1、Unit 8 How are you? Story timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会说、会读句型 This isspeaking. May I speak to ? Im sorry to hear that. How are you? Im fine, thank you.2. 能听懂、会说、会读词汇 cold, fever。3. 培养学生关心他人的品质。Focus of the lesson and predicted area of difficul
2、ty 教学重点和难点教学重点：1. 能够从整体上阅读故事并理解。2. 能够用正确的语音、语调朗读并表演故事。教学难点：1. 能够阅读理解故事并表演。2. 能用所学句型打电话并关心他人。Teaching procedures 教学过程Step 1 Greeting 1 .Free talkT: Boy and girls, I know your English is very good. Can you greet me in different ways?S: Hello!/Hi!/Nice to meet you!/How do you do?/How are you?T: I am fi
3、ne. How are you?S: T: How are you?S: T: I am happy to hear that. And today we will learn Unit 8 How Are you?(板书标题 )【设计意图：通过让学生用不同的方式与老师打招呼，引出本课课题，让学生在轻松愉悦的环境中进入本节课的学习。 】Step 2 Presentation1. Learning timeT: You all look fine. What about our friends, Helen and Yang Ling?Who can ask them?S: Hello, Hel
4、en, how are you?C: Im fine, thank you.T: Oh, Im glad to hear that. (新授句子 Im glad to hear that.)S: T: What about our friend, Yang Ling?S: Hello, Yang Ling, how are you?C: Not so good.T: Im sorry to hear that. (新授句子 Im sorry to hear that.)2. Fill and readT: Boys and girls, can you fill and read this l
5、ittle rhyme now?You can discuss in pairs first.(学生两人一组讨论填空)T: OK. Lets read together. T: Yang Ling is ill. She should take care of herself.(新授句子 Take care.)【设计意图：通过向杨玲和海伦打招呼，引出一些新授的语言知识并逐渐向课文学习过渡，小诗的设计目的在于帮助学生巩固新知。 】Step 3 Story time1. Look and answerT: Look at the picture. Yang Ling is ill. Where i
6、s she now?S: She is at home.T: What is Yang Ling doing?S: She is making a telephone call.【设计意图：通过观看课文插图找出问题的答案，帮助学生初步感知课文。 】2. Watch and answerT: Yes, she is making a telephone call. Who is Yang Ling calling?Lets watch and answer. (播放卡通)S: Miss Li.【设计意图：通过观看课文动画找出问题的答案，帮助学生整体感知课文。 】3. Fast reading T
7、: Nice try. How do they make telephone calls?Please open your books and read the story quickly.Underline the key sentences.T: Can you share your answers with me?S: T: (板书电话用语)Well done. Lets read these sentences together.T: How many telephone calls do they make?S: Two.【设计意图：引导学生通过自主勾画电话用语，感知并学习电话用语相
8、关语言知识，并为下一步的课文学习做好铺垫。 】4. Listen and answerT: Lets listen to the first telephone call. Try to answer this question.Why does Yang Ling call Miss Li? (播放第 50 页课文录音)S: Because she cant come to school today.T: The next day, Miss Li calls Yang Ling. Please listen and think.Why does Miss Li call Yang Ling
9、? (播放第 51 页课文录音)S: Because T: Yes, because she cares about Yang Ling. (新授 care about)5. Read and sayT: Boys and girls, please read the whole story again. And then try to fill in the blanks by yourselves.T: Now, lets check. (新授 cold, fever)S: T: Lets read together.S: 6. Read and thinkT: When Yang Lin
10、g is ill, what does Miss Li say?S: Im sorry to hear that. Take care, Yang Ling.T: Who can read like Miss Li?S: T: Lets try together.T: When Yang Ling is fine, what does Miss Li say?S: Great. Can you come to school tomorrow?T: Who can read like Miss Li?S: T: Lets try together.T: Boys and girls, is Mi
11、ss Li a good teacher?S: Yes.T: Why? Why is she a good teacher?S: T: Yes, because she cares about Yang Ling. She cares about her student. Right?S: Yes.【设计意图： 引导学生在完成任务的同时，感受到文中李老师对于学生的关爱。】7. Reading timea. Listen and repeat（听录音跟读课文，鼓励学生模仿语音、语调。 ）【设计意图：精读课文句子，模仿语音、语调，进一步掌握课文中的句子和词汇。 】b. Read together
12、（齐读课文）【设计意图：鼓励学生用正确的语音、语调朗读，培养学生的语感，强调理解性和整体性的朗读。 】c. Read or act in roles（分角色朗读）【设计意图：学生可以根据自己的情况，自主选择方式、难度来朗读或表演课文。在此过程中教师要注意鼓励学生用正确的语音、语调，并配上夸张的表情动作完成任务。 】Step 4 Consolidation1. SummaryT: Boys and girls, I think you can make a telephone call after learning this story.Lets check togetherS: T: Can
13、you talk about illness now?S: 【设计意图：帮助学生总结本节课所学的关于打电话和关于讨论疾病的语言知识，及时复习所学也为下一步拓展活动的开展做好了准备。 】2. Show timeT: Yang Ling is fine. So she comes to school next day. But Liu Tao is not at school.Whats the matter with Liu Tao? After school, Yang Ling is calling Liu Tao.What do they say? Please work in pairs
14、, make a dialogue and act it out.(学生两人一组准备)T: Its time to act. (请几组上来展示)T: Why does Yang Ling call Liu Tao?S: Because she cares about Liu Tao.T: Do you care about your parents, teachers and friends? Lets learn to care about others. And making a telephone call is a good way.【设计意图：活动要求学生用本课所学的知识通过打电话的
15、形式设计并表演对话。学生通过合作完成任务，真正体会在生活中使用英语的乐趣。 】Homework 家庭作业1. Read after the tape and act Story time. 2. Learn more words about illness.Teaching aids 教学准备（含板书设计）教学准备：人物图片、头饰、多媒体课件。板书设计： 说课:在热身环节，教师通过让学生用不同的方式和教师打招呼，激活学生的旧知，同时引入今天的课题 How are you? 接下来，通过向 Helen 和 Yang Ling 两个人物问好并呈现两人的不同状态来呈现新知。然后，教师用一个人物 Fi
16、ll and read 来巩固新知并新授 take care，提早渗透了文本中的一些重难点词汇和句子。Story time 的教学应当注重其故事性和文本性。在教学中教师设计了以下一些步骤： Look and answer 和 Watch and answer 主要是引出新知并让学生对文本进行整体感知；接下来 Fast reading, Listen and answer 等活动通过分步解读文本，引导学生关注课文的细节信息并检测学生的理解程度。这样的教学设计注重文本阅读策略和技能的指导，引导学生关注文本细节并学会把握关键信息。朗读时，教师尽量引导学生模仿录音，注意语音语调的变换以及重读、弱读等朗读技巧的处理。接着，学生四人一组，任选课文的一个场景进行朗读和表演，降低难度且参与面广泛。然后，教师带领学生就本节课所学的关心他人和电话用语两方面知识进行了总结。最后，教师创设了新的场景，进一步延续了文本，旨在让学生学以致用。