Story time教学设计内容推荐

Unit 8 How are you? (Period 1

Story time) 教学目标：

1、能听懂、会读、会说、会写单词may, hear, take care, cold, fever 2、能听懂、会读、会运用句型This is … . speaking. May I speak to…? I’m sorry to hear that. How are you? I’m fine,thank you. See you tomorrow. 并进行交流。

3、能了解打电话的方法，并能准确流利的朗读课文。

4、培养学生“相互关爱”的情感

教学重点：

1、能听懂、会读、会说、会写单词may, hear, take care, cold, fever 2、能听懂、会读、会运用句型This is … . speaking. May I speak to…? I’m sorry to hear that. How are you? I’m fine,thank you. See you tomorrow. 并进行交流。

3、能流利、有感情的准确朗读Story time. 教学难点：

1、单词fever和

hear的读音

2、能正确使用电话用语This is … . speaking. May I speak to…?并进行电话交流。

教具：

课件，电话机

教学过程：

ⅠWarming up

1.

Greeting 2.

Sing a song

【新课标指出，英语课程力求合理利用和积极开发课程资源，要积极利用音像、电视、书刊杂志、网络信息等丰富的教学资源，拓展学习和运用英语的渠道。通过英文歌曲,学生能放松心情、同时对英语产生无限的兴趣,激起“学英语”的冲动。这首歌曲简单易学、朗朗上口，一遍之后，学生就能够完全脱口大声的唱出歌曲,课堂氛围一下就活跃起来了。】

Ⅱ

Presentation and practice 1.

点题

T: Do you like this song? What’s the name of this song? S: How are you? T: Yes. Today we’ll learn “Unit 8 How are you”

Teach：How are you? I’m fine, thank you. 板书

2.

Part one. ⑴

看图回答

T: All of us are fine, but how is our friend Yang Ling?

Show a picture of Yang Ling on P.50 to the students. Look and answer “How is Yang Ling?”

Lead in: She’s not so good. She’s not fine. 【设计理念：让学生看图回答问题，既预设了文本的相关内容，又培养学生的读图、识图、解图能力和自主学习策略。课堂上常进行这样的锻炼能培养学生的自主探究能力，并体验到一定的成就感。】

T: Yang Ling is not fine. So can Yang Ling come to school today?

Teach: I can’t come to school today.

板书

⑵

看动画（第一部分）找电话用语

T: Yang Ling can’t come to school today,she must stay in bed at home. So she calls Miss Li to ask for a leave. Listen! The telephone is ringing. Watch the cartoon and find out the sentences of telephone call. Teach : This is … . speaking. May I speak to…? Ask and answer: This is … . speaking. May I speak to…? Hello, this is…

hello…

【设计理念：《新课标》主张“学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言”。通过看课文第一部分动画找出电话用语并初步了解杨玲的身体情况，从文本入手，展现给学生一个完整的语言概念，引领学生感知语篇，有效地完成老师布置的任务活动，并在活跃的思维状态下进行语篇的学习。】

⑶听录音，勾√出答案

T: We know Yang Ling calls Miss Li to ask for a leave. Do you want to know what’s the matter with her? Take out your paper, listen and tick. What’s the matter with Yang Ling? Teach: cold

fever

I’m sorry to hear that.

Take care Ask and answer: I have a cold and a fever. I’m sorry to hear that.板书

【设计理念：由简易难，通过识图、看动画、听录音，逐层推进文本的理解，逐层加深学习的难度，让学生有一个理解学习的过程，为第二部分的自主学习做铺垫。】

⑷渗透情感教育“关爱他人”

T: Miss Li says “take care” .This is her advice for Yang Ling. Can you give her some advices? You can say “Yang Ling,please…”

Lead in: drink some milk, have some pills, see the doctor, stay in bed, have some rest…

Lead in : Care and help others

【设计理念：请学生给予生病的杨玲一些建议，让学生开放思维，有话可说，符合实际生活。从而再引申到“相互关爱”的情感层面，进行情感教育。】

⑸T: Now we know …引导学生看黑板小结课文第一部分，并朗读。

Read after tape. 【设计理念：新课程标准提出，培养学生具有一定的语感和良好的语音、语调、书写基础以及良好的学习习惯是小学阶段英语教学的主要目标之一。模仿是语音朗读训练的主要手段，因此，本人设计给予准确的磁带示范及语音语调的标注，在学生在通说中体验语言的魅力。】 3. Part two. ⑴自由思考、谈谈第二幅图。

T: Miss Li is a nice teacher. She cares Yang Ling very much,so some hours later she calls Yang Ling. Listen! The telephone is ringing again. If you are Miss Li and Yang Ling, how to make this telephone call? Have a try.You can use the sentences on the blackboard. Ss make a telephone call. 【设计理念：课文第一部分的学习是在老师的帮助下，学生一步步逐层在教师的指导下理解并学习，第二部分在大部分知识点已会的情况下，应该让孩子们用已知的学习策略来自主学习，这样逐步学习积累，不但操练了新知，而且还有了一定的学习成就感和自信心。】

⑵听录音，补充完整短文第二部分。

T: Someone thinks Yang Ling is fine now. Someone thinks she is still not fine. Let’s listen which is right. T:Now do you know “How is Yang Ling? Can she come to school tomorrow?”

teach : tomorrow 板书

I can come to school tomorrow. See you tomorrow. 【设计理念：课文由于结构的关系，我设计成了分总的形式，第一部分的学习是在老师的帮助下，有老师“扶着”一步一步理解并学习，第二部分我就“放手”让学生自己学习了，通过让学生发散思维猜猜李老师是怎样打这个电话并说一说，再通过录音逐句出示课文，给予了学生一个展示自己的过程，让他们体验到了学习的乐趣。】

⑶朗读第二部分

Read Part 2 after tape. Ⅲ

Consolidation. 1.

Reading time

①Read story time after cartoon.

②Choose one role and read by students themselves. ③Dub together in roles.

2.

Retelling time (Fill and retell)

T: Today we have learned Unit 8 how are you. We know…看黑板总结本课内容。

T: You can understand and read this story well. This time let’s try to retell. Take out your paper, it will helps you.

【设计理念：让学生通过有感情地读、自主选择有感情并伴有动作地演，填空并复述课文，安排层层递进式的任务,学生自然会积极地思考并组织语言，提高了用英语表达的能力和丰富的表演能力。】

3.

Make a telephone call

【设计理念：将今天所学知识融会贯通，把课内教学延伸到课外，体现了语言教学的交际性原则。任何教学活动既要关注过程，也要关注结果，所以教学反馈必不可少。因此，这里我进行了当堂检测，采用自我评价和师生评价相结合的方法进行查漏补缺。】

Ⅳ

Homework 1.

Read and retell the story. 2.

Try to talk about the other illness.

3.

Make a new dialogue with the sentences we have learned.

【设计理念：新课程标准指出“突出学生主体，尊重个体差异”。尊重学生的个体差异性，作业布置应注重层次性。给予学生自主选择的机会，让不同层面的学生在已有的知识基础上得到最大化的锻炼和提高，并享受到学习的乐趣和成功的喜悦。】

Ⅴ

Design