牛津小学英语4AUnit9  What’s the matter  第一课时

常州市翠竹小学     谈丽金

Step1  Free talk：

1  Greetings:

(1)   Good morning. How are you?

(2)   What’s the weather like today?

(3)   What day is today?

2  Review

  (1) Game: Magic eyes

     milk   a cake  milk tea   bread  coffee  hotdog

  (2) 复习三年级已学句型

     T：I’m hungry/ thirsty.

     S: What would you like?

     T: I’d like a/an/some…

     S: Here you are.

T: Thank you.

Step2  Presentation and practice:

1            学习单词matter

T: Now, boys and girls. Can you read them?

       apple cat ----matter  领读：matter  What’s the matter?

2            看图片，学习单词：

(1)   出示图片T：Look at the man? What’s the matter? Is he hungry?

               S:Cold

   no so---cold  领读：cold  I’m cold.

T: What’s the matter?

S: I’m cold.

T: Here’s a jacket for you.

S: Thank you.

(评析)：“为教而教”，为创设情景而创设情景，为了每一个新词每一个新句创设独立的毫不相干的情景，这是我们经常会走入的误区。在Warming up 环节中，教师与学生交流了日期、天气What’s the weather like today?，这是很真实的交际，顺应着学生的回答：It’s cold.就可以很自然的引出：It’s cold today. Are you cold ? 学生根据自己的实际情况回答：Yes, I am/No, I’m not. 也许好学生能回答I’m hot. 在短短的几分钟的Warming up环节，就可以顺势学习cold 和hot两个单词，就不再需要可以创设情景专门学习这两个单词。

(2)   出示图片

T：What’s the matter?

S:  Hot.

3   Game: Back to back

  背靠背游戏，需要两位学生背靠背，一方说：“I’ hungry.” 另一方说：“I’ not hungry.I’m thirsty. ”一方再说：“I’m not thirsty.”

I’m…(hungry/thirsty/cold/hot/happy)

I’m not …(hungry/thirsty/cold/hot/happy)

(评析)：游戏除了活跃气氛激发兴趣的功能更主要的也是教学的需要。这里游戏只是局限于两个同学的问答，不妨让全班同学参与到这个游戏中：

All: Matter, matter, what’s the matter?

Student1: Hungry, hungry, I am hungry.

Student2: Thirsty, thirsty, I/m thirsty.

因为从课堂反馈看，学生对于 What’s the matter?这个句子掌握情况不是很好，所以有必要增加操练，而在游戏中操练带有趣味性，使学生感到不枯燥。

4  学习句型: Are you…? Yes, I am./No, I’m not.

   (1) 出示一张cold的图片

      T：Hi, are you thirsty?

      S: No, I’ not.

      T: What’s the matter?

      S: I’m cold.

      T: Here’s a coat for you.

      S: Thank you.

(2)   Work in pairs

A: Are you …? 

B: No, I’m not.

A: What’s the matter?

B: I’m ....

A: Here’s  a/an/some … for you.

B: Thank you.  

(3)   T：Can you ask me?

(4)   S：Are you …?

T: Yes, I am.

S: Here’s a … for you.

T: Thank you.

操练：A: Are you …? 

B: Yes , I am.

A: Here’s a /an/some … for you.

B: Thank you.  

5 学习单词：tired

  (1) 出示图片：T: What’s the matter with him?

               S:…

      tie---tired   He is                  .     领读

  (2) 出示图片练习He /She is …

     a. He is thirsty.               b. He is hot.

     c. She is hungry.   d. She is cold.    e. She is tired.

6 学习单词：ill

  (1) 出示图片：Liu Tao is with Bobby. What’ the matter with Bobby? You can ask:Hi,Bobby.Are you hot?  录音回答：错了：No, I’m not.

   答ill，录音：Yes,I am.引出单词ill

   (2) big   it---ill   领读

     T: What’ the matter with Bobby?

     S: He is ill.

7   Say a chant

    (1) Cold , cold , are you cold?

Yes , yes , I am cold.

Tired , tired , are you tired?

No, no, I’m not tired.

(2) 自编儿歌

T: Can you make a chant by yourself?

