Unit 4  Seeing the doctor

Story time

 

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

Step 1 Greeting & Warm-up

1. Sing a song: Body song

 (播放歌曲二遍)

2. Brainstorming

  T: This song is about the parts of our body. Do you still remember them? Look at the picture and review the parts of our body. (教师任意点图片中的身体器官，学生依次回答)

S1/S2/S3: head, ear, hand, foot …

【设计意图：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 2 Presentation

1. Think and learn

T: If one part of our body feels painful, we can say “ache”. (教 “ache”) Look! The girl has a headache. The boy has a toothache. They have to see the doctor. Today we’re going to learn Unit 4 Seeing the doctor.

【设计意图：通过复习身体部位名称，自然引出病痛的表达，导入本课话题。】

2. Watch and answer

T: What’s wrong with you, Su Hai?

S1: I have a headache.

T: What’s wrong with Mike?

S2: He has a toothache.

【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. Try to underline (自读文本第一部分，划出和以下问题相关的内容)

T: How does Su Hai feel?

S1: She feels cold.

T: What’s wrong with her?

S2: She has a fever.

T: What should she do?

S3: She should have a rest, take some medicine and drink some warm water.

(教 “medicine”)

4. Think and write

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。】

5. Try to ask (通过仔细看图，让学生试着自己根据图片上的信息来提问)

S1: What’s wrong with Mike?   

S2: Why does he have a toothache?

S3: What should he do?

S4: What shouldn’t he do?           

6. Ask and answer

T: Why does he have a toothache?

S1: Because he eats a lot of sweets.

T: What should he do?

S2: He should brush his teeth in the morning and before bedtime.

T: What shouldn’t he do?

S3: He shouldn’t eat too many sweets.

7. Think and write

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.

【设计意图：通过学生自主提问，不仅复习巩固之前的特殊疑问句，同时培养学生的发散性思维。】

 

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: Mr Green and Liu Tao are talking. Now we are Mr Green and Liu Tao.

   Let’s talk in pairs.

Mr Green: What’s wrong with Su Hai?         Liu Tao: She has a …

Mr Green: Why does … have a …?             Liu Tao: Because …

Mr Green: What should … do?                Liu Tao: …

Mr Green: What about Mike?                Liu Tao: He has a…

Mr Green: Why…?                        Liu Tao: Because …

Mr Green: What should…do?                Liu Tao: …

【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: Let’s talk about more people with different aches in the hospital.

(指导扮演医生的学生尽量多给建议)

Doctor: What’s wrong with …?            Patient: I have …  Why does …?

Doctor: Because you …                  Patient: What should I do?

Doctor: You should/You shouldn’t …

【设计意图：设计开放性练习，培养学生的语用能力。】

 

Homework  家庭作业

1. Read and try to recite the story.

2. Finish “Ask and answer” on P38.

3. Surf the Internet and find more information about illness.

 

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 …

 

说课

在热身环节，教师通过“Body song”这首歌曲导入教学，丰富灵动的词汇，逼真有趣的画面，琅琅上口的音乐，不仅活跃了课堂气氛，而且也起到了对身体器官词汇温故而知新的作用。接着，教师通过一个简单的游戏，让学生看一看、说一说，自然过渡至病痛词汇的学习。

Story time教学应当注重其故事性和文本性。本课教学以任务活动为驱动，首先设计问题What’s wrong with Su Hai 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Su Hai就医的过程，教师设计Try to underline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Try to ask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Think and write，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，教师以Mr Green和Liu Tao两个人物的对话，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。