英語課文《Lesson4WhoIsThirsty》教案

英語課文《Lesson4WhoIsThirsty》教案

Lesson 4 Who Is Thirsty

Ⅰ.教學(xué)目標(biāo)：

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表演法

3.情感態(tài)度教育: 學(xué)會與他人合作和關(guān)心他人

Ⅱ.教學(xué)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(xué)具準(zhǔn)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)過程

Step1. Greetings and review

以教室里同學(xué)們的活動為主要情境,復(fù)習(xí)操練Who is ____?,形成師生互動,生生互動.

(設(shè)計意圖: 簡單的問候以及小對話的操練,在上課開始就給孩子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,使學(xué)生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(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)計意圖: 教師投入的,甚至夸張的表演及意想不到的實物展示一下子吸引了孩子們的注意力, 他們會目不轉(zhuǎn)睛地觀看和傾聽老師的表演, 甚至?xí)孟肴绻屪约哼x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(fù)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(shè)計意圖:創(chuàng)設(shè)一種開放, 和諧, 積極互動的語言活動氛圍, 努力產(chǎn)生一種融入式的真實語言環(huán)境. 讓學(xué)生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浸其中, 增強語感, 同時也滲透了本節(jié)課的重點內(nèi)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(shè)計意圖: 聽錄音為學(xué)生提供地道的語言材料和標(biāo)準(zhǔn)的語音語調(diào), 有助于學(xué)生正確模仿, 強化記憶, 以便形成良好的語言素質(zhì), 同時, 有了前面的師生的對話的鋪墊, 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. 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, 進一步檢查學(xué)生對課文的理解, 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(shè)計意圖:通過階梯性目標(biāo)性閱讀, 讓學(xué)生在逐步加深對文章整體理解的同時, 有重點地去捕捉有效信息, 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(shè)計意圖:分角色朗讀, 設(shè)定情景編對話及對話表演, 這一系列的操練活動, 始終以學(xué)生為主體, 他們始終是課堂的主人, 老師只是一個引導(dǎo)者, 一個助手, 或者說一個導(dǎo)演, 學(xué)生們在朗讀中學(xué)習(xí)并收集材料, 在既定情景中自由創(chuàng)作. 在對話表演中體驗共同創(chuàng)作的快樂, 真正起到了 “用中學(xué), 學(xué)后用” 和 “樂中學(xué), 學(xué)中樂” 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.板書設(shè)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.