Unit7What's the matter？第一课时获奖教案
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Unit7 What’s the matter 教学设计(英语、四年级)
[教材解析]
本课时是译林版小学英语（三年级起点）四年级下册第七单元第一课时，本课内容主要是在刘涛身体有点不适的情况下父母与他的一段对话，对于学生而言，新的语言点和能力提升点可以分为两个主要板块，第一板块是有关身体感受和情绪类单词以及询问他人的功能句型，第二板块是通过刘涛一家人的谈话让学生知道在自己的亲人或朋友身体不适时该如何去关心。
[目标预设]
1.能听懂，会读，会说单词：happy, hungry, ill, thirsty, tired、sad。
2.能听懂，会读，会说句子：What’s the matter 、Are you … 、I’m …、Can I have … Come and have …/I want to …
3.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述并表演课文。
4.能初步运用所学单词和日常用语关心、帮助他人。
[重点、难点]
重点：能正确理解并朗读对话内容，并能在教师的引导和帮助下复述、表演课文。
难点：引导学生在日常情境中运用本课所学语言。
[设计理念]
本教学设计的理念是创建以活动课为主的教学模式，让学生在真实的情境中运用语言，把语言知识转化为语言能力，以任务为基础，发挥学生学习英语的主体性，以评价为手段，鼓励学生积极参与。注重培养学生的学科核心素养，尤其是思维品质的培养。
[设计思路]
在导入环节，我运用了TPR教学法，大家边唱边做动作，趣味十足。在任务前环节，我采用思维导图，以及“我演你猜”的小游戏，帮助学生学习巩固感受类、情绪类的生词。在任务中环节，我主要运用了任务型教学法和情境教学法，通过预测、略读、看动画、详读、读、演等环节推进文本的进行，学生思维的发散性、逻辑性得以培养。任务层层递进，情境真实有趣。对任务后环节的设计旨在培养学生的合作探究能力，归纳概括能力，以及英语语用能力。
[教学过程]
Step1 Warm up
1.Greeting
T: Hello, boys and girls.
Ss: Hello,teacher.
T: How are you today
Ss: I’m fine. What about you
T: I’m happy. I’d like to sing a happy song. Let’s sing and do with me. Stand up.
【设计意图】通过How are you？的提问与回答，体现了师生之间的互相关心，并通过教师回答I'm happy，自然过渡到happy song。
2. Sing a song ——If you are happy？（歌曲改编，好学有趣）
改编歌词：If you are happy happy happy, clap your hands.
If you are hungry hungry hungry, stomp your feet.
If you are ill ill ill, say oh no! say oh no!
If you are tired tired tired, go to bed.
【设计意图】将歌词改编成贴合文本的内容，降低学习难度。
Step2 Pre-task
1.Speak and learn（思维导图，词汇呈现）
T: Wow, you did very well. Sit down,please. The song is about feelings. What feelings(感觉) do you know (鼓励学生边说边做动作)
S1/2/...: happy/sad/hungry/thirsty/ill/ tired...
T:板书并教授生词。
【设计意图】以歌曲形式引入并教学单词，激发学生的学习兴趣，为下面的学习扫除了一些障碍。
2.Play a game（欢乐游戏，高效巩固）
Rules：Act and guess with“Are you... ”
T:教师先演出tired的样子，引导学生提问Are you tired
Ss: Are you tired
T: Yes，I am.Who wants to act now You please.
S1: 表演出ill/thirsty/happy...等样子
S2/3/...:学生提问：Are you ill/thirsty/happy/...
S1:Yes, I am./No, I’m not.
【设计意图】以游戏的形式提高学生提问的积极性，因为学生已学过Are you...？的句型，所以提问起来难度不大，同时又能操练到刚刚学习过的感觉类的生词。
Step3 While-task
T:Wow, you’re good at asking questions. I’m so happy for that. But look at Liu Tao.
Is he happy
Ss: No!
T:What’s the matter Read after me.What’s the matter (并板书)
Ss:What’s the matter
1.Let’s predict（人物呈现，故事预测）
T:What’s the matter（事情） with Liu Tao？Try to predict with“Maybe he is...”
Ss:Maybe he is ill/tired/sad/hungry/thirsty...
