2018---2019年度第二学期英语备课组活动六

东善桥小学四年级英语备课组于2019年5月27日进行集体备课，针对《4B unit8 How are you (story time)》一课进行了教学研讨。
   本节课是由包敏老师上课，基于学情出发，以及对本课的教学目标和重难点的探讨，设计本节课。再有其他老师提出建议和意见，形成二备教案，并进行试上。
2018------2019年度第二学期四年级英语备课组活动方案

一备教案

Unit 8  How are you?

教学目标：

1. 能听懂、会说、会读单词、词组cold, fever, come to school.

2. 能听懂、会说、会读句型This is … speaking. May I speak to …?并能初步运用该句型打电话。

3. 能听懂、会说、会读句型How are you? I’m fine, thank you. I’m sorry to hear that. See you tomorrow. See you.并运用该句型进行问候。

4. 能正确理解Story time故事，用正确的语音语调朗读对话，并尝试分角色表演。

5. 通过学习，引导学生学会关心同学、关心他人。

教学重点：

1. 能听懂、会说、会读单词、词组cold, fever, come to school.

2. 能听懂、会说、会读句型This is … speaking. May I speak to …?并能初步运用该句型打电话。

3. 能听懂、会说、会读句型How are you? I’m fine, thank you. I’m sorry to hear that. See you tomorrow. See you.并运用该句型进行问候。

4. 能正确理解Story time故事，用正确的语音语调朗读对话，并尝试分角色表演。

教学难点：

1. 能听懂、会说、会读句型This is … speaking. May I speak to …?并能初步运用该句型打电话。

教具准备：

课件、人物图片、板书

教学过程：

课前准备: 播放歌曲《Hello, hello, how are you?》

【设计意图：通过欢快、朗朗上口的歌曲一方面活跃了课堂气氛，消除学生们上课的紧张感，另外也为接下来要学习的内容埋下伏笔。】

Step 1. Warming-up

1. Self-introduction and free talk

T: Good afternoon, boys and girls. I’m your new teacher. I’m Miss .... Hello, boys and girls.

Ss: Hello, Miss ....

T：Hi, I’m Miss .... What’s your name?

S1: I’m ***.

T: Nice to meet you, ***. What day is it today?/ What’s the weather like today? S: ….

问几个学生

Step 2. New lesson

1. T在free talk基础上问How are you?

S: I’m fine, thank you.

问两组学生，引出How are you? I’m fine, thank you.

揭题 Unit 8 How are you?

师生问答

  (出示杨玲生病图片)T：We’re all fine today. But how about Yang Ling? Is she fine？

  S：No.

  T：Let’s ask Yang Ling.

  S: ….

  Yang Ling（录音）： Not so good.

  教学Not so good.

【设计意图：通过Free talk复习与新知识有密切联系的旧知识，自然地引入新知识，使学生能立刻参与到英语会话课堂这个情境中来，为进一步探究新知凝聚了动力。】

2. T: Yang Ling is not so good. What’s the matter?

出现选择 A. She has a cold.

        B. She has a cough.

        C. She has a fever.

播放课文第一部分动画。

学生选择，同时教学cold、 fever

cold  A. 冷的   B.感冒

  教学I have a cold and a fever. 指导朗读。

【设计意图：通过旧知What’s the matter?以及动画的呈现，让学生自主理解cold、fever在文本中的意思。】

3. T: Yang Ling has a cold and a fever. How does Miss Li know?

1. From a letter.

2. From a telephone call.

  S: B.

  T: Good job. So this time please watch carefully. How does Yang Ling make a telephone call to Miss Li?

  播放第一部分第一组对话动画。

 （如果学生不能找出答案，通过录音进行再次提示）。

  引出Hello, this is Yang Ling speaking.

  教学speak  eat →speak →speaking

  操练

  同法引出May I speak to Miss Li?

  操练（学生扮演Yang Ling给Miss Li打电话）

  (录音)：Hello, Yang Ling. This is Miss Li.

  T: So we can make a telephone call like this. Can you call Miss Guo? Have a try.

  师生操练

  T: Now try to call your friends.

  学生操练

 【设计意图：电话用语是本课的难点，在这一部分通过比较细致的逐一呈现，师生、生生操练，让同学们更扎实有效地掌握知识。】

4. T：Yang Ling has a cold and a fever. So she makes a telephone call to Miss Li. Now    let’s read the dialogue in Part 1. Then tell me:

① Can Yang Ling come to school today? (教学come to school)

② How does Miss Li react?

学生答题。

教学 I’m sorry to hear that.  

here →hear

指导朗读（老师用开心和遗憾两种语气说句子，让学生选择并跟读）。

【设计意图：四年级孩子已经具备了一定的自主学习能力，带着问题让孩子寻找答案，进一步激发他们自主学习的欲望，另外，在朗读时，通过老师不同的读法，让孩子自己体会情感，寻找更好的表达方式。】

5. T：Yang Ling has a cold and a fever. What can she do? Do you have any suggestion? You can say in Chinese.

S: ….

T: In a word, please cake care.

引出Take care. 教学

【设计意图：启发学生的扩散性思维，同时也让学生了解一些生活常识。】

6. 跟录音读课文第一部分。

（朗读小贴士）

7. T：Miss Li is a nice teacher. She is worried about Yang Ling. So she makes a telephone to Yang Ling later. What do you want to know from the call? You can say in Chinese.

S:….

T: I want to know ①How is Yang Ling now?

