冀教版 英语三年级上册Unit 3Lesson17
Consolidation
两人一组，选择字母并 完成如下对话： A: Are you okay? B: No, I’m sick. A: What’s the matter? B: My… hurt(s).
Let’s play
A B C head feet mouth
Dleg
E F knee finger
No, I’m sick.
What’s the matter?
My head hurts.
doctor
关心别人状况及回答
医生询问病人状况
Homework
根据本课内容编写一个情景 剧，并和伙伴表演出来。
Summary
“部编本”语文教材解读 “部编本”语文教材的编写背景。 （一）教材要体现国家意识、主流意识形态、党的认同，体现立德树人从娃娃抓起。 （二）体现核心素养，中国学生发展核心素养包括社会责任，国家认同、国际理解、人文 底蕴、科学精神、审美情趣、学会学习、身心健康、实践创新。 （三）语文、道德与法制、历史三个学科教材统编是大趋势。 （四）“一标多本”教材质量参差不齐，“部编本”力图起到示范作用。 二、“部编本” 教材的编写理念： （一）体现核心价值观，做到“整体规划，有机渗透”。 （二）接地气，满足一线需要，对教学弊病起纠偏作用。提倡全民阅读，注重两个延伸： 往课外阅读延伸，往语文生活延伸。 （三）加强了教材编写的科学性，编研结合。 （四）贴近当代学生生活，体现时代性。 “部编本”语文教材的七个创新点： （一）选文创新：课文总数减少，减少汉语拼音的难度。 （二）单元结构创新——更加灵活的单元结构体制，综合性更强。 （三）重视语文核心素养，重建语文知识体系。 （四）三位一体，区分不同课型。“教读”、“自读”和“课外阅读”三位一体，整体提 高学生的语文素养。 （五）把课外阅读纳入教材体制。 （六）识字写字教学更加讲究科学性。 （七）提高写作教学的效果。
Unit 3 Feelings and Body
Lesson 17 Are You Okay?
冀教版 英语 三年级 上册
Learning goals
Learning goals
✔ 学生能听懂、会说和认读下列词汇：
doctor
✔ 学生能理解并口头运用句子：
1. —Are you okay? —My _____ hurts.
例句 My feet hurt.
Presentation
Let’s learn
Point What’s the matter?
用法 当别人身体不舒服或心情不好时，我们可以用这个句子表达关 心，医生也可以用此句来询问病人症状。
关心别人状况还可以用: What’s wrong?/What’s up?
Presentation
Watch and role play
点击，播放视频
Presentation
Are you okay?
Let’s act
No.
What’s the matter?
My…
Presentation
Letters and sounds
点击，播放视频
Consolidation
Let’s play
游戏：开火车 玩法：将本课五个字母p, b, t, d, a写在五 张卡片上，放进盒子里。第一名同学抽取 一张卡片，读出本课所学的这个字母在单 词中的发音，并说出一个例词。第二名同 学重复第一名同学说的字母发音和单词， 然后再抽取卡片，重复游戏过程。
2. What’s the matter?
Warming up
Can you say some body parts?
head
knee
face
eye ear
body parts
leg arm
hand foot
Warming up
How do you feel now?
Presentation
Let’s learn
Consolidation
Let’s choose
情景 2
你生病去看医生，医生会问你： __A___ A. What’s the matter? B. What colour is your hand?
A选项常用于医生询问病人症状； B选项是在问手的颜色。
Consolidation
Let’s choose
H I stomach hand
Garm
Consolidation
Let’s choose
情景 1
你看到你的朋友脸色不是很好， 你会说：___A___ A. Are you okay? B. I feel cold. C. What’s your name?
A选项用于询问对方状况； B选项用于描述自己的感受； C选项是询问对方姓名。
Presentation
Are you okay?
Let’s read
No, I’m sick.
My head hurts.
Presentation
Let’s read
Let’s see a doctor. Okay!
