Lesson4-Who-Is-Hugry？说课稿

Lesson4WhoIsHungry?Goodmorning,everyexpertandjudge.I’mveryhappytostandheretointerpretmyteachingdesign.Today,IwilltalkaboutLesson4:WhoIsHungry?Thefollowingpartsarethemainstructuresofmyinterpretation.Part1istheintroductionofteachingmaterial.Lesson4:WhoIsHungry?istakenfromUnit1GoingtoBeijingBook4ofHebeiEducationPress.ThemainlineofthistextbookistheactivitiesofLiMing,DannyandJenny,focusingonthemostcommonlyusedandbasicEnglishwords,sentencepatterns,communicationandconversation,etc.,.Itgivesstudentssomecommonwordsandsentencepatternswhicharecloselyrelatedtolife.Thecontentsofthisbookfocusonthecultivationandtrainingofstudents'Englishlistening,speaking,readingandwritingability.Alargenumberofinterestingteachingactivitieshavebeenarrangedintheteaching.ItguidesstudentstolearnEnglishinarelaxedandpleasantatmosphere.Unit1studentswillreviewbehavioralvocabulary,foodandotherwordsthroughtravelstories.Theywillalsomastersomewordsthatdescribeactionsandcharacters.Afteranalyzingtheteachingmaterialletuscometopart2Theanalysisofthestudents.StudentsofGrade5arecuriousandactive.Theyalreadyhaveaabilitytoreadandwrite,andmoststudentshavebeenabletotalkaboutsometopicsinsimpleEnglish.Soteachershouldpayattentiontotheiractivitiesandletthestudentsjointheclassactively.Nextaretheteachingaimsandgoals.Thefirstoneisknowledgeandabilityaims.Studentswillbeabletousethevocabulary:who，hungry，water，tea，candyandthesentences:“Wouldyoulikesome…?”“Yes,please.”“No,thanks”.fluently.Thesecondoneislearningstrategies.Studentswillimprovetheirabilityoflisteningandspeakingbyimitatingthespeakersvoices.Thethirdoneisemotionalgoals,StudentswillenjoythemselvesinlearningEnglish.Andtheyshouldlovetheirlifeandnotwastefood.Inpart4Iwilltalkaboutthekeypointsanddifficultpoints.Keypoints:Studentsareabletomasterwordsandsentences.Difficultpoints:UsethedialogueinthedailylifePart5istheteachingmethods.IwillusetheSituationalLanguageTeachingmethodtogetherwithTask-basedTeachingmethod.LearningmethodistheCooperativelearningmethodwhichcanhelpstudentsdevelopagoodlearninghabit.Theteachingmethodismainlytoadopttheclassroomactivitieswhichthestudentsareinterestedin,suchasplayinggames,showingrealobjectsandsoon.Intheprocess,thestudentsareencouragedtocooperatewitheachother,togetherwithtaperecorder,multimediaandsoon,andmakefulluseofthenetworkresources.NextIwanttoputforwardthemostimportantpartofmyteachingdesign-------theteachingprocedures.Step1iswarming–upandrevision.Firstly,greetthewholeclass.Secondly,Iwilldividetheclassintotwogroups.Theycancompetewitheachotherfortheirgroupstogetgifts.Attheend,thewinnerwillgetaflagaccordingtotheirscores.Thirdly,IusePPTtoshowsomewords.ThenIuseTask-basedTeachingmethodtoplayagame:lookandanswer.Iwillshowsomepicturesquickly.Andstudentsfindtheanswerstothequestions.Heretheywillgetgifts.Thisactivitywillreviewthepresentcontinuous.Thesetwoactivitieswillhelpstudentsbuildtheirknowledgeandkeepstudents’learningpassion.Step2istheleadingin.Accordingtothelastpicture,Iwillaskaquestion:Whythewomaniseating?.Itbringsupthenewword“hungry”andthetitle.Step3isthepresentation.FirstIwillusesomepicturesaboutfoodtoreviewsentences:“Whatwouldyoulike…?I’dlike…”.ThenIshowapictureoffruit.Iuseittoleadinthenewcontext:“Wouldyoulikesomefood?Yes,please./No,thanks.”underaneasyatmosphere.Itakeoutrealfruittopractisethedialoguewithstudents.Forexample,-----Wouldyoulikesomefruit,LiMing?-------Yes,please.-------Whatwouldyoulike?-------I’dlikeanapple.------OK,hereyouare.(板书并拼读领读)theotherwords:water,tea,candywillbelearntduringthisinterestingprocess.Studentswilltakethepicturesofthesewordsandusethenewsentencestoaskonebyone.Inthispart,Ialsoteachstudentsthepronunciationof“ea”.Thisactivityhelpsstudentspractisethenewsentencesadequatelyindifferentandrealsituations.Throughmyteachingstudentscanmakeclearofthesentencepatterneasilyanddirectly.Sotheyaregladtoimitateandsay.Step4istheconsolidation.Toconsolidate,wewilllistentothispartsoastohelpstudentsunderstandthepointsheredeeply.Andthenanswer“Whoishungry?”“Whoisthirsty?”Heretheywillgetgifts.Nextreadthetextandtickorcross.Thenreadthetextagain.Thisactivitywillalsohelpthemdeveloptheabilityofobservation,listeningandspeaking..Step5.PracticeFirst,lookandwrite.Ishowthepicturesandaskthestudenttoobserve.Thenstudentstrytotalkaboutthepictureaccordingtothekeywordsgiven.Second,roleplayinpairsusingthepatternsandtheirfoodcards.MeanwhileIwillwalkaroundtheclasstogivethemguidancetimely.A:Wouldyoulikesome_____?B:Yes,please/No,thanks.Thevolunteerswillacttheirconversationsontheplatformandwinthegiftsfortheirgroup.ThisactivityistodevelopSs’abilityofcommunicationandcooperationmoreoveritcanhelpstudentsbreakthroughthedifficultpoints.Step6.summaryIwillletthestudentssumupwhatdidyouget,andthenreadtogether.Andadvocatethemtocherishthegrainthengivethewinneraflag!Step7homework1.Actoutpart1.Whoishungry?(四人一组表演第一部分对话)2.Doasurveyintheclassatleast5studentsusingthesentencepatterns---Wouldyoulikesome_____?.Thishomeworkistotraintheabilityofdo-it-yourself.Part8BlackboarddesignAgoodblackboarddesignistheeyeofthelesson,itcanarous