牛津譯林版Unit 7 What’s the matter Story time（教案） 英語四年級下冊.docx

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1、課題：譯林版四年級下冊Unit7What不thematter?Storytime教學目標：（一）知識目標學生能聽懂，會說，會讀單詞：hungrythirsty,happy,tired,ill,water,dear；1. 學生能聽懂、會說、會讀句子:Whafsthematter?及其回答m.；學生能聽懂、會說、會讀日常交際用in：Comeandhave.Areyou.?Hereyouare./1wanttoGoodnight.（二）能力目標學生能整體理解故事，把握故事的情感主線；1. 學生能有感情地朗讀并表演故事；通過學習，學生初步掌握：Whatsthematter?Areyou.?Tm.Iwa

2、ntto用以關心他人，表達自己的身體狀況等。（三）思維品質(zhì)學生能大膽預測圖片內(nèi)容，了解人物的心情變化，并運用所學的語言開展預測,培養(yǎng)思維的靈活性和開放性。（四）情感目標：1. 培養(yǎng)學生建立良好的人際交往關系；培養(yǎng)學生關心他人的習慣。教學重、難點：重點：1. 去整體理解對話的基礎上把握談話中心，理解相關詞匯和語言的功能；能聽懂會說會用句型：Whafsthematter?Fm.Areyou.?關心幫助他人；3.能借助所學內(nèi)容開展真實交際。難點：1. 詞匯:thirsty,tired,ill,的讀音及拼寫;交際用語：CanI?Iwantto連讀，失爆。教學準備：1. 教師準備：PPT,板書，劉濤及父

3、母頭飾，一杯水；學生準備：聽Storytime錄音。教學步驟：Step1WarmingupEnjoyasong:Howareyou?1. Sayandact:hungrytiredhappycoldsadthirstyTalkT:Howareyou?Ss:Im.設計意圖通過和學生日常對話自然而然地進入話題，同時提取學生的關于工作這一話題已有的知識經(jīng)驗，為故事的學習做鋪墊。Step2While-readingLookandsay:Giveabeginningtothestory:LiuTaosdayItssevenoclock.LiuTaogetsup.Itseightoclock.LiuTao

4、goestoschool.Hehas6lessonsintheday.Afterschoolheplaysbasketball.Itsfiveoclock.Hegoeshome.Lookathim.Howishe?1. 出示多個心情圖片,happyhungrysadcold引導學生開展預測:ill引導學生開展預測:illthirstytired2. 整體感知(2) Teachthenewwords:hungry,ill,thirsty,tired(3) ReadagainandfindLiuTaosfeelings.(4) Teachthenewwords:hungry,ill,thirsty

5、,tired(5) ReadagainandfindLiuTaosfeelings.(1) Watchthecartoonthenfind:Whatfeelingsarementionedinthestory?(1) Heressome(2) DrinksomewFirsthWgrythirsty設計意圖借助學生已有的知識經(jīng)驗和圖片提示對劉濤的心情做預測，對本課的重點詞匯做進一步的認知。在觀看卡通后確定故事中劉濤的真實感受鎖定詞匯后開展教學，并板書梳理文本信息。3. 細節(jié)閱讀(1) 圖一，二a. 看圖預測T:Boysandgirls,weknowLiuTaoisthirstyandtired.

6、HowdotheirDadandMumcareabouthim?Letsgointotodaysstory.Look.LiuTaosfatherthinkshemustbehungry.Hetakesoutapieandsays:SI:Wouldyoulikeapie?S2:Haveapie,please.S3:Heresapieforyou.S4:Thispieisforyou.b. Listentothetape.Teach:Comeandhaveapie,Taotao.引導學生模仿爸爸和藹的語氣：Tobekind.c. 預測LiuTao的回答,聽音驗證：Thanks,Dad,butTmn

7、othungry.Tmthirsty.d. 學生展示自己的話聽錄音，跟讀PractisebyLiuTaoandhisfather.e. 同法學習Pic2,重點學習、操練并表演。Pic2:(1)Tdlikesomewater.(2) CanIdrinksomewater?(3) Iwouldliketodrinksomewater.聽音練習，并操練：CanIdrinksome.juice?教師弓導:Whenyouarethirsty,wateristhebestchoice.(2) 圖三，四a. 截Picture3局部作為故事過度T:Afterdrinkingwater,doesLiuTaofe

8、elbetter?Ss:No.Hesnot.T:Lookathismother.Shesveryworried.Whatdoesshesay?Listen.b. teach:Whatsthematter?Areyou川？Summary：Whenyouseesomebodyisnotwell,wecansay:Whafsthematter?Ifyounotsure,youcansay:Areyou.?c. teach:Iwantto.才旨導wantto失爆Ss:Iwanttotakeanap/havearest/takeabath/.d. Lookandsay:Goodnight,.Goodni

9、ght.4. Practisereading(1) Readafterthetape.(2) Readbythemselves.(3) Dub.設計意圖通過對圖片人物情緒的解讀和語言的預測，培養(yǎng)學生運用舊知大膽想象的意識，使思維發(fā)展跟語言交流相結(jié)合。Step3Postreading1. Actthestory2. Summary:Retellthestory.ItsFridayevening.Itstimefordinner.DadwantsLiuTaotohaveapie.ButLiuTaoisnoth_ngr_.Hewouldlikesomewater.Atnight,LiuTaoisno

10、tfine.Butheisnot_11.Heisverytd.Hewantstogotobed.SohesaysgoodnighttohisMumandDad.Ss:Readandfillintheblanks.3. Consolidation(1)續(xù)編對話并表演。T:Thenextday,LiuTaogetsup.Whatsthematterwithhimnow?出示思維導圖Oh,maybeheisill.Hecantgotoschool.Hecanhavearestathome.Hecanhavesomewater.CanyouguesswhatsthematterwithLiuTaono

11、w?Ss:Maybeheshappyhungrythirstytired.T:Boysandgirls,nowImMum,whowantstobeLiuTao?LetsimaginewhatsthematterwithLiuTaonow?Whowantstomakeadialoguewithme?T&S:Makeadialogue.Ss:Workinpairsthenactoutthedialogue.(2)情感升華T:LiuTaosparentscarehimverymuch.Ithinkyourparentscareyou,too.Whenyourparentsneedhelp,whatw

12、illyousaytothem?SI:Sitdown,please.S2:Heressomecakeforyou.S3:Wouldyoulikesomebread?設計意圖讀后環(huán)節(jié)通過三個層次逐步遞進式的活動，將教材內(nèi)容逐步向生活實際進行鏈接，從知識理解逐步走向內(nèi)化和運用。Step4HomeworkReadthestoryandtrytoreciteit.1. ShowyourlovetoyourparentsonMothers9Day.2. Makeupanewstory.Father/Motheris-Canyoucareaboutthem?板書設計：Unit7Whatsthematter?