Unit4 (2).docx

Unit4 Seeing the doctor教学设计课题Unit 4 Seeing the doctor教学目标By the end of the lesson, the students would be able to:1. understand the text and find out the doctors diagnosis and advice for SuHai and Mike through watching the video and reading the story；2. get to know the meanings of “rest, check, medicine, dentist, toothache, bedtime, brush your teeth” and pronounce them clearly;3. use the key structures “Whats wrong with? You should/shouldnt”totalk as doctors and patients;4. get to know about how to see the doctor and practice it in English situations.教材分析（含重、难点）Thetopicofthislessonis “Seeingthedoctor”, whichisclosetoreallife, sotheteacher shouldhelpthestudentsunderstandhowtoseethe doctoranduse theproperEnglishundersuchcircumstances.Thestudentshavelearntsomewordsandphrasesaboutthesicknessandsymptomslasttermwhichwillhelpthem understandthislessonbetter.Focus of the lesson: 1. Understanding the story as a whole;2. Understanding the functions of language and use them in the topic of seeingthe doctor and be able to suggest with “should” and “shouldnt”.Predicted area of difficulty:1. Pronouncing the words like “ toothache, medicine”;2. Giving advice with “should” and “shouldnt”. 教学方法、手段Cards, objects, CAI1. Groupcooperation2. Task-based approach3. Self-learning教学过程教学流程学生活动教师活动设计意图StepI Warming-up andlead-in1. Enjoy a song “How are you?” Sing the song with the music. Answer some questions:1. Play the video and ask questions:Q1: How are you today?Q2: How are Su Hai and Mike?通过歌曲活跃课堂氛围，自然引出故事主人公苏海和迈克的身体状况不好。2. Think and guess learn the key structure “Whats wrong with.? ” Guess in pairs: Whats wrong with Su Hai? I think she has Whats wrong with Mike? I think he has2. Present the pictures and questions:Q1: Whats wrong with Su Hai?Q2: Whats wrong with Mike?3. Lead in the topic: Seeing the doctor.通过猜测呈现Whats wrongwith?句型，以旧带新复习并教授疾病类词汇，并引出课题。 StepUnder-standing and learningStepIIIConsoli-dation1. Choose and learn: Observe and chooseSu Hai goes to Room_, she has a _.Mike goes to Room_, he has a _. Learn the new words: toothache, tooth, teeth, dentist 1. Present a micro task Ask students to choose the departments for Su Hai and Mike with the help of the pictures. Teach the new words通过微任务的设置，帮助孩子了解看病过程，并学会根据不同症状选择相应的诊室，体现语言的生活功能。2. Enjoy the story Watch the video and think about what Su Hai and Mike get from the doctor. Read the story and underline the detailed information aboutthe doctors diagnosis andadvice for Su Hai and Mike. Finish the medical records for the doctors in groups of four. Show the medical records and learn the new phrases:have a rest, take somemedicine, brush your teeth,before bedtime2. Present the story as a whole. Play the video and the question:What do Su Hai and Mike get from the doctors? Make ones rounds and help the students Present the task and help students with the medical records. Teach the new words and expressions. 通过What do Su Hai andMike get from the doctors?问题设置，帮助学生整体感知课文内容; 接着，学生细读课文找出与诊断结果和医生建议相关的内容，引出新词教学。 Drill the phrases with a chant. Report in groups as doctors and patients according to the medical records. Su Hai: What should I do?Doctor: I shouldMike: What should I do?Dentist: I should Show a chantPresent the group work task .通过分工明确的小组活动，完成病例卡并汇报展示，在阅读过程中解决新词新句的教学,初步掌用should和should t提建议。1. Read the story after the tape.2. Choose one way and read in groups. Read in roles. Dub in roles. Act in roles3. Answer the questions. 4. Try to memorize and talk.1. Play the tape2. Present three ways for students to choose3.Present two questions and get students aware of living healthily. Q1: Why does Su Hai have a fever?Q2: Why does Mike have a toothache?4. Summarize how to see the doctor and complete the blackboard design.课文展示分为三个层次供学生选择，让不同层次的孩子均有发展;接着，让学生找出或想象两个孩子生病的原因联系生活发散学生思维；最后，自主总结有关看病的功能性语句，完善板书，为后续的拓展活动作好铺垫。Step Produc-tionStep Home-workCreate a scene and act as doctors or patients in groups of four.1. Doctors and patients groups discuss what they would say according to their departments and illness.2. Patients group members show how they see the doctor.Guide students to act in roles.在真实的模拟情境中综合运用所学句型，巩固本课内容。需要说明的是，本环节会根据学情做机动的课时调整。1. Read the text fluently.2. Finish “Think and write” on page 38.3. Simulate in groups after class.Present the homework.自主选择分层作业，进一步巩固本课内容板书设计Whats wrong with you?You should/shouldntI have What should I do?设计意图：人物头像下方的两张病历表通过学生小组合作完成后贴在黑板上，气泡中的文字通过学生自主总结生成。从而让学生亲历板书的过程。教学点评： 传统的英语课堂，教师为课堂主宰，填鸭式的教学，看似教授的内容实在量足，但学生学得痛苦，老师教得累，效率的低下可想而知。慢慢地英语课堂变得活跃起来，整节课贯穿着游戏，歌曲，笑声不断，热闹非凡，但学生一节课学到了多少？这样的课堂有效吗？类似的问题引起了老师们的思考和关注。真正的好课堂还是要将课堂交还给学生，让孩子在课堂的教学中学会主动思考，主动参与，交给学生方法，让学生自己去体会实践，并且学会用合作互助式的方式学习。这样的课堂才能让孩子快乐地学，有效地学。下面我就这节课谈一谈自己的想法：一生活化的课堂，体现文本的功能性。本单元的主题是 “Seeing the doctor”,刚看到课文内容时，重点思考了新句型 “Whats wrong with,You should/shouldnt”和相关单词的处理方式，因此第一遍的设计完全成了课文词句内容的教授，虽然对句型单词的处理很扎实，但当我再读课文和整个单元的内容结构时，感到其实这个主题和学生的生活很贴近，于是产生了质疑:在整节课的设计中除了进行新句型和单词的讲解和学习，是否也该将语言功能性的渗透其中？因此在教学设计中，从进课文开始就让学生讨论课文中的两个人物根据自己的症状该选哪个科室，并让学生大致了解内科的范围，结尾进行了总结并补充了网上预约等更便捷的方式，这样出于课本，高于课本， 让学生真正学会seeing the doctor，也能用于实际生活中。 二巧设任务，让学生亲历板书的完成 课堂教学中，我请学生小组合作完成两个孩子的病例，将病例展示在板书上，让学生自己的作品成为板书的一部分。最后对整节课进行一个总结 “How to see a doctor?”,在总结的过程中，将学生总结性的语言当场板书，用这样的方式让学生亲历板书的完成，清晰明了，学生印象深刻，提高了学习效率。三创设情景，人人参与最后的大活动体现的是真实的情景模拟，让学生学以致用。在总结完 “How to see a doctor?”以后乘热打铁，请学生自己分小组进行角色讨论并现场模拟。将学生分成若干小组，部分学生扮演医生的角色，部分学生扮演病人的角色，学生通过小组桌上的提示卡确定扮演身份并讨论作为这个