南通范茜《Seethetor》教學(xué)設(shè)計

Unit4Seeingthedoctor南通師范學(xué)校第一附屬小學(xué)范茜一．教學(xué)內(nèi)容：新版江蘇牛津《牛津小學(xué)英語》5AUnit4Seeingthedoctor（第一課時）二．教學(xué)目標：A.知識目標1．能聽懂，會說，會讀，會寫單詞：headache、fever、cold、leg、hurt2.能聽懂，會說，會讀句子：What’swrongwithyou?I’vegota…What’swrongwithhim/her?He’s/She’sgota…3．能聽懂，會說，會讀詞組：takesomemedicine、haveagoodrest、haveto4.初步感知課文，在正確理解，掌握對話內(nèi)容的基礎(chǔ)上能以正確的語音語調(diào)有感情地朗讀對話。5.能運用所學(xué)句型在設(shè)定的情景中對話。B.能力目標1．通過創(chuàng)設(shè)情境，使學(xué)生理解感受并能運用所學(xué)單詞、句型進行交流，進一步培養(yǎng)學(xué)生的口語表達能力。2．培養(yǎng)學(xué)生小組合作學(xué)習(xí)，綜合運用語言的能力以及創(chuàng)造性，發(fā)散性思維。C．情感目標1.在教學(xué)過程中培養(yǎng)學(xué)生學(xué)習(xí)興趣，幫助他們樹立自信心，鼓勵學(xué)生積極參與語言交際活動。2.培養(yǎng)學(xué)生的自我保護及安全意識。三．教學(xué)重點：1.初步認知句型What’swrongwith…?及其答句，掌握其含義及用法。2.能正確理解、掌握對話內(nèi)容，能運用所學(xué)句型在設(shè)定的情景中對話。四．教學(xué)難點：能運用所學(xué)句型在設(shè)定的情景中對話。五．教學(xué)準備：課件，導(dǎo)學(xué)案，體溫表，壓舌板，醫(yī)生服等。六．教學(xué)過程：Step1.Preparation1.

Greetings2.ListenanddoShowmeyourhands.Clapyourhands3times.Standup,everyone.Putyourfeettogether.Touchyoureyes/nose/mouth/ears/legs.Putyourhandsonyourshoulders.Putyourhandsonyourarms,andthenshakeyourhead.（通過游戲喚醒學(xué)生舊知，復(fù)習(xí)身體部位的名稱）Step2.PresentationT:We’rehavinganEnglishlesson,andwedidsomeexercisejustnow.Howaboutmystudents?(PPT出現(xiàn)照片JACK上體育課)Whataretheydoing?S1:They’rehavingaPElesson.T：Yes,they’rehavingaPElesson.Butwhatwillhappen?Look!(PPT點擊出聲音尖叫)Oh,mystudentJackfellontheground.Helooksawful.What’swrong?Doyouwanttoknow?Whocanaskhim?S1:What’swrongwithyou？T:（Teach：What’swrongwithyou？）（由學(xué)生熟悉的場景：體育課受傷，詢問“你怎么了”自然銜接過渡到本課句型的教授）T:What’swrongwithhim？Let’saskhimtogether.(PPT)Myarmhurts.T:Oh,Jacksays“Myarmhurts”.Hurt,doyouunderstand?(由舊知nurse,purse引入hurt，幫助學(xué)生自主學(xué)習(xí)新單詞，潛移默化教會學(xué)生英語單詞學(xué)習(xí)的方法)T:(PPT)SupposeyouareJack.What’swrongwithyou?Ss：Myarmhurts.（Teach:Myarmhurts.）2.T:Hisarmhurts.Sohehastoseethedoctor.（揭示課題，教hasto/haveto）3.Learnthetext(1)T:Jackisseeingthedoctorinthehospital.Whoelseisseeingthedoctor？Let’swatchthevideo.T:Whoisseeingthedoctor?(2)T:

