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江苏省译林英语4B Unit8教案
译林小学英语四年级下册 Unit 8 How are you? 一、单元教材分析 (一) 单元整体情况分析 本单元主要是情景学习，一个情景是打电话，一个是用适当的句型询问他人的健康状况，课文又将两个情景巧妙地结合引出句型：“May I …?”“I have …”“This is … speaking.”这是本单元的语言点。通过打电话的对话情景引出询问他人健康状况的句型和对病况描述的词汇。 (二) 各板块情况分析 Story time这一部分是这一单元的主架，基本包含了第八单元的所有知识点。本部分分为两节，第一节在开篇设置了学生打电话向老师请假的句型。第二节是老师打电话向学生询问身体恢复情况，复习第一节的句型和前几单元学习过的一些句型。 Fun time 这一部分引导学生在玩中学习英语。要求学生自己动手制作土电话，然后再进行情景表演，灵活熟练地运用所学的新句型。 Cartoon time通过三组图片，重点操练句型“This is …speaking.”同时还复习第一、二单元的词汇，是非常完整的情景漫画。 Sound time这一部分学生已经非常熟悉，是每个单元对语音进行的练习。本单元的发音练习依然是元音字母o在单词中的发音。 Rhyme time歌谣部分旨在培养学生的语感和学习英语的兴趣。 Checkout time 这一部分是锻炼学生灵活运用所学知识的能力，综合性强。通过排序不仅训练了学生的阅读能力，还提升了对课本的理解能力。 Ticking time在最后一个单元，教师让学生自己尝试总结第八单元的句型和词汇，培养学生的自我总结的能力。 二、单元教学目标 (一) 知识目标 1. 在听、说、读、写的练习中，学会单词及词组：may, cold, fever, hear, take care, cough, headache, not so good。 2. 在听、说、读、写的训练中，学会以下句型：How are you? What’s the matter? I have …/ May I speak to …? / This is …speaking. (二) 技能目标 能够通过多种方式熟练地模拟打电话情景以及描述一些简单的病况。 (三) 情感目标 培养学生做一个礼貌的人，学会关心身边的人，多问候身边的亲友。 三、单元教学重难点 (一) 教学重点 1. 句型：How are you? What’s the matter? I have … May I speak to …? / This is …speaking. 2. 词汇：may, cold, fever, hear, take care, cough, headache, not so good 3. 语音：字母o在单词中的读音 (二) 教学难点 1. 句型：How are you? What’s the matter? I have …/ May I speak to …? / This is …speaking.在语境中的正确运用 2. 词汇：may, cold, fever, hear, take care, cough, headache, not so good的正确运用。 3. 语音：字母o在单词中的读音 四、单元教学安排 建议在四课时内完成本单元教学内容。 第一课时：Story time 第二课时：Fun time& Checkout time 第三课时：Cartoon time& Rhyme time & Sound time 第四课时：Ticking time&单元复习 备课方式：独立备课（）集体备课（）好课摘录（） 课题：Unit8 How are you? 课时 1 执教与反思 一、教学内容： 四下Unit 8 How are you? (Story time) 二、教学目标： 1. 知识目标： (1) 能认读单词：cold, fever并进行初步拼读。 (2) 能听懂、会读、会说电话用语：This is … speaking. May I speak to…? (3) 能理解并运用日常用语：What’s the matter? I have … I’m sorry to hear that. Take care. How are you? I’m fine/great… Can you come to school tomorrow? See you tomorrow. 2. 技能目标： (1) 能理解和记忆本课时需要学习的单词，并能把本课时学习的句型灵活、熟练地运用到日常的学习生活中，做到即学即用。 (2) 能整体理解掌握Story time部分内容，能模仿录音正确朗读课文。 (3) 能听懂并正确使用打电话日常交际用语。 3. 情感目标： (1) 培养学生有礼貌地运用电话用语。 (2) 增强学生主动关心他人的意识。 (3) 能理解中外打电话文化的异同。 三、教学重点： 1. 能认读单词：cold, fever并进行初步拼读。 2. 能听懂、会读、会说电话用语：This is … speaking. May I speak to…? 3. 能理解并运用日常用语：What’s the matter? I have …I’m sorry to hear that. Take care. How are you? I’m fine/great…Can you come to school tomorrow? See you tomorrow. 四、教学难点： 能听懂并正确使用打电话日常交际用语。 五、教学准备： PPT 六、教学过程： Step1. 阅读前——激活旧知，调动学习兴趣。 1. 以歌曲《How are you?》引出本课话题。 T: Today, we’ll talk about Unit8 How are you? How are you today? S: I’m fine/ good/ great… T: Good. You’re fine. You’re great… I’m happy to hear that. 2. How are you? 