Story time教案设计（一等奖）

课堂教学设计方案

执教教师

课 题

王振元

单位

句容市崇明小学

牛津小学英语

四年级下册

Unit 7 What’s the matter?

(story time)

年级 学科

四年级英语

教学目标

知识目标：

1课时

第1教时

1. 能够在情境中听懂、会读、会说、happy, sad, hungry, thirsty, tired and ill。

2.在故事情境中能听懂、会读、会说、初步运用Are you …? What’s the matter? 3.能在老师的引导和帮助下理解、朗读课文。

能力目标：

1．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表演对话。

2．通过“互动型”的教学途径,培养学生的创新精神和将所学的英语运用于日常交际的能力,提高学生的语言能力和学习能力,让学生得到自我发展和个性发展。

情感目标：

1.激发学生能积极参与到课堂中来，达到师生互动的和谐。在各种活动中体验英语学习的实用性。

2.培养学生关爱他人的良好品德。

教学重点

1.

在故事情境中能听懂、会读、会说、初步运用Are you …? What’s the matter? 2. 能初步掌握ill, thirsty, tired等单词的读音。

教学难点

教具、教学

环境准备

能使用所学句型灵活运用。

PPT ；板书材料等。

教学过程

Step 1 Introduction and Warming up

T:My English name is Karlwang, Karlwang, Karlwang.In this lesson you will be divided into two groups, boy group and girl group. If you do well, he or she climbs higher and higher. Boys, sit straight! Girls, sit straight!

T:Hello, boy/girl. You know my English name, I’m very happy.(出示happy) do you want to know more about me?

S：What do you like/have? T:I have two new friends. Jack and Lily. T:Let’s listen to a song about Tom and Lucy . T: Look at Tom and Lucy. Do you remember “What’s the matter with them?”

They’re …

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

S: I’m thirsty. (出示第一张板书 Jack says…,Lucy says….) T: When you are thirsty, you can have some juice. Can you help them? T: Come and have …. T: Tom and Lucy are hungry and thirsty. Let’s say .Lucy, …”. Tom, …(身体转向学生) S: Hello, Tom/Lucy. 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 …为课文新授作铺垫。）

Step 2 Pre-reading 1.

Now I think Jack and Lily are not hungry and thirsty. I have another friend,Liu Tao. First look at the picture, answer two questions. Liu Tao is not feeling good. What’s the matter with Liu Tao? S:He is not happy, he is sad.(出示sad)

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 …?”(出示第二张板书) 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? (出示ill) T & Ss: Liu Tao, are you tired? (出示tired)

（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。）

Step 3 While-reading

1. 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“症状”。

重点学习新词tired。）

（表演一下thirsty and tired . Can you be a thirsty Liu Tao? Can you be a tired Liu Tao?）

I’m thirsty, I’m tired. 一起表演。

2. 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 underline 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.”（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。）

(出示第三张板书，发散性思维：选2-3张苹果卡片。I’m…,can I have…? I’m…,I want to….)

3. 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。）

4.

(1) Read together. (2)T: A few minutes for you to read by yourselves. 5. Read and complete （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。）

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: __________________ 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。）

6.Make the sequence

Step 4 Post-reading 1.

Show time Dub 配音

（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。）

2.

Create a dialogue （work in groups.）

(设计意图：模拟生活场景，让学生学以致用。) 3.

Next day, Liu Tao is OK. He is reading a book,A little match girl.Can you help her ? (进行情感教育)

Step 5 Summary （略）

Step 6 Homework 必做作业：1..Imitate the dialogue three times. 2.Try to make a new dialogue and prepare for fun time. 选做作业：1.Tell the story to your family. 2.Write an English composition .

Step 7 Blackboard Designing Unit 7 What’s the matter?

Are you…? What’s the matter? happy/sad/hungry/thirsty/tired/ill Yes, …./No, …. I’m ….

I’m…,can I have …? I’m…,I want to ….

Step 8 Way of Evaluation 把男孩子与女孩子分为两组，采用“climbing stairs”的活动评价，比一比，看哪一组爬得高。

(设计意图：《英语课程标准》提出教师要具备的一个基本理念是：面向全体学生，注重素质教育，特别强调教师要注重评价，把过程性评价和终结性评价方式科学结合起来，本节课评价伴随整节课，体现了这一教育理念。)