Class 2 Textbook p.21ppt配套的板书设计及意图

What’s the matter ? 教学案例及评析

一、

教学背景

教学年级：四年级

课

型：绘本故事听力课

执教教师：哈尔滨市庆丰小学

姜

雪

教材分析：

本课所教授的内容是小学EEC教材四年级下册第三单元What’s the matter ? 第二课时。

本单元的主要话题是通过学生在学习，生活中参加户外活动时情感的表达。本课时是学习有关对身体不舒服的表达以及对其安慰的表达。

课文中通过讲述伙伴们想去游乐园但是Kate生病了，从而学习有关身体不舒服的用语，以及其他人不舒服时对其安慰的用语。文中小伙伴们相互关心，流露出彼此之间的关爱，从而向学生进行德育渗透我们要珍惜友情彼此相互关心，同时也要注意自己的健康。本节课的语言功能主要培养学生学习能够正确表达自己的身体状况以及对身体不舒服人的安慰。如：

I have a fever ./She has a fever./That’s too bad ./Take care .等。

基于教材的特点，在设计和实施本课时授课教师按故事的发展将其分为三个部分，第一部分观察图片，唤醒学生已有经验，引导学生运用已有经验，在对故事进行整体听音、整体听音解决故事主题内容，整体听音之后进行细节处理，结合文字、图片和声音去感受、理解和学习语言，第二部分听音正音,学生基本了解文本之后进行听音，培养学生的语音语调。

解决完学生的语音后进行语言的输出环节表演环节第三部分是德育渗透环节学生能够体会到友谊的珍贵，从而能够关心他人并且真爱健康。

教学的重难点是学生通过理解故事大意，模仿文本，并进行表演，从而达到自然流利地输出文本。

学情分析：

本课授课对象是四年级学生，通过一年的学习和积累，学生学会表达自己的身体情感状态如:happy, sad, hungry …

等表达自己状态的词汇。对于身体不舒服的情景是学生生活中常常有的事情，所以学生很熟悉也能够很容易的接受。

二、

教学目标：

1.教学目标

（1）学生能够理解并表达文本中人物生病，其他伙伴进行安慰的话题

（2）学生能够理解并模仿录音，能够理解并表演文本。 （3）学生能够理解并掌握以下词汇与核心句型, 通过理解，模仿核心语言，能够在真实语言中自然地输出核心语言。

词汇：

fever ,bad,Take care ,hope,so

核心句型：What’s the matter ? ------- I have a fever .

That’s too bad . Take care .

（4）学生能够体会到友谊的珍贵，要相互关心，同时要珍惜健康。

2.教学重、难点

学生通过理解故事大意，模仿文本，并进行表演，从而达到自然流利地输出文本。

三

教学过程

1.

课前导入（Warm up and lead in）

1）

Warm up 一、

热身

1. Greeting

T: Are you ready ? S: Yes./ Ready.

T: OK, Here we go .

T: Hello ,boys and girls . I’m Judy .

S: Hello, Judy .

T: Nice to see you again. T:

I’m very happy today . Are you happy ?

S: Yes.

T: Let’s sing a song with actions .

【设计意图】利用歌曲引入，培养学生学习英语的韵律。

1）

Review . (Unit3-图一)

T: Many outdoor activities can be carried out in spring .

Our friends have many plans . Let’s recall what Ken’s plan is .

T: Where are they going ?

S: They are going to go to the park .

T: Let’s go on learning Unit 3 What’s the Matter ? (呈现标题). What’s happening today ?

【设计意图】复习第一课时内容，唤起学生对文本的回忆。

2.

呈现新知（Presentation）

（一）

整体理解故事

1. 整体读图（图2-3）

图2：

T：Look at the first picture . Who’s in the picture ?

S: Ken ,Lili ,Jess and Kate .

T: Do they look OK ?

S: No.

T: Who’s not ok ?

S: Kate

T: What’s wrong with Kate ? Can you guess ?

T: How do you know that ?

