Unit7 I Have a Headache 第3课时教学设计
【内容来源】陕旅教育出版社五年级下册 Unit7
【主 题】Let’s learn more, Play a game, Look and complete
【课 时】第3课时
一、教学目标
1. 能用Colin doesn’t feel well. What’s wrong with him? He has a fever and a bad headache. I’m sorry to hear that. You’d better take him to see a doctor. Please tell him not to worry about his lessons and have a good rest. 谈论他人的病痛情况并给出相应的建议。
2. 初步了解打电话用语Hello, ... This is ...
3. 能听、说、熟读对话，语音语调准确自然。
二、教学准备
教师准备：
1. Let’s learn部分的词汇卡片以及tell, feel和well的单词卡片。
2. Let’s learn more部分的教学挂图和人物头饰。
3. 本课时的课件。
4. 实物电话、以及Let’s learn more部分的教学音频。
三、教学方法建议
课程导入(Leading In)
(1)课前复习
教师拿出Let’s learn部分的词汇卡片站在讲台上面对学生，每次选一位学生从这些单词卡片中随机抽取一张后做相应的动作，如：学生抽到have a cold，则该同学就做出发抖或擤鼻涕的动作，然后教师指着该生问其他的学生：
T: What’s wrong with him / her?
Ss: He / She has a cold.
教师可以多让几个学生上台表演，让台上台下都能充分练习到所有的词汇。
温馨提示：教师也可以同时让3-5学生上台，抽取卡片后表演动作，然后指着其中一位让台下的学生回答出What’s wrong with him / her? 增加活动难度。
(2)新课导人
1. 教师承接上一环节的活动与学生会话导入新课：
T: How are you today, boys and girls? Are you feeling very well?
Ss: Yes, we are.
T: Everybody looks very well today. That’s good. What about Colin? Is he very well?
Ss: No, he isn’t.
T: What’s wrong with him?
Ss: He is ill. He has a headache.
T: Can he go to school today?
Ss: No, he can’t.
T: What will his mother do?
Ss: She will call the teacher and tell her about it.
课程展示活动和过程的设计建议(presentation)
(1)新课展示Part B Let’s learn more
1. 教师展示本部分的教学挂图，通过问答引导学生观察、了解对话背景：
T: Who are talking on the phone?
Ss: Colin’s mother and his teacher, Miss White.
T: What are they talking about? Let’s listen to the tape.
2. 教师先用课件展示一些问题，然后播放录音，让学生带着问题完整地听一遍对话，看看他们能了解多少对活内容。问题可参考如下：
(1) Can Colin go to school today?
(2) What’s wrong with Colin?
(3) Will they go to the hospital?
(4) What does Miss White say to Colin’s mother?
3. 分段播放录音，帮助学生完整回答问题，并讲解疑难点：
(1) T: What’s wrong with Colin?
Ss: He has a fever and a bad headache.
bad形容如“严重的、厉害的”，可用来表示病得很严重，若不太严重则可用little。如：
She has a little cold. And she has a little headache.她有点感冒，还有点头痛。
Bob has a bad fever. And he has a bad cough.鲍勃发高烧，还咳嗽得厉害。
(2) I’m sorry to hear that. 在听到别人病了或遇到什么不幸或闲难时，通常会说这样的话对别人表示同情。如：
a. —I lost my money.
—I’m sorry to hear that.
b. —I feel very bad today. I have a bad toothache.
—I’m sorry to hear that.
c. — Tom can’t go to school today. He has a stomachache.
—I’m sorry to hear that.
(3) You’d better take him to see a doctor. We’ll go to the hospital, take sb. to see a doctor的意思是“带某人去看医生”。
go to the hospital的意思是“去医院”。
(4) Please tell him not to worry about his lessons and have a good rest.
a. tell sb. not to do sth.“告诉某人不要做某事”。如：
Please tell the students not to be late for class.
tell sb. to do sth.“告诉某人去做某事”如：
Tell Alice to come on time.
b. have a good rest的意思是“好好休息”。如：
Go to bed early and have a good rest.
