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視頻標簽：the doctor
所屬欄目：小學英語優質課視頻
視頻課題：譯林英語五下Unit4 Seeing the doctor江蘇省 - 南通
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譯林英語五下Unit4 Seeing the doctor江蘇省 - 南通
Unit4 Seeing the doctor 教學設計
一、Teaching content Seeing the doctor 二、Teaching aims Knowledge aims:
1. Enable the students to master the words and phrases: headache, fever, hurt and take some medicine.
2. Enable the students to communicate with the sentences: What’s wrong? I’ve got... What’s wrong with her/him? She’s / He’s got ... Ability aims:
1. Enable the students to communicate with some daily English. 2. Enable the students to act out the dialogue.
3. Enable the students to master some learning strategies. Emotion aims:
1. Make the students understand that we should take good care of ourselves.
2. Let the students be brave to show themselves and learn from each other.
三、Key points and difficulties
1. Enable the students to master some learning strategies. 2. Enable the students to act out the dialogue. 四、Teaching procedures Step1. Greetings and Leading in T: Good morning, boys and girls. S: Good morning, Miss Que.
T: I’m your new teacher. Would you like to make friends with me?
S: Yes.
T: OK. Now, we’re friends. And I’d like to introduce a new friend to you. He’s Mickey. (Mickey: Hello, boys and girls.) S: Hello, Mickey.
【設計意圖：課伊始，通過師生間親切自然的對話交流，拉近了彼此的距離，Mickey的介紹活躍了課堂氣氛，激發了學生的學習興趣，為下一步的英語教學打下了基礎。】
Step2. Presentation and practice
1. Presentation and practice of words and sentences
T: Mickey wants to play with his friend Goofy. He is making a call. Let’s listen. (Mickey和Goofy打電話)
(學習句型What’s wrong? I’ve got a headache and a fever. ) T: Here’re two questions for you. (1) Can Goofy play with Mickey?
(2) What’s wrong with him? (學習句型及回答語。) T: A game for you.
T: Goofy is ill. Let’s take him to see the doctor. (揭題) Now, Shall we take him to the hospital? S: Yes.
T: In the hospital, there’re many patients. How are they? What’s wrong? Let’s ask and answer.
T: They’re all ill. Let’s sing the songs for them. (唱歌: Let’s sing. 唱好后再換歌詞創編一首新歌。)
【設計意圖：在創設的自然情境中，引出了本課新授詞組和句型的學習，并通過游戲和歌曲，寓教于樂，有效操練和鞏固了新句型。】
2. Presentation of the dialogue
T: Boys and girls, Goofy is ill. Mickey wants to ask Nancy and Liu Tao to
see Goofy. But he can’t find them. Let’s help him, OK? (1) 享受閱讀第一步：帶著問題聆聽錄音。
T: Listen to the tape，and answer this question: Where are Nancy and Liu Tao? (在此過程中學習take some medicine, have a good time, hurt.) (2) 享受閱讀第二步：帶著思考默讀對話。
T: Take out you paper and read silently. Try to think and judge. You can underline the key words or sentences. (3) 享受閱讀第三步：帶著智慧速讀對話。 T: Please read loudly and try to fill in the form. (4) 享受閱讀第四步：帶著情感品讀對話。 T: Work in groups and read in roles.
T: Please read in roles together.（全班起立，分角色讀）
【設計意圖：本環節以“語言的應用”為核心，引導學生運用目的語進行交際。遵循課文教學“整體性”的原則，設計各種教學活動，讓學生自然巧妙地學習了對話。】
Step3. Consolidation and Extension
T: We know: Nancy, Liu Tao, Goofy and some other patients are in the hospital. Let’s play games with them to make them happy, OK? S: OK.
T: (轉盤游戲) This is the game rule. (1) You’re a lucky dog. Smile, please. (2) Time to talk. Work in pairs. (任選一個場景，和同伴排練表演。)
【設計意圖：表演是學生喜歡的課堂活動，他們運用已掌握的目的語和原有的英語知識，發揮自己的創造力和想象力進行活動，使學生在輕松愉快的氛圍中進行交際性練習，充分體現了英語學習的實踐性。】
(3) A video for you.
Just like Xiao Shenyang says: Our lives are so short. So let’s take care of ourselves. / Love our lives, enjoy our lives.
【設計意圖：小沈陽小品中幽默的一句話，讓學生在快樂中學習英語，同時又提升了主題。】
(4) Help Mickey to write a blog.
【設計意圖：blog活動的設計，讓學生完成一段源于文本，又高于文本的填空內容，使其讀寫能力有了進一步提高。】
T: Well done. We have helped Mickey finish his blog. Now he wants to express his thanks to us.
(Mickey: Thank you , boys and girls. Here’s a present for you.) T: Would you like to see the present? S: Yes.
T: (六個“S”秘訣)
T: If we can do like this, we may not see the doctors. Step4. Homework
1. Act out the dialogue with your friends.
2. Design the healthy cards. (Make an example for the students.) T: You can design your healthy cards after class.
【設計意圖：作業的設計，有利于學生進一步理解，鞏固所學新知，并且把英語學習延伸到了課外，注重了英語課程和美術等學科的聯系，拓展了英語學習的時空。】
T：（PPT：Life lies in motion.生命在于運動。）
T: Boys and girls, let’s move from now on.（放兔子舞的音樂，學生帶上學習用品，排好隊，跳著兔子舞出教室。）
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