Who Is Thirsty? 教学设计

Who Is Thirsty? 教学设计,标签：五年级英语教学设计案例,http://www.5ijcw.com

教学目标:
    1.知识与技能:
    掌握词汇quick now 及some 的用法
    理解并灵活运用下列句型:Who is______?
    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
    教学重点、难点:
    灵活运用句型Who is_____?
    What would you like to drink?
    Would you like ______? Yes, please. / No, thanks.
    教具学具准备:
    1. 教学光盘,课件
    2. 水,一大杯茶,一杯牛奶,一瓶汽水和若干一次性纸杯
    教学过程:
    Step1. Warming up
    播放热身歌曲。
    (设计意图:给学生耳目一新的感觉,提高学生学习热情.)
    Step2. 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.)
    Step3. New concepts
    (1). T: Well, I am very thirsty now. I would like to drink something. Look! There are so many drinks here: water, tea, milk and pop. 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? 边说边板书)
    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 and see who is thirsty.
    (answer the question: “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)
    (4). Reading Comprehension

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