Unit 7 What's the matter -Fun time&Cartoon time-ppt课件-(含教案+视频+素材)-市级公开课-新牛津译林版四年级下册英语(编号：82c64).zip
Unit7 （Fun time & Cartoon time ）小学英语 四年级下册 Ticking Time1. I can talk about feelings.2. I can use Whats the matter? 3. I can act Cartoon time .Lets playRules（规则）:快速读出你看到的单词或图片。看到 ，就拍手。hungryillsadthirstyhappytired Ticking Time说出3种及以下“感觉”类词能说出4-5种“感觉”类词能说出6种及以上“感觉”类词1. I can talk about feelings.Lets read and review 同学们，请认真朗读课文，马上要记忆力大比拼哦！Rules（规则）:大声齐读句子后，如果你 认为内容正确，就说 “Yeah, yeah, yeah!” 如果你 认为内容错误，就说 “No, no, no!” Lets playLets playYeah, yeah, yeah!No, no, no!Im not hungry.Lets playYeah, yeah, yeah!No, no, no!Im thirsty.Lets playYeah, yeah, yeah!No, no, no!Can I have some cakes, Mum?Lets playYeah, yeah, yeah!No, no, no!Im not tired.Lets playYeah, yeah, yeah!No, no, no!I want to go to bed.Lets playYeah, yeah, yeah!No, no, no!Good evening, dear.Lets playYeah, yeah, yeah!No, no, no!Good night, Mum and Dad. Why is he not happy? Why is he not happy?Whats the matter, Bobby?Are you ill?No, Im not.Are you cold?No. Mrs Fox亲切的不高兴的我们可以用这些句子 我们可以用这些句子来询问并猜测！Whats the matter? Are you happy/hungry/ill/sad/thirsty/tired? Heres for you. Have a good rest. Go to see a doctor. 我们可以用这些句子 我们可以用这些句子给与具体的帮助！Act and guess Rules（规则）:两人小组活动，一人做动作或表情，另一人询问并猜测。 如果 猜对了，要给予具体的帮助。 Ticking Time2. I can use “Whats the matter? ”能用“Whats the matter? ”询问别人状况能用“Whats the matter? ”询问并能回答能用“Whats the matter? ”询问，能灵活回答并能给予具体帮助Hello, Mrs Mouse. This is Mrs Fox speaking. Mrs Mouse Fun reading（用不同的语气朗读狐狸女士的话）A. 有礼貌的B. 担心的Are you all right Bobby?Im hungry, Mum.担心的What does his mother bring(带来)？What does his mother bring(带来)？A. A cake B. A hamburgerWhats the matter, Bobby?Tips：要注意读出故事中人物的 心情,注意语音语调。Are you ill?No, Im not.Are you cold?No.Hello, Mrs Mouse. This is Mrs Fox speaking.Are you all right, Bobby?Im hungry, Mum.Have a cake.Thank you, Mum.Ha! Ha! Hes happy now.reading time.Act the storyTips: 1.四人小组表演,Sam， Bobby, Mrs Fox and Mrs Mouse 2. 用适当的表情和动作演绎完整的故事情节。 Ticking Time3. I can act Cartoon time. 需要好好努力的语音语调正确，表情不够丰富语音语调自然流畅，表演生动自然Bobbys life波比的生活Tips: 1. 六人小组每人选择一张feeling card 表达。 (happy, sad, tired, ill, hungry, thirsty) 2.每人带上表情和动作表达1到2句。 Whats the matter? /Are you? I Im Heres Thank you. 3.小组成员互相帮助完成任务。Homework:1. Read and act the cartoon with your partner. 和你的同伴朗读和表演卡通。2. Finish your feeling card and stick the cards on the paper. 填写卡片，以小组为单位贴在纸上。4BUnit7 Whats the matter? 教学设计教学设计Period2 Cartoon time & Sound time Teaching objects:（一）知识目标：（一）知识目标：1.复习巩固所学单词 thirsty，water, ill, tired, happy, sad 和句型 Whats the matter? Im Are you ? Heres2. 学生能运用本单元的语言知识点和以前所学知识谈论自己的感受。3. 学生理解并能表演 cartoon time。（二）能力目标（二）能力目标1. 学生能综合运用所学语言表达自己的感受。I Im happy.（三）（三） 情感目标：情感目标：1. 引导学生关注自己的感受，并善于表达自己的感受。Focus Points & Difficult points:1. 复习巩固所学单词 thirsty，water, ill, tired, happy, sad 和句型 Whats the matter? Im Are you ? Heres2. 学生能运用本单元的语言知识点和以前所学知识谈论自己的感受。Teaching preparation:教师准备：1.