② Can she come to school tomorrow?

（教tomorrow  today+ morning+ r+ snow）

③ How does Miss Li react?

学生答题，理解课文意思。

【设计意图：教学过程要以学生为主。努力启发学生，变“教”为“导”，引导学生自主发现问题、回答问题，理解课文。】

8. 跟录音读课文第二部分。

Step 3. Consolidation

1. 齐读课文。

2. 二人一小组，分角色朗读

3. 表演。（给出得星规则）

4. 根据课文内容填空。

5. 自编对话（Mike生病了，打电话问他明天能不能来上学。）

6. (图片:一女孩生病，同学去看望她。)T： Look at the picture. The girl is ill. Some classmates go and see her. Because they are friends. So remember to care about and help others.

Step 4. Homework

1. Listen, read and act Story time.

2. Make a telephone call to your friends.

二备教案

Unit 8  How are you? Story time

Teaching contents  教学内容

Story time

Teaching aims and learning objectives  教学目标

2. 能听懂、会说、会读词汇：cold, fever。

3. 锻炼学生的听、说、读的能力。

4. 培养学生关心他人的品质。

Focus of the lesson and predicted area of difficulty  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、语调朗读对话，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 talk

Greet in different ways with your teacher.

T: Boy and girls, I know your English is very good. Can you greet with me in  different ways?

S: Hello!/Hi!/Nice to meet you!/How do you do?/How are you?

T: I am fine. 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? Show and read the title.

【设计意图：课堂伊始，通过让学生用不同的方式向老师打招呼，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 Presentation

1. Learning time

T: The two students are very fine. What about our friends, Helen and Yang Ling?  Who can ask them?

S: Hello, Helen, how are you?

C: I’m fine, thank you.

T: Oh, I’m glad to hear that. (新授句子I’m glad to hear that.)

S: …

T: What about our friend, Yang Ling?

S: Hello, Yang Ling, how are you?

C: Not so good.

T: I’m sorry to hear that. (新授句子I’m sorry to hear that.)

2. Fill and read

T: Boys and girls, can you fill and read this little rhyme now? You can discuss in pairs first.

S: (Work in pairs and have a try)

T: Great. Let’s read together. 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 time

1. Look and answer

T: Look at the picture. Yang Ling is ill. Where is she now?

S: She is at home.

T: What is Yang Ling doing?

S: She is making a telephone call.

【设计意图：引导学生通过观看课文插图，找出问题的答案，帮助学生初步感知课文。】

2. Watch and answer

T: Yes, she is making a telephone call. Who is Yang Ling calling? Let’s watch and answer?

S: (Watch the cartoon together.)

S: Miss Li.

【设计意图：引导学生通过观看课文动画，找出问题的答案，帮助学生整体感知课文。】

3. Fast reading

T: Nice try. How do they make telephone calls? Please open your books and read the story quickly. Underline the key sentences.

S: (Fast read and underline)

T: Can you share your answers with us?

S: …

T: (板书电话用语) Well done. Let’s read these sentences together.

S: …

T: How many telephone calls do they make?

S: Two.

【设计意图：引导学生通过自主构思电话用语，感知并学习电话用语相关语言知识，并为下一步的课文学习做好铺垫。】

4. Listen and answer

T: Let’s listen to the first telephone call. Try to answer this question. Why does Yang Ling call Miss Li?

S: (Listen to the dialogue on Page 50)

S: Because she can’t come to school today.

T: The next day, Miss Li calls Yang Ling. Please listen and think. Why does Miss Li call Yang Ling?

S: (Listen to the dialogue on Page 51)

S: Because …

T: Yes. Because she cares for Yang Ling.  (新授care for …)

5. Read and say

T: Boys and girls, please read the whole story again. And try to fill in the blanks by yourselves.

S: (Read and fill)

T: Now, let’s check. (新授cold, fever)

S: …

T: Let’s read together.

S: …

6. Read and think

T: When Yang Ling is ill, what does Miss Li say?

S: I’m sorry to hear that. Take care, Yang Ling.

T: Who can read like Miss Li?

S: …

T: Let’s try together.

S: (Read 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: Let’s try together.

S: (Read together)

T: Boys and girls, is Miss Li a good teacher?

S: Yes.

T: Why? Why is she a good teacher?

S: …

T: Because she cares for Yang Ling. She cares for 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 time

(1) 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。】

(2) Read together (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、整体性地进行朗读。】

(3) 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，自主选择方式和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 Consolidation

1. Sum up

T: Boys and girls, I think you can make a telephone call after learning this story.

   Let’s check together.

S: …

T: Can you talk about illness now?

S: …

【设计意图：帮助学生总结本节课所学的两类知识，关于打电话和关于讨论疾病，及时复习所学知识也为下一步拓展活动的开展做好了准备。】

2. Show time

T: Yang Ling is fine. So she comes to school next day. But Liu Tao is not at school.

   What’s the matter with Liu Tao? After school, Yang Ling is calling Liu Tao. What do they say? Please work in pairs, make a dialogue and act it out.

S: (Work in pairs)

T: It’s time to act.

S: (Show their performance)

T: Why does Yang Ling call Liu Tao?

S: Because she cares for Liu Tao.

T: Do you care for your parents, teachers and friends? Let’s care for each other. And making a telephone call is a good way. Boys and girls, class is over. You did a good job today.

【设计意图：活动要求学生用本课所学的知识通过打电话的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 out the story.

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：