Unit8 How are you？ 第1课时 教案
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| 名称 | Unit8 How are you？ 第1课时 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 1.1MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-04-14 09:02:37 | ||
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《4B Unit8 How are you 第一课时》教学设计（英语）
【目标预设】
知识目标：
1.学生能听懂、会读、会说以下单词和词组cold, fever, cough ,headache, tomorrow, hear, speak to , may, take care, come to school;
2.学生能听懂、会读、会说以下句型: This is…speaking; May I speak to… What’s the matter I’m sorry to hear that;学生能熟练朗读并表演课文。
能力目标：学生能正确使用英语电话用语。
情感目标：通过学习，学生能学会关心他人。
【教学重点】
1.学生能听懂、会读、会说以下单词和词组 cold, fever, cough ,headache, tomorrow, hear, speak to , may, take care, come to school;
2.学生能听懂、会读、会说以下句型: This is…speaking; May I speak to… What’s the matter I’m sorry to hear that;
3.学生能熟练朗读并表演课文。
【教学难点】学生能正确使用英语电话用语。
【教具准备】
课件、人物图片、板书、电话道具
【设计理念】
《英语课程标准》指出：义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。这五个方面相辅相成，共同促进学生综合语言运用能力的形成与发展。因此，教师的教学设计围绕知识目标、能力目标和情感目标逐层展开，并充分考虑班级实际，力求在教学过程中鼓励学生参与、体验、合作、探究，培养学生的英语自主学习能力和探究精神，全面锻炼学生的听、说、读、写能力，从而培养他们的综合语言运用能力。
【设计思路】
本节课围绕杨玲因身体原因向李老师请假展开。教师通过与学生对话询问身体状况导入，引出课文人物杨玲的身体状况，自然引出问题What’s the matter with Yang Ling ,从而进入课文的学习。课文的学习根据杨玲的情况分为两部分，并引导学生给杨玲一些合适的建议串联课文，学生在语境中思考并展开语言操练。在巩固环节，教师通过设计帮助杨玲更新朋友圈以及作为杨玲的朋友打电话给杨玲，学生在真实的语境中提高了语言能力，也得到了情感教育，完成了本节课的情感目标。
Step 1 Warming up
1 Sing a song: How are you
T: What is the name of this song
S: How are you
T: Yes. Today we’ll learn “Unit 8 How are you ”
2 Free talk
T: How are you today S: I’m happy/ tired/sad/fine…
T: I’m sorry/happy to hear that.
Step 2 Perception
1 Let’s learn.
T: Most of us are fine. What about our friend Yang Ling. Let’s greet her.
S: Hello, Yang Ling . How are you
T show the picture with the sound “Not so good. I’m ill.”
T: What’s the matter with her Let’s learn some words first.
Teach cough : Ask the students to act out and play the sound of it.
Teach cold: Guide the students to read the sentence “I feel cold. I have a cold.” Then show two meanings to choose. (A. 感冒 B.冷的)
Teach fever with the old words: me, father, guide the students to read out the word from the old words.引导学生假设发烧了如何说这句话“I have a fever.”温度计的温度随着学生模仿而升高。
Teach headache，引导学生分音节朗读，注意ache的发音。
Ask 1-2 students to put the four pictures of the words on the blackboard. While others read the new words again.
2. Listen and tick.
Play the sound of the first part. Ask the students to choose “What’s the matter with her？”易加互动随堂多项选择并查看完成情况。
3.Pair work
T: Yang Ling has a cold and a fever. Can she come to school today
S: No , she can’t.
Teach: come to school
T: So she calls the teacher. Can you help Yang Ling call Miss Li
T play the sound and the students learn the new sentences “Hello, this is Yang Ling speaking. May I speak to Miss Li ”
Teach the sentence and stick the structure on the blackboard.
After that make a dialogue with a student with the model telephone. 由教师开始进行教室内随机打电话，然后同桌操练打电话句型，了解西方国家打电话用语，用This is…介绍自己。
4. Watch and say
播放课文视频第一段，引导学生回答“What does Miss Li say when she knows Yang Ling’s ill ”，引出句型“I’m sorry to hear that. Take care, Yang Ling.”新授词汇hear(对比ear)和take care.
