五下 U4 Seeing the doctor
案例设计：曹钰
课 题 | 5BU4 Seeing the doctor | 单元 | Unit 4 |
教学内容 | Story time | 课时 | Period1 |
教学目标 | 1. 能听懂、会读、会说check, dentist, anything, bedtime, brush one’s 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What’s 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。
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教学重难点 | 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。 能初步用句型What’s 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。 | ||
教学具准备 | 板书、ppt、图片、词条贴 | ||
教学过程 | 二度设计 | ||
Step 1 Greeting & Warm-up 1. Sing a song: Body song (播放歌曲二遍) 2. Brainstorming T: This song is about the parts of our body. Do you still remember them? Look at the picture and review the parts of our body. (教师任意点图片中的身体器官，学生依次回答) S1/S2/S3: head, ear, hand, foot … 【设计意图：通过琅琅上口的歌谣，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 Presentation 1. 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 we’re 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: What’s wrong with you, Su Hai? S1: I have a headache. T: What’s 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: What’s 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: What’s wrong with Mike? S2: Why does he have a toothache? S3: What should he do? S4: What shouldn’t he do? 6. Ask and answer T: 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 shouldn’t he do? S3: He shouldn’t eat too many sweets. 7. Think and write I 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 Consolidation 1. Read the story a. Read after the tape b. 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. Let’s talk in pairs. Mr Green: What’s 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 should…do? 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 talk T: Let’s 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: What’s wrong with …? Patient: I have … Why does …? Doctor: Because you … Patient: What should I do? Doctor: You should/You shouldn’t … 【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.
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板书设计： Unit 4 Seeing the doctor people illness suggestions
I have a… I should … I shouldn’t … | |||
教学反思： 在热身环节，教师通过“Body song”这首歌曲导入教学，丰富灵动的词汇，逼真有趣的画面，琅琅上口的音乐，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What’s 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，教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。
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