Lesson 4 Who Is Hungry?公开课教案

4 Who Is Hungry 课时安排

课 题

Lesson 主备人

柳

迪

1.知识与技能：

掌握词汇quick now 审

核

人

一课时

理解并灵活运用下列句型 :Who is_____? 教

学

目

标

What would you like to drink? Would you like ______? Yes, please./No, thanks. 2.过程与方法: 采用情景交际法和分组对话表演法

3.情感态度教育: 学会与他人合作和关心他人

重 点

灵活运用句型Who is_____? 灵活运用句型 What would you like to drink? 难 点

Would you like ______? Yes, please. / No, thanks. 课前准备

1.

录音机和磁带

2.

水,一大杯茶,一杯牛奶,一瓶汽水和若干一次性纸杯

Step1. Greetings and review 以教室里同学们的活动为主要情境,复习操练Who is ____?,形成师生互动,生生互动. (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.) Step2. New concepts 1.

T: (作干渴状) Well, I am very thirsty now. I would like to drink something. Look! There are so many drinks here: water, tea, milk and pop.(像变魔术一样拿出各种饮料并一一展示给学生) But what would I like to drink? Would I like some pop? No! Would I like some milk? No. Or some tea? No. Some water? Yes. I would like some water(倒一些水,然后喝了). Wow, so good!

(设计意图: 教师投入的,甚至夸张的表演及意想不到的实物展示一下子吸引了孩子们的注意力, 他们会目不转睛地观看和倾听老师的表演, 甚至会幻想如果让自己选择, 他会喜欢喝哪一种饮料. 此时, 他们进入了一种自然真实的语言环境.) 2. T: Who is thirsty too now? (重复Who is thirsty? 边说边写在黑板的正上方 ) S1: I am. S2: I am thirsty, too. T: Would you like some sth to drink?

S1: Yes. T: What would you like to drink?(板书) (To S1): Would you like some tea? (板书) S1: Yes, please. T: Here you are.(倒一些茶给他) (To S2:) Would you like some tea? S2: No. T: Would you like some milk? S2: No. T: What would you like? S2: Some pop, please. T: Ok. Here it is! (倒一些汽水给他) (设计意图:创设一种开放, 和谐, 积极互动的语言活动氛围, 努力产生一种融入式的真实语言环境. 让学生体验用英语做事的快乐和自豪感. 从而自然地不知不觉地沉浸其中, 增强语感, 同时也渗透了本节课的重点内容) 3. Listening Li Ming, Mrs. LI, Danny and Jenny are on their trip to Beijing. They’re on the train. What are they doing? Are they thirsty? Listen to the tape and let’s see who is thirsty. (

(设计意图: 听录音为学生提供地道的语言材料和标准的语音语调, 有助于学生正确模仿, 强化记忆, 以便形成良好的语言素质, 同时, 有了前面的师生的对话的铺垫, 这一环节帮助学生更好的理解课文) (Ss answer the question: “Who is thirsty?) 4. Reading Comprehension Read the text aloud and find out : “What would Danny, Jenny and Li Ming like to drink?” (板书) (Ss answer the questions) 乘胜追击, 进一步检查学生对课文的理解, 提出问题. Why are Jenny and Li Ming slow? Their tea is too hot to drink. (板书) Is Danny slow, too? No, he is quick. (板书) (设计意图:通过阶梯性目标性阅读, 让学生在逐步加深对文章整体理解的同时, 有重点地去捕捉有效信息, 提高了学生的阅读理解能力, 从师生对话到听课文录音再到此时的大声朗读课文, 难点句型也不在是难点, 在不知不觉中被易化了.) Step 3: Practice

Act out the dialogue. (At least two groups) (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.) Step 4: Homework 1.

Get ready for the dialogue-acting. 2.

Do the exercises in the Activity-book. 板书设计

教

学

反

思

Lesson4 Who Is Hungry? 1.

Who is thirsty? 2. What would Li Ming