Story time教学设计实例

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学校：丹阳市后巷实验学校

学科：英语

班级：五（5）

人数：52 日期：3月

21 日

课题：Unit4See the 教时：第执教：

吴蓉

doctor （story time）

一课时

一、教学目标: 1.能正确理解，掌握对话内容，并能朗读，表演对话。

2.能初步正确听说读词组：check, dentist, anything, bedtime, brush one’s teeth, drink water, eat sweets, have a rest, take medicine, fever, headache, toothache. 3.初步掌握句型What’s wrong with...? ... Have/has a .... What should ...do? Why does/do ...have a...?

在真实情景中加以运用。

4.学生能了解一些保持身体健康的方式。

5.通过情景的设置和对话表演，激发学生语言学习的兴趣，提升学生的语用能力、合作能力和思维能力。

二、制定依据：

1、教材分析

本节课的教学内容是Unit4 Story time，本节课的话题主要是看病，教学重点是表示建议的情态动词should和否定式shouldn’t的用法，学习有关询问和描述病情的句型What’s wrong with you?和I have a headache/…。通过本课两组对话的学习，旨在指导学生如何描述病情和提供建议，课上重点落实让学生出于掌握单词、句型的运用和学生创造性的语用能力。

2、学生分析

本班共有学生52人，大部分学生的思维和语言发展比较突出，发言很积极；也有几位学生学习基础比较薄弱，在课堂学习过程中参与度不高。学习本课之前，学生已经有了一定的词汇和句型积累，在四下U7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, 在四下U8中已经学过疾病类词汇cold, cough, fever, headache。教师可以用以旧带新的方式，导入本课的话题、词汇和句型。本课的目标词汇是一些动词短语，教师在教学中可要求学生活学活用动词，组成更多的动词短语，使语言表达更丰富。

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环节

Step 1 Warming-up吸引注意，积累语言

教师活动

1. Sing a song: My eyes, nose, mouth, ears 2. Brain storm: What body parts do you know?

学生活动

Sing together

tooth, eyes, mouth,…

交流方式

师生交流，相互了解。

歌曲学唱，活跃气氛，hair, 复习新知。

ears, Review the words and write on the blackboard.

1.Look and say

出示灰太狼

教学What’s wrong with you? PPT: I have a headache. 2. Ask and answer T: What’s wrong with you?

引导学生独立思考、S:（预设）：

What’s the matter 回答。引导学生学习(with you)? / What’s wrong with 设疑，发掘学生的潜you? 能，随时回收资源并

利用教学。

S: I have a.. 达成目标2，3

Step2 Pre-task导出目标，生成结构

T: You can/ can’t/ Here’s…

3. Look and learn 出示四幅图教学单词headache, toothache, earache, backache. 渗透句型：What’s wrong with him/her?

He/ she should/ shouldn’t…

Read together

He / She has a/an…

He/ she should/ shouldn’t..

Step3 Task1 回忆相关知识，初步运用结构

Step4 Task2 呈现刺激材料，活用结构

He has a headache. 预设: S:He/She has a fever/ cold/ cough/ headache / toothache/ earache/ stomach ache.

Group work

1. Look and guess Show two pictures of SuHai and

Su Hai and Mike.

Mike.

Look and guess,What’s wrong

Ss: Maybe he/she has a…

with Su Hai /Mike?

2. Lead in the title.

Read the title: Seeing the 3.Watch and answer: doctor Watch the whole story and answer

the following question:

What’s wrong with Su Hai?

Ask and answer: 1.make a model T: What’s wrong with him?

T: He should go to bed/ have a rest. 2.Pair work

A: What’s wrong with him/her?

B: He/ She has …

A: He/ She should/ shouldn’t…

B: I see./ Ok. Show some pictures about the suggestions. 师生问答、交流，在主动探索中获得解决问题方法，主动习得语言。

同伴交流，操练句型。

师生问答，引出新知，循序渐进，词不离句。

达成目标2、3

通过仔细观察图片掌握相关信息，为阅读文本做好铺垫。

观看动画片、听录音，整体感知理解文本内容。

达成目标2，3 What’s wrong with Mike? Teach: go to see the doctor, go to see the dentist.

1.Fill in the table Name illness should Shouldn’t

She has a headache and a fever. He has a toothache.

Read and compare with doctor and dentist.

Group work(4 students)

Read together

Talk about Mike

带着问题细读课文，小组活动完成表格的填写，关注文章细节。

学生互动，巩固结构。

达成目标2、3

创设开放性的问题师生进行自由交流和讨论，并适当渗透情感教育。

达成目标4

通过跟读、分角色朗读和复述课文等多种Step5 Task3 引发期待行为，强化结构

Read the story and fill in the table in groups 2.Check out the table Teach: Let me check , have a rest, take some medicine, drink some warm water, eat too many sweets, anything,

brush your teeth, before bedtime. 3.Discussion and affective education You should have a good habit, brush two times one day.

4.Reading time

(1).Read the whole passage with the Read together. 形式正确理解并掌握cartoon.

对话内容。

(2). Retell the story

Look at the blackboard and 达成目标1 retell Show time Step6 Post –

task提供反馈评价，巩固结构

Talk about more people with

Group work different aches in the hospital. (Encourage ‘doctor’ to give more Ask and answer

suggestions) Homework: 1.Read and retell the dialogue. 2.Finish the exercise On P 38. 通过创设情景的和对话表演，培养学生语用能力。

达成目标

4、5

板书设计：

Unit4 Seeing the doctor

cold

have a rest take medicine

drink some warm water

A: What’s wrong with you?

B:

I have a …

A: …should/ shouldn’t…

go to see the doctor headache toothache fever

brush your teeth go to see the doctor eat too many sweets cough fever headache

hungry

ill sad thirsty tired