Unit 4 What's wrong with you Lesson 23 教案

Unit 4 What’s wrong with you?
Lesson 23
一、教学分析：
（一）教学内容分析
本课是对话课，通过对话学习，学生感知、理解、听说、读写、恰当运用本课的目标语言Here’s a get-well card for you.理解、听说、认读并运用How are you feeling today? I feel much better.学生能够在语境中综合运用本单元所学进行日常交流。
（二）教学对象分析
五年级的孩子喜欢模仿，表演，展示自己，希望得到老师与同学的认可，他们善于观察，分析，并且有很强的创造力，因此，在教学中，充分调动学生学习的积极性，在情境下激发学生学习的主动性和创造性，教学效果明显。
（三）教学环境分析
根据本课的教学目标和学生特点，借助多媒体课件，为学生创造了真实的语言情境，同时借助情境带动等来激发学生表演的欲望。
二、教学目标
1. 能够在相关语境中，正确听、说、认读下列表示表述病情、询问、提出建议和帮助的语句：Don’t worry about your lessons. I’ll help you with your …. How are you feeling today? I feel much better. Here’s… for you. They bring her a lot of things.等。
2. 能够通过探望病人等学习活动，进一步提高对学习英语的热情，积极在模拟或真实的情景中开口实践，增强用英语表达思想的愿望和能力。
3. 能够通过“探望病人”话题的学习，能够借助图片和所学的单词和句型，在探望病人的情境中，向他人表达关心和慰问。
4. 能够通过“探望病人”话题的学习，初步了解一些探望病人的社交礼仪。养成关心身边的同学、朋友和家人健康状况的情感，能够主动地表达关切之情，并提供力所能及帮助的意识。
三、教学重点、难点和教学准备
（一）教学重点：
能够在相关语境中，正确听、说、认读下列表示表述病情、询问、提出建议和帮助的语句：Don’t worry about your lessons. I’ll help you with your …. How are you feeling today? I feel much better. Here’s… for you. They bring her a lot of things.等。
（二）教学难点：
能够通过探望病人等学习活动，进一步提高对学习英语的热情，积极在模拟或真实的情景中开口实践，增强用英语表达思想的愿望和能力。
（三）教学准备：
多媒体课件一套、课前作业、角色扮演头像
四、教学过程
Step One: Warm-up
1. Homework checking 给学生布置课前作业，当堂课进行汇报。
T: Dear children, if you are ill, you will go to the Tianjin Children’s Hospital. What are the doctors advices? That抯 your homework. Let抯 do the homework checking.
S (Doctor): I抦 the Doctor.
S (Patient): I抦 the Patient.
S (Doctor): What抯 wrong with you?
S (Patient): I have a .
S (Doctor): You should .
I hope you will get well soon.
S (Patient): Thank you.
〔设计意图：给学生布置课前作业，根据之前学习过的Lesson 21进行对话编演，进行当堂汇报，由此顺利导入话题，引出主线，复习旧知，激活学生的知识背景。〕
Step Two: Presentation
1. Some tips for bad cold. 学生提出有利于bad cold的建议。
T: Well done, children. Kate is ill. She has a bad cold. Can you give some tips for bad cold?
S1: Take some medicine.
S2: Wear warm clothes.
T: Remember to wear warm clothes, you won抰 have bad cold any more.
S3: Have three meals on time.
T: Remember to have three meals on time. Stomachache will never come again.
S4: Don抰 eat so many sweets.
T: Remember to brush your teeth carefully, you won抰 have toothache any more.
S:
〔设计意图：引导学生为bad cold提出合理化建议，在巩固旧知的同时，加入新的建议内容，同时渗透Better habits, better life.为之后的创编对话做铺垫。〕
2. Q1: How is Kate feeling today? 带着问题一听文本，并学习句子How are you feeling today? I feel much better. 并以组为单位进行组间角色扮演。
T: How is Kate feeling today? Please watch the cartoon.
(Watch the cartoon.)
〔设计意图：一听文本，在本课探病的情境中学习本课的目标语言How are you feeling today? I feel much better.在本部分文本角色的带动下，进行组间角色扮演，以此加深学生对文本该部分的理解，同时培养学生建构文本的能力。〕
3. Q2: Who comes to see Kate? 带着问题二听文本，同时学习单词classmates，并理解该单词的意思。
T: Who comes to see Kate? Please watch again.
(Watch the cartoon again.)
T: Who comes to see Kate?
S: Her classmates.
T: Kate’s classmates, who are they?
S: Peter, Gao Wei, Li Yan, Lisa and Bob. （教师边说边贴。）
T: Her classmates are Peter, Gao Wei, Li Yan, Lisa and Bob. They come to see Kate. They want to help her with her lessons. Kate feels very happy. They are in the same class. Who抯 Kate抯 classmate?
