译林版小学英语4BUnit8教案.doc

第 八 单元 单元分析序号内容个 人 设 计备课组集体讨论意见一单元教材分析本单元以打电话询问健康为主题，主要教授了电话用语和询问身体状况的表达，运用丰富多彩的新句型进行交流和讨论。 贴近学生生活，与第七单元内容联系紧密。二单元目标要求1.能初步听懂、会说、会读、会拼写单词may, hear, take care, at school.2.能听懂、会说、会读come to school, cold, fever, cough, headache.3.能初步听懂、会说、会读、会运用句型This is .speaking. May I speak to .? Im sorry to hear that. How are you? Im fine, thank you./ Not so good. See you tomorrow. See you.4.通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能运用所学对话描述。5.能熟练地朗诵诗歌Doctor Wu。6.了解字母o在单词中的发音。三单元设计意图本单元围绕着打电话询问健康这一主题情境，利用丰富的句型讨论交流。学生已经在第七单元学习了有关疾病类的词汇，可以结合学生已有的语言知识，进行衔接整合。贴近学生生活，在真实的对话中学习新单词和句型，学以致用，真正体会到英语学习的乐趣。四单元目标达成分析交往互动式教学设计课题 Unit 8 How are you?教时第1课时日期一、教学目标：1.能初步听懂、会说、会读、会拼写单词may, hear, take care. 2.能听懂、会说、会读come to school, cold, fever. 3.能初步听懂、会说、会读、会运用句型This is speaking. May I speak to? Im sorry to hear that. How are you? Im fine, thank you. See you tomorrow. See you. 4.能正确理解掌握对话内容，准确、流利地朗读课文。重点 与 难点：重点：1.能听懂、会说、会读本课词汇，初步理解运用本课句型。能正确理解掌握对话的内容并能流利朗读对话。难点：有感情的朗读对话并学会打电话用语并能适当拓展。教 学 过 程时间活动板块活动内容与呈现方式学生活动方式交流方式Step 1吸引注意，积累语言1. Free talk.T: Nice to see you. How are you? Im not OK. Yes, I am. Im ill. Today, we will learn Unit 8 How are you? 板书揭题2. Ask your desk mates “How are you?”Nice to see you.Im fine. Thank you. And you?Whats the matter?Are you ill?Work in pairs.师生、生生互动板书，复习旧知。继续追问与回答，引导学生用句型练习。(Solo work)随之生生对答，师评价。核心过程Step2导出目标，生成结构1.Show a picture of Yang Ling in Story time.T: Look at this girl. Who is she? Where is she? How is she now? Can you guess? 引导学生用Maybe she is.回答。2. Another picture. Look, where is Miss Li? What is Miss Li doing? Can you guess? Yes, shes calling Yang Ling. But how can we begin a telephone call? Please watch the cartoon carefully. Underline key sentences and discuss in pairs.3. Can you make a phone call to your desk mates?Class work.Ss: She is Yang Ling. At home. Maybe she is . Maybe she is.Ss: Shes at school. 打电话Watch and sayPractice师生问答。学生猜测师生、生生互动学生边听边模仿打电话用语。学生模仿，教师板书。(Pair work)达成目标3Step3回忆相关知识，初步运用结构1.How is Yang Ling? Lets watch cartoon and find out whats the matter with Yang Ling. 教读cold，fever出示图片帮助理解。2.Can you read by yourselves and try to answer them.(1)What cant Yang Ling do? (2)What does Miss Li say?Watch and answerRead after the teacher.师生问答中引出新单词，并在讨论中老师板书，提炼与总结，然后生生问答。(Pair work Solo work)达成目标2Step4呈现材料，活用结构1. Picture 2Look at another picture. Can you guess what happens next? Guess, read and underline.Guess, read and underline通过让学生猜测事情发展，让学生自读课文。达成目标2，3Step5Task3引发期待行为，强化结构Reading time：1.Lets read after the computer.(在跟读中体会语音语调语气，理解并学习Im sorry to hear that. Take care. See you tomorrow. )2.read after the teacher.3.read together.Read and learnRead and imitateRead together学生通过不同方式朗读课文，加深印象，便于理解掌握知识点。(Class work Solo work Group work)达成目标4Step6Post task提供反馈评价，巩固结构1. If you are ill, can you make a call to your teacher and classmates? Useful sentences: A：Hello, this is . speaking. May I speak to.? B：This is A：.2. HomeworkGroup work 在学习课文的基础上，运用本课的重点句型，小组合作，模仿对话，练习巩固句型。(Group work)达成目标4板书设计Unit 8 How are you?A: Hello, this is . speaking. May I speak to .? come to schoolB: This is . cold feverA: Whats the matter? hearB: I have a cold and a fever. tomorrowA: Im sorry to hear that. Take care. 交往互动式教学设计课题 U8 How are you?教时第2课时日期教学目标：1. 能熟练朗读、表演课文，复习课文。2. 能听懂、会说、会读、会用单词cough, headache; 句型How are you? Not so good.。3. 能听懂、会说、会读、会运用打电话用语。能根据fun time的道具和情境，有乐趣地进行小组对话。4. 会朗诵诗歌Doctor Wu。5. 培养学生关心同学互相爱护的好品质。重点 与 难点：重点：能让学生听懂会说会读会用新单词和新句型。难点：学生能根据实际情况运用打电话用语打电话。教 学 过 程时间活动板块活动内容与呈现方式学生活动方式交流方式Step 1吸引注意，积累语言1. Listen to the rhyme and follow it.2. Show pictures of Story time. The boy is making a telephone call. Yang Ling is calling Miss Li too. Can you tell me what she is talking about. Work in pair and act.1. Listen and follow2. Look and retell节奏感强的诗歌，让学生回忆起打电话用语。