Lesson 20教案评析

学科核心素养背景下的教学设计教师

姓名

教材

简析

狄海燕

任教

五年级

执教

五下Lesson 20 年级

课题

本文是本单元第二课时，是关于生病的句型课。该课文涉及到感冒，发烧，头痛，咳嗽的病痛，并通过情境，对生病的学生进行安慰（Don’t worry about your...）并提出帮助（I’ll help you with your ...）。通过本课学习，学生学会表达病痛，并学会安慰与提出帮助。

学情

分析

学生已经学会have a headache ，have a bad could，Don’t worry about...和I’ll help you with you...的表达，会表达基本的病痛。但还未涉及发烧、咳嗽（严重咳嗽）的表达，所以对学生来说这是重难点知识。

设计

依据

1.

依据学生L19已有语言知识基础。

2.

依据教材unit4 lesson20 重点难点。

3.

依据日常生活交际需要设计课程内容。

教学

目标

1.

学生能够听说认读，并简单运用以下单词、短语和句型结构：have a fever, have a (bad) cough, Don’t worry about your lessons. I’ll help you with you English.等。

2.

学生能够将所学的与病痛相关的目标语言运用到具体生活实际，通过模拟打电话的场景，进行对话，实现目标语言输出。

教学

流程

1.

Chant together (about letter “o” /əu/ )

T: First, let’s chant together.

T: Here, “home”, “Rome”, “Mr. Stone”, letter o can be pronounced what?

S: /əu/

T: Great.

2. Warming up

Listen and do the actions.

T: Touch, touch, touch your ears/ head. S: OK, ears/ head. T: Close, close, close your eyes.

Wash, wash, wash your faces.

Brush, brush, brush your teeth.

Clap, clap, clap your hands.

Wave, wave, wave your arms.

Point, point, point to your knees.

Point, point, point to your feet.

... ... 3.Lead in.

The teacher phone rings.

T: What’s wrong? Who’s calling me? Who’s that? Do you know?

S: Sorry, I don’t know.

(Students feel curious and interested)

T: Now, listen carefully, please.

S through the phone: May I speak to Miss. Di?

T: This is Miss. Di speaking.

S through the phone: This is Kate. I’m ill today. I have a fever. I can’t go to school.

T: I’m sorry to hear that. Don’t worry about your... S through the phone: Thank you, Miss. Di. Goodbye!

T: Goodbye!

T: Who’s calling me? What’s wrong with her? 4. S: She’s Kate. She has a fever. ①T: How to spell fever.

S: be/she/we + over/clever→fever

T: fever, have a fever

/i:/ ②

Who can give us a sentence? “ ___ ___ ill today. ____ have/has a fever.”

③

have a summary

“ ___ ___ ill today. ____ have a fever.”

“ ___ ___ ill today. ____ has a fever.”

5.T: Now, listen. What’s wrong with the little girl?

(cough)

Does she have a fever, too?

S:Yes, she has a fever.

T: Maybe.

S: No, she has a cough. ①How to spell cough?

T: cough, have a cough /ɔ/ What’s wrong with the man?

S: He has a bad cough. ②Now, I say, you do.

T: Have a cough.

Have a bad cough. ③Chain game.

T: Linda, what’s wrong with you?

Linda: I’m ill today. I have a cough.

T: Now ask and answer one by one.

Ss: What’s wrong with you? I have a (bad) cough. ④Chant

Students have a chant about cough.

Boys and girls show themselves.

Then, ask and answer about the three pictures.

T: Have a fever, have a headache, have a cough, these mean what? 6.

S: Have a bad cold.

T: Here, cold, letter o can be pronounced what?

S: /əu/

T: Great! If you have a bad cold, can you go to school?

S: Sorry, I can’t.

T: If you can’t go to school, what do you worry about?

S: I worry about my Chinese/ English/ maths... 7.

T: Don’t worry about your...

I’ll help you with your ...

T: What do you worry about? (ask students)

What would you say to him/her?

(let students say the sentences to comfort their classmates) 8.

Let’s play a game.

T: Here is a turn plate. Let’s say “one, two, start!”

S1 comes to the front.

T: What’s wrong with you?

S1: I’m ill today, I have a ... I can’t go to school.

T: (as an example) Don’t worry about your lessons.

I’ll help you with you lessons.

S2. 3. 4. 5. 6

Other students ask the one comes to the front.

Practice the target sentence patterns. 9.

Let’s have a race.

Boys and girls, let’s see who can say more sentence in 1 minute.

Girls say sentences, boys count.

Change. T: Who are winners? 10.

Practice ①Listen and match

Match the right pictures with their English expressions

②Look and write Write the words (fever, ill, headache) according to the context. Check the answers. 11.

Let’s act.

Students from the healthy group call their partners from the sick group.

One just invite the other to a place they want to go and do something there, while the sick one is ill and he/she can’t go.

Make a dialogue of phone call.

12.

Homework Must:

Read and recite the phrases.

Make your own dialogues. Choose: Do a survey--Who has a cold？

Help them with their lessons.

优势：能将本单元的重点词汇，短语和句型综合在一起具体

情境中，让学生在情境中学习目标语言，具有代入感和真实

感。知识点的处理进行细化，通过输入-操练-输出的模式，

使学生在交际中潜移默化的吸收目标语，有效训练了学生们学习效果的交际能力。教师巧妙的课件设计引领学生逐渐的突破重难与评价

点，学生课堂参与积极性高。

调整：在词汇短语操练环节节奏稍快，练习要努力涵盖所有学生都参与其中，实现目标语的准确输出。What’s wrong with...?是询问病痛的表达，应在知识新授中，反复贯穿该句型使用，引出生病知识点表达。