译林英语五年级下册全册教案

译林英语五年级下册全册教案
Unit1 Cinderella
单元教材分析
作为本册教材的第一单元，本单元的课文仍然改编自一个经典故事——《灰姑娘》。

故事采用一般现在时态，以叙述和对话两种形式呈现。

在教学中可以要求学生用第三人称叙说故事，复习一般现在时和动词第三人称单数。

本单元呈现了疑问副词why和连词because在口语中的用法.
单元教学目标：
1、句型：Why are /can’t…?。

及其回答Because…
2、词汇：why,because,clothes,let,put on,have to,take off.
3、语音：字母组合dr在单词中的发音。

单元教学重点、难点：
了解put on,tryon和take off的用法和区别。

教学准备：
PPT
课时安排：
第一课时: Story time
第二课时：Fun time Grammar time Think and write
第三课时：Cartoon time Checkout time
第四课时：Sound time Culture time Ticking time
第一课时
教学内容：Story time
教学目标：
1. 在整体理解的基础上听懂、会说、会读故事中出现的词汇：prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit
2. 基于故事听懂、会说、会读、会写句型：Why…? Because …?并理解句
型的意思；
3. 能够听懂、会说、会读日常用语：Come and help me… Let me help you. I have to …
4. 能较流利有感情地朗读故事。

教学重点：
1在听故事的过程中理解词汇及句型Why…? Because …?
能够从整体到局部理解内容；
2能以正确的语音语调朗读故事，合作表演故事。

教学难点：
1. Why? Because … 句型教师可充分利用生活实际和文本帮助学生理解
教学过程：
Step1 Free talk
T: Do you like reading storybooks?
What storybooks?
Do you like <Goldilocks and the three bears>? Why?
Step2 Presentation
a. Present the title
Today we’ll read a story.
See, the handsome man is a prince.
The pretty girl is Cinderella. (present the title)
b. Try to say
T: I think you all know this story. Can you say something about the story. party
can’t go …
helps
comes back
Whose shoe…
c. Try to read
T: There’s a party at the prince’s house, but Cinderella cannot go. Listen, who are shouting?
Ss:(picture)two sisters and the stepmother
T: What do they say? Try to read like the bad sisters
Ss read the sentences
d. Watch and answer
T: The two sisters can go to the party happily. But Cinderella cannot go, so she is very …
Ss: Sad.
T: Why s he cannot go to the party and who helps her? Let’s watch the cartoon. check the answer
Teach: a fair/a witch (tell the differences)
e. Act in two
Read after the computer
Teacher make an example
Act in two
f. About the party
1. Listen and say
T: Cinderella puts on the new clothes and shoes. What does the fairy say?
Teach: before/after(作为板书)
2. Read and underline
Cinderella is at the party. The prince sees her. What would he say?
Ss: What a pretty…? Would you …?
T: She has a good time at the party. (钟声) Does she want to go home?
Ss read and underline
T: Please tell me the sentences you underline
Teach: have to …
make some new sentences
T: She left her shoe. So the prince shout:
Ss: Hey, your shoe.
T: How do you think of Cinderella?
Ss: …
Teacher show two important sentences
1.Read and order
T: Cinderella has to go home.
Q: What does the prince do?
Does Cinderella try on the shoe at first?
Ss read and answer
g. Read and match
T: Do you like my story?
Do the exercise (Read and match together) Step3 Read and act the story
1. Reading time
Read after the computer
Read after the teacher
2. Ask and answer /Act the story
3. retell the story
4. Talk about the writer
5.完成课课练第一课时
Step4 Homework
1.听录音熟练朗读story time
2.小组内表演故事
3.阅读这本故事书
板书设计：Unit1 Cinderella
Before the party
Come…
Where …?
Why?
Because…
After the party
Visit…
Try on …
第二课时
教学内容：Fun time Grammar time Think and write
教学目标：
1.进一步巩固并掌握故事中出现的词汇：prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit ,leave…behind
2. 进一步巩固并掌握四会句型：Why? Because …
3. 学生能够根据Fun time中的图片说和演
4. 学生能够根据故事，完成Checkout time中的Think and write,进一步巩固故事，理解故事。

