B6 U3 L2 How are you feeling today

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B6U3L2_How_are_you_feeling_today

Book6 Unit3 Lesson2 How are you feeling today?教学设计一、教学目标：1、能够听懂、会说并认读单词much, better, rest, soon, lesson 及短语get well, keep away, on time.2、能听懂、会说、认读并运用How are you feeling today? Much better. Take the medicine on time. Take a good rest. Drink some water. You’ll get well soon.关心他人身体健康并提出合理化建议。

3、在真诚的交流互动中培养学生关爱家人朋友身体健康、通过友爱的言行与话语增进友谊的积极情感。

二、教学重难点：（一）教学重点：1、单词much, better, rest, soon, lesson及短语get well, keep away, on time的听说认读；2、熟练运用句子进行语言交流，情感互动。

（二）教学难点：在真实情境中灵活地运用句型进行语言交际。

三、教具准备：教学光盘,课件,单词卡片四、教学过程：（一） Warming-up.1、Greetings.2、Read, act and say.教师出示有关病情的单词卡，学生读出并做出相应动作和表情，再师问生答、生问生答，复习巩固上节课所学词汇与句型。

（二）Presentation1、承接上一环节教师对学生说“You have a cold. So please take the medicine on time.”引出新词汇“on time”.2、Dialogue.(1)课文导入：We know that Wang Hong had a bad cold. How is shefeeling today? Let’s go and see.(2)播放教学光盘，整体感知课文，回答老师的问题，教师板书答语并出示单词卡片学习新单词“much”、“better”；学生在课本中找出Miss Zhang询问王红今天身体状况的句子，教师板书在黑板上。

