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 3A  Unit 5 How are you?

 

一、教学内容：牛津小学英语  A  Learn to say

二、教学目标：

1、 能听懂、会说问候的日常交际用语：How are you?  及四种不同的回答方式：Fine, thank you./   Fine, thank you. And you?/ Not bad, thank you. /Not so good.

2、能正确地理解课文内容，并能初步表演课本上的对话。

3、能在教师的引导下尝试复述故事、表演故事，并能根据所给情景积极创编故事。

情感目标：

1、能比较自如且恰当地运用所学的新日常交际用语向他人问好。

2、能根据所给情景，正确运用所学语言积极创编并表演故事。

三、教学重难点：

重点：

能听懂、会说表示问候的日常交际用语：How are you?及其四种不同的回答方式。

难点：

1、能比较自如且恰当地运用所学的新日常交际用语向他人问好。

2、能根据所给情景，正确运用所学语言积极创编并表演故事。

四、教学准备：课件、图片、录音机等

五、教学策略：

巴斯曾经过实验研究证明：儿童在记忆有意义的，有逻辑的和有条理的东西时，记忆效果特别好。各年龄段的孩子都对故事非常感兴趣，听故事和讲故事对学生孩提时代的母语学习是有帮助的，对于他们学习外语，也具有相同的效力。故事中有生动的情节，丰富的情感，同时也蕴含了一定的语言知识。故事不仅能吸引学生进入学习情境，也符合小学生以形象思维为主的心理特点。在小学阶段，故事是学生最为喜闻乐见的形式之一。因此，在英语课堂教学中我们可以故事为载体，采取多种活动形式，激发学生的学习兴趣，提高教学质量。本节课以孩子们当前最喜爱卡通《喜羊羊与灰太狼》为蓝本进行改编，将表示问候的日常交际用语“How are you? ”及四种不同的回答方式有机揉合在《贪吃的懒羊羊》故事之中。采用看故事、听故事、复述故事、演故事，创编故事等一系列活动，调动学生学习积极性和参与热情。同时借助于课件、头饰和生动形象的板书等，帮助学生更好地掌握故事内容、体验角色要求。

六、教学过程：

Step1 Motivation and leading in

1.      Enjoy a song ‘Hello! How are you?’

[设计意图]上课伊始，师生共同欣赏一首欢快的英文歌曲，并伴着节奏 一起拍手，创设了师生共同参与，和谐的学习氛围。同时该曲包含了本节课的重点语言项目‘How are you?’所以该活动既能激发学生的学习兴趣，起到热身作用，又可以激活学生已有经验为新知识的学习做好铺垫工作，符合小学生的心理特点。

2. Greetings.

3. Free talk

T: Hello, I’m… What’s your name?

S1: I’m…

T: Nice to meet you.

S1: Nice to meet you, too.

T: Good morning/ afternoon. What’s your name?

S2: I’m…

T: And you?

S3: I’m…

T: This is …

…

4. Teach ‘How are you? Fine, thank you.’

T: Hi, … How are you?

S4: Fine, thank you.

Step 2 Presentation and practice

1. Story time

T: You’re fine. I’m fine, too. How is Lan Yangyang? Look. (Show a picture) Is he fine?

T: Yes, he’s not fine today. Why? Now I’m going to tell you a lovely story about him.  (Present the story.)

One day Lan Yangyang played games with his friends in a fruit garden.

XYY: Hello, Lan Yangyang. How are you?

LYY: Fine, thank you. Wow! Apples,  red apples. I love apples. Yummy! Yummy!

MYY: Hi, Lan Yangyang. How are you?

LYY: Fine, thank you. And you?

MYY: I’m fine, too.

LYY: Wow! Oranges, orange oranges. I love oranges. Yummy! Yummy!

NYY: Good morning, Lan Yangyang. How are you?

LYY: Not bad, thank you. Wow! Bananas, yellow bananas. I love  bananas. Yummy! Yummy!

FYY: Hello, Lan Yangyang. How are you?

LYY: Not so good. Ouch! Ouch! Doctor! Doctor!

 

2.      Ss try to follow the teacher to tell the story.

 Teach ‘How are you? ’and its four different answers .

[设计意图]教师在第二遍讲故事的过程中和学生进行互动，比如教师扮演懒羊羊，让学生扮演喜羊羊、美羊羊等，引导他们一起来问候懒羊羊‘How are you?’借此操练日常交际用语：How are you?  及其四种不同的回答方式：Fine, thank you./ Fine, thank you. And you?/ Not bad, thank you. /Not so good.

Step3 Learn the text

1. T: We know Lan Yangyang ate too much today, so he’s not fine today. How about Nancy and her friends? Let’s watch a cartoon and think about some questions.

a. How many children?

b. Who are they?

c. How are they? Watch again and do an exercise.

 

2. Reading practice.

a. Listen and repeat. Teach ‘I’m sorry’

[设计意图]引导学生通过上下文自己理解新句子。教师敢于留白，给学生创设自主思考的空间，使教学真正起到脚手架的作用。

b. Read after the teacher        Read freely         Read in roles (Groups        Individuals)

3. Practise in pairs and then try to act out the dialogue.

Share.

 

Step 4 Summary

T: Today we are talking about greetings. What have you learned from today’s lesson.

[设计意图]让学生回顾本节课所学的内容很有必要，对学生记忆和再现所学知识将会很有帮助。

Step 5 Extension

1.教师引导学生就本节课所学的重点内容结合既往所学语言知识进行创编故事大赛。

T: Today I told you a story about Lan Yangyang. Do you like it? I like listening to stories, too. It’s your turn now. Can you make some stories about Lan Yangyang for me? Please choose one of the situations to  make up a story.

情景1.和同学合作演一演“贪吃的懒羊羊”的故事。

情景2.灰太狼决定和小羊们作朋友了，一大早他到羊村来向小羊们问好。羊村里除了懒羊羊以外，其他小羊们身体都很好。

情景3. 发挥想像，自主创编。

a. Make a model.

b. Practise in groups.

c. Share.

 

2. T: We know Lan Yangyang is not so good today. Why?

    (Yes, He ate too much today.)

 

Step 6 Homework

1. Read after the tape three times and recite the text.

2. Try to tell the story about Lan Yangyang to your parents in English.

3. Try to use the new greeting languages in your daily life.

[设计意图]作业与生活并非遥不可及。“将懒羊羊的故事用英语说给家长听，在日常生活中积极使用新学的问候语”等，都使作业与生活有了零距离的接触。布置的作业将课堂与生活相联系，既留给学生一个充分发挥自己想象力的空间，又锻炼其口头表达能力，使本节课的教学有效地延伸到了课外。

Step 7 Sing a song “Goodbye”

T: You all did a good job, so I’m very happy. Are you happy?

Oh, it’s time to say goodbye now. Let’s sing a song “Goodbye”.

[设计意图]首尾呼应： 在音乐中开始，在音乐中结束，让欢乐延续到课外。

 

★1. Count from one to one hundred.

★★2. Fill out the form on Page 56 with your friends in English.

★★★3. Read Amy’s report and try to adapt(改编) the whole report according to your own timetable（作息时间）.

 

 

七、板书设计

3A Unit 5 How are you?   A

Fine, thank you. Fine, thank you. And you?      Not bad, thank you.  Not so good. Not so good.

How are you?