南京信息工程大学附属实验小学.doc

5B Unit 2 A telephone call南京信息工程大学附属实验小学 胡晓颖一、 教学内容: 义务教育课程标准实验教科书牛津小学英语5B 第二单元第一课时(Read and say)。二、 教学目标: 1能正确地听、说、读、写单词her, bad, lunch , speak, feel, get.2能初步理解句型Whats wrong with you? Ive got a / an I can get for you. How do you feel now? I feel3能正确地听、说、读单词absent, headache, cough, still, take some medicine及日常用语May I speak to?This is speaking. Im sorry to hear that. I hope you get better soon. See you soon.4能正确朗读、理解本课内容。三、教学重点:1词汇：her, bad, lunch , speak, feel, get。2能初步理解句型Whats wrong with you? Ive got a / an I can get for you. How do you feel now? I feel3能正确地听、说、读单词日常用语May I speak to?This is speaking. Im sorry to hear that. I hope you get better soon. See you soon.四、教学难点：1absent, headache, cough的读音。2学生理解并会说Whats wrong with you? Ive got a / an I can get for you. How do you feel now? I feel May I speak to? This is speaking. Im sorry to hear that. I hope you get better soon. See you soon.五、课前准备:录音机，单词图片，两部玩具电话机, Nancy和Helen的头饰，课件。六、教学过程:Step 1 Free talk ( 3)通过打招呼、问好结合上一单元所学的句型进行。What day is it today? What lessons do you have this morning? What subject do you like? (思考性问题引入) Do you like ? Why? What can you do at lesson? Can you well?Step 2 Presentation and drill (10) 1.与一布偶进行对话引出本课重点句型和交际用语。（课前了解一下班上有无学生身体不舒服，如有，本过程改为由与学生的对话引出。）T: Today we have a new student in our classroom. Her name is Linlin. Look, shes there. Oh, shes sleeping. Hello, Linlin. Its time for class. Please get up.L: Sorry, no.T: Why dont you get up? Whats the matter?L: Im ill. T: Whats wrong with you? (PPT呈现该句。)L: Ive got a headache. (PPT 呈现该句。)T: Im sorry to hear that. I hope you get better soon. (PPT呈现句子。) 先完整呈现对话内容,语速要慢,再领读句子,注意感情朗读。 2. 完整呈现对话内容，生齐读,注意感情朗读。3由再次关心Linlin的身体情况，引出句型How do you feel now?及其答语。T: Linlin has got a headache. Lets go and see her again. Ss: OK. T: Hello! How do you feel now? L: I feel ill, too. (PPT呈现该句型。) T: Im sorry to hear that. Have a good rest, please. OK?L: OK.T: Boys and girls, let s go on our class.4. 1复习打电话并新授May I speak to ?以打电话请某同学帮我在黑板上画“电话”为情景，进行如下对话。T: Please look at the screen. Oh, sorry. (装作突然想起某事。) I need to make a call. (作打电话状)T: Hello, Is that ?S2: No, this is. speaking.T: Sorry! May I speak to ?S3: Yes, this is speaking.T: Can you come and draw “a telephone” for me?S3: OK. (PPT呈现 May I speak to This is speaking，再领读。)Step 3 Read and say（ 15）1. 完整理解课文。a. 以Su Yang的人物图片导入：This girl is _ (Su Yang). Its _ (12:30). Its after _ (lunch). She is _( calling). Who is she calling? 完整听课文录音一遍，回答问题。b. Why is she calling her? Lets watch the cartoon. (要求学生看课文卡通，选择正确答案：评价手册一：2，4，5。在此过程学习词汇headache, a cough)2 逐层学习课文(1) 通过听音填空的形式学习引言部分。(填空的内容通过PPT呈现出来。) 强调词汇ill, her, lunch, after lunch。 her是本课的四会单词，在此要通过举例运用，帮助学生理解其含义。(2) 学习P14对话，通过听音选择的方式理解对话。T: Helen is ill. Su Yang is calling her. What are they talking about? Lets look and listen. (呈现对话内容，指名学习基础好的学生尝试读。然后要求学生根据内容判断几个选项。)齐读课文对话，结合上下文理解其中生词。speak, absent, stay in bed, bad。齐读P14对话。(3) 学习P15对话。（T指图）：Its _ (four thirty). Classes are over. After school, Su Yang calls Helen again. What are they talking about? Please read by yourselves.让学生自读课文对话，回答问题：How does Helen feel now? Is she taking any medicine? What can Su Yang do for Helen after school? 帮助学生理解课文大意。在读的过程中， 要求学生结合上下文和插图内容理解still, take any/some medicine，get some fruit for 齐读P15对话。Step4 Practice and consolidation (11)1 Listen and repeat.2. Read in roles.3. Sum up 先让学生自己总结，教师可先示范：通过学习，我知道当我想打电话给别人我可以说：，在学生说的过程中完成板书。再通过PPT呈现本课重点交际用语：(1)你想和Helen通电话，可以说：(2 )想知道对方哪里不舒服，可以问：(3 )得知对方病了，你可以对他、她说：(4) 希望对方身体尽快好起来，可以说：(5) 对方生病了，你想知道他、她现在感觉怎样，你可以问他、她说：(6) 放学后，你想带些水果去看望生病在家的Helen，你可以对她说：(7) 别人问你哪里不舒服，你可以回答：(8) 对方想和你通电话，而接电话的正是你，你会说：5完成评价手册P5：二。（此项目标检测，经过课后详细了解：全班29人，全对19人。）Step5 Homework (1)1 Copy and recite the new words and useful expressions once.2 Listen and repeat A, try to recite it.3 Retell the text.教后记：1 本课采用了情境教学法。通过创设布偶生病的情景以及打电话请班上美术比较好的学生帮助老师在黑板上画“电话”简笔画的情景，分别引出本课的句型和交际用语，让学生身临其境，理解所学知识，主动参与到课堂教学活动中去。2 遵循语篇整体教学观。先扫除影响学生理解课文的知识点，再尽快进入课文学习。在学习课文的过程中，由整体理解课文入手，再逐层进行学习，通过听、看、读、选、填、判、答等多种形式的学习活动，帮助学生进一步理解课文，加深印象。此外在设计练习时注意练习的层次性，尽可能符合学生的认知规律。3 本课通过让学生总结归纳教师板书的形式，再次引导学生回忆本课所学内容，不仅加深记忆了本课新知，也