Unit9 Seeing the doctor 教学内容与目标
【内容来源】上海教育出版社(2014年版)五年级下册Module3 Unit9
【教学内容】
一、功 能
1. 就医：就医用语。
2. 建议：提出建议。
二、语言知识
1. 核心句型和日常用语：You should take some medicine./You shouldn’t go to bed late./What’s wrong with you?/Let me have a look./Have a good rest and you’ll get well soon./What shall we do?/Really?21世纪教育网版权所有
2. 词汇：ill, wrong, headache, fever, should, medicine, rest, toothache, present, world, have a headache, have a fever, have a cold, have a rest, get well, have a toothache, have a meeting, pull ... out21cnjy.com
3. 语音：ay (May), ai (wait)
三、语言技能
1. 听：(1)听懂有关看病的对话，了解对话的大致内容。
(2) 听懂别人给予的意见和建议。
2. 说：(1)用You should/shouldn’t ...表达建议。
(2)在语境中正确运用What’s wrong with you?等日常用语。
3. 读：(1)读一段医生和病人的对话。
(2)读懂故事《没牙的老虎》，体会故事寓意。
4. 写：(1)正确书写本单元的核心词汇。
(2)正确书写本单元的核心句型：You should take some medicine./You shouldn’t go to bed late.21教育网
【教学目标】
1. 能在语境中正确运用本单元的核心词汇。
2. 学习用You should/shouldn’t ...给予别人意见和建议。
3. 能正确读出字母组合ay, ai在单词中的发音，并能迁移运用到其他含有相关字母组合的单词拼读中。21·cn·jy·com
4. 能在语境中正确运用What’s wrong with you? Let me have a look.等日常用语。
5. 知道要养成良好的生活习惯，加强身体锻炼。
教学重点
1. 词汇：ill, wrong, headache, fever, should, medicine, rest, toothache, present, world, have a headache, have a fever, have a cold, have a rest, get well, have a toothache, have a meeting, pull ... outwww.21-cn-jy.com
2. 句型：You should/shouldn’t ...
3. 了解字母组合ay, ai在单词中的发音。
教学难点
1. 正确使用You should/shouldn’t ...建议别人做或不要做某事。
2. You should/shouldn’t ...句型与祈使句的区别。
Unit9 Seeing the doctor 第1课时教学设计
【内容来源】上海教育出版社（2014年版）五年级下册Module3 Unit9
【主 题】Look and learn, Listen and enjoy, Ask and answer
【课 时】第1课时
一、教学目标(Teaching aims)
1. 通过Look and learn栏目，帮助学生学习表示常见疾病的动词短语。
2. 通过与学生就Listen and enjoy的儿歌进行问答，引出核心句型。
3. 通过Ask and answer的问答活动帮助学生操练核心句型。
二、教学重难点(Teaching points and difficulties)
1. 词汇：headache, fever, should, toothache, have a headache, have a fever, have a cold, have a toothache21教育网
2. 句型：... should/shouldn’t ...
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 教师与学生问答，复习日常用语，为本课时新句型的学习作铺垫。
T: How do you feel today?
S1: I’m fine.
S2: I’m just so so.
S3: I’m happy today. It’s my birthday.
...
2. 播放歌曲“An apple a day keeps the doctor away”的动画，让学生欣赏并跟唱。
T: You’re fine. You’re happy. You’re healthy. I’m healthy too. Do you know why? Because I eat an apple every day. Now, let’s sing a song.21世纪教育网版权所有
An apple a day keeps the doctor away.
An apple a day keeps the doctor away
An apple a day keeps the doctor away
A-p-p-l-e, apple.
While-task procedures
1. 出示Listen and enjoy的图片，与学生问答。
T: Look at these pictures. Is the boy feeling well?21cnjy.com
S1: No, he isn’t.
T: How’s he?
S2: He’s sick.
T: What does he do?
S3: He goes to see the doctor.
接着，学生看图听儿歌，回答问题。与此同时，教师出示Look and learn的单词卡片，教授生词。21·cn·jy·com
T: How’s he?