准备 feeling cards。 2.表演 cartoon time 时的道具蛋糕和足球。3.教具：课件，板书。Teaching process:Step One Warming-up1. Greeting and free talk.2. Sing a song“How are you?” (设计意图：师生日常问答，拉近师生距离，导入教学,歌曲，热场，活跃气氛，复习词汇。)3. Revision（1）Game：“感觉”类词 hungry, ill, sad, thirsty, tired, happy（2）复习 story time 对话。然后请 2 小组表演，并进行评价。Ticking time 1Step Two Pre-task preparations:1. Daily show.(设计意图：复习巩固和运用所学单词 thirsty，water, ill, tired, happy, sad 和句型Whats the matter? Im Are you ? Heres）Step Three While-teaching procedures”1. Cartoon Time and fun time （1）Why is Bobby not happy? 由 Bobby 不高兴，引导学生看完整动画，寻找原因。 （2）How does the teacher and classmates care about Bobby?引导学生分析图片1,2,3，引导学生理解文本，Bobby 的老师和同学是怎么样来关心他的，并进行朗读的指导和模仿。图 3 中让学生初步体会电话用语的表达方式。 ( 3 ) Fun time: Do you know how to care about others? 学生讨论自我归纳，询问和猜测，并给出建议。 （4）How does Mum help Bobby?引导学生分析图片 4， 引导学生理解文本，体会妈妈的焦急，从妈妈带来的蛋糕中体会知子莫若母的感情。 （5）Reading and acting 课文朗读，配音和表演。 （设计意图：先整体感知，再逐图分析，进行朗读指导和情感体验，最后进行整体文本的朗读和表演。 ）Step Four Post-task activities:1. Describe own feelings.由 Bobbys life 引导学生去关注自己的感觉，高兴，伤心的原因，引导学生练说 I Im happy. I Im sad.（设计意图：通过图片、音乐等方法，让学生体会描述开心和伤心的原因。 ）2. Discuss: What is your feeling? 学生讨论判断做不同的事情时的不同的感受。（设计意图：学生根据自己的生活经验朗读判断不同的感受，为下面的小组合作描述作铺垫。 ）3. Work in groups and choose a feeling card to describe.（设计意图：小组合作，滚动运用所学知识表达自己的感受。 。 ）4. Ticking timeStep Four Homework:1. Read and act the cartoon with your partner. 2. Read Sound time.3. Finish the feeling cards together.
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Unit7 （Fun time & Cartoon time ）小学英语 四年级下册 Ticking Time1. I can talk about feelings.2. I can use Whats the matter? 3. I can act Cartoon time .Lets playRules（规则）:快速读出你看到的单词或图片。看到 ，就拍手。hungryillsadthirstyhappytired Ticking Time说出3种及以下“感觉”类词能说出4-5种“感觉”类词能说出6种及以上“感觉”类词1. I can talk about feelings.Lets read and review 同学们，请认真朗读课文，马上要记忆力大比拼哦！Rules（规则）:大声齐读句子后，如果你 认为内容正确，就说 “Yeah, yeah, yeah!” 如果你 认为内容错误，就说 “No, no, no!” Lets playLets playYeah, yeah, yeah!No, no, no!Im not hungry.Lets playYeah, yeah, yeah!No, no, no!Im thirsty.Lets playYeah, yeah, yeah!No, no, no!Can I have some cakes, Mum?Lets playYeah, yeah, yeah!No, no, no!Im not tired.Lets playYeah, yeah, yeah!No, no, no!I want to go to bed.Lets playYeah, yeah, yeah!No, no, no!Good evening, dear.Lets playYeah, yeah, yeah!No, no, no!Good night, Mum and Dad. Why is he not happy? Why is he not happy?Whats the matter, Bobby?Are you ill?No, Im not.Are you cold?No. Mrs Fox亲切的不高兴的我们可以用这些句子 我们可以用这些句子来询问并猜测！Whats the matter? Are you happy/hungry/ill/sad/thirsty/tired? Heres for you. Have a good rest. Go to see a doctor. 我们可以用这些句子 我们可以用这些句子给与具体的帮助！Act and guess Rules（规则）:两人小组活动，一人做动作或表情，另一人询问并猜测。 如果 猜对了，要给予具体的帮助。 Ticking Time2. I can use “Whats the matter? ”能用“Whats the matter? ”询问别人状况能用“Whats the matter? ”询问并能回答能用“Whats the matter? ”询问，能灵活回答并能给予具体帮助Hello, Mrs Mouse. This is Mrs Fox speaking. Mrs Mouse Fun reading（用不同的语气朗读狐狸女士的话）A. 