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seeing the doctor

发布时间:2013-11-14 11:38:03  

Unit 4 Seeing the doctor

南通师范学校第一附属小学 范茜

一.教学内容:

新版江苏牛津《牛津小学英语》5A Unit 4 Seeing the doctor (第一课时)

二.教学目标:

A. 知识目标

1.能听懂,会说,会读,会写单词: headache、fever、cold、leg、hurt

2.能听懂,会说,会读句子:What’s wrong with you? I’ve got a ? What’s wrong with him/her?

He’s/She’s got a ?

3.能听懂,会说,会读词组:take some medicine、have a good rest、 have to

4.初步感知课文,在正确理解,掌握对话内容的基础上能以正确的语音语

调有感情地朗读对话。

5.能运用所学句型在设定的情景中对话。

B. 能力目标

1.通过创设情境,使学生理解感受并能运用所学单词、句型进行交流,

进一步培养学生的口语表达能力。

2.培养学生小组合作学习,综合运用语言的能力以及创造性,发散性思

维。

C.情感目标

1. 在教学过程中培养学生学习兴趣,帮助他们树立自信心,鼓励学生积极

参与语言交际活动。

2. 培养学生的自我保护及安全意识。

三.教学重点:

1. 初步认知句型What’s wrong with??及其答句,掌握其含义及用法。

2. 能正确理解、掌握对话内容,能运用所学句型在设定的情景中对话。

四.教学难点:

能运用所学句型在设定的情景中对话。

五.教学准备:

课件,导学案,体温表,压舌板,医生服等。

六.教学过程:

Step1. Preparation

1. Greetings

2. Listen and do

Show me your hands.

Clap your hands 3times.

Stand up, every one. Put your feet together.

Touch your eyes/nose/mouth/ears/legs.

Put your hands on your shoulders.

Put your hands on your arms, and then shake your head.

(通过游戏唤醒学生旧知,复习身体部位的名称)

Step2. Presentation

1. T: We’re having an English lesson, and we did some exercise just now.

How about my students? (PPT出现照片JACK上体育课)

What are they doing?

S1: They’re having a PE lesson.

T:Yes, they’re having a PE lesson.

But what will happen? Look! (PPT点击出声音尖叫)

Oh, my student Jack fell on the ground. He looks awful.

What’s wrong? Do you want to know? Who can ask him?

S1: What’s wrong with you?

T: (Teach:What’s wrong with you?)

(由学生熟悉的场景:体育课受伤,询问“你怎么了”自然衔接过渡到本课句型的教授)

T: What’s wrong with him?Let’s ask him together.

(PPT)My arm hurts.

T: Oh, Jack says “My arm hurts”.

Hurt, do you understand?

(由旧知nurse , purse引入hurt ,帮助学生自主学习新单词,潜移默化教会学生英语单词学习的方法)

T: (PPT) Suppose you are Jack. What’s wrong with you?

Ss:My arm hurts.

(Teach: My arm hurts.)

2. T: His arm hurts. So he has to see the doctor.

(揭示课题,教has to / have to)

3. Learn the text

(1) T: Jack is seeing the doctor in the hospital.

Who else is seeing the doctor?Let’s watch the video.

T: Who is seeing the doctor?

(2) T: What’s wrong with Liu Tao? What’s wrong with him?

(Teach: What’s wrong with him?)

T: What’s wrong with him? Have you got the answer?

S: His leg hurts.

(Teach: His leg hurts. )

(3) T: Liu Tao’s leg hurts. How about Nancy ? Who can ask?

S1: What’s wrong with her?

( 利用第一组句型的铺垫,搭好支架帮助学生自主学习新知,初步

感知运用人称代词宾格的用法 What’s wrong with her?)

T:Who can come here and tick the correct pictures? (PPT选择)

S: (S点击选择)

T: Look at these words , can you read them ?

(开放的课堂应当是学生充分自主学习的课堂,对于不难的单词教师放手让学生

自主学习单词fever , cold , headache , 教师检查)

T: Good .what’s wrong with her?

S: She’s got a fever, a headache and a cold.

T: Yes, she’s got a fever, a headache and a cold.

(Teach: She’s got a fever, a headache and a cold.强调连读)

T: Look at this word , we can divide it into two parts: head and ache , can you say some other words ending with “ache”?

( 头脑风暴:还能想出哪些以ache结尾的单词,锻炼学生的发散思维能力)

4. T: According to the story, Nancy has got a cold . Dose the doctor give her some

suggestions? What are they?

Read the story silently and underline the phrases about that.

(Teach: take some medicine强调重音, have a good rest强调连读)

Step 3. Consolidation

1. Read the story after the computer.

(学生跟读过程中予以及时的朗读指导帮助学生更好理解课文的同时,拥有良好的英语语音语调)

2. Read the story by yourselves. Pay attention to your pronunciation and intonation.

3. Read in roles.

(通过分角色朗读进一步感知课文,培养学生的英语表现力。)

4. Fill in the blanks according to the text.

Nancy is ill. She has got a _______ ,a _______and a ______. She has to take some __________ and she’ll be OK soon.