S1: He has a toothache.
S2: He has a fever.
S3: He has a cold.
S4: He has a headache.
T: Have a toothache. “Ache” means pain. Toothache. T-o-o-t-h-a-c-h-e, toothache.
Ss: Toothache. T-o-o-t-h-a-c-h-e, toothache.
T: Have a fever. Fever. F-e-v-e-r, fever.
Ss: Fever. F-e-v-e-r, fever.
然后，教师用同样的方法教授短语have a cold和have a headache。最后，教师将这些图片拿在手中，任意选出一张，让学生快速说出短语，以巩固记忆。
2. 学生以小组形式讨论Listen and enjoy中男孩牙疼的原因。然后，学生说说讨论的结果。教师可先与一名学生对话，作为示范。【来源：21·世纪·教育·网】
T: Why does the boy have a toothache?
S1: He doesn’t brush his teeth.
T: How many times do you brush your teeth every day?21·世纪*教育网
S1: I brush my teeth twice a day.
T: Oh, he should brush his teeth twice a day.
S2: He eats too much candy.
T: Yes. He shouldn’t eat too much candy.
S3: He eats before bedtime.
T: So he shouldn’t eat before bedtime. I think he must go to see the dentist.
...
最后，引导学生用祈使句向男孩提出建议，并将学生的建议板书在黑板上。
T: Please tell the boy what to do.
S1: Brush your teeth twice a day.
S2: Don’t eat too much candy.
S3: Don’t eat before bedtime.
S4: Go to see the dentist.
3. 引导学生用...should/shouldn’t...句型给男孩提出建议，并将核心句型板书在黑板上。2·1·c·n·j·y
T: The boy has a toothache, because he doesn’t brush his teeth twice a day. We can say “Please brush your teeth twice a day”. We can also say “You should brush your teeth twice a day.”2-1-c-n-j-y
Ss: You should brush your teeth twice a day.
T: Don’t eat too much candy. We can also say “You shouldn’t eat too much candy.”
Ss: You shouldn’t eat too much candy.
请学生用...should/shouldn’t...句型表述黑板上的其他祈使句。
4. 学生两人一组，根据Ask and answer栏目的图片和对话提示，互相问答，操练核心句型和词汇。www-2-1-cnjy-com
S1: I have a... What should I do?
S2: You should...
S1: What shouldn’t I do?
S2: You shouldn’t...
Post-task activities
1. 播放Listen and enjoy的录音，学生听录音并跟读儿歌，再一次复习巩固已学词组和句型。然后，学生四人一组，思考have a fever, have a cough时应该注意些什么，并编写几则“健康小贴士”。www.21-cn-jy.com
2. 学生两人一组，以互相问答的形式展示讨论内容，和全班一起分享交流。
S1: How do you feel?
S2: I have a fever. What should I do?
S1: You should go to see the doctor, drink a lot of water, have a good rest and take some medicine.21*cnjy*com
【板书设计】
Unit9 Seeing the doctor
headache, fever, should, toothache,
have a headache, have a fever, have a cold, have a toothache
... should/shouldn’t ...
Unit9 Seeing the doctor 第2课时教学设计
【内容来源】上海教育出版社（2014年版）五年级下册Module3 Unit9
【主 题】Listen and enjoy, Listen and say
【课 时】第2课时
一、教学目标(Teaching aims)
1. 通过Listen and say中关干看病的对话和反馈练习，帮助学生巩固核心词汇和句型。
2. 通过角色扮演和小游戏，让学生正确运用核心句型，给别人提出建议。
二、教学重难点(Teaching points and difficulties)
1. 词汇：ill, wrong, medicine, rest
2. 句型：You should take some medicine./You shouldn’t go to bed late.
3. 日常用语：What’s wrong with you?/Let me have a look./Have a good rest and/you’ll get well soon.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 学生听录音跟读Listen and enjoy的儿歌，然后回答有关儿歌内容的问题。
T: The boy has a toothache. What do you want to say to him?
S1: You should brush your teeth twice a day.
S2: You shouldn’t eat too many cakes.
