公告栏
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教学目
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课时目标
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1.能听懂、会说、会读、会写happy , hungry, ill, thirsty, tired.
2.能听懂、会说、会读What’s the matter ? Are you…? I’m ... Can I have … ? Here you are./Come and have…/ I want to…/ Good night. | |
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目标制定
依据说明 |
从课程标准、教材分析、学生学情等方面展开：
1. 学习英语的主要目的是让学生可以在日常生活中能够与他人进行交流，所以本节课中设计了比较多的口语练习，以帮助学生提高口语水平。
2. 四年级的学生的注意力不能长时间保持在同一事物上，所以我设计了游戏、猜谜等环节来帮助学生提高课堂的参与度，努力提高学生的学习积极性。 | ||
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任务分析
（使能目标） |
1.能听懂、会说、会读happy , hungry, ill, thirsty, tired,dear.
2.能听懂、会说、会读What’s the matter ? Are you…? I’m ... Can I have … ? Here you are./Come and have…/ I want to…/ Good night.
3.能谈论自己的感受并表演课文内容。 | ||
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目 标 |
环 节 设 计 |
主课题思想在
设计中的体现 | |
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Step1.Warm up Presentation
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1. 1. Enjoy the song
2. T: Boys and girls, My name is Chen Xi, you can call me, Miss Chen. I’m an English teacher, I’m teaching grade five. But this class I’m your new English teacher. I’m happy to see you. are you happy today? I think you are. (出示单词happy并且板书)
T: Let’s look what we are going to learn in this class. (教学目标出示，并且引导孩子们得五角星。)
3. Play a game: Brain storm 在游戏中教学单词hungry, thirsty.及句型Can I have some…?（出示单词与句型并且板书）
4. 出示Liu Tao, Wang Bing, Mike踢足球的图片）Mike is not happy:教授句型What’s the matter? 及回答和单词tired
5．Pair work.
6. Wang Bing is not happy: 教授句型Are you ill?和单词ill
7.Have a chant.
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通过歌曲导入，活跃课堂氛围，提前让学生感受快乐的学习氛围，同时自然引出单词happy的教授。
出示本课学习目标，使学生明确本课学习目标的同时，能够更好的完成各个环节的学习任务，做到心中有数，明确学习要点，选择合适的学习策略。
设计头脑风暴的游戏环节，使学生在玩的同时学习本课的新授单词与句型，让学生在玩中学，在学中练，做到玩与学两不误。 | |
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Step2. Story time |
1. T: Is Liu Tao happy?引出课文内容的学习
教授句型Are you ill? No， I’m not./Yes ,I am.
2.Watch and answer
(1).Who are they?
(2).Where is Liu Tao?
(3).Is Liu Tao happy?
3.Read by yourselvrs, judge.
(1).Liu Tao is hungry.
(2). Liu Tao is thirsty.
(3). Liu Tao is ill.
(4). Liu Tao is tired.
3. Liu Tao is thirsty , so he should (所以他应该) .
A、Come and have a pie.
B、Come and have some water.
C、Come and have a look.
Read picture 1&2 by yourself and try to answer。
4. Liu Tao is tired ,too. So he says （说）“ ”
A、I want to have some fruit.
B、I want to play football.
C、I want to go to bed.
Read picture 3&4 by yourself and try to answer。
5. Listen and imitate.
6. Read the story together.
7.Enjoy the story(和同伴分角色表演、小组齐读、自己读……)
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课文环节的处理通过看、选、找、读、练、演，难度逐渐增大，可以帮助学生分层学习，虽然环节看似是在增加难度，其实是在将难度一点一滴的化简，便于学生感知、理解和掌握课文内容。
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Step3. Consolidation.
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1. Let’s help others. 同桌一个人选择一个角色扮演，另一个人尝试着去帮助他。
可用句型：
A: Tom/ Jim/ Ben, Are you …? (hungry/ thirsty/ tired/ ill/ happy)
B: No, I’m not.
A: What’s the matter?
B: I’m… (hungry/ thirsty/ tired/ ill/ happy)
A: Come and have a/an/some…
B: Thank you. Can I have a/an/some…
A: OK. Here you are.
B: Thank you.
2.Just for you.
We wish everyone can give his hand, when the others are in trouble.
3. Summary:
1.表示身体感受的形容词是：happy,ill,hungry,thirsty,tired.
2．你想关心他人，应该问：What’s the matter?/Are you…?
3．你想要表达需求，可以说：I want to… .
2)Ticking Time
说说本课学习的知识点，看谁得的五角星多。 |
拓展环节的设计，目的是检验学生的掌握情况。另外，也可以调动学生的积极性，让学生能够更好的运用所学的知识。同时好的学生能学到更多。
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板书
设计 |
Unit 7 What’s the matter?
A: What’s the matter?
B: I’m …
A: Are you …?
B: Yes. I am./ No, I’m not
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