Unit 11 I am not well教学设计
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| 名称 | Unit 11 I am not well教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-05-16 20:03:45 | ||
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Unit 11 I am not well 教学设计
教学目标
1.能够借助图片读懂故事，有感情地模仿朗读故事。
2.能够认读.借助情境说出mouth, stomach身体部位词汇。
3.能够运用询问身体状况的句型:How are you What’s the matter 及相应回答I’m not well. My stomach hurts.进行初步交际。
4.能够在教师的引导下，从故事中提取关键信息，尝试内化.运用语言，对故事进行角色扮演。
5.通过观察.描述.预测图片等方式，培养学生联想.推断的能力。
学情分析
本课时授课对象为我校三年级学生。通过将近三年的系统学习，学生对以往故事教学的方式比较熟悉：他们能够通过动画视听.逐图观察.回答问题等方式理解故事。同时我也注意到，在三年级逐渐出现了两极分化现象：一部分学生初步具备了在阅读中感知.提取关键信息，输入.内化语言的能力，因此，简单的认读.朗读故事已经不能满足他们的需要；还有一少部分学生，在英语学习方面处于弱势，开始在语言表达过程中出现吃力的现象。基于以上思考，教师需要从不同学生的实际需求出发，促进学生语言运用能力的提高。
重点难点
教学重点：学生能够理解故事，在学习故事过程中，能够感知相关的词汇以及句型。
教学难点：学生在具体情境中能够获取.处理教材中的语言，尝试表达.运用语言。
教学过程
教学活动
【导入】Warm up 问答交流 导入课题
T: Children. As we all known, fruit is good for us. Do you like fruit What fruit do you like
学生根据自己的实际情况作答，如：
S1: I like apples.
S2: I like sweet bananas.
S3: I like … because they are ….
教师适当与学生用英语交流并作点评：
I like them too! Sounds great! They are sweet!
学生充分表达后，教师呈现图片：Look! What are these Do you know
顺势呈现课题板书：Unit 11 Green Berries. 请学生齐读课题。
设计意图：
教师就水果话题激发学生真实表达的欲望，激活学生的储备语言。学生通过思考.调动自身的已有经验，组织语言与教师交流，初步感知本课话题内容。
【讲授】Presentation 1．观察图片 学习理解语言
（1）观察图片
P1 T: Today we will learn the new story of this Unit.
T: Look! Can you ask some questions about the first picture
These words can help you.
Who is he
Where is he
What can we see in the picture 学生自主回答。
T: I think green berries are tasty. What do you think of green berries
S: I think they are sweet.
Does Ken like green berries
S: Yes, he does.
T: Why How do you know that
S: Because he is happy.
T: Can you guess What does he say
学生猜测：S1: Yummy! I like green berries.
S2: My favorite fruit is Green berries.
Ken is happy. What will happen Is he still happy Let’s see.
设计意图：
教师引导学生观察第一幅图片，对故事进行猜测，采取师生共建故事的方式，把故事内容融在师生自然交流的过程中，引发学生的好奇的同时，培养学生“读图”的能力。
（2）学习理解语言
P2 T: Then who comes
S: Mocky 教师贴Mocky头像
T: Right. Mocky comes. What does he say Can you guess
学生猜测： S1: Good morning! Ken.
S2: Hello! Ken. How are you
教师播放录音。
T: Mocky is very nice.
P3 T: But look at Ken’s face. Is he still happy
S: No.
T: How are you, Ken 课件播放声音I’m not well.
请学生简单操练I’m not well.
T: Look at his hands. His hands are on his stomach.
Touch your stomach. My stomach.
S: My stomach.
T: What’s the matter with your stomach, Ken
课件播放声音。My stomach hurts.（教师板书）
学生操练。
Let’s act.
T: Now shall we act it out with your body languages？ I am nice Mocky. You are sick Ken.
Please work in pairs.
学生模仿.表演第2-3幅图。
设计意图：
教师鼓励学生通过关注图片中Ken动作.表情变化的隐含线索展开故事。与此同时，教师把握时机借助肢体语言恰当地呈现新知：How are you I’m not well. My stomach hurts.学生在趣味模仿的过程中听懂.理解语言，帮助和促进学生更准确.全面的理解故事情节。
【讲授】Presentation 2. 预测情节 模仿体验语言
（1）预测情节
P4 T: What will happen in the story Let’s listen.
