DoesLinglinglikeoranges教学设计 1.docx

1、DoesLinglinglikeoranges教学设计 1Module 4Unit2 Does Lingling like oranges?第一课时一、教学内容：语言知识：单词apple/pear/banana/orange；句子Does he like?Yes, he does. (No, he doesnt.), 以及Does she like? Yes, she does. （No, she doesnt.）语言技能：使用“Does he like?Yes, he does. (No, he doesnt.), 以及Does she like? Yes, she does. （No, s

2、he doesnt.）”询问某人或某物。二、教学目标：(一) 知识与能力目标1、知识目标：掌握单词apple ,banana ,pear ,orange和句型Does he like?Yes, he does. (No, he doesnt.), 以及Does she like? Yes, she does. （No, she doesnt.）2、技能目标：在完成语言学习任务的同时，动脑思考，在思维的过程中学习语言。培养学生全面地思考问题的意识，同时培养学生动脑的能力，在图文或场景下进行简单的英语交流和表演。3、素质教育目标：通过小组活动，锻炼学生的团结协作，合作学习的精神。让学生们在说、玩、

3、演中锻炼自己运用语言的能力。(二)过程与方法目标通过师生互动，学生自主学习，同学间合作的活动，激发学生的参与热情。让学生在活动中体验观察思考、实践操作和合作探究等学习方法，形成一定的综合语言运用能力。(三)情感态度与价值观目标结合具体情境，通过活动、游戏使学生产生学习英语的兴趣，使学生有兴趣听、说英语，敢于开口，乐于模仿。使学生经历词句的朗读以及口头表达句子的过程，进一步体会英语与日常生活的密切联系，增强应用英语的意识，使学生在探究学习的活动中获得成功的体验，增强对英语学习的兴趣和信心，增强与同伴交往、合作的意识，为他们的终身学习和发展打下良好的基础。三、教学重、难点：Key points:M

4、aster the new words and the sentences.Difficult points:The students can use the sentences patterns to ask about likes and dislikes.四、教学策略及教法、学法设计：在教学设计中，注重将知识与能力、过程与方法和情感态度与价值观三维目标相统一，及时对学生的学习进行评价和激励；充分利用多媒体的优势，积极给孩子们创设运用英语进行交际的情境。采用直观教学、情景教学、小组比赛等方法，将话题、结构、功能及任务相结合，引导孩子们运用看、听、读、说的方法，在听做、说唱、玩演、视听、读练

5、等活动中感悟、体验、理解所学知识。教学以完成各个任务的形式,通过合作交流、相互促进的渠道，让学生当课堂“主演”的角色，在合作中学得、习得语言，从而达到培养学生良好学习习惯和运用英语进行交际能力的目的。五、课程类型：新授六、课时安排；第一课时七、The Teaching aids(教学准备)Multimedia computer, some pictures (bananas, pears, oranges, apples.)八、Teaching procedures(教学过程)：Step1 Warm up:1出示事先准备的水果橘子、苹果、梨、香蕉图片，学生说这些水果的英文名称。同时尝试与学生进

6、行问答T: Whats this? Ss: Its a an .T: What color is it? Ss: Its .T: Do you like ? Ss: Yes, I do. /No, I dont.2以相同的方式复习巩固新单词：pear, orange, apple. Step2 Presentation and practice:1拿着香蕉图片，对一位女生说：Do you like bananas?该女生回答：Yes, I do./No, I dont.接着教师指着该女生，问全班学生：Does she like bananas?引导全班学生回答Yes, she does./No

7、, she doesnt.2.板书Does he/she like bananas? Yes, he/she does./No, he/she doesnt.3.教师以同样的方式出示不同的水果图片，带领学生继续操练句型：Does he/she like?及其回答：Yes, he/she does./No, he/she doesnt.4.趣味操练。教师寻找先前发给学生的图片：Wheres my picture?，让得到图片的学生上台，老师问： Whats this?学生回答后老师又问 Does he(she) like 全班学生根据学生展示的哭脸和笑脸作答。先集体回答，再抽学生起来老师问学生答

8、，最后让一个学生根据学生出示的图问Does he （she） like ?另一个学生回答：Yes, he （she） does. (No, he（she） doesnt.)5.分组操练。让学生根据自己手中的图片先在小组内说话，然后老师在抽学生上台展示自己手中的图片说话。让一个学生问，另一个学生回答。Step3 Consolidation 出示游戏的对话模式，提醒学生注意第一人称与第三人称单数的转换。同时出示一些水果类的图片，便于学生做替换练习。请学生三人一组开展游戏.A: I like.Do you like?B: Yes, I do. /No, I dont.C: Does he/she l

9、ike rice?A: Yes, he/she does. /No, he/she doesntStep4 Revision 课件出示图片复习巩固 Does he/she like ? Yes, he/she does. No, he/she doesnt.Step5 Homework:自己做一个调查表，问家长喜欢什么食物和水果，第二天同桌互相询问。 Does Lingling like oranges?第二课时I. GreetingsT: Hello, boys and girls.SS: Hello, Miss Wang.T: Look! Whats this?SS: Its a cat.

