Story time优质课一等奖教案

英语(五年级下册)

Unit 4 Seeing the doctor

Story time

Teaching contents 教学内容

Story time

Teaching aims and learning objectives 教学目标

1. 能听懂、会读、会说check, dentist, anything, bedtime, brush one’s teeth, drink water, eat sweets, have a rest, take medicine, fever, headache, toothache。

2. 能听懂、会读、会说日常用语What’s wrong with…?、… have/has a…、What should … do?、You/he/ she should …。

3. 能正确地理解并朗读对话内容,在教师的引导和帮助下尝试复述课文内容。

4. 能初步运用本课所学的词汇和日常用语询问病情,给不同的病症提出建议。

Focus of the lesson and predicted area of difficulty 教学重点和难点

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: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。

Teaching procedures 教学过程

Step 1 Greeting & Warm-up

1. Sing a song: Head,should,knees

(播放歌曲二遍)

2. Brainstorming

T: This song is about the parts of our body. Do you still remember them? Look at the picture and review the parts of our body. (教师任意点图片中的身体器官,

学生依次回答)

S1/S2/S3: head, ear, hand, foot …

【设计意图:通过琅琅上口的歌谣,不仅活跃课堂气氛,同时温故知新,复习之前学过的身体部位名称。】

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。】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: Wh at’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

【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

【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,有感情地朗读文本,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

Recite the dialogue.

Tell your parents how to keep ourselves healthy.

Teaching aids 教学准备（含板书设计）

教学准备：图片、词汇卡、多媒体

板书设计：

Unit 4 Seeing the doctor

people illness suggestions

I have a… I should …

I shouldn’t …

说课

在热身环节，教师通过“Body song

”这首歌曲导入教学，丰富灵动的词汇，

逼真有趣的画面,琅琅上口的音乐,不仅活跃了课堂气氛,而且也起到了对身体器官词汇温故而知新的作用。接着,教师通过一个简单的游戏,让学生看一看、说一说,自然过渡至病痛词汇的学习。

Story time教学应当注重其故事性和文本性。本课教学以任务活动为驱动,首先设计问题What’s wrong with Su Hai and Mike?让学生通过观看动画对文本进行整体感知;而后将文本解读细化为Su Hai就医的过程和Mike就医的过程两个部分。针对Su Hai就医的过程,教师设计Try to underline的任务活动,帮助学生理清文本脉络,掌握把握文本关键信息的能力;针对Mike的就医过程,教师设计Try to ask的任务活动,旨在鼓励学生依据已有信息主动提问,培养其发散性思维。同时,针对这两部分文本,教师借助教材资源,让学生在对文本充分理解的基础上,完成任务活动Think and write,复述概括文本内容。

朗读时,教师尽量引导学生模仿原版录音,注意语音语调的变换、重读、弱读等朗读技巧的处理。接着,教师以Mr Green和Liu Tao两个人物的对话,创设真实的情境,指导学生把握关键句型,转述文本内容,降低难度且参与面广泛。最后,教师通过医生和患者间的角色扮演,巩固语言知识,学以致用,真正做到让学生用英语做事情。