What’swrongwithLiuTao?What’swrongwithhim?（Teach:What’swrongwithhim?）T:What’swrongwithhim?Haveyougottheanswer?S:Hisleghurts.(Teach:Hisleghurts.)(3)T:LiuTao’sleghurts.HowaboutNancy?Whocanask?S1:What’swrongwithher?(利用第一組句型的鋪墊，搭好支架幫助學(xué)生自主學(xué)習(xí)新知，初步感知運用人稱代詞賓格的用法What’swrongwithher?)T：Whocancomehereandtickthecorrectpictures?（PPT選擇）S:(S點擊選擇)T:Lookatthesewords,canyoureadthem?（開放的課堂應(yīng)當是學(xué)生充分自主學(xué)習(xí)的課堂，對于不難的單詞教師放手讓學(xué)生自主學(xué)習(xí)單詞fever,cold,headache,教師檢查）T:Good.what’swrongwithher?S:She’sgotafever,aheadacheandacold.T:Yes,she’sgotafever,aheadacheandacold.(Teach:She’sgotafever,aheadacheandacold.強調(diào)連讀)T:Lookatthisword,wecandivideitintotwoparts:headandache,canyousaysomeotherwordsendingwith“ache”?(頭腦風暴：還能想出哪些以ache結(jié)尾的單詞，鍛煉學(xué)生的發(fā)散思維能力)4.T:Accordingtothestory,Nancyhasgotacold.Dosethedoctorgivehersomesuggestions?Whatarethey?Readthestorysilentlyandunderlinethephrasesaboutthat.(Teach:takesomemedicine強調(diào)重音,haveagoodrest強調(diào)連讀)Step3.Consolidation1.

Readthestoryafterthecomputer.（學(xué)生跟讀過程中予以及時的朗讀指導(dǎo)幫助學(xué)生更好理解課文的同時，擁有良好的英語語音語調(diào)）2.Readthestorybyyourselves.Payattentiontoyourpronunciationandintonation.3.Readinroles.（通過分角色朗讀進一步感知課文，培養(yǎng)學(xué)生的英語表現(xiàn)力。）4.Fillintheblanksaccordingtothetext.Nancyisill.Shehasgota_______,a_______anda______.Shehastotakesome__________andshe’llbeOKsoon.LiuTao’s______hurts.Hecan’t______.Hehastohaveagood________.T:Let’schecktheanswers.（通過練習(xí)運用檢查學(xué)生實際語言運用能力）5.Storytime.Let’sdiscuss.T:Well,NancyandLiuTaoareseeingthedoctorinthehospital.Doyouwanttoknowmoreabouttheirstories?(PPT)Look,thisisthestoryaboutNancy.Lookatthefirstpicture,whatcantheysay?S1/S2:…..Discusstheotherpicturesingroups.Youcanalsoaddthesephrases:openyourmouthandsay“Ah”,asorethroat，stayinbed,takecare(PPT).（這一環(huán)節(jié)是對課文內(nèi)容的衍生和拓展，在已知南希生病的基礎(chǔ)上拓展各個細節(jié)，編成故事，讓學(xué)生想說，有話好說。充分運用本課句型操練的同時還復(fù)習(xí)了以往學(xué)過的電話用語等句型，通時也拓展了部分新的詞匯asorethroat，takecare等。學(xué)生將其融會貫通，踐行了新課標中鍛煉學(xué)生實際語言運用的能力這一要求。）6.ShowtimeT:Thestoryisveryinteresting,right?Wouldyouliketoactitout?Pleaseactitingroups!(通過上一環(huán)節(jié)的小組討論故事對話，為學(xué)生掃清了大部分語言表達中的障礙，為本環(huán)節(jié)的表演故事搭起了堅實可行的支架。而表演這一環(huán)節(jié)在進一步激發(fā)學(xué)生學(xué)習(xí)運用英語的興趣的同時，亦幫助學(xué)生將語言運用到實際的情景中。)7.AsweknowmystudentJackhurthislegataPElesson,soremembertohaveagoodwarm-upbeforerunning,jumpingorplayingballgames.Wishyoubehappyandhealthyeveryday!（與課堂開篇呼應(yīng)，同時實現(xiàn)對學(xué)生的情感教育：體育課前的準備活動有利于自我保護。）Step4.HomeworkReadthestoryafterthetapeandtrytoreaditfluently.WriteastoryaboutLiuTaoaccordingtothepictures.Thesephrasesmayhe