Unit 2 Seeing the doctor教学设计及说课稿

Unit 2 Seeing the doctor

一．教学内容：

Unit2 Seeing the doctor （第一课时）

二．教学目标：

A. 知识目标

1．能听懂，会说，会读，会写单词：

headache、fever、cold、leg、hurt

2.能听懂，会说，会读句子：What’s wrong with you? I’ve got a …

What’s wrong with him/her?

He’s/She’s got a …

3．能听懂，会说，会读词组：take some medicine、have a good rest、

have to

4.初步感知课文，在正确理解，掌握对话内容的基础上能以正确的语音语调有感情地朗读对话。

5.能运用所学句型在设定的情景中对话。

B. 能力目标

1．通过创设情境，使学生理解感受并能运用所学单词、句型进行交流，进一步培养学生的口语表达能力。

2．培养学生小组合作学习，综合运用语言的能力以及创造性，发散性思维。

C．情感目标

1. 在教学过程中培养学生学习兴趣，帮助他们树立自信心，鼓励学生积极参与语言交际活动。

2. 培养学生的自我保护及安全意识。

三．教学重点：

1. 初步认知句型What’s wrong with…?及其答句，掌握其含义及用法。

2. 能正确理解、掌握对话内容，能运用所学句型在设定的情景中对话。

四．教学难点：

能运用所学句型在设定的情景中对话。

五．教学准备：

课件，导学案，体温表，压舌板，医生服等。

六．教学过程：

Step1. Preparation

1. Greetings

2. Listen and do

Show me your hands.

Clap your hands 3times.

Stand up, every one. Put your feet together.

Touch your eyes/nose/mouth/ears/legs.

Put your hands on your shoulders.

Put your hands on your arms, and then shake your head.

（通过游戏唤醒学生旧知，复习身体部位的名称）

Step2. Presentation

1. T: We’re having an English lesson, and we did some exercise just now.

How about my students? (PPT出现照片JACK上体育课)

What are they doing?

S1: They’re having a PE lesson.

T：Yes, they’re having a PE lesson.

But what will happen? Look! (PPT点击出声音尖叫)

Oh, my student Jack fell on the ground. He looks awful.

What’s wrong? Do you want to know? Who can ask him?

S1: What’s wrong with you？

T: （Teach：What’s wrong with you？）

（由学生熟悉的场景：体育课受伤，询问“你怎么了”自然衔接过渡到本课句型的教授）

T: What’s wrong with him？Let’s ask him together.

(PPT)My arm hurts.

T: Oh, Jack says “My arm hurts”.

Hurt, do you understand?

(由旧知nurse , purse引入hurt ，帮助学生自主学习新单词，潜移默化教会学生英语单词学习的方法)

T: (PPT) Suppose you are Jack. What’s wrong with you?

Ss：My arm hurts.

（Teach: My arm hurts.）

2. T: His arm hurts. So he has to see the doctor.

（揭示课题，教has to / have to）

3. Learn the text

(1) T: Jack is seeing the doctor in the hospital.

Who else is seeing the doctor？Let’s watch the video.

T: Who is seeing the doctor?

(2) T: What’s wrong with Liu Tao? What’s wrong with him?

（Teach: What’s wrong with him?）

T: What’s wrong with him? Have you got the answer?

S: His leg hurts.

(Teach: His leg hurts. )

(3) T: Liu Tao’s leg hurts. How about Nancy ? Who can ask?

S1: What’s wrong with her?

( 利用第一组句型的铺垫，搭好支架帮助学生自主学习新知，初步感知运用人称代词宾格的用法

What’s wrong with her?)

T：Who can come here and tick the correct pictures? （PPT选择）

S: (S点击选择)

T: Look at these words , can you read them ?

（开放的课堂应当是学生充分自主学习的课堂，对于不难的单词教师放手让学生自主学习单词fever , cold , headache , 教师检查）

T: Good .what’s wrong with her?

S: She’s got a fever, a headache and a cold.

T: Yes, she’s got a fever, a headache and a cold.

(Teach: She’s got a fever, a headache and a cold.强调连读)

T: Look at this word , we can divide it into two parts: head and ache , can you say some other words ending with “ache”?

( 头脑风暴：还能想出哪些以ache结尾的单词，锻炼学生的发散思维能力)

4. T: According to the story, Nancy has got a cold . Dose the doctor give her some suggestions? What are they?

Read the story silently and underline the phrases about that.

(Teach: take some medicine强调重音, have a good rest强调连读)

Step 3. Consolidation

1. Read the story after the computer.

（学生跟读过程中予以及时的朗读指导帮助学生更好理解课文的同时，拥有良好的英语语音语调）

2. Read the story by yourselves. Pay attention to your pronunciation and intonation.

3. Read in roles.

（通过分角色朗读进一步感知课文，培养学生的英语表现力。）

4. Fill in the blanks according to the text.

Nancy is ill. She has got a _______ ,a _______and a ______. She has to take some __________ and she’ll be OK soon.

Liu Tao’s ______ hurts. He can’t ______. He has to have a good ________.

T: Let’s check the answers.

（通过练习运用检查学生实际语言运用能力）

5. Story time. Let’s discuss.

T: Well, Nancy and Liu Tao are seeing the doctor in the hospital.

Do you want to know more about their stories?

(PPT)Look, this is the story about Nancy.

Look at the first picture, what can they say?

S1/ S2: …..

Discuss the other pictures in groups.

You can also add these phrases: open your mouth and say “Ah”,

a sore throat，

stay in bed,

take care(PPT) .

（这一环节是对课文内容的衍生和拓展，在已知南希生病的基础上拓展各个细节，编成故事，让学生想说，有话好说。充分运用本课句型操练的同时还复习了以往学过的电话用语等句型，通时也拓展了部分新的词汇a sore throat，take care等。学生将其融会贯通，践行了新课标中锻炼学生实际语言运用的能力这一要求。）

6. Show time

T: The story is very interesting , right ?Would you like to act it out?

Please act it in groups!

(通过上一环节的小组讨论故事对话，为学生扫清了大部分语言表达中的障碍，为本环节的表演故事搭起了坚实可行的支架。而表演这一环节在进一步激发学生学习运用英语的兴趣的同时，亦帮助学生将语言运用到实际的情景中。)

7. As we know my student Jack hurt his leg at a PE lesson, so remember to have a

good warm-up before running , jumping or playing ball games.

Wish you be happy and healthy every day!

（与课堂开篇呼应，同时实现对学生的情感教育：体育课前的准备活动有利于自我保护。）

Step 4 .Homework

1. Read the story after the tape and try to read it fluently.