(2)巩固活动
1. 教师再次播放录音，要求学生翻开书跟读对并提醒学生注意正确模仿录音中人物的语音语调。
2. 学生齐读对话，教师注意纠正错误的语音语调。
3. 将学生分成两大组，分角色朗读对话。
4. 学生戴上人物头饰，借助教师所准备的实物电话两人一组表演对话，教师可要求学生为对话多加入一些以前所学的日常用语，使对话内容更加丰富完整，培养学生良好的英语对话习惯和思维。
温馨提示：教师在这里要告诉学生在英语中打电话给对方时首先一定要先向对方介绍自己。但介绍时不能使用句型I am ... 而要用This is ... 为了更形象地帮助学生现解，教师可拿起电话做示范：
T: Hello, ... This is Mr. / Miss …
操练活动的设计与实施建议(Practice Activities)
(1)Part B Play a game
1. 教师将相应的信息写在黑板上，然后请两位学生运用本课时所学的句型进行示范问答。如：
教师板书Jack has a fever.
学生据此问答：
S1: Jack doesn’t feel well. What’s wrong with him?
S2: He has a fever.
教师给出例子后再要求学生借助之前学过的由助动词do的第三人称单数形式does引导的一般疑冋句及其问答格式进行问答练习。如：
T: Does Jack have a headache? (教师出示发烧的图片)
Ss: No, he doesn’t. He has a fever.
T: Does Jack have a fever?
Ss: Yes, he does.
教师可多提问几次，让学生充分掌握这一问答形式。最后结合刚才板书的信息以及本部分的对话示范进行问答。如：
T: Jack doesn’t feel well. Does he have a headache?
Ss: No, he doesn’t.
T: What’s wrong with him?
Ss: He has a fever.
2. 教师将学生分为三人小组，一人表演动作，另外两人就此对话。三人相互交换表演、问答。最后选出几个小组上台表演。看哪一组表演得最形象生动、准确自然。作此过程中，教师也要表扬踊跃表现的学生，同时鼓励胆小的学生上台表演，并给予肯定。
(2)Part C Look and complete
1. 教师引导学生仔细观察本部分三幅图片中人物的不同状态，并从A、B两人的对话描述中推断这三个人物分别怎么了：他们因为在日常生活太不注意饮食的合理性而导致生病了。
2. 学生讨论并填写答案。教师在这里要提醒学生注意写时要将have变成其第三人称单数形式has。
3. 教师随机挑选几组学生表演对话、核对答案。
参考答案：1. he has a bad cold
2. she has a toothache
3. she has a stomachache
4. 教师在这里可以借助这三个小朋友因为在日常生活中太不注意饮食的合理性而导致生病的例子，告诫学生应当养成良好的生活习惯。
温馨提示：处理本活动时，教师还可以鼓励学生发挥想象，以同样的形式拓展练习have a fever, have a headache和have a cough这三个词组，并表扬和奖励拓展得较好的学生。
【板书设计】Unit7 I Have a Headache 第3课时教学设计
【内容来源】陕旅教育出版社五年级下册 Unit7
【主 题】Let’s learn more, Play a game, Look and complete
【课 时】第3课时
一、教学目标
1. 能用Colin doesn’t feel well. What’s wrong with him? He has a fever and a bad headache. I’m sorry to hear that. You’d better take him to see a doctor. Please tell him not to worry about his lessons and have a good rest. 谈论他人的病痛情况并给出相应的建议。
2. 初步了解打电话用语Hello, ... This is ...
3. 能听、说、熟读对话，语音语调准确自然。
二、教学准备
教师准备：
1. Let’s learn部分的词汇卡片以及tell, feel和well的单词卡片。
2. Let’s learn more部分的教学挂图和人物头饰。
3. 本课时的课件。
4. 实物电话、以及Let’s learn more部分的教学音频。
三、教学方法建议
课程导入(Leading In)
(1)课前复习
教师拿出Let’s learn部分的词汇卡片站在讲台上面对学生，每次选一位学生从这些单词卡片中随机抽取一张后做相应的动作，如：学生抽到have a cold，则该同学就做出发抖或擤鼻涕的动作，然后教师指着该生问其他的学生：
T: What’s wrong with him / her?