【设计意图】让学生带着想象预测，将思维的培养落实到语言上。
2.Fast reading（快速阅读，检验预测）
Q: Read the story quickly and find how Liu Tao is
Ss: He is thirsty and tired.
【设计意图】通过快速阅读的方式整体感知文本，并找出答案。
3.Watch the video of paragraph 1 and answer questions.（观看动画，理解故事）
Q:Does dad know Taotao is thirsty at first（起先）
Ss：No, he thinks Taotao is hungry.
Q:What does he say
Ss:Come and have a pie,Taotao.
Q:If dad knows Liu Tao is thirsty ,what will he say
S1: Come and have some water.
S2: Come and have some juice.
T:Besides “come and have ...”，what else can he say
S3: Here is an apple for you.
S4:The milk is for you.
【设计意图】帮助学生学习理解，迁移创新。
4.Close reading（细节阅读，深度思考）
（1）Read paragraph2-4 and underline how Liu Tao require
T:Now we know Liu tao is thirsty and hungry .How does he require
Ss:Can I have some water. I want to go to bed.
（2）Try to ask: Can I have some...
T:Liu Tao is thirsty.So he wants to have some water.Look!I have some drinks here. Do you want them Try to ask: Can I have some...
S1/2/3/...:Can I have some coffee/milk/juice/...
T:Here you are.
S1/2/3...:Thank you.
（3） Work in pairs
T: After drinking water, does Liu Tao feel better
Ss:No,he’s not.He’s tired.He wants to go to bed.
T:Look at his mum.She is very worried. What does she ask
S1:What’s the matter Are you ill
T:When we see somebody is not well, we ask “What’s the matter Are you ... ” to care about her/him.Let’s work in pairs to make new dialogues like that.
S1: What’s the matter Are you hungry
S2:No, but I’m thirsty. I want to have some water.
S3:What’s the matter Are you sad
S4:No, but I’m tired. I want to sleep.
【设计意图】通过详读2-4段，了解刘涛的需求，再通过师生互动，生生互动，细节处理重要句型。
5.Practice reading（跟读模仿，快乐阅读）
(1)Listen and imitate
(2)Read in different ways
【设计意图】培养学生的语音语调及阅读兴趣。
6. Try to act（合作表演，勇敢展示）
T:Work in groups of 3 to act the story out.
Ss:小组合作表演。
【设计意图】鼓励学生合作并表现自己。
Step4 Post-task
1. Discuss and retell（合作讨论，归纳复述）
T:Work in groups of four to discuss and retell the story.
【设计意图】小组合作讨论，有利于培养其归纳概括的能力，并加深对文本的理解与记忆。
2.Imagine and make a new story（创设情境，学以致用）
T:Parents always care for us very much. Now try to imagine and make a dialogue.
a.Imagine: Your mother and father come home after work. They look not fine.
Q:What can you say
S1/2/3/...: How are you /Are you tired /What’s the matter /...
Q:What can you do
S1/2/3/...:Cook dinner for them./ Take some food or drinks to them./Help them do the housework./...(此处遇到不会用英语表达的可用中文代替。)
b.Work in groups of 4 to make a dialogue and act.
Ss:三人或四人一组根据情境编故事，并演一演。
T:You did very well.Parents care for us. We should care for them too. And also we should learn to care for others around us.
【设计意图】模拟生活场景，学以致用。并情感升华，引导学生关心他人。
Step5 Homework
1. Try to act out the story with your friends.
2. Learn to care for your family and friends.
【设计意图】通过表演故事巩固所学内容，并将所学语言学以致用。
Step6 Design of blackboard
Unit 7 What’s the matter
Liu Tao
Mum
Dad
【设计意图】根据任务设计的层层推进，并逐步板书。结构清晰，易于学生理解语篇并复述。
Liu Tao is on the sofa. Dad wants him to have__________.But Liu Tao is not_______ . He is __________. He wants to _______________. Then Liu Tao is not fine. But
he is not_________ . He is __________. He wants to _______________.
They say _____________to each other.
happy
sad
I’m not... I’m ...
Can I have ...
