Story time教案设计范例

课题

五下

Unit 4

Seeing the doctor

第一课时Story time 课时

1.学生能熟练运用Unit3问路交际用语来问答。

2学生能正确使用unit4新单词。

并作展示教学目标

3学生能综合运用所学英语表达来完成自己和他人的病痛。交流。

4学生能通过完成对话，知道健康的生活习惯有利于身体。

1新授单词

2复习巩固Unit3交际表达

3学生能综合运用所学英语表达来完成自己和他人的病痛。并作展示交流

教学重点

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

教学难点：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。

教学准备

课件

教 学 流 程

教师、学生活动

个性化修改

Teaching procedures

教学过程

Step 1 Greeting &Warm-up

1. Asking the way

2.Where do you live? 【设计意图：通过复习巩固上个单元的问路常识。】

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。】

Step 1 Greeting &Warm-up减少歌唱环节，增加问路环节，增加问路的趣味性。

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，有感情的朗读文本，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 about Mike?

Liu Tao: He has a…

Mr Green: Why…?

Liu Tao: Because…

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

教学反思