Story time教学实录与评析

译林小学英语4B Unit 7 What’s the matter?（story time）

涟水县外国语小学 李凌锐 223400 【课题】

Unit7 What’s the matter?第一课时

【教材简解】

主要是讲刘涛的父母在刘涛身体不适的情况下的对话，对学生而言，新的语言点和能力提升点可以分为两个板块，第一板块是有关身体感受和情绪类单词以及问询他人的功能句型，第二板块是通过刘涛一家人的谈话让学生知道在自己的亲人或朋友身体不适时该如何去关心。

【目标预设】

1、知识目标：

1）

能听、说、读以下单词：ill, tired, thirsty, hungry, water. 2）能听、说、读以下句型：What’s the matter? 及其回答 I’m…, Can I have…? Here you are. Come and have… I want to…

2、能力目标：

1)通过学习,让学生能运用本课所学句型进行对话。

2)培养学生理解文本的能力,使学生能用正确的语音语调表演对话. 3)培养学生认读，拼写单词的能力。

3、情感目标：

培养学生学英语的兴趣，能关心身边需要帮助的人。

【教学重、难点】

1.教学重点

1）

能听、说、读以下单词：ill, tired, thirsty, hungry, water. 2）能听、说、读以下句型：What’s the matter? 及其回答 I’m…, Can I have…? Here you are. Come and have… I want to…. 2.教学难点：

1）能初步掌握ill, thirsty, tired等单词的读音；

2）能在真实的情景中运用句型：What’s the matter? 及其回答 I’m…, Can I have…? Here you are. Come and have… I want to…. 【设计理念】

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在教学中，主要采用任务型教学和情景式教学相结合。“任务型”课堂教学模式是将英语的教学目标整合到一个或多个具体的活动任务当中，使学生在使用英语完成任务的同时，在不知不觉中学会英语，更主要的是培养学生在完成任务的过程中提高运用英语的学习紧迫感。另外，通过让学生自带食物，为学生创设较为真实的语言情景让学生来运用所学的知识，使学生感受到如临其境，触境生情。 【设计思路】

新单词的教授，教师可以通过歌曲What’s the matter with them，打开学生思维，引领学生进入英语学习的氛围，初步感受I’m hungry/I’m thirsty.的句型和含义；在学习Story time时，利用思维导图的形式尝试培养学生的发散思维能力，让学生猜想刘涛怎么了，对课文内容进行预设. 在教学中应重视听力训练，培养学生的听力习惯并形成技能。首先，培养他们注意听英语的良好习惯，努力做到手到，口到，耳到，心到，培养学生听力能力。 【教学过程】

Step1 Warm up 1. T: Hello, class. Nice to meet you. S: Nice to meet you, too. T: Today we have two new friends here, Jack and Lily. Let’s say “Hello” to them. Hello, Jack. (挥手) S: Hello, Jack. Hello. Lily. T: Today I take a song about Jack and Lily for you. Let’s listen “What’s the matter with them?”

2. T: Look at Jack and Lily. Do you remember “What’s the matter with them?” They’re …

S: They’re hungry / thirsty. (教授thirsty) T: Thirsty, thirsty, I’m thirsty. （带有表情示范）

S: I’m thirsty. T: Have some juice please. S: Thank you. (一小组学生) S（最后一位同学）： I’m thirsty.

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T: Come and have …(语速放慢，加动作，出示句型) xx, are you thirsty? (转向某一位同学) S: Yes. T: Let’s say, xx, come and have …(让全班同学齐声跟老师说一说come and have…这个句型) T: Jack and Lily are hungry and thirsty. Let’s say .Lily, …”. Jack, …(身体转向学生) S: Hello, Jack/Lily. Come and have a pie/ some juice…

【设计意图：通过歌曲，打开学生思维，引领学生进入英语学习的氛围，初步感受I’m hungry/I’m thirsty.的句型和含义, 渗透Come and have …为课文新授作处理】

Step2 Story time 1. T: You’re so helpful. They are not hungry or thirsty now. But our friend Liu Tao is not feeling good. What’s the matter with Liu Tao? Today we learn Unit 7 What’s the matter? 带读

【设计意图：揭示课题，带着疑问“what’s the matter with Liu Tao”进入课文学习。】

2. Think and ask T: What’s the matter with Liu Tao? Let’s ask him.(手指向屏幕提示他们) Liu Tao? Are you …?”

S: What’s the matter, Liu Tao? Are you hungry/thirsty/ hot/…? T: Or maybe Liu Tao is ill. (教授ill, 操练) Let’s ask Liu Tao. T & Ss: Liu Tao, are you ill? 【设计意图：利用思维导图的形式尝试培养学生的发散思维能力，让学生猜想刘涛怎么了，对课文内容进行预设。】