How are you felling today教案

How Are Y ou Feeling Today? Background informationSchool: 文昌中学Teacher:十班第一组:李涛、李文博、革定姣、文扬、陈萌、周泽敏Students: 50 Junior High School students, Class1, Grade 2Time & date: 8:00-8:40 am, Friday, 10th June, 2015Material: 仁爱版初中英语教材必修二Unit2 Tpoic1 Section B 1a-2b Type of lesson: Listening and SpeakingT eaching contents:1. Words: pale, terrible, day and night, take some medicine, lie down2. Structures: how are you feeling today, had better3. Dialogue Topic1: listening how are you feeling Objectives:By the end of the class, 90% students will be able to1. Instructional objectives1) listen, spell, pronounce “pale, terrible, take some medicine, day and night, lie down”, and use them correctly;2) listen and understand the new words and phrases;3) use “had better (not)” properly in communication;2. Educational objectives1) let students know the aim of learning a new phrase( eg, “had better” is used to give advice);2) predict the main idea according to the pictures;3) increase the confidence to speak in public by leading them step by step;4) understand conversations about their familiar topic;By the end of the class, the teacher could3. Personal objectives:1) get to know the effective way to give instructions2) practice the ability to change the plan when needed3) improve the ability of giving instructions and getting students prepared for listening tasks.Focal points:1. The use of “had better (not)”2. listen, understand, and spell the words and phrases correctly3. catch the main idea of the listening contextDifficult points:1. using the words they have learned to practice the dialogue properly2. making sentences to describe their own experiences or feelingsProcedures:Stage 1 Greeting and Warming up(5’ minutes)Purpose: To review the knowledge learned in last class and arise students’ interests in today’s topic.T: Good morning class!Ss: Good morning, teacher!T: Ok, sit down, please.Wow. You look very fine today! How are you?S1: I am fine, thank you!T: I am happy to hear that. And for every one. How are you feeling today?Ss: I am fine, thank you!T: So, today is whose turn to give the duty report?S2: It is me!T: Wonderful, let’s welcome him/her.(Then the S2 does his/her duty report about illness)T: Thank you so much for such a presentation. Just now he/she had talked about some illnesses.How are you feeling when you are ill?S1: I feel sore in my throat.S2: I feel sore in my eyes.S3: I feel dry in lips.S4: …T: Wow, you will feel so many things when you are ill!Because illness is a terrible thing, we should take care of ourselves. Do you know terrible?Ss:糟糕的T: Yeah, terrible is like bad. But worse than bad. Now, look at the picture. The boy on the left is Bruce, he looks terrible. Look and guess, how is he feeling?S1: He may be ill. He looks terrible.T: That’s one answer. Anyone else?S2:He has a stomachache.T: Hummm... Maybe. Well, do you want to know what is wrong with him?Ss: Yes.T: Ok! Let’s go into today’s listening task “How are you feeling today?” and find out how is Bruce feeling.Stage 2 Pre-listening (10’ minutes)Purpose: Make the full preparation for the coming listening tasks, it includes: teach new words and phrases and prepare background information. These can reduce the difficulty of while- and post-listening.Step 1 Presentation and PracticePropose: Teach new words and new phrases to students, make them be familiar with the material.T prepares some pictures and ask the Ss to find out what’s wrong with Bruce(a boy). What should he do? And learn how to use these sentences to express feelings, illnesses and pains.T:( Show the picture)What’s the matter with him?Ss: He has a toothache.T: What should he do?Ss:He should (had better) go to the dentist.T: There “had better” is the same as “should”T:(Change another picture) Now,what’s wrong with him?Ss:He has a fever/ He is coughing.T: And his face is very white, isn’t it? So how can we describe his face? Using the new words in the words list of this unit.Ss:Pale!T: Great. When a person’s face is very white because he is ill. We can say his face is pale or he looks pale. And what should he do, use the example as I showed you.Ss: He had better have a rest.T: Wow, clever! He had better have a rest, and we can say he had better lie down. Who knows “lie down”?S1: “躺”T: Great, can you read it?S1: Lie down.T:Now everyone reads the sentence after him”He had better lie down.”...T:(Change to the 3rd picture)What’s this?Ss:药.T: Yes, in Chinese it is “药”, but in English, who knows the word? Here is the sound of it /’medsn/.Ss: It is medicine.T: Can you spell it ?Ss M-E-D-I-C-I-N-E.T:Right, in English, it is Medicine. Bruce had better take some medicine when he is ill. Mike, what should you do when you are ill?Mike: I should take some medicine.T: And you had better lie down when you look pale,you had better take some medicine when you feel terrible!Step 2 ProductionPurpose:(1)To check whether students have known the new knowledge,if not, emphasize what they don’t know again.