Unit4(1).docx

Unit4 Seeing the doctor教學(xué)設(shè)計(jì)課題Unit 4 Seeing the doctor教學(xué)目標(biāo)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、難點(diǎn)）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”. 教學(xué)方法、手段Cards, objects, CAI1. Groupcooperation2. Task-based approach3. Self-learning教學(xué)過(guò)程教學(xué)流程學(xué)生活動(dòng)教師活動(dòng)設(shè)計(jì)意圖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?通過(guò)歌曲活躍課堂氛圍，自然引出故事主人公蘇海和邁克的身體狀況不好。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.通過(guò)猜測(cè)呈現(xiàn)Whats wrongwith?句型，以舊帶新復(fù)習(xí)并教授疾病類(lèi)詞匯，并引出課題。 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通過(guò)微任務(wù)的設(shè)置，幫助孩子了解看病過(guò)程，并學(xué)會(huì)根據(jù)不同癥狀選擇相應(yīng)的診室，體現(xiàn)語(yǔ)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. 通過(guò)What do Su Hai andMike get from the doctors?問(wèn)題設(shè)置，幫助學(xué)生整體感知課文內(nèi)容; 接著，學(xué)生細(xì)讀課文找出與診斷結(jié)果和醫(yī)生建議相關(guān)的內(nèi)容，引出新詞教學(xué)。 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 .通過(guò)分工明確的小組活動(dòng)，完成病例卡并匯報(bào)展示，在閱讀過(guò)程中解決新詞新句的教學(xué),初步掌用should和should t提建議。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.課文展示分為三個(gè)層次供學(xué)生選擇，讓不同層次的孩子均有發(fā)展;接著，讓學(xué)生找出或想象兩個(gè)孩子生病的原因聯(lián)系生活發(fā)散學(xué)生思維；最后，自主總結(jié)有關(guān)看病的功能性語(yǔ)句，完善板書(shū)，為后續(xù)的拓展活動(dòng)作好鋪墊。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.在真實(shí)的模擬情境中綜合運(yùn)用所學(xué)句型，鞏固本課內(nèi)容。需要說(shuō)明的是，本環(huán)節(jié)會(huì)根據(jù)學(xué)情做機(jī)動(dòng)的課時(shí)調(diào)整。1. Read the text fluently.2. Finish “Think and write” on page 38.3. Simulate in groups after class.Present the homework.自主選擇分層作業(yè)，進(jìn)一步鞏固本課內(nèi)容板書(shū)設(shè)計(jì)Whats wrong with you?You should/shouldntI have What should I do?設(shè)計(jì)意圖：人物頭像下方的兩張病歷表通過(guò)學(xué)生小組合作完成后貼在黑板上，氣泡中的文字通過(guò)學(xué)生自主總結(jié)生成。從而讓學(xué)生親歷板書(shū)的過(guò)程。教學(xué)點(diǎn)評(píng)： 傳統(tǒng)的英語(yǔ)課堂，教師為課堂主宰，填鴨式的教學(xué)，看似教授的內(nèi)容實(shí)在量足，但學(xué)生學(xué)得痛苦，老師教得累，效率的低下可想而知。慢慢地英語(yǔ)課堂變得活躍起來(lái)，整節(jié)課貫穿著游戲，歌曲，笑聲不斷，熱鬧非凡，但學(xué)生一節(jié)課學(xué)到了多少？這樣的課堂有效嗎？類(lèi)似的問(wèn)題引起了老師們的思考和關(guān)注。真正的好課堂還是要將課堂交還給學(xué)生，讓孩子在課堂的教學(xué)中學(xué)會(huì)主動(dòng)思考，主動(dòng)參與，交給學(xué)生方法，讓學(xué)生自己去體會(huì)實(shí)踐，并且學(xué)會(huì)用合作互助式的方式學(xué)習(xí)。這樣的課堂才能讓孩子快樂(lè)地學(xué)，有效地學(xué)。下面我就這節(jié)課談一談自己的想法：一生活化的課堂，體現(xiàn)文本的功能性。本單元的主題是 “Seeing the doctor”,剛看到課文內(nèi)容時(shí)，重點(diǎn)思考了新句型 “Whats wrong with,You should/shouldnt”和相關(guān)單詞的處理方式，因此第一遍的設(shè)計(jì)完全成了課文詞句內(nèi)容的教授，雖然對(duì)句型單詞的處理很扎實(shí)，但當(dāng)我再讀課文和整個(gè)單元的內(nèi)容結(jié)構(gòu)時(shí)，感到其實(shí)這個(gè)主題和學(xué)生的生活很貼近，于是產(chǎn)生了質(zhì)疑:在整節(jié)課的設(shè)計(jì)中除了進(jìn)行新句型和單詞的講解和學(xué)習(xí)，是否也該將語(yǔ)言功能性的滲透其中？因此在教學(xué)設(shè)計(jì)中，從進(jìn)課文開(kāi)始就讓學(xué)生討論課文中的兩個(gè)人物根據(jù)自己的癥狀該選哪個(gè)科室，并讓學(xué)生大致了解內(nèi)科的范圍，結(jié)尾進(jìn)行了總結(jié)并補(bǔ)充了網(wǎng)上預(yù)約等更便捷的方式，這樣出于課本，高于課本， 讓學(xué)生真正學(xué)會(huì)seeing the doctor，也能用于實(shí)際生活中。 二巧設(shè)任務(wù)，讓學(xué)生親歷板書(shū)的完成 課堂教學(xué)中，我請(qǐng)學(xué)生小組合作完成兩個(gè)孩子的病例，將病例展示在板書(shū)上，讓學(xué)生自己的作品成為板書(shū)的一部分。最后對(duì)整節(jié)課進(jìn)行一個(gè)總結(jié) “How to see a doctor?”,在總結(jié)的過(guò)程中，將學(xué)生總結(jié)性的語(yǔ)言當(dāng)場(chǎng)板書(shū)，用這樣的方式讓學(xué)生親歷板書(shū)的完成，清晰明了，學(xué)生印象深刻，提高了學(xué)習(xí)效率。三創(chuàng)設(shè)情景，人人參與最后的大活動(dòng)體現(xiàn)的是真實(shí)的情景模擬，讓學(xué)生學(xué)以致用。在總結(jié)完 “How to see a doctor?”以后乘熱打鐵，請(qǐng)學(xué)生自己分小組進(jìn)行角色討論并現(xiàn)場(chǎng)模擬。將學(xué)生分成若干小組，部分學(xué)生扮演醫(yī)生的角色，部分學(xué)生扮演病人的角色，學(xué)生通過(guò)小組桌上的提示卡確定扮演身份并討論作為這個(gè)