3. Watch and find T: Now let’s watch the cartoon and try to find: What’s the matter with Liu Tao? Ss: He’s thirsty and tired. (教授tired) T: Tired (注意tired的发音) I’m tired. (模仿tired表情) S: I’m tired. 【设计意图：通过观看动画，整体把握课文内容，了解到Liu Tao的“病症”。

重点学习新

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词tired。】

4. Read and find T: We know Liu Tao is thirsty and tired. What does Liu Tao want? Now open your books, read the story and find Liu Tao’s words: (1)T: Liu Tao is thirsty. He says …

S: Can I have some water, Mum? (教授water) T: water, some water, can I have some water, Mum? (带读) I’m thirsty. Can I have some water, Mum? (尝试引导学生揣摩刘涛的情绪来说一说，3、4位学生) (2)T: Liu Tao is tired now. What does he want to do? S: I want to go to bed. T: Want to, I want to go to bed. (教授want to注意连读) T: Liu Tao says: “I’m tired. I want to go to bed.” Can you be a tired Liu Tao? (让学生模仿刘涛很累的样子演一演) 【设计意图：针对刘涛的两个“症状”，读一读，找一找，刘涛渴了、累了，想要什么，教授句型Can I have …? I want to …培养学生自主阅读，获取信息的能力。鼓励学生体会人物的感情，配上动作表情进行演一演，为后面的表演部分打基础。】

5. Listen and repeat T: Liu Tao is thirsty and tired. He wants to have some water and go to bed. Now let’s read the whole story. Pay attention to the tips. 【设计意图：在理解的基础上让学生听并跟读，把握课文中人物的情感，模仿其重读、升降调，为后面的语言输出提供支持。】

6. (1) Read together. (2)T: A few minutes for you to read by yourselves. 7. Read and complete T: Now let’s check who has a good memory. Dad: ______________ a pie, Taotao. Liu Tao: Thanks, Dad, but I’m not _____________. I’m ________. Liu Tao: ___________________ some water, Mum? Mum: __________________

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Liu Tao: Thank you, Mum. Mum: ________________, Taotao? Are you _______? Liu Tao: No, but I’m ___________. I ____________ go to bed. Mum & Dad: Good night ______. Liu Tao: ______________, Mum and Dad.. 【设计意图：在看动画、阅读、听读、齐读的基础上对课文内容有了一定的记忆，利用挖空填词的练习来检验提高学生的课文的熟悉程度。】

8. Show time T: You all have a good memory. It’s our show time Work in group of three. You can read together, and get one star. Read in roles and get two stars. Or you can try to act it. You can like this. Let me show you first. S1: Come and have a pie, Taotao. S2: Thanks, Dad. I’m not hungry. I’m thirsty. S2: Can I have some water, Mum? S3: Here you are. S2: Thank you, Mum. S3: What’s the matter, Taotao? Are you ill? S2: No, but I’m tired. I want to go to bed. S1&S3: Good night, dear. S2: Good night, Mum and Dad. 【设计意图：检验学生对课文内容的理解，对人物情感的揣摩模仿能力。】

Step3 Summary T: Most of you have a good job. So much for the story. This class, what do we learn? Remember? 1. 看到别人不舒服，你可以关切地询问：What’s the matter? Are you …? 2. 今天我们了解到四种身体感受，它们是：hungry, thirsty, ill, tired 3. 当你渴了、累了…，你可以这样表达意愿：Can I have …? I want to …

4. 看到别人饿了、渴了…, 你可以建议他：Come and have …

T: Boys and girls, please care for others by these sentences, OK?

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【设计意图：总结本课所学内容，让学生拥有同情心，关心帮助周围身边的人，提醒学生可以用哪些话。】

Step4 Homework a)

Listen and read Story time three times. b)

Tell the story to your family. What’s the matter with Liu Tao? What does he want to do? c)

Make a new dialogue with your partners. 【设计意图：作业布置要合理合情，让学生在课下运用英语进行交流，体验身边的英语带来的快乐。绘画部分，为学生创造一个真实而有意义的课后生活体验环节，不仅有利于学生的自由发挥，而且让学生在生活中感受英语、运用英语、掌握英语，同时增进家人彼此之间的情感。】

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