(2)To make sure students can use the new knowledge freely,T:Look at the PPT, here is a task for you to practice.Choose the right answer andStage 3 While-listening ( 8 minutes)T: Now, we’ll begin listening to the tape.Ss: OK.1a. Step 1 ListeningPurpose: Develop listening and comprehension skills.T: You need to listen carefully and catch the main words and phrases, then organize the contents you have got according to the main words and phrases. Can you do that?Ss: Yes, I can.Step 2 Speaking and thinkingpurpose: Check whether students catch the main words and phrases and help them to guess what the content may be according to the massages all the students get. Their thinking and comprehension skills will be developed.T: OK, now please tell me what you have got? Anything is OK, like who, where, what and how.S1: I heard Bruce, doctor and hospital.S2: I heard pale,headache and cough.S3: I got I’m feeling terrible!S4: I got take some medicine.S5: I heard have the flu.T: Anything more?Ss: No, that’s all.T: Great, you’ve done a good job. Now, please look at the blackboard, these are what you said just now. Can you guess what the conversation talk about? What’s the conversation’s contents? You can discuss with your deskmates.S1: The conversation may talk about a man who was ill and his friend suggested him to go to the hospital to see a doctor.T: Good, anyone else?S2: It may talk about a man who had a headache and a cough was suggested by a friend to go to see a doctor, because his friend thought he maybe have the flu. And he said he would take some medicine.T: Great. OK, now let’s listen again and see whether you’re right.Step 3 Listening and speakingPurpose: Help students understand the material.T: OK, have you got all the contents this time?Ss: Yes.T: So I want to invite one to repeat the contents again. Let me se...Ok, Lisa,please?Lisa: Bruce had a headache and a cough and was feeling terrible.He was suggested by a friend to go to see a doctor, because his friend thought he maybe have the flu. His friend said, Shall I take you to the hospital? But he said , No, thank you. I’ll take some medicine and see how it goes.T: Wow, well down. You all performed very well today!T: Now, let’s listen to another conversation and number the follow sentences. Are you ready?Ss: Yes.2a.T: Now, let’s listen to another conv ersation and number the follow sentences. Are you ready?Ss: Y es.Step 1 Reading and OrderingPurpose: Develop reading, thinking and comprehension skills.T: Please look at exercise 2a. There are many sentences. Read it loudly.(1.5min)OK.You can see they are in a wrong order. Can you put them in order? Iwill give you 1 minute to try. Go ahead.Step 2 listeningPurpose: Develop listening skills and understand the conversation. T: Please listen carefully and comprehend the meaning of the whole conversation. Step 3 Checking and readingpurpose: Check the answers and see whether students understand the conversation. Develop reading skills and help themunderstand the conversation better.T: Have you finished yet? Great! Let’s check your answers.T: The right order is 142356. Are you right? Very good! Who can lead all the class to read them in the right order? OK, Jack, please.Jack: How are you, Nick?Ss: How are you, Nick?Jack: Not so well. I feel terrible.Ss: Not so well. I feel terrible.Jack: What’s wrong?Ss: What’s wrong?Jack: I have a terrible cold. I cough day and night.Ss: I have a terrible cold. I cough day and night.Jack: Bad luck! You should go home and lie down. You’d better not go to school today.Ss: Bad luck! You should go home and l ie down. You’d better not go to school today.Jack: OK, thank you.Ss: OK, thank you.Stage 4 Post-Listening (12 minutes)Purpose: Consolidate students’ knowledge about words and grammar. Improve their integrated skills of language.Step 1: PracticeTask 1: Conversation (2min)Purpose: Enabling the students to pronounce and spell the important words correctly. Make them familiar with the dialogue and get them ready for the next activities.T: You have done a very good job. Now, let’s do some exercises! Complete the conversation according to the phonetic symbols. Read it loudly to spell the rightwords.Task 2: Blank-filling (3min)Purpose: Enabling the students to use these words properly in the context and improve their ability of comprehension.T: Now, look at the screen (display the PPT and turn to the exercise page). Here are the words and a passage. I want you to fill the blank with the right word.You can do it! Begin!Task 3: Self-talking (pair work) (7min)Purpose: Enabling the students to improve their sense of language and develop the ability of using the learnt knowledge in a real situation. Strengthen their team spirit by working in pairs.(key structure: had better; What is wrong/the matter with you?)T: Boys and girls, next we will do a game named Doctor and Patient. At first, you should find a partner. Then, each of you chooses a role to play, doctor or patient. Use the words we learnt today and make a complete conversation. You’ll be given 4 minutes and then I’ll check your work. Now, let’s begin.Stage 6 Summing up(4 minutes)Purpose:Lead students to know which word is important and review new words in this material. This step aims to help students focus on key words.T: Well, boys and girls, today we learned some new words, they are important, but what are they? Let’ s back to them. Now, I will show these words one by one, so all of you should guess what I it is, and speak it out. Understand?Ss: Yes.T: First, if I feel ill, the color of my face is white, and what can we use to show the color in my face?Ss: Pale.(maybe someone cannot remember it, and I will invite those students who can speak it to teach the whole class, and tell them it is important.)T: The second one, if----------------Ss:----(maybe someone cannot remember it, and I will invite those students who can speak it to teach the whole class, and tell them it is important.)Stage 7 Assigning homework(1 minute)1.Let students learn to use new words to make sentences, and the aim is to lead them can use it in real life.(pale, terrible, had better do, take some medicine.)2.Let students to use (had better do, take some medicine) to give advice.Eg. Y ou’d better drink more boiled water.3.Let students listen to this material again and write down words as much as they can get according to memories. Then check it.。