教学重点：
1运用Why？Because…交流，掌握句子结构。

2 复习巩固故事，叙述故事
教学难点：
1. 能够掌握Why are you …? Why can’t you …? Why does …？句子结构
教学过程：
Step1 Warm up
1 Let’s review:
Retell the story
(出示图片) P1: There is …
P2: A fairy …
P3: Cinderella …
P4: Cinderella …
P5: The prince …
Step2 Presentation
1 Fun time
出示Fun time的图片
Ask and answer:
P1: Why can’t she go to the party? Because …
P2: Look, who comes?
What will she say?
P3: Cinderella meets price. …
P4: Look at the picture, What do they say?
Read
Act 选择两幅图演一演。

Checkout time: Think and write (leave…behind)
2 Grammar time:
Show the sentences:
Why are you so sad?
Because I can’t go to the party.
Why can’t you go to the party?
Because I don’t have any nice clothes or shoes.
Read and summary(学生根据自己的理解总结Why…? Because…的用法。

)
3 What question words do you remember?
Why?
What (What time, what colour, what subject…)
When
Where
Who
Whose
How (how old, how many, how much…)
学生交流，这些提问词的具体用法
4. 完成课课练第二课时
Step3 Homework
1.读语法部分
2. 表演Fun time
3. Recite the new words and the story.
板书设计：Unit1 Cinderella
Why are you so sad?
Because I can’t go to the party.
Why can’t you go to the party?
Because I don’t have any nice clothes or shoes.
What… (What time, what colour, what subject…)
When… Where… Who… Whose
How (how old, how many, how much…)
第三课时
教学内容：Cartoon time Checkout time
教学目标：
1. 能够听懂、会说、会读卡通故事中出现的词汇：mushroom, late, pick, understand, be bad for
2.能够理解并掌握Why…? Because…的句型结构，并正确交际运用。

3能够整体理解并简单表演卡通对话
教学重点：
1. 能正确理解、朗读卡通故事，读懂故事传递的信息。

教学难点：
1. 掌握Why…? Because…的句型结构，并正确交际运用
教学过程：
Step1 Warm up
1 Free talk
What season do you like?
Why do you like …?
Because…
(Ask and answer)
Step2 Cartoon time
1 出示Tina和Bobby的图片，
a Look at the picture: Where are they? How are they?
They are in the forest.
They are very hungry.
Guess: What are they saying?
I want _________. Do you have ___________?
(Picture 1 出示，学生读，根据snack bar说说snack的含义)
b. Pictuce2
Look at the picture:
T: What’s under the tree?
There are some mushrooms under the tree. (mushroom)
Who finds the mushrooms? (find --- finds)
Bobby finds the mushrooms.
What will he say?
Let’s ________ We can ________
(pick摘---pick some mushrooms)
c. Picture3
Look at the picture:
T: What does Bobby do?
He picks a mushroom.
T: Look at the mushroom. How is the mushroom?
It’s nice. It’s red. It’s very big. (引导学生观察蘑菇，用英语表达)
T: Do you like the mushroom? Do you want to eat it?
Why we can’t eat it?
d. Picture4
T: How about Sam and Bobby?
Read it by yourselves.
(学生自读，理解be bad for…引导学生说说反义词be good for…
Milk is good for us.)
2 Read the story
模仿语音，语调。

想一想读的语气。

3Act the story
Step3 Checkout time
1 Look and write
a. Talk about the picture
P1:We are having an English lesson now. How about Yang Ling?
Is Yang Ling at school today.
Try to use “Why…” to ask a question.
(Why is Yang Ling not at school today?)
Then, answer. (Because she’s i ll at home.)
P2: Look at Liu Tao, How is he? Is he sad?
Ask and answer: Why is Liu Tao so happy? Because his birthday
comes. He can get some presents.
P3: What does Nancy do?
Ask and answer: (Why does Nancy take off her coat? Because s he’s hot.) P4: How about Mike?
Ask and answer: Why does Mike put on his jacket? Because he’s cold. Pair work
b. Write
c. 完成课课练第三课时。

