资源描述
冀教版小学义务教育教科书Lesson 4 Who Is Hungry?一、教学目标：1.要求学生掌握下列单词: water, tea, candy.2.能理解并能口头运用句子:Would you like some _? Yes, please. (肯定回答) No, thanks.(否定回答)3.运用常见实物进行简单会话。二、学情分析:五年级学生 经过两年的英语学习， 认识很多简单的英语单词，能进行基本的英语交流，包括日常对话。 而大部分学生对英语有一定的兴趣，有一定的语感和语音、 语调、书写基础，培养了一定的学习习惯。经过英语学习， 学生对中西方文化也有了一定的了解。但也有部分学生由于 平时学习态度不认真， 学习习惯差， 对英语学习失去了信心， 成绩也不太理想。爱玩是孩子的天性。我在课堂教学中经常把游戏和教学结合起来，采用TPR活动使教学游戏化，采用Whats missing? Bingo. Guessing game. Find the position. Pass the word等游戏让学生在情趣盎然的游戏中练习所学的知识，学生不再觉得学习内容枯燥，乐于参与，自然也乐于学习。有时我还把一些单词串起来，编成儿歌来教他们，效果比这样干巴巴地教他们好多了。三、教学重点和难点：教学重点：本课的三个单词的听说读写。教学难点：本课的句子及运用实物进行简单会话。四、教具、学具：教具：computer, PPT, pictures, word cards, real objects: water, tea, candy学具：图片，水，糖果，鸡蛋，果汁，牛奶，苹果，桔子，香蕉等。情境教学法，多媒体教学法，视听法与交际法结合，实物教学法，模拟情境表演法五、课时安排：一课时六、教学过程：Step 1 Warm-up /Revision1. Greetings T: Hello, boys and girls.S: Hello, Miss Zhang.T: Nice to meet you.S1: Nice to meet you, too.T: Im happy to stand here and today.Ill give you a new lesson.2. Lets chant. Are you hungry? Yes, I am.Dumplings and noodles.Yum! Yum! Yum!Are you thirty? Yes, I am.Tea and juice.Please! Please! Please!(设计意图：本环节学生站起来并拍手做chant,起到了热身的作用，并复习了实物单词dumplings, noodles 和 juice，进而复习句子Are you hungry?和Are you thirty?，在欢快的节拍声中扫清本节课的障碍，为下文做好铺垫。)3. Sing a song: Delicious Food (设计意图：本环节通过关于食物的英文儿歌复习一些实物单词，使学生更快进入英语的氛围并导入本课课题Who is hungry?。)4. Topic: Who Is Hungry?5. Revision: Show the pictures: some fruit, noodles, dumplings, eggs, rice, chicken, meat, fish,soup, juice and milk. (设计意图：本环节通过图片重点复习水果，食物和饮料的单词，为下文新单词的呈现做好铺垫；单词分了三大类，从单数到可数名词的复数再到不可数名词，强调an apple, an orange和some+可数名词的复数/不可数名词的表达；在复习单词的过程中，用升降掉练习some _,为下文的句型Would you like some _?的升调读法提前练习。本环节中，用-What would you like? Id like some _.进行问答练习。)Step 2 Presentation1. Teach new words：(1)Real objects: water and tea.(2)A riddle: Teach the word: candy.(设计意图：本环节首先通过单词卡片和实物一瓶水，一杯茶呈现新单词water 和 tea，在教授water and tea的过程中，将本课的新句型 -Would you like some water/tea? Yes, please. / No, thanks.引出来，并通过师生问答，开火车等方式练习本课重点句型，突破本课难点。接着，通过一则谜语（riddle）引出单词candy,运用卡片和实物进行Pair work练习-Would you like some candy? Yes, please. / No, thanks.最后，板书Would you like some _? Yes, please. / No, thanks.)2. Teach and practice the sentences: Would you like some _? (1) Using the four pictures. (2) Pair work: Practice: -Would you like some _? -Yes, please. / No, thanks.(设计意图：本环节首先通过四幅图片让学生练习课本新句子-Would you like some fruit/water/tea/candy? 接着，幻灯片出示多幅图片，让学生进行拓展性练习：-Would you like some _? -Yes, please. / No, thanks.进而巩固本课难点。)3. Learn the dialogue: Who is hungry?(1)Listening and reading a. Listen and answer: Who is hungry?b. Listen and answer: 1. Danny would like _. a. water b. an apple and an orange c. tea2. Li Ming is _.a. hungry b. thirsty3. Li Ming would like some_. a. water b. candy c. tea4. Jenny would like some_. a. water b. candy c. teac. Listen and read(设计意图：本环节首先通过第一次听课文对话回答问题Who is hungry?,接着让学生带着问题边看书边听边圈出答案，解决问题之后，让学生一句一句的跟读录音进行练习。)4. Reading All the pupils read the dialogue.(设计意图：本环节全班通读对话，使学生熟练朗读课文对话，为下文的小组活动做好准备。)Step 3 Practice 1. Role-playing game: Practice the dialogue in four and make a new dialogue using the real objects they have:(1) Group work: E.g:(This is my house.)T: Hello, girls. S1, S2, S3: Hello, Miss Zhang.T: Welcome. Nice to meet you. S1, S2, S3: Nice to meet you, too. T: Would you like some water? S1: No, thanks.T: What would you like?S1:Id like an apple.T: Here you are.S1:Thanks.T: Youre welcome.(2) Act it out. Give them some stickers.(设计意图：本环节通过老师做示范，学生四人一组运用实物编新对话，然后抽查四个小组进行展示。学生自由创作，发挥他们的想象力，运用学过的句型表演新的对话，既锻炼了他们的口语又提高了他们的学习英语的兴趣。)Step 4 Expanding knowledge 1. 对话一:A: Who is _?B: Im _.A: Would you like some_?B: Yes, please. / No, thanks.Id like some _.对话二:A: Are you _?B: Yes, I am.A: Would you like some_?B: Yes, please. / No, thanks. Id like some _.A: Here you are.B: Thanks.2.Enjoy a story: Please dont waste food! (请不要浪费食物！)(设计意图：本环节通过一段小视频，是学生意识到珍惜粮食，反对浪费。)Step 5 Homework C: 听录音读Part1B: 背诵Part1A: 写自己的对话(运用重点句型Would you like some _?自编小对话)(设计意图：本环节我运用分层作业让学生能自由选择去做，提高不同层次学生的英语能力。)七、板书 Lesson4 Who is hungry? water Would you like sometea ? candy Yes, please. No, thanks.八 课后作业一、选择正确的答案。1. Id like _ orange. A an B the C a2. Would you like some _ ? A waters B water C Water3. - Would you like some milk? - _. A No, thanks. B Yes, thanks. C Thank you.二、翻译句子。1.你想要一些水果吗？语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。2. Id like some candy. 这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?3. Here you are.单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。4. 谁饿了？
展开阅读全文