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：0168a).docx

1、五年级下册五年级下册 Lesson4 Who is hungry?Lesson4 Who is hungry? .教材分析： 本课课文内容由三个部分组成，第一部分学习新句子，并结 合情境学习如何就 would like 提问并回答，第二部分 pair work 巩固句型，第三部分看图写话，强调现在进行时的用法。本课所 讨论内容与学生日常生活联系紧密， 教师可将教学与实际生活结 合起来，将英语学习融入到实际生活中去。 .学情分析： 本课教学对象为五年级学生。学生在教学中处于主体地位， 而五年级的学生已经接触过将近几年的英语， 对英语学习有持续 的兴趣和爱好。随着年龄的增长,大部分学生的学习态度已

2、经由 被动学习向主动学习转变。学生在学习中乐于参与、积极合作、 主动请教。要鼓励学生通过思考、交流和合作等方式，巩固所学 句型和激活学生已有知识，扩展学生学习内容，与实际生活相联 系，真正做到学以致用。 .教学目标： 1.知识与技能： 理解并灵活运用下列句型 :Who is hungry? What would you like to eat? Would you like some_? Yes, please./No,thanks. 2.过程与方法: 情景交流及对话表演 3.情感态度教育: 学会与他人合作和关心他人 .教学重点、难点: Who is hungry? What would yo

3、u like to eat? Would you like some_? Yes, please./No,thanks. .教具学具准备 课件 .教学过程 Step1. Greetings and review T:I know youre sitting. Do you know who is standing? S:The teacher is standing./Youre standing. (就图片问答)Who is crying? Who is eating? Step2. Leading-in and new concepts T: The woman is eating. Ma

4、ybe she is hungry.Are you hungry? Im hungry,now. I want to eat. (show the food to the class) Ss: fruit, hot dog, egg, milk (穿插问题 Do you like.? /Whats this?.) T: Yes, you are right.I would like some bread. What would you like? (选择课件中自己喜欢的食物作答） 提示句子 I would like.可以缩写 Id like. 师生问答 T：Would you like som

5、e milk? (学生自由选择答语作答 Yes, please./No,thanks.) 学生之间任意问答 Step3. Reading 1.Show the questions and ask the students to listen. (课件展示课文录音视频) 2.Read the text and answer the question on the screen. Check the answers. 3. Listen again and follow it. 4. 展示本课的单词， 认读， 强调单词读音， 帮助学生背诵， 朗读单词加深印象 5. 课本 9 页 Part2 展示课

6、本内容，提示单词，图片，学生自主完成图片描述 交流答案，学生朗读句子 6.Read the text by themselves, and then read out Step5. Class closing 1.Homework Choose one picture to remember the sentences. Do the exercises in the Activity Book. 2.Sum up Read the sentences on the blackboard. .板书设计 Lesson4 Who is hungry? What would you like? an egg Id like a/ some . an orange Would you like a/ some .? thirsty Yes, please. candy No, thanks. Hungry .教学反思 本课内容贴近学生生活，句型较为简单。通过简单的对话导 入新课有助于学生对新课的理解，对课文进行朗读、跟读、比赛 读可以很好的锻炼学生的口语水平。总体看本课内容较为简单， 学生掌握情况较好。