What’s the matter? My head hurts.
doctor
sick 生病的， 有病的 He is sick.
hurt 受伤；感到疼痛 My arm hurts.
Presentation
Let’s learn
doctor 医生
(缩写形式为Dr.)
This is a doctor.
Let’s see a doctor. 我们去看医生吧。 see a doctor表示“看医生；就诊”。
Presentation
Let’s learn
询问对方状 况和回答
ArБайду номын сангаас you okay?
肯定回答：Yes, I am. 否定回答：No, I’m+形容词（sick, tired…）.
Presentation
Let’s learn
Point My head hurts.
用法 “My+身体部位+hurt(s) .” 表达自己某个身体部位疼痛。 hurts是hurt的第三人称单数形式。
情景 3 你摔了一跤，好朋友过来问你怎么 样，你会回答：___B__ A. I am happy. B. My leg hurts. C. I have a pen.
A选项表述自己很开心； B选项表述自己腿疼； C选项表述自己有一支钢笔。
Summary
Are you okay?
Yes, I am.
冀教版三年级英语上册Unit 3《Lesson17 Are You Okay》教学设计
《Lesson17 Are You Okay》教学设计教学目标：1.学习关于身体不适和疾病轻重程度的表达，能够询问别人的病情，并能用此I have a headache. I feel bad.2. 掌握有关治疗疾病的简单祈使句。
Take some medicine. Have a good rest.3. 理解会说会用会写以下单词headache, stomachache, toothache, medicine, rest,4. 会认会说会用向别人询问病情是否严重的句型。
Is it serious?Don’t worry.教学重点和难点:1. 重点掌握用What’s wrong with you?句型来询问身体的不适和疾病。
2. 能够运用课文中的句子来给别人以忠告。
Take some medicine. Have a good rest.教师准备课件、单词卡片，教学过程：Step 1.热身（Warming up）1、课前预热。
2、通过教师做出动作来提醒和引导学生来，复习有关疾病的短语。
T: What’s wrong with me? (Point to his mouth and pretend to be suffering)Ss: You have a toothache.T: What’s wrong with me? (Point to his head and pretend to be painful) Ss: You have a headache.T: What’s wrong with me? (Point to his stomach and pretend to be suffering)Ss: You have a stomachacheT: You are really a good doctor.Step 2新课展示（New Presentation）1、教师对本课重点词汇和重点句型进行讲解。
三年级上册英语教案Unit3Lesson17_冀教版(三起)
Lesson17：Are You Okay?一课时一、教学目标：1、知识与技能：[来源:学,科,网]能理解并口头应答下列句子：How are you? I feel sick. My ____hurts./ I have a ____ache. Are you okay?Yes/No.What’s the matter? I cut/hurt my ____.2、情感与态度：鼓励学生在日常生活运用句式，激发学生学习英语的兴趣；培养学生在学习中学会合作，学会关心他人。
3、过程与方法：采用合作式、体验式的方法进行学习。
二、教学重点：能够理解并口头应答下列句子：How are you? I feel sick. My ____hurts./ I have a ____ache. Are you okay? Yes/No.What’s the matter? I cut/hurt my ____.三、教学难点：能针对不同句式进行准确回答。
四、德育渗透点：通过句式的学习，学会关心他人。
五、教具：椅子、录音机、手偶、医用白大褂六、课时：1课时教学过程：一、Greeting：Hello,boys and girls.How are you?How do you feel?二、Sing an English song:<<THE PRETTY LITTLE GIRL>>(In order to review and make the atmosphere vivid.)三、Play games：1、SIMON SAYSHow are you? I feel sick. My ____hurts./ I have a ____ache.Are you okay?Yes/No.What’s the matter? I cut/hurt my ____.(Use this sentence to review the words about the body: Touch your ____.2、CHARADESUse this game in order to review the words ab out feelings:sad,happy,tired,hot and cold.四、Mew concept:[来源:学+科+网Z+X+X+K]How are you? I feel sick. My ____hurts./ I have a ____ache.1、Teacher give a model to the students.2、Teacher make a dialogue：[来源:学*科*网Z*X*X*K]手偶：How are you，today?师：I feel sick.Sick.I am sick. Sick.(配合动作和表情)(LET students repeat“sick”several times.)3、Teacher show the body about oneself：My ____hurts./ I have a ____ache (ear, head ,stomach)Teacher can touch the head a nd say：My head hurts./I have a headache.(Show the sentences and words,then let the students repeat.)s means 阵痛，especially about ears,head and stomach。