答句归纳。 T: When someone asks you: How are you now? Step 2阅读中——问题引领，梳理文本层次。 1. 以Yang Ling给Miss Li打电话为主线，理清第一部分内容。 (1) 学生看Yang Ling 图片猜测。 T: How’s Yang Ling today? S: She’s not happy/ ill… T: She looks not so good. She’s ill. Can she come to school today? S：No，she can’t. T: Right? Let’s listen. (2) 打电话请假，教授电话用语。 T: Yang Ling can’t come to school today, so she makes a call to Miss Li. How do they make the call? Let’s listen. (3)分析请假的原因。 T: Yang Ling can’t come to school today. Why? What’s the matter with her? (教授生词 matter 句型 What’s the matter?) 听Yang Ling 和Miss Li的谈话内容，选择她不能来的原因，随文教授单词cold，fever。 T: Miss Li is worried and cares very much. (呈现Care主题） She asks: What’s the matter?(担心的) Who can be Miss Li? Have a try. I’m sorry to hear that. Take care, Yang Ling. 呈现Tip: I’m sorry to hear that. 的意思是“得知此事，我很难过。”当听到别人不好的消息时，常用这句话表示同情和关怀。 请学生分角色有感情地对话。 T: Yang Ling is ill. Do you have any suggestions to her? S: Drink water… (4)跟录音朗读第一部分内容，之后教师引导学生有感情地朗读。 2. 以Miss Li 打电话给Yang Ling 为主线, 引导学生自主学习第二部分 (1) 学生为主，教师为辅解读第二部分 (学生先随文猜测她们可能会说的话，教师再播放录音，请学生说出听到的句子) (2)Practice and act 教师引导学生同桌有感情地扮演第二部分的内容 (3)两人一组，选取两幅图中的一幅进行表演。 (4)教师利用板书引导学生复述课文 (5) 理解课文，完成练习。 (6)教师引导学生归纳How to make a call in English? Step 3阅读后——主题延伸，拓展知识 Make a call Step 4 Homework 1. 抄写表示疾病类的单词，英文四遍，中文一遍，尝试背诵。 2.模仿录音朗读课文，并熟读课文，准备表演。 七、板书设计 Unit8 How are you? What’s the matter? I have … I’m sorry to hear that.Take care. How are you? I’m fine/great… 备课方式：独立备课（）集体备课（）好课摘录（） 课题：Unit8 How are you? 课时 2 执教与反思 一、教学内容： 四下Unit 8 How are you? (Fun time and Checkout time) 二、教学目标： 1. 知识目标： (1) 能听懂、会说、会读、会写单词：cold, fever, headache, cough (2) 能运用电话用语：This is … speaking. May I speak to…? (3) 能熟练运用日常交际用语：What’s the matter? I have … I’m sorry to hear that. Take care. How are you now? I’m … Can you …tomorrow? See you ... (4) 能根据实际完成Checkout time。 2. 技能目标： (1) 能脱离课本掌握Story time部分的内容，并正确、熟练地表演对话。 (2) 熟练掌握电话用语并能和同学打电话。 (3) 能够通过背诵、小组练习等方式掌握本课时的学习内容，并能用其和同学进行基本的沟通和交流。 3. 情感目标： (1) 通过教师领读、学生小组练习等方式增进师生、生生之间的交流与了解。 (2) 培养学生的合作精神，提高英语学习兴趣。 三、教学重点： 1. 能运用本单元的单词及句型打电话并关心同学。 2. 能根据实际完成Checkout time。 四、教学难点： 能根据实际完成Checkout time。 五、教学准备： PPT 六、教学过程： Step1. Greeting and Free talk: T: What day is it today? What lessons do you have? Do you have a / an … lesson this morning / afternoon? How are you today? What’s the matter? Step2. Review and teach the new words. 1. Look and say: How are you? 2. Let’s match and read. (1) Match the pictures and the words. (2) Spell the words together. (3) Try to chant. 