用喜不喜欢跑步

用喜不喜欢跑步 Unit 9 What?s the matter? Nov. 25th TOPICDATE stPERIOD The 1 period Part B&C 1. WORDS: To help Ss learn the new words: hungry, thirsty, tired, hot, cold. 2. STRUCTURES: To help Ss learn the expression: What?s the matter? I?m… Here?s …for you. Thank you. AIMS 3. FUNCTION: To practice the expression with the new words. To express their feelings and care about others? feelings. The students can listen, speak and spell the words fluently, and they can make dialogues with the words. LANGUAGE FOCUS Pictures, word cards, tape recorder. AIDS PROCEDURES CONTENTS METHODS PURPOSE 1. Greeting with the Ss and do free talk. T: Good morning/ afternoon, boys and girls. 1. Greeting with the Ss and do free Ss: Good morning/ afternoon, boys and girls. talks. 用喜不喜欢跑步，游泳，T: Are you happy, now? 引到喜不喜欢滑雪然后引Ss: Yes. 出冬天，初步呈现cold这T: I?m gland to hear that. Sit down, please. 个单词，为单词的教授做1. Pre-task XXX, Do you like running? 下一个铺垫，也帮学生英Preparation Ss: Answer. 语的学习热一下身。 (If the Ss ?the answers is “No, I do.” I?ll ask him/her “What do you like?” Ss will answer “I like…”) T: Do you like skiing? S1: Yes, I do. T: Me, too. I like winter. Do you like winter? S1: Yes, I do. T: Look, winter is very beautiful, but very cold. PROCEDURES CONTENTS METHODS PURPOSE 1. B Look, read and learn. 1. Look read and learn. 以形象的老兔子中提出?Present the word “cold” T: Boys and girls, please look at the TV. old 这个词加上“c”变成 The old rabbit is very cold. “cold”有便学生的正确 (T puts the word “old” into “cold” quickly. 读音和记忆。 old cold Ss: old cold (Ss read it together.) T: What?s meaning? S2: 冷的。 T: You?re great! ?Present the structure “I?m…” The old rabbit says: “I?m cold.” I?m cold. 2. While-task (T does the action.) Procedure Ss: I?m cold. T: Here?s a jacket for you. (T gives this S a card of a jacket.) (Ss practices “I?m cold” by train work. And T will give them some cards. ) 以一段简短的运动，让学 T: I?m cold. Are you cold? 生亲身体会热和累，并十 Ss: Yes. 分自然地呈现单词。 T: Shall we do some exercise? Ss: Ok! Let?s go ?Do some exercise T: run, run, run, jump, jump, jump…… (T&Ss do the exercise together.) T: Oh, I?m hot, now. Are you hot? ?Present the word “hot” Ss: Yes. T: Boys and girls, look, can you read these words? First , you please. S3: lot T: second. S4: not 不同辅音单词的拼读，让 T: the last. 学生更加明确hot的读音。 S5: pot. T: Great! Can you read this one? S6: hot! T: Ok! I?m hot. Are you hot? (T does the action.) S7: Yes, I?m hot. T: Here?s a fan for you. 以情景我有点热带出句 S7: Thank you. 子，这个…是给你的。作 S8: … 为提前渗透。 T: … (When Ss say I?m hot I will give them some 在学生说“I?m…”时，不cards of fans, vests dress… …) 知不觉的将新句型T: What?s the matter? ?Present the structure “What?s the “What?s the matter?”引入，S9: I?m hot. matter?” 让学生在无形中体会。 T: Here?s … for you. S9: Thank you. T: What?s the matter? means :怎么了,/有什么事情吗, Please read after me. Ss:What?s the matter? T: matter ?learn the word “matter” Ss: matter T: Now, who can read it? S10: matter S11: matter S12: … T: “ matter” means 事情 What?s the matter? S13: I?m hot. T:Here?s … for you. S13:Thank you. T: You can ask you?re her/him. (The S is near S13.And Ss can practice by train work. The last Ss will ask the T “What?s the matter?” and the T should answer: “I?m tired.”) Tired这单词十分难读，难 (T shows the picture of “the tired”) 记，加强读音，让学生可 ?Present the word “tired” T: tired. Please read after me. 