Step4 Homework
1 Read and act Cartoon time.
2 Dub for the story.
板书设计：Unit1 Cinderella
Where?
Sam and Bobby How?
What’s …? …can…
pick…
Why can’t we eat…?
第四课时
教学内容：Sound time Culture time Ticking time
教学目标：
1.能够正确、流利、生动地讲故事Cinderella
2.了解字母dr在单词中的发音。

3.了解中西方儿童的阅读喜好
4. 能正确并熟练地运用“Why”“Because”
教学重点：
能在教师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己的学习情况。

教学难点：
能够使用正确使用Why… Because ….进行问答。

教学过程：
Step1 Warm up
1 Free talk:
T：Do you like the story of Cinderella? Why?
What else do you like reading?
Step2 Presentation
1 Show teaching aims
In this lesson, we’ll have some learning aims. Look at the learni ng aims. First, I can understand “Cinderella”. Then, I can use “Why” and “Because” to ask and
answer questions. Finally, I know the sound of the letter “dr”. (PPT出示teaching aims)
2 .Act the story
Now, first, let’s come to the first aim. Can you understand “Cinderella”?
学生根据自己的理解叙述故事。

a. Work in groups
b. Ask some students to act the story(PPT出示ticking form)
3. Culture time
Different children like different stories.
What does Mike like reading?
He likes reading fairy tales.
How about Yang Ling?
She likes reading stories about the Monkey King and Nezha.
(Read the sentences of culture time)
Ask and answer: What about you? What do you like reading?
(Pair work)
中国经典故事和西方经典故事欣赏，出示封面，简单介绍。

一些比较熟悉的，可以让学生用中文介绍。

4 Sound time
a. Let’s come to the second aim.
L ook at the picture. The boy is Andrew. The girl is Andrew’s sister. She’s Andrea. (Andrew Andrea)
T: Let’s guess:
a What is Andrew doing? (drink some water/have a drink )
Andrew is having a drink.
Use “why” to ask question and answer:
Why is Andrew having a drink?
Because he’s thirsty.
b What is Andrea doing? (draw a dress)
Andrea is drawing a dress.
Try to ask: Why is Andrea drawing a dress?
Because she likes drawing.
Because she wants a new dress.
……
(I think you can use “why” and “Because” to ask and answer
questions. PPT出示teaching aims)
c Why is Andrea drawing a dress? Because she’ll give it to her frien
d Sue. (出示Sound tim
e 部分)
Read and find:
What’s the pronunciation of the letters “dr”?
Can you say more words?
Try to read
(PPT出示teaching aims)
5 完成课课练第四课时
Step4 Homework
1.Read an English story
2. Finish the exercise in workbook.
板书设计：Unit1 Cinderella
Why is Andrew having a drink?
Because he’s thirsty.
Why is Andrea drawing a dress?
Because she likes drawing.
Because she wants a new dress.
…
dr: draw dress drink driver …
五下Unit2 How do you come to school?
五下Unit2 How do you come to school?
五下Unit2 How do you come to school?
五下Unit2 How do you come to school?
施教时间：年月日
单元练习
五下Unit2 How do you come to school?
译林五下Unit3 Asking the way
一、单元分析：
本单元谈论如何问路，学习cinema, hospital, shop, zoo等地点和How do I get to …? Go along this street. Turn left/ right at the traffic lights. Get on/ off … at …Station. You can see the … on the left/ right等问路句型，学生在情境中理解、感知并掌握。

二、单元目标：
知识目标
1. 能听懂，会读，会说，会用How do I get to …? 及回答：Go along this street. Turn left/ right at the traffic lights. Get on/ off … at …Station. You can see the … on the left/ right.
2、能听懂、会说、会读cinema, hospital, shop, zoo等地点类单词。