Liu Tao’s ______ hurts. He can’t ______. He has to have a good ________. T: Let’s check the answers.

(通过练习运用检查学生实际语言运用能力)

5. Story time. Let’s discuss.

T: Well, Nancy and Liu Tao are seeing the doctor in the hospital.

Do you want to know more about their stories?

(PPT)Look, this is the story about Nancy.

Look at the first picture, what can they say?

S1/ S2: ?..

Discuss the other pictures in groups.

You can also add these phrases: open your mouth and say “Ah”, a sore throat,

stay in bed,

take care(PPT) .

(这一环节是对课文内容的衍生和拓展,在已知南希生病的基础上拓展各个细节,编成故事,让学生想说,有话好说。充分运用本课句型操练的同时还复习了以往学过的电话用语等句型,通时也拓展了部分新的词汇a sore throat,take care等。学生将其融会贯通,践行了新课标中锻炼学生实际语言运用的能力这一要求。)

6. Show time

T: The story is very interesting , right ?Would you like to act it out?

Please act it in groups!

(通过上一环节的小组讨论故事对话,为学生扫清了大部分语言表达中的障碍,为本环节的表演故事搭起了坚实可行的支架。而表演这一环节在进一步激发学生学习运用英语的兴趣的同时,亦帮助学生将语言运用到实际的情景中。)

7. As we know my student Jack hurt his leg at a PE lesson, so remember to have a good warm-up before running , jumping or playing ball games.

Wish you be happy and healthy every day!

(与课堂开篇呼应,同时实现对学生的情感教育:体育课前的准备活动有利于自我保护。)

Step 4 .Homework

1. Read the story after the tape and try to read it fluently.

2. Write a story about Liu Tao according to the pictures.

These phrases may help you :

black and blue (青一块紫一块) ache(疼痛)

bleeding (流血)stay in bed (卧床休息)

(作业设计紧密围绕课文展开,又高于课本。课上对南希的故事进行了拓展,作业则设计了对主人公刘涛的故事拓展,且有了课上讨论、表演的铺垫,此时课后写一写关于刘涛的故事亦是一个很好的英语书面语言的锻炼,也是对本课学习的反馈、检查,说与写的结合才能帮助学生将英语真正学好学扎实。)

《Seeing the doctor》一课反思

南通师范学校第一附属小学 范茜

本课教学内容为新版江苏牛津英语5A第四单元Seeing the doctor 第一课时。本单元呈现了Liu Tao和Nancy等人物的看病过程中的用语,涉及的重点句型为What’s wrong with you? What’s wrong with him/her? 及其答句。在备课过程中我发现本篇课文内容不难理解,但如何创设情景,帮助学生运用句型进行对话,成为了本课重点。因此我将本课的教学内容定位为:1. 整体理解语篇内容。 2. 能

听懂,会说,会读句型:What’s wrong with you? What’s wrong with him/her? 及其答句。3. 能听懂,会说,会读课文中出现的单词:headache、fever、cold、leg、hurt。

下面就重点结合小学英语高段的语篇教学谈谈本课的教学过程中的设计理念:

一、 整体把握教材,分层突破难点

语篇教学倡导的语篇学习应首先关注对意义的理解,然后再对语言知识和语言技能进行专项学习或训练。因此在本课教学中,我紧扣看医生这一主题,采用快捷的方式导入课文学习,合理安排新授环节。

因此我未作过多铺垫,通过Listen and do 这一游戏活跃了课堂气氛,让学生复习了所学过的身体部位为下面学习调动了知识储备。接着通过学生Jack体育课受伤引入,通过Jack摔倒询问教授What’s wrong with you?。在此过程中处理了词汇:arm、hurt、has to、see the doctor。接下来由问题Jack is seeing the doctor in the hospital. Who else is seeing the doctor?Let’s watch the video.自然过渡到的课文学习。

课文学习注重整体感知和理解语篇,做到词不离段、段不离篇、篇段结合。我采用了以下5个步骤:(1) 由Who is seeing the doctor?引发学生思考,让学生预测文本内容,激起学生观看文本录像的兴趣。(2) 整体感知语篇, 通过朗读文本找出问题答案:What’s wrong with Liu Tao?What’s wrong with Nancy?(3) 讨论找出表示Nancy身体不适的词语并自学:headache、fever、cold,并能用重点句型:What’s wrong with her? She’s got a ..进行问答 (4) 默读小组讨论What are the doctor’s suggestions for Nancy?(5)通读文本完成短文填空,深入理解语篇。至此学生由初步梳理语篇信息到准确把握语篇内容的同时也完成了本课生词、新句和语法的学习。从而实现了语篇教学目标的有效达成。

值得一提的是本课我充分利用导学案将三维目标融入学生的整个自主学习过程。学案中的课前热身让学生根据学案课前充分预习,让每位学生带着问题进入课堂使他们对新知都有充分的知识储备与心理准备。让他们在课堂中求知欲不

