1、Unit 4 Seeing the doctorCartoon timeTeaching contents 教学内容Cartoon time Teaching aims and learning objectives 教学目标1. 能听懂、会读、会说词汇 hurt, should, have a rest, point at。2. 能在理解的基础上流利地朗读并表演故事。3. 能体会到阅读的乐趣，培养学生阅读的兴趣。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能听懂、会读、会说词汇 hurt, should,
2、have a rest, point at。教学难点：能在理解的基础上流利地朗读并表演故事。Teaching procedures 教学过程Step 1 Greeting &Warm up 1. Sing a song (教师此处可安排与单元主题相关的英文歌曲) 【设计意图：通过歌谣活跃课堂气氛，充分调动学生感官。 】2. Look and sayA: Whats wrong with the boy/the girl?B: A: Why does he/she have a ?B: Because he/she A: What should he/she do?B: 【设计意图：以自由对话的
3、形式，让学生运用关键句型交谈，培养其综合语言运用能力。 】3. Listen and chooseWhat is wrong with Tim?How does he feel?What should he do? 【设计意图：从听和写技能训练的层面巩固重点语言知识。 】Step 2 Cartoon time1. Talk about the pictureT: Look at the picture. Who are they? S: They are Monkey, Rabbit, Elephant and Giraffe. 2. Watch the cartoon and fill in
4、 the blanksT: Whats wrong with them?S1: The monkeys arm hurts.S2: The rabbits ear hurts. S3: The elephants nose hurts.S4: The giraffes neck hurts.3. Read and underlineT: What should they do?S: They should have a rest today. 4. Think and answerT: Why cant Bobby help the giraffe?S1: Because the giraff
5、es neck is too long.T: What should the giraffe do?S2: He should take some medicine and have a rest at home. 【设计意图：通过循序渐进、层层深入的活动设计分步解读卡通故事，关注学生的趣味阅读，同时引导学生略读、寻读、精读，渗透阅读技能的指导。 】Step 3. Consolidation1. Read and act a. Read after the tapeb. Choose one way to read. Read one by one./ Read together./ Read
6、 in roles./ Read after one.2. Make up a dialogueT: If you are a doctor, some sick animals are coming to see you. What can you say?Useful expressions: Whats wrong with?How do you feel ?What should/ shouldnt do?【设计意图：创编对话，设计开放性的活动，关注学生实际语言运用能力。 】Homework 家庭作业1. Read Cartoon time.2. Finish the exercise
7、s in the workbook.3. Make a card of patient. 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 doctorThe monkeys arm hurts.The rabbits ear hurts.The elephants nose hurts.The giraffes neck hurts.说课Cartoon time 板块中的动物形象幽默、动作可爱、神情夸张，将喜怒哀乐表现得淋漓尽致，深受孩子们的喜欢。本课，教师通过 Look and say, Listen and c
8、hoose 两个练习的热身，帮助学生从听、说、读、写不同层面夯实本单元重点语言点。而后呈现四个动物的头像，导入小语篇文本。教师播放动画并设计任务活动 Fill in the blanks，以问题Whats wrong with them?让学生整体感知文本；而后通过 Read and underline 及Think and answer 两个形式的活动分层解读文本。层层递进的活动设计分步解读卡通故事，关注学生的趣味阅读，同时引导学生略读、寻读、精读，渗透阅读技能的指导。教师在拓展运用环节，并未让学生复述，而是采用改写的方式，让学生模仿文本情节创编，给更多的小动物看病，给现有教学资源注入新鲜血液，激发学生的创新思维。四个动物的图像