一． Teaching content: Has he/she got a...? Yes, he/she has.
No, he/she hasn’t.
二． Teaching aims:
1. Inspire the students’ interest.
2. Help Ss to talk about illness.
3. Help Ss to use drills in activities and daily life.
三． Teaching main points:
To learn how to talk about illness.
四． Teaching difficult point:
1. Inspire the students’ interest.
2. To use the drills freely in activities and daily life.
五． Teaching tools:
a computer , some cards, two ornaments.
六． Teaching procedure:
Ⅰ Warming up and greetings:
1. Greetings: Let’s begin our class. Are you ready?
Ⅱ New lessons:
1. Ask one boy: Have you got a book? Boy: Yes, I have. T: Have you got a
box, a magic box? Boy: No , I haven’t (可帮助学生说出。)
T: Has he got a book? Ss: Yes, he has. (板书) T：Has he got a magic (strange and
exciting) box? Ss: No, he hasn’t. (板书)
设计意图：通过自由对话，引出本课的重点句型：Has he got a…?
2. Practice the drill: Has he got a …?
T: He hasn’t got a magic box. But a mysterious figure has got a magic box. Who
is he? Show a picture of Sun Wukong.
T: Sun Wukong has got a magic box. In this magic box, there are many things.
You can guess: Has Sun Wukong got a …? (板书Has he got a …?) If it’s right, you
can see a picture. If not, no pictures.
The students practice the sentence: Has he got a…?
设计意图：使学生熟悉句型Has he got a…? 频繁使用此句型，加深印象。
3. T: As we’ve known, Sun Wukong is very strong. But today, he’s ill. (Sun
Wukong coughs.) Teach the word: cough.
4. Practice: Yes, he has. No, he hasn’t.
T: Now, boys and girls, let’s know two new friends. Show a photo of Jake.
Write a word ‘cake’ on the blackboard. Then teach students to read ‘Jake’.
Play a game. The students guess : Has Jake got a …?
Rules:
One student comes to the front, he can’t look at the screen. He asks: Has
Jake got a…? The other students answer: Yes, he has. No, he hasn’t.
Show a photo of Sara. Guess: Has she got a…?
设计意图：通过此环节，引导学生练习回答问题：Yes, he/she has. No, he/she
hasn’t.几乎每一名学生都能兴趣盎然地参与到回答当中，充分练习回答问题。
5.Learn the dialog.
Listen to the dialog and answer the questions.
① Has Jake got a cough?
② Has Sara got a cough too? ③ How about Daming? Is he ill?
Learn the word ‘cold’.
Listen and read the dialog. Try to imitate the pronunciation.
Look at the picture and retell the dialog.
Act out the dialog in groups.
Fill in the blanks.
设计意图：本环节的目的是帮助学生熟悉课文，争取当堂掌握课文，达到背诵的目的。
6.Guessing riddles.
Riddle 1:
He’s ill. He’s holding his head. Has he got a cough?
No, he hasn’t. He’s got a headache.(Teach ‘headache’)
Riddle 2:
She’s ill. She’s holding her face. She can’t eat.
She’s got a ...
She’s got a toothache. (Teach ‘toothache’)
设计意图：猜谜语的目的一是学习单词headache, toothache.二是引导学生用英语描述单词的意思。
III. Consolidation:
1.Let’s chant.
Has he got a cold? No, he hasn’t .No, he hasn’t.
Has she got a cough? No, she hasn’t. No, she hasn’t.
Has she got a stomach ache? Yes, she has. Yes, she has.
Has he got a headache? Yes, he has. Yes, he has.
The students stand up and clap hands to say this chant.
设计意图：进一步熟悉句型：Has he/she got a ...? Yes, he has.
No, he hasn’t.
2.One of my students is ill. Who can guess: He’s got a...
You can use the sentence: Has he got a ...? You can say the same answer. Then
practice in groups.
设计意图：使尽可能多的学生参与到对话中来，扩大参与面。
3.Show a screen: Lily clutches her stomach, beside her, there are many ice
creams. What’s the matter with her?
She’s got a stomach ache.
4.Show a passage:
Lily likes ice creams. Today, she eats an ice cream. Wow, it’s very nice. So
Lily eats many ice creams. Oh, that’s too bad.(糟糕) She’s got a stomach ache.
设计意图：对于三年级的学生来说，慢慢地培养他们的语篇意识非常重要。可以先从造句开始，慢慢形成语篇。
Explain the importance of health.
IV.Homework:
Listen, read and imitate the dialog ten times.
V.Blackboard designing:
Module 7 Unit2
Has he got a …?
Has she got a…?
Yes, he has.
No, he hasn’t.
Yes, she has.
No, she hasn’t.
She’s got a cold.