1、Module 3 Unit 9 Seeing the doctor教案（第一课时）教学目标：1、通过Ask and answer的问答练习，帮助学生掌握本单元的核心词汇和句型。2、通过look and learn栏目，帮助学生学习本单元的生词。3、通过与学生就Listen and enjoy的儿歌进行问答，引出核心句型。教学重、难点1、能掌握单词 headache, fever, should, toothache2、会运用句型 Should/shouldnt教学方法：任务教学法、情景教学法。教学过程：第一次备课第二次备课Pre-task preparations1、教师与学生问答，复习日常用
2、语，为本课时新句型的学习做铺垫。T: How do you feel today?S1: Im fine.S2: Im just so so.S3: Im happy today. Its 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。 While-task procedures1、出示listen and enjoy的图片，与学生问答。T: Look at these pictures. Is the boy feeling well?S1: No, he isnt.T: Hows he?S1: He
3、is sick.T: What does he do?S1: 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。T: Hows 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
4、-h-a-c-h-e, toothache.然后教师用同样的方法教授短语have a fever，have a cold，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。T: Why does the boy have a toothache?S1: He doesnt brush his teeth.T: How many times do you brush your teeth every day
5、?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 shouldnt eat too much candy.S3: He eats before bedtime.T: So he shouldnt eat before bedtime. I think he must go to see the dentist.3、引导学生用.should/shouldnt .句型给男孩提出建议，并将核心句型板书在黑板上。T: T
6、he boy has a toothache, because he doesnt 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.”Ss: You should brush your teeth twice a day.T: Dont eat too much candy. We can also say “you shouldnt eat too much candy.
7、”Ss: You shouldnt eat too much candy.请学生用.should/shouldnt .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的图片和句型提示结对问答。操练核心句型和词汇。 Post-task activities播放listen and say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和have a cough时应该注意些什么。（第二课时）教学目标：1、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。2、通过Listen and say中关于看
8、病的对话和反馈练习，帮助学生操练本单元的核心词汇和句型。 教学重、难点词 汇: ill, wrong, medicine, rest日常用语: Whats wrong with you? Let me have a look. Have a good rest and you will get well soon. 句 型：You should take some medicine. You shouldnt go to bed late.教学方法：任务教学法、情景教学法。教学过程：第一次备课第二次备课Pre-task preparations学生听录音跟读listen and enjoy的儿
9、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 shouldnt 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 waterS2:you shouldnt go out and play.While-task procedures1、
10、播放listen and say的录音，出示以下问题，让学生听录音后回答问题。1) How does Kitty feel?2) Where does she go?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 say?S1: What is 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 am not feeling well.S2: What is 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
11、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 drink a lot of water and have a good rest. You will get well soon.T：Take some medicine. Medicine. M-e-d-i-c-i-n-e, medicine.Ss: Medicine. M-e-d-i-c-i-n-e, medicine.T: rest. R-e-s-t. rest. Have a rest.Ss: rest.
12、 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，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。 （第三课时）教学目标：1、 通过阅读故事没牙的老虎，帮助学生进一步巩固新学语言知识，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。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。 教
13、学重、难点词汇：present, world语音：ay(may), ai(wait)日常用语： What should we do? Really?教学方法：情景教学法。教学过程：第一次备课第二次备课Pre-task preparation1、学生朗读listen and enjoy的儿歌，巩固学生配上动作和相应表情，请个别学生上来表演。2、出示谜语，通过猜谜活动引出Read a story故事中的动物。（show the riddles to the class）Read and guess the riddles in pairs.Riddle 1: It is small. It is
14、white. It has two red eyes, two long ears and 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: t is big and tall. It has many stripes. It looks like a horse. It ca
15、n run fast. What is it?Riddle 4: It looks like a cat. But itiis big and strong. It is the king of the forest. All the other animals are afraid of it. What is it?S1: It is a rabbit.S2: It is a monkey.S3: it is a zebra.S4: It is a tiger. While-task procedures1、出示read a story的图1，与学生问答。T：How many animal
16、s do you see? What are they?S1: Five. They are a tiger, a monkey, a rabbit, a zebra and a.T: This is a squirrel. Say after me. S-q-u-i-r-r-e-l, squirrel.Ss: S-q-u-i-r-r-e-l, 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?S1: The tiger is the king of the
17、forest. The animals dont like the tiger. They are afraid of him.再次播放录音，并要求学生模仿和分角色扮演。1) The zebra has a good idea. ( )2) The fox gives the tjger a lot of books. ( )3) The tiger has a toothache. ( )4) At last, the tiger cannot eat other animals.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
18、案。1) Who are the animals afraid of?2) What does the fox give the tiger?3) What gives the tiger a toothache?4) How do the animals help the tiger?3、围绕第四副图片和故事中动物角色的特点，引导学生拓展情境，展开合理想象。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。教师播放录音，学生跟着录音朗读。播放录音，学生按照录音节拍诵读儿歌。教师朗读单词，学生在多个单词中找出教师所读单词。Post-task activities让学生根据练习册中task的发展图片和句型提示与学生问答，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。