3. Chant in pairs: A: Matter, matter, what’s the matter? B: Cold, cold, I have a cold. (Chant the words and sentences in different ways.) Step 3 Review Story time 1. Watch the cartoon and try to answer the questions. Where is Yang Ling? What’s the matter with her? 2. Think and answer T: The second day, Miss Li calls Yang Ling again. Is Yang Ling fine now? Ss: Yes, she is. T: How do you know that? Ss: Yang Ling says: I’m fine. Thank you. T: You the dialogue very well. 3. Read and judge: (1) Yang Ling is at school. (2) Yang Ling has a cold and a fever (3) She can’t come to school tomorrow 4. Read the dialogue together 5. Read the dialogue in different ways 6. Try to recite the dialogue according to the key words Key words for the students: 7. Show time: Choose one part, act in pairs. 8. Summary: （1）当你打电话介绍自己时，可以说：This is … speaking. （2）当你打电话告诉别人你想找谁时，可以问： May I speak to …? Is … there? （3）当你问候别人身体时，可以问：How are you? （4）当你身体不好时，可以回答：Not so good. I have … （5）当你听到别人身体不好时，你应该说：I’m sorry to hear that. Step 4 Checkout time 1. Try to say the phrases: 2. Try to say the sentences. 3. Try to make a new dialogue according to Story time 4. Let’s talk:（场景：周日，你打电话邀请朋友出去玩。） 5. Let’s order: a. Read the sentences together. b. Talk in pairs. c. Put them in orders. d. Read the sentences in orders. e. Try to answer some questions according to the passage. (1) Who calls Yang Ling? (2) What’s the matter with Yang Ling? (3) when will Su Hai geo to see Yang Ling? 6. T: We should care about others and we should care about ourselves. How to keep healthy? Drink much water. Do more exercise. Step 5 Homework 1. Review Story time and checkout time. 2. Preview Cartoon time, Sound time and Song time. 3. Finish the exercise on your exercise book. 七、板书设计 Unit 8 How are you? What’s the matter? I have …. I have a cold a fever He has a cough She has a headache. I’m sorry to hear that. Take care. How are you now? I’m … Can you …tomorrow? See you ... 备课方式：独立备课（）集体备课（）好课摘录（） 课题：Unit8 How are you? 课时 3 执教与反思 一、教学内容 四下Unit 8 How are you? (Cartoon time, Rhyme time and Sound time) 二、教学目标 1. 知识目标 (1) 能熟练地听懂、会说、会读、会写单词：at school (2) 能熟练地听懂、会说、会读句型：This is … speaking./ Is … there? (3) 能体会了解字母o在单词中的发音/ D /，能说出一些含有类似发音的单词。 2. 技能目标 (1) 能熟练运用句型“This is … speaking./ Is … there?”进行日常交流。 (2) 能够进行自主阅读，理解Cartoon time部分内容，并用正确的语音、语调朗读本课的内容。 (3) 了解元音字母o在单词中的发音。 3. 情感目标 通过合作交流，让学生可以熟练运用句型进行问答，并在交流中增进学生之间的友谊。 三、教学重点 1. 巩固本单元的单词、句型。 2. 能体会了解字母o在单词中的发音/ D /，能说出一些含有类似发音的单词。 3. 能够进行自主阅读，理解Cartoon time部分内容。 四、教学难点 能体会了解字母o在单词中的发音/ D /，能说出一些含有类似发音的单词。 