3、通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能创编
对话。

4、能了解中英文化中对“厕所”的称呼。

5、能了解并掌握sh在单词中的发音。

能力目标
1. 学生能正确理解Story time, 并能小组合作表演对话。

2. 学生能熟练运用本单元所学的词句在不同的情境中问路与指路。

3. 学生能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。

4. 学生能了解英国和美国对于厕所的不同表达方式。

情感目标
1. 让学生体会到阅读的乐趣，培养学生阅读的兴趣。

2. 让学生更加了解问路与指路的方法，培养学生对语法及句型的掌控能力，善于表达的良好习惯。

3. 培养学生方位表达的能力。

三、教学重点：
1. 能正确理解语篇内容，并能熟练朗读、背诵和表演。

2. 能听懂、会说、会读cinema, hospital, shop, zoo等地点类单词。

3. 能理解并掌握字母sh 的发音规律，熟记例词。

四、教学难点：
1. 能听懂，会读，会说，会用How do I get to …? 及回答：Go along this street. Turn left/ right at the traffic lights. Get on/ off … at …Station. You can see the … on the left/ right.
2. 通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能创编
对话。

五、课时划分：
课时安排：共六课时
第一课时：Story time
第二课时：Grammar time & Fun time
第三课时：Cartoon time & Culture time
第四课时：Sound time, Checkout time & Ticking time
第五、六课时：单元复习和课时练及默写
六、教学准备：
课件、磁带、录音机等。

第一课时
教学设计：
一、教学目标:
1、能听懂、会说、会读cinema, hospital, shop, zoo等地点类单词.
2、能初步运用句型How do I get to …? 及回答：Go along … Get on/ off … Turn left/ right …
3、能正确、流利地朗读并理解故事.
4、学生能在理解的基础上合作朗读故事.
二、教学重难点:
1、能听懂，会读，会说，会用How do I get to …? 及回答：Go along this street. Turn left/ right at the traffic lights. Get on/ off … at …Station. You can see the … on the left/ right.
2、能正确、流利地朗读并理解故事
3、能初步运用所学的单词和句型交流.
三、教学准备：
课件、磁带、录音机等。

四、教学过程：
Step 1Warming-up吸引注意，积累语言
1.Free talk
What’s your hobby? I like …
2.Dancing time
Do you like dancing? Let’s dance! (播放兔子舞音乐，学习left, right, turn等单词)
Yes.
学习新单词：left, right, turn.
Step2 Pre-task 导出目标，生成结构
1. Su Hai and Yang Ling are also like dancing. Today Yang Ling wants to go to Su Hai’s home. Look, what are they doing? (出示插图1)They are making a telephone.
2. What are they talking about?
（教读插图上的park station, city library station, book shop, moon street，get on, get off）
Maybe they are talking about where is Su Hai’s home?
3.Can you work in two and guess? Work in two.
Step3 Task 1回忆相关知识，初步运用结构
1.Let’s watch and find Is Yang Ling find Su Hai’s home? Who helps her?
看动画，回答问题。

2.Read and match朗读课文，完成第28页的配对。

Step4
Task 2
呈现刺激材料，活用结构
Reading time:
1.read after the computer
2.read after the teacher
3.read together
Read in different ways.
(Do you have any questions?)自主提问，老师或同伴帮助解答。

Step 5 Task 3 引发期待行为，强化结构
1.show time: read in three Read in groups
2.How does Yang Ling get to Su Hai’s home.
First, … Next, … Then, … Finally, …
根据第28页的Look and say完成解说。

Step 6 Post–task 提供反馈评价，巩固结构
1.Now Yang Ling is in Su Hai’s house. They’re very happy. They want to go to
some places. Can you guess?
（1）There are many doctors and nurses. Hospital
（2）There are many animals. Zoo
（3）You can watch films there.Cinema
2.B ut they don’t know how to go there. Can you choose one and tell them how
to go? You can discuss in groups.
Choose one and discuss in groups
Homework：
1. Read Story time after the tape for 5 times.
2. Copy the new words 3 times.
3. 收集更多的地点类单词。

板书设计：
Unit 3 Asking the way
Get on … Get off … Go along … Turn …
第二课时
一、教学目标:
1、复习巩固词汇及How do I get to…? 及回答：Go along … Turn left/ right …Get on/ off … You can see …on your left/ right.
2、能够看图片复述故事内容
3、学习Fun time, 引导学生用所学句型交流并汇报。