播放录音：Come with me. _____ can help you.
T: Can you guess Who can help Ken
学生猜测：Maybe Ann / Lulu / doctor can help Ken.
教师播放第4幅图动画。
S: Uncle Booky can help Ken.
T: Yes, so they go to Uncle Booky’s house.
设计意图：
教师充分调动学生的积极性，学生预测故事情节猜测谁能帮助Ken呢？推动故事情节发展，培养学生联想.推断的能力,锻炼了学生获取信息的能力。
（2）模仿体验语言
Let’s watch.
教师提出问题：T: Let’s watch picture5-8. Pay attention.
What does Uncle Booky say
播放故事第5-8幅图。
P5 T: Look! Uncle Booky is a doctor. So Uncle Booky helps Ken.
Mocky says,….
Ss: Ken isn’t well, Uncle Booky. His stomach hurts.
T: How does Uncle Booky ask
S: What’s the matter 教师板书What’s the matter
T: Uncle Booky is a doctor. Say the sentence like the doctor.
生操练What’s the matter
设计意图：
教师引导学生通过Mocky的答语，关注Uncle Booky的话，学生用正确的语音语调和情感说英语。初步锻炼学生独立解决问题，自主探究.模仿的能力。
P6-9 T: How does Uncle Booky help Ken
First, Uncle Booky says…
S: Open your mouth, please.
T: Touch your mouth, please.
(Open your mouth. Please.)学生做动作。
Then Ken opens his mouth. He says….
T: What does Uncle Booky say
S: Say aaah.
T: At last, Uncle Booky gives him some medicine.
He says…
S: Drink this, please.
T: Ken drinks the medicine. Look at his face.
How does the medicine taste Is it sweet
S: No. Maybe it’s sour.
T: What does Ken say Guess
学生猜测：S1: Yuk!
S2: oh! My goodness!
T: Then Uncle Booky says…. Can you guess
PPT呈现：You are a _____ boy, Ken.
S: good/ super/ wonderful.
Let’s act.
小组观看动画.合作朗读.尝试表演5-9幅图。
T: It’s time to act this part out. Don’t forget your body language.
设计意图：
6-9幅图并没有太多语言知识点，更侧重于Uncle Booky is a doctor.引导学生关注Uncle Booky’s sentences, How does Uncle Booky help Ken 教师将学习的主动权交给学生，学生在具体情境中能够获取语言，尝试猜测，运用语言表达.交流。学生在小组模仿朗读活动中，感受.体验语言。
【讲授】Presentation 3. 发散思维 联想表达语言
学习第十幅图。分部分呈现图片。
（1）教师先呈现Uncle Booky and Mocky.
T: Look! This is a new day. Who are they
S: Uncle Booky and Mocky.
T: Where do they go Guess
学生猜想：S1: They go to the beautiful forest.
S2: Maybe they go to the hospital.
（2）教师呈现Ken’s home. 遮盖Ken的表情。
S: They go to Ken’s house.
T: How is Ken Can you guess
学生猜想：S1: Maybe he is all right now.
S2: Maybe he is not well.
教师对学生的猜想给予充分肯定：Good guess! / Wonderful imagination!
（3）教师呈现Ken的表情。
T: He is better.
T: What does Uncle Booky say How about Mocky What does Ken say
Ss: Good morning! / How are you …
（4）学生小组交流，运用语言表达。
T: Let’s work in group of three.
Use your imagination. Try to predict what they say.
请学生表演后，观看第十幅图动画。
T: This is the end of the story. Ken says …
S: I’m better.学生简单认读。
设计意图：
教师创造语言实践的机会，学生讨论交流表演Uncle Booky, Ken and Mocky会说什么，在未知故事结局的情境中，初步运用简单英语进行真实交流。学生充分发散思维，在小组合作中尝试联想.探究.展示。
【练习】Practice
1. Watch the story.
T: That’s all about the story. Let’s watch it together.
If you want, you can read with it.
设计意图：
学生整体观看动画，进一步理解故事，模仿动作，内化语言。
2. Let’s read and point.
T: You read the story very well.
It’s time to read and point.
