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How are you本单元主要围绕How are you? 及其相应的四种应答句展开教学。综观本册教材的上半册内容,从第一单元的Hello! / Hi! 第二单元的Good morning. / Good afternoon. / Nice to meet you. 第四单元的Goodbye! / See you. / Good night. 到本单元的How are you? 互致问候的礼貌用语贯穿始终。除问候语之外,本单元还介绍了八个学习用品类单词,并复习巩固了前几单元中的部分交际用语。随着学生学习内容的增多,教师在教学过程中应经常复习学过的问候语,并鼓励学生在平时的生活、学习中尽量用英语互致问候,自觉将所学英语运用于日常交际中。 一 教学内容:Unit 5 How are you? 第一课时。 二 教学目标: 1 知识目标:能听懂、会说日常交际用语How are you? 及其四种应答语:Fine, thank you./ Fine, thank you. And you? Im fine, too./ Not bad, thank you./ Not so good. Im sorry. 2 技能目标:能运用所学口语进行交际。 3 情感态度目标:鼓励学生在平时的生活、学习中尽量用英语互致问候,自觉将所学英语运用于日常交际中。教育学生要多关心问候身边的亲人和朋友。 三 教学重点、难点: 能学会使用问候语How are you? 及其四种应答语。 四 教学准备: 1 教具准备:人物头饰、教学课件。 2 板书准备:课题Unit 5 How are you? 五 教学策略及教法设计 教学策略:多媒体辅助教学课件因其具有能集成文字、图像、影像、声音及动画等多种信息的功能而愈来愈受到欢迎。实践也证明,多媒体辅助教学可以产生教与学的最佳效果。集图、文、音、像等信息于一体,我自行设计了一个牛津小学英语3A Unit5 How are you?第一课时课件。 教法设计:多媒体辅助教学有利于调动学生的学习积极性,刺激学生的思维,让孩子们一节课有多个兴奋点;使教材和媒体之间优势互补。英语科的教学特色是充分发挥其语言功能,讲究对话的艺术。这就要求全体主动参与,克服羞于开口的毛病,积极开展语言交际活动。教师可以常使用表扬和鼓励的话语,激励学生,让学生能够大胆地表现自己。每一课,都尽量创设大量情景并提供广泛的语言材料,让学生进行听说读写的训练。长期的训练,学生由胆怯别扭到自然大方而且不时有精彩的表演。 六 教学过程: Step 1 Warming up 1 Greetings. 2 Free talk: Whats your name? Nice to meet you. I have a friend. Do you know who he is? (课件显示 Lan Yangyang ) Do you like him? Now, greet him please. 3 Sing a song: Hi, Lan Yangyang. ( Tune: Hi, Nancy.) 设计意图:儿童心理学特征告诉我们,教唱英语歌是一种很好的教学手段。课前一首歌,是组织进行教学的好方法,它能使学生以饱满的精神、激昂的情绪,为上好一堂课作前奏. 小学英语教材每个单元后面都有一首英语歌,教师可以充分发挥其作用。将歌曲放在课堂开始,一来可使学生渐渐进入英语环境,二来也可以活跃课堂气氛。课前先与学生进行简单日常用语的交际,使学生渐渐熟悉课堂,轻松融入学习英语的氛围中,从而揭示新课课题。 Step 2 Presentation 1 Teach and learn: How are you? Fine, thank you. 1) T: 如果你想问Lan Yangyang身体好吗?怎么问呢?How are you?(出示句子) 2)Read after teacher. 3)S1: Hi, Lan Yangyang. How are you? Lan Yangyang: Fine, thank you.(出示句子) 4)Read after teacher. T: It means“很好,谢谢你。” 5) T: I will divide you into 4 guoups. If you do a good job, you will get a star. Work in pairs. 设计意图:在英语课堂里经常性地开展小组间的各种竞赛,让竞赛促使学生产生成功的体验。我们可以把学生分成若干个小组,每组分别有一个英文名,名字可以就用学生学过的单词。每一次课堂里都会组织一个竞赛,获胜的小组可以累计分数。过段时间再评比一次,看哪一组累计分数做多。学生具有强烈的竞争意识,这也因此激发学生努力争取成功,从而更加扎实的学好英语。 2 Teach and learn: Fine, thank you. And you? Im fine, too. 1) T: Who can greet me by using How are you? S1: How are you? T: Fine, thank you. And you?