1、Unit 4 Seeing a doctor (Period 4)教学内容：Checkout time, Ticking time教学目标：1. 复习本单元所学知识。2. 能描述并写出他人的病情，提出合适的建议。3. 能根据病人的不同病症，表演并简单写出医生和病人之间的对话。教学重难点：1. 能描述并写出他人的病情，提出合适的建议。2. 能根据病人的不同病症，完整写出医生和病人之间的对话。课前准备：学生学案；PPT教学过程：Step1. Revision1. Greetings.2. Watch a cartoon. Big Hero 6中Baymax自我介绍的片段。 T: Do you li
2、ke watching this film?Do you like Baymax?What does he do?What can he do?3. Play games.T: Baymax has some pictures here. Lets look and say.1) Have a toothache/fever/headache/cold Have a good rest/take some medicine/take some VC/drink warm water/do some exercise/brush ones teeth.2) T:Baymax knows a lo
3、t about children. Lets play the game.Picture 1:Su Hai has a cough. (F) Q: Whats the matter with her? What should she do?P2: Mike has a toothache. (T) Q: Why does Mike have a toothache? What should he do?P3: Giraffe has a neck ache. (T)P4: Monkeys ear hurts. (F) Q:Whats wrong with him?P5:Liu Tao has
4、a high fever. His temperature is 102C. (F) Q: What is his temperature?P6:Mike has a cold. (F) Q:Is he ill? Step2. Checkout timeT: Baymax wants to help more people. Lets follow him.1) Think and write.T: Look at the picture. What should they do? What shouldnt they do?Lets help them like Baymax.P1. He
5、feels hot. He should _ his jacket.Q: Does he feel thirsty too? So what else should he do?P2. She feels cold. She should _ her coat.P3. She likes eating sweets. She sometimes has a toothache. She should _ in the morning and before bedtime. She should not eat _.P4. She has a headache. She feels tired.
6、 She should not _. she should _.P5. They are in the library. They should not _. They should not _ or _ either. Q:Can I use “and”. “too” here? Why?2). Listen and choose.Talk about Tim.T: Look! Tim is not so good. Do you have any questions?S: Whats wrong with him?/ How does he feel now?/ Do he feel.?/
7、.Listen and choose.T: Lets listen and choose.Check.P2. Does he feel thirsty too? Can you help him?P3. Can he fly a kite with Mike?Step3. Write a medical record1) How to write.T: Baymax wants to write a medical record about Tim. Lets help him. Whats wrong with Tim?/ How does he feel?What should he do
8、?/ What shouldnt he do?S:. Medical Record Tim has _ He feels_ He should _ He shouldnt _2) 呈现写作标准：写作标准评价1.字迹端正，书写规范。 2.无语法错误，拼写错误。 3.写清疾病和症状。 4.给出合理的建议。 3) Write down the record.4) Check. (学生自评）T: How many stars do you get? Do you want to share your record? 4. Write a dialogue.1) Sum up.T: You are so
9、 cool. Do you want to be a doctor like Baymax? Can you help sick people now? What will you say? Baymax has four Keyword.First：BeginningGood morning./Hello./ Come in, please./ Sit down please.Next：IllnessesWhats wrong/ the matter with you?How do you feel now?Do you have a./ Do you feel.?Let me check.
10、 Open your mouth and say “Ah.”. Let me take your temperature.Then：adviceYou should.and.You should., too.You shouldnt.or. You should., either.Finally：EndingI hope youll get better soon. Goodbye.T: If you are the sick people, what will you say?First：Excuse me, may I come in?/Good morning.Next：I have a
11、./ I feel.Then：What should I do?/ Can I.?Finally：Thank you very much. Goodbye.2) Make a model.Show some pictures of the sick people . Then make a model.Model:A: Good afternoon, Doctor. Help me! Im ill.B: Sit down, please. Whats wrong with you?A: I have a headache.My arms hurt. My legs hurt. My back
12、hurts.B: Do you feel cold?A: Yes, I feel very cold.B: Let me check. Open your mouth and say “ah.”A: “Ah.”B: Let me take your temperature. Oh! 40! You have a bad cold. A: What should I do, Doctor?B:You should take some medicine and drink warm water .You shouldnt go to school today.A: Can I watch TV?B
13、: No, you cant. You shouldnt eat ice food either.A: OK. Thank you,Doctor.B:I think youll be OK soon. Goodbye.A:Goodbye.T: Is Doctor Zhou a good doctor? Why?3) Act the dialogue.Choose one picture and act it out.T: Is he/ she a good doctor?Discussion：How to write the dialogue?4) 呈现写作标准：写作标准评价1.单靠“死”记还
14、不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。字迹端正，书写规范。与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师
15、”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。 死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。2.无语法错误，拼写错误。 3.友好的问候和道别。 4.详细询问和回答病情及症状。 5.给出合理的建议。 6
16、.有3-5个话轮。 5) Write down the dialogue.6) Check.(同桌互评）T: How many stars does Your partner get? Why?5. Say goodbye to Baymax. 板书设计： Unit4 Seeing the doctorBeginning Illnesses Advice Ending Doctor: Whats wrong/the matter with.? Take care. How do you feel? You should/shouldnt. Do you.? Dont.Sick people:
17、I have a. What should/shouldnt do? I feel. Can I.? My. hurts. 教学反思： 本节课是在我们教研组的共同努力下完成的，因为第一次上对话形式的写作课，大家有没有实际的经验，因此我们讨论教案，试上并修改教案。从最初没有明确的教学目标，到最后确定教学目标，教学重点，再根据教学重点，修改教学设计中的各个环节；从关注字词的书写到以陈述的形式记录简单的病情并给出合理的建议，再到最后如何写出整个病患之间的对话，我们都经过了仔细的推敲，但是因为本人水平有限，在教学过程中还是有一些问题没有处理好：1. 在教学的过程中，我关注了学生进行对话时话轮开始、转换、推进和结束。但是在进行学生互评时，应该先关注对话的内容，然后再来评价对话的形式。2. 关于Baymax的主线，没有控制得很好，本来是为了活跃课堂气氛，激发学生兴趣的，但在教学的过程中，没有利用得很好。3. 因为时间的关系，学生在最后环节的表演展示和写作展示只能有呈现一组，并且也没有太多的时间让学生来进行评价，所以前面一些环节的连接还要更紧凑一些。
