人教（精通）版三年級(jí)起點(diǎn)《Lesson 23》優(yōu)質(zhì)課教案小學(xué)英語(yǔ)-五年級(jí)英語(yǔ)教案

5BUnit4Lesson23I.TeachingAids:⒈知識(shí)目標(biāo):⑴三會(huì)單詞:chocolatekiwifruitget-wellcard(2)三會(huì)詞組：beworriedabout=worryabout(3)三會(huì)句子：I’llhelpyouwithyour….Here’s…foryou.Ihave…foryou.(4)四會(huì)句型：Howareyoufeelingtoday?Ifeelmuchbetter.⒉能力目標(biāo)：會(huì)對(duì)病人表達(dá)關(guān)心和慰問(wèn)，并提供力所能及的幫助。⒊情感態(tài)度目標(biāo)：1．培養(yǎng)學(xué)生關(guān)心身邊的同學(xué)、朋友或家人健康狀況的情感。2．能夠主動(dòng)給予問(wèn)候和力所能及的幫助。4.學(xué)習(xí)策略目標(biāo):1．能夠進(jìn)一步提高對(duì)英語(yǔ)學(xué)習(xí)的熱情，增強(qiáng)用英語(yǔ)表達(dá)思想的愿望和信心。2．能夠積極、主動(dòng)地參與課堂活動(dòng)，并在真實(shí)或模擬情景中大膽開口實(shí)踐。5.文化意識(shí)目標(biāo):通過(guò)對(duì)本單元的學(xué)習(xí)，初步了解一些探望病人的社交禮儀。II.學(xué)情分析五年級(jí)的孩子喜歡模仿，表演，展示自己，希望得到老師與同學(xué)的認(rèn)可，他們善于觀察，分析，并且有很強(qiáng)的創(chuàng)造力，因此，在教學(xué)中，充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，在情境下激發(fā)學(xué)生學(xué)習(xí)的主動(dòng)性和創(chuàng)造性，教學(xué)效果明顯。III.Teachingimportantpoints:1、重點(diǎn)句子Howareyoufeelingtoday?Ifeelmuchbetter.Here’s…foryou.Ihave…foryou.的使用。2、能夠用英語(yǔ)表達(dá)對(duì)病人的關(guān)心和問(wèn)候。3、能將本課的日常用語(yǔ)運(yùn)用于生活實(shí)際。IV.Teachingdifficultpoints:重點(diǎn)句子Howareyoufeelingtoday?Ifeelmuchbetter.Here’s…foryou.Ihave…foryou.的使用。V.Teachingprocedure:Step1:RevisionShowsomepicturesandasksomequestions.T:Whoisshe?Ss:SheisKate.T:Shecallswhom?Ss:ShecallsherteacherMissLiu.T:WhydoesshecallherteacherMissLiu?S:Becausesheisill.Shecan’tgotoschool.T:What’swrongwithher?S1:Shehasafever.S2:Shehasacough.S3:Shehasaheadache.T:Shehasabadcold.T:Doesshegotoadoctor?Ss:Yes.T:Whotakeshertothedoctor?Ss:Hermum.T:Thedoctorgivesthemsomesuggestions.T:Thedoctorsays,“youshould…”S1:Youshouldtakesomemedicine.S2:Youshoulddrinkmorewater.S3:Youshouldtakeagoodrest.S4:Youshouldhavesomevegetables.S5:Youshouldhavesomefruit.T:Afewdayslater,howisshefeelingnow?S:Shefeelsmuchbetter.[設(shè)計(jì)意圖：教師根據(jù)圖片提問(wèn)來(lái)復(fù)習(xí)本單元關(guān)于生病、看病的相關(guān)知識(shí)，順利地引出新話題，使孩子們對(duì)本單元主人公生病、看病以及病情好轉(zhuǎn)同學(xué)來(lái)探病的一系列情境有整體的感知，培養(yǎng)學(xué)生的整體意識(shí)。]Step2:PresentationShowthepictureofLesson23.T:whoarethey?Ss:HeisGaoWei.SheisLiYan.HeisBob.HeisPeter.SheisZhouPei.SheisLisa.T:TheyareKate’sclassmates.T:What’sthis?S1:It’skiwifruit.T:What’sthis?S2:It’saget-wellcard.T:Whatdoesitsay?S3:Itsays“Ihopeyouwillgetwellsoon.’T:Whatarethese?S4:Theyarechocolates.T:Whowantstohavesomechocolate.T-S1:Herearesomechocolatesforyou.S1:Thankyou.T-S1:Youcanhaveoneandsharethechocolateswithyourfriend.S1-S2:Herearesomechocolatesforyou.S2:Thankyou.S2-S3:Herearesomechocolatesforyou.S3:Thankyou.T-S3:Doyoufeelhappy?S3:Yes.【設(shè)計(jì)意圖：充分利用課文圖片，讓孩子們?cè)谇榫持袑W(xué)習(xí)本課詞匯kiwifruit/chocolate/aget-wellcard等，復(fù)習(xí)和運(yùn)用句型Hereis/are….及Ihave….，】T:Katefeelshappytoo,why?Now,openyourbooksandreadthetext.S:Becauseherclassmatescometoseeher.Theybringheralotofthings.Theywanttohelpherwithherlessons.【設(shè)計(jì)意圖：通過(guò)帶著問(wèn)題閱讀文本的方式，引導(dǎo)學(xué)生進(jìn)行語(yǔ)篇的精讀，獲取具體的信息?！縏:Peterasksaquestion.Whatisit?WhatdoKate’sclassmatesbringher?Watchthecartoonandthenanswermyquestions.T:WhatisPeter’squestion?S:Howareyoufeeling?Ifeelmuchbetter.(writethemontheblackboard)T:Askandanswerinpairs.T:WhatdoKate’sclassmatesbringher?S1:(GaoWei)Hereissomekiwifruitforyou.S2:(LiYan)Ihavesomechocolatesforyou.S3:(Lisa)Here’saget-wellcardforyou.【設(shè)計(jì)意圖：帶著問(wèn)題聽文本，通過(guò)聽使學(xué)生自己輸出本課的目標(biāo)語(yǔ)言Howareyoufeelingtoday?Ifeelmuchbetter.學(xué)習(xí)本課探病情境下同學(xué)們給病人送禮物的相關(guān)知識(shí)。】Ifyourfriendisill,whatwillyoubringherorhim?Workingroupsandtalkaboutit.【設(shè)計(jì)意圖：聯(lián)系生活實(shí)際，如果你的朋友病了你會(huì)送他（她）什么禮物，以此加深學(xué)生對(duì)探病送禮部分的理解，為下文創(chuàng)編新對(duì)話、構(gòu)建新文本做鋪墊，達(dá)到學(xué)以致用的目的?！縆ateisworriedaboutherlessons.Whatwillherfriendshelpwith?Watchthecartoonagainandfillintheform.S1:GaoWeiwillhelpherwithhermaths.S2:BobwillhelpherwithherEnglish.S3:LiYanwillhelpherwithherChinese.【設(shè)計(jì)意圖：帶著問(wèn)題聽文本，學(xué)習(xí)句子…h(huán)elp…with…,加深學(xué)生對(duì)文本該部分的理解?！縎tep3.Practice.Dividethestudentsintogroups.Readoractoutthedialogueingroups.【設(shè)計(jì)意圖：該環(huán)節(jié)通過(guò)情景帶動(dòng)下的角色扮演，對(duì)句型進(jìn)行鞏固操練，對(duì)文本的內(nèi)在邏輯進(jìn)行深層次理解，同時(shí)培養(yǎng)學(xué)生