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1、（冀教版）五年級(jí)英語(yǔ)下冊(cè)教案 unit1 lesson4Lesson 4 Who Is Thirsty.教學(xué)目標(biāo)：1.知識(shí)與技能：掌握詞匯quick now理解并靈活運(yùn)用下列句型 :Who is_? What would you like to drink? Would you like _? Yes, please./No,thanks.2.過(guò)程與方法: 采用情景交際法和分組對(duì)話表演法3.情感態(tài)度教育: 學(xué)會(huì)與他人合作和關(guān)心他人.教學(xué)重點(diǎn)、難點(diǎn): 靈活運(yùn)用句型Who is_? What would you like to drink? Would you like _? Yes, pleas

2、e. / No, thanks. 教具學(xué)具準(zhǔn)備：錄音機(jī)和磁帶水,一大杯茶,一杯牛奶,一瓶汽水和若干一次性紙杯. 教學(xué)過(guò)程：Step1. Greetings and review以教室里同學(xué)們的活動(dòng)為主要情境,復(fù)習(xí)操練Who is _?,形成師生互動(dòng),生生互動(dòng).(設(shè)計(jì)意圖: 簡(jiǎn)單的問(wèn)候以及小對(duì)話的操練,在上課開(kāi)始就給孩子們營(yíng)造一種輕松愉快的課堂氛圍,增進(jìn)師生之間的情感交流,使學(xué)生進(jìn)入一種自然而真實(shí)的語(yǔ)言狀態(tài).)Step2. New conceptsT: (作干渴狀) Well, I am very thirsty now. I would like to drink something. Loo

3、k! There are so many drinks here: water, tea, milk and pop.(像變魔術(shù)一樣拿出各種飲料并一一展示給學(xué)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! (設(shè)計(jì)意圖: 教師投入的,甚至夸張的表演及意想不到的實(shí)物展示一下子吸引了孩子們的注意力, 他們

4、會(huì)目不轉(zhuǎn)睛地觀看和傾聽(tīng)老師的表演, 甚至?xí)孟肴绻屪约哼x擇, 他會(huì)喜歡喝哪一種飲料. 此時(shí), 他們進(jìn)入了一種自然真實(shí)的語(yǔ)言環(huán)境.)2. T: Who is thirsty too now? (重復(fù)Who is thirsty? 邊說(shuō)邊寫(xiě)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(shū))(To S1): Would you like some tea? (板書(shū))S1: Yes, please.T: He

5、re 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(shè)計(jì)意圖:創(chuàng)設(shè)一種開(kāi)放, 和諧, 積極互動(dòng)的語(yǔ)言活動(dòng)氛圍, 努力產(chǎn)生一種融入式的真實(shí)語(yǔ)言環(huán)境. 讓學(xué)生體驗(yàn)用英語(yǔ)做事的快樂(lè)和自豪感. 從而自然地不知不覺(jué)地沉浸其中, 增強(qiáng)語(yǔ)感, 同時(shí)也滲透了本節(jié)課的重點(diǎn)內(nèi)容)3. ListeningLi Ming, Mrs. LI,

6、 Danny and Jenny are on their trip to Beijing. Theyre on the train. What are they doing? Are they thirsty? Listen to the tape and lets see who is thirsty. (設(shè)計(jì)意圖: 聽(tīng)錄音為學(xué)生提供地道的語(yǔ)言材料和標(biāo)準(zhǔn)的語(yǔ)音語(yǔ)調(diào), 有助于學(xué)生正確模仿, 強(qiáng)化記憶, 以便形成良好的語(yǔ)言素質(zhì), 同時(shí), 有了前面的師生的對(duì)話的鋪墊, 這一環(huán)節(jié)幫助學(xué)生更好的理解課文) (Ss answer the question: “Who is thirsty?)4. Re

7、ading ComprehensionRead the text aloud and find out : “What would Danny, Jenny and Li Ming like to drink?” (板書(shū))(Ss answer the questions)乘勝追擊, 進(jìn)一步檢查學(xué)生對(duì)課文的理解, 提出問(wèn)題.Why are Jenny and Li Ming slow? Their tea is too hot to drink. (板書(shū))Is Danny slow, too? No, he is quick. (板書(shū))(設(shè)計(jì)意圖:通過(guò)階梯性目標(biāo)性閱讀, 讓學(xué)生在逐步加深對(duì)文章整

8、體理解的同時(shí), 有重點(diǎn)地去捕捉有效信息, 提高了學(xué)生的閱讀理解能力, 從師生對(duì)話到聽(tīng)課文錄音再到此時(shí)的大聲朗讀課文, 難點(diǎn)句型也不在是難點(diǎn), 在不知不覺(jué)中被易化了.)Step 3: Practice 1. Read the text in group of five and role-play it.(At least two groups)Suppose you and your friends are at a restaurant, ordering. Make up a dialogue.Act out the dialogue. (At least two groups)(設(shè)計(jì)意圖:

9、分角色朗讀, 設(shè)定情景編對(duì)話及對(duì)話表演, 這一系列的操練活動(dòng), 始終以學(xué)生為主體, 他們始終是課堂的主人, 老師只是一個(gè)引導(dǎo)者, 一個(gè)助手, 或者說(shuō)一個(gè)導(dǎo)演, 學(xué)生們?cè)诶首x中學(xué)習(xí)并收集材料, 在既定情景中自由創(chuàng)作. 在對(duì)話表演中體驗(yàn)共同創(chuàng)作的快樂(lè), 真正起到了 “用中學(xué), 學(xué)后用” 和 “樂(lè)中學(xué), 學(xué)中樂(lè)” 的絕佳教學(xué)效果.)Step 4: HomeworkGet ready for the dialogue-acting.Do the exercises in the Activity-book.板書(shū)設(shè)計(jì):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, tooDanny Some pop.3. Why are Jenny and Danny slow? Their tea is too hot to drink.Is Danny slow too? No. Danny is quick.