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教学设计
课程基本信息
学科 英语 年级 四年级 学期 春季
课题 Unit 7 What’s the matter (Fun time)
教科书 书 名：小学《英语》教材 出版社：译林出版社三年级起点
教学目标
在Story time的情境中，进一步学习、理解、掌握本单元：thirsty, ill, tired, happy, hungry, sad等表示感觉类的词汇。 在Fun time情境中，进一步理解、运用“Are you ... ” “What’s the matter ” 等句式关心他人，“Can I ... ” “I want to ....”等句式表达请求，“Here’s ....” “Come and have ....”等句式提供帮助。 通过实践运用目标语言，尝试梳理词汇、句式的语言功能，明确关心他人、表达请求的 意义。
教学重难点
教学重点： 学习、理解、掌握本单元：thirsty, ill, tired, happy,hungry,sad等感觉类词汇。 理解、运用“Are you ... ” “What’s the matter ”等句式关心他人，“Can I ... ”“I want to ....”等句式表达请求，“Here’s ....” “Come and have ....” 等句式提供帮助。 教学难点： 1. 通过实践运用目标语言，尝试梳理词汇、句式的语言功能，明确关心他人、表达请求的意义。
教学过程
Step 1 Warm up Greetings. 师生问候，提出课前准备要求 T: Hello, boys and girls. I’m your new English teacher Miss Jia.Please get your English book, stationery and worksheet ready! Today we’ll learn Unit 7 What’s the matter (Fun time). Shall we begin Here we go! Show learning objectives. 呈现本课三个学习目标 ①在Story time的情境中，进一步学习、理解、掌握本单元：thirsty, ill, tired, happy, hungry, sad等表示感觉类的词汇； ②在Fun time情境中，进一步理解、运用“Are you ... ” “What’s the matter ”等句式关心他人，“Can I ... ” “I want to ....”等句式表达请求，“Here’s ....” “Come and have ....”等句式提供帮助； ③通过实践运用目标语言，尝试梳理词汇、句式的语言功能，明确关心他人、表达请求的意义。 【设计意图】：课堂伊始师生问候，调动气氛、提升注意力。教师明确提出课前需做的学习准备，并出示本课学习目标，为接下来学习活动的顺利开展作铺垫。 Step 2 Revision on Story time Let’s sing! 欣赏歌曲：What’s the matter T: Let’s enjoy a song. Listen to the rhythm, you can sing together! T: Just now we sang a song about Liu Tao. What’s the matter with Liu Tao S: He’s thirsty and tired. 师生拼读单词thirsty T: When you are thirsty, what do you want to do 师生互动回答 T: Look at this word. Here we should pay attention to ire. 师生拼读单词tired T: When Liu Tao is tired, what does he want to do T: He wants to go to bed. What about you 【设计意图】：教师根据第一课时Story time内容改编歌词,并配上学生们耳熟能详的两只老虎曲调，旨在对Story time进行趣味性复习，曲调活泼，朗朗上口，教师引导学生一起跟唱，达到良好的复习效果。 Let’s act! 三人一组表演故事 T: When Liu Tao is thirsty and tired after school, how do Dad and Mum care about him And how does Liu Tao show his feelings Let’s act and feel it. 评分标准：结合课文演一演：两颗星； 根据图片创编对话：三颗星。 播放两段学生表演视频做示范，呈现分别为结合课文表演以及根据图片创编对话。 T: Now it’s your turn! Click pause and act!完成课上学习任务一 【设计意图】：在进行课文表演时，教师设计分层评价标准，并针对两条标准分别展示学生示范视频，鼓励学生按下暂停键模仿表演，并对学生的表演提出具体指导，以此调动学生参与活动的积极性。 Let’s think! 对故事中的语言进行提炼 T: How do Dad and Mum care about Taotao 提炼：Are you ill What’s the matter What’s wrong with you T: How do they offer help 提炼：Come and have a pie. Here’s your water. Would you like some juice T: How does Taotao express his needs 提炼：Can I have some water I’d like some water. I want to go to bed. 【设计意图】：在学生表演复习Story time后，教师引导学生对课文进行再回顾梳理，厘清课文中关心他人、提供帮助、表达需求的句子，让学生初步感受、理解句式功能，为后续环节中语言的掌握、运用、输出作铺垫。 Let’s talk! 人机对话，试着关心Dingding T: Look at our friend Dingding. He feels not so good. What’s the matter, Dingding D: I’m hungry. 师生拼读单词hungry T: This time, can you care about him 人机对话，学生关心生病的Dingding 师生拼读单词ill T: Now can you care about Dingding 人机对话，学生关心伤心的Dingding。 