冀教版（三起）五下-Unit 1 Going to Beijing -Lesson 4 Who Is Hungry -教案、教学设计-公开课-(配套课件编号：2194a).doc

1、教学教学 目标目标 1.知识与技能： 掌握词汇 quick now 理解并灵活运用句型 : Who is_? What would you like to drink? Would you like _? Yes, please./No, thanks. 2.过程与方法: 采用情景交际法和分组对话表演法 3.情感态度教育: 学会与他人合作和关心他人 教教 学学 重重 点点 灵活运用句型 Who is_? What would you like to drink? Would you like _? Yes, please. / No, thanks. 教教 学学 难难 点点 本课的难点在于对课

2、文的理解和句型的灵活运用 教教 学学 方方 法法 交谈法 讨论法 学习学习 方法方法 谈话交际法 教教 学学 准准 备备 教师 1. 录音机和磁带 2.2. 食物若干 学生 预习课文 教教 学学 过过 程程 Step1. Greetings and reviewStep1. Greetings and review 1 Sing a song with the students. 二次备课二次备课 2 Review the food words. Step2. New cStep2. New conceptsoncepts 1. T: (作干渴状) Well, I am very thirst

3、y now. I would like to drink something. Look! There are so many drinks here: water, tea, milk and pop.(像变魔术一样拿出各种饮料并一一展 示给学生) But what would I like to drink? Would I like some pop? No! Would I like some milk? No. Or some tea? No. Some water? Yes. I would like some water(倒一些水,然后喝了). Wow, so good! (设计

4、意图: 教师投入的,甚至夸张的表演及意想 不到的实物展示一下子吸引了孩子们的注意力, 他们 会目不转睛地观看和倾听老师的表演, 甚至会幻想如 果让自己选择, 他会喜欢喝哪一种饮料. 此时, 他们 进入了一种自然真实的语言环境.) 2. T: Who is thirsty too now? (重复 Who is thirsty? 边说边写在黑板的正上方 ) S1: I am. S2: I am thirsty, too. T: Would you like some sth to drink? S1: Yes. T: What would you like to drink?(板书) 以教室里同

5、学 们的活动为主要情 境,复习操练 Who is _?,形成师生互 动,生生互动. (To S1): Would you like some tea? (板书) S1: Yes, please. T: Here you are.(倒一些茶给他) (To S2:) Would you like some tea? S2: No. T: Would you like some milk? S2: No. T: What would you like? S2: Some pop, please. T: Ok. Here it is! (倒一些汽水给他) (设计意图:创设一种开放, 和谐, 积极互动的

6、语 言活动氛围, 努力产生一种融入式的真实语言环境. 让学生体验用英语做事的快乐和自豪感. 从而自然地 不知不觉地沉浸其中, 增强语感, 同时也渗透了本节 课的重点内容) 3. Listening Li Ming, Mrs. LI, Danny and Jenny are on their trip to Beijing. Theyre on the train. What are they doing? Are they thirsty? Listen to the tape and lets see who is thirsty. ( (设计意图: 听录音为学生提供地道的语言材料 和标准的

7、语音语调, 有助于学生正确模仿, 强化记 忆, 以便形成良好的语言素质, 同时, 有了前面的师 生的对话的铺垫, 这一环节帮助学生更好的理解课 文) (Ss answer the question: “Who is thirsty?) 4. Reading Comprehension Read the text aloud and find out : “What would Danny, Jenny and Li Ming like to drink?” (板书) (Ss answer the questions) 乘胜追击, 进一步检查学生对课文的理解, 提出问 题. Why are Je

8、nny and Li Ming slow? Their tea is too hot to drink. (板书) Is Danny slow, too? No, he is quick. (板书) (设计意图:通过阶梯性目标性阅读, 让学生在逐 步加深对文章整体理解的同时, 有重点地去捕捉有效 信息, 提高了学生的阅读理解能力, 从师生对话到听 课文录音再到此时的大声朗读课文, 难点句型也不在 是难点, 在不知不觉中被易化了.) Step 3: PracticeStep 3: Practice 1. Read the text in group of five and role-play i

9、t.(At least two groups) 2. Suppose you and your friends are at a restaurant, ordering. Make up a dialogue. 3. Act out the dialogue. (At least two groups) (设计意图:分角色朗读, 设定情景编对话及对话 表演, 这一系列的操练活动, 始终以学生为主体, 他 们始终是课堂的主人, 老师只是一个引导者, 一个助 手, 或者说一个导演, 学生们在朗读中学习并收集材 料, 在既定情景中自由创作. 在对话表演中体验共同 创作的快乐, 真正起到了 “用中学

10、, 学后用” 和 “乐中学, 学中乐” 的绝佳教学效果.) Step 4: HomeworkStep 4: Homework 1. Get ready for the dialogue-acting. 2. Do the exercises in the Activity-book. Step 5: Class Closing 板书设计板书设计 Lesson4 Who Is Hungry?Lesson4 Who Is Hungry? Who is thirsty? What would you like to drink? Would you like ? Yes, please. No, thanks. 教学反思教学反思 这节课利用一些饮料成功地吸引了学生的眼球，但这样的热闹是真实的 吗？还是说教学取得了理想的不错的效果呢？ 这节课的“Welcome to my home”环节的设置很理想，但进行的效率不 高。参与度高的始终是讲台上的几个同学。后排的同学的未参与导致课堂纪 律略显混乱，但“host”挂牌的使用很巧妙，角色互换的时候省略了许多于 语言的赘述，明了易懂，类似方法如头饰可以推广使用。 “Little tips”is great!英语课也可以使用升华主题式结课。