Story timePPT及课堂实录内容

Unit 8 How are you?

涟水县外国语小学李凌锐 223400

一.课题:四年级英语

二.教材简解

本单元主要围绕How are you?及相应的四种应答语展开教学,为了增强学生运用语言的灵活性,教师应按思维规律、认知过程以及现有的知识水平,将四个答句分成若干个层次,交叉进行,并创设真实情景,引导学生正确理解、灵活运用所学内容。

除问候语之外,本单元还介绍了八个学习用品类单词,并复习巩固了前几个单元中的部分交际用语。

三.目标预设

(1)能听懂、会说,会读句型: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)能听懂、会说,会读词汇:come to school, cold, fever, cough, headache.

(3)能听懂、会说,会读,会写:may,hear, take care, at school.

(4)能力目标:能用英语打电话。

(5)情感目标:培养学生关心他人的品质。

四.教学重点、难点:

1.能听懂、会说、会读单词、词组cold, fever, come to school.

2.能听懂、会说、会读句型This is …speaking. May I speak to …?

并能初步运用该句型打电话。

3.能听懂、会说、会读句型How are you? I’m fine, thank you. I’m sorry to hear that. See you tomorrow. See you.并运用该句型进行问候。

4.能正确理解Story time故事,用正确的语音语调朗读对话,并尝试分角色表演。

五、设计理念

作为本学期的最后一个单元,一开始我通过自由对话来拉近了彼此的距离,在随后的个别交谈中,老师亲切的体态语言,使学生放松了紧张的心情。像往常的课一样,我让学生们听声音,猜他们的新朋友Kimi怎么了来引出本课的新授单词。再通过Kimi生病的事情自然引出I’m sorry to hear that. Take care. 六、设计思路

学习英语,目的在于用英语进行交际。英语要作为交际工具来教,也要作为交际工具来学,做到学用统一。在教学中,我遵循这一原则,提供较真实的情景。这样,既激发了学生的学习兴趣,活跃了课堂气氛,又培养了学生的语言交际能力。本堂课主要以“Kimi生病”这一主线,贯穿整个教学过程。增加了直观性和趣味性,加大了课堂密度,提高了教学效果。我根据本堂课的教学目标和要求,设计了生活化的情景,让学生在实际情景中运用所学知识。同时通过多媒体的运用,设计了多种形式的演练,让学生在玩中学,乐中学。

七、教学过程

Step1 Greetings

T: Good morning, boys and girls!

Ss: Good morning, Miss Li .

T: Sit down, please!

Ss: Thank you.

Step2 Free talk

1.T:Hello,boy.

S1:Hello,Miss Li.

T:What’s your name?

S1:My name is S1.

T:Nice to meet you,S1.

S1:Nice to meet you,Miss Li.

T:How are you,today?

S1:I’m fine,thank you.

T:I’m happy to hear that.ppt呈现happy to hear that

2.T:And you,S2?(问第一个同学的同桌)

S2:I’m fine,thank you.

T:I’m happy to hear that.

T:How are you?

S2:I’m fine,thank you.And you?

T:Not so good.I have a cough.(教师做出咳嗽的动作)

(设计思路:自由对话是师生心灵的交汇,是师生之间最简单的交流方式,拉近了彼此的距离,在随后的个别交谈中,老师亲切的体态语言,使学生放松了紧张的心情。巧妙的谈话甚至能使学生从教师的谈话中受到启发和感染,从而引发学生学习的欲望,为下一步的英语教学创设了轻松和谐的学习氛围)

Step 2 Presentation and practice

1.教授a cough

I have a cough.

2.T:Boys and girls,I have a friend.

Guess,who’s he?PPT呈现半遮的图片

S: He’s Kimi.

T: Yes. He’s Kimi. But what’s the matter with him?

教授What’s the matter?

(引导学生猜测What’s the matter?的意思,让学生模仿发音,纠正错误的发音,教师采用不同的形式让学生朗读句型。)

3.呈现Kimi的声音,I have a cold and a fever.

T:Oh,I’m sorry to hear that.

教授cold fever 和句型I’m sorry to hear that.

4.T:Kimi has got a headache.(引导学生说出headache,并教授headache)

5.Work in pairs.

A:What’s the matter?

B:I have a....

[设计思路:本环节借助多媒体,呈现一起生病的词,为学生提供语言材料,让学生在听、说、读方面得到练习、巩固,以达到在温习旧知中巩固新知的目的,为学生的“用”铺设了无形的大道。]

6.T:I have a friend,but what does Kimi have?Let’s have a look. 呈现电话

T:Kimi has a telephone.Let’s enjoy a song:A telephone call.

播放歌曲A telephone call

7.T:Boys and girls,I’ll tell you a good news.Kimi is coming.Now,I’m Kimi.老师扮演Kimi。

T:I have a telephone,I can make a telephone call in English.

