Lesson 4 Who Is Hungry?设计意图

Lesson 4 who is hungry?

教学目标:

1.学生能听懂、会说、认读并书写下列单词:hungry, water, tea, candy

2.学生能认读、理解并运用下列基本句型结构:

Who is hungry? Would you like _____? Yes, please./ No, thanks.

教学重点:

学生能灵活运用句型:Who is hungry?

教学难点:

Would you like _____? Yes, please./ No, thanks.

教学方法:

情景交际法和分组对话表演

教学准备:

课件、第四课的音频、实物等

教学过程:

Step1 热身/复习(Warm-up/Review)

1.Greetings

T : Class begins.

S1: Stand up.

T: Hello, boys and girls!

Ss : Hello, teacher!

T : Nice to meet you.

Ss: Nice to meet you, too.

[设计说明]

通过交流拉近师生之间的距离,激发学生的学习兴趣,营造轻松愉快的学习氛围。2. Let’s play a game.

Walk! Walk! I am walking.

Jump! Jump! I am jumping.

Run! Run! I am running. 全班同学和老师一起做动作。连续做三次,速度由慢到快,让学生努力跟上老师的节奏。

[设计说明]

复习本单元重点知识现在进行时,同时充分调动学生的积极性,为新授课讲解“hungry”做准备。

Step2呈现/操练(Presentation/Practice)

1.出示人物图片,问学生:“What are they doing?”学生回答“The baby is sleeping”

“The girl is drinking”“The man is singing”“The boy is crying”“The woman is eating”,从而引出单词“hungry”,然后熟读并练习单词“hungry.”

[设计说明]

利用图片,复习操练学习过的句型—“The baby is sleeping”...“The woman is eating.”从而引出单词“hungry”,同时为下面讲解句型“Would you like..”,“Yes, please”/“No, thanks”做铺垫。

2.大部分学生练习过“hungry”之后,教师:Who is hungry?学生举手后,教师:Look, here is a fridge.Let’s look what’s in it.带领学生复习冰箱中的食物。教师:I’d like some bread. Would you like some bread?从而引出句型“Would you like...”“Yes, please”/“No, thanks”.然后讲解并操练句型。

[设计说明]

利用实物操练句型能够调动学生的积极性,食物图片练习更直观,能够使学生易于掌握所学知识。

3.Pair work.

同桌之间利用黑板上的食物图片练习句型“Would you like..”“,Yes, please”“/No, thanks.”

4.讲解单词“candy”.教师: Now I am not hungry. But I’d like some candy, because I like candy very much. 讲解并练习单词“candy”。

5.讲解单词“water”和“tea”.教师:I am not hungry, but I am thirsty. I’d like some water/tea.

6. Listen and answer

1.Who is hungry?

2.Is Li Ming thirsty?

[设计说明]

通过两个简单的提问,让学生带着问题有针对性地听录音,训练学生的听力,提高学生听的效率。

7.Listen and repeat

[设计说明]

一是纠正学生发音,二是让学生再次熟悉本课课文。

8.Read the dialogue for 2 minutes. 然后全班同学角色表演。

[设计说明]

分角色朗读易于加深对课文的理解,为下面的听力练习做准备。

Step3检测(check for understanding)

1.listen and fill in the blanks.

[设计说明]

检测学生对课文的掌握情况。

2.Group work.

小组之间运用实物进行操练。

[设计说明]

实物操练复习今天所学的单词和句型,更直观,使学生易于记忆本课重点。同时情境的设置让学生置身于一个真实的语言环境中,对学生听说能力的提高有很大的帮助。

Step4 Homework

1.Listen to the tape and read after it 3 times.

2.Complete the exercise on page 9,Look and write.

[设计说明]

纠正学生的发音,并熟悉且会运用本课重点句型。

板书设计

L4 Who Is Hungry?

hungry candy tea water

A: Would you like some /a/an ...?

B: Yes, please. / No, thanks.

教学反思:

本堂课采用小组合作进行,既培养了孩子团结合作的意识,又给与其竞争的氛围。同时设置情境,让学生置身于一个真实的语言环境中,充分调动学生说的积极性,让学生充分的说,能够更好的提高学生的语言能力。