S: Kate 脸上有汗珠

（there is a drop of sweat ）

头上有圈圈（have many circles ）

从他的表情（her expression ）

T: Maybe . 图三：

T: Is Kate with her friends ?

S: No . T:Who is coming ?

S: Jimmy and Steve . T:

What are they doing? (师示意图片中的人物) S: They are talking .

what are they talking about ?

S: Kate 为什么离开/ Kate 是否能去公园. /去哪里玩

T: Maybe. Oh, I love your answers . Let’s listen to the story and see what’s going on .

【设计意图】学生首先观察图片，获取图片信息，猜测即将要谈论的话题，为下一步学习奠定基础。

3.

整体听录音

1) Where are they going ?

2) What’s wrong with Kate ?

This is our whole story . It’s a funny story . Let’s go into details .

（二）分节学习

图2 ：

1. 整体听图二：

确定说话人

Look at the first picture again .

T: Lili 、Ken 、Jess are talking about going to the park on their way home .

They meet Kate . They want to tell Kate about going to the park .But Kate is sick . Who is talking to Kate ? Listen again

S: Ken and Lili .

T: What are they talking about ? (Listen ) 2. 分句具体学习

听图2—前三句

T: Kate is sick , What does Ken ask ?

S: What’s the matter ? You look sick .

T: 呈现板书：What’s the matter ?

T: Kate is sick ,she is weak .What does Kate answer ?

S: Yes, I am . I have a fever .

T: Kate is sick .So she says :“I have a fever ” (板书)

讲解fever （道具体温计）

T: This is a thermometer .

the temperature range is 36 to 37, You are healthy . When your temperature is higher than 37. You have a fever .

T: Now , I want to take my temperature . (师示范) Oh，

I have a fever . (注意语气要虚弱) T:What about you ? Take your temperature.

T: What’s the matter ?

S1: I have a fever . （wow, so weak , Maybe you are tired ,sit down sit down）

T: What about you ? Take your temperature . What’s the matter ?

S2: (此时学生应该不知如何学回答) T:Wow , You are fine . You are healthy . Don’t worried , lucky boy (girl )

听图2----后3句

T: Kate is sick . Ken and Lili worry about Kate.

How do they care for Kate ? Listen again.

T：

What does Ken say ?

S: Gee, that’s too bad .

T: It is a pity ,so Ken says “That ‘s too bad “ （板书）

利用图片讲解：

That’s too bad .

Look at this one , My bike is broken. I can ‘t ride it to go to school .

So ,I’m late. I think That’s too bad . Do you think so ?

S: Yes .

T: Look at this picture , Liu Xiang ‘s feet is hurt . He can’t run .

So , What would you say to him ?

S: That’s too bad .

T：

Kate is sick , Lili worried about Kate ,too . What does Lili say to Kate ?

S: Take care .

T: Yes, Lili says “Take care ” . (出示板书)

T: I remember that you have a fever . Take care ，honey.

(找到刚刚做have a fever 的同学) 利用手势帮助学生理解，可以拍拍学生的肩膀说Take care .

Recently , I have a cold ,I have a fever . I have a cough . You can say : Take care

T: Thank you . a warm heart boy/girl .

T: Kate has a fever . we are worried about Kate ,too. Do you have any suggestions for Kate ?

S: Go to see a doctor / Take medicine on time / Drink more water / Have a rest /Do more exercise . T: Good suggestions . It’s a good way . You’ll be a good doctor in future .

图3：

1.整体听图三：

T: After school and steve see their’s friends ,and come over.

Who is talking to Ken and Lili ?

S: Jimmy .

T: What does Jimmy want to know ? listen again .

2. 分句具体学习.

听图3---前两句

T: What does Jimmy want to know ? （What does Jimmy ask ? ）

S: What’s wrong ?

T: It’s equal to “What ‘s the matter ? ” (呈现板书What’s wrong ? )

T: What’s wrong with Kate ? Who knows about Kate?

S: Kate is sick . She has a fever .

T: Lili knows about Kate’s sick . so she says “Kate is sick . She has a fever .”

(板书: She has a fever . )

T: PPT 出示

人物发烧的图片1-2张

Look at this picture . Who’s she ?

