1、小学英语 （五年级下册）Unit 4Seeing the doctor (Culture & Cartoon time)教学内容教学内容：Culture & Cartoon time教学目标教学目标：1. 能听懂、会说、会读词汇 giraffe, point at, neck, temperature, Fahrenheit,centigrade；能正确理解、运用句型 How do you feel now?2. 能正确理解并且有感情地朗读 Cartoon time，尝试有创意地表演出来。3. 能正确理解 Culture time，了解“华氏度”与“摄氏度”及两者的换算关系，并能够正确地用“华
2、氏度”和“摄氏度”表达温度。4. 能够熟练地谈论疾病，并能根据疾病给出恰当的建议。教学重点：教学重点：1. 能正确理解并且有感情地朗读 Cartoon time，尝试有创意地表演出来。2. 能正确理解 Culture time，了解“华氏度”与“摄氏度”及两者的换算关系，并能够正确地用“华氏度”和“摄氏度”表达温度。教学难点：教学难点：1. giraffe, temperature, Fahrenheit, centigrade 的读音。2. 学生能够熟练地运用所学进行对话交际。设计思路：设计思路：以“学校医务室招聘小医生”为主线展开整节课，学生需要完成三个任务才能成为小医生：Task1 Ta
3、lk about illnesses and give advice,为复习环节。Task2Read the temperature，学习 Culture time。Task3 Help in the hospital，学习Cartoon time。完成任务后，同学们成为学校医务室的助理医生，为校医记病历，完成“根据问诊完成病历”的学习任务。教学过程：教学过程：Step1 Warm-up and lead-in1. Body song【设计意图【设计意图】1. 达到课前热身的目的。2. 通过歌曲复习身体部位类单词，为后面疾病类单词的“输出”作好铺垫。2. Greeting3. Free tal
4、kHow do you feel?I feel .【设计意图】设计意图】How do you feel?为本课时 Cartoon time 部分的新授句型，通过“师生交谈”提前渗透。4. Lead-in（Pic.）T: Look at the children. They dont feel well. Theyre seeing the doctor.Read the title: Unit4 Seeing the doctorLittle doctors are wanted in the school clinic. If you want to join in, you need to
5、finish three tasks first.【设计意图设计意图】出示学生所熟悉的学校医务室里看病的场景，由 They dont feelwell. 自然导入课题 Seeing the doctor， 并交待本课时学习目标 （To be a littledoctor in the school clinic）及三个学习任务。Step2 RevisionTask1 Talk about illnesses and give advice1. How to ask about illnesses?2. Game: Hit the mouse (Know the illnesses)3. Gro
6、up PK: Give advice【设计意图设计意图】 先是复习询问疾病的问句， 再通过“打地鼠”游戏复习疾病类单词，最后根据给出的图片询问图中人物的身体状况，并通过 Group PK 的游戏形式给图中人物提建议，比一比哪一组给的建议多，复习 should 和 shouldnt。层层推进，有效复习。Step3 Culture timeTask2 Read the temperature过渡：When we have a fever, we need to take the temperature. 教学 temperature1. Look and sayLiu Tao doesnt fee
7、l well. Nancy takes his temperature. Whats his temperature?Lets have a look. (Its 39C). He has a fever.2. Know Farhenheit and centigrade102F=39C , Why? (learning tip)【设计意图设计意图】五年级学生在数学课上已经学过华氏度和摄氏度的转换关系，此处的问题对他们来说不陌生，并且是一个学科融合的问题，教师允许学生用中文来回答，唤起旧知，激发他们的学习兴趣。3. Think: Why cant Liu Tao understand Fahr
8、enheit, but understand centigrade?【设计意图设计意图】教学 Culture time 的核心点应该是让学生关注到文化差异。通过“为什么刘涛不理解 102F 却能理解 39C？”这一问题引起学生的思考，发现刘涛是中国人，而南希是美国人。进一步证实上一步 Learning tip 的内容：Farhenheit 多用于美国而 centigrade 主要用语中国其其他国家。加深了学生们的印象。4. Learn to read: Fahrenheit, centigrade, 102F,39CTake notes: F= Fahrenheit, c=centigrade