Ss: He / She has a cold.
教师可以多让几个学生上台表演，让台上台下都能充分练习到所有的词汇。
温馨提示：教师也可以同时让3-5学生上台，抽取卡片后表演动作，然后指着其中一位让台下的学生回答出What’s wrong with him / her? 增加活动难度。
(2)新课导人
1. 教师承接上一环节的活动与学生会话导入新课：
T: How are you today, boys and girls? Are you feeling very well?
Ss: Yes, we are.
T: Everybody looks very well today. That’s good. What about Colin? Is he very well?
Ss: No, he isn’t.
T: What’s wrong with him?
Ss: He is ill. He has a headache.
T: Can he go to school today?
Ss: No, he can’t.
T: What will his mother do?
Ss: She will call the teacher and tell her about it.
课程展示活动和过程的设计建议(presentation)
(1)新课展示Part B Let’s learn more
1. 教师展示本部分的教学挂图，通过问答引导学生观察、了解对话背景：
T: Who are talking on the phone?
Ss: Colin’s mother and his teacher, Miss White.
T: What are they talking about? Let’s listen to the tape.
2. 教师先用课件展示一些问题，然后播放录音，让学生带着问题完整地听一遍对话，看看他们能了解多少对活内容。问题可参考如下：
(1) Can Colin go to school today?
(2) What’s wrong with Colin?
(3) Will they go to the hospital?
(4) What does Miss White say to Colin’s mother?
3. 分段播放录音，帮助学生完整回答问题，并讲解疑难点：
(1) T: What’s wrong with Colin?
Ss: He has a fever and a bad headache.
bad形容如“严重的、厉害的”，可用来表示病得很严重，若不太严重则可用little。如：
She has a little cold. And she has a little headache.她有点感冒，还有点头痛。
Bob has a bad fever. And he has a bad cough.鲍勃发高烧，还咳嗽得厉害。
(2) I’m sorry to hear that. 在听到别人病了或遇到什么不幸或闲难时，通常会说这样的话对别人表示同情。如：
a. —I lost my money.
—I’m sorry to hear that.
b. —I feel very bad today. I have a bad toothache.
—I’m sorry to hear that.
c. — Tom can’t go to school today. He has a stomachache.
—I’m sorry to hear that.
(3) You’d better take him to see a doctor. We’ll go to the hospital, take sb. to see a doctor的意思是“带某人去看医生”。
go to the hospital的意思是“去医院”。
(4) Please tell him not to worry about his lessons and have a good rest.
a. tell sb. not to do sth.“告诉某人不要做某事”。如：
Please tell the students not to be late for class.
tell sb. to do sth.“告诉某人去做某事”如：
Tell Alice to come on time.
b. have a good rest的意思是“好好休息”。如：
Go to bed early and have a good rest.
(2)巩固活动
1. 教师再次播放录音，要求学生翻开书跟读对并提醒学生注意正确模仿录音中人物的语音语调。
2. 学生齐读对话，教师注意纠正错误的语音语调。
3. 将学生分成两大组，分角色朗读对话。
4. 学生戴上人物头饰，借助教师所准备的实物电话两人一组表演对话，教师可要求学生为对话多加入一些以前所学的日常用语，使对话内容更加丰富完整，培养学生良好的英语对话习惯和思维。
温馨提示：教师在这里要告诉学生在英语中打电话给对方时首先一定要先向对方介绍自己。但介绍时不能使用句型I am ... 而要用This is ... 为了更形象地帮助学生现解，教师可拿起电话做示范：
T: Hello, ... This is Mr. / Miss …
操练活动的设计与实施建议(Practice Activities)
(1)Part B Play a game
1. 教师将相应的信息写在黑板上，然后请两位学生运用本课时所学的句型进行示范问答。如：
教师板书Jack has a fever.
