Lesson 4 Who Is Hungry?板书设计及意图

Lesson 4 Who Is Hungry?

一、.教学目标:

1.知识目标:学生能够听,说,读,写单词:who,hungry,water,tea,candy

2.技能目标: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.

3.过程与方法: 情景交流及对话表演

4.教学重点、难点:

Who is hungry? What would you like to eat?

Would you like some______?

Yes, please./No,thanks.

5.情感态度教育: 学会与他人合作和关心他人。

6. 教具学具准备:录音机和磁带,一些袋装小吃和一些图片。

二、教学过程

(一). Greetings and review

1.Teacher:Hello,everyone.

Students:Hi!Ms.Fang.

2.Class decorate scene dialogue on performance

(设计意图:简单轻松的问候之后,让学生进行上节课知识的展示,帮助大部分学生回顾旧知识。)

(二). Leading-in and listening

T: When you are thirsty, you drink. But when you are hungry, what do you do? Yes, when you are hungry, you eat. Then what do we eat every day?

Ss: Rice, dumplings, noodles, apple, hamburgers…

T: Yes, you are right. For breakfast, lunch, or supper, we have rice, dumplings,noodles, and many other kinds of food. But do you like to eat snacks? What’s a snack? Look, these are snacks.(show them to t he class). Show the word card and teach students reading the word. Guide students to use new words say the sentence.

I like / don’t like snakes.

T:Do you like them? Do you think Danny, Li Ming and Jenny like them? Ok, let’s listen to the tape.

(设计意图:英语学习中词汇学习要做到音形义的全面理解,本环节就是这种方式的具体体现,不但理解词汇,更要将词汇放到语境中去理解运用,做到词汇学习不离句。)(“用放退”中的“用”)

(三). Reading

1. Read the text and answer the question

“What would Jenny, Li Ming and Danny like to eat on the train?”

( Write the question on the blackboard)

--( Ss read the text and answer the questions)

(设计意图:鼓励学生提出更多的问题,并让其他学生回答。把课堂还给学生,让他们自主完成学习任务。)(“用放退”中的“退”)

2. Read the text after the teacher to understand it better.

3. Read the text aloud in groups and try to make it into a dialogue. (设计意图:本环节教师利用多媒体为学生创设了真实的语言环境,让学生正确理解和运用所学知识。)

(四).Optional- practice

Students can read the text in groups or practice the dialogue in groups.

Take the performance of a good team performance to the front. (设计意图:学生对知识的掌握程度完全体现在小组表演活动中,本环节很好的检测了学生小组合作的效果。)

(五). Homework

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

2. Go on with the dialogue about the text.

3. Do the exercises in the Activity Book.

(六). 板书设计

三、课后反思:

总的来说学生掌握情况还可以。本课用到最多的就是食物单词,所以在刚开始上课的时候我就和学生一起复习了这些单词。例如将学生分成几组然后各自派代表到黑板上,下面的同学说单词黑板上的学生画画并且写出这个单词,这就锻炼

了学生的口语和听力,事实证明这种方法要好于呆板的只念句子,效果也很明显。在作业的布置上我让学生回家把这句话的肯定及否定回答教给父母,起到了知识延伸的作用,这样课上和课下有机的结合起来了。