设计意图：
学生通过模仿正确的语音语调，有感情的指读故事，为将要进行的后续语言输出活动,提供支持。
3. Watch and read.
T: You read the story carefully. Good job!
Can you watch and read Don’t forget your body languages.
设计意图：
通过视.听及肢体语言，调动学生多种感官，检测学生读懂.理解故事的情况。
4. Choose the right sentences.
（1）T: I know you understand the story very well.
I prepare some sentences here. Can you read them
请学生正确朗读句子。
（2）T: You can read the sentences correctly.
Can you use them
Choose the right sentences and show me your finger.
选择正确后，请学生齐读.师生.男女生.分角色等方式朗读。
设计意图：
以做游戏的方式巩固.检测学生对故事的理解。学生进行相应的朗读练习后，在具体情境中，迅速选择相匹配的语境语句，运用语言进行交流和表达，体验学习故事后运用语言的快乐。
【活动】Production
Read the story in roles.
T: You learn the story very well. Why don’t we read the story in roles
Tip: Try to use your body language.
学生小组表演。生生评价.教师及时评价。
设计意图：
学生乐于参与到分角色表演故事的活动中，在此具有趣味性和
挑战性的语言实践活动中，提高综合运用语言的能力。
Talk in pairs.
T: As we all know, Ken is better.
Ann comes. She is worried about Ken.
She asks some questions.
Who can read questions just like worried Ann
学生朗读Ann的问题，体会她担心的情感。
T: How does Ken answer Please talk in pairs.
Please help Ken to answer these questions or act out.
Tip: Try to use your body language.
学生小组表演。
S1: Where do you go S2: I go to the beautiful forest.
S1: What do you eat S2: I eat the green berries.
S1: What’s the matter S2: My stomach hurts.
S1: Who helps you S2: Uncle Booky and Mocky help me.
S1: How are you today S2: I am fine.
设计意图：
教师创设Ann来拜访Ken的情境，将故事内容与学生生活实际结合，激发学生运用语言表达的欲望。活动为学生提供了表达框架和语言支持，学生结合旧知.运用新知，在真实情景中连贯.顺畅地运用语言表达.交流，突破教学难点。
【作业】 Homework
1. Listen to the story.
2. Read the story in roles.
教学目标
1.能够借助图片读懂故事，有感情地模仿朗读故事。
2.能够认读.借助情境说出mouth, stomach身体部位词汇。
3.能够运用询问身体状况的句型:How are you What’s the matter 及相应回答I’m not well. My stomach hurts.进行初步交际。
4.能够在教师的引导下，从故事中提取关键信息，尝试内化.运用语言，对故事进行角色扮演。
5.通过观察.描述.预测图片等方式，培养学生联想.推断的能力。
学情分析
本课时授课对象为我校三年级学生。通过将近三年的系统学习，学生对以往故事教学的方式比较熟悉：他们能够通过动画视听.逐图观察.回答问题等方式理解故事。同时我也注意到，在三年级逐渐出现了两极分化现象：一部分学生初步具备了在阅读中感知.提取关键信息，输入.内化语言的能力，因此，简单的认读.朗读故事已经不能满足他们的需要；还有一少部分学生，在英语学习方面处于弱势，开始在语言表达过程中出现吃力的现象。基于以上思考，教师需要从不同学生的实际需求出发，促进学生语言运用能力的提高。
重点难点
教学重点：学生能够理解故事，在学习故事过程中，能够感知相关的词汇以及句型。
教学难点：学生在具体情境中能够获取.处理教材中的语言，尝试表达.运用语言。
教学过程
教学活动
【导入】Warm up 问答交流 导入课题
T: Children. As we all known, fruit is good for us. Do you like fruit What fruit do you like
学生根据自己的实际情况作答，如：
S1: I like apples.
S2: I like sweet bananas.
S3: I like … because they are ….
教师适当与学生用英语交流并作点评：
I like them too! Sounds great! They are sweet!
学生充分表达后，教师呈现图片：Look! What are these Do you know
顺势呈现课题板书：Unit 11 Green Berries. 请学生齐读课题。
设计意图：
教师就水果话题激发学生真实表达的欲望，激活学生的储备语言。学生通过思考.调动自身的已有经验，组织语言与教师交流，初步感知本课话题内容。
【讲授】Presentation 1．观察图片 学习理解语言
（1）观察图片
P1 T: Today we will learn the new story of this Unit.