     ( ill, hungry, thirsty)

（评析）：真正做到教学无痕，需要处理好每个环节之间的自然过渡。就如此处，承接着六个环节的新授，学习What’s the matter? I’m…教师可以说：We’ve learned a lot, we’ve speaked a lot. Are you tired now? Let’s have a chant. 教师不能成为ppt 的奴隶，我们的教学不是跟着课件走，教学也不是为了完成一张张幻灯片，教学应该在与学生的对话与交流中逐渐展开，当然，能够从学生的回答中生发出可以为我们教学服务的资源则是更高一层境界，也是需要老师们在平时教学实践中不断地进行自我摸索。

8  对话：

A：Come here，…

B：OK.

A: Are you                ? 

B: No, I’m not.

A: What’s the matter?

B: I’m            .

A:What would you like?

B: I’d like …

A: Here’s  a/an/some          for you.

B: Thank you

9        Read and say:

T：It is four. LiuTao comes to home. Listen to the video and answer the questions.

a. Is LiuTao hungry?                No, he isn’t.

 b. What would LiuTao like?          A glass of water.

c. What’s the matter with Liu Tao?     He’s thirsty and tired.

Step 3、Consolidation:

1. Tell a story

T: Look, what’ s in the picture?

S: A boy./ An apple.

T: And a tree.(领读) I’ ll tell you a story about this tree: The Giving Tree. I’ read the black sentences, you read the other color sentences. 今天老师要讲个故事，这个故事就是关于这棵树：给予树。黑色句子由老师读，其他颜色的句子由你们完成。OK？Let’s begin.

      There is a big apple tree.She loves a boy , Mike. Everyday , Mike comes to the tree. Mike is happy. The tree is happy, too.‘What’s the matter , Mike?’ ‘I’m hungry. I’m thirsty.’ ‘Here’s an apple for you.’  Mike is happy.

The tree is happy, too. Mike comes to the tree again. ‘What’s the matter, Mike?Are you ill?’  ‘No, I’m not ill.I’m tired.’ ‘Here’s a chair for you.’ Mike is happy. The tree is happy, too. Mike loves the tree. The tree loves Mike very much.They’re happy everyday.

（评析）：“学科知识如果没有经过教师情感和心灵世界的加温，学科知识和儿童的精神世界就难以达到统一”。这是一段很出彩的设计，通过The giving tree这个故事，通过师生共同的故事讲述，让学生在故事中运用本课所学的语言，同时感受故事中蕴含的教育意义。但要最大限度地发挥这一教育资源，还可以分角色表演这段对话，或更开放的话题，我们能给予树什么呢？

Student: What’s the matter?

Tree:    I’m thirsty.

Student: Here’s some water for you.

Tree:    Thank you.

这样学生才有能力完成作业中的“把故事讲给你的朋友或父母听”和“续编故事”，否则作业形同虚设。

2   欣赏

Giving is happy!   (给予是快乐的！）领读

   边欣赏关于“给予”的图片边叙说：Giving is happening aroud us everyday. Receving is easy but giving is difficult. Giving is sweet. Giving is happy. Giving is love. Giving is great. So everyone should cherish a greatful heart, thank people who give you.

Step4、Homework:

1.Read Part A after the tape.

2.Tell the story The Giving Tree

    to your parents or friends.

3.Continue the story TheGiving Tree .

  A model:  ‘What’s the matter, giving tree?’ ‘ I’m … ‘

感想：

能够站在学科的高度设计教学，对于一个工作第三年的年轻老师来说实属不易。四十分钟课堂教学要真正做都有效而高效，关键在于备课。我不知道老师们现在还有多少时间静下心来备好随堂课，是等所有的问题都出现了“亡羊补牢”，还是课前精心预设，尽量预见可能出现的问题？从学生最后的表达我不难看出学生在学习过程中有三个难点：第一，对Are you…? 的回答Yes, I am. No, I’m not. 第二. What’s the matter?的表达。第三. Here’s a/an/some for you.其中a,an some在可数名词和不可数名词前的使用。所以课前教师要充分预设到学生学习的疑难点，以便在教学设计中逐一突破。

其次，“二语习得理论”告诉我们，学习语言要遵循“输入大于输出”的原则。虽然本单元的语言点是What’s the matter? I’m…Here’s … for you.但是在不影响理解的前提下教师给学生输入的语言要高于教材,如What’s matter with you? What’s the matter with Liu Tao/him/her? He’s/She’s…又如应答的句子除了Here’s… This… is for you. Why don’t you ….?也可以增加主动提出需求的问句： May I have…?真正灵活运用。