4、感受并掌握sh在单词中的读音。

二、教学重难点：
4. 学习Fun time, 引导学生用问路及指路句型交流并汇报。

2.学生能理解并掌握How do I get to…? 及回答Go along … Turn left/
right …Get on/ off … You can see …on your left/ right.
三、教学准备：
课件、磁带、录音机等。

四、教学过程：
Step 1 Warming-up吸引注意，积累语言
1.Magic eyes.
See the pictures or words and say them quickly. Review words
2.Free talk
How do I get to the Wanda Cinema?(work in pairs)
Step2 Pre-task 导出目标，生成结构
1. Review story time: PPT（出示文中图片）
You are good helpers. Look, Yang Ling can’t find Su Hai’s home. Can you help her?
Talk about story
(work in pairs)
2.read this story
Read together
(work in class)
Step3 Task 1 回忆相关知识，初步运用结构
1.So if you are new, how can you ask the way?
How can I get to …?
2.If someone asks the way, how can you help him or her? You can discuss in
groups.
Go along …
Turn left/ right …
Get on/ off …
3.read grammar time together.
Read together.
Step4 Task 2 呈现刺激材料，活用结构
1.(出示fun time图片) Look! This is Mary, she lives in Sunshine Town. How
many streets are there? What are they? What’s in her town?
Four.
Orange Street.
Apple Street.
Mango Street.
Grape Street.
There’s a …
2.Do you want to visit her town?
(work in two)
--How can I get to …?
-- Go along …Turn …
Step5 Task 3 引发期待行为，强化结构
1.Sharon is new here, too. She wants to get to the shoe shop. How can she get there? Can you help her?
Go along …
Turn left …
…
2.（出示sound time图片）Look!
_____ is in the _____ ______.
_____ likes _______ ______.
But there are so many.
_____ doesn’t know which to choose.
根据图片填上合适的单词，完成句子。

3.Can you find the rules of the words.
找规律并感受sh的发音。

4. Read after the computer.
5. Can you find more words like this?
Find more words.
Step6 Post–task提供反馈评价，巩固结构
Do some exercise.
完成语法及语音的相关部分练习
Homework：
1.Recite story time
2. Read Sound time 5 times.
3. 自主整理问路和指路句型。

板书设计：
Unit 3 Asking the way
How do I get to …?
Go along … Turn left/ right …
第三课时
一、教学目标:
1. 感受并掌握英美文化中对“厕所”的称呼。

2. 运用巩固指路句型。

3. 在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。

4. 在理解cartoon time的基础上，进行创造性地输出。

二、教学重难点：
1.能正确理解，朗读cartoon time的故事
2.能正确并熟练运用指路句型。

三、教学准备：
课件、磁带、录音机等。

四、教学过程：
Step 1 Warming-up
1.Look and say（看图识词, 引出toilet、restroom）
跟读toilet、restroom
理解并跟读
2.In the UK, we ask “Where’s the toilet?” In the US, we ask “Where’s the
restroom?”
3.Do you know other differences between the UK and the US?
In the US, we call po liceman a cop. In the UK, we call firefighter a fireman…Step2 Pre-task
1.(出示cartoon time插图1) Look, Bobby and Tina is reading a map. Where do
they want to go? Can you guess?
They want to go to shoe shop. Because they want to buy new shoes….
2.Let’s listen.
Listen and answer: City cinema.
3.How can they get to City Cinema? (呈现地图) Can you discuss in two? They can go along …Turn left …
Step3 Task 1
1.How do they go there? Let’s watch cartoon.
They go there by metro.
2.Do they watch the film? (出示最后一幅插图)
No.
3. Why? Can you read by yourself and conclude the reasons? You can use first, then, finally.
First, they want to go there by bus. But they can’t get on it, because it is full. Then, they want to go by taxi. But there are too many cars in the street. Next, they go by metro. But it is late, the film is over.
Step 4 Task 2
Reading time
1.Read after computer (听录音，逐句跟读，注意语音语调。

学生加上自己的表情和动作）
2.Read in roles
Work in groups
Step5 Task 3
1.Can you make an ending for the story?Work in groups
2.Act the story
Step6 Post–task
完成补充习题相应练习
Homework：
1. Read Cartoon time 5 times
2. 收集更多关于英美文化差异的内容，尝试用英文表述。