断获得满足从而增强学习兴趣,更积极地参与到课堂中去。课中思考则让每个学生根据不同层次、不同程度地在选择自己需要的学习资源,来解决自己的问题。教师则可以针对学生的知识准备及时调整掌控课堂,将教学重点放在学生存疑、模糊的地方,使教学过程更具针对性,为学生争取到更多的有效时间去思考、去讨论。整个学习过程不再是被动的接受过程而成为学生主体自主学习的活动,取得了较好的教学效果。

二、学生有效学习策略的培养

语篇具有整体性,教师在教学中首先要让学生从整体上感知语篇,然后分段教学,降低难度,最后再整体讲解语篇。在分段教学时,要真正做到词不离段、段不离篇、篇段结合,让学生深层理解语篇。本课具体做法如下:

1. 问题引出,引发整体感知

针对这一语篇的教学,我设计了看录像回答问题和默读课文划出动词词组的活动,学生在这两个任务的启发和引导下,对所学语篇有了整体的感知和理解。

2. 语篇推进,加强策略指导

小组朗读课文完成短文填空让学生再次深入阅读文本,引导学生在阅读的过程中抓住语篇中的关键信息。问题成了学生记忆文本的抓手,寻读过程就是学生熟悉短文的过程。在帮助学生理解语篇的同时,培养了学生概括提炼短文信息的能力。

再提一提学生自主学习策略的培养。在本课最后设计了根据连环画编故事的环节,这一环节是对课文内容的衍生和拓展,在已知南希生病的基础上拓展各个细节,编成故事,让学生想说,有话好说。充分运用本课句型操练的同时还复习了以往学过的电话用语等句型,通时也拓展了部分新的词汇a sore throat,take care等。学生将其融会贯通,践行了新课标中锻炼学生实际语言运用的能力这一要求。而后又有表演连环画故事,通过上一环节的小组讨论故事对话,为学生扫清了大部分语言表达中的障碍,为本环节的表演故事搭起了坚实可行的支架。而表演这一环节在进一步激发学生学习运用英语的兴趣的同时,亦帮助学生将语

言运用到实际的情景中。

以上就是本人在本课设计中的一点想法。作为教师,只要我们把握教学方向,掌握正确的教学方法,勤于思考,多尝试,就会在平淡的教学中挖掘出亮点,为学生创造出丰富、有趣、精彩的英语课堂。不当之处敬请指正。

5A Unit 4 Seeing the doctor

南通市城中小学黄帅

Ⅰ.Teaching Contents

Story time of Unit 4

Ⅱ. Teaching Aims

1. Knowledge Aims

Students can get the general idea of the story.

Students can master the words and phrases: headache, fever, hurt, take some medicine and have a good rest.

Students can use the sentence structures:

What’s wrong? I’ve got... You’ve got? She’s got? ?hurts.

2. Ability Aim

Students can use the sentences in real situations and cooperate with others in pairs and groups.

3. Emotion Aim

Students show their thanks to their parents.

Ⅲ.Teaching Difficulties

1. To read the new words correctly.

2. To use the sentences in real situations.

Ⅳ. Teaching Methods

1. Task-based teaching method

Ⅴ. Teaching Procedures

Step 1: Warm-up & Lead-in

1. Greetings

2. Let’s do exercise.

T: Liu Tao can’t do some exercise.

T: What’s wrong?

S: My leg hurts, I can’t walk. (录音)

S: He has to see the doctor.

T: Today we’ll learn Unit 4 Seeing the doctor.(课题呈现)

Step 2: Presentation and practice

1. Watch and answer. (Task 1)

T: Who is seeing the doctor too?

(设计意图:让学生整体感知语篇,了解文章大意。)

2. Listen and answer. (Task 2出示第一段)

T: What’s wrong with her?

S: She’s got a headache. (新授并扩展earache, backache and toothache) S: She’s got a fever.

(设计意图:通过听,让学生模仿教授新单词,培养学生的语音语调,适当 拓展,为最后的表演做语言输出准备。)

T: If you’ve got a fever, what can you do?

Don’t worry. You’ll be OK soon. (齐读,了解意思)

(设计意图:打开学生英语思维,懂得发热后的处理常识,为下步学生细读文本做语言准备。)

3. Read and underline. (Task3让学生细读课文,掌握细节知识,出示第二段) T: What’s the doctor’s advice?

S: She has to take some medicine and have a good rest.

4. Think and answer. (Task 4)

T: What’s wrong with Liu Tao? Do you still remember? (出示第三段) Step 3: Consolidation

1. Listen to the tape.

2. Read the dialogue.

3. Read and write (Task 5)

(设计意图:在熟练掌握对话文本的基础上,给出新文本框架,让学生填空,通过朗读新文本,加强了课文的理解。落实教学目标一。)

Step 4: Expansions (Task6)

1. Make a new dialogue in groups.

2. Act in groups.

(设计意图:让学生从语言知识向语用转移,落实教学目标二。)

3. Think more.

T: Who goes to the hospital with Nancy?

T: When you are ill, who goes to the hospital with you?

(设计意图:情感教育,落实教学目标三。)

Ⅵ. Homework

1. Read the dialogue, pay attention to the pronunciation and the intonation.

2. Make a new dialogue and write the dialogue in your copybook.

(设计意图:将本课学习的知识通过作业形式延伸到课外。)

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