Story time板书设计

四年级英语

What’s the matter？

教学设计

常州市武进区湖塘桥第二实验小学

谢月红 213161

课题：What’s the matter？

课时：Period1 1、能听懂，会读，会说单词：happy, hungry, ill, thirsty, tired, dear。

2、能听懂，会读，会说句子：What’s the matter?、Are you …?、I’m …、

目标

预设

Can I have …?、Here you are./Come and have …/I want to …/Good night.。

3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述、表演课文和故事续编。

4、能初步运用所学单词和日常用语关心帮助他人。

重点

难点

1、能初步运用本课所学的词汇和日常用语关心帮助他人。

2、新单词的准确发音：ill tired。

英语课堂不是培养一个只能听说读写的英语机器，需要培养的是一个完整的“人”。本节课紧紧围绕“人”字来设计。关注英语语言背后的设计

理念

“人”——学生的人文素养的积淀。关注语言建构学习的中的“人”——从“听你说”到“我来讲”；关注语言交流中自主的“人”——从“学知识”到“用知识”；关注教学评价中完整的“人”——保持学生英语学习的兴趣与动力。

1、感觉类单词对于大部分有积累的学生是没有难度的，课的开始先进行大部分单词的集中教学，剩余的两个在文本解读和教学中进行教学。

设计

思路

2、解读文本的过程打破这几年storytime教学的固定模式——块状结构，回归到之前被批判的线状结构，并突破线状结构的诟病，带领学生自主进行学习过程，跟随故事的发展竭尽全力为学生提供一切输入及输出的可能，帮学生积累利用已有经验进行自主学习和探究的能力。

教学过程

教师活动

学生活动

设计意图

Step1:Free talk T talks to Ss freely.

How are you?

What season do you like?

……

T过渡: You can speak very nice English! I am very happy.

Step2:Presentation 1.Teach：happy/ sad T lets Ss to say taday’s feelings. Not happy means sad.

2.Teach other words about feelings. T: In fact, in our daily life, we had different feelings.

1)What do you know?

2)Engoy a song about feelings.

3)T lets Ss to find out the words about the feelings. 4)Teach each word. T talks to Ss like this.

T: Are you hungry now?

T: Is your mother often angry?

T: Do you often feel tired in English class?

3.Storytime 1)T shows Liu Tao and asks: We are very happy today. Is he happy?

Let’s care about him. Teach:What’s the matter? T lets Ss to guess in pairs.

T lets Ss to listen to Picture 1 and check their answer.

T asks Ss whose answer is right.

2) T shows Pic 2 and says:

Ss talk to S freely.

S: I am （not）very happy.

Ss say the feelings freely.

S: hungry/angry/tired….

S talks to T and acts .

S2 is Liu Tao. Two Ss guess like this: S1: What’s the matter? S2: I’m…

Ss try to say: I’m not____. I’m ____.

Ss look at the picture

自由交谈，营造英语学习氛围，激发学生学习的积极情感，直接引入感觉类单词教学。

单词教学不仅仅局限于单词，在真实语境中和师生互动中来理解和运用。

通过猜测来操练本单元的核心句型和建构初步的语言结构：

What’s the matter? I’m…

避免了机械的操练。

Liu Tao is thirsty. Look, he goes to the________. He asks ________for help. What would Liu Tao like?

T lets Ss to watch the cartoon of pic2.

T lets Ss to read pic2 and ask: How does Liu Tao ask for help?

Liu tao drinks some water. Is he thirsty now?

3. T show pic3 and asks: Why is liu Tao still not happy?

T lets Ss guess in pairs again.

After guessing. T asks Ss to watch the cartoon and check.

Teach: tired / ill

T: So he wants to__________

T: How does Mum care about Liu Tao? T: Liu Tao is really tired. So they say “good night” to each other.

Step 3 Consolidation 1.T leads Ss to say about the story and finish the writing on the blackboard.

In this story, Liu tao is at home. He is not happy. His dad and mum care about him.What is the matter with him? LiuTao is thirsty , so he asks…Liu tao is tired. So he says…

2. T asks Ss to read after the tape. with your emotion(love). and try to finish the sentence.

S: water.

Ss read and find the answer: Can I have some water, Mum?

S1 is mum.

S2 is Liu Tao. S1: What’s the matter?

Are you________? S2: Yes. No,I’m…

Ss:Go to bed.

Ss: Are you…?

Ss follow T and finish the story.

通过观看动画和自主阅读，自主寻找答案。每个环节都由“听老师”说转为为学生的“我来讲”。

学生的二次猜测，既是对核心句型的再次运用，也是自主学习和运用另一种关心人的语句Are you…? 避免了简单的学习和操练，同时让学生在“用”英语的过程中提升自己的英语语言素养。

新授一结束，教师引导学生进行完整的故事描述，进行情感的初步提升并完善板书，为下面的朗读和续编对话做铺垫。

3. T asks Ss to choose one of the

sences and act.

Sence1: Liu Tao is thirsty. Ss choose one to Sence2: Liu Tao is tired. practice Sence3: Liu Tao is tired and thirsty. and act it out.

4.T asks Ss to make a dialogue.

T shows the photo of Liu Tao’s dad

and mum and say: In the story. Mum

and dad care about Liu Tao very

much. Today, Liu Tao’s dad and mum S is Liu Tao, try to care are not happy. What can Liu Tao do? about dad and mum.

T leads Ss to say the sentences.

1）What can Liu Tao ask?

2）How does mum and dad say

about their feelings. Ss say the sentences. Discuss the feeling “Happy”,

When Sb is happy, Can we ask

“What’s the matter?”

3）How to ask for help?

4）How to help them? Ss make a dialogue in

T lets Ss to make the dialogue. three.

T asks Ss to say sth about their dialogue.

T tells Ss to care about the their parents and friends.

5. T lets Ss to engoy some happy family photos.

Step 4 Homework 1)Read the story more than

three times after the tape. 2) Go on acting out the story with your classmates.

学生根据自己能力进行选择和表演。

这不是一个简单的summary,而是通过图片创设了真实的情境：刘涛的父母不开心，作为刘涛应该怎样？首先说一说他们会交谈什么？在这个过程中进行了句子的提炼和复习，为学生编对话积累语言素材。

讨论Happy的情境下是否可以问What’s the matter?引导学生在何种情境中真实运用。

对话表演后引导学生评价。

进行情感的进一步提升。

板书设计