板书设计：
Unit 3 Asking the way
How can they get to City Cinema?
They go there by bus/ taxi/ metro.
第四课时
一、教学目标：
4、巩固复习本单元单词。

2、巩固复习本单元重点句型。

3、结合生活，写一篇上学的英文小短文。

4、通过活动和练习检测学习情况。

二、教学重难点：
2、巩固复习本单元的课文、单词和重点句型。

2、结合生活，写一篇上学的英文小短文。

三、教学准备：
课件、磁带、录音机等。

四、教学过程：
Step 1 Warming-up
(出示第34页插图)Look, this is Dong an Town. Can you introduce it.
Hello, this is Dong an Town. There are four streets. They are … There is a …Step2 Pre-task
Look, this is Robot. He is new here. Can you guide for him?
（学生自由选择cinema, hospital, library, zoo, park进行交流）
Work in two:
-- Excuse me, how do I get to …?
-- Walk along … Then, turn …at …The …is on your …
Step3 Task 1
Free talk:
How do you get to these places from your school? You can choose and talk in two.
师生交流后pair work
(work in pairs)
Step 4 Task 2
1.Where do you live? How do you get to your school?
I live on …street. It is near … I come to school … First, I … Then, I …
…
…
2. Draw and write on page 35
3. Share in your groups.
Step5 Task 3
Game village:
（1）Magic eyes.看图说词。

（2）我是小小翻译家。

翻译词组和句子。

（3）听力练习（结合一起作业网跟读背诵练习）
（4）语音辨析
（5）文化大课堂
Step6 Post–task
2.小组合作，完成ticking time
2.完成补充习题所有内容
Homework：
1. Draw and write
3. Review the whole unit.
板书设计：
Unit 3 Asking the way
How do you get to your school?
I live on …street.
It is near …
I come to school …
First, I …
Then, I …
…
…
Unit4 Seeing the doctor
单元分析：
本单元话题是看病，教学重点是表示建议的情态动词should和否定式shouldn’t的用法。

有关询问和描述病情的句型What’s wrong with you?和I have a headache/…也是本单元的另一个重点教学内容。

单元目标：
1.会听说读写词组：brushon e’s teeth, drink water, eat sweets,have a rest ,take medicine
2.学会疑问句型“What’sthe matter with you?”和“Whatshould I do”，以及对它们的答语。

3.了解并掌握情态动词的用法。

4.读准字母组合ch的发音。

教学重点：
1. 能理解Story time的内容，并会复述。

2.会使用如下两个句型，并能在日常对话中使用：
What’swrong with you? I have…
Whatshould I do? You should.
3.掌握情态动词的用法。

4.掌握字母ch组合的发音。

教学难点：
1.会复述Storytime的内容。

2.会自如shiy9ong如下两个句型，并能在日常对话中使用。

What’swrong with you? I have…
Whatshould I do? You should.
3.了解并掌握情态动词的用法。

4.单词medicinetemperature的发音。

课时安排：共六课时
第一课时：Storytime
第二课时：Grammartime & Fun time
第三课时：Cartoontime & Culture time
第四课时：Soundtime, Checkout time & Ticking time
第五、六课时：单元复习和课时练及默写
教学准备：
课件、磁带、录音机等。

第1课时
教学目标:
基础知识
1.能正确理解，掌握对话内容，并能朗读，表演对话。

2.能正确听说读写词组：see thedoctor, have a rest,take some medicine,drink some warm water
3.初步掌握句型what’swrong with you ? I have.
基本技能
1.在生活中能正确运用本课的重点句型
2.培养学生听说读写能力和交际能力。

综合素质
通过情景的设置和对话表演，激发学生在生活中乐于使用英语的兴趣。

二、教学重难点:
1.能正确理解，掌握对话内容，并能朗读，表演对话。

2.掌握词组：see the doctor,have a rest, take some medicine, drink some warmwater和句型What’s wrong with you? I have…Wh at should I do? You should.
3.培养学生听说能力和交际能力。

