五年级上Unit4丹徒实验学校魏志坚“Seeingthedoctor”教学设计.doc

五年级上Unit4Seeing the doctor教学设计学段小学学科英语学校镇江市丹徒实验学校执教魏志坚课题Seeing the doctor教学目标1.【认知目标】能够整体感知课文，能听、说、读询医看病类词组、句型：Whats wrong with ? What should do? I/He/She should (not) take some medicine, have a toothache, have a rest, drink water, brush ones teeth, eat sweets.2.【能力目标】能够在情境中分析、理解、表演课文，能够熟练使用句型交际，实现自由表达，从而提高学生阅读能力和语用能力。3.【情感目标】能够在交际操练中潜移默化渗透学生善待自己、关爱他人的情感教育。教材分析（含重、难点） 本课以Su Hai和Mike看病为主题，创设两大场景呈现看病类词组、句型，使学生在情景交际中掌握和运用。1.本课的教学重点：通过整体感知、三步阅读和情境表演等，使学生熟练掌握看病类词组、句型，能够在实际操练中灵活运用。2.本课的教学难点：医生建议的熟练掌握使用，学生阅读能力、看病场景的语用能力培养，以及联系实际、学生思维突破训练和情感教育的渗透。教学方法、手段 本课以任务式教学法、分层阅读法、情境表演法和启发式思维拓展训练为主，多种教学方法综合运用。通过课件、图片、练习纸等媒介，促使学生熟练掌握句型，提高学生语用能力。教学过程教学流程学生活动教师活动设计意图新课教学Step1: Free talk and lead -in1. (1) 师生亲切交谈，交朋友，拉近距离。(2) 引导观察魏老师的医生好朋友Mr. Li.(3) Drill: Whats wrong with ? He/She has Review the words: a headache, a fever, a cold.(4) Learn: a toothache（学生通过各种形式的读加上体态语言以便熟练掌握单词）2. S: They should see the doctor. （教师引导学生说出，引出课题：Seeing the doctor）Step 2. Presentation1. 初看感知课文(1) 引导学生观察图片，引出看病话题，带着问题观看动画。(2) Watch the cartoon.学生看卡通片，初步感知课文。(3) S: She has a headache and a fever. （学生在看卡通和教师的引导下选择并操练）(4) S: He has a toothache. 引导学生回答。2. 再读把握细节(1) 学生阅读第一部分，回答细节问题。S: She feels cold.通过选择区别“冷”和“感冒”的双重意思。Learn: check(2) S: Because he eats a lot of sweets.学生阅读第二部分，回答细节问题。Learn: dentist3. 精阅深入理解(1) Learn: What should do?学生精读对话，划出关键词句。(2) S: She should have a rest, take some medicine and drink some warm water.（教师引导学生回答）Learn: medicine.(3) S: He shouldnt eat too many sweets. He should brush his teeth.（学生精阅，在教师引导下回答）Learn: brush ones teeth.Step 3. Practice1. Ask and answer.Ask and answer in pairs.（学生两人一组使用所学句型，选择人物，互相操练）Ask the students to practice.2. Writing time学生根据课文内容，综合运用本课词汇、短语，完成练笔。Show time: show and report the writing.（学生上台汇报）3. 朗读表演对话(1)学生有感情的朗读课文，注意语音语调。(2)分角色自由熟练朗读课文。(3)学生两人一组，选取自己感兴趣的一幅图片，上台表演对话，培养合作表演能力。Step 4. Production.联系实际，创设生活情境，思维拓展训练。1.学生观察微信内容，激发合作兴趣。2.Write down some advice to help Peter.（学生四人一组合作，尽可能多的给Peter提出建议并写下来）3.小组汇报展示，尽可能多的给出建议。4.学生跟读句子，情感升华。5.实践性作业(1)做一名小志愿者，写出一些保持健康的建议，并去医院给病人们说一说。(2)明确家作，课后相互讨论、分工协作。Step1:Free talk and lead -in1. (1) T: Im your new English teacher. I like making friends. Whats your name? May I be your friend? Lets make friends. (2) T: I have a lot of friends. Look, hes my good friend Doctor Li. He helps sick people. (3) T: Lets care about them. Whats wrong with ? He/She has: a headache, a fever, a cold, a toothache. （呈现病人图片，教授句型：Whats wrong with ? He/She has a 复习单词，新授a toothache.）2. T: What should they do?（呈现课题：Seeing the doctor）Step 2. Presentation1. 初看感知课文(1) T: Our friends Su Hai and Mike are seeing the doctor now. Whats wrong with them? Lets watch and choose.