What’s wrong with Xiao Wanzi ?

S: She has a fever .

What’s wrong with he ?

He has a fever .

听图3---后两句

T: Friends are going to go to the park . But Kate has a fever . Can she go with them ? Listen .

T: Can she go with them ? What does Ken answer ?

S: I hope so .

T: Look at this picture , Next year , Time to go to school at 9 o’clock . I hope so . What would you want to say ? S: I hope so T: Are you happy ? S: Yes.

T: But , it’s just my opinion . Don’t care .

【设计意图】此部分是细节学习，在每一部分之前，都提出相应的问题，让学生带着问题听音，学生在听音之后回答问题，此处处理细节过程中运用图片，教师的肢体语言辅助学生理解语言。

4.

巩固提高

(Practice) 1）

Listen

and repeat

T: OK , This is our whole story . Now ,Listen and repeat the whole story .

But you should pay attention these parts :

Pronunciation and intonation . Body language and expression .

Sound . T; Clear ? Let’s begin

图2 T: Ken and his friend want to go to the park ,

They are talking about going to the park on their way home .

At that time ,They look at Kate , But Kate is sick .

What does Ken answer?:

Hi, Kate .What’s the matter ? You look sick .

T: You are a enthusiastic boy . / a warm boy /a sweat boy

T: Kate is very weak ,so she says : Yes , I am . I have a fever . （引导学生说出虚弱的感觉）

T: Ken feels pity , He worried about Kate . He says :

Gee ,that’s too bad . (引导学生说出怜悯之情) T: Good Job , I can see your worry . I know you care for Kate T: Lili worried about Kate ,too . she says : Take care ,Kate .

Kate，have a fever . You’ll say ”Take care ” Your partner is Kate. S: Take care . (加手势) T: nice girl / wow, a tender girl . gentle man . T: Kate says : Thanks

图3 T：

Jimmy comes over and Kate goes away ,he asks : What’s wrong ?

Can you show an expression of double ?

T: Lili knows about Kate , she says : Kate is sick ,she has a fever .

手势

T: They make an appointment to go to the park . But Kate has a fever ,

Jimmy worried about Kate . So Jimmy asks : Can she go with us ?

T: Ken says : I hope so .

【设计意图】听音跟读环节训练学生听音后能够模仿原音中的语音，语调，能够体会人物的语气情感，在此环节中教师首先辅助学生回忆课文内容，再次将原音重现，继而让学生模仿体会语言，并加入自己所理解的肢体动作。

2）

Show time

T: It’s your show time now . There are two tasks you can choose .

Task A: Act picture 1 . (模仿图一) Task B: Act picture 2 . (模仿图二) T：

three people in a group . Now , You can choose the best roles of you like .

But you should pay attention these parts :

Pronunciation and intonation . Body language and expression .

Sound . Fluency Now, give you 1 minute to practice . 【设计意图】表演环节是语言的输出环节，学生可以身临其境地表演，体验语言学习的乐趣，对话表演的同时指导学生在语音语调、肢体语言和表情、流利度等方面进行评价。

5.

拓展提升

(Application)

From this class .we know

In this class,Kate is sick , Ken 、Lili and Jimmy are worried about Kate . If your friend was sick,

what would you do for her or him? Kate has a fever , maybe she couldn’t go to the park . recently , there are many people have

a bad cold 、

have a cough 、

have a headache and so on . They are influenza. Do you have good suggestions to prevent it ?

At last I have two sentences for you :

1. A life without a friend is a life without a sun. 2.Health is happiness . Good health is over wealth I hope you can cherish friendship. cherish health 【设计意图】学生能够体会到友谊的珍贵，要相互关心，同时要珍惜健康。

6.

作业（Homework）

1. 爱讲故事的你：

Try to tell the story to other people .

2.爱表演的你：

Act the story with your friends and send it to me by wechant .

四、板书设计

What’s

the

matter ?

(2)

Ken :

What’s

the matter ?

Kate :

I have a fever .

Ken : That’s too bad .

Lili : Take care .