Story time教案及板书设计

五下Unit4 Seeing the doctor storytime教学设计

淮安市实验小学长征校区

严娟

教学内容: 义务教育译林版教科书五年级下册第四单元第一课时

教材分析: 本单元谈论的是看病时的一些日常用语，文本内容围绕Su Hai和 Mike两个重点人物展开，通过医生与病人的对话展示了病人看病的过程。可以将文本的学习分为两个部分：第一部分，可以让老师带领学生学习Su Hai的看病过程。通过问题引领，帮助学生掌握文本细节，并让学生在生动的朗读表演中感悟语言。第二部分，可以让学生自主学习Mike 的看病过程。明确两个学习任务：自学生词并圈出来；朗读课文，找到问题的答案。可以让学生联系Su Hai的看病过程自主提出问题并解决问题，体现学生的学习主体地位。

学情分析: 在四年级的七、八单元里，我们就已经接触过了相关于感觉累和疾病类的词汇和相关句型，如ill、hot、cold、fever、cough、headache等词汇和句型Are you …?Do you have a …?

设计理念: 一、尊重学生主体性，培养学生语言能力。

语言最基本的功能就是交流，必须要尊重学生，注重充分发挥学生思维主观能动性，依靠学生直接参与并完成一系列学习活动，让学生真实感受如何用语言进行交际、体会语言交际的趣味性和意义性，对语言的学习有着非常重要的影响。

二、灵活运用教材，培养学生英语思维能力

在当下的英语教学中，培养学生的英语思维能力极其重要，即在使用英语进行理解和表达时，第一思维是用英语，而并非先用母语理解再进行思维的转化。因此教师在对教材进行二次编写时，形式应丰富多彩，灵活多样，内容上也尽量调动学生思维的积极性。

三、立足教学设计层次性，培养学生学习能力

由于小学学习英语的特性，自学的难度较大，这就要求教师立足于自己班上学生实际情况，尽可能考虑到学生的认识水平和理解能力，由浅入深，小台阶、低梯度，让大多数学生“跳一跳”能够摘到“桃子”，体验到成功的喜悦，

教师在教学过程中充当引路者和点拨者，学生则是教学活动的主角，他们在老师的引领下，主动地参与学习，与教师一起享受教学活动的过程及成果，学会生活，学会用英语交往，学会体味人生。

教学目标: 1. 能听懂、会说、会读单词：brush one’s teeth, drink water, eat sweets, have a rest, take some medicine. 2. 能听懂、会说、会读句型：What’s wrong with---? What should ---do?及其回答。

3. 能运用所学单词和句型进行交流。

教学重点: 1. 能正确运用所学单词和句型交流。

2. 掌握What’s wrong with---? What should ---do?及其回答。

教学难点：

1.能正确理解、掌握语篇内容，并能朗读、初步表演对话。

2.能正确地听、说、读brush one’s teeth, drink water, eat sweets, have a rest, take some medicine 等。

教学准备：

卡片， PPT 教学过程：

Step 1 Warming-up Watch a video about “healthy song”

T: what can you get from the video? 【设计意图：】通过视频，激发学生的兴趣，引出健康的话题。

Step 2

Pre-reading

1.

Lead in Su Hai and Mike T: Good. Everyone is here. No one is absent. Look at this picture. Our friends are

having a lesson too. But two students are absent. Who are they?

S: Su Hai and Mike.

T: Yes, look at this picture. Su Hai and Mike and ill and they are seeing the doctor.

What do you know about them?

S:.. 【设计意图：】引出主人公Su Hai and Mike 2 Watch with your eyes and answer

1. T: Yes. First, we want to know what’s wrong with them. Now let’s watch and try to find out the answer.

T: OK. What’s wrong with Su Hai?

S: She has a toothache.

T: Yes. Let’s check the answer. Su Hai says: I have a headache. I feel cold. OK. What’s the meaning of cold here? (Teach “feel”) . The doctor says: Let me check. You have a fever. (Teach “check”)

T: What’s wrong with Mike?

S: He has a toothache. (Teach “toothache”)

T: He can’t eat anything. (Teach “anything”) So he goes to see a dentist. What’s the meaning of dentist? People who teach English or people who check your teeth? Can you guess?

S:

T: Yes, you’re so clever. 【设计意图：】学生通过带着问题对文章视频赏析，进而获得想要问题的答案，What’s wrong with Su Hai/ Mike?培养学生认真用眼，用心去获得信息的能力。

3.Listen with your hearts and answer

T: Do you have any other questions about Su Hai?

S: What should she do?

T: Yes, she has a headache and a fever. So what should she do? Now let’s listen and choose.

T: Now let’s check the answer. (Teach “medicine”) 【设计意图：】首先通过开放性的问题引发学生思考,苏海发烧了，下面应该怎么办？然后鼓励学生用心去听，看看医生是如何建议苏海的。

T: Now do you have any questions about Mike?

S: ...

T: OK. Now open your books, turn to page 37. Read this part by yourself and try

to finish the case of illness.

S:..

T: Now let’s check the answer.

Why does he have a toothache?

Because he eats a lot of sweets.

What should he do?

He should brush his teeth in the morning and before bedtime. (Teach brush his teeth, bedtime)

He shouldn’t eat too many sweets.

【设计意图：】再次通过开放性的问题引发学生思考,迈克牙疼了，下面应该怎么办？然后鼓励学生用心去听，看看医生是如何建议迈克的

4. Read with your emotion Now let’s read the whole text after the computer. While reading, please pay attention to the pronunciation , intonation and the tone. Now read with your group members.

I can read the whole text. I can read the text fluently. I can read the text fluently and emotionally.

【设计意图：】通过回答问题和完成病例的方式，了解学习了Su Hai and Mike怎么了，以及在医生的指导下明白了应该怎么做和不应该怎么做。

Step 4 Consolidation 1.

Now girls read part 1 and finish exercise 1. Boys read part 2 and finish exercise 2. 2.

T: Are you familiar with the whole text? Now let’s play a game. It calls “Memory Challenge”. For example: xx, what’s wrong with Su Hai?

S: She has a headache.

T: Very good, you have a good memory. 3.

T: You ask like this.

Now the first one asks the student behind you, and the second student answers the question and asks another question to the next student, do you understand? 3.

Su Hai and Mike are seeing the doctor. They are in the hospital. The other sick

people may have different illness. Such as : toothache, cough, cold and headache. You can act in group, one as doctor and other three students as sick people.

【设计意图：】这是一个知识的回收过程。首先通过一个游戏，以问答的方式来回顾文章的内容，其次通过创编对话，实现了知识从输入到输出的过程。

Step 5 Homework 1 Recite the dialogue. 2 Tell your parents how to keep ourselves healthy. 板书设计

Unit4 Seeing the doctor

What’s wrong with...? What should ...do? have a rest take some medicine drink warm water brush his teeth eat too many sweets What shouldn’t ...do?

Su Hai has a headache feel cold has a fever Mike

has a toothache