学生据此问答：
S1: Jack doesn’t feel well. What’s wrong with him?
S2: He has a fever.
教师给出例子后再要求学生借助之前学过的由助动词do的第三人称单数形式does引导的一般疑冋句及其问答格式进行问答练习。如：
T: Does Jack have a headache? (教师出示发烧的图片)
Ss: No, he doesn’t. He has a fever.
T: Does Jack have a fever?
Ss: Yes, he does.
教师可多提问几次，让学生充分掌握这一问答形式。最后结合刚才板书的信息以及本部分的对话示范进行问答。如：
T: Jack doesn’t feel well. Does he have a headache?
Ss: No, he doesn’t.
T: What’s wrong with him?
Ss: He has a fever.
2. 教师将学生分为三人小组，一人表演动作，另外两人就此对话。三人相互交换表演、问答。最后选出几个小组上台表演。看哪一组表演得最形象生动、准确自然。作此过程中，教师也要表扬踊跃表现的学生，同时鼓励胆小的学生上台表演，并给予肯定。
(2)Part C Look and complete
1. 教师引导学生仔细观察本部分三幅图片中人物的不同状态，并从A、B两人的对话描述中推断这三个人物分别怎么了：他们因为在日常生活太不注意饮食的合理性而导致生病了。
2. 学生讨论并填写答案。教师在这里要提醒学生注意写时要将have变成其第三人称单数形式has。
3. 教师随机挑选几组学生表演对话、核对答案。
参考答案：1. he has a bad cold
2. she has a toothache
3. she has a stomachache
4. 教师在这里可以借助这三个小朋友因为在日常生活中太不注意饮食的合理性而导致生病的例子，告诫学生应当养成良好的生活习惯。
温馨提示：处理本活动时，教师还可以鼓励学生发挥想象，以同样的形式拓展练习have a fever, have a headache和have a cough这三个词组，并表扬和奖励拓展得较好的学生。
【板书设计】
Unit7 I Have a Headache 第3课时教学设计
【内容来源】陕旅教育出版社五年级下册 Unit7
【主 题】Let’s learn more, Play a game, Look and complete
【课 时】第3课时
一、教学目标
1. 能用Colin doesn’t feel well. What’s wrong with him? He has a fever and a bad headache. I’m sorry to hear that. You’d better take him to see a doctor. Please tell him not to worry about his lessons and have a good rest. 谈论他人的病痛情况并给出相应的建议。
2. 初步了解打电话用语Hello, ... This is ...
3. 能听、说、熟读对话，语音语调准确自然。
二、教学准备
教师准备：
1. Let’s learn部分的词汇卡片以及tell, feel和well的单词卡片。
2. Let’s learn more部分的教学挂图和人物头饰。
3. 本课时的课件。
4. 实物电话、以及Let’s learn more部分的教学音频。
三、教学方法建议
课程导入(Leading In)
(1)课前复习
教师拿出Let’s learn部分的词汇卡片站在讲台上面对学生，每次选一位学生从这些单词卡片中随机抽取一张后做相应的动作，如：学生抽到have a cold，则该同学就做出发抖或擤鼻涕的动作，然后教师指着该生问其他的学生：
T: What’s wrong with him / her?
Ss: He / She has a cold.
教师可以多让几个学生上台表演，让台上台下都能充分练习到所有的词汇。
温馨提示：教师也可以同时让3-5学生上台，抽取卡片后表演动作，然后指着其中一位让台下的学生回答出What’s wrong with him / her? 增加活动难度。
(2)新课导人
1. 教师承接上一环节的活动与学生会话导入新课：
T: How are you today, boys and girls? Are you feeling very well?
Ss: Yes, we are.
T: Everybody looks very well today. That’s good. What about Colin? Is he very well?
Ss: No, he isn’t.
T: What’s wrong with him?
Ss: He is ill. He has a headache.
T: Can he go to school today?
Ss: No, he can’t.
T: What will his mother do?
