英语四年级下册Unit 8 How are you?教案设计

这是一份英语四年级下册Unit 8 How are you?教案设计，共7页。

Cartn time & Sund time
Teaching cntents 教学内容
Cartn time & Sund time
Teaching aims and learning bjectives 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。
Fcus f the lessn and predicted area f 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 prcedures 教学过程
Step 1 Greeting and review
1. Free talk
T: Hell, bys and girls.
S: Hell, Miss Fu.
T: Hw are yu tday?
S: I’m fine.
2. Ask yur classmates
T: Yu are fine. What abut ur friend, Yang Ling? Is she fine t? Let’s review the stry tgether. Can yu ask sme questins abut this stry? Please write ne questin n the paper.
S: Write dwn the questins n the paper.
T: Please discuss yur questins in yur grups.
S: Discuss in grups.
T: Nw we are ging t have a PK between bys and girls. Are yu ready?
S: Play the PK game tgether.
3. Let’s review
T: Well dne. If yu want t make a telephne call, yu can say …
S: …
(教师板书学生说的电话用语)
T: If yu knw smene is ill, yu 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Stry 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 Sund time
1. Lk and say
T: Yang Ling is nt s gd. What abut Mr Fx? Lk at this picture.
S: He is hungry.
T: Yes. He is very hungry. Guess. What can he eat fr lunch?
S: …
【设计意图：通过让学生先看Sund time的部分图片，对Sund 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 fill
T: Well, let’s listen and fill in the blanks.
S: Listen t the tape. The ht dg in the bx is nt the lunch fr the fx.
T: Wh can share yur answer with us?
S: …
T: Can the fx eat the ht dg?
Why?
S: N, because it’s nt the lunch fr the fx.
T: Well dne! Let’s read after the tape.
S: Read after the tape.
T: This time, please read in grups.
S: Read in grups.
T: Wh’d like t 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 sund f the letter O
T: Nw lk at these wrds. Let’s read them tgether.
S: ht dg nt bx fx.
T: What’s the sund f the letter ?
S: …
T: Yu are right. Lk, here I have mre wrds. Can yu read them? Please read in grups f fur first.
S: Read in grups f fur.
T: Let’s try tgether.
S: …
T: Can yu say mre wrds 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 chse
T: Lk, here I have mre wrds. Please read and chse. Which wrds are the friends f ht?
S: Read and chse.
T: Nw please wrk in pairs and check yur answers.
S: Wrk in pairs.
T: Nw let’s check ur 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 Cartn time
1. Lk and say
T: Lk, Mr Fx is eating his lunch nw. And he is very happy nw. Hw abut Bbby? What des he d?
S: …
2. Watch and chse
T: Yes. Bbby is very happy. He is making a telephne call nw. Is he at schl?
(新授 at schl)
S: Watch and chse.
T: Is he at schl?
S: N.
【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 answer
T: Is Tina there? Why is Bbby laughing? Please read by yurselves and try t 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 tgether (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 rles (分角色朗读)
T: Which grup wuld like t read?
S: …
5. Act Cartn time in pairs
T: Well dne. And I have a learning tip fr yu. Act it ut in pairs. Nw let’s act the stry tgether.
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. Cnslidatin
T: Well dne! Lk, nw it’s Sunday. Bbby wants t ask Sam t g ut. S, he calls Sam. And Sam is ging t make a jke with him. Then what will happen? Let’s make a dialgue. OK? Wh’d like t have a try with me?
S: (和老师一起示范编故事)
T: Well dne! Nw it’s yur turn nw. Please wrk in pairs and try t make a new stry.
S: (两人一组续编新的故事)
T: It’s time fr yu t act.
S: (请三组学生上台表演)
T: Excellent, bys and girls. Yu did a gd jb tday.
【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。】
Hmewrk 家庭作业
1. Listen and read Sund time.
2. Try t act the cartn with yur friends.
3. Read and act ut the cartn.
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 Hw are yu?
This is … speaking.
May I speak t …?
…
Hw are yu?
What’s the matter?
/ əu / / ɒ /
说课
本节课伊始，设计了对Stry 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Stry 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 Fx作为引导，开始了Sund 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 chse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Lk 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这个环节的设计进一步引导学生对于文本进行自主精读，让学生通过关注故事中的细节，体会故事中人物的心情。在朗读环节，教师设计了Listen and repeat、Read tgether、Read in rles等多种形式，在整个过程中教师注重对于学生的朗读指导，关注学生的语音语调。在表演环节教师准备了实物道具、为学生创设接近真实的情境。卡通故事学习之后，教师对卡通故事进行了拓展，Sam也想通过电话和Bbby开一个玩笑，让学生两人一组，继续续编故事，让学生在活动中体验运用英语的快乐。