英语五年级下册Unit 4 Seeing the doctor第1课时教学设计

五年级下册 Unit4 Seeing the doctor

一、教学内容：Story time

二、教材分析：本课通过苏海和麦克看医生这一情景引出，我们将学习What’s wrong with you? What should I do? How do you feel now?等日常交际用语。

三、学习者分析：五年级的学生对生病表达方式已经有了一定知识基础，本节课将要学习的是看医生前后的交际用语，学生通过老师的帮助，应该能较好地掌握本课内容。

四、教学目标：

1. 知识目标

（1）        vocabularies(4skills):feel, should, have a rest, toothache, anything

（2）        Sentence patterns(4skills):What’s wrong with you? I have a headache/fever/toothache.You should/shouldn’t….

2. 能力目标

（1）        Use the sentence structures to show the illnesses and giving suggestions.

（2）        Enhance students’ reading abilities.

3. 情感目标

（1）        Suggest students keeping healthy.

五、教学重点

1. Understand the main idea of story time.
2. Use the sentence structures to show the illnesses and giving suggestions.

六、教学难点

1.  Use the sentence structures to show the illnesses and giving suggestions.

七、教学过程

Step 1:warming up

1. Free talk

T:How are you? What’s the weather like today? What day is it today?

T:Are you happy today?

Ss:Yes.

T:Look,Yang Ling is not happy.Do you remember?What’s the matter with Yang Ling?

Ss:She has a cold and a fever.

T：Yang Ling is ill.What should she do?归纳would 、should发音，教学should。

引导学生思考，尝试回答She should ...

suggestions: have a rest/take some medicine/drink some water

(设计意图：师生交流，以旧引新，为新课的学习做好铺垫，引出本文的题材，吸引学生的注意力。)

Step2:Presentation and practice

1. leading in

Show two pictures of the text.Learn the word “dentist”

并揭示课题Unit 4 Seeing the doctor

2. Task 1:Watch and answer the question.What’s wrong with SuHai and Mike?

   Su Hai has a headache.  Mike has a toothache.

 教学headache，toothache，并拓展，引导学生寻找单词构成规律。

(设计意图：根据图片预测所学内容，整体教学呈现，出示本课重难点句型，突破重点词句，引导学生寻找单词构成规律，注意学法指导。)

3. Task2: Read the story and fill in the table.学生自读课文，完成表格。

4. learn part 1

(1)   到文中核对答案，教学Let me check，归类发音neck,check。

(2)   Task3:Try to say.学生示范完成SuHai与doctor角色扮演。

5. learn part 2

（1）出示medical record card，让学生扮演dentist诊断。

（2）到文中核对答案，结合图片教学brush one’s teeth, before bedtime,eat too many sweets。

（3）进行生活习惯的教育：You should have a good habit, brush two times one day.

(设计意图：先总后分，分段学习两部分内容，给学生自主学习的时间，合作完成表格，在解决问题的过程中将难点一一突破，并利用对话和病例的方式及时巩固。润物细无声，要适时进行人文教育。帮助学生理清文本脉络，掌握把握文本关键信息的能力。)

Step3: Consolidation

1. Task4:Read after the recording,try to imitate the pronunciation and intonation.
   2. Task5: Let’s act.

3.Task6: Make dialogues.

(设计意图：学生模仿人物角色，细致透彻的了解课文内容。输入是为了更好地输出，创设情境，让学生运用所学知识进行交际，培养学生的合作意识。有了亲身做医生的经历后，学生对本单元的知识有了更深的感悟。关注学困生，产生课堂的归属感。鼓励学生依据已有信息主动提问，培养其发散性思维。充分利用好教材并在此基础上，进行教材的再度开发。）

Step4:Summary

1. 学生形成性评价的总结。
2. 根据板书总结本课所学知识。

(设计意图：Summary是至关重要的一个环节，帮助学生回顾本节课所学的内容，这个环节可以充分放手让学生完成。）

板书设计

Unit4 Seeing the doctor

 SuHai

      doctor

      dentist

Mike