Story time公开课参赛课教案

五下

Unit 4 Seeing the doctor Story time

扬州市江都区宜陵镇中心小学

李新星

一、教学目标: 1. 能听懂、会说、会读单词：brush one’s teeth, drink water, eat sweets, have a rest, take some medicine. 2. 能听懂、会说、会读句型：What’s wrong with---? What should ---do?及其回答。

3. 能运用所学单词和句型进行交流。

二、教学重点: 1. 能正确运用所学单词和句型交流。

2. 掌握What’s wrong with---? What should ---do?及其回答。

三、教学难点：

1.能正确理解、掌握语篇内容，并能朗读、初步表演对话。

2.能正确地听、说、读brush one’s teeth, drink water, eat sweets, have a rest, take some medicine 等。

四、教学准备：卡片，

PPT 五、教学过程：

Step 1 Warming-up 1.

Say a rhyme 2.

Greeting 3.

Free talk

T: How are you?

S: I’m fine, thank you.

Step 2 Lead-in 1.

T: Good. Everyone is here. No one is absent. Look at this picture. Our friends are having a lesson too. But two students are absent. Who are they?

S: Su Hai and Mike.

T: Yes, look at this picture. Su Hai and Mike and ill and they are seeing the doctor.

What do you know about them?

S:.. Step 3 Presentation 1. T: Yes. First, we want to know what’s wrong with them. Now let’s watch and try to find out the answer.

T: OK. What’s wrong with Su Hai?

S: She has a toothache.

T: Yes. Let’s check the answer. Su Hai says: I have a headache. I feel cold. OK. What’s the meaning of cold here? (Teach “feel”) . The doctor says: Let me check. You have a fever. (Teach “check”)

T: What’s wrong with Mike?

S: He has a toothache. (Teach “toothache”)

T: He can’t eat anything. (Teach “anything”) So he goes to see a dentist. What’s the meaning of dentist? People who teach English or people who check your teeth? Can you guess?

S:

T: Yes, you’re so clever. 2.

T: Do you have any other questions about Su Hai?

S: What should she do?

T: Yes, she has a headache and a fever. So what should she do? Now let’s listen and choose.

T: Now let’s check the answer. (Teach “medicine”) 3. T: Now do you have any questions about Mike?

S: ...

T: OK. Now open your books, turn to page 37. Read this part by yourself and try to finish the case of illness.

S:..

T: Now let’s check the answer.

Why does he have a toothache?

Because he eats a lot of sweets.

What should he do?

He should brush his teeth in the morning and before bedtime. (Teach brush his teeth, bedtime)

He shouldn’t eat too many sweets.

4.

Now let’s read the whole text after the computer. While reading, please pay attention to the pronunciation , intonation and the tone.

Now read with your group members.

I can read the whole text. I can read the text fluently. I can read the text fluently and emotionally.

Step 3. Consolidation 1.

Now girls read part 1 and finish exercise 1. Boys read part 2 and finish exercise 2. 2.

T: Are you familiar with the whole text? Now let’s play a game. It calls “Memory Challenge”. For example: xx, what’s wrong with Su Hai?

S: She has a headache.

T: Very good, you have a good memory. 3.

T: You ask ask like this.

Now the first one asks the student behind you, and the second student answers the question and asks another question to the next student, do you understand? 3.

Su Hai and Mike are seeing the doctor. They are in the hospital. The other sick people may have different illness. Such as : toothache, cough, cold and headache. You can act in group, one as doctor and other three students as sick people.

Step 5 Homework 1 Recite the dialogue. 2 Tell your parents how to keep ourselves healthy. 板书设计

Unit4 Seeing the doctor

What’s wrong with...? What should ...do? What shouldn’t ...do? Su Hai has a headache have a rest

feel cold take some medicine has a fever drink warm water Mike has a toothache brush his teeth eat too many sweets

五下

Unit 4 Seeing the doctor（Story time）教学反思

本单元话题为看病，教学重点是表示建议的情态动词should和其否定式shouldn’t的用法。有关询问和描述病情的句型what’s wrong with you?和I have a headache/...也是本单元的另一个重点教学内容。

在四年级下册unit7what’s the matter?中已经学过表示对他人关心的句型what’s the matter with you?和表达感觉和感受的形容词hungry, ill, sad, thirsty, tired.在四年级下册unit8how are you？中已经学过疾病类词汇cold, cough, fever, headache. 纵观课堂，我主要从以下几方面进行教学设计

（一）话题导入——激活语言背景，建构语言系统

导话题导入环节设计了学生对话练习，一是让学生有机会和平台展示自己，二是帮助学生建立起文本与已往经验、知识之间的联系，扫清语言障碍，引导学生迅速进入阅读状态，为阅读文本做必要的准备。三是成功引出本节课话题以及重点句型what’s wrong with you? （二）阅读深入——学习语言知识，培养阅读能力。

1、读前预测是语篇教学前的有效导入活动之一。教师通过呈现图片，引导学生提出问题，让学生预测语篇的主要内容，学习本课病情类生词headache 和toothache，为开展语篇教学作铺垫。

2深层理解语篇。通过整体观看动画理解what should they do?分段教学，降低学习难度，并通过朗读练习，培养学生的阅读技能，建构阅读策略。

为保证学习过程中的连贯性，真正做到词不离断、段不离篇、篇段结合，让学生深层理解语篇，设计了chant串联，通过读一读、唱一唱，引导学生把握语篇结构、掌握语言重点。

通过填空和问答，引导学生记录要点、捕捉具体信息。

（三）真实运用语篇——拓展语篇外延，发展语言技能

在这个阶段中，教师引导学生跟读录音，复述语言材料，充分理解文本内容。

本课需要改进的地方是：

1、控制复习的时间。有效的复习时间应该控制在1-2分钟左右，严格控制时间能使学生更高效的进行新知的综合运用。

2、注意语篇教学的整体性。本课我设计了好几个chant朗读，由于比重太大，削弱了语篇的整体性。可以将这样的内容放在第二课时，使教学重点更突出。

在小学高年级语篇教学中，我们要不断实践，勇于创新，实施高效的语篇教学，有效提高学生的语用能力，增加学生阅读的兴趣。