四年級(jí)下冊(cè)英語(yǔ)教案Unit7 What’s the matter (Story time)譯林版（三起）

1、.譯林版牛津英語(yǔ)四下 Unit 7 Whats the matter? Story time一、教學(xué)目的：1.純熟朗讀Story time 并進(jìn)展表演，關(guān)注語(yǔ)音語(yǔ)調(diào)及動(dòng)作表情。 2.較純熟地使用日常交際用語(yǔ)Whats the matter? Im Are you?以及Come and have 等表達(dá)自己的感覺，并向別人提供幫助。3.懂得給予是快樂的Giving is happy，做一個(gè)關(guān)愛家人、朋友和同學(xué)的人。二、教學(xué)重點(diǎn)：1.能用日常交際用語(yǔ)Whats the matter? Im Are you?以及Come and have 等表達(dá)自己的感覺，并向別人提供幫助。2.能純熟朗讀Story

2、 time并進(jìn)展表演。三、教學(xué)難點(diǎn)：1.在朗讀的過程中，學(xué)會(huì)關(guān)注句子的重音。2.能在文本學(xué)習(xí)和繪本閱讀的過程中，體驗(yàn)和懂得“給予是快樂的。三、教學(xué)過程：Step1 Lead in1. Greetings.2. Play a game to revise the food and drinks: Say out what the students see loudly, when they see the smiling face, they must say “Happy.Step 2 Prereading1. Teach “Whats the matter? Im1 T: We are ha

3、ppy. These children are happy too.2 T: But now ,they are unhappy. Whats the matter? Learn: matter map sister -matter3 Drill the new sentence. Lets ask: Ss: Help the Ss to ask Wang Bing, Wang Bing,Whats the matter? Wang Bing：Im hungry and thirsty. 4 Learn the new word:thirsty by students.Do you have

4、a better way to learn it?Can you teach us?5 Can you help Wang Bing?6 Learn tired /ill by the same way. How about Mike? Maybe you can ask: Mike, Are you? Who has a better way to learn the new word?7 Lets chant. Matter,matter, whats the matter? Tired, tired, Im tired. Please act it with your deskmate.

5、 Use the gestures, OK? Make a new chant. Step2 While-reading1. See the pictures and guess.T: How about Liu Tao? Is he happy?S:No.T: Whats the matter with him? Can you ask him? Are you?2 Read and choose.1 T: But whats the matter with Liu Tao? Watch the cartoon and choose the right answers.1:Whats the

6、 matter with Liu Tao? - Hes and .2 Check up the answers. 3. What did Liu Taos Father say? What did Liu Taos mother say?Read and dialogue and underline the sentences. Check the answer.4. What did Liu Tao say? Would he like a pie? Why?5. Imagine: Liu Tao isnt thirsty. He is hungry. What would they say

7、?觀察內(nèi)容的選擇，我本著先靜后動(dòng)，由近及遠(yuǎn)的原那么，有目的、有方案的先安排與幼兒生活接近的，能理解的觀察內(nèi)容。隨機(jī)觀察也是不可少的，是相當(dāng)有趣的，如蜻蜓、蚯蚓、毛毛蟲等，孩子一邊觀察，一邊提問，興趣很濃。我提供的觀察對(duì)象，注意形象逼真，色彩鮮明，大小適中，引導(dǎo)幼兒多角度多層面地進(jìn)展觀察，保證每個(gè)幼兒看得到，看得清?？吹们宀拍苷f得正確。在觀察過程中指導(dǎo)。我注意幫助幼兒學(xué)習(xí)正確的觀察方法，即按順序觀察和抓住事物的不同特征重點(diǎn)觀察，觀察與說話相結(jié)合，在觀察中積累詞匯，理解詞匯，如一次我抓住時(shí)機(jī)，引導(dǎo)幼兒觀察雷雨，雷雨前天空急劇變化，烏云密布，我問幼兒烏云是什么樣子的，有的孩子說：烏云像大海的波浪。有

