How Are You Feeling Now? 教案【教学目标】
知识与技能：
使学生学会关于身体状况的表达以及怎样询问他人的身体状况：How are you feeling now? I feel /don’t feel well. 这也是本课的重点内容。能听、说、读、写四会单词：model、run ny nose、slight fever、high fever。在学习的过程中培养学生综合运用语言的能力，能用更多的语句来丰富自己的语言，如：Glad / Sorry to hear that. Take care of yourself.
过程与方法
通过引出新知，传授新知，理解新知，应用新知，总结检验的过程，在学习的过程中培养学生综合运用语言的能力。
情感态度与价值观：
懂得关心同学，爱护他人，健康比财富更重要。
【教学重点】How are you feeling now? I don’t feel well.本课的核心句子，询问和表达身体的状况。runny nose、slight fever、high fever 三个表示病症的词组。
【教学难点】
Glad / Sorry to hear that. Take care of yourself.用来丰富学生的语言，重在灵活应用。
【教学过程】
一.课前热身：
1.Sing an English song ：Clap your hands
2.问候，复习旧知
T: Hello boys and girls. How are you today?
Ss: …
T: I’m very well. Because there will be an English part y in our school tomorrow. I hope all my students can e njoy my pa rty. But I’m sorry to hear that some of my s tudents are sick. Now let’s have a look. What’s the mat ter with them?
2. 旧知复习，引入新知出示课件，学生进行问答练习，复习相关的疾病名称：headache、stomachache、toothache Wh at’s the matter with Mike? He has a stomachache. Wha t’s the matter with John? He has a headache. What’s t he matter with May? She has a toothache. T: They are sick. So I’m sorry to hear that. （在恰当的情境中引出新句子并讲授更容易让学生们接受。）
二. 情境铺垫，新知传授
1. 重点句型的讲授教师在新授时以feeling为重点词语，可从How are you?这一句子入手。引导学生们回答此刻的身体状况：I feel well. 或I don’t feel well.并进行讲授，情境中运用语言易于理解。教师可根据学生不同的回答给与相应的回应，Glad to hear that.或Sorry to hear that. T: I’m gla
d to se
e you here. And I feel well. How are you feelin
g now? （新知）
2. 教师演示，学生进行Pair work T: I have two funny f aces. Can you ask me the question? Ss: How are you feeling now? 这时教师出示事先准备好的教具funny faces （），进行对话演示。演示后，同桌之间进行对话练习。练习内容：How are you feeling now ? I feel /don’t feel w ell. Glad / Sorry to hear that.
3. 学习生词，巩固新知在情境中学习runny nose、slight fever、high fever，讲授中巩固前面的新知。T: My best fr iend Sandy can’t come to our party either. Let’s have a look. 出示课件：教师可引导学生问：How is she feeling now? 然后讲授新短语：runny nose 讲授的过程中，可先提示学生run的意思，这样更有助于学生对此短语意思的理解。教师在讲授runny nose的同时还可以把它与funny face、s unny day 结合起来，runny、funny、sunny三个有共同特点的单词可以帮助为学生进一步体会字母的发音规则。接着出示课件：T: Look the poor boys are twins. T: Look, Sam’s temperature is 37.2℃. So he has a slight fever. Tim’s temperature is 39.8℃. So he has a high fever. 讲授词组：slight fever 和high fever 除了读音、拼写以及词义的理解之外，教师可出示一些温度卡片让学生看温度说答案。37.
2℃三点会上39.8℃三点会上如high fever sli ght fever 进行巩固练习。
4. Join the chant.跟节拍读英语。听书上P86的chant ,熟悉刚刚学习的知识并找到所谓医生的建议Take care of y ourself.进行新授。
T: Oh, so many students are sick. Let’s ask the doctor, what you will do? Listen and repeat.
5. 听课文回答问题，进行巩固训练。教师打开礼物
T: You know our friend Sandy can’t come to the party. But she sent us a present. Let’s open the present. T: Oh, it’s a model. (新单词) 在情境中出现生词model，进行讲授。model有两个意思，可在例句中加以解释，如：Sand y sent us a model car. （model:模型）The tall girl is a good model.（model: 模特）T: Sandy is a kind girl. I t hink you must worry about her. How is she feeling now? Do you know? Let’s listen to the tape and then answe r my questions. 教师出示多媒体课件，放课文的录音。听音后学生回答问题，并进行跟读训练。注意语音语调的模仿。Answer the questions.:
1. How was the vacation ?
2.What’s the present for Dongdong ?
3.How is Sandy feeling now ?
三.游戏活动、操练运用
1. Play a game 教师事先准备一些关于病症的单词卡片，如headache、stomachache、toothache、bad cold、runny nose、slight fever、high fever,还有一张。以小组为单位进行对话活动。一人抽签，其他同学可以问：How are yo u feeling now? 抽签的同学根据卡片的内容进行回答。其他学生给予回应。
2.出示学生的生病时的照片巩固练习，在练习中进一步学会运用本课的知识，并能用恰当的语言去关心安慰生病的同学四. 家庭作业.
巩固理解请学生们给因病而不能参加Party的Sandy写一封信，表示慰问。