Story time教学设计一等奖

牛津小学英语4B Unit8 How are you? 靖江外国语学校

丁秋林

教学内容

《牛津小学英语》

4B

Unit 8

How are you?

Story time 教材分析

本课内容4B

Unit 8 How are you?

Story time。本版块的场景是打电话询问健康。这天，杨林生病了，打电话跟李老师请假，后来李老师又打电话询问病情。核心教学内容是电话用语和描述个体病情，内容贴近学生的生活和学习的实际。

主要学习句型This is …speaking. May I speak to…? I’m sorry to hear that. How are you? I’m fine, thank you./Not so good. See you tomorrow. See you. 教学目标

1. 认知目标：

(1)能正确听、说、读、写词汇

may, hear, take care, at school. (2)进一步正确听、说、读、词汇

come to school, cold, fever, cough, headache。

(3)正确听、说、读、句型通过学习Story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。

2. 能力目标：

（1）提高和培养学生的语音能力和英语思维能力。

（2）培养学生的口语交际能力。

3. 情感目标：

（1）激发学生的学习兴趣，提高学习的积极性。

（2）激发学生的参与意识，提高综合运用语言知识的能力。

教学重点：

能正确听、说、读、写词汇may, hear, take care, at school.

能理解并应用句型This is …speaking. May I speak to …? I’m sorry to hear that. How are

you? I’m fine, thank you./Not so good. See you tomorrow. See you. 教学难点：

1.

电话用语中用this和that表示“我”和“你”。

2.

表示疾病前面要用a或者an。

教学过程

1

A

Greetings B

Revision 1. Free talk

T: Nice to see you. How are you? S: Nice to see you. I’m fine. Thank you. And you? T: I’m not OK. S: What’s the matter? Are you ill? T: Yes, I am. I’m ill. T: Today, we will learn Unit 8 How are you? 板书课题

2. Ask your desk mates “How are you?”

【设计意图：教师可以结合所学重点句型，将抽象的语言融于真实的情境，引导学生反复操练，从而培养学生用英语思维、用英语交际的能力。通过师生间这种轻松愉快的日常会话交流形式，不仅能锻炼学生的语言交际能力，还能缓解学生的紧张情绪，充分调动其学习的积极性，使他们能尽快地参与课堂、融入课堂。】

3. Show a picture of Yang Ling in story time .

T: Look at this girl. Who is she?

Where is she? How is she now? Can you guess?

Ss: She is Yang Ling. At

home.

Maybe she is …

4.Another

picture.

T: Look, where is Miss Li? Ss: She is at school. T: What is Miss Li doing? Can you guess? Ss：打电话

T: Yes, she is calling Yang Ling. But how can we begin a telephone call? Please watch the cartoon carefully. Underline the key sentences and discuss in pairs. 【设计意图：让学生带着问题听本课内容，找单词猜词义，突出了学生主体性。这一环节也是帮助学生掌握正确的阅读方法，即根据上下文推测词义，这是阅读课中渗透学习策略的一个重要手段。】

C

Presentation and practice

2

1. How is Yang Ling? Let’s watch cartoon and find out what’s the matter with Yang Ling.

教读cold，

fever出示图片帮助理解。

2.T：Can you read by yourselves and try to answer them.

What can’t Yang Ling do?

What does Miss Li say?

Ss：Watch and answer. Read after the teacher. 3.

Picture 2 T: Look at another picture. Can you guess what happens next? Guess, read and underline.

Ss: Watch and answer. Read after the teacher. 【设计意图：利用插图能对课文提供直观线索的作用，让学生结合自身的知识和生活经验，对文本内容进行大胆地推测或预测，从而培养学生的观察、思考和想象力。因为它传递着与教材内容相关的丰富信息,并提供了相关的背景。教师根据教学实际的需要,利用插图辅助语篇教学,一定会收到令人满意的教学效果,小学英语语篇教学的有效性也能得到提高。】

D

Reading time 1.

Read after the computer.（在朗读中体会语音语调语气，理解并学习I’m sorry to hear that. Take care. See you tomorrow.）

2.

Read in groups. 【设计意图：朗读能力强的学生，英语学习的兴趣，能力和效果都要比能力弱的学生略胜一筹。朗读能力的培养、朗读技巧的掌握、良好朗读习惯的养成，自始至终都对学生的英语学习起着至关重要的作用。学生通过不同方式朗读课文，加深印象，便于理解掌握知识点，培养语感。】

E

Assign homework F

Bb design

Unit 8 How are you?

A:

Hello, this is

…speaking. May I speak to …?

come to school

B: This is ….

cold

A: What’s the matter?

fever

B: I have a cold and a fever.

hear

A: I’m sorry to hear that. Take care.

tomorrow

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