冀教版五年級英語下冊全冊教案1
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)
(設計意圖:通過階梯性目標性閱讀, 讓學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)
(設計意圖:分角色朗讀, 設定情景編對話及對話表演, 這一系列的操練活動, 始終以學生為主體, 他們始終是課堂的主人, 老師只是一個引導者, 一個助手, 或者說一個導演, 學生們在朗讀中學習并收集材料, 在既定情景中自由創作. 在對話表演中體驗共同創作的快樂, 真正起到了 “用中學, 學后用” 和 “樂中學, 學中樂” 的絕佳教學效果.)
step 4: homework
1. get ready for the dialogue-acting.
2. do the exercises in the activity-book.
ⅴ.板書設計:
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.
課后反思：
lesson 5 who is hungry?
ⅰ.教學目標：
1.知識與技能：
理解并靈活運用下列句型 :who is hungry?