1、5B Unit 4 Lesson 23 I. Teaching Aids : 知识目标: 三会单词: chocolate kiwifruit get-well card (2) 三会词组：be worried about = worry about (3) 三会句子：Ill help you with your . Heres for you. I have for you. (4)四会句型： How are you feeling today? I feel much better. 能力目标： 会对病人表达关心和慰问，并提供力所能及的帮助。 情感态度目标： 1培养学生关心身边的同学、朋友或
2、家人健康状况的情感。 2能够主动给予问候和力所能及的帮助。 4. 学习策略目标: 1能够进一步提高对英语学习的热情，增强用英语表达思想的愿望和信心。 2能够积极、主动地参与课堂活动，并在真实或模拟情景中大胆开口实践。 5. 文化意识目标: 通过对本单元的学习，初步了解一些探望病人的社交礼仪。 II.学情分析学情分析 五年级的孩子喜欢模仿，表演，展示自己，希望得到老师与同学的认可，他们善于 观察，分析，并且有很强的创造力，因此，在教学中，充分调动学生学习的积极性， 在情境下激发学生学习的主动性和创造性，教学效果明显。 III. Teaching important points : 1、重点句子
3、 How are you feeling today? I feel much better. Heres for you. I have for you.的使用。 2、能够用英语表达对病人的关心和问候。 3、能将本课的日常用语运用于生活实际。 IV. Teaching difficult points : 重点句子 How are you feeling today? I feel much better. Heres for you. I have for you.的使用。 V. Teaching procedure : Step 1: Revision Show some picture
4、s and ask some questions. T: Who is she? Ss: She is Kate. T:She calls whom? Ss: She calls her teacher Miss Liu. T: Why does she call her teacher Miss Liu? S: Because she is ill. She cant go to school. T: Whats wrong with her? S1: She has a fever. S2: She has a cough. S3: She has a headache. T: She h
5、as a bad cold. T: Does she go to a doctor? Ss: Yes. T: Who takes her to the doctor? Ss: Her mum. T: The doctor gives them some suggestions. T: The doctor says, “you should” S1: You should take some medicine. S2: You should drink more water. S3: You should take a good rest. S4: You should have some v
6、egetables. S5: You should have some fruit. T: A few days later, how is she feeling now? S: She feels much better. 设计意图：教师根据图片提问来复习本单元关于生病、看病的相关知识，顺利地 引出新话题，使孩子们对本单元主人公生病、看病以及病情好转同学来探病的一系列 情境有整体的感知，培养学生的整体意识。 Step 2: Presentation 1. Show the picture of Lesson 23. T: who are they? Ss: He is Gao Wei. S
7、he is Li Yan. He is Bob. He is Peter. She is Zhou Pei. She is Lisa. T: They are Kates classmates. T: Whats this? S1: Its kiwifruit. T: Whats this? S2: Its a get-well card. T: What does it say? S3: It says “I hope you will get well soon. T: What are these? S4: They are chocolates. T: Who wants to hav
8、e some chocolate. T-S1: Here are some chocolates for you. S1: Thank you. T-S1: You can have one and share the chocolates with your friend. S1-S2: Here are some chocolates for you. S2: Thank you. S2-S3: Here are some chocolates for you. S3: Thank you. T-S3: Do you feel happy? S3: Yes. 【设计意图：充分利用课文图片，
9、让孩子们在情境中学习本课词汇 kiwi fruit/ chocolate/ a get-well card 等，复习和运用句型 Here is/ are .及 I have .，】 2. T: Kate feels happy too, why? Now, open your books and read the text . S: Because her classmates come to see her. They bring her a lot of things. They want to help her with her lessons. 【设计意图：通过带着问题阅读文本的方式，
10、引导学生进行语篇的精读，获取具体 的信息。】 3. T: Peter asks a question. What is it? What do Kates classmates bring her? Watch the cartoon and then answer my questions. T: What is Peters question? S: How are you feeling? I feel much better. ( write them on the blackboard) T: Ask and answer in pairs. T: What do Kates cla
11、ssmates bring her? S1: (Gao Wei) Here is some kiwifruit for you. S2: (Li Yan) I have some chocolates for you. S3: (Lisa) Heres a get-well card for you. 【设计意图：带着问题听文本，通过听使学生自己输出本课的目标语言 How are you feeling today? I feel much better.学习本课探病情境下同学们给病人送礼物的相关 知识。】 4. If your friend is ill, what will you bri
12、ng her or him? Work in groups and talk about it. 【设计意图：联系生活实际，如果你的朋友病了你会送他（她）什么礼物，以此加 深学生对探病送礼部分的理解，为下文创编新对话、构建新文本做铺垫，达到学以 致用的目的。】 5. Kate is worried about her lessons. What will her friends help with? Watch the cartoon again and fill in the form. S1: Gao Wei will help her with her maths. S2: Bob wi
13、ll help her with her English. S3: Li Yan will help her with her Chinese. 【设计意图：带着问题听文本，学习句子helpwith,加深学生对文本该部分的理 解。】 Step 3.Practice. 1. Divide the students into groups. 2. Read or act out the dialogue in groups. 【设计意图：该环节通过情景带动下的角色扮演，对句型进行巩固操练，对文本的 内在逻辑进行深层次理解，同时培养学生的朗读技巧，为下面的创编对话做好铺 垫。】 3. Make up a new dialogue. 【设计意图：小组内以文本为基础，创编新的对话，加入 tips 相关内容，综合语言 进行汇报，培养学生口头运用所学语言的能力。】 Step 4. Homework. Design a get-well card for your sick friend. 【设计意图：通过设计一张康复卡来进行德育渗透，加强学生关心他人的意 识】
