冀教版（三起）五下-Unit 1 Going to Beijing -Lesson 4 Who Is Hungry -ppt课件-(含教案+素材)-省级优课-(编号：c31b1).zip

1、热身 Lets sing a song! Who is singing? Who is sleeping? The woman is singing. The baby is sleeping. Game: Look and answer. 1. The picture goes very fast. Please look carefully! 2. If you find the answer, please put up your hand. Note Who is crying? The girl is crying. Who is running? The boy is runnin

2、g. Who is drinking? The man is drinking. Who is eating? The woman is eating. uncle trunk hgryun 歌曲 Its sweet! Its yummy! It has a word “can” in it. What is it ? A Riddle candyI like very much. Candy is sweet! Candy is yummy! But dont eat too much. After you eat candy, please rinse your mouthbrush yo

3、ur teeth or Learning the text: Lets listen First time:Listen. Second time:Follow to read. Listen. Fill in the blanks. 1. Li Ming is _. a. hungry b. thirsty 2. Li Ming would like some_. a. water b. candy c. tea b c Read. Tick () or cross(). 1. Danny would like an apple and a banana. 2. Li Ming is hun

4、gry. 3. Jenny likes candy very much. 4. Li Ming would like some water. Show time: A:What would you like to eat? Would you like some soup? B:No,thanks.I dont like soup.May I have some noodles? A:Sure. The girl is thirsty. She is drinking. The woman is hungry. She is eating. The man is happy. He is si

5、nging. The boy is sad. He is crying. Homework: 1.Go on with the dialogue about the text. 2.Collect as many words about food as you can. 歌曲 L esson4:Who Is Hungry?教学反思 在课堂上，我摒弃了传统的英语教学所采取的“你教我学”的 方法，采用情境教学、直观教学、游戏教学与小组活动相结合的方 式，让学生积极主动地参与到活动中来，从而突出了学生的主体地 位，收到了良好的教学效果。课后经过反思，我觉得这节课的设计 突出了以下几点： 1. 以师生

6、谈话、生生交流贯穿始终，不论是开课时的自由发言 环节，还是后面练习环节，都是为了鼓励学生多讲英语，启发学生 多表达。 2. 本着听说领先、读写在后的教学原则，学生听说读写技能在 课堂中得到提升。 3. 教学活动的设计有层次，问题的设置符合学生实际，注重 了课堂教学的实效性。 我觉得在这节课的教学中也有很多的不足之处，比如对学生原 有知识的掌握预设不准确。在进行最后的教学环节，教师应设计有 梯度的练习活动，如：给两个词让学生试着描述图片，再给三个词 让学生描述图片，增加难度，最大限度地激发学生的学习兴趣。 Lesson4Lesson4：WhoWho IsIs HungryHungry ? ? 一

7、、教学目标：一、教学目标： 知识目标知识目标(Knowledge(Knowledge aims)aims) 1. 听、说、读、写下列词汇：tea,water,hungry,who,candy 2.能够熟练运用以前学过的句型进行交流：Would you like some fruit? Yes,please./No,thanks. What would you like? Id like. I like candy very much! 能力目标能力目标(Ability(Ability aims)aims) 能灵活使用句式“Would you like.?” Yes,please./No,tha

8、nks. 情感目标情感目标(Affective(Affective aims)aims) 提高学生的语言表达能力，培养学生学习英语的兴趣。学会与 他人合作和关心他人。 二、教学重点：二、教学重点： 1. 听、说、读、写下列词汇：tea,water,hungry,who,candy 2.能够熟练运用以前学过的句型进行交流：Would you like some fruit? Yes,please./No,thanks. What would you like? Id like. I like candy very much! 三、 教学难点：教学难点： 让学生能够运用关键词对图片进行描述并写下来

9、。 四、教学资源四、教学资源: : 教学课件，单词卡片 ppt，实物 五、教学过程五、教学过程: : StepStep 1 1 : : WarmingWarming upup 小学英语小学英语“3P”“3P”教学思路的引进与应用改革教学设计教学思路的引进与应用改革教学设计 1.Lets sing. Listen to the music and answer the questions: a.Who is singing? b.Who is sleeping? 2. Review and leading:Lets a game,Look and answer. Note: A.The pict

10、ure goes very fast.Please look carefully! B.If you find the answer. Please put up your hand. 3.Show pictures and questions: a.Who is crying? b.Who is running? c.Who is drinking? d.Who is eating? 4.Leading-in: Im eating. So Im hungry. Today we will learn lesson4:Who Is Hungry?【设计意图设计意图】：歌曲导入，激 发简单的学习

11、的兴趣。借助图片，对话练习复习本单元主要内容现 在进行时，进行简单的口语练习，为本课学习做好口语表达基础。 StepStep 2 2 : : PresentationPresentation 1.I want something to eat.Now group,Here are so many foods. T:Do you know,What are they? S: T:Id like some bread. What would you like? S: 2.There are some fruit. T:What fruit can you see? S: T:They are fr

12、uit. Would you like some fruit? ( Write the answer on the blackboard: Yes,please./No,thanks.) 3.Im not thirty and Im not hungry.But ,I want something to eat.Guess it, Its sweet! Its yummy! But dont eat too 小学英语小学英语“3P”“3P”教学思路的引进与应用改革教学设计教学思路的引进与应用改革教学设计 much.【设计意图设计意图】：教师通过多种的方式教授重点单词短语和句型， 还要让学生通过

13、例子自主练习句型，加强口语练习。并且鼓励学生 提出更多问题有助于提高学生的语言实践能力. StepStep 3 3：PracticePractice 1.Listen and follow to read. 2.Read the text and answer the questions. 3.Try to make it into a dialogue.【设计意图设计意图】：学生听课 文，初步整体感知文本信息，边听边做培养学生听力。整体理解文 本的学习策略。 StepStep 4:4:ProductionProduction 1.Lets do it. 2.Pair work,Look an

14、d talk. 3.Look and write. 【设计意图设计意图】：让学生两人一组根据自己的实际情况进行对话交 流巩固和活化了所学知识即内化理解。外化表达提高学生运用语 言的能力，学会用英语做事。 StepStep 5 5：HomeworkHomework 1.Finish the activity book. 2.Go on with the dialogue about the text. 3.Collect as many words about food as you can. 六、教学板书六、教学板书 Lesson4 Who Is Hungry? Would you like

15、some water? tea? candy? Yes,please./No, thanks. 7 7、教学反思教学反思 小学英语小学英语“3P”“3P”教学思路的引进与应用改革教学设计教学思路的引进与应用改革教学设计 在课堂上，我摒弃了传统的英语教学所采取的“你教我学”的 方法，采用情境教学、直观教学、游戏教学与小组活动相结合的方 式，让学生积极主动地参与到活动中来，从而突出了学生的主体地 位，收到了良好的教学效果。课后经过反思，我觉得这节课的设计 突出了以下几点： 1. 以师生谈话、生生交流贯穿始终，不论是开课时的自由发言 环节，还是后面练习环节，都是为了鼓励学生多讲英语，启发学生 多表达。 2. 本着听说领先、读写在后的教学原则，学生听说读写技能在 课堂中得到提升。 3. 教学活动的设计有层次，问题的设置符合学生实际，注重 了课堂教学的实效性。 我觉得在这节课的教学中也有很多的不足之处，比如对学生原 有知识的掌握预设不准确。在进行最后的教学环节，教师应设计有 梯度的练习活动，如：给两个词让学生试着描述图片，再给三个词 让学生描述图片，增加难度，最大限度地激发学生的学习兴趣。