鲁科版小学英语五年级下册Unit 3《Lesson 2 How are you feeling today》课件

• A. An apple a day keeps the doctor away. • B. The apple tastes good.
Watch and answer
• Why does Danny give Wang Hong an apple?
• A. An apple a day keeps the doctor away. √ • B. The apple tastes good.
Goodbye!
• Mum : How are you feeling today? • The boy: Much better. • Mum : Drink some water. You’ll get well soon. • The boy: Thank you.
• Mum : How are you feeling today? • The boy: Much better. • Mum :Take the medicine on time. You’ll get well soon • The boy: Thank you.
Read together
Role play
• • • •
Mum : How are you feeling today? The boy: Much better. Mum :…. The boy: Thank you.
Mum : How are you feeling today? • The boy: Much better. • Mum : Take a good rest. You’ll get well soon • The boy: Thank you.
• Mum : How are you feeling today? • The boy: Much better. • Mum : Have some fruit. You’ll get well soon. • The boy: Thank you.

《How are you feeling today》Health PPT课件

4、如果视力不良，只能进到某一层时，不要立即停止远眺，应多看一会儿，将此层看清楚后，再向内看一层，如此耐心努力争取尽量向内看，才能使眼的睫状肌放松。
5、双眼视力相近的，两眼可同时远眺；双眼视力相差大的、将左右眼轮流遮盖，单眼远眺，视力差的一只眼睛，其远眺时间要延长。
远眺图使用方法
第一步、首先在能把远眺图都看清的位置，熟悉一下最远处几个框细微的纹路，
第二步、然后逐渐加大距离至远眺图最远处的几个框处于模糊与清晰之间的位置停止。
第三步、思想集中，认真排除干扰，精神专注，开始远眺，双眼看整个图表，产生向前深进的感觉，然后由外向内逐步辨认最远处几个框每一层的绿白线条。
愿知识与您相伴让我们共同成长感谢您的阅读与支持
Much better Take a good rest get well Don’t worry
Miss Zhang: How are you feeling today , Wang Hong ? Wang Hong: ___________ .Thank you, Miss Zhang . Miss Zhang: _______________. You’ll_______ soon. Wang Hong: But I’m worried about my lessons Miss Zhang: __________ . We’ll help you .
Take a good rest Much better drink some water get well
按时服药好好休息好多了多喝水会好的康复
Read the text in groups.
小组朗读课文。
Leme fruit
2 What’s wrong with you ? I _h__a_v_e__a__f_e_v_e_r 3 What’s wrong with you ? I h__a_v_e__a__h__e_a_d_ache

国家开放大学电大《人文英语2》网络核心课形考网考作业及答案

She finds the hardest part of going back to school at her age is to sit in class for long periods of time. Because she is not as quick as she used to be, Mrs. Hanson often gets up and walks around classes to keep from getting stiff (僵硬). At the beginningof a course in using the computer, the other students all stood up to give her a warm welcome when she introduced herself and explained why she was there and what her aims were.
题目2
–How far is the Great Bay from your house? ______.
选择一项：
B. The Great Bay is five minutes away from my house and it's fantastic.
题目3
Criminals are given the _____ of going to jail or facing public humiliation.
C. they were deeply moved by her spirit
5. Mrs. Hanson is the sort of person whoC
C. tries to save money for her family.

how are you feeling today 句子结构

how are you feeling today 句子结构
“How are you feeling today?” 这个句子是一个常见的问候语，用于询问对方的身体状况或情感状态。