(2) T: Whats wrong with Su Hai?（引导学生正确选择并操练）（板书：has a headache , a fever）(3) T: Whats wrong with Mike?（引导学生正确选择并操练）（板书：has a toothache）2. 再读把握细节(1) T: We know they are ill. Lets look at Su Hai first. She has a fever and a headache. How does she feel?（引导学生阅读）引出cold，check并释义。(2) T: We know Mike has a toothache. But why does he have a toothache? Please read and find it.3. 精阅深入理解(1) T: We know they are seeing the doctor. Whats the doctors advice? What should they do?Teach: What should do?T: Please read slowly and carefully, underline the answers, please.(2) T: What should Su Hai do?（板书：Should have a rest, take some medicine, drink some warm water.）Teach: medicine.(3) What should Mike do?（板书：shouldnt eat too many sweets. Should brush his teeth.）Teach: brush ones teeth.Step 3. Practice1. Ask and answer.T: Good reading. You did a good job. Now, Its time to practice. Please ask and answer in pairs. You can choose Su Hai or Mike to practice. （教师首先与学生示范，归纳板书，然后让学生两人一组选取一个人物进行对话操练）2. Writing timeT: Excellent. We talk about Su hai and Mikes illness. Give them a lot of advice. Now, Its time to write. Please read the dialogue and fill in the blanks.Check the answers.(教师投影展示学生作品)Ask the students to show and report their writing.3. 朗读表演对话(1) Read after the teacher.(2) Read by themselves.(3) Read in roles.(4) Act out the dialogue.（教师首先与学生示范表演，然后要求学生选取图片，穿戴服饰，上台展演）Step 4. Production.联系实际，创设生活情境，思维拓展训练。1. T: Good acting. You know I like making friends. I often chat with them on WeChat. Do you know WeChat?Heres a message from my friend Peter. He has a toothache and a fever. He is asking for help. Can you give him some advice? Now, Lets work in groups. Each group Ill give you a card. You can write down your advice. 2. Ask the group members to report their advice.3. T: Here are cards. After class I will send your advice to Peter on WeChat. I hope he will be better soon. Thank you for helping him. 4. Now，I want to give you a sentence: To care about others is to care about yourself. 5. Homework:To be a volunteer（志愿者）: Write down some advice and talk with the patients in the hospital to help keep them healthy. 教师以与学生交朋友开始，拉近师生距离，消除师生陌生感，使学生亲近教师。同时，以自己好朋友李医生导入，复习、新授疾病类单词、句型，进而自然引入课文Seeing the doctor，为苏海和麦克看病情景的呈现做好铺垫，扫清一定知识障碍。阅读部分采用的是“总分总”三层递进式阅读。此部分我通过让学生看卡通选择，使学生整体感知课文，了解文章内容和脉络，为进一步阅读作好铺垫，打好基础。此部分是分段阅读，通过观察苏海和麦克场景对话，呈现细节问题，让学生寻找答案，提高学生阅读能力、细节处理能力。精阅环节的设计是三步阅读中最重要的部分，是阅读的核心环节，教师让学生阅读中划出关键词句，很好地训练学生scanning的能力，并在讲解中操练了句型，解决了生词、词组，能够切实提高阅读能力。本对话操练时阅读后的首次合作操练，能够检验、巩固阅读成果，培养合作意识。同时，板书能够清晰给学生脉络提示，为交际扫清障碍。通过书写，检测学生单词、句型的四会，扎实学习质量。同时，展示学生作品环节的设计，既能让学生示范参照，又能给学生展示舞台，提高“写”的积极性。通过示范带读，学生自由读，分角色表演等多种形式纠正学生语音语调。同时创设情境，合作表演，激发兴趣，培养语用能力。本部分，以微信好友生病了在朋友圈发帖求援创设情境，让学生四人一组讨论