1、Unit 8 How are you?(Sound time, Rhyme time & Checkout time)Teaching aims:1. Students will be able to read the rhyme Doctor Wu.2. Students will be able to know the sound of the letter o.3. Students will be able to know how to order a passage in Checkout time.Difficulties:1. Students can use the w
2、ords and phrases to make a new rhyme.2. Students can master more words that have the sound of the letter “o”,and try to make sentences.3. Students can master the ways to order a passage.Teaching process:Step 1 Warming up1. Sing a song 【设计意图【设计意图】 用一首欢快的与主题呼应的歌曲来热身用一首欢快的与主题呼应的歌曲来热身， 不光能使学生不光能使学生的注意力集
3、中到课堂上来，老师紧接着用歌曲中的句子跟学生问答的注意力集中到课堂上来，老师紧接着用歌曲中的句子跟学生问答，引出引出 Feelings,Feelings,顺利地过度到了顺利地过度到了 BrainBrain stormstorm单词的复习。单词的复习。2. Brain stormTalk about the feelings and illnesses.【设计意图】在复习完【设计意图】在复习完 feelingsfeelings 相关的单词后，由相关的单词后，由 coldcold 引引出出illnesses,illnesses,最后呈现在学生眼前的是两大类单词的思维导图最后呈现在学生眼前的是两大类
4、单词的思维导图， 学生的学生的记忆会更深刻！记忆会更深刻！Step 2 Presentation1. Rhyme timeT: Look! Today we have a new friend. Who is she? She isAmy.S: Hello, how are you?T: (播放录音) Not so good.So whats the matter withAmy?Who isAmy calling?What canAmy do?Lets watch and answer.S: Watch and find the answers.T: Great！Lets read and
5、imitate.S: Read sentence by sentence.T: Can you try with your partner?S: Pair work.T: Amy will go and see Doctor Wu. If you are Doctor Wu, what isyour advice?S: Have a good rest, drink some water, take some pillsT: Well done! Now I can make a new rhyme.S1: Make a new rhyme with the teacher as a mode
6、l.T: Now please work in pairs and try to use the phrases to make anew rhyme.S: Pair work.【设计意图】在【设计意图】在 RhymeRhyme timetime 版块，先用三个问题引导学生理解版块，先用三个问题引导学生理解小诗小诗，在跟读模仿之后在跟读模仿之后，以如果你是以如果你是 DoctorDoctor WuWu 提出建议提出建议，拓展拓展学生的思维学生的思维， 扩充学生的词汇量扩充学生的词汇量， 为创编小诗作好了充分的准备为创编小诗作好了充分的准备！2. Sound timeT: Lets read t
7、hese words in the rhyme again. What can you find?S: They have the same letter “o”.T: Good! Read again! What else?S: They have the same sound.T: Great! What about “doctor”?Are they the same?S: No, the sound of letter “o” is.T: Yes, I can saychocolate. Can you say more words?S: Try to say.T: Here is a
8、 picture. Can you find the words?S: Coffee, box, hot dog, foxT: Yes, then where is the hot dog?S: Its in the box.T: Is it for Mr Fox?S: Listen and answer and read the sentence in Sound time.T: Now please look at the word “fox”, if I change one letter, what itwill become?S: Box.T: Yes. Lets read and
9、compare and show other words to let thestudents master the way.S: Try to learn.【设计意图【设计意图】 在音标版块在音标版块， 不光让学生根据读音激活已会单词的不光让学生根据读音激活已会单词的复现，同时教给学生用自然拼读结合音标的方式来自己读新单复现，同时教给学生用自然拼读结合音标的方式来自己读新单词，真正做到授人以渔！词，真正做到授人以渔！3. Checkout timeT: We know Yang Ling is ill. She is at home. Now Su Hai is callingher. Wh
10、at is the beginning of their dialogue?S: Try to find the beginning.T: Try to help the students use the steps: Find, Match, Order, End,Check.S: Try to order.【设计意图】【设计意图】通过合作以及每个环节的通过合作以及每个环节的 tips,tips, 让学生掌握对话让学生掌握对话排序的方式排序的方式，同时感知语篇的前后关联同时感知语篇的前后关联，最后查读最后查读，提高学生的提高学生的阅读能力。阅读能力。Step 3 ProductionT: A
11、fter school, Su Hai comes to see Yang Ling. But their dialogueis mixed together. Now each student in your group has twosentences, please read out and put the 8 sentences in the right order,you will see their dialogue.S: Group work.T: Great! Now Here is a healthy tip from Su Hai.S: Listen to the tip.【设计意图【设计意图】根据所学根据所学，活学活用活学活用，用刚刚所学的方法来排列对用刚刚所学的方法来排列对话，增强学生的语感，感知对话的逻辑性！话，增强学生的语感，感知对话的逻辑性！Step 4 Homework1.Try to use more new words and phrase to make a new rhymeand share the new rhyme in groups.2.Read the new dialogue fluently.
