Lesson 4 Who Is Hungry?教案和课堂实录

《lesson 4:Who Is Hungry?》教学设计

定州市西南合八一希望小学贾杏娟13463221436

教材分析:

本课是冀教版三年级起五年级下册第一单元第四课。本单元情节

上主要以讲述李明一行人去北京路上的见闻和经历为主;教学内容上

以动词和动词词组,以及各种相关询问和回答为主。本课主要讲述了

李明妈妈询问大家渴不渴,饿不饿,大家做出相应回答为主要故事情

节,内容上要求学生掌握who, hungry, water, tea, candy等词汇;句

型方面,则是要求掌握who is hungry?…w ould do you like

some …?Yes, please. / No, thanks. 由于到了高年级,孩子们要求写

的东西越来越多,所以本课将加大习题练习力度,以帮助孩子们掌握

知识,顺利过渡。

学情分析:

学习对象为五年级的学生,他们已经有了一定的知识储备,因此,

融知识性与趣味性于一体的活动比较能够激发学生的兴趣,所以本节

课我创设了丰富多彩的教学情景和趣味游戏,设计了具体、形象、生

动的课件,充分调动学生学习的积极性和主动性。

Ⅰ.教学目标:

1.知识与技能:

学生能听懂、会说、认读并书写下列词汇: who,

hungry ,water ,tea ,candy.

2.学生能认读、理解并灵活运用下列句型:

Who is hungry?

Would you like some______?

Yes, please. / No, thanks.

What would you like?

I would like…

2.过程与方法: 情景交流及对话表演

3.能力目标:熟练运用would like句型和表示食物的单词,自由的对话。

4. 情感目标: 学会与他人合作和关心他人,懂得尊重父母和理解父母。

Ⅱ.教学重点、难点:

Who is hungry?

Would you like some______?

Yes, please. / No, thanks.

What would you like?

I would like…

Ⅲ. 教具学具准备

课件、一些食物、一些卡片

Ⅳ. 教学过程

Step 1.Class Opening

1. Greetings

T: Hello! Boys and girls, How are you today?

Ss: I’m fine

T: Nice to meet you.

Ss: Nice to meet you, too.

T: Are you ready for class?

Ss:Yes!

T: Ok!

(设计意图: 简单的问候以及小对话的操练,在上课开始就给孩子们营造一种轻松愉快的课堂氛围,增进师生之间的情感交流,使学生进入一种自然而真实的语言状态.)

2. Let’s sing a song together.

(设计意图:歌曲是学生喜闻乐见的课堂教学形式之一,让学生欣赏歌曲,不仅仅吸引学生的注意力,而且激发学生的学习兴趣,,从而让学生在轻松的气氛中进入学习英语的意境。

Step 2 .Main Activities for Teaching and Learning.

1. Revision and Leading-in

(1)Revision .Look at the picture1.(课件上带歌曲的图片) Ask and answer.

T: Who is singing? Ss: The woman is singing.

T: Who is sleeping? Ss: The baby is sleeping.

T: Look at the picture2. (课件上显示食物图片) What food can you see?

S1: I can see…

T: Look at the picture. What would you like?

S1:I would like…What would you like?

S2: I would like…What would you like?

设计意图:通过展示图片环节来复习上一节课的现在进行时句式,直观形象,图片吸引学生注意,既巩固了旧知又能引出新知。

(2)Leading-in.

T: There are many delicious foods. I want to eat them. Now I’m hungry. (做出饥饿状)“hungry”What’s the meaning? (教师在引入此句型中充分运用体态语言并板书此句型)

Ss:饥饿。Who is hungry? Ss read the sentence after the teacher.) T:How to spell?

Ss: h-u-n-g-r-y.

T: I want to eat noodles T: Would you like some noodles?

S1:Yes,please. / No, thanks. Would you like some___?)

Yes,please./No, thanks.

T: Would you like some___?

S2:Yes,please./ No, thanks.

Practice“Would you like some______?”according to the food picture.

(教师同时板书此句型)

设计意图:通过创设点餐的情景,加之师生互动,使学生更能牢固掌握所学句型结构。

3. Let’s play a game. Sharp eyes.(火眼金睛) Please look quickly, then speak the names in English quickly. Then teacher ask: what food can you see? S1: I can see…T: would you like some…S1:I would like some…T: Ask your partner. S1:would you like some…?S2: I would like some…would you like some…? …

(设计意图:通过游戏复习学过的水果单词,练习“Would you like some______? Yes,please./ No, thanks.”让学生对新句型有了感性的认识,降低了新句型教学的难度,激发了学生开口说英语的欲望。) 4. Teach ‘water’‘tea’.

