Story time教案2

教学内容

5B Unit4 Seeing the doctor

（Story time）

1.能够整体感知课文，能听、说、读询医看病类词组、句型：What’s wrong with …? What should … do? I/He/She should (not) … take some medicine, have a toothache, have a rest, drink water, brush one’s teeth, eat sweets.

2.能够在情境中分析、理解、表演课文，能够熟练使用句型交际，实现自由表达，从而提高学生阅读能力和语用能力。

3.能够在交际操练中潜移默化渗透学生善待自己、关爱他人的情感教育。

通过整体感知、三步阅读和情境表演等，使学生熟练掌握看病类词组、句型，能够在实际操练中灵活运用。

医生建议的熟练掌握使用，学生阅读能力、看病场景的语用能力培养，以及联系实际、学生思维突破训练和情感教育的渗透。

本课以任务式教学法、分层阅读法、情境表演法和启发式教学目标

教学重点

教学难点

学法指导

教学准备

教学时间

思维拓展训练为主，多种教学方法综合运用。通过课件、图片、练习纸等媒介，促使学生熟练掌握句型，提高学生语用能力。

PPT 40分钟

教

学

过

程

一、Review a rhyme. 1.Enjoy a rhyme

《Doctor Wu》

2.What’s wrong with the girl? She has a cold and a fever. She goes to see the doctor.

二、Presentation Step 1.揭题Today we will learn Unit4 Seeing the doctor （出示书中图片）T：Who is seeing the doctor？

T：What else can you see？Do you have any questions？

Step 2. Story time

1.初看感知课文

(1) T: Look! Our friends Su Hai and Mike are seeing the doctor now. What’s wrong with them? Let’s watch and choose.

个性化设计

(2) T: What’s wrong with Su Hai?

（引导学生正确选择并操练）(板书：has a headache , a fever）

(3) T: What’s wrong with Mike?

(引导学生正确选择并操练）(板书：has a toothache）

2. 再读把握细节

(1) T: We know they are ill. Let’s look at Su Hai first. She has a fever and a headache. How does she feel?（引导学生阅读）

引出cold，check并释义。

(2) T: We know Mike has a toothache. He goes to see the dentist.(教学dentist)

But why does he have a toothache? Please read and find it.（Because he likes sweets.He eats a lot of sweets.）

3. 精阅深入理解

(1) T: We know they are seeing the doctor. What should they do?(教学should/shouldn’t) Teach: What should …do?（板书) T: Please read slowly and carefully, underline the answers, please.

(2) T: What should Su Hai do?

Ss answer.

（板书：should have a rest, take some medicine, drink some warm water.）

Teach: medicine.

(3) What should Mike do? 补充教学What shouldn’t Mike do?

（板书：shouldn’t eat too many sweets. Should brush his teeth.）

Teach: brush one’s teeth, before bedtime.

Step 3. Practice

1. Ask and answer. T: Good reading. You did a good job. Now, It’s time to practice. Please read by yourselves , then ask and answer in pairs. You can choose Su Hai or Mike to practice. （教师首先与学生示范，归纳板书，然后让学生两人一组选取一个人物进行对话操练）

2. Writing time T: Excellent. We talk about Su Hai and Mike’s illness. Give them a lot of advice. Now, It’s time to write. Please read the

dialogue and finish the medical record.

Ask the students to show and report their writing.

3. Read and act.

(1) Read after the computer.

(2) Read by themselves.

(3) Read in roles. 三、Happy reading：

Read and choose(《快乐英语阅读》P32-33) (

)1.When Jane feels ill, she always

.

A.sleeps

B.sees the doctor

C.buys a lollipop (

)2.The doctor shines a torch(用手电筒照) to

.

A.look for Jane’s shoes under the bed

B.look in Jane’s ears

C.look at Jane

(

)3.Jane’s mother

.

A.works in a school

B.is a doctor

C.is not good

(

)4.Jane’s mother

when Jane is ill.

