五年級下冊L(fǎng)esson 4 Who Is Thirsty教案
Ⅰ.教學(xué)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(guò)程與方法: 采用情景交際法和分組對話(huà)扮演法
3.情感態(tài)度教育: 學(xué)會(huì )與他人合作和關(guān)心他人
Ⅱ.教學(xué)重點(diǎn)、難點(diǎn):
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(xué)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(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,復習操練Who is ____?,形成師生互動(dòng),生生互動(dòng).
(設計意圖: 簡(jiǎn)單的問(wèn)候以和小對話(huà)的操練,在上課開(kāi)始就給小朋友們營(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,使同學(xué)進(jìn)入一種自然而真實(shí)的語(yǔ)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(shù)一樣拿出各種飲料并一一展示給同學(xué)) 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(shí)物展示一下子吸引了小朋友們的注意力, 他們會(huì )目不轉睛地觀(guān)看和傾聽(tīng)老師的扮演, 甚至會(huì )幻想假如讓自身選擇, 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: 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(kāi)放, 和諧, 積極互動(dòng)的語(yǔ)言活動(dòng)氛圍, 努力發(fā)生一種融入式的真實(shí)語(yǔ)言環(huán)境. 讓同學(xué)體驗用英語(yǔ)做事的快樂(lè )和自豪感. 從而自然地不知不覺(jué)地沉溺其中, 增強語(yǔ)感, 同時(shí)也滲透了本節課的重點(diǎn)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(tīng)錄音為同學(xué)提供地道的語(yǔ)言資料和規范的語(yǔ)音語(yǔ)調, 有助于同學(xué)正確模仿, 強化記憶, 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話(huà)的鋪墊, 這一環(huán)節協(xié)助同學(xué)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(shū))
(Ss answer the questions)
乘勝追擊, 進(jìn)一步檢查同學(xué)對課文的理解, 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))
(設計意圖:通過(guò)階梯性目標性閱讀, 讓同學(xué)在逐步加深對文章整體理解的同時(shí), 有重點(diǎn)地去捕獲有效信息, 提高了同學(xué)的閱讀理解能力, 從師生對話(huà)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)
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(huà)和對話(huà)扮演, 這一系列的操練活動(dòng), 始終以同學(xué)為主體, 他們始終是課堂的主人, 老師只是一個(gè)引導者, 一個(gè)助手, 或者說(shuō)一個(gè)導演, 同學(xué)們在朗讀中學(xué)習并收集資料, 在既定情景中自由創(chuàng )作. 在對話(huà)扮演中體驗一起創(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: Homework
1. Get ready for the dialogue-acting.
2. Do the exercises in the Activity-book.
Ⅴ.板書(shū)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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