学校：常州新北区吕墅小学

班级：四（1）（3）

人数：89

日期：月 日

学科：英语

课题：Unit8 How are you?

教时：2

执教： 江蛟

教学目标：

1.能在适当情景下使用本单元重点单词和句型进行交际。

Teaching Procedures

Steps

Teacher’s activities

Learners’ activities

Purpose, Feedbacks &Aims

Step 1

Warming-up

吸引注意，积累语言

Step1: Warm up and review

Chant(配上音乐、动作)

Review story time，try to dub.

根据提示，尝试背诵。

Play a game. (选择一张卡片，根据卡片完成情景对话)

自评

板书

Work in pairs and discuss.

生生互动复习句型。

教师板书复习的句型。

Step2

Pre-

task

导出目标，生成结构

Part A ：Cartoon time

Healthy is very important. We should drink more water, and do some sports every day. On Sunday, Sam wants to do some sports with Bobby. He calls Bobby. (出示图片) What are they talking about? Guess!

Is Tina there, too? Let’s watch the cartoon.(播放卡通)

学生回答问题。

听录音，标出升调。（Check）

跟读，体会Sam 和Bobby说话的语气和感情。

Act in pairs.(细读书上表演要求)

Look at the picture and answer the question.

看图，猜测故事情节，激发兴趣。

（Class work

Single work）

Step3

Task 1

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 school

Listen and answer

Single work.

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、2

Step4

Task 2呈现刺激材料，活用结构

Part B： Sound time

Let’s have a rest and enjoy a picture. What can you see in the picture?

Can you make a sentence?

出示sound time中的句子，跟读。

播放Sound time 动画

出示字母o的发音和相关单词，学生再举例。Try to make sentences.

辨音练习

出示一些新单词，学生试着读。

自评。

Read and learn

Read and imitate

Read 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2

Step5

Task 3

引发期待行为，强化结构

用sound time 中的单词（包括以前学过的）造句，用到的单词越多越好。

。

Work in pairs

同桌合作朗读或表演cartoon time.

（Pair work）

达成目标2

Step6

Post –

task提供反馈评价，巩固结构

Make and act:

If you are Tina, you are answering Sam’s 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

Homework:

Read and act cartoon time.

Copy the phrases.

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: I’m fine, thank you./ Not so good.