师生拼读单词sad T: Look at Dingding, he has a new toy! Now he is not sad. He is happy！ 师生拼读单词happy 【设计意图】：这一环节旨在对Story time故事复习中提炼出的关心他人的句式进行迁移创新并运用，在情境中关心朋友Dingding，并对感觉类词汇进行拼读，引导学生在情境中运用句式，在句子中理解单词。 Play a game: Quick response 快速反应游戏：说出感觉类词汇并做动作 T: I think you know a lot about feelings. Let’s play a game! Look at the picture and say the feeling as quickly as you can and do your action as well. 师生互动提问进行游戏，复习感觉类词汇sad,hot,cold,happy,angry T: Look at the boy. Can you ask and answer about his feelings T: Please finish the exercise on the worksheet. 完成课上学习任务二 评分标准：能正确书写：两颗星； 能正确书写并用多种句式交流：三颗星。 T: Click pause and finish the exercise. T: Have you finished You can click pause and check your learning. 【设计意图】：学生在游戏中通过观察图片，快速捕捉感觉信息，并在和教师互动中通过语言输出和肢体动作做出反馈，在欢快的节奏中达到操练与巩固效果。 Step 3 Fun time Say and act！ 教材第46页说一说、演一演 T: The little boy feels not so good. Can you care about him 人机互动对话，学生以提问方式关心教材图片中口渴的小男孩。 T: He’s thirsty. Can you offer him some help 人机互动对话，学生为口渴的小男孩提供帮助。 T: Well done! Now it’s time for you to play the game in pairs. You can act the game in Fun time like this. 播放一段学生表演视频做示范 【设计意图】：教师从上一环节快速反应的游戏中，最终呈现出教材中感到口渴的小男孩形象，自然过渡到引导学生在Fun time情境中关心他，并为他提供帮助，旨在运用目标句式和词汇。教师展示学生示范游戏视频，为游戏环节的顺利开展提供了指导与帮助。 Look, say and act！ 翻翻乐抽卡游戏 T: We can make the game more interesting just like playing cards.We can draw some pictures and choose one. Here are four card. Each one is a picture of a feeling. 游戏规则： 1.每张卡片都包含了一种感觉信息。两人一组：一人抽牌，根据牌后的提示进行表演。 另一人猜测感觉并关心与提供帮助。 2. 轮流抽牌，进行游戏。 T: Let’s have a try. I choose Card C. 人机对话，教师示范游戏一组。（hot） T: There are three more cards. How can we act these feelings Maybe you can play like me: 教师示范剩余三张卡面happy, cold, angry表演动作 评分标准：能正确谈论感受：两颗星； 能生动表演并正确表达：三颗星。 T: You can click pause and play! 【设计意图】：教师以教材上的Fun time为基础升级游戏，开展趣味性强、节奏明快的翻翻乐抽卡表演，并猜一猜感觉游戏。目的在Fun time情境中充分激发学生运用本课所学目标句式及感觉类词汇，调动学生学习热情，营造欢快的课堂氛围，让语言交流真实发生，让游戏变得操作性更强、课堂学习效率更高。 Step 4 Summary time 师生互动梳理归纳本课所学知识 T: In today’s lesson, what have you learned T: Happy, sad, cold, angry ...They are about feelings. T: You can talk about feelings by using “Are you ill ” “What’s the matter ” “What’s wrong ” ... T: We can help them by using “Here’s your water.” “Come and have a pie.” “Would you like some juice ” ... T: I think when you see your friends need help, you’ll care about them like this! 我相信当你发现朋友们需要帮助时，你一定会像这样关心他们！ 【设计意图】：课堂教学的总结阶段，教师请同学们说一说这节课学到了什么？由单词输出归纳到感觉类词汇，再进一步引导学生梳理谈论感受时应该或可以使用什么句式去关心他人并为他人提供帮助？通过在先前教学环节中不断关心他人、提供帮助，再到Fun time情境中同学间互动时的真诚关心，教师带领学生认识到现实生活中一样有能力可以做到关心身边有需要帮助的人，将所学内容迁移到真实生活情境中并实现本课人文关怀精神的升华。 Step 5 Homework ①读一读，写一写：你学会了哪些表达感受的单词？以及关心他人、提供帮助的句子？试着写下来！ ②设计有关感觉的卡面，和朋友们再玩一玩Look, say and act! ③阅读绘本How Are You Feeling Today 了解更多感觉类词汇，以及关心他人、提供帮助的句式。 【设计意图】：作业设计包含听、说、读、写以及课外绘本阅读，学生首先梳理归纳本课所学的感觉类词汇、关心他人、提供帮助的句式，其次再与朋友们在Fun time游戏情境中运用，达到迁移创新的目的，最后学生阅读英文原版绘本，拓展补充更多相关感觉类词汇及相关表达的句式，完成阅读卡，在夯实本课学习内容基础上收获更多语言表达知识，培养课外阅读兴趣。

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