(引导学生说出Im fine, too.) (出示句子) 2) Read after teacher. 3) Point out: And you?= And how are you? 4) Work in pairs. 3 Teach and learn: Not bad, thank you. T: Its Sunday. Its nine in the morning.( Show a clock.) Lan Yangyang is in the park. David meets him.What can he say? S1: Good morning, Lan Yangyang. How are you? Lan Yangyang: Not bad, thank you. T: If you are fine, you can also say Not bad. (出示句子) 2) Read after teacher. 3) T: How are you? Ss: Not bad, thank you.( one by one ) 4) 师在以上三种回答后画笑脸,告诉学生,身体好这三种回答都可以。 5) Chant.(课件) Hello, hello, how are you? Fine, fine, Im fine. Hello, hello, how are you? Not, not, not bad. 师生一起Chant. 设计意图:通过chant的方式很好地巩固了所学知识,让他们很容易上口。 4 Teach and learn: Not so good. Im sorry. 1) T: Its three in the afternoon. (Show a clock.) Its very cold.Lan Yangyang is still in the park. What can you say to him if you meet him? S1: Good afternoon, Lan Yangyang. How are you? Lan Yangyang: Not so good.(师装作咳嗽的样子) 2)Read after teacher. (出示句子) T: It means“不太好。”(画哭脸) 3) T: How are you? S1: Not so good. T: Im sorry. 4)Read after teacher. (出示句子) T: It means“对不起” 告诉学生,要学会关心问候身边的亲人和朋友。 设计意图:新课标要求,学习语言一定要与生活实际联系,在教学中设置真实的情景,可以让学生能够更好地理解并运用所学的交际用语。我在教学中,借用了学生喜爱的懒羊羊这一角色,并设置了懒羊羊在公园里与朋友交谈、玩耍这一情景,学生很感兴趣。 5 Teach and learn the dialogue. 1) T: Its Sunday. Mike and his friends are all in the park. What can they say? Look and listen carefully.(课件播放A部分动画) 2)T: Open your books and turn to page 30. Listen and repeat. 3 Ss read by themselves. 4)Read together. 5)Act. Picture1T: Who wants to be Nancy? Who wants to be Mike? (给学生戴上头饰,表演完加五角星) Picture 2 3 4 同Picture 1. 设计意图:对于三年级学生来说,戴头饰表演可以让学生更感兴趣,更积极地投入表演,同时也能让学生对课文中的人物更加熟悉。 Step 3 Consolidation 1 Do some exercise.(课件) 1)如果你想问对方好不好,应该说( ) A Nice to meet you. B How are you? 2) 如果你身体很好应该说( ) A Not bad. B Not so good. 3) 如果对方说Not so good,你应该说( ) A Thank you. B Im sorry. 2 当个小小编剧家。(用所给提示,同桌编写对话) 1)时间:早上九点;哭脸。 2)时间:下午三点;笑脸。 (课件显示钟和哭脸、笑脸) 设计意图:当个小小编剧家这一练习设计很有必要,这等于给学生创设了情境,可以让学生把本课所学的语言知识在一定的情境中灵活运用,把知识转化成技能。 Step 4 Summary 1 学习了How are you?问候语,共有四种回答,分别是?(引导学生归纳) 2 数一数,今天哪一组表现最好?表扬获胜的小组,并鼓励其他小组继续努力,争取下次有更好的表现。 Step 5 Sing a song: Hello! How are you? (课件中的小喇叭按钮) 七 板书设计 How are you ?Fine, thank you. Not bad just so so
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