Story time教学设计案例

Unit 8 How are you? 教学设计

教学目标:

1.能初步听懂、会说、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. See you.

2.能正确理解掌握对话内容,准确、流利地朗读课文。

3.有感情的朗读对话并学会打电话用语并能适当拓展。

4.通过学习能学会利用自己的方式关心身边的人。

教学重难点:

1.能正确理解掌握对话内容,准确、流利地朗读课文。

2.有感情的朗读对话并学会打电话用语并能适当拓展。

教学过程:

Step1.Warm up

1.sing a song < How are you?>

T: Let’s sing a song. Are you ready

Ss: Yes.

T: Today, we are going to learn Unit8 How are you?

[设计意图] 通过歌曲的演唱,让学生进行课前热身,并揭示课题

2. Play a game

T: Look, My friend is ill. Can you care about him? How can you say?.

S1: What’ s the matter?

S2: Are you...?

T: Yes, and he will say I have a/an/....

(引导学生看图说句型,对句型进行渗透,并板书)

[设计意图] 通过几张图片引导学生对本单元的单词进行预习反馈,并对于本单元句型进行渗透。让学生有一个初步的感知。

3. Say a chant

Matter, matter,what's the matter?

Fever, fever, I have a fever.

Matter, matter,what's the matter?

Cough, cough, I have a cough.

Matter, matter,what's the matter?

Cold, cold, I have a cold.

Matter, matter,what's the matter?

Headache, headache, I have a headache.

[设计意图] 利用儿歌的形式,让学生在节奏声中,巩固单词和句型,完成预习的任务。, ,

Step2: Prestentation

1.Try to say

T: What things can you see from the picture?

S1: The time. It’s 8 o’clock.

S2: Yang Ling is ill.

S3:...

2.Watch and say

T: Let’s watch the cartoon and answer the questions.

Q1: Can Yang Ling come to school today?

Q2: What’s the matter with her?

Q3: How does she ask for leave?

[设计意图] 通过观看故事前部分的小动画,引导学生自主的找出Yang Ling出了什么毛病以及不能去学校怎样去请假的,引导下面学生自主阅读,找出电话请假的过程。

3.Read and find

自读课文50页,划出相关句子

Q1 : How does Yang Ling make a telephone call?

Q2: What does Miss Li say when she knows?

T: She uses a telephone.There are some sentences for the call.

(课件出示教学:Hello,this is Yang Ling speaking.出示tips)

T:How to say this word“eat”引导学生说“speak”“speaking”

[设计意图]从已学单词的发音,帮助学习新单词。

T:Hello,this is Yang Ling speaking.(快慢操练)

T:May I speak to Miss Li?

T:How to say this word “day”?引导学生说“may”.Teach:May I speak to Miss Li? (男女生练)

T:Let’s read after it.

4.Group work

[设计意图] 通过自读,找出杨玲打电话请假的方式和内容,利用已知单词进行单次教学。并通过同桌间的练习掌握句型

5.Q2: What does Miss Li say when she knows?

引导学生掌握句型I’m sorry to hear that. 和Take care.其中注意单词的教学6.Think and say

Yang Ling has a cold and a fever.

Do you have any good suggestions?

(你有好的建议吗?)

S1:drink some water...

[设计意图]引导学生情感交流并给出很好的建议

7 read and underline

T:Miss Li cares Yang Ling .Open your books,turn to page51.Read and answer:How is Yang Ling now?

S:Fine.

T:How do you know that?

S:How are you now? I’m fine.

T:Can Yang Ling come to school tomorrow(教明天)?

S:Yes.

T:How do you know that?

S:Can you come to school tomorrow?Yes.

T:Let’s read after it?

(从How are you now?到See you!)生生操练

[设计意图]:文本局部朗读,帮助学生理解

T:Yang Ling is fine.Are you happy?

S:Yes.

Step3 Consolidation

1、T:Let’s do happy reading.

1)Read after it 2)Read together 3)Read in roles 4) Let’s dub

[设计意图]让学生通过对文本的多次朗读模仿,掌握新知识

2.Show time

Step4.Practice

Share love

请两人一组,选择一个同学角色,打给杨玲, 关心杨玲的身体。记得用上今天学习的句子!

Take out of your phone and share love.

拿出电话,传递爱!

Step4. Homework

1.Listen, read and act story time.

听、读并表演课文。

2. Make a telephone call to your family or friends.

用英语给你的家人或朋友打个电话,表达关心。