I want to...
hungry×
thirsty
What’s the matter
Are you...
ill
Come and have...
tired
Unit7 What’s the matter 教学设计(英语、四年级)
[教材解析]
本课时是译林版小学英语（三年级起点）四年级下册第七单元第一课时，本课内容主要是在刘涛身体有点不适的情况下父母与他的一段对话，对于学生而言，新的语言点和能力提升点可以分为两个主要板块，第一板块是有关身体感受和情绪类单词以及询问他人的功能句型，第二板块是通过刘涛一家人的谈话让学生知道在自己的亲人或朋友身体不适时该如何去关心。
[目标预设]
1.能听懂，会读，会说单词：happy, hungry, ill, thirsty, tired、sad。
2.能听懂，会读，会说句子：What’s the matter 、Are you … 、I’m …、Can I have … Come and have …/I want to …
3.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述并表演课文。
4.能初步运用所学单词和日常用语关心、帮助他人。
[重点、难点]
重点：能正确理解并朗读对话内容，并能在教师的引导和帮助下复述、表演课文。
难点：引导学生在日常情境中运用本课所学语言。
[设计理念]
本教学设计的理念是创建以活动课为主的教学模式，让学生在真实的情境中运用语言，把语言知识转化为语言能力，以任务为基础，发挥学生学习英语的主体性，以评价为手段，鼓励学生积极参与。注重培养学生的学科核心素养，尤其是思维品质的培养。
[设计思路]
在导入环节，我运用了TPR教学法，大家边唱边做动作，趣味十足。在任务前环节，我采用思维导图，以及“我演你猜”的小游戏，帮助学生学习巩固感受类、情绪类的生词。在任务中环节，我主要运用了任务型教学法和情境教学法，通过预测、略读、看动画、详读、读、演等环节推进文本的进行，学生思维的发散性、逻辑性得以培养。任务层层递进，情境真实有趣。对任务后环节的设计旨在培养学生的合作探究能力，归纳概括能力，以及英语语用能力。
[教学过程]
Step1 Warm up
1.Greeting
T: Hello, boys and girls.
Ss: Hello,teacher.
T: How are you today
Ss: I’m fine. What about you
T: I’m happy. I’d like to sing a happy song. Let’s sing and do with me. Stand up.
【设计意图】通过How are you？的提问与回答，体现了师生之间的互相关心，并通过教师回答I'm happy，自然过渡到happy song。
2. Sing a song ——If you are happy？（歌曲改编，好学有趣）
改编歌词：If you are happy happy happy, clap your hands.
If you are hungry hungry hungry, stomp your feet.
If you are ill ill ill, say oh no! say oh no!
If you are tired tired tired, go to bed.
【设计意图】将歌词改编成贴合文本的内容，降低学习难度。
Step2 Pre-task
1.Speak and learn（思维导图，词汇呈现）
T: Wow, you did very well. Sit down,please. The song is about feelings. What feelings(感觉) do you know (鼓励学生边说边做动作)
S1/2/...: happy/sad/hungry/thirsty/ill/ tired...
T:板书并教授生词。
【设计意图】以歌曲形式引入并教学单词，激发学生的学习兴趣，为下面的学习扫除了一些障碍。
2.Play a game（欢乐游戏，高效巩固）
Rules：Act and guess with“Are you... ”
T:教师先演出tired的样子，引导学生提问Are you tired
Ss: Are you tired
T: Yes，I am.Who wants to act now You please.
S1: 表演出ill/thirsty/happy...等样子
S2/3/...:学生提问：Are you ill/thirsty/happy/...
S1:Yes, I am./No, I’m not.
【设计意图】以游戏的形式提高学生提问的积极性，因为学生已学过Are you...？的句型，所以提问起来难度不大，同时又能操练到刚刚学习过的感觉类的生词。
Step3 While-task
T:Wow, you’re good at asking questions. I’m so happy for that. But look at Liu Tao.
Is he happy
Ss: No!
T:What’s the matter Read after me.What’s the matter (并板书)
Ss:What’s the matter
1.Let’s predict（人物呈现，故事预测）
T:What’s the matter（事情） with Liu Tao？Try to predict with“Maybe he is...”
Ss:Maybe he is ill/tired/sad/hungry/thirsty...
