小学沪教版Unit 9 Seeing the doctor评优课ppt课件
展开Module 3 Things we do
Unit 9 Seeing the doctor
（第一课时）
教学栏目: Look and learn, Ask and answer, Listen and enjoy
教学目标：
1、通过Ask and answer的问答练习，帮助学生掌握本单元的核心词汇和句型。
2、通过look and learn栏目，帮助学生学习本单元的生词。
3、通过与学生就Listen and enjoy的儿歌进行问答，引出核心句型。
教学重、难点
1、能掌握单词 headache, fever, should, toothache
2、会运用句型 …Should/shouldn’t…
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 | 第二次备课 |
Pre-task preparations 1、教师与学生问答，复习日常用语，为本课时新句型的学习做铺垫。 T: How do you feel today? S1: I’m fine. S2: I’m just so-so. S3: I’m happy today. It’s my birthday. … 2、播放歌曲An apple a day keeps the doctor away.的动画，让学生欣赏并跟唱。 While-task procedures 1、出示Listen and enjoy的图片，与学生问答。 T: Look at these pictures. Is the boy feeling well? S1: No, he isn’t. T: How’s he? S1: He is sick. T: What does he do? S1: He goes to see the doctor. 接着，学生看图听儿歌，回答问题，与此同时，教师出示look and learn的单词卡片，教授生词。 T: How’s he? S1: He has a toothache. S2: He has a fever. S3: He has a cold. S4: He has a headache. T: Have a toothache. Ache means pain. Toothache. T-o-o-t-h-a-c-h-e, toothache. Ss: Toothache. T-o-o-t-h-a-c-h-e, toothache. 然后教师用同样的方法教授短语have a fever，have a cold，have a headache。最后，教师将这些图片拿在手中，任意选出一张，让学生快速说出短语，以巩固记忆。 2、学生以小组形式讨论Listen and enjoy 中男孩牙疼的原因。然后，学生说说讨论的结果。教师可先与一名学生对话，作为示范。 T: Why does the boy have a toothache? S1: He doesn’t brush his teeth. T: How many times do you brush your teeth every day? S1: I brush my teeth twice a day. T: Oh. He should brush his teeth twice a day. S2: He eats too much candy. T: Yes, he shouldn’t eat too much candy. S3: He eats before bedtime. T: So he shouldn’t eat before bedtime. I think he must go to see the dentist. ... 3、引导学生用...should/shouldn’t ...句型给男孩提出建议，并将核心句型板书在黑板上。 T: The boy has a toothache, because he doesn’t brush his teeth twice a day. We can say “Please brush your teeth twice a day.” We can also say” You should brush your teeth twice a day.” Ss: You should brush your teeth twice a day. T: Don’t eat too much candy. We can also say “you shouldn’t eat too much candy.” Ss: You shouldn’t eat too much candy. 请学生用...should/shouldn’t ...句型表述黑板上的其他祈使句。 4、学生两人一组，根据Ask and answer的图片和句型提示结对问答。操练核心句型和词汇。 Post-task activities 播放listen and say的录音，学生听录音并跟读儿歌，再一次复习巩固已学词组和句型。然后，学生四人一组，思考have a fever和have a cough时应该注意些什么。 |
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Module 3 Things we do
Unit 9 seeing the doctor
（第二课时）
教学栏目: Listen and say
教学目标：
1、通过角色扮演和小游戏，让学生正确运用核心句型，给别人提出建议。
2、通过Listen and say中关于看病的对话和反馈练习，帮助学生操练本单元的核心词汇和句型。
教学重、难点
词 汇: ill, wrong, medicine, rest
日常用语: What’s wrong with you?
Let me have a look.
Have a good rest and you will get well soon.
句 型：You should take some medicine.
