1、四下Unit 7 Unit7 Whats the matter? (Story time)教学设计及反思教学内容译林英语四下Unit7 Whats the matter?(Story time)备课人：陆春花教学目标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 ou
2、t the story with emotions in groups of three by the help of blackboard design.教学重点1. Ss can learn to understand, speak, read and write “thirsty”, “hungry”, “ill”, “tried” and “water”.2. Ss can understand the key sentence “Whats the matter?” and its answer “Im ”2. Ss can try to act out the story with
3、 emotions.教学难点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 ”学情分析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
4、与thirty混淆；表达“想要做某事”用“I want to”时，丢“to”等；4. 教学策略： 学习thirsty时，避免负迁移； 指导学生看听读对话，并带着任务找到特定信息； 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； 对学生的学习成果进行及时的肯定与评价；教学资源教具准备：书本、课件、头饰、馅饼、水瓶、水杯等.教学模块教学流程让学策略教师活动学生活动Step1Knowing what to doStep2Getting ready to learnStep3Meeting with thenew languageStep4 Making use of the new la
5、nguageStep5 Making the new language theirsStep1T: Boys and girls. Were going to learn Unit7 Whats the matter. First, lets have a look at our learning aims. After this lesson, I hope you can1. understand the story2. read the story fluently3. try to act out the story in groups. Do you understand?Step2
6、1. Play a game-Quick responseT: First, I have a game for you. If you see a word or a picture, Please read it out loudly. If you see a (笑脸) , please say “Happy ”2. I can sayT: Good eyes. Are you happy now? Im happy too. We know that happy is a kind of feelings. What other feelings do you know?3. T: H
7、ow can we know others feelings? What can we ask? Act, ask and answer. 4. T: Well done. Lets play another game.Repeat Miss Lus order, repeat it and do the action.Step31. I can ask T: (叹口气)Im tired. Are you tired?How about Liu Tao? He is not happy now. Lets care about him. 2. T: Whats the matter with
8、Liu Tao? Lets ask him together. Whats the matter? T: You please, ask him.2. I can watch and answerT: Whats the matter with Liu Tao? Lets watch the cartoon and try to find the answers. T: Whats the matter? ImA. hungry B. thirstyC. ill D. Tired (教thirsty, tired并板书)4. I can discussT: Good job. You find
9、 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 findT: Liu Tao is not so good. Here come Dad and Mum. How can they care about Liu Tao? Lets watch the story and try to find the sentences.6. I can
10、imitate.T: You did a good job. Now, boys and girls. I think you know the story. lets listen and repeat.7. I can readT: Now its 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 on
11、e star. If you read fluently, you can get two stars. If you read with emotions and actions, you can get three stars. Step41. I can actT: You read well. Now close your books. Its 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
12、get one star. If you act with actions, you can get two stars. If you act vividly, you can get three stars.Step51. Enjoy a story.T: Liu Tao wants to go to bed. But, look, there is a book on the bed. Lets read the book together. It tells about a story about “ The little match girl” The little match gi
13、rl walks in the street. Nobody buys 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 sayT: Good children! If you meet little match girl. What will you say? Please talk about it with your partners. And one of
14、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 Homework1. Act out the story with your partners.2. Make a new story about ” Little match girl”. You can draw some pictures. Then put the
15、m on the walls of our classroom.Step1ListenSs: Yes.Step21. Play a game-Quick response2. Ss: Yes.I can saySs: sad, cold, hungry, hot3. Ss: Whats the matter? A: Whats the matter? B: Im4. Repeat and do.Step31. I can ask .2. Ss: (一起大声说)Hi, Liu Tao. Whats the matter?Ss: (开火车)Whats the matter?2. Listen S1
16、: Im thirsty. S2: Im 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)Whats the matter, Taotao? Are you ill?6.Listen and repeat.7.Ss: Read in different ways(34组展示，T及Ss评价)Step4Ss: Act in roles.(34组展示，T及Ss
17、评价)Step51. Listen to the story.Ss: Yes.2.Ss: Make a dialogue with little match girl.(23组展示)Step1目标先行，知其所学游戏导入，平稳过渡组内讨论，提前渗透歌曲引入，调动气氛真实情境，自主生成情景设问，引入新知任务教学，习得新知同桌讨论，内化新知跟读课文，语音模仿角色朗读，分层评价运用所学，表演对话拓展阅读，延伸认识。当堂巩固，总结新知其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平
18、,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总
19、时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,
20、必须认识到“死记硬背”的重要性,让学生积累足够的“米”。其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。Blackboard DesignwaterthirstyilltiredhappyIm Whats the matter
21、? Come and have Here you are. Liu TaoUnit 7 Whats the matter? Dad&Mum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。4. 最后的拓展部分句式简单，又含有本节课重点的感受类单词，可以让学生自己读，这样可以让学生的单词和句型得以巩固。