三年级上英语教学设计-第三单元Lesson 17-冀教版
三年级上英语教学设计-第三单元Lesson 17-冀教版教学目标1.了解单词bicycle，bus，train和subway；2.理解并模仿讲解“Do you come to school by…？”英语句型；3.能够听懂和使用日常交通方式的问答句；4.增强学生使用英语的自信心和兴趣。
教学内容1.学习单词bicycle，bus，train和subway；2.讲解“Do you come to school by…？”英语句型，并模仿练习；3.学习日常交通方式的问答句；4.课堂活动: 匹配游戏和角色扮演。
教学重点1.掌握单词bicycle，bus，train和subway；2.理解“Do you come to school by…？”的英语句型；3.能够听懂和使用日常交通方式的问答句。
教学难点1.学生可以使用正确的句型和单词进行自我介绍；2.学生可以准确理解和使用日常交通方式的问答句。
教学方法1.师生互动教学法；2.交际教学法。
教学准备1.学习单词bicycle，bus，train和subway的卡片；2.讲解“Do you come to school by…？”英语句型的PPT；3.角色扮演的小组卡片。
教学过程第一步：引入词汇教师先出示单词bicycle，bus，train和subway的卡片，并要求学生跟读单词，反复读几遍。
第二步：句型讲解1.出示PPT，讲解句型“Do you come to school by…？”；2.通过PPT，进行语音语调练习；3.在黑板上，列出“Do you come to school by…？”句型，反复练习。
第三步：问答训练1.调动学生学习的兴趣，提出日常交通方式的问答练习；2.以搭乘公交车为例，由教师向学生提问：“Do you come to school by bus?”；3.学生回答：“Yes, I come to school by bus.”；4.反复练习和确认学生的答案。
三年级上册英语Unit 3 Lesson 17 Are You Okay 冀教版三起
三年级上册英语Unit 3 Lesson 17 Are You Okay 冀教版（三起）课程概况本课是三年级英语上册的第三个单元，第17课，标题为“Are You Okay”。
本课是一节有关问候和回答身体状况的课程，主要内容包括问候、回答、身体部位词汇以及简单的身体状况表达。
通过这节课的学习，学生可以用英语问候和了解身体状况，扩展了英语交际能力。
词汇本节课的词汇有：•eye（眼睛）•nose（鼻子）•ear（耳朵）•mouth（嘴巴）•head（头）•shoulder（肩膀）•stomach（胃）•waist（腰）•leg（腿）•fever（发烧）•headache（头疼）•sore throat（嗓子疼）语言点问候本节课的问候语是“Are you okay?”，意思是“你好吗？”。
“okay”意思是“好”，也可以用其他类似的问候语，如“How are you?”（你怎么样了？）。
回答本节课中有几种表达身体状况的回答：•“I have a fever.”（我发烧了。
）•“I have a headache.”（我头疼。
）•“I have a sore throat.”（我嗓子疼。
）•“I have a pain in my…”（我…疼。
）其中，“pain”是“疼痛”的意思，后面可接不同的身体部位词汇，如“leg”（腿）、“stomach”（胃）等。
身体部位词汇本节课中介绍了多种身体部位的词汇，如“eye”（眼睛）、“nose”（鼻子）等。
学生需要把这些词汇和其所表示的身体部位联系起来，可以让学生进行身体部位的模拟动作或看图说话，加深学生对身体部位的理解。
身体状况表达本节课中介绍了身体疾病的表达方式，如“fever”（发烧）、“headache”（头疼）等。
学生可以通过这些词汇学习并表达自己的身体状况，同时也学会关心他人的身体状况，加强交际能力。
练习问候练习教师或学生可以假装为患者进行问候练习。
学生可以使用“How are you?”（你怎么样了？）或者“Are you okay?”（你好吗？）来进行问候，并考虑不同情形下应该使用哪种问候方式。
Unit 3 Lesson 17 I Like All Seasons(教学设计)冀教版(三起)英语
Unit 3 Lesson 17 I Like All Seasons（教学设计）1. 教学目标•了解四季的名称和特点；•能听懂、会说、会读、会写单词 fall, winter, spring和summer；•能用简单的句子表达自己喜欢和不喜欢的季节；•培养学生认真观察、细心表达的习惯。
2. 教学重难点•教学重点：四季的名称和特点。
•教学难点：用简单的句子表达自己喜欢和不喜欢的季节。
3. 教学步骤3.1. Warm-up (5 minutes)通过一张图片引入“四季”的概念，引导学生谈论四季的名称、特点和他们喜欢的季节。
3.2. Presentation (15 minutes)1.教师出示四张图片，分别是一棵树的四个季节，让学生观察并说出四季的名称。
2.教师重点介绍每个季节的特点（气温、天气、物品等），引导学生认真观察、描述。
3.教师用投影仪展示单词 fall, winter, spring, summer，并念出来，让学生跟读、默读，并操练发音。
3.3. Practice (20 minutes)1.教师带领学生学习句子I like…和I don’t like…。
并让学生练习表达自己喜欢和不喜欢的季节，如：I like fall. I don’t like winter.2.学生两两分组，练习互相询问对方喜欢和不喜欢的季节，并记录在一张表格上（表格如下）。
| Name | Fall | Winter | Spring | Summer | | —- | —- | —— | —— | —— | | Tom | | | | | | Lily | | | | |3.4. Production (15 minutes)学生分小组，每组选择一张季节图片（或根据教师分配），并准备一个短小精悍的演讲，介绍所选季节的特点和他们在这个季节里喜欢做的事情，同时通过展示自己的图画或一些物品来说明特点。