A.asks Jane to have some lollipops

B.calls the doctor

C.asks Jane to take some medicine 四、Homework 1. To be a volunteer:

Write down some advice and talk with the patients in hospital.

2. Read My Reading on Page 32-33, and finish the exercises. Unit4

Seeing the doctor

板

书设

She has a headache He has a toothache.

a fever She should have a rest

take some medicine

drink some warm water

He should bush his teeth. He shouldn’t eat too many sweets. 计

本课教学内容为5A第四单元Seeing the doctor 第一课时。本单元呈现了Su Hai和Mike的看病过程中的用语，涉及的重点句型为What’s wrong with you? What’s wrong with him/her? 及其答句。在备课过程中我发现本篇课文内容不难理解，但如何创设情景，帮助学生运用句型进行对话，成为了本课重点。因此我将本课的教学内容定位为：1. 整体理解语篇内容。2.能听懂，会说，会读句型：What’s wrong with you? What’s wrong with him/her? 及其答句。3.能听懂，会说，会读课文中出现的单词和短语：headache、fever、toothache、have a rest、take some medicine、brush your teeth等。

下面是我本课的教学过程中的设计理念：

整体把握教材，分层突破难点

语篇教学倡导的语篇学习应首先关注对意义的理解，然后再对语言知识和语言技能进行专项学习或训练。因此在本课教学中，我紧扣看医生这教

一主题，采用快捷的方式导入课文学习，合理安排新授环节。因此我未作过多铺垫，通过Review a rhyme 这一环节活跃了课堂气氛，让学生复习了后所学过的儿歌为下面学习调动了知识储备。询问教授反思

What’s wrong with her?。接下来由问题 Who else is seeing the doctor？Let’s watch the video.自然过渡到的课文学习。

课文学习注重整体感知和理解语篇，做到词不离段、段不离篇、篇段结合。我采用了以下5个步骤：(1) 由Who is seeing the doctor？引发学生思考，让学生预测文本内容，激起学生观看文本录像的兴趣。(2) 整体感知语篇, 通过朗读文本找出问题答案：What’s wrong with Su Hai？What’s wrong with Mike？(3) 讨论找出表示Su Hai身体不适的词语并自学：headache、fever、cold，并能用重点句型：What’s wrong with her? She has ..进行问答 (4) 默读小组讨论What are the doctor’s suggestions for Su Hai?(5)通读文本完成短文填空，深入理解语篇。至此学生由初步梳理语篇信息到准确把握语篇内容的同时也完成了本课生词、新句和语法的学习。从而实现了语篇教学目标的有效达成。

学生有效学习策略的培养 语篇具有整体性，教师在教学中首先要让学生从整体上感知语篇，然后分段教学，降低难度，最后再整体讲解语篇。在分段教学时，要真正做到词不离段、段不离篇、篇段结合，让学生深层理解语篇。本课具体做法如下：

问题引出，引发整体感知

针对这一语篇的教学，我设计了看录像回答问题和默读课文划出动词词组的活动，学生在这两个任务的启发和引导下，对所学语篇有了整体的感知和理解。

语篇推进，加强策略指导

小组朗读课文完成短文填空让学生再次深入阅读文本，引导学生在阅读的过程中抓住语篇中的关键信息。问题成了学生记忆文本的抓手，寻读过程就是学生熟悉短文的过程。在帮助学生理解语篇的同时，培养了学生概括提炼短文信息的能力。

在本课的最后我由课内阅读延伸到课外阅读，让学生自己阅读《快乐英语阅读》的第32页，并完成选择题，目的是培养他们的兴趣，提高他们的阅读能力。

这节课还存在很多的不足，如没有很好的调动学生的积极性，课堂气氛比较沉闷，没有关注到所有的学生等等。

以上就是本人在本课设计中的一点想法。作为教师，只要我们把握教学方向，掌握正确的教学方法，勤于思考，多尝试，就会在平淡的教学中挖掘出亮点，为学生创造出丰富、有趣、精彩的英语课堂。不当之处敬请指正。