Who Is Thirsty? 教学设计_在线教学教案查询
信息技术在教育中的应用,使课堂教学效果发生巨大的变化。他们的应用,使学生能够根据自己的兴趣和需要进行重复或具体的学习掌握不牢或不清楚的知识点。同时他也为学生创造了更加开放,民主的教学环境,为学生提供了一个生动有趣的学习环境。这次教学中我就大部分的应用了多媒体,从课头热身歌曲的播放,就让学生有了耳目一新的感觉,摆脱了以往光说不看的情况,现在不光仅能听了,还能看了,这样热情自然能提高了。随后,又大量的应用了多媒体软件,丰富了教学方法,也满足了孩子们的需要。最后,通过调查问卷表结束整个教学过程,这样不仅减少了我的事务性劳动,把更多的精力放在辅导学生身上,也为学生营造了一个自主学习的空间。
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
Read the text aloud and find out : “What would Danny, Jenny and Li Ming like to drink?”)
(answer the questions)
进一步检查学生对课文的理解, 提出问题.
Why are Jenny and Li Ming slow? Their tea is too hot to drink.
Is Danny slow, too? No, he is quick.
(设计意图:通过阶梯性目标性阅读, 让学生在逐步加深对文章整体理解的同时, 有重点地去捕捉有效信息, 提高了学生的阅读理解能力, 从师生对话到听课文录音再到此时的大声朗读课文, 难点句型也不在是难点, 在不知不觉中被易化了.)
Step 4: 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)利用教学光盘。
(设计意图:分角色朗读, 设定情景编对话及对话表演, 这一系列的操练活动, 始终以学生为主体
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Who Is Thirsty? 教学设计, 他们始终是课堂的主人, 老师只是一个引导者, 一个助手, 或者说一个导演, 学生们在朗读中学习并收集材料, 在既定情景中自由创作. 在对话表演中体验共同创作的快乐, 真正起到了 “用中学, 学后用” 和 “乐中学, 学中乐” 的绝佳教学效果.)
Step 5: Homework
1. Get ready for the dialogue-acting.
2. Do the exercises in the Activity-book.
板书设计:
Lesson4 Who Is Thirsty?
Who is thirsty?
What would you like to drink?
Would you like ……? Yes,please./No,thanks.
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