Unit 11 I’m not well课时教学实录

Unit 11 I’m not well. The first period 成都高新区中和小学 赵星

Topi Unit11 I’m not well. The first

c period 由于单元故事作为每个单元主要内容，是整个单元学习的背景，学生在情景中接触、体验语言，实际运用、整体感受语言的意义。本单元分为六个课时，这六个课时围绕单元故事展开，根据语言知识与技能板块安排不同的学习

Analysis of the teaching material

内容。所以，在第一课时对故事内容一般只要求学生能够理解情节、内容，到整个单元结束时才要求学生能够运用故事中出现的主要语言现象。在故事教学中，注重对学生学习方法的指导。采用初步感知（了解大意）--再次感知（层层深入）--点面结合（分段教学）--巩固拓展（学着运用）的教学流程，用语言交流、解决问题、获得信息，很好地体现了英语的学科性特点，有效培养了学生的思维能力与创新能力，并对学生适时渗透思想教育。

本课时为该单元第一课时，围绕句型How are you? What’s the matter?以及答语来展开本课的故事教学。注重学生在形式多样的教与学方法中进行语言的输入与输出。根据新课

标中对三年级学生语言技能的要求，本课在经过学生的自主学习及合作探究过程中，让学生在理解文本基础上自然获得语言点，培养了学生综合运用语言的能力。

Knowledge aims

Structures Aims Te学生能理解课文大意并能在老师的

xt 帮助下进行简单复述；

Word在文本中理解并能运用重点单词

s stomach

hurt

drink

better

How are you ?

I’m not well. What’s the matter?

My/his stomach hurts. 能够听懂教师简单的课堂用语及问

题。

能借助课文插图及老师的帮助，会表

Listening

LanguSpeaki演一些故事片段，能在老师的帮助age ng 下，复述文本内容。

focus 能借助情境朗读一些重点单词或在

Readinrecorder or video的帮助下，运用g 正确的语音语调来阅读这个故事。

Emotional 2、向学生渗透主动帮助、关爱他人的情感教aims 育。

1、让学生明白：要吃干净食物。

根据英语这门课本身的学科性特点及三

年级学生的年龄特征及对英语学习的兴趣，Teach我通过设计具体形象的情景、以歌曲及介绍ing 本教材的学习背景配音乐引入、不断滚动语methods 言点、分层递进式分散教学难点、让学生直观感知和理解方式帮助学生一步一步由浅入深完成对文本的理解；

1、借助课文插图、录音、课件等理解并阅读

故事。

Impor2、学生能在情境中使用这些句子进行运用：

tant points

How are you ?

I’m not well.

What’s the matter?

My/his stomach hurts.

Difficult points Preparation

能借助课件及教师的帮助复述文本内容及在情境中进行运用。

头饰，卡片，医生服，听诊器，词卡

Lead in: ●Learn some

1.I’m Miss Zhao, Can informations about you guess what do I like the story. ? 1. Guess 2. So let’s look at P1 2.

Look and answer and think what does

What does Ken Ken like? eat? 3.Show berries picture,

3 .learn 4.Green 4. What color is it?

Blue berries-green

berries

Scene1 In the forest

1.Show the

picture,Ask，what is 1.Happy Ken eatting?Look at 2.Say and act ken’s face,he is happy 3.sit under the tree or unhappy? Mocky is coming. 2.Green berries,Yum.He How are you? eats so many green 4.practise berries. / 3.Where is Ken now?Is he happy?Who is coming now?If you are Mocky What will you ask?

4.Learn : Are you all right?

I’m well. I’m not well.

\\\

5.Let’s listen,How is 5.I’m not well. ken say,

I’m not well.

My stomach hurts.

6.If you are Mocky 3.

Doctor what will you do?Who

can help Ken?

7.So we can take him to 4.

Uncle Booky the doctor’s house?But

who is the doctor?

Scene 2

At Uncle Booky’s

1.Where are they now? 1.At Uncle Booky’s 2.Guess,what will 2. How are you?... Booky say? 3.Answer What’s the matter?

3..Dose Ken answer?Who answer?How does mocky answer? 4.If you are Ken,how would you answer? 5.How does Uncle

再次深入了解故事，有层次的提问，通过这种分层递进式学习方式，有助于学生突破本课的重难点，让学生自然获得知识语言点，同时渗透思想教育，充分展示“三性课堂”中英语学科性与教育性特点。

Booky help Ken?P6-P9 and answer. .act it out U:What’s the matter? K:I’m not well.My stomach hurts. U:Open your mouth. Does it hurt? K:Yes，it does. U ：Drink this please。

K: Yuk。

U:You are a good boy. Scene3 At Ken’s house Where are they ? How is Ken now？

●Learn the story in

cooperation .

1. Read the pictures;

2. Individual student

says and reads the

picture that they like.

3. Imitate and act out 通过学生自主学习、合作P3. Answer and do 探究及学生P4. 学习结果展示，培养了学4.Act 生的自主学5. Understand P4. 习能力及合作探究能力。6. Read and discuss 与此同时，通what they know and 过对文本理解及对本课they don’t know.

时故事教学7. Do the actions, 重难点的表演及练习，拓drill P6-P9 and act 展了学生思维，有助于启them out. 发学生的创8. Follow the teacher 新意识。

and learn P10.

●Listen and read.

通过听课文及跟读，培养学生良好的充1. Listen to the story. 语音语调，分凸显了英2. Read after the 语学科性特点。

video.

Guide the Ss to retell Follow the teacher to 学生在老师的引导下进this story if there is retell the story. Step4 行本课语言enough time.

学习的输出，Post-reading 培养了学生

口头表达能

力，巩固了本The Ss use the

课时重难点，sentences’ structures 并进一步拓展了学生的to make a dialogue.

创新思维。

1. Read the text. 设置任务，将学习延伸至课外，进Step5 2. Tell your family 一步巩固理解这个故事，培养学生Homework

about this story. 口头运用英语的能力。

●Retell this story. ●Retell this story.

板书脉络清晰，图Unit11 I’m not well.

What?

Who?

How?

文并茂，易刺激学

Ken

Step6 How are you?

头像

green berries

open

生感官，Uncle Broad-

not well

say

激发兴Bookyworking What’s the matter?

头像

drink

趣。帮助

stomach hurts

学

生有效

突破重难

点来完成本课时的学习目标。