英语（五年级下册)Unit 4 Seeing the doctor（Story time）Teaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说check, dentist, anything, bedtime, brush ones teeth, drink water, eat sweets, have a rest, take medicine, fever, headache, toothache。2. 能听懂、会读、会说日常用语Whats wrong with ?、 have/has a 、What should do?、You/he/ she should 。3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。4. 能初步运用本课所学的词汇和日常用语询问病情，给不同的病症提出建议。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。教学难点：能初步用句型Whats wrong with ?、 have/has a 、What should do?、You/he/ she should 询问病情，给不同的病症提出建议。Teaching procedures 教学过程Step 1 Greeting & Warm-up 1. Play a game: Body game Point and review the parts of our body. (教师任意点身体器官，学生依次回答)S1/S2/S3: head, ear, hand, foot 【设计意图：通过游戏不仅活跃课堂气氛，同时温故知新，复习之前学过的身体部位名称。】Step 2 Presentation1. Think and learn T: If one part of our body feels painful, we can say “ache”. (教 “ache”) Look! The girl has a headache. The boy has a toothache. They have to see the doctor. Today Were going to learn Unit 4 Seeing the doctor.【设计意图：通过复习身体部位名称，自然引出病痛的表达，导入本课话题。】2. Watch and answer T: Whats wrong with you, Su Hai?S1: I have a headache.T: Whats wrong with Mike?S2: He has a toothache.【设计意图：通过问题驱动、观看动画，帮助学生整体感知文本。】3. Try to underline (自读文本第一部分，划出和以下问题相关的内容)T: How does Su Hai feel?S1: She feels cold.T: Whats wrong with her?S2: She has a fever.T: What should she do?S3: She should have a rest, take some medicine and drink some warm water. (教 “medicine”)4. Think and write I have a headache and a fever. I should have a rest at home.I should take some medicine and drink some warm water too.【设计意图：通过从文本信息中寻求答案，培养学生略读、把握关键信息的能力。】5. Try to ask (通过仔细看图，让学生试着自己根据图片上的信息来提问)S1: Whats wrong with Mike? S2: Why does he have a toothache?S3: What should he do?S4: What shouldnt he do? 6. Ask and answerT: Why does he have a toothache?S1: Because he eats a lot of sweets.T: What should he do?S2: He should brush his teeth in the morning and before bedtime. T: What shouldnt he do?S3: He shouldnt eat too many sweets.7. Think and writeI have a toothache.I cannot eat anything. I should not eat too many sweets. I should brush my teeth in the morning and before bedtime.【设计意图：通过学生自主提问，不仅复习巩固之前的特殊疑问句，同时培养学生的发散性思维。】Step 3 Consolidation1. Read the story a. Read after the tapeb. Read in different ways in groups of three 【设计意图：引导学生模仿录音，有感情地朗读文本，学习朗读过程中的语音语调抑扬顿挫，重读、弱读等朗读技巧的处理。】2. Think and talk T: Mr Green and Liu Tao are talking. Now we are Mr Green and Liu Tao. Lets talk in pairs.Mr Green: Whats wrong with Su Hai? Liu Tao: She has a Mr Green: Why does have a ? Liu Tao: Because Mr Green: What should do? Liu Tao: Mr Green: What about Mike? Liu Tao: He has aMr Green: Why? Liu Tao: Because Mr Green: What shoulddo? Liu Tao: 【设计意图：利用不同人物进行转述，引导学生复述课文内容，学以致用。】3. Think and talkT: Lets talk about more people with different aches in the hospital.(指导扮演医生的学生尽量多给建议)Doctor: Whats wrong with ? Patient: I have Why do ?Doctor: Because you Patient: What should I do?Doctor: You should/You shouldnt 【设计意图：设计开放性练习，培养学生的语用能力。】Homework 家庭作业1. Read and try to recite the story.2. Finish “Ask and answer” on P38.3. Surf the Internet and find more information about illness.Teaching aids 教学准备（含板书设计）教学准备：图片、词汇卡、多媒体板书设计： Unit 4 Seeing the doctor I have a I should I shouldnt Unit 4 Seeing the doctor公开课课后反思课后反思：在热身环节，教师通过“Body game”这个游戏导入教学，丰富灵动的词汇，自身的反应和动作，不仅活跃了课堂气氛，而且也起到了对身体器官词汇温故而知新的作用。接着，教师通过一个简单的游戏，让学生看一看、说一说，自然过渡至病痛词汇的学习。 Story time教学应当注重其故事性和文本性。本课教学以任务活动为驱动，首先设计问题Whats wrong with Su Hai and Mike?让学生通过观看动画对文本进行整体感知；而后将文本解读细化为Su Hai就医的过程和Mike就医的过程两个部分。针对Su Hai就医的过程，教师设计Try to underline的任务活动，帮助学生理清文本脉络，掌握把握文本关键信息的能力；针对Mike的就医过程，教师设计Try to ask的任务活动，旨在鼓励学生依据已有信息主动提问，培养其发散性思维。同时，针对这两部分文本，教师借助教材资源，让学生在对文本充分理解的基础上，完成任务活动Think and write，复述概括文本内容。朗读时，老师尽量引导学生模仿原版录音，注意语音语调的变换、重读、弱读等朗读技巧的处理。接着，教师以Mr Green和Liu Tao两个人物的对话，创设真实的情境，指导学生把握关键句型，转述文本内容，降低难度且参与面广泛。最后，教师通过医生和患者间的角色扮演，巩固语言知识，学以致用，真正做到让学生用英语做事情。通过这个角色扮演,大大激发了学生的求知欲望,也使学生体验了参与之乐,思维之趣,成功之悦,体会到了理论在生活实践中的价值。真正实现从生活中来到生活中去。