Lesson 4 Who Is Hungry?优秀教学设计

冀教版小学英语五年级下册

Lesson 4 Who Is Hungry? 涿州市孙庄中心学校

白丽华

一、

教材分析

本课教学内容为冀教版小学英语五年级下册第一单元第4课。本课课文背景为Mrs. Li, Li Ming, Danny和Jenny在去往北京旅行的火车上,Mrs. Li询问谁饿了,需要什么饮食。本课围绕饮食进行对话,与学生实际生活紧密联系,为本课教学提供了极好契机。

二、

学情分析

五年级学生经过两年的英语学习,有一定的英语基础,本课饮食的词汇及句型在三年级有所学习,学生能进行基本的英语交流。饮食和他们的生活息息相关,学生很快能理解,但如何用英语询问饮食需要和回答,还需要教师的引导、示范和启发。

三、教学目标

1. 知识与技能目标

（1）听懂、会说、认读和书写以下词汇：who，hungry，water，tea，candy。

（2）能够熟练运用以前学过的句型进行交流：Would you like some? Yes, please. /No, thanks. What would you like? I’d like …

2. 学习策略目标

（1）课上，学生能积极运用所学英语知识在创设的真实语境中进行交流。

（2）学生能通过体验、观察，学会运用语音规律识记单词。

3. 情感态度目标

（1）通过课堂学习使学生保持良好的英语学习兴趣。

（2）通过课堂真实语境中的口语交际操练，使学生乐于模仿，敢于开口，积极参与。

四、教学重难点

1.

教学重点

听懂、会说、认读和书写以下词汇：who，hungry，water，tea，candy。能够熟练运用以前学过的句型进行交流：Would you like some? Yes, please./No, thanks. What would you like? I’d like …

2.

教学难点

学生能够运用关键词对图片进行描述并写下来。

五、教具准备 图片、PPT课件

、光盘

六、教学过程

Step1.Greeting T:Good morning,Boys and girls! Ss:Good morning,miss bai! T:How are you ? Ss:I’m fine,thank you.And you? T: I’m fine,thank you. Nice to meet you! Ss: Nice to meet you,too! 【设计意图：通过师生之间的简单问候来增进感情、运用语言，并为下面的英语学习营造了氛围。】

Step2.Review.

1.Sing a song. T:I feel happy. Are you happy? Ss:Yes. T:Let’s sing a song ,ok? Ss:Ok. (师生一起唱《Who Is Singing?》) T:In this song ,Who is singing? Ss:The woman is singing. T:Who is sleeping? Ss:The baby is sleeping. 2.Let’s play a game,look and answer. T:I will show some pictures very fast,please look carefully.If you can answer please put up your hand,ok? Ss:Ok. T:Who is running? Ss:The boy is running. T:Who is crying? Ss:The girl is crying. T:Who is drinking? Ss:The man is drinking. T:Who is eating? Ss:The woman is eating.

【设计意图：教师带领学生一起唱《Who is singing?》并做Look and answer游戏。教师运用PPT先出示问题，再快速地出示图片，让学生通过观察图片找出答案。通过这项活动，帮助学生复习与本课有关的词汇和句型。】

Step3.New Concepts 1.学习 hungry T:The woman is eating,so the woman is hungry.Can you write hungry?The first letter is ? Ss:H. T:H says ? Ss:h. T:Can you read these words? Ss:uncle run. T:UN says ? Ss:an. T:G says? RY says? S:…

T:How to read? Ss:hungry. T:Can you spell hungry? Ss:H-U-N-G-R-Y. T:Let’s write hungry.Who is hungry?(补全题目)

T：I’m hungry,I want to eat something.Here are many food,can you read? Ss:指名读。

T:Let’s read together. Ss:齐读食物图。

2.练习What would you like? I’d like some …

T：I’m hungry,I’d like some bread,What would you like? S1:I’d like some …(Ask other)询问一行同学，练习句型。

3．练习Would you like some…?Yes,please./No,thanks. T：I have a basket.In my basket.There are some ? Ss:apples,bananas,pears,oranges. T:They are? Ss:Fruit. T:Now ,

Would you like some fruit?If you wanted,you can say yes,please.If you don’t wanted ,you can say no,thanks.Let’s write. Would you like some…?Yes,please./No,thanks(板书) T：教师拿着水果篮问：Would you like some fruit? Ss:Yes,please. T:Here you are. Ss:thank you. T:You are welcome.

