Lesson 23精品学案

5B Unit 4 Lesson 23

楼玲芳天津市武清区杨村第八小学

I. Teaching Aids :

⒈知识目标:⑴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。

⒊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?

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】】