Lesson 23教案2

5B Unit 4 Lesson 23 楼玲芳

天津市武清区杨村第八小学

I. Teaching Aids :

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知识目标:

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三会单词: chocolate kiwifruit get-well card (2) 三会词组：be worried about = worry about (3) 三会句子：I’ll help you with your …. Here’s … for you. I have … for you. (4)四会句型： How are you feeling today? I feel much better. ⒉

能力目标：

会对病人表达关心和慰问，并提供力所能及的帮助。

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情感态度目标：

1．培养学生关心身边的同学、朋友或家人健康状况的情感。

2．能够主动给予问候和力所能及的帮助。

4. 学习策略目标:

1．能够进一步提高对英语学习的热情，增强用英语表达思想的愿望和信心。

2．能够积极、主动地参与课堂活动，并在真实或模拟情景中大胆开口实践。

5. 文化意识目标: 通过对本单元的学习，初步了解一些探望病人的社交礼仪。

II.学情分析

五年级的孩子喜欢模仿，表演，展示自己，希望得到老师与同学的认可，他们善于观察，分析，并且有很强的创造力，因此，在教学中，充分调动学生学习的积极性，在情境下激发学生学习的主动性和创造性，教学效果明显。

III. Teaching important points : 1、重点句子How are you feeling today? I feel much better. Here’s … for you. I have … for you.的使用。

2、能够用英语表达对病人的关心和问候。

3、能将本课的日常用语运用于生活实际。

IV. Teaching difficult points : 重点句子How are you feeling today? I feel much better. Here’s … for you. I have … for you.的使用。

V. Teaching procedure : Step 1: Revision Show some pictures and ask some questions. T: Who is she? Ss: She is Kate. T:She calls whom? Ss: She calls her teacher Miss Liu.

T: Why does she call her teacher Miss Liu? S: Because she is ill. She can’t go to school. T: What’s wrong with her? S1: She has a fever. S2: She has a cough. S3: She has a headache. T: She has a bad cold. T: Does she go to a doctor? Ss: Yes. T: Who takes her to the doctor? Ss: Her mum. T: The doctor gives them some suggestions. T: The doctor says, “you should…”

S1: You should take some medicine. S2: You should drink more water. S3: You should take a good rest. S4: You should have some vegetables. S5: You should have some fruit. T: A few days later, how is she feeling now? S: She feels much better. [设计意图：教师根据图片提问来复习本单元关于生病、看病的相关知识，顺利地引出新话题，使孩子们对本单元主人公生病、看病以及病情好转同学来探病的一系列情境有整体的感知，培养学生的整体意识。] Step 2: Presentation 1.

Show the picture of Lesson 23. T: who are they? Ss: He is Gao Wei. She is Li Yan. He is Bob. He is Peter. She is Zhou Pei. She is Lisa. T: They are Kate’s classmates. T: What’s this?

S1: It’s kiwifruit. T: What’s this? S2: It’s a get-well card. T: What does it say? S3: It says “I hope you will get well soon.’

T: What are these? S4: They are chocolates. T: Who wants to have some chocolate. T-S1: Here are some chocolates for you. S1: Thank you. T-S1: You can have one and share the chocolates with your friend. S1-S2: Here are some chocolates for you. S2: Thank you. S2-S3: Here are some chocolates for you. S3: Thank you. T-S3: Do you feel happy? S3: Yes. 【设计意图：充分利用课文图片，让孩子们在情境中学习本课词汇kiwi fruit/ chocolate/ a get-well card等，复习和运用句型Here is/ are ….及I have ….，】

2.

T: Kate feels happy too, why? Now, open your books and read the text . S: Because her classmates come to see her. They bring her a lot of things. They want to help her with her lessons. 【设计意图：通过带着问题阅读文本的方式，引导学生进行语篇的精读，获取具体的信息。】

3.

T: Peter asks a question. What is it? What do Kate’s classmates bring her? Watch the cartoon and then answer my questions. T: What is Peter’s question? S: How are you feeling? I feel much better. ( write them on the blackboard) T: Ask and answer in pairs. T: What do Kate’s classmates bring her?

S1: (Gao Wei) Here is some kiwifruit for you. S2: (Li Yan) I have some chocolates for you. S3: (Lisa) Here’s a get-well card for you. 【设计意图：带着问题听文本，通过听使学生自己输出本课的目标语言How are you feeling today? I feel much better.学习本课探病情境下同学们给病人送礼物的相关知识。】

4.

If your friend is ill, what will you bring her or him? Work in groups and talk about it. 【设计意图：联系生活实际，如果你的朋友病了你会送他（她）什么礼物，以此加深学生对探病送礼部分的理解，为下文创编新对话、构建新文本做铺垫，达到学以致用的目的。】

5.

Kate is worried about her lessons. What will her friends help with? Watch the cartoon again and fill in the form. S1: Gao Wei will help her with her maths. S2: Bob will help her with her English. S3: Li Yan will help her with her Chinese. 【设计意图：带着问题听文本，学习句子…help…with…,加深学生对文本该部分的理解。】

Step 3.Practice. 1.

Divide the students into groups. 2.

Read or act out the dialogue in groups. 【设计意图：该环节通过情景带动下的角色扮演，对句型进行巩固操练，对文本的内在逻辑进行深层次理解，同时培养学生的朗读技巧，为下面的创编对话做好铺垫。】

3.

Make up a new dialogue. 【设计意图：小组内以文本为基础，创编新的对话，加入tips相关内容，综合语言进行汇报，培养学生口头运用所学语言的能力。】

Step 4. Homework. Design a get-well card for your sick friend.

【设计意图：通过设计一张康复卡来进行德育渗透，加强学生关心他人的意识】】