8、的孩子說“烏云跑得飛快。我加以肯定說“這是烏云滾滾。當(dāng)幼兒看到閃電時(shí)，我告訴他“這叫電光閃閃。接著幼兒聽到雷聲驚叫起來(lái)，我抓住時(shí)機(jī)說：“這就是雷聲隆隆。一會(huì)兒下起了大雨，我問：“雨下得怎樣?幼兒說大極了，我就舀一盆水往下一倒，作比較觀察，讓幼兒掌握“傾盆大雨這個(gè)詞。雨后，我又帶幼兒觀察晴朗的天空，朗讀自編的一首兒歌：“藍(lán)天高，白云飄，鳥兒飛，樹兒搖，太陽(yáng)公公咪咪笑。這樣抓住特征見景生情，幼兒不僅印象深化，對(duì)雷雨前后氣象變化的詞語(yǔ)學(xué)得快，記得牢，而且會(huì)應(yīng)用。我還在觀察的根底上，引導(dǎo)幼兒聯(lián)想，讓他們與以往學(xué)的詞語(yǔ)、生活經(jīng)歷聯(lián)絡(luò)起來(lái)，在開展想象力中開展語(yǔ)言。如啄木鳥的嘴是長(zhǎng)長(zhǎng)的，尖尖的，硬硬的，像醫(yī)

9、生用的手術(shù)刀樣，給大樹開刀治病。通過聯(lián)想，幼兒可以生動(dòng)形象地描繪觀察對(duì)象。6. Read after Liu Tao. 語(yǔ)調(diào)，連讀評(píng)價(jià)： Youre a little thirsty/ very/really7. How do Mum and Dad care Liu Tao? Read the dialogue carefully, and underline the sentences.1 Come and have some cake.2 Here you are.3 Whats the matter? Are you ill? Mum is worried about about Ta

10、otao,how to read it?4 Good night.7.Lets dub. 注意引導(dǎo)學(xué)生做動(dòng)作。8.Lets act the dialogue with love. Step 6 Post-reading1.Youre all good actors. Liu Taos Dad and Mum loves him. Do your Mum and Dad love you? 宋以后，京師所設(shè)小學(xué)館和武學(xué)堂中的老師稱謂皆稱之為“教諭。至元明清之縣學(xué)一律循之不變。明朝入選翰林院的進(jìn)士之師稱“教習(xí)。到清末，學(xué)堂興起，各科老師仍沿用“教習(xí)一稱。其實(shí)“教諭在明清時(shí)還有學(xué)官一意，即主管縣一級(jí)

11、的教育生員。而相應(yīng)府和州掌管教育生員者那么謂“教授和“學(xué)正?！敖淌凇皩W(xué)正和“教諭的副手一律稱“訓(xùn)導(dǎo)。于民間，特別是漢代以后，對(duì)于在“?；颉皩W(xué)中傳授經(jīng)學(xué)者也稱為“經(jīng)師。在一些特定的講學(xué)場(chǎng)合，比方書院、皇室，也稱老師為“院長(zhǎng)、西席、講席等。So I want to tell you “Please love your family and friends ,and try to care about others.2. The next day, How does Liu Tao care about his parents? Make a dialogue.宋以后，京師所設(shè)小學(xué)館和武學(xué)堂中的老師

12、稱謂皆稱之為“教諭。至元明清之縣學(xué)一律循之不變。明朝入選翰林院的進(jìn)士之師稱“教習(xí)。到清末，學(xué)堂興起，各科老師仍沿用“教習(xí)一稱。其實(shí)“教諭在明清時(shí)還有學(xué)官一意，即主管縣一級(jí)的教育生員。而相應(yīng)府和州掌管教育生員者那么謂“教授和“學(xué)正?！敖淌凇皩W(xué)正和“教諭的副手一律稱“訓(xùn)導(dǎo)。于民間，特別是漢代以后，對(duì)于在“?；颉皩W(xué)中傳授經(jīng)學(xué)者也稱為“經(jīng)師。在一些特定的講學(xué)場(chǎng)合，比方書院、皇室，也稱老師為“院長(zhǎng)、西席、講席等。Model-Practise into pairs.宋以后，京師所設(shè)小學(xué)館和武學(xué)堂中的老師稱謂皆稱之為“教諭。至元明清之縣學(xué)一律循之不變。明朝入選翰林院的進(jìn)士之師稱“教習(xí)。到清末，學(xué)堂興起，各科老師仍沿用“教習(xí)一稱。其實(shí)“教諭在明清時(shí)還有學(xué)官一意，即主管縣一級(jí)的教育生員。而相應(yīng)