(多询问一些同学，练习句型) 4.学习water tea candy以及练习重点句型。

T：I’m not hungry,I’m thirty.I want somgthing to drink.Look!What’s in it?Can you guess? Ss:milk. T:Next one, What’s in it? Ss:Juice. T: Next one, What’s in it? Ss:Water. T:讲解water 的发音。

板书：water T：Hi，Would you like some water ? Ss:Yes,please.(询问一行人进行练习) T:Ok,Look!What’s in it?Can you guess? Ss:Tea. T:讲解tea的发音。

板书：tea 教师继续拿着茶、牛奶、果汁的图片练习Would you like some…的句型。

T:Now,I’m not hungry and I’m not thirsty,but I want to eat something.Look!It’s sweet.It’s yummy.It’s has a word “can”in it.What is it?Can you guess?

Ss:Candy. T:讲解candy的发音。

T：I like candy very much.Do you like candy? Ss:Yes. T:I have candy.Would you like some candy?(进行句型练习) T：Candy is sweet.Candy is yummy.But don’t eat too much,after you eat candy,please brush your teeth. 【设计意图：学生通过与教师交流互动、生生互动学习本课词汇：hungry，who，water，candy，tea。让学生在游戏中拼单词、归纳字母组合的发音规律，再把这个规律运用到实际当中去，培养学生良好的语音学习习惯。】

Step4.Practice 1. Listen,read and answer. T:Let’s play a game.ok? Ss:Ok. T:Here are toll-gate.You can choose 1.2.3.Ok? Ss:闯关答题。

T:Ok,Please take out your paper,Listen,read and answer,ok? Ss:学生跟读光盘并回答问题。

【设计意图：学生听课文，读课文，整体感知文本信息，边听边做下题。培养学生听音、整体理解文本的学习策略。】

2．Read and answer.

T：Read the passage carefully,and tick and cross.ok? Ss:学生读短文完成。

【设计意图：听力结束后，学生对文本有了大概的了解，让学生独立阅读课文，并完成下题。旨在通过细节性问题进一步理解课文。】

3.Pair work. A:Would you like some…? B:

Yes,please./No,thanks. A:What would you like? B:I’d like some…. A:Ok,here you are. B:thanks. A:You’re welcome. 【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，内化理解，外化表达，提高学生运用语言的能力。】

4.Talk and write. T:Look at the picture,can you read these words? Ss:齐读。

T：Look at this picture,you can use two key words to make two sentences about this picture,ok? Ss:同桌讨论然后指名回答，最后齐读。

【设计意图：教师出示图片，让学生先观察，然后根据所给出

的关键词试着谈论图片，最后让学生完成书中练习2“Look and write”。】

5.Sing a song. T:Let’s sing a song angina,ok? Ss:学生齐唱《Who is singing?》

Step5.Blackboard Design Lesson4.Who Is Hungry? Would you like some water?/ tea/ candy Yes,please./No,thanks. 课后反思

在课堂上，我摒弃了传统的英语教学所采取的“你教我学”的方法，采用情境教学、直观教学、游戏教学与小组活动相结合的方式，让学生积极主动地参与到活动中来，从而突出了学生的主体地位，收到了良好的教学效果。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，不断鼓励学生多讲英语，多交流，启发学生多表达。

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，比如对学生原有知识的掌握预设不准确。在今后的教学中我会不断的改善自己的教学

方法和不断的创新教学理念，提高孩子们学习英语的兴趣，让孩子们真正实现在玩中学，在学中玩，并能够应用中生活实际中去。