3.5. Summary & Homework (5 minutes)1.教师归纳整个课堂学习的内容，并提醒学生好好记录四季的变化，提高自己的观察力。
冀教版(一起)三年级英语上册教案Unit3Lesson17(2)
冀教版（一起）三年级英语上册教案Unit 3 Favourite foods of Jenny’s familyLesson 17 Meet Jenny’s family教学目标（一）知识1.熟记家庭成员名称及其职业的英文名称。
2.掌握“ Who are they?” “Who’s that man (boy)?” “He’s my…” “Who’s that woman (girl)? She’s my…” “ My father is a …”3. th 发音（二）能力1.能够用所的知识简单介绍自己的家人情况，如家人的名字，职业等等。
2.能够与老师同学对家庭成员简单情况进行交流3.熟练演唱一首有关家庭的英文歌曲。
（三）情感1.通过对家庭成员名称的学习，让学生懂得尊重和关爱家人，培养学生热爱自己的家庭的情感。
2.通过对各种职业的了解，培养学生对自己所爱职业追求的情感。
GREETINGGive the standard greeting to welcome students to English class.Begin today’s class with a review of the numbers. Together as a class, count aloud from one to twenty.TEACHING TIPSpeak EnglishRemember, use as much English as possible in your classes. When you observe your students, you have an excellent opportunity to talk to them individually in English to make requests and offer friendly assistance.LET’S LOOK AT OUR BOOKSGive the standard command for students to take out their student books.1. Jenny’s family.Have the students look at the pictures on pages 34 and 35. Who do theyrecognize? Ask the class to guess who the other people are. Explain that this is Jenny’s family.Give the “listen” command. The audiotape will repeat each line. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape says:[Jenny]We are the Smith family. We live in Canada.We are the Smith family. We live in Canada.My sister is a student. Her name is Lynn.My sister is a student. Her name is Lynn.My brother is a police officer. His name is Bob.My brother is a police officer. His name is Bob.My mother is a bus driver. Her name is Mrs. Smith.My mother is a bus driver. Her name is Mrs. Smith.My father is a carpenter. His name is Mr. Smith.My father is a carpenter. His name is Mr. Smith.Review the mastery words for today’s lesson: family, sister, brother, mother, father. Have a brief class discussion to check comprehension. Ask questions such as What is the name of Jenny’s family? What job does Jenny’s mother have? Where does the Smith family live? Ask students to respond by pointing to the appropriate pictures when you ask Who is Jenny’s sister? Where is Jenny’s father? Which one is Jenny’s brother?2. Who are they?Have the students look at the picture at the top of page 35. Jenny is holding a picture of her family. Tell the students that when you read out each word, they should point to the appropriate person in the picture of Jenny’s family. Quickly complete this activity, then review as a class. Was anybody able to identify a son or a daughter? If not, that’s okay. These are new words to the students.Explain the concept of son and daughter. Have the class repeat these words with you.Give the “listen” command. The audiotape will repeat each line. Ask the students to say the words along with the audiotape. The audiotape says: [Jenny]I love my family. I love my family.