Teaching contents  教学内容

Story time  

Teaching aims and learning objectives  教学目标

1. 能听懂、会读、会说check, dentist, anything, bedtime, brush one’s teeth, drink water, eat sweets, have a rest, take medicine, fever, headache, toothache。

2. 能听懂、会读、会说日常用语What’s wrong with …?、… have/has a …、What should … do?、You/he/ she should …。

3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。

4. 能初步运用本课所学的词汇和日常用语询问病情，给不同的病症提出建议。

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。

教学难点：能初步用句型What’s wrong with …?、… have/has a …、What should … do?、You/he/ she should …询问病情，给不同的病症提出建议。

Teaching procedures  教学过程

Before class：Enjoy the “Body song”

【设计意图：课前通过琅琅上口的歌谣，不仅活跃课堂气氛，同时温故知新，复习之前学过的身体部位名称。】

Step 1 Greeting & Warm-up

1. Today our old friend Billy is coming. He likes skating. Let’s review the cartoon about “Billy and Sam”.

T: What’s wrong with Billy? Can you give some advice? Billy should…

S1: He’s wet.

S2: He’s cold.

S3: He should drink some water.

T: Yes, I think he should go to see the doctor.

【设计意图：引入了学生耳熟能详的五年级上册第四单元Cartoon time有关Billy溜冰落水的场景，创设有趣的学习环境，与学生自然地展开对话交流。并点题：Seeing the doctor。】

Step 2 Presentation

1. Let’s think. About the topic “Seeing the doctor”, what do you want to know?

根据学生的回答，围绕Seeing the doctor绘制思维导图。

【设计意图：让学生在好奇心的驱使下认真思考并进行大胆预测。】

2. Let’s find.

T: According to the mind map, let’s watch the cartoon and find “Who is seeing the doctor?”

S1: Su Hai.

T: Anytone else?

S2: Mike.

【设计意图：通过问题驱动、观看动画，帮助学生整体感知文本。】

3. let’s guess.  

T: What’s wrong with Su Hai and Mike? What advice does the doctor give?

(展示课文第一幅图片。)

T: Let’s guess. What’s wrong with her?

S1: She has a cold.

S2: She has a fever.

S3: She is sick/ill.

T: Su Hai is ill. She goes to see the doctor.

T: If you are a doctor, can you give some advice?

S1: You should drink some water.

S2: You should put on some clothes.

T: Let’s listen. What advice does Su Hai’s doctor give?

You should have a rest, take some medicine and drink some warm water.

(教 “medicine”)

【设计意图：合理利用文本插图，让学生通过插图猜测“What’s wrong with Su Hai?” , 并让学生猜一猜，如果你是医生，你会给Su Hai怎样的诊断建议？最大化地运用插图效果，充分扩大了学生的参与度，帮助学生逐步提高思维的水平和分析问题的能力。】

4. Think and write （对书上原本的练习题变成日记描述。）

I have a headache and a fever.  

I should have a rest at home.

I should take some medicine and drink some warm water too.

【设计意图：通过从文本信息中寻求答案，培养学生略读、把握关键信息的能力。将教材38页的练习进行了情景化处理，变成了日记形式。不仅使学生巩固已学的文本知识，加深对文本的理解，又能让学生了解英文日记的格式，为今后学系日记写作铺垫。】

5.Let’s order. (将第二部分的对话打乱顺序)

T: Try to put these sentence in the right order.

S: AECBDF

T: Let’s check.

【设计意图：通过阅读材料，按逻辑顺序将材料组合成一个具有完整意义的对话的过程。以此培养学生独立思考的能力。

6. Let’s choose

T: Open your English book and turn to P37. Read the passage and try to guess the meaning of the words.

【设计意图：依托语境， 加强对学生阅读技能和策略技巧的培养，让学生在不知不觉中掌握词汇的音、形、义。】

7. Let’s think. (让小组合作查找信息。)

T: Why does Mike have a toothache?

S: Because he eats too many sweets.

T: What should Mike do?

S: He shouldn’t eat too many sweets. He should brush his teeth in the morning and before bedtime.

【设计意图： 深层次帮助学生学会获取文本主旨。】

8. Let’s finish

I have a toothache.

I cannot eat anything.

I should not eat too many sweets.

I should brush my teeth in the morning and before bedtime. 

Step 3 Consolidation

1. Read the story

a. Read after the tape

b. Read in different ways in groups of three

【设计意图：引导学生模仿录音，有感情地朗读文本，学习朗读过程中的语音语调抑扬顿挫，重读、弱读等朗读技巧的处理。】

2. Think and talk

T: Bily is in the hospital, can you make a diague with your partner.

If

【设计意图：利用不同人物进行转述，引导学生复述课文内容，学以致用。】

3. Think and talk

T: I don’t want you to see the doctor. I hope that all of you be a healthy doctor.

How to be a healthy child?

【设计意图：故事延伸，升华主题。设计开放性练习，培养学生的语用能力。】

Homework  家庭作业

1. Read and act the text emotionally.

     有感情地朗读并表演文本。

2. Search more ways to keep healthy.

       搜索更多关于保持健康的方式。

Teaching aids  教学准备（含板书设计）

教学准备：图片、词汇卡、多媒体

板书设计：              

 Unit 4  Seeing the doctor

people                    illness                   suggestions

                             I have a…                I should …

                          I shouldn’t …