1、Unit 8How are you?一、教学内容:一、教学内容:Story time二、教学目标:二、教学目标:1. 知识目标(1)学生能听懂、会说、会读疾病类单词 a cold , a fever.(2)学生能听懂、会说、会读电话用语 This is speaking. May I speak?This is .会用这些句子与朋友打电话。(3)学生在理解课文的基础上,能流利地朗读并表演课文内容。*能通过歌曲 How are you? 学习问候类句子: How are you?并能用 I m fine,thank you.来回答。*能通过图片猜测杨玲的病, 学习句子: What s the m
2、atter? 和单词 a cold 和a fever.*能通过上下文,学习关心类句子:Im sorry to hear that. Take care.2. 技能目标(1) 能听懂、会说电话用语:This is speaking. May I speak to?(2) 能听懂并正确使用日常交际用语。(3) 能流利地朗读课文,并能根据课文内容分角色表演对话。3. 情感目标(1) 培养学生有礼貌地运用电话用语。(2) 增强学生主动关心他人的意识。三、教学重难点:三、教学重难点:1 学生能听懂、 会说、 会读电话用语 This is speaking. May I speak?This is .会用
3、这些句子与朋友打电话。2. 能通过图片猜测杨玲的病,学习句子:Whats the matter? 和单词 a cold 和a fever.3. 能通过上下文,学习关心类句子:Im sorry to hear that. Take care.4学生理解课文,并能流利地朗读和表演课文所学内容。五、教学准备:五、教学准备:PPT,两人物头像六、教学过程:六、教学过程:Step1.Say some greetings激活旧知,调动学习兴趣激活旧知,调动学习兴趣Eg: hello(设计意图:复习问候语,引出课题,导入教学。)Tip: How are you?是见面时的问候语,主要用来询问对方的身体、工作
4、等情况。Step2.Pre-reading歌曲导入,做好铺垫歌曲导入,做好铺垫1. Sing a song (初步感知生词 hear 以及句型 Im happy to hear that.)(设计意图:教师利用学生喜闻乐见的英语歌曲引出主题,让学生初步感知句型:How are you? Im.Im happy to hear that.(为下文的 Im sorry to hear that.做好铺垫。)2. How are you? 答句通过演唱歌曲,找出 How are you?的答句。Teach: -How are you?-Im fine, thank you.T: Now, can y
5、ou ask me?S: How are you?T: Im fine, thank you.How are you?S: Im fine, thank you.(TS, S-T)Step3.While-reading-问题引领,梳理文本层次问题引领,梳理文本层次1.以以 Yang Ling 给给 Miss Li 打电话为主线,理清第一部分内容。打电话为主线,理清第一部分内容。(1)T: I think you are fine today. 出示杨玲图片T: Can you ask some questions about Yang Ling?出示三个主要问题:Where is Yang L
6、ing?Is she fine?Whats the matter?仔细观察图片,回答三个问题。圈出餐巾纸和退烧贴 Teach: a colda feverT: Yang Ling has a cold and a fever.Think it over: Can she come to school today?What is she doing?-She is making a telephone call.(2)Watch and answerWho is she calling to?What does she say?Check the answer: I cant come to s
7、chool today.I have a cold and a fever.Read after the computer用虚弱的语气来试着读一读。(3) Listen and answerWhat does Miss Li say when she hears Yang Ling is ill.Teach: Im sorry to hear that. Take care.ear hear Im sorry to hear that.Tip:“Im sorry to hear that.” 一般是听到别人说不好的事情时你的反应,意思是“听到这消息我很遗憾。 ”Take care.教授连读。R
8、ead after the computer用关心的语气来试着读一读。(4) Read and answerMiss Li express her care on the phone.But how to make a telephone call in English?S: This is Yang Ling speaking.(教授生词 speaking句型 This is speaking. May I speak to )Tip:电话用语:“This is.”或“This is speaking.” 意思是“这里是/我是”,用来自报家门。之后请学生模仿 Miss Li 来回答。再请学生
9、分别模仿 Yang Ling 和 Miss Li.(设计意图:电话用语是本单元的重点,在学生整体感知后,让学生初步体验,学生更能轻松地记忆。)(5) Read Part1 after the computer2. 以以 Miss Li 打电话给打电话给 Yang Ling 为主线为主线, 引导学生自主学习第二部分。引导学生自主学习第二部分。Miss Li is worried about Yang Ling, so in the afternoon , she makes a call to Yang Ling.(1)出示图片,让学生讨论她们会说些什么?(2)Watch and chooseH
10、ow is Yang Ling now?Can she come to school tomorrow?Teach : tomorrow(3)Read and fillTeach: See you tomorrow.(设计意图:第二部分的内容较第一部分相对简单。经过第一部分教师“授之以渔”的教学,学生完全可以自主学习第二部分的内容。本环节,先让学生开放式地猜测她们可能会说的话,然后再教师设计了填空的形式,既训练了学生听的能力又让学生在猜测的过程中学会如何根据上下文来补充有效的信息。 增强了自主学习能力。)(4) Read Part2 after the computer.(5)总结板书(6)整
11、体朗读课文。(7)read with deskmatetogether(8) 两人一组,选取两幅图中的一幅进行表演。(9)总结: How to make a telephone call?How to care about others?Step 4. 阅读后阅读后主题延伸,拓展知识。主题延伸,拓展知识。(1)T: we know Yang Ling has a cold and a fever, she stays in bed.Can you give her any good suggestions?(设计意图:由杨林身体不舒服引导学生给她一些建议,该环节即贴近学生生活,又增强了学生关心
12、他人的意识,升华了本课的主题。)(2) 假如你是 Helen 或 Mike,请你给 Yang Ling 用英语打个电话, 把建议告诉她,询问病情并问她明天能否来上学。(设计意图: 拓展环节, 教师设计了续写故事的环节, 将故事进行到底。 在巩固、运用所学内容的同时,紧扣关心他人的主题,杨林的同学也来关心她。 )Step 5. 情感教育,主题升华。情感教育,主题升华。What truth do you learn from the story?We should care about others.Make a telephone call or send a message to your teachers if you are ill.(最后的主题升华,让学生的思绪走出课堂,走进生活。体现英语与生活的紧密联系。)Step6.Homework1.Read and recite the story.2.Make an easy telephone.3.Try to call your friends to invite them to go to the park this Sunday.七、板书设计:七、板书设计: