新版-牛津译林版四年级下册Unit 8 How are you?第1课时教学设计

Unit8 How are you? 第一课时

一、教学内容：

《译林出版社三年级起点英语》四年级下册Unit8 How are you?第一教时

二、教学目标：

（一）语言知识与技能：

1. 能听懂、会读、会说、会写单词：come to school, cold, fever, may, hear, take care
2. 能听懂、会读、会说、会写句型：

This is … speaking. May I speak to …? I’m sorry to hear that.

How are you? I’m fine, thank you. Not so good.

See you tomorrow. See you.

3. 能流利地朗读课文并正确理解文意，能与同学合作表演课文。
4. 能仿照课文，初步进行相关语篇的写作。

（二）情感态度与学习策略：

能在课文的学习中体会学会关心他人。

能初步形成写作意识，并会进行相关创作写作。

三、教学重、难点：

1. 能听懂、会读、会说、会写单词：come to school, cold, fever, may, hear, take care

2. 能听懂、会读、会说、会写句型：

This is … speaking. May I speak to …? I’m sorry to hear that.

How are you? I’m fine, thank you. Not so good.

See you tomorrow. See you.

3. 能仿照课文，初步进行相关语篇的写作。

四、教学准备：单词、句型卡，课件，作业纸

教学过程：

Step1 Brain storming（2分钟）

1. Greetings

T-Ss

2. Brain storming

让学生根据关键词feelings展开联想，说出与之有关的单词，越多越好。

   T: We have learned a lot of words about ‘feelings’. Do you remember them? Let’s try to say the words about ‘feelings’ as more as you can.

S: tired, ill, happy, sad, thirsty, hungry, …

T: How to ask feeling?

S: What’s the matter?   Are you tired/ill/…?    Are you OK/ all right/…? ……

T: We also can ask ‘ How are you?’

【设计意图】让学生利用关键词feeling进行头脑风暴，说出与之有关的单词，打开学生思维的同时也帮助学生将之前所学的有关感觉累单词进行整理和归纳。

Step2 Presentation（15分钟）

Part 1

1. Try to say

1）T: Today we are going to learn ‘ Unit 8 How are you?’ How are you now/ doday/…?与个别学生进行互动交流。

   S: I’m fine, thank you. And you?               T: Oh, I’m fine, too. Thank you.

T: When we feel happy and good. We can say ‘ I’m fine, thank you.’

2）(课件出示杨玲图片) T: Look at Yang Ling. Is she happy? Is she good? How is she now?

   T: She’s not so good. Why? Please try to guess.

   S: Is she tired/…?

   引导学生齐问杨玲：What’s the matter, Yang Ling?   (课件播放杨玲的声音)

  Yang Ling: I have a cold and a fever.

   Teach: cold  fever

3）T: Yang Ling has a cold and a fever. What can you say to her? （引导学生给杨玲与关怀）

   T: Boys and girls, you are so kind. And I will say ‘ I’m sorry to hear that. Take care, Yang Ling.’

   Teach: hear, care;   I’m sorry to hear that. Take care .

4）T: Yang Ling is ill. Is she at school? (课件出示部分图片)

   T: She isn’t at school. She can’t come to school. She should stay at home and have a rest.

   T: What should she do now? (引导学生思考回答call Miss Li)

   T: (课件出示完整图片)She should tell Miss Li that she can’t come to school today. She should call Miss Li.

5) 让学生猜测杨玲会怎么打电话告诉Miss Li. 并出示第一部分的课文内容。

2 Try to read

Listen and repeat 让学生模仿跟读

3 Try to act

Act in pairs

T: It is seven o’clock in the morning. And this is Part 1 of Story time. What about Part 2?

【设计意图】此环节设计通过引导，鼓励孩子大胆开口说英语。同时利用课件、课文图片发散学生思维，积极思考，在学生的主动思考中逐步展示课文第一部分的内容。

Step3 Presentation（20分钟）

Part 2

1. Try to discuss

T: It’s five in the afternoon. Miss Li calls Yang Ling. She wants to know how is Yang Ling now. So Miss Li calls Yang Ling. What will they say? Let’s try to discuss.

让学生两人一组进行讨论。

2. Try to show

请2-3组学生进行展示。

3. Try to learn

1）How to call sb.？

Hello,this is … speaking.  May I speak to …?  Is that … ?

2）How to care sb.？

How are you now/today ?  What’s the matter?  Can you come to school tomorrow/…? Why don’t you …?

3）How to say goodbye？

Goodbye./ Byebye. See you tomorrow.

4. Try to write

让学生根据教师前面的总结，开始模仿第一段课文写作。

5. Try to show

请几位学生展示他们的写作，进行及时反馈。

【设计意图】在这个环节之中，教师对教学进行了创新。摒弃了之前“面面俱到”的教学思维模式，创新采用让学生来编一编、写一写课文的第二部分的教学方式。通过这种方式创新，引导学生学会独立思考、学以致用；初步形成并养成写作意识。

Step3  Summary（2分钟）

1  Memory game

课件出示部分关于课文的句子，让学生朗读并判断正误。

2  What do you think of Miss Li?

让学生思考李老师是怎样的一个老师。

【设计意图】 通过记忆游戏，检查学生是否牢固掌握课文内容知识。同时通过对李老师的评价，培养学生的正确的情感价值观。

板书设计：

Unit8 How are you?