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《What’s the matter》教学设计-优秀教案

更新时间:2023-05-15 00:34:05 阅读：评论：0

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年级

四

教科书版本及章节

Unit 7

单元（或主题）教学设计

单元（或主题）名称

What’s the matter?

1.单元（或主题）教学设计说明

《英语课程标准(2011 年版)》明确规定:“整体设计目标，充分考虑语言学习的渐进性和持续性；强调学习过程，重视语言学习的实践性和应用性”。单元整体教学设计要求教师在教学设计时通盘考虑单元教学目标，单元教学内容以及单元教学过程，使学生的语言学习在一个单元整体的学习过程中有梯度地持续递进。

2.单元（或主题）学习目标与重点难点

1.在语境中理解和运用表示feelings 的形容词。

2.在语境中感知词汇dear, Mrs, speak. 在此基础运用单元目标句型，What’s the matter? I’m ..Can I have…? Here you are. Come and have… I want to …Good night.

3.谈论感觉和感受，会用What’s the matter?询问。

4.最终让学生产生主动关心帮助他人的情感体验。

小学英语语法3.单元（或主题）整体教学思路（教学结构图）

教法的选择是课堂教学成败的关键。文本课重在情景中教学和培养学生的语篇理解能力。因此充分利用直观教具和电化教学手段创设情景，培养学生直接用英语理解、表达和思维的能力。在具体教学过程中，我先为学生创设情景，组织各种课堂活动，如猜想，表演等，培养和强化学生的语言实践能力和自主学习能力。

第1课时教学设计（其雷锋就在我身边他课时同）

课题

What’s the matter?

课型

新授课□√ 章/单元复习课□ 专题复习课□

习题/试卷讲评课□ 学科实践活动课□ 其他□

1.教学内容分析

在小学英语4A Unit9第一教时是教学句型"What’s the matter?"为主，而学会用单词"cold，hot, hungry，thirsty ,tired "来表达自己的感受,并用句子"Do… " "Here’s … for you." "Why don’t you … ?"提出建议。

2.学习者分析

学生通过寒风来学习cold, hot, tired, thirsty；就在这样的生活场景中，枯燥的语言现象转变成学生乐于接受参与的活动，学生沉浸在其中，静态的知识转化成动态的求知过程，在活动中将知识转化成语言技能

3.学习目标确定

By the end of the lesson, the students would be able to:

1. understand the text and find out how to talk about feelings世界大学排名2013排行 through watching the video and reading the story;

2. get to know the meaning of " thirsty, water, ill, tired, happy, dear, Good night " and pronounce them clearly;

3. u the ntence structure “What’s the matter ...? Can I have…? Come and have… I want to…." to talk about feelings.

4. get to know about how to ask feelings , how to express the needs and care about others.

4.学习重点难点

rarelyIn this period, they will know about how to ask feelings and try to u the ntence structures in real situations. And also they will learn how to express the needs.

Focus of the lesson：

1. Understanding the dialogue as a whole;

2. Caring about others.

Predicted area of difficulty：

1. Pronouncing the words like “thirsty, tired, water”;

2. Understanding and using “What’s the matter ...? Can I have…? Come and have… I want to… Good night. " and talking about feelings

5.学习评价设计

在本节课中，不论是新知的呈现，还是文本理解的设计，都能紧紧地抓住学生，吸引学生，让学生积极参与到课堂中来。学生在玩中学、学中用，提高了课堂实效，培养了学生学习的兴趣。

6.学习活动设计

教师活动	学生活动
环节一：Lead-in and learning
教师活动1 1. Free talk . 2. Play a video about feelings. 3. Prent the picture of hors in the video and let students say the words about feelings in the video. Then teacher lets students say more words about feelings. ( Teacher write the words on the blackboard.) 4. Ask students how to ask feelings and prent the ntence “What’s the matter ...?” Teach this ntence and pay attention to the pronunciation of the word “matter”. (Put the title on the blackboard.) 5. Playing a game There are six pictures on PPT. Students will choo one and ask and answer in pairs. Students should listen to the sound carefully and guess what’s the matter with the people. The last picture is guessing for Liu Tao.	1. Free talk . 2.Watch a video about feelings. 3. Students say the words about feelings in the video. 4. Ask students how to ask feelings and prent the ntence “What’s the matter ...?” 5. 5.Playing a game There are six pictures on PPT. Students will choo one and ask and answer in pairs. Students should listen to the sound carefully and guess what’s the matter with the people. The last picture is guessing for Liu Tao.
活动意图说明：以歌曲和游戏的形式引入并教学单词，激发学生的学习兴趣。
环节二：Prentation
教师活动2 1. 俱乐部英文Prent the picture of Liu Tao and u the ntence “Liu Tao, are you …? ”to guess. 2.Watch the video and answer “What’s the matter with Liu Tao? ” (Mark “thirsty” and “tired” on the blackboard. ) Read the text and underline the ntences about Liu Tao’s needs. Then read out Liu Tao’s feelings. 3.Read and imitate. 4.Ask students “What do you think of Liu Tao’s parents?” Students can say it according to parents’ words, expressions and actions. 5. Read the ntences about Liu Tao’s parents and say how do the students’ parents do when they are in trouble. 6.Act the dialogue in different ways.	学生活动2 1. Guess “Liu Tao, are you …? ” 2.Watch the video and answer “What’s the matter with Liu Tao? ” Read the text and underline the ntences about Liu Tao’s needs. Then read out Liu Tao’s feelings. 3.Read and imitate. 4. “What do you think of Liu Tao’s parents?” Students can say it according to parents’ words, expressions and actions. 5. Read the ntences about Liu Tao’s parents 6.Act the dialogue.
活动意图说明：引导学生观察图片，猜测“刘涛怎么了”，激发学生的学习兴趣。引导学生关注课文中的细节信息。
环节三：Production.
教的活动3 1. Summarize how to ask when someone is in trouble and how to ask for help. 2. Make a dialogue. A: Write the dialogue. B: Check the dialogue. C&D: Act the dialogue. 3. Enjoy the pictures. ( In the world, many people and animals are in trouble, they need help.)	学的活动3 1. Summarize 2. Make a dialogue. A: Write the dialogue. B: Check the dialogue. C&D: Act the dialogue. 3. Enjoy the pictures.
活动意图说明微课的展示给学生提供了很好的示范，让学生能更好的进行小组活动。

7.板书设计

Unit 7 What’s the matter?

hungry

thirsty

tired

ill

作业与拓展学习设计

1、Read story time.

2、Share the dialogue with your classmates.

9.特色学习资源分析、技术手段应用说明

充分运用多媒体教学资源，引导学生自主学习。

10.教学反思与改进真情永驻

在本节课的开始，以歌曲和游戏的形式学习单词，激发学生的学习兴趣。在学习课文之后，引导学生思考：如果你是刘涛会怎么做？让学生自己讨论出新的建议，拓展学生的思维。在朗读表演环节，我设计了多种cj什么意思朗读形式，为学生创设接近真实的情景。

最后，引导学生关心帮助父母和他人，培养孝心和爱心。

特别关注：

1. 关注学生对文本的整体感知和细节信息的获取。

2. 关注文本的理解，指导学生如何用正确的语音、语调朗读。

3. 关注学生在活动中体验用英语做事情的乐趣。

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