以准确的拼读出来，并加 /ai?/ /ai?/ /ai?/ 深对这个单词的印象。 Ss: /ai?/ /ai?/ /ai?/ T: tired Ss: tired. T: Who can try to read it. S14: tired (Ss read it by themselves.) T: I?m tired.(T does the action.) What?s the matter? S15: I?m tired. ?Present the structure “Here?s … for T: Here?s … for you. you. Thank you.” S15: Thank you. (T gives S a card of chair/sofa/bed.) (T shows a picture of the hungry on the TV. ?Present the word “hungry” And let the Ss to ask him “What?s the matter?” 通过录音的方式，让学生 T will play the TV “I?m hungry” 听听到底那个男孩怎么 T: Who can tell me，What does he say? 了，然后试着让他们说出 S16: “I?m hungry.” 来。 T: Is he/she right? S17: Yes. T: hungry，hungry，I?m hungry. Ss: hungry，hungry，I?m hungry. (Ss read it by group work.) T: What?s the matter? S18: I?m hungry. (T shows a picture of a hamburger.) T: Here?s a hamburger for you. S18:Thank you. T: Boys and girls, can you say it like this? Ss:Yes. T: ok, now practice with your partners. (T shows the other pictures. The one is a cake .another is some bread. And T will ask some of the Ss to act it.) T: Look, the bread is too funny. It looks like a ?Present the word “thirsty” number. Who knows? 通过用一些面包组合成的 S19: 30 30字形，让学生先回忆 T: Can you spell it? thirty的发音与拼写，然后 S19: T-H-I-R-T-Y, thirty. 让学生学习thirsty，会更 T: You „re great! Let?s spell it together, ok? 加的容易。 Ss: T-H-I-R-T-Y, thirty. T: Oh, you?re so cleaver! Now, please look at the TV carefully, I?ll change this word. T: who can read it,The letter “s” pronounced /s/ Who can try? S20: thirsty. T: Good. S21: thirsty T: Great. S22: … T: I?m thirsty. (T does the action.) ? What?s the matter? S23: I?m thirsty. T: Here?s … for you. S23: Thank you. T: Now, I?ll show you some pictures and you can use your cards to make a dialogue like this, ok? (T shows 5 pictures about cold, hungry, thirsty, hot and tired.) Ss try to make some dialogues. And then T will check them. PROCEDURES CONTENTS METHODS PURPOSE 1. To review the new words. 1. T shows the words one by one, and ask Ss to read and spell them. 2. To use these words make a simple chant: 巩固学生在本节课中所学2. Try to make a chant. Cold，cold，I?m cold. 的知识，让他们学以致用。 3.Post-task Activities Hot, hot, I?m hot. … … Ss do the exercises by themselves. then T will 3. Do the exercises: Fill the blanks. check it. . 4. To look at the pictures of part C , and make a dialogue. For example: Picture1: A: What?s the matter? B: I?m hungry. A: Here?s a cake for you. B: Thank you. (Ss can work in pairs like this, then the T will ask some of them to show their dialogues.) Ss do the exercises by themselves. Then T will 5. Do the exercises: look and write. check it. 1. Recite the new words and copy each word four times. Assignment 2. Write down the dialogues of part C on the book Unit 9 What?s the matter? A: What?s the matter? Word card B: I?m… Word card Board Writing A: Here?s… for you. Word card B: Thank you. Word card Word card 本课主要以教授hungry, hot, cold, thirsty and tired 这五个新单词和一组询问别人身体状况的 句子为主。其中句子“What?s the matter?”是学生在本学期刚刚接触到的新句型。不过通过一Teacher’s Reflection 节课的学习，学生对它的理解及用法还是十分清楚地，就是有些同学对“matter”这个词的发 音还不是十分的准，所以在下几次课堂中还需要老师的多加注意与提醒。 在本节课中，老师以馈赠卡片的形式来串联对话的操练，所以学生的学习气氛还是非常热 烈的，课堂十分活跃，单词的呈现也十分巧妙。不过也有一些不足之处:比如，在教授hot 与 tired 这两个单词时中间的间隔时间太长，过了很长时间后才呈现tired这个单词。应该在学生 与老师做完运动后，老师教授玩hot后，马上呈现tired。因为运动后，有的学生会觉得热，也 有学生会觉得累的。还有学生做完题目后，老师必须帮他们校对，这一步老师是不可以忽略的。