Story time课件配套优秀

译林版《小学英语》（三年级起点）五年级下册

Unit4 Seeing the doctor（第一课时）

相城区黄埭中心小学

杨蕾

一、教学内容

本节课的教学内容是译林版《小学英语》五年级下册第4单元的第一课时Story Time板块。本单元主要围绕“谈论疾病”展开话题，这与学生的生活密切相关。本节课主要通过Su Hai和Mike生病去看医生来引出句型：What’s wrong with you? I have a/an....以及：You should/shouldn’t....来进行交流。

二、学情分析

本节课的授课对象为小学五年级的学生。这些学生从一年级就开始学习英语，对英语有强烈的好奇心和兴趣，已经建立了英语学习的意识，储备了一定的英语词汇，具备了简单的英语交际能力和表达能力。他们活泼好动，模仿能力强，能积极参与课堂活动，乐于表现自己。但是由于我是借班上课，和学生之际缺少了解和默契。

三、教学目标

1. 认知目标：

（1）能正确理解、掌握对话内容，并能准确朗读。

（2）能正确听、说、读、写单词及词组“dentist、check、have a headache/toothache、take some medicine、have a rest以及句型“You should/shouldn’t....”

2. 技能目标：

（1）能在不同的任务活动中,根据要求进行语言组织,并流利表达运用。

（2）能在游戏和活动中综合用句型“You should/shouldn’t....”来给别人提建议，并提高综合运用语言的能力。

3. 情感目标：

（1）培养学生热爱说英语，热爱交流，能自信表达自我的情感。

（2）让学生明白健康很重要，我们应该养成健康的饮食习惯。

四、教学重点

1. 能够正确理解故事内容，并初步朗读课文，做到语音、语调准确。

2. 能够学习和掌握句型“You should....”“You shouldn’t....”的用法。

五、教学难点

1.能够将本节课所学习的句型和词汇灵活地运用到实际的语言表达中，给别人提合理的建议。

2.对单词dentist、medicine、toothache、headache的正确发音。

六、教学过程

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Step1: Lead-in 1. Self-introduction

T: Hello, boys and girls! Ss: Hello! T: Today, I’m your new English teacher. I want to know you something.What’s your name? S1: I’M .... /My name is.... T: Nice to see you. T: Great！I like playing games. Do you like it? Now let’s play a game: Quick response. Rules: When you see the pictures and phrases,please say loudly. When you see ,please say “ache”. Follow me, ache.

T: Are you ready? Here we go. Ss: Traffic lights, turn right, have a cold, ache, ache. T: Ache！Ache! Ss: Headache！

T：Good job! Ache！Ache! headache！Let’s read and spell!（先齐读，再个人拼读) T：Well done! Headache！Headache! Have a headache！Together! T：Wonderful! What about this one? Ss: Toothache！

T: Listen! Toothache. Have a toothache！ Who wants to be the little teacher?（请两位小老师领读）You please. Quick response

have a cold

toothache

疼痛) ache(

headache

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S1: Toothache.Toothache. Have a toothache！

T：Nice! Everybody follows her. Ss: Toothache！Toothache！Have a toothache！

T：You read so well! Let’s go on!(继续游戏）

Ss: have a fever, ill, What’s the matter with you? How are you today? T: I’m fine. What about you? Ss: I’m fine too. Step2: Presentation and Practice 1.

人机对话

T: We’re fine. But our friends are ill.So they go to see the doctor.So today we learn Unit4 Seeing the doctor. Let’s read together. If you are the doctor,how do you ask them? S1: What’s the matter with you？

T: Great! Anyone else? S2: What’s wrong with you? T: Perfect! They have the same meaning. Let’s ask her together! Ss: What’s wrong with you? T: Listen! What does she say? S3: I have a fever. T: Good listener! What about her? Let’s ask her together! Ss: What’s wrong with you? T: Good job! Listen! What does she say? S4: I have a toothache. T: Big hands for him!(鼓掌) What’s wrong with her? Let’s listen！

S5: She has a toothache. T: Good!(竖起大拇指) What about him? Let’s ask him together! Ss: What’s wrong with you? T: Excellent! What’s wrong with him? Listen！

S5: He has a headache. (采用人机对话形式，学生问，他们回答。学生用以前学过的句型What’s the matter with you？先提问，引出同义句型What’s wrong with you? 再自然过渡到What’s wrong with her/him? She/He has a/an....难度层层递进。)

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2.

Brainstorm T: They are ill. So they are not happy. Can you help them? Please give one piece of advice to them. You can use the sentence :You should/shouldn’t... follow me ,should/shouldn’t. S1: You should/shouldn’t.... T: You are so clever. The doctor also gives them some advice. Let’s be the doctor, read together. Should drink much water take some medicine(教授) eat fruits do some sports have a rest(教授) get up early ... Shouldn’t eat too many sweets eat snacks eat too much eat ice cream go to bed too late ... 【设计意图】

同学们结合自己以前知识，运用句型You should/shouldn’t来给朋友们提建议，让学生尽可能想出更多的建议。这样的活动设计激活了学生的思维，营造了宽松、活泼的课堂气氛，同时唤醒了学生对已学单词和词组的记忆，为下一个环节出示医生给出的建议作铺垫。在学习医生的建议中，学习生词medicine以及rest。

3.