出示小贴士，总结句型使用情境。
5. Let’s read
引导学生模仿语音语调，正确朗读课文第一段。
6. Read and choose
T: Yang Ling has a cold and a fever. Do you have any good suggestions
S: Yang Ling, you can go to bed/drink some water/take a pill/see a doctor…
T: Thank you very much. Yang Ling did all the things. How is she now
Can she come to school tomorrow
引导学生默读课文第二段，根据问题在pad上面划出相关句子，圈出关键词，并写好问题的序号。对比学生的答题情况图片。
Step 3 Practice and drill
1. Let’s read
引导学生模仿语音语调，正确朗读课文第二段。
2. Reading and acting time
引导学生两人一组，分角色朗读某一段课文，然后分角色表演对话。
3．Finish the wechat for Yang Ling
T: Yang Ling is ill. She is boring at home. So she send a message on the wechat. Can you help her finish it？
易加互动白板拖拉单词完成微信更新，对比核对学生完成情况。
T: If you’re Yang Ling’s friend, what will you say to her
S：Yang Ling, have a rest/drink some hot water/see you tomorrow…
4. Make a new phone call
引导学生作为杨玲的朋友打电话，创编一个新的打电话对话。
5. Aims check
教师与学生一起评价本节课的目标完成情况。
Blackboard design:
【目标预设】
知识目标：
1.学生能听懂、会读、会说以下单词和词组cold, fever, cough ,headache, tomorrow, hear, speak to , may, take care, come to school;
2.学生能听懂、会读、会说以下句型: This is…speaking; May I speak to… What’s the matter I’m sorry to hear that;学生能熟练朗读并表演课文。
能力目标：学生能正确使用英语电话用语。
情感目标：通过学习，学生能学会关心他人。
【教学重点】
1.学生能听懂、会读、会说以下单词和词组 cold, fever, cough ,headache, tomorrow, hear, speak to , may, take care, come to school;
2.学生能听懂、会读、会说以下句型: This is…speaking; May I speak to… What’s the matter I’m sorry to hear that;
3.学生能熟练朗读并表演课文。
【教学难点】学生能正确使用英语电话用语。
【教具准备】
课件、人物图片、板书、电话道具
【设计理念】
《英语课程标准》指出：义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。这五个方面相辅相成，共同促进学生综合语言运用能力的形成与发展。因此，教师的教学设计围绕知识目标、能力目标和情感目标逐层展开，并充分考虑班级实际，力求在教学过程中鼓励学生参与、体验、合作、探究，培养学生的英语自主学习能力和探究精神，全面锻炼学生的听、说、读、写能力，从而培养他们的综合语言运用能力。
【设计思路】
本节课围绕杨玲因身体原因向李老师请假展开。教师通过与学生对话询问身体状况导入，引出课文人物杨玲的身体状况，自然引出问题What’s the matter with Yang Ling ,从而进入课文的学习。课文的学习根据杨玲的情况分为两部分，并引导学生给杨玲一些合适的建议串联课文，学生在语境中思考并展开语言操练。在巩固环节，教师通过设计帮助杨玲更新朋友圈以及作为杨玲的朋友打电话给杨玲，学生在真实的语境中提高了语言能力，也得到了情感教育，完成了本节课的情感目标。
Step 1 Warming up
1 Sing a song: How are you
T: What is the name of this song
S: How are you
T: Yes. Today we’ll learn “Unit 8 How are you ”
2 Free talk
T: How are you today S: I’m happy/ tired/sad/fine…
T: I’m sorry/happy to hear that.
Step 2 Perception
1 Let’s learn.
T: Most of us are fine. What about our friend Yang Ling. Let’s greet her.
S: Hello, Yang Ling . How are you
T show the picture with the sound “Not so good. I’m ill.”
T: What’s the matter with her Let’s learn some words first.
Teach cough : Ask the students to act out and play the sound of it.
Teach cold: Guide the students to read the sentence “I feel cold. I have a cold.” Then show two meanings to choose. (A. 感冒 B.冷的)
Teach fever with the old words: me, father, guide the students to read out the word from the old words.引导学生假设发烧了如何说这句话“I have a fever.”温度计的温度随着学生模仿而升高。
Teach headache，引导学生分音节朗读，注意ache的发音。
Ask 1-2 students to put the four pictures of the words on the blackboard. While others read the new words again.
2. Listen and tick.
Play the sound of the first part. Ask the students to choose “What’s the matter with her？”易加互动随堂多项选择并查看完成情况。
3.Pair work
T: Yang Ling has a cold and a fever. Can she come to school today
S: No , she can’t.
Teach: come to school
T: So she calls the teacher. Can you help Yang Ling call Miss Li
T play the sound and the students learn the new sentences “Hello, this is Yang Ling speaking. May I speak to Miss Li ”
Teach the sentence and stick the structure on the blackboard.
After that make a dialogue with a student with the model telephone. 由教师开始进行教室内随机打电话，然后同桌操练打电话句型，了解西方国家打电话用语，用This is…介绍自己。
4. Watch and say
播放课文视频第一段，引导学生回答“What does Miss Li say when she knows Yang Ling’s ill ”，引出句型“I’m sorry to hear that. Take care, Yang Ling.”新授词汇hear(对比ear)和take care.
出示小贴士，总结句型使用情境。
5. Let’s read
引导学生模仿语音语调，正确朗读课文第一段。
6. Read and choose
T: Yang Ling has a cold and a fever. Do you have any good suggestions
S: Yang Ling, you can go to bed/drink some water/take a pill/see a doctor…
T: Thank you very much. Yang Ling did all the things. How is she now
Can she come to school tomorrow
引导学生默读课文第二段，根据问题在pad上面划出相关句子，圈出关键词，并写好问题的序号。对比学生的答题情况图片。
Step 3 Practice and drill
1. Let’s read
引导学生模仿语音语调，正确朗读课文第二段。
2. Reading and acting time
引导学生两人一组，分角色朗读某一段课文，然后分角色表演对话。
3．Finish the wechat for Yang Ling
T: Yang Ling is ill. She is boring at home. So she send a message on the wechat. Can you help her finish it？
易加互动白板拖拉单词完成微信更新，对比核对学生完成情况。
T: If you’re Yang Ling’s friend, what will you say to her
S：Yang Ling, have a rest/drink some hot water/see you tomorrow…
4. Make a new phone call
引导学生作为杨玲的朋友打电话，创编一个新的打电话对话。
5. Aims check
教师与学生一起评价本节课的目标完成情况。
Blackboard design: