Story timeppt配用优秀教学设计

《Unit4 Seeing the doctor》教学设计

学段

学校

课题

五年级

镇江市京口区中山路小学

学科

执教

英语

吴静

Unit 4 Seeing the doctor

Teaching aims and learning objectives: By the end of the lesson, the students would be able to: 1. scan the story and get some information according to the tasks；

教学目2. get to know the meanings of ‘rest,check,medicine,dentist,toothache,bedtime,brush your teeth’ and pronounce 标

them clearly; 3. use the key structures ‘What’s wrong with…? You should/shouldn’t…”to talk as doctors and patients; 4. learn how to see the doctor and practice it in English situations.

教材分析

（含Focus of the lesson: 1. Understanding the story as a whole. 2. Understanding the functions of language and use them in the topic of seeing the doctor in English situations.

Seeing the doctor properly in English.

重、难Predicted area of difficulty: 点）

教学方法、

手段

教学过程

教学流学生活动

程

教师活动

设计意图

cards, objects, CAI

StepⅠ

Free talk and lead-in

自由交谈，拉近师生距离，通过歌曲活跃课堂氛围，并通过和苏海，迈克身体状况相关的歌曲内容引出重点句型What’s the matter with...?进而自然引出课题

“seeing the doctor”)

体现本篇章的功能性。让孩子了解看医生的起始步骤并选择正确的科室

Play the video and ask questions: and answer some questions.

①How are Su Hai and

Mike?

②What’s wrong with

them? ②Guess‘What’s wrong with

Su Hai’ and ‘What’s wrong with

Mike?’ and learn the key structure

‘What’s wrong with...?

①Enjoy a song ‘How are you’

StepⅡ

Understanding and learning

1. Talk and answer the 新课教teacher’s question with the 学

sentence structure ‘ Su Hai goes to Room_____, she has a ______.Mike goes to Room______, he has a _______.’

2. Learn the new words ‘toothache’ and ‘ dentist.’

3. Watch the story and learn the new words and some expressions. ①Watch the story and think about what they get from the doctor.(Watch and choose the correct options) ②Read the story and underline the detailed information about what they get from the doctor .

Learn the new words and phrases with the help of group

1. Ask one question: Which department would Su Hai and Mike go to?

3. Present the story and teach the new words and expressions.

通过一个小问题，给学生四个选项（建议，药品价格，诊断结果和复诊时间），让学生选择两个孩子从医生那里了解到哪方面的信息，从而让学生从整体

play a word game to review words

and phrases(rest, check, medicine,

toothache, bedtime, brush your

teeth ).

4. Finish the medical record 4.Help students with for the doctors according to the their medical records. doctor’s advice and suggestions

in groups of four and report.

a. One student writes,

another two say the key

words, and the rest one check.

b.

Report in groups about

the medical record :

What’s wrong with...?

She/He has...

What should he/she do?

She/He...

Step Ⅲ

Consolidation

1. Read the story after the

tape.

①

Read in roles.

②

Dub in roles.

 Act in roles

2. Answer the teacher’s

question “ Why does Su Hai have a

2. Ask students one fever and why does Mike have a question and get them toothache?

aware of living healthily.

3. The students try to members and the teacher ,then 感知课文，

通过小组合作的方式，完成病例并汇报展示，分工明确。将小组合作的功能发挥得更充分。

课文的展示分为三个层次：1.分角色朗读；2.分角色配音3.分角色表演，这样不同基础的孩子都有能力进行展示，

总结有关看医生的功能性的语句，在这过程中自然生成、完善板书，

memorize and talk.

Step Ⅳ

Production

Act as doctors or patients in groups of four. 1. Doctors and patients’

groups discuss what they would say according to their departments and illness. 2. Patients’ group

members

3. Summarize the strategies of seeing the doctor and complete the blackboard design.

Guide students to act in roles and make them able to see the doctor by practicing.

并为下面的大活动做好铺垫。

最后的大活动是对本课所学知识的综合运用和拓展，让孩子在体会到看病的功能性的基础上进行实际演练。小组合作，组成不同的科室和病人小组。先讨论作为医生和病人会说什么，再现场演练，卡面背面还有词句银行，给了孩子很多语言支撑。让孩子在最后的实践活动中有话可讲，有所收获。正式上课时，对这个环节会根据学生的学情做相应的调整。

show how they see the doctor according to their illness.

Step Ⅴ

Homework 1. Finish ‘Think and write’ on page 38.

2. Read the text fluently.

3. Simulate in groups after class.

三项分层作业，前两层侧重基础，第三层让学生课后继续小组合作，根据卡片中的信息情境模拟。

板书设

计

设计意图：板书中人物头像下方的两张病历表是由学生当场完成后贴在黑板上的，气泡中的文字是课堂中的自然生成。