S1: Peter is Kate抯 classmate.
S2: Gao Wei is Kate抯 classmate.
S3: Li Yan is Kate抯 classmate.
S4: Lisa is Kate抯 classmate.
S5: Bob is Kate抯 classmate.
T: If they are in the same grade, are they classmates?
S: Maybe yes, maybe not.
T: Why? What does classmate mean?
S: They抮e in the same class, in the same grade.
T: Good! Who抯 your classmate?
S:
〔设计意图：二听文本，引导学生理解词汇classmates的含义，同时梳理本课人物，在此基础上，学生介绍自己的classmate(s)。〕
4. Q3: Kate’s classmates bring her a lot of things. What are they? 带着问题三听文本，同时学习单词kiwi fruit/ chocolate/ a get-well card，并学会运用句型Here is/ are ….及I have ….以Gao Wei/ Li Yan/ Lisa的角色进行角色扮演。
T: Excellent! Kate’s classmates bring her a lot of things. What are they? Watch again.
(Watch the cartoon again.)
T: What does Gao Wei bring her?
S: Gao Wei brings her some kiwi fruit.
T: Boys, you are GaoWei, you can say….
S(Boys): Here are some kiwi fruit for you.
…
T: Now, boys, you are GaoWei, you can also say….
S(Boys): I have some kiwi fruit for you.
…
〔设计意图：三听文本，引导学生在本课的探病的语境中学习本课词汇kiwi fruit/ chocolate/ a get-well card/ bring等，学习运用句型Here is/ are ….及I have ….，并且在GaoWei/ LiYan/ Lisa角色的带动下，进行角色扮演，以此加深学生对文本该部分的理解，同时培养学生建构文本的能力。〕
5. Q4: What lessons will Kate’s classmates help her with? 带着问题四听文本，学习句子I’ll help… with…. 并以组为单位进行组间角色扮演。
T: But I’m worried about my lessons. What lessons will Kate’s classmates help her with? Watch again.
(Watch the cartoon again.)
T: Check your answers.
S: …
〔设计意图：四听文本，引导学生学习句子I’ll help… with….，并以组为单位进行组间角色扮演，以此加深学生对文本该部分的理解，同时培养学生建构文本的能力。〕
Step Three: Practice
1. Read and imitate. 学生跟读视频进行模仿，并以小组为单位进行组内角色扮演。
T: Let’s read and imitate. Take out your head portraits.
S: …
T: Exchange in your groups.
S: …
T: Exchange in your groups
S: …
〔设计意图：该环节通过情景带动下的角色扮演，对句型进行巩固操练，对文本的内在逻辑进行深层次理解，同时培养学生的朗读技巧，为下面的创编对话做好铺垫。〕
2. Read and role-play. 带领学生回顾提出的4个问题，并以组间角色扮演的形式回答该4个问题。
T: Class, Kate is ill. She has a bad cold. How is Kate feeling today?
S: …
T: Who comes to see Kate?
S: …
T: Kate’s classmates bring her a lot of things. What are they?
S: …
T: What lessons will Kate’s classmates help her with?
S: …
〔设计意图：通过回顾之前提出的4个问题，让学生在充分运用句型Here is/ are…. I have…. How are you feeling today? I feel much better.等的情况下，这样既复习了主要句型，让学生充分关注到了该句型的语言形式和结构，又凸显了该句型的语用功能，同时又使学生进一步深刻理解文本的内在逻辑。〕
3. Healthy tips for Kate.
T: Can you give some healthy tips for Kate?
S: …
〔设计意图：再次复习巩固tips，同时渗透德育教育Better habits, better life!为接下来的创编对话做铺垫。〕
Step Four: Production
1. Make up a new dialogue in groups. 在小组内进行编演新对话。
T: Kate is ill. If your friends or parents are ill. What will you do? Let’s work in groups.
S: …
〔设计意图：小组内以文本为基础，创编新的对话，加入tips相关内容，综合语言进行汇报，培养学生口头运用所学语言的能力。〕
2. Better habits, better life! 希望学生健康快乐成长，好习惯伴成长。
T: Everyone wants to be healthy. Remember to brush your teeth carefully, you won’t have toothache any more. Remember to wear warm clothes, you won’t have bad cold any more. Remember to have three meals on time, stomachache will never come again. Be healthy, be healthy. Wish you all have a healthy life. Better habits, better life!
〔设计意图：结合生活中学生容易发生的病情，向学生提出相关建议，从而培养学生好习惯伴成长的意识。〕
Homework
T: Class, you must listen to the tape. You can choose one to do.
Must do: Listen to the tape.
Choose one to do: Make up a new dialogue according to Lesson 23 in groups.
Give some tips for healthy life.
〔设计意图：必做的作业巩固学习到的知识。选作的作业用于课下拓展学生的能力。〕