Story time优质课教案

5B Unit 4 Seeing the doctor Story time

高邮市第一实验小学

郭玲玲

Teaching aims: 1.

Students can read and write the words “brush one’s teeth, drink water, eat sweets, have a rest, take some medicine”.

2.

Students can talk about illnesses with “What’s wrong with---?

3.

Students can use “should” and “should not” to give advice. Teaching importance: 1.

Students can acquire the words. 2.

Students can acquire the sentences.

Teaching difficulties: 1.

Students can read and understand the content.

2.

Students can act out the dialogue. Teaching procedure: Step1 Pre-reading 1.

Know the learning aims I can read and write the words “brush one’s teeth, drink water, eat

sweets, have a rest, take some medicine”.

I can talk about illnesses with “What’s wrong with---?

I can use “should” and “should not” to give advice.

2．Watch a cartoon What’s the matter with Elsa? What’s wrong with Elsa? 3．Review the words about illness. 设计意图：通过观看动画，复习句型What’s the matter with…?同时引出本课的重点句型What’s wrong with…?在此基础上复习4BUnit8 How are you? 中与疾病相关的词汇cold, cough, fever, headache. 通过找规律，拓展了含有词根-ache的疾病词汇。

Elsa is ill. What should she do?通过大家给Elsa提建议，学习短语take some medicine, have a rest, drink some warm water, see the doctor，为阅读做充分的准备。

Step2 While-reading 1.

Watch and choose What’s wrong with Su Hai ? What’s wrong with Mike ? 2.

Listen and underline What should Su Hai do?

3.

Follow the tape 4.

Try to retell Show a case of illness of Su Hai. What’s wrong with Su Hai? What should she do?

5.

Read and fill

6.

Follow the tape 设计意图：课文第一部分主要通过观看动画、听录音等多种方式进行阅读。第二部分主要通过复述Su Hai的诊断书，指导学生进行快速阅读，抓住关键词，掌握阅读的策略。

Step3 Post reading 1.

Think and write 2.

Let’s act 3.

Summary 4.

Ticking time

设计意图：通过自我评价，引导学生了解自己本节课的掌握情况。体验、反思和调控自己的学习过程。

Homework 1.

Make a new dialogue about illness. 2.

Tell your parents how to keep ourselves healthy.

教学反思

一、阅读模式

本节课主要采用当下较为认可的阅读教学模式PWP，即将课堂内阅读教学分为三个阶段：读前教学

(pre-reading)、读中教学

(while-reading) 和读后教学

(post-reading)

。

读前教学(pre-reading)：阅读前的核心任务是为阅读做准备。正确的学习目标对学生的学习具有导向、激励、评价等功能，因此这节课我首先呈现了本课的学习目标。其次，通过观看动画《Frozen》部分片断，激活了背景知识，导入了本课的话题Seeing the doctor, 为阅读做了适当的语言铺垫和准备。

读中教学

(while-reading) ：各种阅读能力的培养是通过读中阶段教学完成的。本节阅读课主要分为Su Hai和Mike去医院看病两个部分，篇章结构相似，通过带领学生识别Su Hai生病的具体信息，培养学生的推理能力。在学完了Su Hai的部分后，通过一张精心设计的“诊断书”指导学生进行“自主学习”。

读后教学

(post-reading)：读后教学活动一般侧重知识的综合运用。Think and write考察了学生对语篇的整体理解以及“听、说、读、写”四项技能中“写”。写完后让学生结合黑板上的图片，综合运用阅读中获取的信息、感知的词汇和句法复述课文。

二、存在的问题

阅读的层次还停留在语言形式上，没有深入到思想内容，所以难以建立使用英语的观念和习惯。

阅读的策略比较单一，虽然也意识到了培养阅读技能的重要性，但没有在平时的教学中针对性地对阅读策略进行。