9、, one hundred and two degrees Fahrenheit,thirty-nine degrees centigrade【设计意图设计意图】培养学生做课堂笔记的习惯。5. Temperatures in life85C BakeryWater boils at _C(F).Water turns to ice at _C(F).【设计意图设计意图】在会读并了解 “华氏度”与“摄氏度”及两者的换算关系后，迁移到生活中的温度，引导学生正确地使用、表达及换算。Step4 Cartoon timeTask3 Help in the hospital过渡：The hospital
10、is very busy today. Bobby is helping there. Would you like to joinhim?1. Pic1 Look and sayWho are the patients?（板书 Monkey, Rabbit, Elephant）They come to see the doctor. What can Bobby ask?Look and guess: Whats wrong with them? （板书 arm hurts, ear hurts, nose hurts）2. Pic2How does Bobby help them? (Us
11、e the bandage.)How do they feel now? Lets listen.(处理 cant write, cant hear well, cant eat or drink)比较：I cant hear well. 和 I cant hear.强调 cant or 的使用What advice does Bobby give them? Listen. (板书 have a rest)3. Pic3敲门声T: Listen, whos coming? 教学 giraffe 并板书播放 Giraffe 的话，T: He needs help. What will Bobb
12、y say?Does Bobby look happy now? (Yes.)4. Pic4Does he look happy now? (No)Hes so surprised. Why?Look and guess: Whats wrong with Giraffe? What does he say?Giraffe points at his long neck and says “My neck hurts.” （板书 neck hurts）教学 point at, neck（check）Listen and do: point at your Read Bobbys words w
13、ith emotions (Oh, no!)5. Lets think:What will Bobby use to help Giraffe?A. bandageB. medicineGiraffes neck is so long, maybe Bobby feels _ to help him. (tired)6. Listen and imitate7. Reading time (Choose one way you like to read.)8. Dub for the story9. Lets imagine:After treatment, .Giraffe: I cant
14、_now.Bobby: You should _.10. Lets act【设计意图】设计意图】Cartoon time 采取整体教学法，注重对学生读图能力、语言感知能力和发散思维能力的培养。 在处理故事的过程中， 教师多次引导学生看图猜测，用 Why?这样的问题引导学生思考、表达。Lets think 和 Lets imagine 等环节有助于对学生发散思维的培养，同时引导他们有创意地进行故事表演。Step5 ConsolidationTask4: Being a doctor过渡：Congratulations, boys and girls. Youve finished all the
15、 tasks. You can be littledoctors now.1. Listen and writeLook，Jack doesnt feel well. He comes to see Dr. Li. Listen to their dialogue andcomplete the “case of illness”?2. Check in pairs (A dialogue between Doctor Li and Jack)【设计意图设计意图】学生们顺利完成了三个学习任务，现在可以成为校医的助理小医生了。教师出示校医给同学 Jack 看病的照片，学生们听医患对话填写“病历”
16、，完成病历后同桌间以还原医患对话的问答形式进行核对并展示。 对话内容涵盖了三个课时的重点词汇和句型，巩固到位。Step6 Homework1. Read, recite and try to act out Cartoon time.2. Take your temperature at home and try to read it correctly.3. Finish the dialogue based on the case of illness.【设计意图】设计意图】回家作业从“说”、“用”、“写”三个方面考虑。 “说”，即对故事内容的读、背、演等基础任务。 “用”，即让学生回家后用温度计量量体温并正确读数，将所学知识真正运用到现实生活中。 “写”，即将课堂任务延伸到课后，根据病历还原对话，达到对所学知识的有效巩固。板书板书设计：设计：Unit4 Seeing the doctor(Culture & Cartoon time)Case of illnessName:MonkeyRabbitElephantGiraffeIllnesses:arm hurtsear hurtsnose hurtsneck hurtsAdvice:have a rest