T: Look! Can you ask some questions about the first picture
These words can help you.
Who is he
Where is he
What can we see in the picture 学生自主回答。
T: I think green berries are tasty. What do you think of green berries
S: I think they are sweet.
Does Ken like green berries
S: Yes, he does.
T: Why How do you know that
S: Because he is happy.
T: Can you guess What does he say
学生猜测：S1: Yummy! I like green berries.
S2: My favorite fruit is Green berries.
Ken is happy. What will happen Is he still happy Let’s see.
设计意图：
教师引导学生观察第一幅图片，对故事进行猜测，采取师生共建故事的方式，把故事内容融在师生自然交流的过程中，引发学生的好奇的同时，培养学生“读图”的能力。
（2）学习理解语言
P2 T: Then who comes
S: Mocky 教师贴Mocky头像
T: Right. Mocky comes. What does he say Can you guess
学生猜测： S1: Good morning! Ken.
S2: Hello! Ken. How are you
教师播放录音。
T: Mocky is very nice.
P3 T: But look at Ken’s face. Is he still happy
S: No.
T: How are you, Ken 课件播放声音I’m not well.
请学生简单操练I’m not well.
T: Look at his hands. His hands are on his stomach.
Touch your stomach. My stomach.
S: My stomach.
T: What’s the matter with your stomach, Ken
课件播放声音。My stomach hurts.（教师板书）
学生操练。
Let’s act.
T: Now shall we act it out with your body languages？ I am nice Mocky. You are sick Ken.
Please work in pairs.
学生模仿.表演第2-3幅图。
设计意图：
教师鼓励学生通过关注图片中Ken动作.表情变化的隐含线索展开故事。与此同时，教师把握时机借助肢体语言恰当地呈现新知：How are you I’m not well. My stomach hurts.学生在趣味模仿的过程中听懂.理解语言，帮助和促进学生更准确.全面的理解故事情节。
【讲授】Presentation 2. 预测情节 模仿体验语言
（1）预测情节
P4 T: What will happen in the story Let’s listen.
播放录音：Come with me. _____ can help you.
T: Can you guess Who can help Ken
学生猜测：Maybe Ann / Lulu / doctor can help Ken.
教师播放第4幅图动画。
S: Uncle Booky can help Ken.
T: Yes, so they go to Uncle Booky’s house.
设计意图：
教师充分调动学生的积极性，学生预测故事情节猜测谁能帮助Ken呢？推动故事情节发展，培养学生联想.推断的能力,锻炼了学生获取信息的能力。
（2）模仿体验语言
Let’s watch.
教师提出问题：T: Let’s watch picture5-8. Pay attention.
What does Uncle Booky say
播放故事第5-8幅图。
P5 T: Look! Uncle Booky is a doctor. So Uncle Booky helps Ken.
Mocky says,….
Ss: Ken isn’t well, Uncle Booky. His stomach hurts.
T: How does Uncle Booky ask
S: What’s the matter 教师板书What’s the matter
T: Uncle Booky is a doctor. Say the sentence like the doctor.
生操练What’s the matter
设计意图：
教师引导学生通过Mocky的答语，关注Uncle Booky的话，学生用正确的语音语调和情感说英语。初步锻炼学生独立解决问题，自主探究.模仿的能力。
P6-9 T: How does Uncle Booky help Ken
First, Uncle Booky says…
S: Open your mouth, please.
T: Touch your mouth, please.
(Open your mouth. Please.)学生做动作。
Then Ken opens his mouth. He says….
T: What does Uncle Booky say
S: Say aaah.
T: At last, Uncle Booky gives him some medicine.
He says…
S: Drink this, please.
T: Ken drinks the medicine. Look at his face.
How does the medicine taste Is it sweet
S: No. Maybe it’s sour.
T: What does Ken say Guess
学生猜测：S1: Yuk!
S2: oh! My goodness!
T: Then Uncle Booky says…. Can you guess
PPT呈现：You are a _____ boy, Ken.
S: good/ super/ wonderful.
Let’s act.
小组观看动画.合作朗读.尝试表演5-9幅图。
T: It’s time to act this part out. Don’t forget your body language.
