五年級下冊《Lesson 4 Who Is Hungry》公開課教案冀教版三年級起點-五年級英語教案

Lesson4Whoishungry?教學目標：知識目標：1、能聽懂、會說、認讀、書寫以下詞匯：who、hungry、water、tea、candy.2、理解并靈活運用下列句型:Whoishungry?Iam/Heis/Sheis/Weare/Theyarehungry.Whatwouldyouliketoeat/drink?Iwouldlike?.Wouldyoulikesome/a/an______?Yes,please./No,thanks.能力目標:1、學會運用語音規(guī)律識記單詞.2、學會用以上句型在日常情景中交流及對話.情感態(tài)度與價值觀:學生能積極運用所學英語知識在創(chuàng)設的真實語境中學會與他人合作，進行交流。教學重點Whoishungry?Iam/Heis/Sheis/Weare/Theyarehungry.Whatwouldyouliketoeat/drink?Iwouldlike?.Wouldyoulikesome/a/an______?Yes,please./No,thanks.教學難點能熟練的運用本節(jié)課所學句型在日常情景中交流與對話。教具學具準備PPT、點讀機、一些日常小吃、水果教學設計Step1.WarmingupT:classbeginSs:standup.Goodmorning,teacher.T:Goodmorningclass.please,sitdown.T:Nicetomeetyou.Ss:Nicetomeetyou,too.T:Today,theboysandgirls,Howareyou?Ss:Iamfine,thanks.T:Howdoyoufeel?Ss:Iamveryhappy.T:Doyouliketosing?Ss:Yes,Ido.T:OK,nexttime,Let’ssing!教師播放歌曲Whoissinging?學生跟唱。Answerthequestion：Whoissinging？Whoissleeping?Step2.Review教師運用PPT展示學生圖片，出示問題，讓學生通過觀察圖片回答學生正在干什么。教師帶領學生playgame：lookandanswer教師運用PPT說明游戲規(guī)則，出示問題，在快速出示圖片，讓學生快速觀察圖片尋找答案。（學生搶答，教師提問。）Step3.Teachingnewlessona、T:Whenyouarethirsty,youdrink.Butwhenyouarewhat,youareeat.Yes,whenyouarehungry,youeat.教師出示課題Lesson4Whoishungry？教師表演hungry，學生領悟意思。教師通過師生互動、生生互動，學習hungry、water、tea、candy.讓學生在游戲中拼單詞，歸納字母組合的發(fā)音規(guī)律，在把這個規(guī)律運用到實際當中去，從而實現(xiàn)發(fā)音規(guī)律為學習單詞服務的目的，培養(yǎng)學生良好的語音學習習慣。b、T：whatdoweeateveryday?Ss:Rice,dumplings,noodles,apple,hamburgers......教師PPT展示圖片和以實物展示。T:whoishungry？Ss：Iamhungry.T:Wouldyoulikesome/a/an......Ss：Yes，please./No，thanks.T:Whatwouldyouliketoeat/drink？Ss：......之后將各種食物和水果交給學生，showthemtotheclass.c、Listentothetext.Fillintheblanks.Readthetext.tickorcross.讓學生自主學習課文，檢驗學生對本課知識的運用，掌握程度。讓學生分角色朗讀課文，并給予鼓勵。Step4:PracticePairwork（三人為一個小組，進行編對話句型練習。）Step5：小結(jié)教師帶領學生回顧本課知識。Step6：HomeworkMakeadialogueTrytosay！Step7：板書設計Lesson4Whoishungry？Wouldyoulikesome.......a......an.....Yes，please.No，thanks.Whatwouldyouliketoeat.......drink......I’dlike.......教學反思這一課，Lesson4Whoishungry？總的來說學生掌握情況還可以。在本課中有一個比較重要的句型就是wouldyoulikesome……?Yes,please./No,thanks.在講解過程中我事先拿來了一些常用的食品，在問問題的過程中如果學生回答yes,please.時就給他一些吃的；在他不喜歡這種食品時他就會回答no,thanks.事實證明這種方法要好于呆板的只念句子，效果也很明顯