[Narrator]Father. Son. Brother. Mother. Daughter. Sister.Father. Son. Brother. Mother. Daughter. Sister.3. Let’s sing a song.Song: “The Family in Our House”Today’s song is an adaptation of an old English song called “The Farmer in the Dell.’ This revised version reviews the new vocabulary for this unit.Note that you may choose to not teach all the verses in one class. You could save a few verse. for a future class.Tell the students they will learn a song about a family. GO over the word to the song before you play it on the audiotape. Translate any unfamiliar words (such as “finds”). Explain that the song has a nonsense line, just for fun: Hi-ho the derry-o.Teach the students the actions for this song. Ask two students to volunteer to come to the front of the class and be the house in the song. The students will face each other and join hands, with arms raised somewhat, to form a roof. They hold this position throughout the song. During the first verse, they stand alone.Choose a boy volunteer to play the father. In the second verse, this boy stands inside the “house.” In the third verse, he walks around the classroom and “finds” a “mother.” When the boy chooses a girl to be the mother, he holds her hand and leads her into the house.In the fourth verse, the mother walks around the classroom and finds a boy to be the son. She takes his hand and leads him into the house, where they stand with the father.Follow this pattern for the remaining verses.The class will listen to the audiotape to learn the song. Play one or two verses first while the students just listen. Then play the entire song with your initial volunteer actors assigned. The entire class should sing along.The audiotape says:The family in our house.The family in our house.Hi-ho the derry-o,The family in our house.The family has a father.The family has a father.Hi-ho the derry-o,The family has a father.The father finds a mother.The father finds a mother.Hi-ho the derry-o,The father finds a mother.The mother finds a daughter.The mother finds a daughter.Hi-ho the derry-o,The mother finds a daughter.The daughter finds a brother.The daughter finds a brother.Hi-ho the derry-o,The daughter finds a brother.The brother finds a sister.The brother finds a sister.Hi-ho the derry-o,The brother finds a sister.The audiotape repeats the Song. Play the song again, and ask the students to sing along.LET’S DO SOME EXERCISESGive the standard command for students to take out their activity books.PAGE 34. Number the family. The students look at the numbered list of words at the bottom of the page. They write the correct number in the box beside each picture, then write the word family in the provided blank.PAGE 35. Write the words. The students unscramble the letters and write the words in the blank spaces beside the pictures. There