执教教师

马杭中心小学 黄滢

教学目标

1. 能听懂、会说、会读、会写单词：at school

2. 能听懂、会说、会读单词：headache

3. 能熟练地听懂、会说、会读句型：This is... speaking. May I speak to...? I’m sorry to hear that. How are you? I’m fine, thank you./Not so good.

4. 能够理解Cartoon time内容，并正确、流利，有感情地朗读表演，并能够为故事添加一个后续。

教学重点

1. 能听懂、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. May I speak to...? I’m sorry to hear that. How are you? I’m fine, thank you./Not so good.

教学难点

1. 能够理解Cartoon time的幽默之处，正确分析人物的性格特征，并能够为故事添加一个后续。

教学准备

1. 教师准备：板贴，Sam和Bobby头饰，前置性任务单

2. 学生准备：两个纸杯，一根棉线，书，完成后的任务单

教学过程

教学步骤

教师活动

学生活动

设计意图

Step 1

Warm up and review

1. Let’s enjoy.

T: Let’s enjoy a video and you can sing with it.

Can you give the song a title?

2. Let’s dub.

T: Do you still remember Story time? Now let’s dub it. Pay attention to the change of Yang Ling’s mood. G1&2, you are Yang Ling, G3&4, you are Miss Li.

3. Let’s check.

(1) Check the answers one by one.

Look, this is the task list I give you before class. All of you have finished it, right? Now, take it out. Let’s check together.

(2) Show Ss some of their answers and correct the mistakes.

Look, here are some of your answers, is he or she right? Or can you find anything wrong?

4.Brain storm.

(1)Do you know any other illnesses?

Tell Ss the pronunciation of “胃”“牙”“背”, let them try to say the pronunciation of some other illnesses.

(2)Let Ss try to chant

(3)Can you give these patients some advice?

(4)Can you act with your partner?

Tell Ss: we should learn to care for others.

1. Ss watch the song and answer.

How are you?

2. Dub:

Yang Ling: ...

Miss Li: ...

3.Check the answers.

(1)Ss answer the question one by one.

Tell the teacher his or her answer and where the answer is.

(2)Ss check and correct.

Ss read by themselves.

Ss find the mistakes and correct them.

(a/an+ illness)

(What’s the matter?)

4.Brain storm.

(1)Ss answer one by one, and try to say the pronunciation of some other illnesses.

A stomachache

A backache

An earache

A toothache

(2)Ss try to chant

___, ___, I have a/an ___.Care, care, please take care!

(3) Ss give advice

You can...

(4) Ss act with their partners

One act

The other: If you have a/an..., you can...

在轻松愉悦的歌曲中激活学生上节课所学句型How are you？及其简单的问答，通过让学生给歌曲命名自然而然过渡到第二课时的学习。

通

以配音的方式复习课文内容，学生在此过程中关注Yang Ling情绪的变化，对Story time所学有了更具体的印象，为后面更轻松找出问题的答案做好铺垫。

检

检查课前任务，让学生找出答案的出处。

学生纠错环节，选取学生作业中的典型错误，让学生自己发现，更好地检验学生知识掌握清理，从而提炼出需要强调的重点。

拓展其他常见的疾病表达，用headache引出复合词的构成以及发音规律。

及时巩固学生对疾病名的发音掌握情况。

根据图片提示，头脑风暴出常用的建议。并通过演一演的方式及时巩固学生对疾病以及相应处理方式的掌握。

Step 2

Fun time

1. Let’s make.

(1)What’s this?

T: It’s a paper cup phone.

(2) What do we need?

Add: a needle,

 or something sharp, like a pencil

(3)How to make?

Make a hole

Connect with strings

(4)Why？

T: When we use the phone, we need to tighten the strings. Why？——To make our voice clearer.

(5)Now you can make a paper cup phone with your partners.

(6)Show us your paper cup phones.

T: Your phones are so colorful and beautiful!

2. Let’s play.

(1)You can refer to the dialogue here. What else can you say?

When your partner is fine, what can you say? When your partner is not so good, what can you say?

You can also give him or her some advice.

(2)Can you make a paper cup phone call to care for others now?

(3)Ask some of the groups to show us.

Summarize: No matter how long the distance is, we should keep in touch.

1. Ss make

(1) Ss answer

土电话/纸杯电话。

(2) Ss answer.

纸杯，线

(3) Ss answer.

给纸杯打两个洞

然后用棉线串起来打结

(4) Ss answer.