设计意图：
6-9幅图并没有太多语言知识点，更侧重于Uncle Booky is a doctor.引导学生关注Uncle Booky’s sentences, How does Uncle Booky help Ken 教师将学习的主动权交给学生，学生在具体情境中能够获取语言，尝试猜测，运用语言表达.交流。学生在小组模仿朗读活动中，感受.体验语言。
【讲授】Presentation 3. 发散思维 联想表达语言
学习第十幅图。分部分呈现图片。
（1）教师先呈现Uncle Booky and Mocky.
T: Look! This is a new day. Who are they
S: Uncle Booky and Mocky.
T: Where do they go Guess
学生猜想：S1: They go to the beautiful forest.
S2: Maybe they go to the hospital.
（2）教师呈现Ken’s home. 遮盖Ken的表情。
S: They go to Ken’s house.
T: How is Ken Can you guess
学生猜想：S1: Maybe he is all right now.
S2: Maybe he is not well.
教师对学生的猜想给予充分肯定：Good guess! / Wonderful imagination!
（3）教师呈现Ken的表情。
T: He is better.
T: What does Uncle Booky say How about Mocky What does Ken say
Ss: Good morning! / How are you …
（4）学生小组交流，运用语言表达。
T: Let’s work in group of three.
Use your imagination. Try to predict what they say.
请学生表演后，观看第十幅图动画。
T: This is the end of the story. Ken says …
S: I’m better.学生简单认读。
设计意图：
教师创造语言实践的机会，学生讨论交流表演Uncle Booky, Ken and Mocky会说什么，在未知故事结局的情境中，初步运用简单英语进行真实交流。学生充分发散思维，在小组合作中尝试联想.探究.展示。
【练习】Practice
1. Watch the story.
T: That’s all about the story. Let’s watch it together.
If you want, you can read with it.
设计意图：
学生整体观看动画，进一步理解故事，模仿动作，内化语言。
2. Let’s read and point.
T: You read the story very well.
It’s time to read and point.
设计意图：
学生通过模仿正确的语音语调，有感情的指读故事，为将要进行的后续语言输出活动,提供支持。
3. Watch and read.
T: You read the story carefully. Good job!
Can you watch and read Don’t forget your body languages.
设计意图：
通过视.听及肢体语言，调动学生多种感官，检测学生读懂.理解故事的情况。
4. Choose the right sentences.
（1）T: I know you understand the story very well.
I prepare some sentences here. Can you read them
请学生正确朗读句子。
（2）T: You can read the sentences correctly.
Can you use them
Choose the right sentences and show me your finger.
选择正确后，请学生齐读.师生.男女生.分角色等方式朗读。
设计意图：
以做游戏的方式巩固.检测学生对故事的理解。学生进行相应的朗读练习后，在具体情境中，迅速选择相匹配的语境语句，运用语言进行交流和表达，体验学习故事后运用语言的快乐。
【活动】Production
Read the story in roles.
T: You learn the story very well. Why don’t we read the story in roles
Tip: Try to use your body language.
学生小组表演。生生评价.教师及时评价。
设计意图：
学生乐于参与到分角色表演故事的活动中，在此具有趣味性和
挑战性的语言实践活动中，提高综合运用语言的能力。
Talk in pairs.
T: As we all know, Ken is better.
Ann comes. She is worried about Ken.
She asks some questions.
Who can read questions just like worried Ann
学生朗读Ann的问题，体会她担心的情感。
T: How does Ken answer Please talk in pairs.
Please help Ken to answer these questions or act out.
Tip: Try to use your body language.
学生小组表演。
S1: Where do you go S2: I go to the beautiful forest.
S1: What do you eat S2: I eat the green berries.
S1: What’s the matter S2: My stomach hurts.
S1: Who helps you S2: Uncle Booky and Mocky help me.
S1: How are you today S2: I am fine.
设计意图：
教师创设Ann来拜访Ken的情境，将故事内容与学生生活实际结合，激发学生运用语言表达的欲望。活动为学生提供了表达框架和语言支持，学生结合旧知.运用新知，在真实情景中连贯.顺畅地运用语言表达.交流，突破教学难点。
【作业】 Homework
1. Listen to the story.
2. Read the story in roles.