Ss: She will call the teacher and tell her about it.
课程展示活动和过程的设计建议(presentation)
(1)新课展示Part B Let’s learn more
1. 教师展示本部分的教学挂图，通过问答引导学生观察、了解对话背景：
T: Who are talking on the phone?
Ss: Colin’s mother and his teacher, Miss White.
T: What are they talking about? Let’s listen to the tape.
2. 教师先用课件展示一些问题，然后播放录音，让学生带着问题完整地听一遍对话，看看他们能了解多少对活内容。问题可参考如下：
(1) Can Colin go to school today?
(2) What’s wrong with Colin?
(3) Will they go to the hospital?
(4) What does Miss White say to Colin’s mother?
3. 分段播放录音，帮助学生完整回答问题，并讲解疑难点：
(1) T: What’s wrong with Colin?
Ss: He has a fever and a bad headache.
bad形容如“严重的、厉害的”，可用来表示病得很严重，若不太严重则可用little。如：
She has a little cold. And she has a little headache.她有点感冒，还有点头痛。
Bob has a bad fever. And he has a bad cough.鲍勃发高烧，还咳嗽得厉害。
(2) I’m sorry to hear that. 在听到别人病了或遇到什么不幸或闲难时，通常会说这样的话对别人表示同情。如：
a. —I lost my money.
—I’m sorry to hear that.
b. —I feel very bad today. I have a bad toothache.
—I’m sorry to hear that.
c. — Tom can’t go to school today. He has a stomachache.
—I’m sorry to hear that.
(3) You’d better take him to see a doctor. We’ll go to the hospital, take sb. to see a doctor的意思是“带某人去看医生”。
go to the hospital的意思是“去医院”。
(4) Please tell him not to worry about his lessons and have a good rest.
a. tell sb. not to do sth.“告诉某人不要做某事”。如：
Please tell the students not to be late for class.
tell sb. to do sth.“告诉某人去做某事”如：
Tell Alice to come on time.
b. have a good rest的意思是“好好休息”。如：
Go to bed early and have a good rest.
(2)巩固活动
1. 教师再次播放录音，要求学生翻开书跟读对并提醒学生注意正确模仿录音中人物的语音语调。
2. 学生齐读对话，教师注意纠正错误的语音语调。
3. 将学生分成两大组，分角色朗读对话。
4. 学生戴上人物头饰，借助教师所准备的实物电话两人一组表演对话，教师可要求学生为对话多加入一些以前所学的日常用语，使对话内容更加丰富完整，培养学生良好的英语对话习惯和思维。
温馨提示：教师在这里要告诉学生在英语中打电话给对方时首先一定要先向对方介绍自己。但介绍时不能使用句型I am ... 而要用This is ... 为了更形象地帮助学生现解，教师可拿起电话做示范：
T: Hello, ... This is Mr. / Miss …
操练活动的设计与实施建议(Practice Activities)
(1)Part B Play a game
1. 教师将相应的信息写在黑板上，然后请两位学生运用本课时所学的句型进行示范问答。如：
教师板书Jack has a fever.
学生据此问答：
S1: Jack doesn’t feel well. What’s wrong with him?
S2: He has a fever.
教师给出例子后再要求学生借助之前学过的由助动词do的第三人称单数形式does引导的一般疑冋句及其问答格式进行问答练习。如：
T: Does Jack have a headache? (教师出示发烧的图片)
Ss: No, he doesn’t. He has a fever.
T: Does Jack have a fever?
Ss: Yes, he does.
教师可多提问几次，让学生充分掌握这一问答形式。最后结合刚才板书的信息以及本部分的对话示范进行问答。如：
T: Jack doesn’t feel well. Does he have a headache?
Ss: No, he doesn’t.
T: What’s wrong with him?
Ss: He has a fever.
