四年级上册英语教案Unit 9 What’s the matter (第1课时)牛津译林（一起）

1、.牛津小学英语4A Unit 9 Whats the matter? 第1课时Teaching content: The first period of 4A Unit 9 What's the matter?Teaching aims and learning objectives:By the end of this lesson, the students should be able to: use hungry, thirsty, ill, tired to express ones state.care for others by using what's the

2、matter? Are you?give suggestions to the one who needs help by using Heres for you. Why dont you? understand the dialogue as a whole.Morality aims:help others when they in need or in trouble.Key points and difficult points:Understand the dialogue as a whole.The words: tired, thirsty and ill.The sente

3、nce structures: What's the matter? Are you? Im Heres for you. Why dont you.? Teaching preparation: Ppt 课件, 头饰，椅子，图片。 Teaching procedures:Step1 pre-reading1. Hello, everyone, first, let me introduce myself. My family name is Peng. My English name is Rita. So you can call me Miss Peng or Rita. Nic

4、e to meet you. Today I want to make friends with you. Do you want to make friends with me? How to make friends,let me show you. Follow me, please. “Face to face, head to head, shoulder to shoulder, we are good friends. T-S.2. T-S1 Hello, girl, may I know your name? Nice to meet you. Do you like rabb

5、its. Lets be good friends. TS2 Hello, boy,your name,please. Nice to meet you. How are you？ And you? Im not so good.This morning, I cooked breakfast for my son. I had one lesson for my students. Then I came to your classroom. So today Im very busy, Im tired.(1) Teach: tired.Who can read this word? Do

6、 you know this word? How do you learn it？We know we can learn new words by these ways.Tips:1、拼读法2、借助旧单词学习新单词。T-S1 Which way did you choose? clever children. Can you be a teacher to teach your classmates? Tie-tired(2) Do action, please. “Im tired.S1S5Whats the matter? S6.7.8(3) Im tired. Who can help

7、 me? Can you help me? You can ask me S: Whats the matter? T: Im tired. S: Heres a chair for you. T:Thank you. Youre so kind. S2: Heres a sofa for you. S3: Heres a bed for you.老师话轮跟进：Its comfortable. But I must have a lesson with you. You are so kind.3. Chant: matter, matter, whats the matter? Tired,

8、 tired, Im tired. Chair, chair, heres a chair for you. Thank you, thank you. You are so kind. 4. Youre so kind. Now Im not tired now. But this morning, Im too busy. I didnt have breakfast. Im hungry now. Can you help me?S1: Whats the matter?,Miss Peng?T: Im hungry.S1: Heres a sanwich for you.T: Than

9、k you.You also can say: come and have a1S1-T, 2 S2-T, 3T-S3, very nice. Are you hungry? Would you like to eat?Yes, I am. Dont worry. Come and have a cake. Do you like cakes?(4) In pairs.5. The food is delicious. Im full. Im not hungry. But I still feel not so good. Guess, whats the matter with me? A

10、re you?S1You are thirsty,S2,S3-T, S3:Dont worry. Come and have S4-T6. Youre so kind and generous. Youre my good friends. Give you a saying: A friend in need is a friend indeed. Youre really my good friends.Step2 While-reading1. Today I bring another friend for you. Whos he? Liu Tao. Look at his face

11、. Hes unhappy. Whats the matter with Liu Tao? Guess. Perhaps/Maybe hes2. Listen to the tape. Then choose:Whats the matter with Liu Tao? 1 A thirsty B. tired C.ill2 check: Is he ill? No. How do you know? How did you learn this new word?S1拼读法 T：Maybe we can learn in another way: Is smallill 3. 1Who he

12、lps Liu Tao? Look at the picture. Father and mother.2 If youre father, how do you help Liu Tao?3 If youre mother, how do you help Liu Tao?老师先示范，扩散思维，比方引用以前学过的句型：Dont worry. Heres a glass of water for you. Drink the water, please. Do you like water? How about milk? 然后再In pairs.4. How do Liu Taos pare

13、nts help him? Underline their words.1Read and check.2 Teach: why dont you?3 练习：Liu Taos friends are unhappy, too. Can you use these phases to help them?have some juice have a hamburgergo to bed see a doctor have some bread have a cup of tea sit downT: Im thirsty./hungry./ill/tired S: Why dont you?4.

14、 Follow the tape, pay attention to “stress, falling tone, rising tone.(1) “教书先生恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生概念并非源于教书，最初出现的“先生一词也并非有传授知识那般的含义。?孟子?中的“先生何为出此言也？；?论语?中的“有酒食，先生馔；?国策?中的“先生坐，何至于此？等等，均指“先生为父兄或有学问、有德行的长辈。其实?国策?中本身就有“先生长者，有德之称的说法。可见“先生之原意非真正的“老师之意，倒

15、是与当今“先生的称呼更接近。看来，“先生之根源含义在于礼貌和尊称，并非具学问者的专称。称“老师为“先生的记载，首见于?礼记?曲礼?，有“从于先生，不越礼而与人言，其中之“先生意为“年长、资深之传授知识者，与老师、老师之意根本一致。the left dialogue,师标好调，学生跟读。(2) the right dialogue. You try. Ok?学生试着学习标调。(3) 拿一学生标的调和重音，大家一起check. T:Look, do you agree with her? Together.6.Read parents words again ,how to read? Whos

16、the best reader?S1-S3 S2-S3引导学生有感情的朗读。Step3 Post-reading1. Try to retell. Now, lets say sth. about the dialogue.2. Liu Taos parents love Liu Tao, Do your parents love you?1 They always help you anywhere and anytime, yes?2 In our class, who helps you too? What can you say to them?引导学生表达感恩：Thank you.

17、Let me help you, too. I love you.3 so giving is happy.Its better to give than to take. We should help parents, friends and the others.3. Make a dialogue:观察内容的选择，我本着先静后动，由近及远的原那么，有目的、有方案的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进展观察，保证每个

18、幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。我加以肯定说“这是乌云滚滚。当幼儿看到闪电时，我告诉他“这叫电光闪闪。接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。一会儿下起了大雨，我问：“雨下得怎样?幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨这个词。雨后，我又带幼儿观察晴朗的天空

19、，朗读自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。这样抓住特征见景生情，幼儿不仅印象深化，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的根底上，引导幼儿联想，让他们与以往学的词语、生活经历联络起来，在开展想象力中开展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿可以生动形象地描绘观察对象。1 父母下班回家观察内容的选择，我本着先静后动，由近及远的原那么，有目的、有方案的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供