Story time国家获奖教案

英语(四年级下册) Unit 7

What’s the matter?

Story time Teaching aims and learning objectives

教学目标

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

2. 能理解并初步运用句子：What’s the matter?、Are you …?、I’m …、Can I have …?、Here you are./Come and have …/I want to …/Good night.。

3. 能正确地理解并有感情地朗读对话内容，在教师的引导和帮助下尝试复述并表演课文。

4. 能初步运用所学单词和日常用语关心帮助他人。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：

1.句型：What’s the matter? I’m...进行问答。

2.能正确理解并朗读对话内容，并能在教师的引导和帮助下复述课文。

教学难点：

1.词汇：thirsty, tired, ill, water 的读音。

2.能初步运用本课所学的词汇和日常用语关心帮助他人。

Teaching procedures

教学过程

Step 1 Greeting & Lead in 1.Let’s talk a.

Name T: My name is Yang Wei. My English name is Julie. Ss 介绍自己

b.

Seasons T: I like spring. It’s warm. I can fly kites. How about you? Ss 自我介绍

c.

Food T: Oh,I didn’t have breakfast.

I’m hungry now. I’m hungry.(教师结合动作多示范几遍) 出示句型，Are you hungry?

Teach: hungry u-u-ʌ

u-n-ʌŋ

h-ʌŋ-hʌŋ

y-y-ɪ

r-ɪ

-rɪ

hungry(拼读法和直拼法)

根据学生回答教授I’m hungry. I’m not hungry. 大组操练

T: Who can help me？

What can you do? Come and have ... Ss看图说出noodlesT: What’s this? (a pie ) I want to eat the pie. Who can help me?引导学生说出Come and have...(a cake some hot dogs同上)

Here ‘have’means what?

Yes, eat. d.

Drink T: I like juice. Do you like juice? 学生回答，教师同时点评，并接学生的话语，继续话轮。

T: Oh,I’m thirsty now. I’m thirsty.(教法同上) (类比thirty) (板书Come and have ... hungry、thirsty并带读)

T: This is me. Do you like me? Ss: Yes. T: I’m happy to know you.Are you happy? （教happy）

(板书并带读)

2.

Let’s say: Feelings T:Happy is a kind of feeling. What other feelings do you know? Ss：学生进行头脑风暴，回顾已经学过的感觉类单词cold warm ...。（板书）

利用思维导图学生看图片说单词再次巩固

【设计意图：学生比较熟悉的话题，他们有相应的知识储备。当教师用温柔的语气说出自己的情况后，学生能够也愿意告诉教师自己的相关信息，这样，互动就自然产生了。在交流过程中，师生间不仅相互了解了喜好，同时也复习与归纳了食物类、饮料类词汇，而这些都将在文本学习过程中被重新启用。教师十分乐意见到新学生，以此引

出

感

觉

类

单

词

。

由

一

个“happy”让学生进行发散性思维，回忆起以前学过的更多其他单词。在这期间，部分学生通过预习，说出了本课中要学习的

thirsty，ill 等词，教师随机教学。】

3.

Let’s guess--be a helper Invite

one

student

to

the front and do the actions according to the pictures, others try to guess. Ss: Are you...? S: Yes, I am./ No, I’m not. 教师呈现一些感觉类图片，只给做动作的学生看。用PPT 呈现学生猜测时会使用到

的句型“：

Are you...? Yes, I am./ No, I’m not.”。

4.

Think and say T: How to ask feelings? Do you know? S: Are you...? T: Yes, this is one way. Andalso,

we can

use

this

sentence:What’s the matter? 教师用

PPT 呈现：(出示思维导图) 5.

Let’s chant 呈现一个男孩快乐的样子

T:Look, what’s the matter with the boy? What will he say? Can you chant? Matter, matter, what’s the matter?

Happy, happy, I’m happy. 接着呈现一个不开心的小男孩的图片。

T: Is he happy? S: No. T:

He’s

not

happy.

He’s sad. This is a new word. Would you please fill in the blanks and

say it out? 教师用

PPT 呈

现

：Matter, matter, what’s the matter?

_____,_______ , I’m ________. S: Sad, sad, I’m sad.（教学sad）(同法看图引出ill并教授

)（类比hill）

T: Today we’ll learn Unit7 What’s the matter?(揭示课题并带读)

【设计意图:通过表演并猜让学生有兴趣地理解复习感觉类单词，了。

既延续了学生的参与热情，也让其了解怎样用“

Are you...?”来询问对方的感觉。先介绍“询问对方感觉”的新句型：What’s the matter? 之后编了一个简短的

Chant，让学生说一说。以小组为单位进行比赛，让枯燥乏味的句型学习变得生动有趣、其乐无穷。再让他们编关于sad和

ill 的新

Chant, 借此机会教学这两个新单词，

降低了学生理解课文的难度。最后自然过渡到课文标题。】

Step 2 Presentation 1.

Let’s guess What’s the matter with Liu Tao at school? He’s ... , I think. (出示句型，看图猜测刘涛在学校的感觉) （看图二图三找细节）water(教授), T-shirt What did Liu Tao do at school today?——

He had a football match in Sports Club. (出示完整四幅图) WWhat’s the matter with Liu Tao at home?Is he happy?

He’s ... . He’s ... . 【设计意图：引导学生观察在校和在家图片，为故事创设背景，猜测“刘涛怎么了”，激发学生的学习兴趣。】

呈现思维导图：刘涛的感受由在校高兴变为回家后不高兴

2.

Watch and choose What’s the matter with Liu Tao?（多选，智慧课堂）

A.

He is hungry. B.

He is thirsty. C.

