冀教版（三起）五下-Unit 1 Going to Beijing -Lesson 4 Who Is Hungry -ppt课件-(含教案+视频+素材)-公开课-(编号：b0397).zip

Lesson 4 Who Is Hungry? 冀冀教教版版 五年级下册五年级下册 Whos singing? Whos singing? A woman. A woman. Shes singing. Shes singing. She likes to sing to her baby. Who is singing? Whos sleeping? Whos sleeping? A baby. A baby. Hes sleeping. Hes sleeping. He likes to play and sleep. 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 running. Who is drinking? The man is drinking. Who is eating? The woman is eating. uncle trunk hgryun What would you like? Id like a/some noodles bread rice vegetables a donut cakes fruit dumplings a hot dog a hamburger fish chicken ea sea lea 草地 pea beat 心跳，节拍 meat feat 武功，技艺 clean mean 意指，打算 meal team 队，组 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 your teeth or 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 hungry. 3. Jenny likes candy very much. 4. Li Ming would like some water. Pair Work tired thirsty hungry happy sad sleep drink eat sing cry The baby is tired . He is sleeping . The girl is thirsty. She is drinking. tired thirsty hungry happy sad sleep drink eat sing cry The boy is sad. He is crying. tired thirsty hungry happy sad sleep drink eat sing cry The woman is hungry. She is eating. The man is happy. He is singing. tired thirsty hungry happy sad sleep drink eat sing cry The girl is thirsty. She is drinking. The boy is sad. He is crying. The woman is hungry. She is eating. The man is happy. He is singing. Whos singing? Whos singing? A woman. A woman. Shes singing. Shes singing. She likes to sing to her baby. Who is singing? Whos sleeping? Whos sleeping? A baby. A baby. Hes sleeping. Hes sleeping. He likes to play and sleep. 五年级五年级Lesson4 Who Is Hungry？教学设计教学设计 一、Class Opening and Review 1. Greeting T: Hello, boys and girls! Ss: Hello, Miss Zhang! T: How are you? Ss: Fine, thanks. And you? T: Fine, thank you. Nice to meet you. Ss: Nice to meet you, too . 设计意图：问候是我每堂课的开场白，通过师生之间的简单问候来 增进感情、运用语言，并为下面的英语学习营造了氛围。 2.Sing a song.(上节课第二部分歌曲) 设计意图：以歌曲导入，师生共同边唱边舞，既能亲切活泼，又能 激发学生的学习兴趣，吸引学生的注意力，从而让学生在轻松的气 氛中进入学习英语的意境。 3. Revision. 出示唱歌、说话、睡觉的图片，教师提问，让学生通过观察快速说 出句子。 设计意图：通过游戏环节来复习上一节课的现在进行时句式，既巩 固了旧知又能引出新知。 二、New Concepts 1. New words: water，tea，candy T：When we are thirsty, we can drink some water, some tea（幻灯片出示水、茶的图片），让学生跟读并板书单词 water,tea。 T: When we are hungry, (做出饥饿的动作) What do we eat? (幻灯 片出示各类食物) S1: Dumplings, noodles, bread, eggs T: I would like some dumplings. What about you? S2: I would like. 设计意图：直观形象 ，图片吸引学生注意，以词带句，解决难点。 T: Yes, you are right. For breakfast, lunch, or supper, we have some rice, dumplings, noodles and many other kinds of food. Now I have some candies.(实物展示) Do you know what a candy is ? Lets see! (出示糖果单词，教学生认读 candy 这一单词。) T: I like candy very much. Do you like candies? ( 学生作答并板书 单词 candy。) T: I am hungry. Who is hungry ? (教师在引入此句型中充分运用体 态语言并板书此句型) S1: I am hungry ,too. T: So we need to eat some food. T: OK! Now I am a waitress. Welcome to my restaurant, boys and girls! Would you like some soup/a sandwich /some fruit /some dumplings?(教师同时板书此句型) S1: Yes, please. S2: No, thanks. I would like a sandwich. 设计意图：通过创设点餐的情景，加之师生互动，使学生更能牢固 掌握所学句型结构。 2. Pair-work.(结组做对话练习) 设计意图：让学生利用句型复习，培养学生的语言表达能力，并为 这节课的新授做了一个巩固，让学生能够顺利地说出所学的句型及 相关结构。 3.播放第一部分录音，引导学生回答以下问题： Who is hungry? What would Jenny，Danny and Li Ming like to eat? Who likes candy? 设计意图：学生听课文，初步整体感知文本信息，边听边思考，培 养学生听音、整体理解文本的学习策略。此外，带着问题寻找答案 又增强了阅读的目的性， 4.小组内角色表演第一部分对话，全班展示。 三、Consolidation 1. Pair work . Look and talk. 让学生观察实物图片,两人一组对话练习。 S1： Would you like some ？ S2：Yes, please./No, thanks. 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，提高学生语言运用的能力，达到教学的预期 效果。 2. Look and write. （1）让学生先观察左边第一张图片，引导学生根据已知句型复述。 （2）教师指导，依据此模式完成下列四幅图，全班交流。 四、Class Closing 课后和小伙伴搜集更多有关食物的单词进行情境对话。 设计意图：最后布置作业，将本节课从课上延伸到了课下，给学生 以充分的自由空间，使学生意犹未尽，起到复习和巩固的作用。