are two words each for the boy (brother, son), the girl (sister, daughter) and the woman (mother, bus driver).CLASS CLOSINGEnd today’s lesson by having students number off using some of the vocabulary from today’s lesson: mother, father, sister, brother, son, daughter. Have the class say the words together, then have individual students number off by saying the words in order, from mother to daughter, until all students have a word. Remind the students to remember their words.When today’s class is over, have the students stand by word. You might say “Now all students with the word sister may stand,” and then mo ve on to another word until all students are standing. Wave and say “Good-bye” to signal that class is over.。
三年级上英语教案-Unit 3 Lesson 17 Li Ming’s Big Family 冀教版(一起)
Unit 3 I Love My FamilyLesson 17【教学目标】1．能够正确听,说,认读单词: uncle, worker, aunt, nurse.2．掌握句子: My uncle is a worker. My aunt is a nurse. My cousin Jing is young.等.3．会仿照课文介绍自己的大家庭.【教学重难点】重点:会读句子: My uncle is a worker. My aunt is a nurse. My cousin Jing is young.等.难点:会仿照课文介绍自己的大家庭.【教学方法】情景交际教学法,合作学习教学法.【教学准备】教学卡片cards, tape-recorder,多媒体课件ppt.【教学过程】Ⅰ．热身(Warm-up)1．带领学生边做动作边吟唱课本的歌曲.2．日常口语对话:Hello! Hi! Good morning! How are you? What day is it today? What would you like?3．通过课件呈现Li Ming's family,复习上节课的内容: This is _________. He/ She likes to __________. They like to __________.Ⅱ．呈现新课(Presentation)1．情景呈现.（1）课件出示李明的大家庭照片,找学生指一指,说一说: Who are they?（2）有不认识的人,介绍:这是李明的叔叔一家,出示单词: uncle, aunt和cousin. （3）指导学生读一读,比一比,谁的发音准确.2．第一次阅读,略读短文回答问题.Questions:（1）How many people are there in Li Ming's big family?（2）Who are they?找学生说一说,共同核对答案.然后小组讨论完成课件展示的家庭树.3．第二次阅读,细读短文回答问题.（1）填空.My grandpa likes to _______.My grandma likes to _______.（2）连线.father teachermother workeruncle doctoraunt nurse（3）选择Li Ming is a _______.Li Ming's cousin Jing is a _______.They're _______.A．students B．boy C．girl学生仔细阅读,回答问题,共同核对答案.有不懂的地方可以用铅笔标出来,然后小组讨论.4．第三次阅读,再读短文回答问题: Does Li Ming love his big family?找学生回答: Yes, he does.Ⅲ．文本学习(Reading)1．Listen to the tape, and point to the sentences.2．Read the text with the tape.Ⅳ．趣味操练(Practice)1．复述短文.教师出示本课的一些提示性的单词,学生根据这些提示复述短文.比一比,评选出"最佳口才奖".2．Let's sing.先播放音乐学生感受,然后共同说一说歌词大意,讲解: Father and mother, I love you! 这句话中的六个单词的首字母组成了family"家庭".这时可播放"Family公益广告",使学生对"家庭"有更深层次的理解.然后唱一唱歌曲.3．Talk about your family.说一说你的大家庭成员,以及他们的爱好或者职业.Ⅴ．Letters and sounds1．探索字母er在单词末尾时的发音,然后说一说,读一读这些单词,找一找以前所学的单词还有哪些符合这个规律.2．探索th在单词中的发音,有两种情况,一种是轻辅音,一种是浊辅音.体会两者的发音部位和发音特点,然后读一读单词.Ⅵ．课堂总结(Summary)1．我们这节课学习了单词uncle, worker, aunt, nurse.2．本节课的重点句型是: My uncle is a worker. My aunt is a nurse. My cousin Jing is young. 【作业布置】1．听录音,熟读本课内容.2．熟记新单词和句型.3．把本课读给爸爸妈妈听.【板书设计】Unit 3 I Love My FamilyLesson 17 Li Ming's Big Familyuncle worker aunt nurseMy uncle is a worker.My aunt is a nurse.My cousin Jing is young.。
冀教版三起三年级上册Unit 3 Lesson 17课件
新词展示
doctor /d ɒ k t ə(r) /
(名词)医生(缩写形式为Dr.)