2. 教师将学生分为三人小组，一人表演动作，另外两人就此对话。三人相互交换表演、问答。最后选出几个小组上台表演。看哪一组表演得最形象生动、准确自然。作此过程中，教师也要表扬踊跃表现的学生，同时鼓励胆小的学生上台表演，并给予肯定。
(2)Part C Look and complete
1. 教师引导学生仔细观察本部分三幅图片中人物的不同状态，并从A、B两人的对话描述中推断这三个人物分别怎么了：他们因为在日常生活太不注意饮食的合理性而导致生病了。
2. 学生讨论并填写答案。教师在这里要提醒学生注意写时要将have变成其第三人称单数形式has。
3. 教师随机挑选几组学生表演对话、核对答案。
参考答案：1. he has a bad cold
2. she has a toothache
3. she has a stomachache
4. 教师在这里可以借助这三个小朋友因为在日常生活中太不注意饮食的合理性而导致生病的例子，告诫学生应当养成良好的生活习惯。
温馨提示：处理本活动时，教师还可以鼓励学生发挥想象，以同样的形式拓展练习have a fever, have a headache和have a cough这三个词组，并表扬和奖励拓展得较好的学生。
【板书设计】
Unit7 I Have a Headache 第3课时教学设计
【内容来源】陕旅教育出版社五年级下册 Unit7
【主 题】Let’s learn more, Play a game, Look and complete
【课 时】第3课时
一、教学目标
1. 能用Colin doesn’t feel well. What’s wrong with him? He has a fever and a bad headache. I’m sorry to hear that. You’d better take him to see a doctor. Please tell him not to worry about his lessons and have a good rest. 谈论他人的病痛情况并给出相应的建议。
2. 初步了解打电话用语Hello, ... This is ...
3. 能听、说、熟读对话，语音语调准确自然。
二、教学准备
教师准备：
1. Let’s learn部分的词汇卡片以及tell, feel和well的单词卡片。
2. Let’s learn more部分的教学挂图和人物头饰。
3. 本课时的课件。
4. 实物电话、以及Let’s learn more部分的教学音频。
三、教学方法建议
课程导入(Leading In)
(1)课前复习
教师拿出Let’s learn部分的词汇卡片站在讲台上面对学生，每次选一位学生从这些单词卡片中随机抽取一张后做相应的动作，如：学生抽到have a cold，则该同学就做出发抖或擤鼻涕的动作，然后教师指着该生问其他的学生：
T: What’s wrong with him / her?
Ss: He / She has a cold.
教师可以多让几个学生上台表演，让台上台下都能充分练习到所有的词汇。
温馨提示：教师也可以同时让3-5学生上台，抽取卡片后表演动作，然后指着其中一位让台下的学生回答出What’s wrong with him / her? 增加活动难度。
(2)新课导人
1. 教师承接上一环节的活动与学生会话导入新课：
T: How are you today, boys and girls? Are you feeling very well?
Ss: Yes, we are.
T: Everybody looks very well today. That’s good. What about Colin? Is he very well?
Ss: No, he isn’t.
T: What’s wrong with him?
Ss: He is ill. He has a headache.
T: Can he go to school today?
Ss: No, he can’t.
T: What will his mother do?
Ss: She will call the teacher and tell her about it.
课程展示活动和过程的设计建议(presentation)
(1)新课展示Part B Let’s learn more
1. 教师展示本部分的教学挂图，通过问答引导学生观察、了解对话背景：
T: Who are talking on the phone?
Ss: Colin’s mother and his teacher, Miss White.
T: What are they talking about? Let’s listen to the tape.
2. 教师先用课件展示一些问题，然后播放录音，让学生带着问题完整地听一遍对话，看看他们能了解多少对活内容。问题可参考如下：
(1) Can Colin go to school today?
(2) What’s wrong with Colin?
(3) Will they go to the hospital?
(4) What does Miss White say to Colin’s mother?
3. 分段播放录音，帮助学生完整回答问题，并讲解疑难点：
(1) T: What’s wrong with Colin?