8.T:Hello,this is Kimi speaking.May I speak to you?

S1:Hi,Kimi.This is ...speaking.

T:How are you?

S:Fine,thank you.

9.Work in pairs

T:Who wants to act Kimi?找人扮演Kimi和班级同学打电话

10. Story time

(1)T:Kimi is my friend.Yang Ling is my friend,too.

OK,let’s watch the cartoon and answer the questions.

PPT呈现上半部分的动画

呈现Q1:Can Yang Ling come to school today?

A.Yes, she can. B.No,she can’t. C.Sorry,I don’t know.

Q2:What’s the matter with Yang Ling?

A.She has a cough. B.She has a headache.

C.She has a cold and a fever.

呈现Learning tip:看动画时,带着问题,仔细观察,做到眼到、耳到、心到。[设计思路:利用多媒体展示视频,一方面吸引学生的注意力,另一方面让学生在观看中提前思考故事发生的地点,人物,情节等,以帮助学生理解这一部分内容的意义及激发学生寻求答案的兴趣。还省去了教师用汉语解释单词意思和程序。拓展学生听说英语的练习机会,提升学生对英语综合运用的能力。]

(2)Think and say

Yang Ling has a cold and a fever.What can she do?

Do you have any suggestions(

建议

)? Have some rest.

Stay in bed.

Take some pills.

Drink some water.

See a doctor.

[设计思路:通过多媒体音、形、色、图文并茂的优势,让学生生病后该怎么做]

(3)Watch and answer

PPT呈现下部分视频(带问题,看动画)

T:Miss Li is a nice teacher. She is worried about Yang Ling.

In the afternoon, she makes a telephone call to Yang Ling.

Q1. How is Yang Ling in the afternoon?

Q2. Can she come to school tomorrow?

(4)Listen and fill in the blanks

播放课文录音,让学生完成填空

Yang Ling is ill. She has a________and a________.She can’t________________________today.Miss Li is sorry to________that.So she calls her in the afternoon.Yang Ling is________now.She can come to school________.Miss Li is happy to hear that.

[设计思路:利用观看,阅读,听等不同的方式完成教学内容,检测学生在本节课中对单词、句子的掌握程度,以及存在的问题,做到及时反馈,为进一步搞好教学,提高教学质量收集第一手的资料。同时挖掘学生听力的潜能,培养学生仔细听英语的习惯,为提高其英语听力水平做准备。让学生在听录音的过程中自觉主动地学习英语,目的就是要授之以渔。]

(5)Happy reading:

Work in groups of 4(让学生4人小组自选任务合作完成)

Read in roles. 分角色朗读。

Read one by one. 小组内跟读。

Read it together. 小组齐读。

Tips:语音准确、声音洪亮、表情可爱、动作丰富。

(6)Let’s act.表演课文

(7)设置情景

假如你是Mike或Helen,完成通话内容并用土电话表演

1.Mike:Hello, this is Mike speaking.

May I speak to Yang Ling?

Yang Ling:Hello, Mike. This is Yang Ling.

Mike:Hello, Yang Ling. How are you?

Yang Ling:I’m fine now. But I’m worried about my lessons.

Mike:Don’t worry. I can help you. Take care.

Yang Ling:Great! Thank you so much!

2.Helen:Hello, this is Helen speaking.

May I speak to Yang Ling?

Yang Ling:Hello, Helen. This is Yang Ling.

Helen:Hello, Yang Ling. How are you?

Yang Ling:I’m fine now. But I miss you.

Helen:Me too. Can you come to school tomorrow?

Yang Ling:Yes, I can.

Helen:Great! See you tomorrow.

(设计思路:我给适当的语境,根据语言或图片等提示,让学生用自己在课堂上新学的词汇和句型自编对话,从而检查学生对所学句型的理解程度,促进学生语言运用能力的提高。)

(8)Let’s judge.根据电话内容,判断正误

()1.Mike has a headache and a cough.

()2.Mike’s father calls Miss Li.

()3.Mike can’t come to school today.

()4.Mike doesn’t want to come to school today.

[设计意图:检测学生对于本节课重难点的掌握情况,让学生在解答问题的过程中享受到成功的乐趣。]

(9)Let’s sing.

Tip:彼此关心,我们永远是朋友。

T:Let’s sing a song

The more we get together!

Step3 Homework

必做:

1.listen to the tape and read the dialogue. Then try to retell.

2.Copy the new words.

选做:

Make a new dialogue.

[设计思路:作业布置要合理合情,让学生在课下运用英语进行交流,体验身边的英语带来的快乐。绘画部分,为学生创造一个真实而有意义的课后生活体验环节,不仅有利于学生的自由发挥,而且让学生在生活中感受英语、运用英语、掌握英语,同时增进彼此之间的情感。]

板书设计:

Unit8 How are you?