The teacher says:Now I’m not hungry, I’m thirsty. I want to drink. Here is some drink .Look at this picture. (课件:水的图片)What’s this? Ss: It’s some water. The teacher writes it on the blackboard. The teacher says:How to spell? Ss: w-a-t-e-r. (同时在课件上展示拼写)The teacher says:It’s important for us. The last drop of water is your tears in the world. Please save water. No wasting!

Look at this picture. (课件:茶的图片)What’s this? Ss: It’s some tea. The teacher writes it on the blackboard. The teacher says:How to spell? Ss: t-e-a. (同时在课件上展示拼写)The teacher says:There are some words. They have the same pronunciation with ‘water’. They are: sea, pea, meat, clean, meal, team. Ss read them.

Finally practice “Would you like some___? Yes,please. / No,

thanks.”

4. Teach ‘candy’.

T: Now I’m not hungry, I’m not thirsty. I want to eat some candy. (拿出糖块)Here is some candy. (课件:糖块的图片)Would you some candy? (板书candy)

Ss: Yes, please.

T: How to spell this word? (同时在课件上展示拼写)

Ss: c-a-n-d-y.

T: Eat less candy, please. It’s bad for your teeth. If you eat, you brush your teeth.

4.Show the word cards (water、tea and candy),then teach the students, and Ss say the sentences. For example: candy: I like to eat candy.

设计意图:实物、图片和单词同时出现,能将单词的音、形、义,很好地结合起来,加深单词的识记。生动形象的课件呈现,给学生视觉和听觉的体验,使听、说、认读有机结合。激励每位学生积极参与,对全体学生充满信任,调动每个学生强烈的求知欲望。

(二)Learn the new dialogue.

1 Listen the passage and answer the questions.

1)Danny is ____

a. hungry b. thirsty

2)Danny would like___

a. an apple and an orange b. a banana and an orange

3)LI Ming is_______

a. hungry b. thirsty

4)Li Ming would like some_____

a. water b. candy c. tea

5)Jenny likes ( ) very much.

a. milk b. fruit c. candy

2.Read.Tick(√)or cross(X)

( ) 1).Danny would like an apple and a banana.

( ) 2).Li Ming is hungry.

( ) 3).Jenny likes candy very much.

( ) 4).Li Ming would like some water.

设计意图:学生听课文,初步整体感知文本信息,边听边思考,培养学生听音、整体理解文本的学习策略。此外,带着问题寻找答案又增强了阅读的目的性,

3. Role to read in groups.

4. Act out the dialogue according to the text.

5.Optional- practice (实践). Make a dialogue according to the sentences. (学生自编情景,进行对话,分组练习。指名表演。) (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, 学后用”和“乐中学, 学中乐”的绝佳教学效果。

6. Pair work 1. Look and talk. Look the pictures carefully, then practice in groups.

S1:Would you like some …?

S2:Yes, please. /No, thanks.

设计意图:让学生两人一组根据自己的实际情况进行对话交流。巩固和活化了所学知识,提高学生语言运用的能力,达到教学的预期效果。

7. Pair work 2. Look and write.

First,Ss say the sentences, then write down. Finally, check the answers.

设计意图:让学生利用句型复习,培养学生的语言表达能力,并为这节课做了一个巩固,让学生能够顺利地说出所学的句型及相关结构。

8. Sing a song again.

(设计意图:让学生们在愉快的环境中结束课堂。)

Homework

1. Collect as many words about food as you can.

2. Go on with the dialogue about the text.

设计意图:布置作业,将本节课内容从课上延伸到了课下,给学

生以充分的自由空间,使学生意犹未尽,起到复习和巩固的作用。

Step 3、Class Closing.

Blackboard design:

Lesson 4: Who Is Hungry?

water?

Would you like some tea ?Yes, please. / No, thanks. candy.?

教学反思

课堂教学中,创设合理的情景,让学生在比较真实的情景中交流,是教学中最需要的。《英语课程标准》提倡以人为本,遵循“为用而学,在用中学,学了就用。”本课中我从学生的实际出发,创设了生活中的情景,设计了符合生活实际的任务。在这样贴近现实生活的教学状态中,,学生不由自主的把学习的需要转化成了生活的需要,教学效果较好。课后经过反思,我觉得这节课的设计突出了以下几点: 1.以师生谈话、生生交流贯穿始终,不论哪个环节,都是以鼓励学生多讲英语、启发学生多表达为基本出发点。

2.本着听说领先,读写在后的教学原则,学生听说读写技能在课堂中得到提升。

3.教学活动的设计有层次,问题的设置符合学生实际,注重了课堂教学的实效性。

我觉得在这节课的教学中也有很多的不足之处,比如:学生自编情景,进行对话这个环节,有些学生不能很好地用英语表达自己想要

表达的意思。以后需要在这个方面多加练习。