...
T: The boy has a fever. What do you want to say to him?
S1: You should drink a lot of water.
S2: You shouldn’t go out and play.
...
2. 学生分为若干小组，各组模仿Listen and enjoy栏目新编儿歌。
S1: Doctor, doctor, I have a toothache. You should brush your teeth twice a day.
S2: Doctor, doctor, I have a fever. You should have a rest.
S3: Doctor, doctor, I have a cold. You should drink a lot of water.
S4: Doctor, doctor, I have a cough. You should wear warm clothes.
While-task procedures
1. 播放Listen and say的录音，并出不以下问题，学生听对话，回答问题。
1) How does Kitty feel? (She does not feel well.)
2) Where does she go? (She goes to the hospital.)
2. 再次播放录音，学生听对话，找出医生是如何提问的。
T: What does the doctor ask?
S1: What’s wrong with you?
然后，学生两人一组，分别扮演医生和病人，利用图片进行问答，操练句型。
S1: I’m not feeling well.
S2: What’s wrong with you?
S1: I have a fever.
3. 学生朗读对话，列出医生给予的建议。然后，请几名学生扮演医生给Kitty一些建议，同时学习对话中的生词、短语和日常用语。
S1: You have a cold. You should take some medicine. You should also drink a lot of water and have a good rest. You’ll get well soon.
T: Take some medicine. Medicine. M-e-d-i-c- i-n-e, medicine.
Ss: Take some medicine. Medicine. M-e-d-i- c-i-n-e, medicine.
T: Rest. R-e-s-t, rest. Have a rest.
Ss: Rest. R-e-s-t, rest. Have a rest.
...
然后让学生完成课本第59页的反馈练习，填空完成Kitty的日记，全班一起核对答案。
4. 播放录音，让学生跟读对话，提醒学生注意语音语调。然后，学生分角色朗读对话。
Post-task activities
1. 学生两人一组，分别扮演医生和病人，模仿课文改编对话并表演。鼓励学生展开想象，尽量模仿病人和医生的神情和动作，生动地表演对话。
S1: (mime coughing) I’m not feeling well.
What’s wrong with me?
S2: You have a cough.
SI: What should I do?
S2: You should drink a lot of water and wear warm clothes.
2. 出示以下练习，让学生用should或shouldn’t填空。
1) You should wash your hands before meals.
2) You shouldn’t play on the road.
3) You shouldn’t draw on the wall.
4) You should say hello to the teachers.
5) Mary is not feeling well. She should stay at home.
6) Should Tom go swimming this afternoon?
No, he shouldn’t, He should do his homework.
【板书设计】
Unit9 Seeing the doctor
ill, wrong, medicine, rest
You should take some medicine./You shouldn’t go to bed late.
What’s wrong with you?/Let me have a look./Have a good rest and you’ll get well soon.
Unit9 Seeing the doctor 第3课时教学设计
【内容来源】上海教育出版社（2014年版）五年级下册Module3 Unit9
【主 题】Read a story, Learn the sounds
【课 时】第3课时
一、教学目标(Teaching aims)
1. 通过阅读故事《没牙的老虎》，帮助学生综合运用语言知识，并培养阅读技能，同时体会健康的重要性。
2. 帮助学生学习字母组合ay, ai在单词中的发音，
3. 通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识和技能，调查别人的生活习惯，提出“健康忠告”。21教育网
二、教学重难点(Teaching points and difficulties)
1. 语音：ay (May), ai (wait)
2. 词汇：present, world
3. 日常用语：What shall we do?/Really?
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 学生朗读Listen and enjoy的儿歌，鼓励学生配上动作和相应表情，请个别学生上来表演。21·cn·jy·com
2. 出示谜语，通过猜谜活动引出Read a story故事中的动物。
T: (show the riddles to the class) Read and guess the riddles in pairs.
Riddle 1: It is small. It is white. It has two red eyes, two long ears a short tail. Carrots are its favourite food. What is it?
Riddle 2: It is small. It is brown. It has a long tail. It can climb trees, Bananas are its favourite food. What is it?