Ss: He has a fever and a bad headache.
bad形容如“严重的、厉害的”，可用来表示病得很严重，若不太严重则可用little。如：
She has a little cold. And she has a little headache.她有点感冒，还有点头痛。
Bob has a bad fever. And he has a bad cough.鲍勃发高烧，还咳嗽得厉害。
(2) I’m sorry to hear that. 在听到别人病了或遇到什么不幸或闲难时，通常会说这样的话对别人表示同情。如：
a. —I lost my money.
—I’m sorry to hear that.
b. —I feel very bad today. I have a bad toothache.
—I’m sorry to hear that.
c. — Tom can’t go to school today. He has a stomachache.
—I’m sorry to hear that.
(3) You’d better take him to see a doctor. We’ll go to the hospital, take sb. to see a doctor的意思是“带某人去看医生”。
go to the hospital的意思是“去医院”。
(4) Please tell him not to worry about his lessons and have a good rest.
a. tell sb. not to do sth.“告诉某人不要做某事”。如：
Please tell the students not to be late for class.
tell sb. to do sth.“告诉某人去做某事”如：
Tell Alice to come on time.
b. have a good rest的意思是“好好休息”。如：
Go to bed early and have a good rest.
(2)巩固活动
1. 教师再次播放录音，要求学生翻开书跟读对并提醒学生注意正确模仿录音中人物的语音语调。
2. 学生齐读对话，教师注意纠正错误的语音语调。
3. 将学生分成两大组，分角色朗读对话。
4. 学生戴上人物头饰，借助教师所准备的实物电话两人一组表演对话，教师可要求学生为对话多加入一些以前所学的日常用语，使对话内容更加丰富完整，培养学生良好的英语对话习惯和思维。
温馨提示：教师在这里要告诉学生在英语中打电话给对方时首先一定要先向对方介绍自己。但介绍时不能使用句型I am ... 而要用This is ... 为了更形象地帮助学生现解，教师可拿起电话做示范：
T: Hello, ... This is Mr. / Miss …
操练活动的设计与实施建议(Practice Activities)
(1)Part B Play a game
1. 教师将相应的信息写在黑板上，然后请两位学生运用本课时所学的句型进行示范问答。如：
教师板书Jack has a fever.
学生据此问答：
S1: Jack doesn’t feel well. What’s wrong with him?
S2: He has a fever.
教师给出例子后再要求学生借助之前学过的由助动词do的第三人称单数形式does引导的一般疑冋句及其问答格式进行问答练习。如：
T: Does Jack have a headache? (教师出示发烧的图片)
Ss: No, he doesn’t. He has a fever.
T: Does Jack have a fever?
Ss: Yes, he does.
教师可多提问几次，让学生充分掌握这一问答形式。最后结合刚才板书的信息以及本部分的对话示范进行问答。如：
T: Jack doesn’t feel well. Does he have a headache?
Ss: No, he doesn’t.
T: What’s wrong with him?
Ss: He has a fever.
2. 教师将学生分为三人小组，一人表演动作，另外两人就此对话。三人相互交换表演、问答。最后选出几个小组上台表演。看哪一组表演得最形象生动、准确自然。作此过程中，教师也要表扬踊跃表现的学生，同时鼓励胆小的学生上台表演，并给予肯定。
(2)Part C Look and complete
1. 教师引导学生仔细观察本部分三幅图片中人物的不同状态，并从A、B两人的对话描述中推断这三个人物分别怎么了：他们因为在日常生活太不注意饮食的合理性而导致生病了。
2. 学生讨论并填写答案。教师在这里要提醒学生注意写时要将have变成其第三人称单数形式has。
3. 教师随机挑选几组学生表演对话、核对答案。
参考答案：1. he has a bad cold
2. she has a toothache
3. she has a stomachache
4. 教师在这里可以借助这三个小朋友因为在日常生活中太不注意饮食的合理性而导致生病的例子，告诫学生应当养成良好的生活习惯。
温馨提示：处理本活动时，教师还可以鼓励学生发挥想象，以同样的形式拓展练习have a fever, have a headache和have a cough这三个词组，并表扬和奖励拓展得较好的学生。
【板书设计】
