ss:read it one by one.and spell it.
t—ss group1—group2
t: what’s the matter?
ss:i’m hot.
t:here’s a fan for you.
ss:thank you.
[评：在单词教学中，教师采用了词不离句，句不离景的教学手段，从而来提高学生的口语交际能力。]
4.teaching the word “cold”
t:(对一生扇扇子，让生感觉到不热了) what’s the matter，？ are you hot?
ss:i’m not hot. i’m cold.(read and spell it)
t: what’s the matter?
ss:i’m not hot.i’m cold.
t:here’s a jacket for you.
ss:thank you.
5.have a rest.(say a rhyme)
a: what’s the matter?
b:i’m tired/ill/hot/cold.
[评：教师关注学生的学习过程，利用灵活多样的教学方式和全身反应教学法，营造了一种无拘无束，轻松愉快的学习氛围，]
6.teaching “hungry/thirsty”
(1)出示食物, 老师闻了闻：how delicious!手摸肚子，装出饿的样子：i’m hungry.
ss: (read and spell it.)
t: what’s the matter?
ss:i’m hungry.
t:here’s a cake for you.
ss:thank you.
s1—s2(practise one by one)
[评：教师换了食物道具，激发学生的学习兴趣，同时放手由学生自由地说，尽情地表演情景对话，培养学生会使用英语进行合作与交流。]
(2)老师继续手摸肚子，表现出很饱的样子：i’m not hungry. i’m full. but i’m thirsty.(做出口喝的模样)
ss: (read and spell it.)
t: what’s the matter?
ss:i’m thirsty.
t:here’s a glass of water for you.
ss:thank you.
s1—s2(practise one by one)
7.practice
(1)listen to the tape and repeat.
(2)read the words together: tired tired i’m tired…….
(3) read the words one time quickly.
[评：强化学生的单词认读水平，防止学生只会说，不会认的现象。]
step 3.consolidation
1.say a rhyme (师做动作，让生自问自答)：
a: what’s the matter?
b:i’m tired/ill/hot/cold/hungry/thirsty
2.work in pairs
s1: what’s the matter?
s2:i’m hot/cold/hungry/thirsty.
s1:here’s a fan /jacket/cake/glass of water…… for you.
s2:thank you.
s1:goodbye.
s2:bye.
[评：教师在这一环节中，放手让学生去运用语言交际，进行任务型教学，倡导自主、合作、探究的英语教学模式；陶冶情操，激发学生表达的欲望，提高了口语实践能力，最大限度地调动了学生学习的主动性和积极性。]
3.listen and number
step 4.assign homework
1.copy the new words four times.
2.copy the sentence:
a: what’s the matter?
b:i’m hot/cold/hungry/thirsty.
附板书设计:
unit 9 what’s the matter?
tired / ill
i’m hot / cold . here’s ……for you.
hungry / thirsty.
教学反思：
在本课中，教师安排了多样的学生活动，其中有个人、两人、小组和全班性的，有教师指导性的，也有需学生独立或合作完成的。本着充分激发学生学习兴趣的宗旨，教师充分采用活动课的教学模式，让学生在唱唱游游、听听说说、认认读读、写写做做中参与到学习过程中去，充分激发学生内在动力，培养他们学习兴趣，让他们通过小组合作，pair work学会与他人交流，从而使学生的思维和想像力、审美情趣和艺术感受，协作和创新精神等综合素质得到发展。