Unit 4  Seeing the doctor

Grammar time & Checkout time

 

Teaching contents  教学内容

Grammar time & Checkout time

 

Teaching aims and learning objectives  教学目标

1. 能准确复述Story time中生病就诊的故事。

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. 能理解并掌握运用Grammar time中人称代词宾格的用法和情态动词should的用法及规则。

4. 能运用所学知识提出更多的给予病人的建议。

 

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

教学重点：能运用所学句型询问病情，给不同的病症不同的建议。

教学难点：能理解并掌握运用Grammar time中人称代词宾格的用法和情态动词should的用法及规则。

 

Teaching procedures  教学过程

Step 1 Greeting & Warm-up

1. Brainstorming

T: How do you feel now?  

S1/S2/S3/S4/S5: I feel cold/sad/soft/happy/afraid/…  

【设计意图：运用Brainstorming头脑风暴法帮助学生开拓视野，输入输出更多感觉类的形容词，为下阶段运用做好铺垫。】

 

Step 2 Story time

1. Do the puzzle 1

T: Who are ill in Story time?   

S: Su Hai and Mike are ill.

T: They’re patients. Patients mean sick people. Let’s do the puzzle about patients.

  T: P-A-T-I-E-N-T.                 

S: Hospital/headache/toothache/ill/fever/dentist/doctor.

2. Think and say

  T: What’s wrong with Su Hai and Mike? Let’s think and say. Please use these words.

  S1: Su Hai is ill. She goes to hospital to see the doctor. She has a headache and fever.

  S2: Mike has a toothache. He eats so many sweets. He goes to see the dentist.

3. Do the puzzle 2

  T: Su Hai goes to see the doctor. What does Su Hai ask?

  S: What should I do?

  T: What does the doctor say? Let’s do the puzzle 2.

  T: D-O-C-T-O-R.

  S1: Medicine/should/check/water/wrong/rest.

4. Recall and say  

  T: What does the doctor say?

  S: What’s wrong with you? Let me check.

You should take some medicine. You should drink some warm water.

You should have a rest at home.

  T: What should Su Hai do?

  S1: She should have a rest at home.  

She should take some medicine and drink some warm water.

  T: What should Mike do?

  S2: He shouldn’t eat too many sweets.

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

【设计意图：教师设计字谜拼图，通过新颖的方式帮助学生复习Story time中的词汇及重点句型，富有趣味性、知识性，在情景回顾的基础上，让学生感知体验，逐步导入语法板块的学习。】

 

Step 3 Grammar time

1. Summary

(1) Talk about illness

T: How to ask?  

S: What’s wrong with you/him/her/them?  

T: How to answer?

S: I have a fever. They have a headache. He has a cold. She has a toothache.

(2) Give/Get advice

   T: How to ask?

   S: What should I/he/she/they do?

   T: How to answer?

   S: I should have a rest. He/She should take some medicine. They should drink some warm water. He shouldn’t eat too many sweets.

【设计意图：通过对话，引出语法板块中询问病症及给予建议的句型，培养学生主动归纳的能力。】

 

Step 4 Checkout time

1. Think and say

T: Look at the pictures. What should they do? What shouldn’t they do?

T: Picture 1. How does he feel?

S1: He feels hot. He should take off his jacket.

T: Picture 2. How does she feel?

S2: She feels cold. She should put on her coat.

T: Picture 3. What’s wrong with her?

S3: She likes eating sweets. She sometimes has a toothache.

   She should brush her teeth in the morning and before bedtime.

   She shouldn’t eat too many sweets.

T: Picture 4. What’s wrong with her?

S4: She has a headache. She feels tired. She should not watch TV.

She should go to bed and have a rest.

  T: Picture 5. Where are they?

  S5: They are in the library. They should not shout or talk.

     They shouldn’t eat or drink.

2. Think and write

  (学生完成P44 Think and write)

【设计意图：教师充分利用教材资源，对重点语法知识进行有意义的操练。】

 

Homework  家庭作业

1. Finish Checkout time.

2. Make a dialogue with your partner.

 

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

What’s wrong with …?            … have/has a …

… should/shouldn’t …            What should I do?

 

说课

Grammar time旨在通过归纳单元目标词汇及句型，帮助学生理解并初步掌握相关语法知识。

一、情景回顾，复习导入。教师通过两个生动有趣的字谜拼图游戏，分析如何表达病症，以及如何提出建议两个层次，再现Story time文本内容，夯实词汇、巩固句型，帮助学生体验文本中的语法知识。

二、朗读观察，感知归纳。通过一系列的活动，逐步过渡呈现语法板块内容。语法板块包含两个话题：talk about illness（谈论病症）和give/get advice（询问及提出建议），教师关注细节，通过人物头像导入宾格用法，水到渠成。

三、操练巩固，拓展运用。教师充分利用教材资源，对Checkout time板块内容重组，以此复习巩固Grammar time。教师将Checkout time内容细化，进行两个层次的教学。首先重点运用What’s wrong with them?、What should/shouldn’t they do?进行复习问答，学生对图片内容有整体的把握。而后，再落实到笔头，学生运用丰富语言，书写时也有本可依。