可以让传声更清楚

(5)Ss make.

(6)Ss show.

2. Ss play

(1) Think and say.

Let’s...

What about...

I’m sorry to hear that.

Take care.

(2) Ss use the phone to make a dialogue with their partners

(3) Ss show.

学生自主探索制作纸杯电话的材料和方式，激发学生制作的兴趣。

思考为什么要绷紧棉线，让学生在实际使用过程中也能自发的关注。

展示学生制作成果，让学生更有成就感。

把对话继续下去，根据不同的情况分析对话的走向，从而继续向本节课的重点句型和补充句型靠拢，让学生学有所用。

学生在用纸杯电话打电话的过程中体验了其中的乐趣，享受了自己动手制作的成果，从而意识到人与人交流、联系的重要性。

Step 3

Cartoon time

1. Let’s watch.

T:Sam is also making a telephone call with Bobby. Why is Bobby pinching his nose? Let’s watch a video.

Can you give a title to the cartoon?

A. A trick一个恶作剧

B. A telephone call一通电话

C. Bobby's joke(玩笑)

Which one do you choose?

2. Let’s find.

T:Why is Bobby pinching his noes?

T: Why does Bobby pretend to be Tina?

Teach: Is... there?电话用语。用于打电话时询问对方在不在。

What do you think of Booby?

Can you read like Bobby?

3.Let’s find.

T:Does Sam fall for the joke?

At first, ...

Then, ...

T:Is Sam angry for the joke?

T:What do you think of Sam?

Clever，generous, easygoing

4.Let’s listen and repeat.

pay attention to your pronunciation, intonation and emotion.

5.Let’s imagine

What will they go on talking about?

6.Let’s act

T: Work with your partner and choose one way to act.

i   read with your partner

Ii  act with your partner on the stage

Iii add an ending to the story and act it out

T: Friends can joke with each other sometimes(有时).

sometimes ≠always(总是)

jokes ≠ tricks(恶作剧)

We should cherish our friendship!(珍惜友谊)

1. Ss watch.

We choose C. Bobby's joke

2. Ss think and say.

He wants to pretend to be Tina.

He wants to play a joke on Sam.

He is very naughty.

Ss pinch their nose and read like Booby.

3. Ss think and say.

Yes.

No.

No.

聪明的，宽容的

4. Ss listen and repeat.

5.Ss imagine and say

(1)Bobby, you are so “bad”/naughty/funny.

(2)How are you?

(3)Let’s...

What’s the matter?

I’m sorry to hear that.

Take care.

You can...

6.Ss act

Choose one way

Use the phone

Do the gesture

通过Fun time的打电话自然而然过渡到卡通环节Sam和Bobby打电话的场景。

提醒学生关注Bobby捏鼻子的动作，激发学生对后续故事的兴趣。

通过观看卡通，自然而然得出卡通的标题为“Bobby的玩笑”。

知道了卡通的标题后，通过层层设问，解开Bobby捏鼻子和假扮成Tina的理由。自然而然的总结出Bobby调皮，有趣的性格，从而激发起学生想要跃跃欲试扮演Bobby的兴趣。

Sam是否上当？引导学生分类讨论。一开始Sam确实将Bobby误认为Tina了，后来又不经意间揭穿了Bobby，没有继续上当。从而让学生总结出Sam是聪明的，从他开怀大笑的行为也能看出他是好相处的、宽容的。

分析完整个故事后，跟读就更有代入感了。

为故事加一个结尾，引导学生从两方面考虑。1. Sam意识到Bobby在跟他开玩笑后，他下意识会如何评价Bobby?

2. 评价完Bobby后，Sam打电话来的目的是什么？先要向本课主题靠拢，关心Bobby身体状况后再进行相应的回答。

学生利用土电话表演卡通后，引导学生思考，Sam和Bobby是朋友，朋友之间有时可以开玩笑，但不能总是开玩笑，也不能将玩笑变成恶作剧，要珍惜来之不易的友谊。

Homework

1.Read Cartoon time 3 times and try to recite it.

2. Call your friends with the phone.

3. Preview Sound time and Song time.

巩固所学，迁移到日常生活，并为下节课的学习做准备。

Blackboard

Design

        Unit8 How are you?

drink some warm water                           Hello, ...

take some pills                                         This is... speaking.

eat some fruit                                           May I speak to...?

have a good rest                                                       Hello,...

go to see the doctor                                                  This is...