache.feverfeverHehasafever.coldcoldShehasacold.(设计意图：本环节重

在复习刚才学过的单词和句型。通过chant的形式有节奏的唱出，朗朗上口。在chant之前要注意引导学生look，readandchant.)StepIV:Consolidation1.Cometothetext⑴Thefirs

ttimejustlistenfollowtheradio.⑵Thesecondtime,closeyourbooksandrecitethetext.Thenanswermyquestion,youcanchoose.What’s

thematterwithKate?A:Shehasacold.B:Shehasafever.C:Shehasaheadache.Letstudentsguessthemeaningof“toobad”and“takecare”.Andrememberth

esentence“Takecareofyourself”.2.Dotheexercise,listenandwrite.(设计意图：本环节回归到文本，分两次让学生跟读课文，第一遍跟读模仿，读熟课文，第二遍让学生合上书复述课文练听力。听完之后，处理文本中的难点，让学

生联系上下文猜词义，为以后阅读练习做铺垫。听力练习有助于学生巩固课文知识，有效的练习三单。输出形式体现在写上，学生从做题结果上做自我评价。从而激励学生更加努力，认真。)3.T:Ihopethere’snotoothache,noheadache,nofever.Allofusarehealthy.

Socanyousaysomethingaboutadvice.Youcanusethesentences“Wecan/can’t_________.Don’t___________.”a.多运动：run,walk,jump,swim,ride

b.饮食：drinkhotwatereatapples/vegetablesc.习惯：gotobedearlyd.看医生：seeadoctor(设计意图：学生根据不同病情，各抒己见，发挥想象力，尝试用学过的词句表

达建议，提高自主学习能力。)4.MakeandactthedialogueD:Hi,Kate.What’sthematter?Youlooksick.P:Yes,Iam.Ihavea_________.D:Gee,that’stoobad.Takecare.Youcan/can’t_

____.P:Thankyou.(设计意图：所有的重难点进行整合，小组练习对话时扮演角色病人和医生，穿上白大褂戴上手术的帽子，激发学生的参与热情，同时在语句中理解toobad和takecare（ofyourself）之意。从而更加有效的巩固句型。尤其在拓展练习advic

e中，学生可以各抒己见，根据不同病情提出合理建议，提高学生的逻辑思考能力。)StepVHomework1.Copythewordsandphrase:fever,has,toobad2.Makeasentenceusehaveac

old/toothache/headache/stomachache/fever.3.Actoutthedialogue.Makeadialoguelikethetext.五、Blackboardde

signUnit3What’sthematter?A:What’sthematter?=What’swrong?headachetoothacheB:Ihaveastomachachehasfevercold六、Teachingr

eflection本节课主要讲授病痛相关的单词，短语和句子。我运用多种操练方式，单词机械操练，肢体语言，游戏，chant，PK，表演等方式完成教学目标。本节课我的教学设计环环相扣，难度递增，学生积极举手发言各抒己见

，参与的热情很高，激发出了学生学习的主动性和表演天赋。我觉得不足之处是，PK环节可以训练学生速度再快些。最后对话表演环节，鼓励学生能够背下来课文，表演再大胆一些，放开一些。