2020春四年级英语下册 Unit 8 How are you第3课时教案+说课稿 （新版）牛津译林版

unit 8 how are you? cartoon time & sound timeteaching contents 教学内容cartoon time & sound timeteaching aims and learning objectives 教学目标1. 能够了解知道字母o的发音。2. 能够理解并表演卡通故事。3. 通过欣赏动画、表演动画，能够充分理解并体会故事的趣味性，享受语言带来的愉悦。focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能够了解知道字母o的发音。2. 能够理解并表演卡通故事。教学难点：能够充分理解并体会故事的趣味性，享受语言带来的愉悦。teaching procedures 教学过程step 1 greeting and review 1. free talkt: hello, boys and girls.s: hello, miss fu.t: how are you today?s: im fine. 2. ask your classmatest: you are fine. what about our friend, yang ling? is she fine too? lets review the story together. can you ask some questions about this story? please write one question on the paper.s: write down the questions on the paper.t: please discuss your questions in your groups.s: discuss in groups.t: now we are going to have a pk between boys and girls. are you ready?s: play the pk game together.3. lets reviewt: well done. if you want to make a telephone call, you can say s: (教师板书学生说的电话用语)t: if you know someone is ill, you can say s: 【设计意图：课堂伊始，在轻松的氛围里，让学生写下关于story time的问题，并举行男生女生pk赛，既复习了前两节课所学知识，也为本课新知识的学习做好铺垫。】step 2 sound time1. look and sayt: yang ling is not so good. what about mr fox? look at this picture.s: he is hungry.t: yes. he is very hungry. guess. what can he eat for lunch? s: 【设计意图：通过让学生先看sound time的部分图片，对sound time内容进行预测，激发学生的学习好奇心，为下一步的学习做好铺垫。】2. listen and fillt: well, lets listen and fill in the blanks.s: listen to the tape. the hot dog in the box is not the lunch for the fox.t: who can share your answer with us?s: t: can the fox eat the hot dog? why?s: no, because its not the lunch for the fox.t: well done! lets read after the tape.s: read after the tape.t: this time, please read in groups.s: read in groups.t: whod like to have a try?s: 【设计意图：通过让学生听韵律诗，让学生初步感知相关语音。】3. learn the sound of the letter ot: now look at these words. lets read them together.s: hot dog not box fox.t: whats the sound of the letter o?s: t: you are right. look, here i have more words. can you read them? please read in groups of four first.s: read in groups of four.t: lets try together.s: t: can you say more words like this?s: (教师板书学生说的单词在黑板上)【设计意图：让学生自己读单词，总结出字母o的发音规律，学会发现和归纳。】4. read and chooset: look, here i have more words. please read and choose. which words are the friends of hot?s: read and choose.t: now please work in pairs and check your answers.s: work in pairs.t: now lets check our answers.s: 【设计意图：让孩子们通过自读分类，了解字母o的其他读音并学会辨识。】step 3 cartoon time1. look and sayt: look, mr fox is eating his lunch now. and he is very happy now. how about bobby? what does he do?s: 2. watch and chooset: yes. bobby is very happy. he is making a telephone call now. is he at school? (新授 at school)s: watch and choose.t: is he at school?s: no.【设计意图：引导学生通过观看卡通故事，找出问题的答案，帮助学生整体感知卡通故事内容。】3. read and answert: is tina there? why is bobby laughing? please read by yourselves and try to answer.s: 【设计意图：引导学生通过自读，关注卡通故事中的细节信息，进一步理解内容。】4. reading time(1) listen and repeat (听录音跟读卡通故事，鼓励学生模仿语音、语调，体会人物的心情)【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 (齐读卡通故事)【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、整体性的朗读。】(3) read in roles (分角色朗读)t: which group would like to read?s: 5. act story time in pairst: well done. and i have a learning tip for you. act it out in pairs. now lets act the story together.s: act in pairs.t: have a try?s: 【设计意图：学生两人一组，用头饰、实物，表演卡通故事。在此过程中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。】6. consolidationt: well done! look, now its sunday. bobby wants to ask sam to go out. so, he calls sam. and sam is going to make a joke with him. then what happen? lets make a dialogue. ok? whod like to have a try with me?s: (和老师一起示范编故事)t: well done! now its your turn now. please work in pairs and try to make a new story.s: (两人一组续编新的故事)t: its time for you to act.s: (请三组学生上台表演)t: excellent, boys and girls. you did a good job today.【设计意图：活动要求学生用所学的语言进行对话。在故事新编中，调动学生的学习积极性，鼓励他们将已有知识和新学知识进行有机整合，从而进一步提高自身的综合语言运用能力。】homework 家庭作业1. listen and read sound time.2. try to act the cartoon with your friends.3. read and act out the cartoon.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： unit 8 how are you? this is speaking. may i speak to ?how are you?whats the matter?学生资源/ u / / /说课本节课伊始，设计了对story time进行自主提问的环节，希望通过本环节的设计，帮助学生复习story time所学内容以及电话用语和讨论疾病的用语，唤醒他们的学习记忆，也为新课呈现做好铺垫。在接下来的环节设计中，以mr fox作为引导，开始了sound time 的教学。首先让学生看图回答狐狸先生怎么了？他可以吃什么作为午餐？学生先自主猜测，接下来通过listen and fill找到答案，学习韵律诗。然后让学生读韵律诗中带有字母o的单词，从而总结出字母o的发音，接下来让学生根据发音规律自己读出新词并根据自己的学习经验，总结出含有相同发音的单词。最后通过read and choose环节，让学生了解字母o的其他发音并教会学生辨别两种发音的不同。在卡通故事学习部分，设计了look and say、watch and answer、read and answer三项任务。首先让学生讨论卡通图片，接着让学生带着问题观看卡通故事动画，初步感知故事内容。通过read and answer这个环