Unit 8 How are you Story time 教案

4B Unit 8 How are you?
Story time
教学目标:
能听懂、会说、会读词汇come to school, cold, fever, take care
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.
能带有情感地初步朗读课文
教学重点：
电话用语：May I speak to…? This is…speaking.
问候语：How are you? I’m fine, thank you.
教学难点：
单词hear, care的读音
正确使用电话用语May I speak to…? This is…speaking.
教学过程：
课前播放歌曲《What are you doing 》
阅读前：
Free talk:
T: What’s your name?
Who’s he/ she? (学生回答后, T: This is…..)
Nice to meet you.
How are you?
（设计意图：师生间简单、直接的交流，拉近了彼此的距离，并为下面的新知This is… How are you?作铺垫。）
Play a game:
T: First, when you see the phrases or sentences, please read them loudly.
Second, when you see the bomb, please say “bomb”.
游戏最后一句This is Yang Ling speaking.
Teach: This is …speaking.
（设计意图：“Bomb”的游戏激发了学生学习的兴趣，让学生快速融入到英语学习氛围中，顺势引出新授句型This is … speaking.）
When making a telephone call, to tell others who you are, you may say “ This is…speaking” or “This is…”
So “ This is Yang Ling speaking.” We also can say …
S: This is Yang Ling.
（设计意图：小结接电话用语，学生能清楚地了解This is …speaking.的用法。）
Teach: May I speak to…
T: Yang Ling is calling Miss Li. How does she call Miss Li? Let’s listen!
听音---生模仿---呈现---教授
Teach : May I speak to…
师生角色扮演
（设计意图：通过看图听录音，放手让学生自主听和说，能更好地提高学生的上课注意力。）
阅读中：
Watch and match
T: We know Yang Ling and Miss Li are making a call. What are they talking about?
Let’s watch the cartoon and match.
（设计意图：看课文动画，学生能整体感知文本，再连线，学生能正确理解图意和文本的主要脉络。）
Listen and tick
T: Let’s talk about picture 1. Why does Yang Ling ask for leave? What’s the matter with her? Let’s listen and tick.
Teach: cold fever
（设计意图：听录音，学生自己找出杨玲请假的原因，并引新知cold、fever和I have…突出教学重点。学生模仿生病的语气说一说，语言运用更富生动化。）
T: We know, Yang Ling is ill. What can you say? I can say “ She can see a doctor”. What about you? You can say it in Chinese.
（设计意图：让学生给生病的杨玲一些建议，从中渗透了人文关怀的意识。）
T：How about Miss Li saying to her? Let’s listen!
听音---选择---填空
Teach: I’m sorry to hear that. Take care.
跟读录音，师生角色扮演，同桌角色扮演，请两组表演, 师生总结Picture 1
（设计意图：师生、生生角色表演第一副图，及时巩固新知，有效输出文本。）
3. Read and answer
Question 1: How is Yang Ling now?
2. Can she go to school tomorrow?
生自读课文，划关键句，回答问题
Teach: How are you? I’m fine, thank you.
揭题： So today we’re learning Unit 8 How are you？
听音---跟读 Can you come to school tomorrow?
Teach : tomorrow
（设计意图：学生自读文本，找出回答问题的关键句，提高了学生自主参与、自主学习的能力。）
T: Now, let’s read together.
跟读录音---角色扮演
T: You did a good job.
师生总结Picture 2
But how do you think of Miss Li?
S: She’s…
（设计意图：学生自由说一说Miss Li是一个怎样的老师，在课堂学习的基础上，提升文本，体现了师生相互关心的情怀，并由此激发学生要努力学习，达到了语言学习目标和情感交流目标。）
阅读后：
T: Boys and girls, it’s our reading time. Let’s read after the tape. Pay attention to the pronunciation and intonation.
跟读
配音
T: You dub very well! I think, you can act well, too. Scene 1 and Scene 2. If you choose Scene 1 or Scene 2, you can get 2 stars. If you choose the whole story, you can get 3 stars. If you can act with emotion, I’ll give you another star.
（设计意图：让学生选择故事场景一或二、故事整体、带有感情地表演，并给予加星鼓励，这样的层次性选择和激励机制可以使全体学生能主动参与到表演中，真正做到面向全体，共同进步。）
总结：From this story, we know how to make a telephone call. Can you?
生回答---总结
How to care about others? Who can?
生回答---总结
（设计意图：放手让学生自己总结打电话用语、关心他人语句，反馈学生是否真正掌握这些语句的用法，也把学习的权利交给了学生。）
师生一起总结（齐读练习）
T: From this story, we know how to make a telephone call to care about others. Can you make a telephone call?
Scene 1: If your friend is ill, how to make the call?
Scene 2: It is spring now, it is fine. So can you make a call to invite your friends go outside with you?
（设计意图：师生选择场景进行对话表演，锻炼了学生组织语言、运用语言的能力，真正达到了语言教学的目的。）
T: Now, I think you can make the call to care about others. So don’t forget to care each other and love each other.
（设计意图：强调人与人之间要相互关爱，与本课主题“How are you?” 紧密相扣。）
Homework
Listen, read and act the story
Make a telephone call with your friends. And invite them to play with you.
（设计意图：联系生活实际打电话邀请朋友，将课堂学习内容延伸到课外，
真正体现“在学中用，在用中学”的语言教学目的。）