现在我们来分析它的句子结构：
主语：这个句子没有明确的主语，但通常隐含着“你”（you），因为这是一个直接针对听话者的问句。

谓语：谓语是“are feeling”，其中“are”是系动词，用于现在进行时，表示当前正在进行的动作或状态。

而“feeling”是感觉（feel）的现在分词形式，表示情感或身体状况。

状语：状语是“today”，它修饰谓语“are feeling”，表明这个动作或状态是在今天这个时间点上的。

疑问词：疑问词是“How”，它位于句首，引导整个疑问句，询问关于方式或程度的信息。

这个句子的结构是：“疑问词+ 系动词+ 现在分词+ 状语”。

新人教精通版五年级英语下册：Unit 4 Lesson 24--How are you feelin

How are you feeling today ? 你今天感觉怎么样? I don’t feel well . 我感觉不太好. I have a bad cough . 我咳嗽得厉害.
Billy : How are you feeling now ? Sandy : I feel happy.
Goodbye!
有古
一人
个云
在：
路“
上读
。万
”卷
从书
古，
至行
今万
，里
学路
习。
和”
旅今
行人
都说
是：
相“
辅要
相么
You made my day!
成读的书两，件要事么源自。旅。行，
身
体
和
灵
魂
总
要
我们，还在路上……
How are you feeling today ?
你今天感觉怎么样? I don’t feel well . 我感觉不太好. I have a sore throat . 我喉咙痛.
How are you feeling today ? 你今天感觉怎么样? I don’t feel well . 我感觉不太好. I have a high fever . 我发高烧．
a runny nose .
Dongdong : Sorry to hear that . Take care of yourself ,Sandy .
Sandy : Thanks .
How are you feeling today ? 你今天感觉怎么样? I don’t feel well . 我感觉不太好. I have a runny nose . 我流鼻涕.

