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课题：译林版四年级下册Unit7What不thematter?Storytime教学目标：（一）知识目标学生能听懂，会说，会读单词：hungrythirsty,happy,tired,ill,water,dear；1. 学生能听懂、会说、会读句子:Whafsthematter?及其回答m.；学生能听懂、会说、会读日常交际用in：Comeandhave.Areyou.?Hereyouare./1wanttoGoodnight.（二）能力目标学生能整体理解故事，把握故事的情感主线；1. 学生能有感情地朗读并表演故事；通过学习，学生初步掌握：Whatsthematter?Areyou.?Tm.Iwantto用以关心他人，表达自己的身体状况等。（三）思维品质学生能大胆预测图片内容，了解人物的心情变化，并运用所学的语言开展预测,培养思维的灵活性和开放性。（四）情感目标：1. 培养学生建立良好的人际交往关系；培养学生关心他人的习惯。教学重、难点：重点：1. 去整体理解对话的基础上把握谈话中心，理解相关词汇和语言的功能；能听懂会说会用句型：Whafsthematter?Fm.Areyou.?关心帮助他人；3.能借助所学内容开展真实交际。难点：1. 词汇:thirsty,tired,ill,的读音及拼写;交际用语：CanI?Iwantto连读，失爆。教学准备：1. 教师准备：PPT,板书，刘涛及父母头饰，一杯水；学生准备：听Storytime录音。教学步骤：Step1WarmingupEnjoyasong:Howareyou?1. Sayandact:hungrytiredhappycoldsadthirstyTalkT:Howareyou?Ss:Im.设计意图通过和学生日常对话自然而然地进入话题，同时提取学生的关于工作这一话题已有的知识经验，为故事的学习做铺垫。Step2While-readingLookandsay:Giveabeginningtothestory:LiuTaosdayItssevenoclock.LiuTaogetsup.Itseightoclock.LiuTaogoestoschool.Hehas6lessonsintheday.Afterschoolheplaysbasketball.Itsfiveoclock.Hegoeshome.Lookathim.Howishe?1. 出示多个心情图片,happyhungrysadcold引导学生开展预测:ill引导学生开展预测:illthirstytired2. 整体感知(2) Teachthenewwords:hungry,ill,thirsty,tired(3) ReadagainandfindLiuTaosfeelings.(4) Teachthenewwords:hungry,ill,thirsty,tired(5) ReadagainandfindLiuTaosfeelings.(1) Watchthecartoonthenfind:Whatfeelingsarementionedinthestory?(1) Heressome(2) DrinksomewFirsthWgrythirsty设计意图借助学生已有的知识经验和图片提示对刘涛的心情做预测，对本课的重点词汇做进一步的认知。在观看卡通后确定故事中刘涛的真实感受锁定词汇后开展教学，并板书梳理文本信息。3. 细节阅读(1) 图一，二a. 看图预测T:Boysandgirls,weknowLiuTaoisthirstyandtired.HowdotheirDadandMumcareabouthim?Letsgointotodaysstory.Look.LiuTaosfatherthinkshemustbehungry.Hetakesoutapieandsays:SI:Wouldyoulikeapie?S2:Haveapie,please.S3:Heresapieforyou.S4:Thispieisforyou.b. Listentothetape.Teach:Comeandhaveapie,Taotao.引导学生模仿爸爸和蔼的语气：Tobekind.c. 预测LiuTao的回答,听音验证：Thanks,Dad,butTmnothungry.Tmthirsty.d. 学生展示自己的话听录音，跟读PractisebyLiuTaoandhisfather.e. 同法学习Pic2,重点学习、操练并表演。Pic2:(1)Tdlikesomewater.(2) CanIdrinksomewater?(3) Iwouldliketodrinksomewater.听音练习，并操练：CanIdrinksome.juice?教师弓导:Whenyouarethirsty,wateristhebestchoice.(2) 图三，四a. 截Picture3局部作为故事过度T:Afterdrinkingwater,doesLiuTaofeelbetter?Ss:No.Hesnot.T:Lookathismother.Shesveryworried.Whatdoesshesay?Listen.b. teach:Whatsthematter?Areyou川？Summary：Whenyouseesomebodyisnotwell,wecansay:Whafsthematter?Ifyounotsure,youcansay:Areyou.?c. teach:Iwantto.才旨导wantto失爆Ss:Iwanttotakeanap/havearest/takeabath/.d. Lookandsay:Goodnight,.Goodnight.4. Practisereading(1) Readafterthetape.(2) Readbythemselves.(3) Dub.设计意图通过对图片人物情绪的解读和语言的预测，培养学生运用旧知大胆想象的意识，使思维发展跟语言交流相结合。Step3Postreading1. Actthestory2. Summary:Retellthestory.ItsFridayevening.Itstimefordinner.DadwantsLiuTaotohaveapie.ButLiuTaoisnoth_ngr_.Hewouldlikesomewater.Atnight,LiuTaoisnotfine.Butheisnot_11.Heisverytd.Hewantstogotobed.SohesaysgoodnighttohisMumandDad.Ss:Readandfillintheblanks.3. Consolidation(1)续编对话并表演。T:Thenextday,LiuTaogetsup.Whatsthematterwithhimnow?出示思维导图Oh,maybeheisill.Hecantgotoschool.Hecanhavearestathome.Hecanhavesomewater.CanyouguesswhatsthematterwithLiuTaonow?Ss:Maybeheshappyhungrythirstytired.T:Boysandgirls,nowImMum,whowantstobeLiuTao?LetsimaginewhatsthematterwithLiuTaonow?Whowantstomakeadialoguewithme?T&S:Makeadialogue.Ss:Workinpairsthenactoutthedialogue.(2)情感升华T:LiuTaosparentscarehimverymuch.Ithinkyourparentscareyou,too.Whenyourparentsneedhelp,whatwillyousaytothem?SI:Sitdown,please.S2:Heressomecakeforyou.S3:Wouldyoulikesomebread?设计意图读后环节通过三个层次逐步递进式的活动，将教材内容逐步向生活实际进行链接，从知识理解逐步走向内化和运用。Step4HomeworkReadthestoryandtrytoreciteit.1. ShowyourlovetoyourparentsonMothers9Day.2. Makeupanewstory.Father/Motheris-Canyoucareaboutthem?板书设计：Unit7Whatsthematter?
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