1、Unit 7 Whats the matter? Fun time & Rhyme timeTeaching contents 教学内容Fun time & Rhyme timeTeaching aims and learning objectives 教学目标1. 进一步熟练掌握本课所学感觉类单词。2. 在表演游戏中，能够听懂、会说、会读句型 Whats the matter?以及应答句 Im。3. 通过小组合作及表演游戏，学生能够熟练运用句型 Whats the matter?以及应答句 Im并能熟练运用单词表示感觉，同时给予同伴正确具体的帮助。4. 会熟练朗读 Rhyme time。Fo
2、cus of the lesson and predicted area of difficulty 教学重点和难点教学重点：熟练掌握本课词句并自然、熟练地运用。教学难点：有序、有效地参与活动 Say and act，在活动中使学生综合运用语言运用能力得到提高。Teaching procedures 教学过程Step 1 Warm-up 1. Free talkT: Hello. How are you today?S: Im2. RevisionT: We know there is something wrong with Liu Tao in Story time. Lets play
3、a game. Read and judge. If you think it is right, say “yeah, yeah, yeah!” If you think it is wrong, say “No, no, no!”S: (学生大声朗读句子，根据课文内容判断正误)【设计意图：复习 Story time 的内容。 】Step 2 Presentation1. T: Liu Tao is hungry and thirsty. Do you know some other words about feelings ?S: happy, ill, thirsty, tired, s
4、ad. (板书 tired 并带读)2. Play a gameT: Lets play a game. Say the words loudly as quickly as you can. If you see a clown, clap your hands.S: (快速读出看到的单词或图片)3. Lets talkT: Look at this boy. Whats the matter with him? Can you guess?S: He is cold. T: Can you give him some suggestions?S: (PPT 呈现句型提示)T: Look a
5、t this boy. Whats the matter? Can you guess? You can ask him. (板书出示句型：Are you?)S: Are you ?Boy: Yes/ No. (PPT 出男孩声音 )T: Can you give him some suggestions? You can use Heres/Here are/You can/Have(板书出示句型：Heres/ Here are) Discuss in pairs.S:(两人讨论关心帮助他人的句子，并反馈)【设计意图：让学生在具体的情境中通过讨论总结和归纳更多关心帮助他人的句型，引导学生自主
6、学习。 】Step 3 Fun timeT: Lets say and act. Who wants to come here and play with me? (师生示范)T: Do you understand? Lets play the game in groups of four. Ask and answer.(四人一组轮流抽牌，根据牌面上的 feelings 做表情或者肢体动作，另外三人进行猜测并给予具体的帮助，最先全部完成的小组获胜。请几组进行反馈表演。)【设计意图：通过小组合作及表演游戏，让学生熟练运用句型 Whats the matter？以及应答句 Im，同时给予同伴正
7、确具体的帮助。 】Step 4 Rhyme timeT: Look at this boy. Is he happy? S: No.T: Whats his name? Whats wrong with him? Lets listen and answer.S: He is Bill. He is ill. (PPT 呈现儿歌及新词 )1. Read the sentences by themselves. 2. Say the rhyme after the tape.3. Say the rhyme together.4. Change the words and say the rhy
8、me in pairs. (两人一组，换词，改编小诗 )5. Say the new rhyme in pairs. (两人一组，站起来一起读改编的小诗，老师选2-3 组反馈。)【设计意图：通过改编小诗，培养学生更好地感知韵律和节奏，拓展学生的思维，并培养他们的综合语言运用能力。 】Step 4 Consolidation1. 教师示范T: Bill is ill. What would Mum and Bill say? Lets make a dialogue. I am Mum. Who wants to be Bill? (请一位同学上台和老师一起示范根据小诗编对话)M: Dinner
9、 is ready. Come and have some cake, Bill.B: Thanks, Im not hungry. I am ill.M: Take this pill.B: Thank you.M: You can go to bed/have a rest.B: OK.2. Practice in pairs.3. Show time. (请 2-3 组学生上台展示)【设计意图：通过编对话表演，激发学生的表演欲望，并提高综合语言运用能力。 】Homework 家庭作业1. Say the new rhyme.2. Copy the new words in Story t
10、ime.3. Make some dialogues.Teaching aids 教学准备 (含板书设计)教学准备：头饰，表演用的实物道具或图片，准备感觉类单词的卡片。板书设计： Unit 7 Whats the matter ?说课在热身环节，我通过“大声读句子并根据课文内容判断”的游戏，引导学生复习上节课所学的重点词句，通过让学生说出更多表示感觉类的单词，教授新单词 tired。接着我设计了“看图片或单词快速说英文”的游戏，让学生在活动中进一步巩固单词。之后根据图片让学生猜测图中人物的感觉，并让他们总结和归纳出更多关心帮助他人的句型，引导学生自主学习。为下面的游戏环节Whats the m
11、atter ? Guess.Are you? Yes/No,Heres/Here are Thank you.做好铺垫。在 Fun time 的游戏环节中，学生四人一组轮流抽卡片，根据卡片上的feelings 做表情或者肢体动作，另外三人进行猜测并给予具体的帮助。通过小组合作及表演游戏，让学生熟练运用句型。在 Rhyme time 的学习环节，我先通过小诗中 Bill 的图片引出两个问题，让学生自己听小诗找出答案。然后让学生通过自读小诗，全班跟读和小组齐读等方式熟悉小诗。最后通过改编小诗，培养学生更好地感知韵律和节奏，拓展学生的思维，并培养他们的综合语言运用的能力。在最后的巩固环节，我设计了根据小诗编对话的活动，激发学生的表演欲望，提高综合语言运用能力。最后，跟大家分享一下本节课中的几点思考：1. 关注复习环节与之前课时的衔接。2. 关注游戏是否让每个学生都参与进来。3. 关注学生综合语言运用能力的训练。