（Class work）达成目标4看图回忆第一课时内容，并同桌表演。（Pair work）达成目标1核心过程Step2导出目标，生成结构1. If your desk mate is ill, what can you say to him/her? 2. If you are ill, how can you answer these questions?新授单词cough，headache句型How are you? Not so good.We can say: How are you?Whats the matter?Are you ill?Do you have a cold?.We can answer:Yes, Im ill. /Not so good.I have a headache.师生、生生互动。复习问候身体健康的交际用语。并新授单词和句型。(Solo work Pair work)达成目标2Step3回忆相关知识，初步运用结构Make a dialogue with your desk mates, using the new words and sentences we learned just now. Work in pairs.同桌合作编对话，教师在旁点拨，其他学生评价。讲一讲课文中的语法点。（Pair work）达成目标2Step4呈现材料，活用结构We have home-made telephones, can you make a phone to your classmates? Work in groups.学生小组合作，利用自制电话表演对话，交流运用重点句型。(Group work)达成目标3Step5引发期待行为，强化结构1. Say the rhyme again.2. If your friend is ill, what can you do? Take care of your friends. 1. Say the rhyme again.2. Talk about friendship.回顾诗歌，提升情感达成目标5Step6提供反馈评价，巩固结构HomeworkMake a real phone call to your friend.You can write down your words.Homework 小组合作交流或者语段输出。 板书设计Unit 8 How are you?A: Hello, this is . speaking. May I speak to .? cold B: Hello. This is . fever coughA: How are you? headacheB: Im fine, thank you./ Not so good. I have a . 交往互动式教学设计课题 U8 How are you?教时第3课时日期一、教学目标：1.能听懂、会说、会读、会写词组at school.2.理解cartoon time的乐趣所在，趣味朗读并表演。3.能熟练运用所学单词和句型打电话。重点 与 难点：熟练朗读cartoon time的课文，体会其乐趣。教 学 过 程时间活动板块活动内容与呈现方式学生活动方式交流方式Step 1吸引注意，积累语言1. Brain storm:How can we make a telephone call?How can we answer a telephone call?板书Work in pairs and discuss.生生互动复习句型。教师板书复习的句型。核心过程Step2导出目标，生成结构1. Can you make a telephone call now? Look at the picture. What day is it today? What is Sam doing now?2. Guess who is Sam calling? How can Sam make a telephone call?Look at the picture and answer the question.看图，猜测故事情节，激发兴趣。（Class workSingle work） Step3回忆相关知识，初步运用结构Listen to the computer and answer:1. Who is Sam calling?2. Who is answering the phone?3. Why?新授at schoolListen and answer听课文，回答问题，整体了解文本。在文章中理解新授词组（Class work Solo work）达成目标1、2Step4呈现材料，活用结构Reading time：1.Lets read after the computer.2.read after the teacher.3.read together.Read and learnRead and imitateRead together学生通过不同方式朗读课文，在理解的基础上体会cartoon time的乐趣(Class work Solo work Group work)达成目标2Step5Task3引发期待行为，强化结构 Show time: you can read or perform this story in pairsWork in pairs同桌合作朗读或表演cartoon time.（Pair work）达成目标2 Step6提供反馈评价，巩固结构Make and act:If you are Tina, you are answering Sams telephone call, what will you say? Make a new dialogue and act it out. Useful sentences：（出示本单元重点句型）Work in groups小组讨论，编写一个新故事表演。(Group work)达成目标3板书设计Unit 8 How are you?A: Hello, this is . speaking. May I speak to .? B: Hello. This is . A: How are you? B: Im fine, thank you./ Not so good. 交往互动式教学设计课题 U8 How are you?教时第4课时日期一、教学目标：1.能熟练听懂、会读、会拼写本单元单词。2.能熟练听懂、会说、会读、会运用本单元句型。3.复习story time，进行小语段输出。4.能理解并且会读o的读音，能总结归纳过去所学单词5.完成补充习题以及同步探究部分练习重点 与 难点：能理解并且会读o的发音，能总结归纳过去所学单词教 学 过 程时间活动板块活动内容与呈现方式学生活动方式交流方式Step 1吸引注意，积累语言1. Brain storm about “ill”.2. Act out Story time in pairs.1.Ss: cold, fever, cough, headache.2. Act out Story time in pairs.头脑风暴复习本单元新词。（Solo work）生生互动，复习第一课时课文，复习句型。(Pair work)达成目标1, 2核心过程Step2导出目标，生成结构1. Yang Ling is ill, so Miss Li makes a call to Yang Ling. Someone is calling Yang Ling too. Who is she? Open your books and do exercise on P55. Discuss the answers in pairs.2. Check the answers.1. Finish exercise on P552. Answer who she is. Ss: She is Su Hai.3. Discuss the answers in pairs.完成书上第55页练习(Solo work Pair work)达成目标5Step3回忆相关知识，初步运用结构1. Miss Li and Su Hai make calls to Yang Ling, because she is ill. 出示狐狸和小熊的图片Mr Fox is calling Mr Bear, because he wants to have lunch with Mr Bear. Can you make a telephone call with your desk mates? One acts as Mr Fox and the other acts as Mr Bear. 2. Mr Fox and Mr Bear