三、教学准备：
课件、磁带、录音机。

教学过程：
Step1 Warming up
T:1.Where do you live?
2.How do you come to school?
3.How do you get to school?
Step2 Presentation
1.T:YL wants to visit SH’s home.But SH is ill. She wants to see the doctor.教师板书课题。

2.教师出示挂图，让学生用中文描述一下图片信息。

3.学生自由度课文，并找出新单词，试着根据音标拼读。

4.教师领读，学生跟读，注意语音语调的模仿。

5.学生分角色朗读课文。

8.教师根据表格情况，模仿复述课文。

9.学生根据表格情况，复述课文，教师给予评价。

10.教师讲表格中的内容擦去，男女生根据表格上的部分信息进行角色扮演复述课文。

Step 3 Consolidate the knowledge
随堂小练习
1.汉译英
就医休息一会
二根据中文提示完成句子
1.You should（服药）
2.You should (喝一些水）
Step 4 Summary
本节课我们学习了就医用语：What’s wrong with you ?以及答语；我们还学习了以should引导的建议用语，希望学生课后能够用合适的句型互相操练巩固新句型。

Step5 Homework
1.词组抄写三遍，默写一遍
2.复述课文
板书设计
Unit 4 Seeing the doctor
a headache a fever
have…
take…
drink…
第2课时
一、教学目标:
基础知识
1.会听说读写新单词：medicine, sweet,anything,新词组brush one’s teeth,eat sweets.
2.学会由should引导的否定句：Sb. Shouldn’t do sth.
3.继续复习巩固询问病情句型和建议句型：What’s wrong with you?I have got… What should I do? You should…
基本技能
1.能够自由的运用本单元的重点句型交流。

2.学会用句型给别人建议。

综合素质
训练学生的语言技能，培养学生的阅读理解能力。

二、教学重难点：
1.两个重点句型的熟练运用。

2.掌握medicine的发音。

3.掌握并运用should引导的否定句的构成。

三、教学准备：
课件、磁带、录音机等。

教学过程
Step 1 Warming-up
T:1.What’s wrong with SH?
2.What should she do?
Step2 Presentation
1.T:What’s wrong with Mike?What should he do?
2.教师出示挂图，让学生用中文描述一下图片信息。

3.学生自由读课文，并找出新单词，试着根据音标拼读。

4.教师领读，学生跟读，注意语音语调的模仿。

5.学生分角色朗读课文。

7.四人一小组讨论并完成表格，教师检查并完成板书。

8.教师根据表格情况，模仿复述课文。

9.学生根据表格情况，复述课文，教师给予评价。

10.教师讲表格中的内容擦去，男女生根据表格上的部分信息进行角色扮演复述课文。

11.教师出示Fun time的内容，同桌两人利用教材提供的句型互相问答。

例如图片一：What’s wrong with you? I have a cough. What should I do,doctor? You should take some medicine and drink some water.You shouldn’t eat ice creams
12.学生交流答案，教师评价
Step3 Consolidate the new knowledge
教材练习
1.P38 Ask and answer
What’s wrong with Su Hai?…
What should she do?…
What’s wrong with Mike?…
Why does he have a toothache?…
What should he do?…
2.P38 Think and answer
1. I have a and a.
I should at home.
I should and too.
2. I have a
I cannot
I should not
I should in the morning and before bedtime.
随堂小练习
一．汉译英
1去看牙医2吃太多的糖果
二．根据中文提示完成句子。

1.You should not(吃太多的糖果）
2.You should (刷牙）
Step 4Summary
本节课我们学习了就医用语：What’s wrong with…？及其答语，我们还学了以should not 引导的否定句，希望学生课后用合适的句型互相操练巩固新句型。

Step5 Homework
1.词组抄写三遍，默写一遍
2.复述课文
板书设计：
Unit4 Seeing the doctor
Shouldn’t eat too many sweets
A toothache doctor: brush your teeth in the morning
Should and before bedtime
第3课时
一、教学目标:
基础知识
1.能正确理解本单元的语法点。

