四下Unit 7 Unit7 What’s the matter? (Story time)教学设计及反思
教学内容 教学目标 教学重点 教学难点 学情分析 教学资源 教学模块 Step1 Knowing what to do 译林英语四下Unit7 What’s the matter? 备课人：陆春花 (Story time) 1. Ss can be able to understand the story by the end of this lesson with the help of teacher. 2. Ss can read the story fluently in groups after different ways of reading. 3. Ss can try to act out the story with emotions in groups of three by the help of blackboard design. 1. Ss can learn to understand, speak, read and write “thirsty”, “hungry”, “ill”, “tried” and “water”. 2. Ss can understand the key sentence “What’s the matter?” and its answer “I’m …” 2. Ss can try to act out the story with emotions. 1. Ss know how to read “thirsty” “water” and “tired” correctly and clearly. 2. Ss know how to try to express feelings. 3. Ss know how to use “I want to …” 1. 学生已有的学习经验：学生已经在四上Unit5 Cartoon time中学过hungry，并且在日常交流中经常接触happy及sad单词； 2. 学生已有的生活经验：口渴要喝水，累了要睡觉等； 3. 学生学习课本内容时可能出现的错误：thirsty读不准，或者与thirty混淆；表达“想要做某事”用“I want to…”时，丢“to”等； 4. 教学策略： ① 学习thirsty时，避免负迁移； ② 指导学生看听读对话，并带着任务找到特定信息； ③ 通过各环节的精心设计，由浅入深，指导学生初步进行语言交际； ④ 对学生的学习成果进行及时的肯定与评价； 教具准备：书本、课件、头饰、馅饼、水瓶、水杯等. 教学流程 让学策略 教师活动 学生活动 Step1 T: Boys and girls. We’re going to learn Unit7 What’s the matter. First, let’s have a look at our learning aims. After this lesson, I hope you can 1. understand the story 2. read the story fluently Step1 Listen Step1 目标先行，知其所学 第 1 页
3. try to act out the story in groups. Do you understand? Step2 1. Play a game--Quick response T: First, I have a game for Step2 you. Getting ready to If you see a word or a learn picture, Please read it out loudly. If you see a (笑脸) , please say “Happy ” 2. I can say T: Good eyes. Are you happy now? I’m happy too. We know that happy is a kind of feelings. What other feelings do you know? 3. T: How can we know others’ feelings? What can we ask? Act, ask and answer. 4. T: Well done. Let’s play another game. Repeat Miss Lu’s order, repeat it and do the action. Step3 1. I can ask T: (叹口气)I’m tired. Are you tired? How about Liu Tao? He is not happy now. Let’s care about him. Ss: Yes. Step2 1. Play a game--Quick response 2. Ss: Yes. I can say Ss: sad, cold, hungry, hot 3. Ss: What’s the matter? A: What’s the matter? B: I’m… 4. Repeat and do. Step3 1. I can ask ... 游戏导入，平稳过渡 组内讨论，提前渗透 歌曲引入，调动气氛 第 2 页
Step3 Meeting with the new language 2. T: What’s the matter with Liu Tao? Let’s ask him together. What’s the matter? T: You please, ask him. 2. I can watch and answer T: What’s the matter with Liu Tao? Let’s watch the cartoon and try to find the answers. T: What’s the matter? I’m… A. hungry B. thirsty C. ill D. Tired (教thirsty, tired并板书) 4. I can discuss T: Good job. You find the right answers. So Liu Tao is thirsty and tired. How can we help him? Please discuss with your partner. Come and have... You can ... ... 5. I can watch and find T: Liu Tao is not so good. Here come Dad and Mum. How can they care about Liu Tao? Let’s watch the story and try to find the sentences. 6. I can imitate. T: You did a good job. Now, boys and girls. I think you know the story. let’s listen 2. Ss: (一起大声说) Hi, Liu Tao. What’s the matter? Ss: (开火车)What’s the matter? 2. Listen S1: I’m thirsty. S2: I’m tired. 4. Discuss and show. G1: Come and have a... G2: You can go to bed. G3: ... 5. Watch and find. (P1) Come and have a pie, Taotao. (P2) Here you are. (P3)What’s the matter, Taotao? Are you ill? 6. Listen and repeat. 真实情境，自主生成 情景设问，引入新知 任务教学，习得新知 同桌讨论，内化新知 第 3 页
Step4 Making use of the new language and repeat. 7. I can read T: Now it’s our reading time. 3 people in a group and choose one way to read the story. (1)Read in roles (2)Read with Miss Lu (3)Read together (4)... If you read correctly, you can get one star. If you read fluently, you can get two stars. If you read with emotions and actions, you can get three stars. Step4 1. I can act T: You read well. Now close your books. It’s our acting time . (Give an example) Still 3 people in a group and try to act out the story. If you act correctly, you can get one star. If you act with actions, you can get two stars. If you act vividly, you can get three stars. Step5 1. Enjoy a story. T: Liu Tao wants to go to bed. But, look, there is a book on the bed. Let’s read the book together. It tells about a story about “ The little match girl” The little match girl walks in the street. Nobody buys 7. Ss: Read in different ways(3~4组展示，T及Ss评价) Step4 Ss: Act in roles. (3~4组展示，T及Ss评价) Step5 1. Listen to the story. 跟读课文，语音模仿 角色朗读，分层评价 运用所学，表演对话 第 4 页
Step5 Making the new language theirs her match. She is very hungry, thirsty and tired. And at last, she is ill and falls down. What a poor girl! Do you want to help her? 2. I can say T: Good children! If you meet little match girl. What will you say? Please talk about it with your partners. And one of you is little match girl. The sentences may help you! 3. (情感教育) T: Happiness is to help others. Try your best to help others, then they will have a better life. Step5 Homework 1. Act out the story with your partners. 2. Make a new story about ” Little match girl”. You can draw some pictures. Then put them on the walls of our classroom.
Ss: Yes. 2. Ss: Make a dialogue with little match girl. (2~3组展示) 拓展阅读，延伸认识。 当堂巩固，总结新知 Blackboard Design
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Unit 7 What’s the matter? Dad&Mum What’s the matter? Come and have… Here you are. happy tired ill I’m … thirsty water Liu Tao 教后反思：
1. 得益于学生预习情况良好，在课上教授新单词和句型的时间少了很多，因此我在学生的朗读时间上花费了更多的时间。正是因为这样，最后呈现的课文角色扮演很扎实。
2. 在获取课文信息时，有些本末倒置。如：Read and find环节，硬钢把重点放在学生自读课文上，而不是一味追求结果问学生找到什么句子。 3. 课文表演可以不拘泥于课文，要鼓励学生为课文增加情景表演。
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