新词展示
点击“新词展示”，跟 我一起学词汇吧！
新词展示
新词展示
词汇巩固
doctor
doctors
课文朗读
小喇叭朗读开始 了，点一点音箱，一
起跟着读吧。
课文原文
1.Are you okay ?
重难点探究
重点词汇 ①okay(感叹词)平安;行;好(=OK)课文Leabharlann 文2.Let’s act !
课文朗读
小喇叭朗读开始 了，点一点音箱，一
起跟着读吧。
课文原文
3.Letters and sounds
课堂互动
Practice
巩固练习
一、单词翻译。 医生_________ 头________膝盖—— 肩膀_________ 胃______ 手指——
二、连词成句 1. you feel how do (?) 2. okay you are (?) 3. is matter what the(?) 4. shoulder my hurts (.)
•
13、生气是拿别人做错的事来惩罚自 己。202 1/7/12 021/7/1 2021/7 /12021 /7/17/1 /2021
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14、抱最大的希望，作最大的努力。2 021年7 月1日 星期四2 021/7/ 12021/ 7/12021 /7/1
•
15、一个人炫耀什么，说明他内心缺 少什么 。。202 1年7月 2021/7 /12021 /7/1202 1/7/17 /1/2021
回顾小结
一、本课时学的重点词汇如下： doctor(医生）
冀教三上英语Unit 3Lesson17
Let’s learn
doctor 医生
(缩写形式为Dr.)
This is a doctor.
Let’s see a doctor. 我们去看医生吧。 see a doctor表示“看医生；就诊”。
Are you okay?
Let’s read
No, I’m sick.
My head hurts.
Let’s learn
Point My head hurts. 用法 “My+身体部位+hurt(s) .” 表达自己某个身体部位疼痛。
hurts是hurt的第三人称单数形式。
例句 My feet hurt.
Let’s learn
Point What’s the matter? 用法 当别人身体不舒服或心情不好时，我们可以用这个句子表达关
Let’s read
Let’s see a doctor. Okay!
What’s the matter? My head hurts.
doctor
Let’s learn
询问对方状 况和回答
Are you okay?
肯定回答：Yes, I am. 否定回答：No, I’m+形容词（sick, tired…）.
Let’s play
游戏：开火车 玩法：将本课五个字母p, b, t, d, a写在五 张卡片上，放进盒子里。第一名同学抽取 一张卡片，读出本课所学的这个字母在单 词中的发音，并说出一个例词。第二名同 学重复第一名同学说的字母发音和单词， 然后再抽取卡片，重复游戏过程。
两人一组，选择字母并 完成如下对话： A: Are you okay? B: No, I’m sick. A: What’s the matter? B: My… hurt(s).
三年级上英语教案第三单元Lesson17冀教版
(设计意图：学生用白大褂扮演医生和病人，练习本课内容。
为学生创设真实的语言环境，让学生感受英语学习的氛围。
)
6. Letters and sounds.
(1)Listen and read follow the tape for three times.
(2)Read the words in groups.
（设计意图：小组里面练习读单词，给学生一个互评、互助的学习机会，激发学生的竞争、合作意识。
）
Step Ⅲ. Class closing
1. Read the sentences in the blackboard.
2. Make a dialogue with these sentences.
Step Ⅳ. Homework
1. Read the words in L17,P
2.
2. Make a dialogue and act.
板书设计：
Lesson 17 Are You Okay?
Are you okay? Yes. / No, I’m sick.
What’s the matter? My hurts.
doctor
6.教学评价设计
评价内容：
1.本课句型进行问答练习。
如：What’s the matter? My hurts.
Are you okay? Yes./No, I’m sick.
2.句型的准确表达及角色表演。