Unit 4 Seeing the doctor-Story time-ppt课件-(含教案+素材)-市级公开课-新牛津译林版五年级下册英语(编号：103a3).zip

Unit 4 Seeing the doctor( Story time) Whats the matter with Yang Ling?She has a colda fever.andcfYang Ling is ill.What should she do?shouldshould,应该。否定形式：should not=shouldnt Give Yang Ling some advice（建议）： She should休息 have a rest看医生，看病 see the doctor喝些温水 drink some warm water吃药 take some medicinewouldhdtsWhats wrong with Su Hai and Mike?dentist Whats wrong with Su Hai and Mike?Su Hai has a headache.Mike has a toothache.a headachean earachea toothachea backachea headachea toothachean earachea backacheShe / He has a/an 你发现这些词的构词规律了吗？ ache/eik/WhoIllness(疾病） should (应该) shouldnt （不应该）Su HaiMikea headache and a fever brush （his） teeth in the morning and before bedtime（自读课文完成表格，然后小组交流）have a restTask2: Read the story and fill in the table. a toothache take some medicinedrink warm watereat too many sweetsTip：阅读时划出答案的关键词并填入表格。Unit4 Seeing the doctorDoctor: Whats wrong with you?Su Hai: I have a headache. I feel cold.Doctor: Let me check. You have a fever.Doctor: You should have a rest at home. You should take some medicine and drink some warm water.Su Hai: What should I do, Doctor?Su Hai: Thank you, doctor. Su Hai is ill. She goes to see the doctor.check 检查neck 脖子You shouldI have a I feel .Whats wrong?Let me You have a What shouldI, Doctor?Task3 Medical Record Card (病历卡) Name: Mike Name of the disease: headache toothache fever Cause(病因): eat vegetables eat too many sweets Advice(建议): _ _ _ shouldnt eat too many sweetsshould brush teeth in the morning and before bedtimeDentist: Whats wrong with you?Mike: I have a toothache. I cant eat anything.Dentist: Do you eat a lot of sweets?Dentist: You shouldnt eat too many sweets. You should brush your teeth in the morning and before bedtime.Mike: Yes, I do.Mike: OK. Thanks. Mike has a toothache. He goes to see the dentist.toothYou should have a good habit, brush two times one day. 你应该养成一天刷两次牙的好习惯。try to imitate the pronunciation and intonation.注意模仿语音语调哦Read after the recording 跟录音读Task4Unit4 See the doctorWhats wrong with you?I have a headache. You have a fever.You should have a rest at home. What should I do, Doctor?Thank you, doctor. She goes to see the doctor.Su Hai is ill.Let me check.You should take some medicineand drink some warm water.I feel cold.Whats wrong with you?I have a toothache. Do you eat a lot of sweets?You shouldnt eat too many sweets. Yes, I do.OK. Thanks. Mike has a toothache. I cant eat anything.You should brush your teeth in the morning and before bedtime.He goes to see the dentist.Task5 Lets act 两人小组，选一幅图进行表演，别忘了表情和动作哦！ Cough have a rest 自编对话 Headache have a rest drink warm water take medicine Toothache eat too many sweets brush your teeth before bedtime Fever have a rest 为下面的四个病人提出建议，用到You should/shouldntstomachacheDoctor:Whats wrong with.? Boy:I have a .Doctor:Why . have a .? B:Because. What should. do?Doctor:You should.Suggestion(建议）：Drink hot water.Dont eat too much meat.Take medicine.Think and talkcougheyeacheearacheDoctor:Whats wrong.? Sick people:.Doctor:Why .? S:Because. What should. do?Doctor:.“医生”记得多提建议哦Homework:1.Read and retell the dialogue.2. Think and write page 38 in your books.1五年级下册五年级下册 Unit4 Seeing the doctor 一、教学内容：一、教学内容：Story time二、教材分析：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 Whats 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：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：四、教学目标：1. 知识目标知识目标（1） vocabularies(4skills):feel, should, have a rest, toothache, anything（2） Sentence patterns(4skills):Whats wrong with you? I have a headache/fever/toothache.You should/shouldnt.2. 能力目标能力目标（1） Use the sentence structures to show the illnesses and giving suggestions.（2） Enhance students reading abilities.3. 情感目标情感目标（1） Suggest students keeping healthy.五、教学重点五、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、教学难点六、教学难点1. Use the sentence structures to show the illnesses and giving suggestions.七、教学过程七、教学过程Step 1:warming up1. Free talk T:How are you? Whats 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?Whats 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2should。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 practice1. leading inShow two pictures of the text.Learn the word “dentist”并揭示课题 Unit 4 Seeing the doctor2. Task 1:Watch and answer the question.Whats 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 23（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 ones 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: Consolidation1. Task4:Read after the recording,try to imitate the pronunciation and intonation.2. Task5: Lets 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:Summary1. 学生形成性评价的总结。42. 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。）Step5:Homework 1.listen to the video, and act the dialogue with your partner (听录音，和你的小伙伴表演 story time 的对话） 2.make a dialogue about seeing a doctor and act in your group(编一则关于看医生的对话,并在小组里进行表演） 3. Think and write page 38 in your books.8、板书设计板书设计Unit4 Seeing the doctor SuHai doctor dentistMike9、教后反思教后反思本课时是第四单元 Seeing the doctor 的第一课时。Story time 教学应当注重其故事性和文本性。以旧引新，过渡到本文的学习。本课教学以任务活动Whats wrong with .? You should.I have .What should I do? I have .What should I do? 5为驱动，首先设计问题 Whats wrong with SuHai and Mike?让学生通过观看动画对文本进行整体感知；而后将文本解读细化为 Su Hai 就医的过程和 Mike就医的过程两个部分。针对 SuHai 就医的过程，教师设计 Try to say 的任务活动，帮助学生理清文本脉络，掌握把握文本关键信息的能力；针对 Mike 的就医过程，教师设计 medical record card 的任务活动，旨在鼓励学生依据已有信息主动提问，培养其发散性思维。同时，针对这两部分文本，教师借助教材资源，让学生在对文本充分理解的基础上，完成任务活动，复述概括文本内容。 朗读时，教师尽量引导学生模仿原版录音，注意语音语调的变换、重读、弱读等朗读技巧的处理。接着，教师创设真实的情境，指导学生把握关键句型，转述文本内容，降低难度且参与面广泛。最后，教师通过医生和患者间的角色扮演，巩固语言知识，学以致用，真正做到让学生用英语做事情。除了书本上的疾病类的词语以及询问生病的相关句型，学生们还可以讨论生病后应该做什么，不应该做什么，来给自己和给别人建议。本课的教学情境交际性强，学生们可以说的内容较多，老师可以充分利用好教材并在此基础上，进行教材的再度开发，这对老师来说无疑是巨大的挑战。 英语的学习，需要情景的配合，在情景中的英语运用才是真正的运用，是有意义的操练。在教学的过程中，学生对这一话题并不陌生，也非常的感兴趣。学生的表演也惟妙惟肖，让人忍俊不禁。但在教学的过程中，也体现了几个问题。首先个别学生在一般现在时第三人称单数的运用上还是存在问题。同时，在“吃药”一词的英语表达上，总有学生出现错误，这是需要老师关注的，这是一个考点。其次，在句型的运用上，个别学生还略有问题，需要在后续的教学练习中，多关注这些孩子。WhoIllness(疾病）疾病）should doshouldnt doSu Hai Mike WhoIllness(疾病）疾病）should doshouldnt doSu Hai Mike