小学英语《Story time》优秀教学设计译林版三年级起点四年级下册-四年级英语教案

四下Unit7What’sthematter?第一课时(storytime)教学目标：1．知识目标：能正确地听、说、读、写单词tired,happy,thirsty,hungry,ill,sad；听得懂、会说、会读和会写句子What’sthematter?I’m…2．技能目标：能用贴切的形容词表述自己的感觉。3．能力目标：通过将词句编入对话中，培养学生综合运用语言的能力。4．情感目标：让学生在创设的情境中动一动，看一看，听一听，做一做，说一说，演一演从而来激发学生学习英语的兴趣。二、教学重点：1．能听得懂、会说、会读和会拼写单词tired,happy,thirsty,hungry,ill,sad；2．听得懂、会说、会读和会写句子What’sthematter?I’m…3．能用贴切的形容词表述自己的感觉。三、教学难点：1．能用贴切的形容词表述自己的感觉。2．单词tired,hungry,matter的读音要到位。四、教学准备：1．教具准备：1）课前准备多媒体课件；2）准备生词卡片tired,happy,thirsty,hungry,ill,sad；3）准备句型卡What’sthematter?I’m…等。五、教学过程：Step1Warmingup.1、Freetalk.T:Goodmorning,class.S:Goodmorning,Misszhang.T:Nicetoseeyou.S:Nicetoseeyou,too.T:TodayourtasksareIcantalkaboutfeelings、Icanuse“What’sthematter?”andIcanreadandactthedialogue.T:First,let’splayagame:Saythesamekindofwords.T:Let’ssingasongtogether.Boysandgirls,standupplease.2、Teachingnewwordsandnewsentences.T:Areyouhappy,boysandgirls?(板书)S:Yes.T:I’mnothappy.(作痛苦状)S:Howareyou?T:I’mhungry.Youcanaskme“What’sthematter?”(板书)S1:What’sthematter?T:I’mhungry.（板书）S2:Comeandhaveapie/sandwich/hamburger/hotdog/...T:Oh,howdelicious!Thankyou.I’mnothungry.I’mfull.S3:What’sthematter?Areyouhungry?(引导学生说出Areyou...?)T:No,butI’mthirsty.CanIhavesometea/coffee/milk/water?(板书thirsty)T:Oh,dear.What’sthematter?(作出惊讶的表情)T:（听声音）Mycomputerisill.(板书)Ifeelverysad.(板书)S:Don’tbesad.Letmehavealook.T：Whocanhelpme?(请一学生上来帮忙修电脑)T:It’sOKnow.Whatahelpfulboy!Thankyou.Whensomeoneintrouble,pleasetryourbesttohelp(帮助)him/her.Helpingothersisthesourceofhappiness.助人为乐是快乐之本！Step2、Storytime.1、T:Thecomputeriswell.Let’swatchthecartoonandanswerthequestion“What’sthematterwithTaotao?”Heistired,yesorno?(板书并拼数遍)2、Readbyyourselvesandchoose“true”or“false”.Taotaoishungry.“true”or“false”Let’slookatpicture1.Whocanread?Readafterme.3、Readafterthetape.Step3PracticeandconsolidationT:Boysandgirls,letmetellyouagoodnews:Thedreamtheatreneedsactors.Doyouwanttohaveatry?S:Yes,let’sgo.T:Weshouldpassfourtests.Test1:Whohasagoodmemory?Ifyouseethewordandpictures,pleasesayitquickly.Ifyouseetheclown,pleaseclapyourhands.Someofyoudidagoodjob.Congratulations!(Oh,he/shehasagoodmemory,here’sforyou.)T:Test2,whocandubforthepictures,pleasepaymoreattentiontothepronunciationandexpression.T:Test3,whoisthebestreader?Youcanreadtogether、readinrolesorreadbythelittleteacher.T:Test4,timeforacting.Threeinagroup,actwithyourpartners.2、Inoursociety,therearemanypeopleintrouble,suchasthechildrenwithoutparents、thepeoplewithdisabilityandthepeopleindisaster,weshouldtryour