Look and predict T: Our dear friends are also ill. They go to the hospital. Who are they in the hospital? S1: Su Hai and Mike(板书图片苏海和麦克的头像）

T: You’re right. But can you guess what’s wrong with Su Hai and Mike? Maybe he/she has a/an.... S2: Maybe she has a cold.

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T: Maybe.You please. S3: Maybe he has a fever. T: Good guess. 【设计意图】

在阅读文本前，教师通过图片和问题激发学生的阅读兴趣，引导学生猜测文中人物的疾病情况，以此激活学生的思维，活跃课堂气氛。

4.

Watch and answer T: Now, this time let’s watch and answer: What’s wrong with Su Hai and Mike? Who Su Hai Mike

Illness(疾病) T: Are you ready? What’s wrong with Su Hai? S1: Su Hai has a headache and a fever(板书headache和fever）

T: Well done! What about Mike? S2: Mike has a toothache.(板书toothache）

T: Excellent! So he should go to see the dentist. Follow me dentist, d-e-n-t-i-s-t, dentist. See the dentist. Ss: d-e-n-t-i-s-t, dentist.See the dentist.（小组读）

T: In the foreign countries, people are conscious of their teeth. They have their own dentist from their childhood. So we should protect our teeth.(由dentist引出外国文化) 【设计意图】

学生是有感情的教育接受者。他们的感情是淳朴的，经过教师的循循诱导，就能升华为稳定的、持久的情感，进而形成正确的价值观。

5.

Read and find T: You have know the main idea of the text. Can you find some details? Please open the text and find the answer. Please underline the key words and sentences. Now please do it.

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Who Su Hai Illness(疾病) a headache and a fever

Should Shouldn’t ? Mike a toothache

T: Have you finished? You please. S1: Su Hai should have a rest, take some medicine and drink warm water.(板书短语have a rest，take some medicine，drink warm water) T: Nice job! How do you know that? Which sentence?(请学生读出自己划线的句子) What shouldn’t Su Hai do? The text is not mentioned. Can you guess? S1:Su Hai should.... T: Great! What about Mike? S2: Mike should brush his teeth in the morning and before bedtime.(板书短语brush his teeth) How do you know that?(请学生读出自己划线的句子) What shouldn’t he do? You please. S4: Mike shouldn’t eat too many sweets. T: Great! Eating too many sweets is bad for our teeth. So we should brush our teeth. Follow me, brush brush brush one’s teeth.(做刷牙动作并且教授brush one’s teeth) 6.

Let’s chant brush, brush, brush my teeth I should brush my teeth.(划线部分由其他人称代替) brush, brush, brush your teeth You should brush your teeth.... T: Wow! You did so well. So I have a chant for you. Listen to the music. Let’s begin. T: You chant very well! Our teeth is very important for me. We should protect our teeth.

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Step3: Consolidation

1.

Let’s read T: Let’s read after the tape. Pay attention to the intonation and emotion. 2.

Enjoy reading T: Now let’s work in pairs. Two students in one group.You can choose one way of reading. You can read one by one, read after one, and read in groups. Now let’s begin. 【设计意图】

朗读的过程是对语篇理解、记忆以及品悟的过程。学生通过反复朗读能达到加深理解、增强记忆的效果，同时也完成了对知识的积累。有利于培养学生良好的朗读习惯和正确的语音语调，为顺畅进行语言交流打下坚实的基础。

3.

Let’s retell T: You can read well. Can you retell well? Now can you retell the story according to the key words and sentences on the blackboard? You can choose one picture to retell. Remember when we retell, we need to change the subject to the third person. 【设计意图】

使学生有机会再次回顾文本，深入理解课文，并正确表述，真正达到灵活运用的目的。并且巩固重点句型和词组。

Step4: Production 1.

Enjoy a story: How to be healthy? T: You know the story very well. I have a story for you. After enjoying the story, what should you do to be healthy? S1: I should drink much water every day. S2: I should/shouldn’t... 2.

Let’s write T: You are so smart. Now it’s time to write. Four students in one group and write: To be healthy, what should you do? Please write the advice on the paper. You can use the sentence structure: I should/shouldn’t...（贴在黑板上）

【设计意图】

此环节拓展训练学生的写的能力，让学生在大量运用所学重点单词和句型的基础上，让学生尝试写，说和写的训练相得益彰，体现了“说是写的基础，写是说的提高”的原则。

Step5: Homework T: Boys and girls, you learn a lot this class. So here is today’s homework: 1.

Listen and read after the tape three times.

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2.

Give some advice to your friends with should/shouldn’t. 【设计意图】

课后作业是对课堂所学知识的延伸。通过布置朗读作业，强化学生读的能力，提高学生语音语调的准确性。给朋友讲述自己爸妈的爱好旨在让学生复习巩固所学语言知识，进一步提高运用语言的能力，巩固所学内容，强化学习效果。

Step6: Blackboard design

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