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视频课题：人教精通版五年级下册第22课what's wrong with you天津市 - 河北区
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人教精通版五年级下册第22课what's wrong with you天津市 - 河北区
教学目标
1.能听、说、读、写单词: wrong, with, head, face, ear, arm,并能够在句子中运用;
能听、说、读、写语句:What’s wrong with you? I have a headache.并能在真实情景中输出 语言。
2.能听、说、认读短语:have a toothache, have a stomachache, take some medicine,
take a good rest, 并能在真实语境中初步运用。
3.理解、听说、认读Can I go to school tomorrow? No. You should take some medicine /
take a good rest. 并能够在真实语境中表达。
4.通过表演、小组合作等活动,使学生能够在真实的语境中感知、理解并初步运用本课的语言知识,进行实际交流。
5. 关注自己和身边人的健康,当亲人和朋友生病时能做一些力所能及的事。
2学情分析
五年级学生掌握了一定的语言知识,对英语有较浓的兴趣,渴望用所学知识去解决日常生活中的实际问题,本课就为学生创设了真实的语境,让学生综合运用所学,结合实际情况,用简单的英语询问和表达出医生与患者之间的交流过程。
3重点难点
重点:能听、说、读、写本课四会单词wrong, with, head, face, ear, arm,和核心语句What’s wrong with you? I have a headache.并能进行简单对话。
难点: 结合已有的语言知识进行整合,把所学语言熟练应用到实际生活中去。
4教学过程
4.1第一学时
4.1.1教学目标
1.能听、说、读、写单词: wrong, with, head, face, ear, arm,并能够在句子中运用; 能听、说、读、写语句:What’s wrong with you? I
have a headache.并能在真实情景中输出 语言。
2.能听、说、认读短语:have a toothache, have a stomachache, take some medicine, take a good rest, 并能在真实语境中初步运用。 3.理解、听说、认读Can I go to school tomorrow? No. You should take some medicine / take a good rest. 并能够在真实语境中表 达。
4.通过表演、小组合作等活动,使学生能够在真实的语境中感知、理解并初步运用本课的语言知识,进行实际交流。 5. 关注自己和身边人的健康,当亲人和朋友生病时能做一些力所能及的事。
4.1.2学时重点
能听、说、读、写本课四会单词wrong, with, head, face, ear, arm,和核心语句What’s wrong with you? I have a headache.并能进行简单对话。
4.1.3学时难点
结合已有的语言知识进行整合,把所学语言熟练应用到实际生活中去。
4.1.4教学活动
活动1【导入】热身导入
1. Greeting.
2. Free talk. T: Now answer my question. What do you often do on weekends? S: I often ….
【设计意图】学生和老师轻松的谈论周末自己经常做的事情,开始愉快的英语学习之旅。愉快的交谈可以让孩子们感受英语学习的氛围,快速进入到课堂中来。
3.Play a game. T: Look at the pictures, choose one and say the words or sentences. (学生选出九幅图中任意一幅图并大声地说出图中的短语或句子,当学生说对时,图片消失并露出隐藏在后面的部分画面。)
【设计意图】通过“选图片说一说”的游戏,既复习了旧知,又导入对新知的学习,引入本课的重点句型,注重了新旧知识的衔接。
活动2【讲授】新课呈现
Step Two: 新课呈现
1. 呈现新课内容。
1)操练句型: What’s wrong with you? I have a headache. T: Now, look at the picture. The girl doesn’t look well. What’s wrong with her? And what shall we say to her? T: We can also ask her: What’s wrong with you? She will say: I have a headache. (板书四会句子) 【设计意图】延续游戏的话题,图片消失露出女孩子头疼的照片,邀请同学们帮助她并询问她的状况,既操练了句型又让学生感受到关心爱护他人是中华民族的传统美德。
2)操练句型: What’s wrong with you? I have a … T: Good! The girl should go to see a doctor. But where is the hospital? T: Look! Some people are ill. Let’s ask them. What’s wrong with you?
【设计意图】创设情境,充分操练句型,让学生在真实情景中习得语言。
3)学习新短语:have a toothache, have a stomachache T: Please look here carefully. Guess and say. (简笔画:牙疼的男孩) Look at him. What’s wrong with him? He has a toothache. T: How to write toothache? We know “head” and “ache” is “headache”. What’s this? (图片:牙) (通过改变简笔画变成肚子疼的男孩,运用相同的方法学习stomachache, 拓展单词 earache,并总结出单词的构成规律。)
【设计意图】通过了解单词的构词法,让学生能举一反三,自己找到识记单词的规律,把枯燥的识记简化为形象的记忆,更接近学生的认知水平。
4)看图, 书写单词。 T: Take out your paper and write down the words.
【设计意图】通过练习,使学生从听说读写四个方面掌握四会单词。
5)布置任务,讨论话题。 T: Great! And the boy also asks the doctor some questions. What does he say? T: What does the doctor say? S: You should take some medicine.(操练并板书) S: No. You should take a good rest.(操练并板书)
【设计意图】借助任务的形式,引导学生们思考如果生病了,应该和不应该做些什么?通过讨论,学生们很自然地得出一些结论,习得了语言,又巩固了新知。
2. 引出主题,创设情境。 1)说歌谣, 继续讨论话题“生病”。 T: The doctor says a lot. Let’s listen to a chant. T: Look at these words. The letter “o” is pronounced [ ]. T: Find some other words like these.
【设计意图】通过歌谣,激发学生的积极性和求知欲,为后面的课文情景再现铺垫并达到扩展延伸。
活动3【活动】情景再现
Step Three: 情景再现,拓展延伸
1. 创设情境,操练巩固 T: Just now we know what the doctor said. But how do we talk to the doctor? Let’s watch the video and then answer my questions. (播放一段学生去看病时与医生的对话并做相应的练习。)
【设计意图】在真实的情境中,感知本课所学内容。通过看学生去医院看病的视频,感知语言素材,拉近知识与生活的距离,表演对话,在生活实际中运用语言来交流,帮助学生活学活用。
2.小组编演新对话 T: Look! There are four hospitals here. Each group chooses one and makes a new dialogue. (布置去医院看病的任务,分配角色,运用手中的道具,让学生们在小组中自编自演对话。)
【设计意图】通过老师示范,引导、鼓励学生由说单句上升到表演简短的对话,不但操练新知,还将新旧结合,实现了语言的综合运用的目标。通过小组合作学习激发学生学习潜能,培养学生自主学习的能力和合作精神,培养学生自信心。
3.评价(发给学生奖励卡片)
活动4【作业】作业
Step Four: 作业布置
1.Try to recite the new words.
2.Make up a new dialogue and act it out.
3.Group work: Talk about how to keep healthy?
视频来源：优质课网 www.youzhik.com