五、教学准备 单词卡片，光盘，PPT 六、教学过程 Step 1 Greeting Enjoy and say a rhyme: < Doctor Wu> Step 2 Revision 1. Know our friends. T: These are our friends. They are Yang Ling, Tom, Helen and Bobby. T: What’s the matter with Yang Ling? Let’s have a PK. 2. If you want to make a telephone call, we can use … Review: May I speak to …? Is that …? This is … Is … there? This is … speaking. 3. If we know someone is ill, we can say… Review: How are you? What’s the matter? Are you …? 4. T: We know a lot about Yang Ling. What about Tom? T: What’s the matter with him? S: He has … (头脑风暴，让学生猜测Tom怎么了？) 5. Do a puzzle. 6. a. Listen and answer: What’s the matter with him? b. Read fun time together. 7. a. T: Helen is not at school today. How is she now? b. Give Helen a call. Listen, what’s the matter with her? S: She has a headache and a cough. Step 3 Presentation 1. How is Bobby? Watch the cartoon and choose Q1: Where’s Bobby? A: At school B: At home Q2: What day is it today? A: It’s Sunday. B: It’s Saturday. Q3: Do they have any lessons on Sunday? A: Yes, they do. B: No, they don’t. 2. Enjoy reading. Read after the tape. 3. Reading time: 1. Act out the story. 2. Continue the cartoon: 3. Learn the rhyme: What’s the matter Sue’s friend? a. Watch the cartoon and answer the question. b. Read the rhyme together. c. Make a new rhyme. 4. T: What can you see in the picture? S: I can see… T: Can you make a sentence? S: The hot dog in the box is not lunch for the fox. T: Read these words: hot dog not box fox coffee. Can you say more? S: pot, coffee, on, off … T: Try to read: Go home, Joe. And show Rose your nose. Step 4 Practice 判断下列每组单词的红色单词的发音是（S）否（D）相同。 1. sock box ( ) 2. not no ( ) 3. cold coffee ( ) 4. open nose ( ) 5. close clock ( ) 6. do doll ( ) Step 5 Homework 1. 听录音，模仿录音朗读Cartoon time，并在小组内表演。 2. 完成课时练习的翻译词组、选择题目。 七、板书设计 Unit 8 How are you? This is … speaking. Is … there? o / D / hot dog not box fox coffee. The hot dog in the box is not lunch for the fox. 备课方式：独立备课（）集体备课（）好课摘录（） 课题：Unit8 How are you? 课时 4 执教与反思 一、教学内容 四下 Unit 8 How are you? (Ticking time, Review and check) 二、教学目标 1. 知识目标 (1) 巩固本单元的单词、短语和句型。 (2) 能体会并了解字母o在单词中的发音/ D /，能说出一些发音规律类似的单词。 (3) 能根据本单元教学要求，根据自己学习情况，对自己作出评定。 2. 技能目标 能够把前三个课时学过的单词和句型应用到自己的学习生活中进行交流和沟通。 3. 情感目标 通过本节课的复习，培养学生及时复习、巩固已学知识的良好习惯。 三、教学重点 1. 巩固本单元的单词、短语和句型。 2. 能体会了解字母o在单词中的发音/ D /，能说出一些发音规律类似的单词。 四、教学难点 1. 能理解字母o在单词中的发音/ D /。 2. 能够在日常生活中准确、恰当地运用学过的单词、短语和句型。 五、教学准备 PPT，练习册，练习纸 六、教学过程 Step 1 Warming up 1. Greeting and free talk: T: Hi, how are you today? S1: I’m fine./I’m not so good. T: What’s the matter? S1: I have a … T: I’m sorry to hear that. Take care. Ask and answer like these. 2. Say a rhyme:查看更多