有礼貌的B. 担心的Are you all right Bobby?Im hungry, Mum.担心的What does his mother bring(带来)？What does his mother bring(带来)？A. A cake B. A hamburgerWhats the matter, Bobby?Tips：要注意读出故事中人物的 心情,注意语音语调。Are you ill?No, Im not.Are you cold?No.Hello, Mrs Mouse. This is Mrs Fox speaking.Are you all right, Bobby?Im hungry, Mum.Have a cake.Thank you, Mum.Ha! Ha! Hes happy now.reading time.Act the storyTips: 1.四人小组表演,Sam， Bobby, Mrs Fox and Mrs Mouse 2. 用适当的表情和动作演绎完整的故事情节。 Ticking Time3. I can act Cartoon time. 需要好好努力的语音语调正确，表情不够丰富语音语调自然流畅，表演生动自然Bobbys life波比的生活Tips: 1. 六人小组每人选择一张feeling card 表达。 (happy, sad, tired, ill, hungry, thirsty) 2.每人带上表情和动作表达1到2句。 Whats the matter? /Are you? I Im Heres Thank you. 3.小组成员互相帮助完成任务。Homework:1. Read and act the cartoon with your partner. 和你的同伴朗读和表演卡通。2. Finish your feeling card and stick the cards on the paper. 填写卡片，以小组为单位贴在纸上。4BUnit7 Whats the matter? 教学设计教学设计Period2 Cartoon time & Sound time Teaching objects:（一）知识目标：（一）知识目标：1.复习巩固所学单词 thirsty，water, ill, tired, happy, sad 和句型 Whats the matter? Im Are you ? Heres2. 学生能运用本单元的语言知识点和以前所学知识谈论自己的感受。3. 学生理解并能表演 cartoon time。（二）能力目标（二）能力目标1. 学生能综合运用所学语言表达自己的感受。I Im happy.（三）（三） 情感目标：情感目标：1. 引导学生关注自己的感受，并善于表达自己的感受。Focus Points & Difficult points:1. 复习巩固所学单词 thirsty，water, ill, tired, happy, sad 和句型 Whats the matter? Im Are you ? Heres2. 学生能运用本单元的语言知识点和以前所学知识谈论自己的感受。Teaching preparation:教师准备：1.准备 feeling cards。 2.表演 cartoon time 时的道具蛋糕和足球。3.教具：课件，板书。Teaching process:Step One Warming-up1. Greeting and free talk.2. Sing a song“How are you?” (设计意图：师生日常问答，拉近师生距离，导入教学,歌曲，热场，活跃气氛，复习词汇。)3. Revision（1）Game：“感觉”类词 hungry, ill, sad, thirsty, tired, happy（2）复习 story time 对话。然后请 2 小组表演，并进行评价。Ticking time 1Step Two Pre-task preparations:1. Daily show.(设计意图：复习巩固和运用所学单词 thirsty，water, ill, tired, happy, sad 和句型Whats the matter? Im Are you ? Heres）Step Three While-teaching procedures”1. Cartoon Time and fun time （1）Why is Bobby not happy? 由 Bobby 不高兴，引导学生看完整动画，寻找原因。 （2）How does the teacher and classmates care about Bobby?引导学生分析图片1,2,3，引导学生理解文本，Bobby 的老师和同学是怎么样来关心他的，并进行朗读的指导和模仿。图 3 中让学生初步体会电话用语的表达方式。 ( 3 ) Fun time: Do you know how to care about others? 学生讨论自我归纳，询问和猜测，并给出建议。 （4）How does Mum help Bobby?引导学生分析图片 4， 引导学生理解文本，体会妈妈的焦急，从妈妈带来的蛋糕中体会知子莫若母的感情。 （5）Reading and acting 课文朗读，配音和表演。 （设计意图：先整体感知，再逐图分析，进行朗读指导和情感体验，最后进行整体文本的朗读和表演。 ）Step Four Post-task activities:1. Describe own feelings.由 Bobbys life 引导学生去关注自己的感觉，高兴，伤心的原因，引导学生练说 I Im happy. I Im sad.（设计意图：通过图片、音乐等方法，让学生体会描述开心和伤心的原因。 ）2. Discuss: What is your feeling? 学生讨论判断做不同的事情时的不同的感受。（设计意图：学生根据自己的生活经验朗读判断不同的感受，为下面的小组合作描述作铺垫。 ）3. Work in groups and choose a feeling card to describe.（设计意图：小组合作，滚动运用所学知识表达自己的感受。 。 ）4. Ticking timeStep Four Homework:1. Read and act the cartoon with your partner. 2. Read Sound time.3. Finish the feeling cards together.
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