【设计意图】让学生带着想象预测，将思维的培养落实到语言上。
2.Fast reading（快速阅读，检验预测）
Q: Read the story quickly and find how Liu Tao is
Ss: He is thirsty and tired.
【设计意图】通过快速阅读的方式整体感知文本，并找出答案。
3.Watch the video of paragraph 1 and answer questions.（观看动画，理解故事）
Q:Does dad know Taotao is thirsty at first（起先）
Ss：No, he thinks Taotao is hungry.
Q:What does he say
Ss:Come and have a pie,Taotao.
Q:If dad knows Liu Tao is thirsty ,what will he say
S1: Come and have some water.
S2: Come and have some juice.
T:Besides “come and have ...”，what else can he say
S3: Here is an apple for you.
S4:The milk is for you.
【设计意图】帮助学生学习理解，迁移创新。
4.Close reading（细节阅读，深度思考）
（1）Read paragraph2-4 and underline how Liu Tao require
T:Now we know Liu tao is thirsty and hungry .How does he require
Ss:Can I have some water. I want to go to bed.
（2）Try to ask: Can I have some...
T:Liu Tao is thirsty.So he wants to have some water.Look!I have some drinks here. Do you want them Try to ask: Can I have some...
S1/2/3/...:Can I have some coffee/milk/juice/...
T:Here you are.
S1/2/3...:Thank you.
（3） Work in pairs
T: After drinking water, does Liu Tao feel better
Ss:No,he’s not.He’s tired.He wants to go to bed.
T:Look at his mum.She is very worried. What does she ask
S1:What’s the matter Are you ill
T:When we see somebody is not well, we ask “What’s the matter Are you ... ” to care about her/him.Let’s work in pairs to make new dialogues like that.
S1: What’s the matter Are you hungry
S2:No, but I’m thirsty. I want to have some water.
S3:What’s the matter Are you sad
S4:No, but I’m tired. I want to sleep.
【设计意图】通过详读2-4段，了解刘涛的需求，再通过师生互动，生生互动，细节处理重要句型。
5.Practice reading（跟读模仿，快乐阅读）
(1)Listen and imitate
(2)Read in different ways
【设计意图】培养学生的语音语调及阅读兴趣。
6. Try to act（合作表演，勇敢展示）
T:Work in groups of 3 to act the story out.
Ss:小组合作表演。
【设计意图】鼓励学生合作并表现自己。
Step4 Post-task
1. Discuss and retell（合作讨论，归纳复述）
T:Work in groups of four to discuss and retell the story.
【设计意图】小组合作讨论，有利于培养其归纳概括的能力，并加深对文本的理解与记忆。
2.Imagine and make a new story（创设情境，学以致用）
T:Parents always care for us very much. Now try to imagine and make a dialogue.
a.Imagine: Your mother and father come home after work. They look not fine.
Q:What can you say
S1/2/3/...: How are you /Are you tired /What’s the matter /...
Q:What can you do
S1/2/3/...:Cook dinner for them./ Take some food or drinks to them./Help them do the housework./...(此处遇到不会用英语表达的可用中文代替。)
b.Work in groups of 4 to make a dialogue and act.
Ss:三人或四人一组根据情境编故事，并演一演。
T:You did very well.Parents care for us. We should care for them too. And also we should learn to care for others around us.
【设计意图】模拟生活场景，学以致用。并情感升华，引导学生关心他人。
Step5 Homework
1. Try to act out the story with your friends.
2. Learn to care for your family and friends.
【设计意图】通过表演故事巩固所学内容，并将所学语言学以致用。
Step6 Design of blackboard
Unit 7 What’s the matter
Liu Tao
Mum
Dad
【设计意图】根据任务设计的层层推进，并逐步板书。结构清晰，易于学生理解语篇并复述。
Liu Tao is on the sofa. Dad wants him to have__________.But Liu Tao is not_______ . He is __________. He wants to _______________. Then Liu Tao is not fine. But
he is not_________ . He is __________. He wants to _______________.
They say _____________to each other.
happy
sad
I’m not... I’m ...
Can I have ...
I want to...
hungry×
thirsty
What’s the matter
Are you...
ill
Come and have...
tired