He is tired. (板书tired并带读)

D.

He is ill. 【设计意图：引导学生通过观看动画，回答问题“刘涛怎么了”，帮助学生整体感知课文。】

Read and find

T: He’s thirsty and hungry. How do you know that? Try to find the sentences in your book. (学生自读课文，划出相关句子)

S: I’m thirsty./ No, but I’m tired.

【设计意图：引导学生关注课文中的细节信息。】

出示思维导图

用对错完整表现刘涛的感受

3.

Mini acting

表达文中四种感觉的图片，学生根据刘涛实际感受用What’s the matte, Liu Tao? I’m .../ Are you...? Yes, I am./ No, I’m not. I’m ... .进行两人表演

【设计意图：学生通过表演切身体会并学会关心刘涛的感受】

4.

Let’s imagine T: Liu Tao is thirsty and hungry. If you are Liu Tao, what would you say? Please discuss in pairs. (两人一组讨论，并反馈) 出示各种句型Liu Tao, here is ... for you.；Liu Tao, this ... is for you.;Drink/Eat ... , please.；Come and have ...；Would you like ... ? 【设计意图：学生通过预测如何关心刘涛，调动旧知，同时真正融入到故事中去，设身处地地为主人着想。】

5.

Listen and check T: What does Dad think and say? 用亲切、关心的语气读一读爸爸的话。（听录音、模仿朗读）

T: What does Liu Tao say? How can he say?(无精打采？不耐烦？不开心？)（听录音、模仿朗读）

6.

Read and underline Liu Tao is thirsty , so he wants to

(智慧课堂)

.

A、Come and have a pie. B、Come and have some water. C、Come and have a look. How will you ask for help if you are thirsty? How does Liu Tao ask for help when he is thirsty? Read picture 1&2 by yourself and try to answer. 自读课文1、2两幅图，试着回答。

7.Listen and repeat（讲解连读、语气等，学生模仿）

8.Mini acting 给出几幅食物图片，学生编创对话

A:

I'm ... .Can I have a/an/some ...? B: Sure. Here you are. 9.

Read and imitate pic1-2 【设计意图：学习文本的过程中，教师带领大家一起经历刘涛生活中的一幕，共同体验刘涛爸爸妈妈对他的爱。带着问题，细细解读文本，让学生的情感在文本中畅游：或让学生关注爸爸的心理及语气；或让学生体会刘涛的心情；或让学生在听读模仿中把握妈妈的温柔善良的情感。在一次次富有感情的朗读中，学生体悟了人物的道德情感，学会了有血有肉的生动语言。同时，还引导学生设身处地展开一些随机的生成交流，在第一篇章有三次：一是刘涛渴了，你想对他说什么？二是如果你渴了，你会怎么寻求帮助呢？三是如果你饿了，你会怎么寻求帮助呢？然后再回归文本对照Liu Tao是怎么寻求帮助的。这些话题，紧扣文本，情境自然，大大激活了学生的情感细胞，让他们能够自信、灵动地尝试运用目标语言进行表演。】

10.Let's say Is Liu Tao good now?If you are Liu Tao, what do you want to do?（教读want to）

S：I want to sit down/... . Read and underline

Liu Tao is tired ,too. So he says （说）“

.”（智慧课堂）

A、I want to have some noodles.

B、I want to play football. C、I want to go to bed. 跟读图三，模仿语气

学生表演

Talk show

I’m …I want to…我想……（学生表演并说出自己的感受）

Liu Tao is tired. He wants to go to bed. At last, what will M&D say? What will Liu Tao say? Read and imitate picture3&4

Step 4 Consolidation 1.

Let’s summarize How to be a helper? How to ask for help?（根据各个方面出示关键句型）

2.

Let’s read

1. Listen and read. (听录音读) 2. Read it together. (打开书，全班齐读) 3. Read in groups. Three students a group.(智慧课堂) (三人一组，三种方式A

Read after one little teacher. (跟一位小老师读)B Read in roles. (小组内分角色读对话)C Read together.（一起读）

4. Act in groups. Three students a group. (请两至三组学生上台表演) 【设计意图：鼓励学生用正确的语音、语调朗读，培养学生的语感。】

3.

Check and Retell

1.

以思维导图总结本课重点句型和感觉类单词

2.

Fill in the blanks 4. Make up a new story T: How is Liu Tao’s Mum next morning? What would Liu Tao say?

Can you imagine? Let’s make a dialogue.

T: Who wants to be Liu Tao? (请一位同学上台和老师合作表演) S: Wake up, Mum.

T: OK. S: How are you today? T: Not so good. S: What’s the matter, Mum?

T: I’m hungry/thirsty.

S: Would you like some eggs/milk? T: Yes, I’d like some

…, too.

S: Here you are.

…

Practise in groups. (学生三人一组，编对话表演，请2-3组学生上台来反馈) 【设计意图：以续编故事的形式，为学生提供一个较真实的情境，加强课文内容的实际操练，让学生在角色扮演中学会关心帮助他人。学生可以根据自己的情况，用头饰和实物表演课文。在此过程中鼓励学生用正确的语音、语调，并配上夸张的表情动作完成任务。】

5. Just for you Learn to care your parents. Give your hand when others are in trouble. Helping others is the source of happiness. Enjoy a song-- Wish you happy

Homework

家庭作业

1. 听磁带，跟读课文五遍。

2. 和朋友们分享你的新故事。

3. 了解更多关于感觉的单词。

Teaching aids

教学准备（含板书设计）

教学准备：人物头饰、实物、感觉图片

板书设计：

Unit 7

What’s the matter?

Are you ... ?

hungry thirsty tired ill I want to ...