You shouldn’t go to bed late.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 | 第二次备课 |
Pre-task preparations 学生听录音跟读Listen and enjoy的儿歌，然后回答有关儿歌内容的问题。 T: The boy has a toothache. What do you want to say to him? S1: You should brush your teeth twice a day. S2: You shouldn’t eat too many cakes. ... T: The boy has a fever. What do you want to say to him? S1: You should drink a lot of water. S2:you shouldn’t go out and play ... While-task procedures 1、播放Listen and say的录音，出示以下问题，让学生听录音后回答问题。 1) How does Kitty feel? 2) Where does she go? 2、再次播放录音，学生听对话，找出医生是如何提问的。 T：What does the doctor say? S1: What is wrong with kitty? 然后，学生两人一组，分别扮演医生和病人，利用图片进行问答，操练句型。 S1：I am not feeling well. S2: What is wrong with you? S1: I have a fever. 3、学生朗读对话，列出医生给予的建议。然后，请几名学生扮演医生给Kitty一些建议，同时学习对话中的生词、短语和日常用语。 S1：You have a cold. You should take some medicine. You should drink a lot of water and have a good rest. You will get well soon. T：Take some medicine. Medicine. M-e-d-i-c-i-n-e, medicine. Ss: Medicine. M-e-d-i-c-i-n-e, medicine. T: rest. R-e-s-t. rest. Have a rest. Ss: rest. R-e-s-t. rest. Have a rest. ... 然后，让学生完成课本第59页的反馈练习，填空完成Kitty的日记，全班一起核对答案。 4、播放录音，学生跟读对话，提醒学生注意语音语调。然后，学生分角色朗读对话。 Post-task activities 学生两人一组，分别扮演医生和病人，模仿课文改编对话并表演。 |
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Module 3 Things we do
Unit 9 seeing the doctor
（第三课时）
教学栏目: Read a story, Learn the sounds
教学目标：
1、 通过阅读故事《没牙的老虎》，帮助学生进一步巩固新学语言知识，培养阅读技能，同时体会健康的重要性。
2、 帮助学生学习字母组合ay, ai在单词中的发音。
3、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，调查别人的生活习惯，提出健康忠告。
教学重、难点
词汇：present, world
语音：ay(may), ai(wait)
日常用语： What should we do?
Really?
教学方法：
情景教学法。
教学过程：
第一次备课 | 第二次备课 |
Pre-task preparation 1、学生朗读Listen and enjoy的儿歌，巩固学生配上动作和相应表情，请个别学生上来表演。 2、出示谜语，通过猜谜活动引出Read a story故事中的动物。 （show the riddles to the class）Read and guess the riddles in pairs. Riddle 1: It is small. It is white. It has two red eyes, two long ears and a short tail. Carrots are its favourite food. What is it? Riddle 2: It is small. It is brown. It has a long tail. It can climb trees. Bananas are its favourite food. What is it? Riddle 3: t is big and tall. It has many stripes. It looks like a horse. It can run fast. What is it? Riddle 4: It looks like a cat. But its big and strong. It is the king of the forest. All the other animals are afraid of it. What is it? S1: It is a rabbit. S2: It is a monkey. S3: it is a zebra. S4: It is a tiger. While-task procedures 1、出示Read a story的图1，与学生问答。 T：How many animals do you see? What are they? S1: Five. They are a tiger, a monkey, a rabbit, a zebra and a... T: This is a squirrel. Say after me. S-q-u-i-r-r-e-l, squirrel. Ss: S-q-u-i-r-r-e-l, squirrel. 然后，播放故事第一段的录音，接着，询问学生听到的信息。 T：Who is the king of the forest? Do the animals like him? S1: The tiger is the king of the forest. The animals don’t like the tiger. They are afraid of him. 再次播放录音，并要求学生模仿和分角色扮演。 1) The zebra has a good idea. ( ) 2) The fox gives the tiger a lot of books. ( ) 3) The tiger has a toothache. ( ) 4) At last, the tiger cannot eat other animals. 通过师生问答，在核对答案的过程中帮助学生初步了解故事内容，学习相关词汇。 2、出示下列问题，引导学生读故事，寻找答案。 1) Who are the animals afraid of? 2) What does the fox give the tiger? 3) What gives the tiger a toothache? 4) How do the animals help the tiger? 3、围绕第四副图片和故事中动物角色的特点，引导学生拓展情境，展开合理想象。 4、出示Learn the sounds的语音单词卡片ay(may), ai(wait)，请学生跟读并感受字母组合ay, ai在单词中的发音。 教师播放录音，学生跟着录音朗读。 播放录音，学生按照录音节拍诵读儿歌。 教师朗读单词，学生在多个单词中找出教师所读单词。 Post-task activities 让学生根据练习册中task的发展图片和句型提示与学生问答，调查同学的生活习惯，然后根据问答所得信息填写调查表。最后，作为回家作业，让学生给一个同学写一份健康忠告。 |
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