Riddle 3: It is big and tall. It has many stripes. It looks like a horse. It can run fast. What is it?
Riddle 4: It looks like a cat. But it is big and strong. It is the king of the forest. All the other animals are afraid of it. What is it?
S1: It’s a rabbit.
S2: It’s a monkey.
S3: It’s a zebra.
S4: It’s a tiger.
While-task procedures
1. 出示Read a story的图1，与学生问答。
T: How many animals do you see? What are they?
S1: Five. They’re a tiger, a monkey, a rabbit, a zebra and a...【来源：21·世纪·教育·网】
T: This is a squirrel. Say after me. S-q-u-i-r- r-e-1, squirrel.www-2-1-cnjy-com
Ss: S-q-u-i-r-r-e-1, squirrel.
然后播放故事第一段的录音。接着，询问学生听到的信息。
T: Who is the king of the forest? Do the animals like him? 【来源：21cnj*y.co*m】
S1: The tiger is the king of the forest. The animals don’t like the tiger. They’re afraid of him.【出处：21教育名师】
再次播放录音，并要求学生模仿和分角色扮演。建议引导学生展开合理想像，为图片中的每个动物角色都加上一句台词，为短剧表演打好基础。例如：Rabbit: Look! The tiger is coming!接着，播放课本图2至图4的录音，学生听录音，判断句子正误并改错。【版权所有：21教育】
1) The zebra has a good idea.( F; The fox has a good idea.)
2) The fox gives the tiger a lot of books. (F; The fox gives the tiger a lot of candy.)
3) The tiger has a toothache. (T)
4) At last, the tiger cannot eat other animals. (T)
通过师生问答，在核对答案的过程中帮助学生初步了解故事内容，学习相关词汇。
2. 出示下列问题，引导学生读故事，寻找答案。
(1) Who are the animals afraid of ? (They are afraid of the tiger.)
(2) What does the fox give the tiger? (The fox gives the tiger a lot of candy.)
(3) What gives the tiger a toothache? (The candy.)21cnjy.com
(4) How do the animals help the tiger? (They pull all the tiger’s teeth out.)
接着，引导学生听录音跟读，注意不同角色之间的语气差异。然后学生四人一组，开展小组活动，分角色朗读。围绕第四幅图片和故事中动物角色的特点，引导同学拓展情境，展开合理想象。21·世纪*教育网
T: The tiger has got a toothache. What will he do?2-1-c-n-j-y
S1: Maybe he’ll go to see the dentist.
T: Who can be the dentist? Why?
S2: The fox can. Because all the other animals are afraid of the tiger.
T: What will the fox do?
S3: He’ll pull all the tiger’s teeth out.
若学生基础较好，可以根据讨论的内容在小组中开展对话表演。
4. 出示Learn the sounds的语音单词卡片ay (May), ai (wait),请学生跟读并感受字母组合ay, ai在单词中的发音。21*cnjy*com
T: ay, /e?/, May, May.
Ss: ay, /e?/, May, May.
T: ai, /e?/, wait, wait.
Ss: ai, /e?/, wait, wait.
然后播放Learn the sounds的录音，请学生跟录音模仿朗读儿歌。鼓励学生模仿录音中的语音语调。21世纪教育网版权所有
Post-task activities
1. 引导学生讨论故事《没牙的老虎》中狐狸这个角色，用学过的词汇加以描述。引导学生从狐狸等动物的角度领悟故事的寓意：When you meet with difficulty, use your mind and don’t escape.还可以让学生从老虎的角度体会健康的重要性，注意锻炼身体，养成良好的生活习惯。然后将学生分为若干小组，各组分角色改编并表演课本剧。www.21-cn-jy.com
2. 让学生根据《练习册》中Task的句型提示，调查同学的生活习惯，然后根据问答所得信息填写调查表。最后，作为回家作业，让学生完成Think and write,给一个同学写一份“健康忠告”。2·1·c·n·j·y
【板书设计】
Unit9 Seeing the doctor
ay (May), ai (wait)
present, world
What shall we do? /Really?