How are you feeling today教案

How Are You Feeling Today? Background informationSchool: XXX高中Teacher:教学法第一组Students: 50 senior high school students, Class 2, Grade 1Time & date: 8:00-8:40 am, Friday, 10th June, 2011Material: Unit2 Tpoic1 Section B 1a-2bType of lesson: Listening and SpeakingTeaching aids:Contents: 1. Words: Pale terrible day and night take some medicine lie down2. Structures:had better3. DialogueTopic1: listening how are you feeling Objectives:1. Instructional objectives(language knowledge and language skills)1) able to use different adjectives to describe feeling2) able to give advice in different ways3) able to ask others conditions.2. Educational objectives (affect, learning strategy and cultural awareness)1) know the hospital culture in Western country2) able to find out classmates’ problems and give advice in time,3) able to categorize the world in groups.3. Personal objectives1) get to know the effective way to give instructions2) practice the ability to changing the plan when needed.3) Prefect the image of a thoughtful teacher.Focal points:1. Different types of illnesses and adjectives to describe feelings2. Many patterns to give advice3. The culture of communicating in hospital.Difficult points:1. The use of “ had better”2. The difficult spellings of different kinds of illnessProceduresStage 1 Revision( 1 minute)In this part T asks a student to give us a report or a talk (which was given last class) about the weather in the dry autumn. It can revise the sentences about weather. Stage 2 Lead-in( 3 minutes)T asks some Ss some questions which are about how they are, using these sentences below, so that T can easily leads the Ss into the new lessons.T: Just now xx reported the weather in such a season, now let’s talk about the weather.S1: I feel sore in my throat.S2: I feel sore in my eyes.S3: I feel dry in lips.S4: …Then I ask Ss these questions:T to S1: How are you today?S1: I am very well.T to S2: How are you feeling today?S2: I am feeling very well.……T: Is everyone here today?Ss: Tom isn’t here because he is ill.T: I am sorry to hear that. We should look after ourselves well and keep healthy.(If everybody is here, T can use some other examples. In this part students can answer “I have a sore throat, … )Now XX isn’t here today. Let’s find out what’s wrong with him, what he/she should do.(These words can be changed according to the practical situation in class.) Stage 3 Pre-listening (5 minutes)Step1 PresentationWatch the picture and find out what’s wrong with him/her. What should he/she do? And learn how to use these sentences to express feelings, illnesses and pains.What’s the matter with him/her?She has a toothache.What should he/she do?She should(had better) see a dentist/ have some medicine.The pictures can show the Ss these sentences which the Ss will use in the coming activities. Also, the pictures can consolidate what Ss have just learned.Step 2 Ask and answer in pairs1. Ask and answer in pairs according to the conversation. Meanwhile, write the useful sentences on the blackboard.What’s wrong / the matter with him / her?He / She has …T shows the pictures (Which are moving) on the big screen. Students can mimic these illnesses when they say their conversations.In this part T makes the students ask and answer with these sentences which are showed just now, expressin g their feelings, illnesses, pains. The Ss needn’t give advice.2. Follow the examples to make conversations in pairs.The Ss can mimic these illnesses when they say their conversations. Ask some groups or pairs to act their conversations out to the whole class.Example:A: What’s the matter with you?B: I have a cold.A: You should go to see a doctor.T mainly makes Ss practice the conversations with the sentences they saw in this activity. And then they can express the feelings, illnesses, pains, and learn to give others advice.Stage 4 While-listening ( 8 minutes)T: Now, we’ll began listening to the tape.Ss: Ok.1a.Teacher keeps silent while students are listening carefully.Step1 Developing listening and comprehension skills.Students listen carefully and catch the main words and phrases, then organize the contents they have got according to the main words and phrases. (They are expected to get the main contents.)After finishing 1a:T: Now, let’s listen to another conversation and number the follow sentences. Are you ready?Ss: Yes.2a.Teacher keeps silent while students are listening carefully.Step1 Developing listening , reading and comprehension skills. Students listen carefully and comprehend the meaning of the whole conversation. Then number the sentences and Check the answer.Stage 5 Post-Listening (15 minutes)1a.Step 1 UnderstandingCheck whether the students have understood the material. If not, listen again.T: Boys and girls, what did you hear from the listening?Ss: ……(words like headache, pale, cough, phrases like go to see a doctor,take some medicine …)T: Good job! So, do you know what the listening said?Ss: …… (If they cannot answer, then listen sentence by sentence.)Step 2 ReadingT: OK, now, please read the material with you partner, and then I will invitesomeone to read it. (2MIN) (the teacher walks around the class and helpthem)T: Now, stop reading. Any volunteer to show the conversation? ( if there isnot volunteer, invite some )Step 3 DiscussionT: So, when you are listening, do you meet any problems? You can work ingroup and discuss it. Share your ideas. (When students are discussing,teacher should walk around to observe or join the groups.)T: OK. Time is up! Any group can share your problems? The whole class willhelp you to solve them.Ss: ……(The teacher then gives a conclusion based on students’ question. And answerthem briefly)2a.Step 1 Reading and OrderingT: Now, please look at exercise 2a. There are many sentences. Read it loudly.(1.5min)OK. You can see they are in a wrong order. Can you put them in order? Iwill give you 1 minute to try. Go ahead.Step 2 Listening and CheckT: Have you finished yet? Great! Let’s listen to the tape and check youranswers.T: The right order is 142356. Are you right? Very good! Let’s read them inright order!Step 3 Vocabulary ExerciseT: We’ve learnt some new words today. How many can you remember?Ss: (pa le, terrible, take some medicine……)T: Well done! Now, look at the screen (display the PPT and turn to the exercisepage). Here are the words and a passage. I want you to fill the blank withthe right word. About 5 minutes. You can do it! Begin!Step 4 Check and readingT: Now, let’s check your answers! (After correction) OK, read it and pay attention to the blanks.Stage 6 Summing up (7 minutes)1.Lead students to know which word is important and review new words in this material. This step aims to help students focus on important words.T: Well, boys and girls, today we learned some new words, they are important, but what are they? Let’ s back to them. Now, I will show these words by other words, so all of you should guess what I show is, then all of you speak it. Understand?Ss: Yes.T: First, if I fell ill, the color of my face is white, and what can we use to show the color in my face?Ss: Pale.(maybe someone cannot remember it, and I will invite those students who can speak it to teach the whole class, and tell them it is important.)T: The second one, if----------------Ss:----(maybe someone cannot remember it, and I will invite those students who can speak it to teach the whole class, and tell them it is important.)2.Lead students, to give advice. This step leads students to use expressions in thematerial.T: Boys and girls, next we play roles , our students become two parts, students in the right side play doctors, and students in the left side play patients. All of you can move to find a partner, so every group has a patient and a doctor, then you can exchange you roles. Understand?Ss: Yes.(begin)Stage 7 Assigning homework(1 minute)1.Let students use new words to make sentences and remember.(pale, terrible, had better do, take some medicine.)2.Let students to use (had better do, take some medicine) to write some suggestions. Eg. You’d better drink more boiled water.3.Let students read this material.。