2.能够掌握字母组合“ch”的发音，并能在各题型中灵活运用。

3.让学生掌握华氏温度和摄氏温度的知识。

基本技能
1.能够正确灵活使用本单元的语法点。

2.培养学生听、说能力和交际能力。

综合素质
1.让学生体验学习，参与课堂，合作交流的乐趣。

2.通过情景的设置，激发学生在生活中使用英语的乐趣。

二、教学重难点：
1.掌握并能运用本单元的语法知识。

2.能够掌握字母组合“ch”的发音，并能在各题型中灵活运用。

3.学生熟练掌握本单元的语法知识并能在实际生活中灵活运用。

三、教学准备：
课件、磁带、录音机等。

教学过程
Step 1 Warming-up
T:1.Where do you live?
2.How are you?
Step2 Presentation
1.Grammar time的教学
（1）教师让学生根据事先准备的表格将相应人称代词的主格宾格补充完整，并校对答案。

（2）教师板书句型：What’s wrong with…？并在空白地方贴上相应的人物图片。

让学生根据图片相应说出句型，在此过程中教师要提醒学生注意人称代词的宾格形式。

（3）教师利用大量的图片来创设情境，让学生在情境中本单元的重点句型熟练运用。

（4）学生总结句式结构，教师板书。

（5）由brush teeth引出名词复数不规则变化的单词
（6）教师复习名词复数的规则变化并举例说明。

（7）教师出示复数构成不规律的名词，让学生试着写出它们的复数形式，写的对给予表扬，写错的用不同的彩笔标注，并教授学生这些复数的发音。

（8）教师准备实例让学生在实际操作中熟练运用这些单词的复数。

例如：用所给词的适当形式填空：The (child)like playing on the field.
2.Sound time的教学
(1)教师出示挂图并出示以下四个问题，让学生带着问题去研读教材。

Who’s he ?Where’s he? What does he like? Where is he going?
(2)学生根据老师出示的问题，自读课文，四人一小组讨论交流。

(3)学生回答问题，教师纠正学生的发音。

(4)教师让学生总结字母组合ch的发音，并让学生再找出ch组合且发音相同的单词，例如：China Chinese children watch catch which…
(5)教师播放录音，学生跟读单词和课文并感受字母组合ch的发音。

3.Culture time 的教学
（1）教师让学生观察图片，并了解图片大意，学生提出疑问。

（2）教师解释，并板书华氏温度与摄氏温度的英文表示法：华氏温度degree Fahrenheit,摄氏温度degree Celsius。

教师教授新单词，并板书转化公式：摄氏温度℃=华氏温度-32)/1.8，华氏温度=1.8℃+32℃。

（3）先听录音跟读课文而后男女生分角色朗读课文。

Step3 Consolidate the new knowledge
随堂小练习
一．句型转换
1.She has a stomachache. (对划线部分提问）
2.He should put the book on the desk.(改为否定句）
二．划线部分字母发音是否相同
（）1.chair chocolate
( ) 2. book cool
Step 4 Summary
Step5 Homework
1.预习Cartoon time 标注新单词的音标并读熟悉课文
2.在日常生活中灵活使用这些句型
板书设计：
Unit4 Seeing the doctor
1. What’s wrong with you ? I/We have…
What’s wrong with them? They have…
What's wrong with him/her/it? He/She/It has…
2.You should /should not…
第4课时
一、教学目标：
基础知识
1.复习句型What's wrong with…？He ha s a…/Sb. shouldn't do sth.
2.能用正确的语音，语调朗读对话，在熟读的基础上分角色朗读。

3.熟练运用口头英语Can you help me?/Oh,no!/How do you feel now?
基本技能
1.能用正确的语音，语调朗读本课内容。

2.能熟练运用句型What's wrong with…？He has a…/Sb. shouldn't do sth.进行日常交流。

综合素质
1.通过交际的过程，培养学生自主学习能力和合作能力。

2.通过本课知识点学习，培养学生乐于助人的品质。

二、教学重难点：
1.能正确听说读写一下单词和新短语giraffe neck hurt be happy to can you help me hear wellsure
2.能正确听说读写句型：What’s wrong with you ? I have…
三、教学准备：。