五年級下冊Lesson 4 Who Is Thirsty教案
Ⅰ.教學目標：
1.知識與技能：
掌握詞匯quick now
理解并靈活運用下列句型 :Who is_____?
What would you like to drink?
Would you like ______? Yes, please./No,thanks.
2.過程與方法: 采用情景交際法和分組對話扮演法
3.情感態(tài)度教育: 學會與他人合作和關心他人
Ⅱ.教學重點、難點:
靈活運用句型Who is_____?
What would you like to drink?
Would you like ______? Yes, please. / No, thanks.
Ⅲ. 教具學具準備
1. 錄音機和磁帶
2. 水,一大杯茶,一杯牛奶,一瓶汽水和若干一次性紙杯
Ⅳ. 教學過程
Step1. Greetings and review
以教室里同學們的活動為主要情境,復習操練Who is ____?,形成師生互動,生生互動.
(設計意圖: 簡單的問候以和小對話的操練,在上課開始就給小朋友們營造一種輕松愉快的課堂氛圍,增進師生之間的情感交流,使同學進入一種自然而真實的語言狀態(tài).)
Step2. New concepts
1. T: (作干渴狀) Well, I am very thirsty now. I would like to drink something. Look!
There are so many drinks here: water, tea, milk and pop.(像變魔術一樣拿出各種飲料并一一展示給同學) 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!
(設計意圖: 教師投入的,甚至夸張的扮演和意想不到的實物展示一下子吸引了小朋友們的注意力, 他們會目不轉睛地觀看和傾聽老師的扮演, 甚至會幻想假如讓自身選擇, 他會喜歡喝哪一種飲料. 此時, 他們進入了一種自然真實的`語言環(huán)境.)
2. T: Who is thirsty too now? (重復Who is thirsty? 邊說邊寫在黑板的正上方 )
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?(板書)
(To S1): Would you like some tea? (板書)
S1: Yes, please.
T: Here you are.(倒一些茶給他)
(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! (倒一些汽水給他)
(設計意圖:創(chuàng)設一種開放, 和諧, 積極互動的語言活動氛圍, 努力發(fā)生一種融入式的真實語言環(huán)境. 讓同學體驗用英語做事的快樂和自豪感. 從而自然地不知不覺地沉溺其中, 增強語感, 同時也滲透了本節(jié)課的重點內容)
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. (
(設計意圖: 聽錄音為同學提供地道的語言資料和規(guī)范的語音語調, 有助于同學正確模仿, 強化記憶, 以便形成良好的語言素質, 同時, 有了前面的師生的對話的鋪墊, 這一環(huán)節(jié)協(xié)助同學更好的理解課文)
(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?” (板書)
(Ss answer the questions)
乘勝追擊, 進一步檢查同學對課文的理解, 提出問題.
Why are Jenny and Li Ming slow? Their tea is too hot to drink. (板書)
Is Danny slow, too? No, he is quick. (板書)
(設計意圖:通過階梯性目標性閱讀, 讓同學在逐步加深對文章整體理解的同時, 有重點地去捕獲有效信息, 提高了同學的閱讀理解能力, 從師生對話到聽課文錄音再到此時的大聲朗讀課文, 難點句型也不在是難點, 在不知不覺中被易化了.)
Step 3: Practice
1. Read the text in group of five and role-play it.(At least two groups)
2. Suppose you and your friends are at a restaurant, ordering. Make up a dialogue.
3. Act out the dialogue. (At least two groups)
(設計意圖:分角色朗讀, 設定情景編對話和對話扮演, 這一系列的操練活動, 始終以同學為主體, 他們始終是課堂的主人, 老師只是一個引導者, 一個助手, 或者說一個導演, 同學們在朗讀中學習并收集資料, 在既定情景中自由創(chuàng)作. 在對話扮演中體驗一起創(chuàng)作的快樂, 真正起到了 “用中學, 學后用” 和 “樂中學, 學中樂” 的絕佳教學效果.)
Step 4: Homework
1. Get ready for the dialogue-acting.
2. Do the exercises in the Activity-book.
Ⅴ.板書設計:
Lesson4 Who Is Thirsty?
1. Who is thirsty? What would you like to drink?
Li Ming, Jenny and Danny
Would you like …?
2. What would Li Ming A cup of tea.
Jenny like to drink? Some tea, too
Danny Some pop.
3. Why are Jenny and Danny slow?
Their tea is too hot to drink.
3. Is Danny slow too?
No. Danny is quick.
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