10、T: Girls, do you like cats?G: Yes.T: Look! Whats that?SS: Its a panda.T: Boys, do you like pandas?G: Yes.T: This class, lets look who are the winners, boys or girls?（活动内容及设计意图：用师生问候增进师生间的感情，拉近师生间的距离；用第二模块学习的动物巧妙的引入竞争机制，让学生有了上课的激情，为本堂课做好了有了铺垫。）II. Warming-upClass, do you like animals? Heres a chant a

11、bout animals for you.汪汪dog狗；喵喵cat猫；Lion狮子roar, roar, roar ;猴子monkey爱香蕉；Panda熊猫是国宝；Tiger老虎林中王；Elephant大象鼻子长。（活动内容和设计意图:利用朗朗上口的动物chant吸引学生的眼球，并为学习本单元的重点句型提供素材。）III. LeadingBoys and girls, you know monkeys like bananas. Do you like bananas?(出示实物-香蕉)T：Do you like bananas?S1 : Yes, I do. (第一单元已学过)T：Do yo

12、u like this banana?S2:No，I dont. (拿出一个发黑的香蕉)T: I dont like bananas ,either. I like oranges.Do you like oranges?S3: Yes, I do.T: Does he like oranges? (指着第三个同学，问全班同学)Ss: Yes, he does. (教师帮助同学们回答)T: Do you know what Lingling likes? Does Lingling like oranges?This class, Well learn M4U2 Does Lingling l

13、ike oranges?（板书）（活动内容和设计意图：用第一单元已学过的Do you like bananas? Yes, I do. No，I dont.的问答导入新知Does he like oranges?Yes, he does. No, he doesnt.这种引入方式，不仅复习了旧知，而且很自然的引入了新知，学生更容易接受。）IV. Play a gameNow class, do you like games? Lets play a guessing game.I have some cards about food. Use “Do you like?” to guess.

14、If I say “Yes, I do.” Ill give you scores. Otherwise, you wont get scores.(活动内容和设计意图：使用猜谜游戏不仅练习了本单元的活动一句型，而且对下一个环节水果的学习作好了铺垫，同时还极大的调动了学生的学习积极性。)V. PresentationClass, do you like fruits? Lets look what they are.T: Whats this?Ss: Its an apple.T: Do you like apples?S1: Yes, I do.T: Does he like apples?

15、(活动内容和设计意图：开火车练习Does he like apples?，让学生试着说，以同样的方式学习orange，bananas, pears,并总结不定冠词an的用法，四种说过学习完之后，大部分同学会用do和does，再让学生点头或摇头练习Yes, he does，并加上一定的表情，学生印象非常深刻。)VI. PracticeT: Do you like oranges?S1: Yes , I do.T: Does he like oranges?S2: Yes, he does.(活动内容和设计意图：先两人一组练习Do you like?然后三人一组练习Does he like?让学生

16、自然转入第三人称单数的练习，过渡自然，没有突兀感。)VII. Listen to the tapeAt first , answer the questions.1.Does Lingling like oranges?2.Does Sam like bananas?For the second time, without books，listen, point and repeat.（活动内容和设计意图：带着问题听录音，目的性强。第二遍听录音时合上书，有目的的引导学生听录音，针对性强，效果好。）VIII. Do actions and relaxClass, are you tired? L

17、ets do some actions.Football, football ,I like football.Basketball, basketball, I like basketball.Table tennis, table tennis, I like table tennis.(活动内容和设计意图：找一名同学来前面做动作，用Does he/ She like?来问，这种方式学生非常感兴趣，既调动了学生的积极性，又再次强化does的用法。)IX. Play a guessing game- Does he like monkeys?-Yes, he does.（活动内容和设计意图：

18、先让一名同学猜测是否喜欢，再找本人验证，答对者加分，为了考察学生对知识的活学活用能力。）X. SummaryWhat have you learnt in this class? Do you have any questions?(活动内容和设计意图:让学生畅所欲言的汇报本课时学到的知识，并进行补充说明，既锻炼了学生英语交际能力，又强化了本课时的知识。)XI .TestP24活动3 Ask and answer。Homework.Make a survey.(调查家庭成员对水果的喜好)Family fruitsFatherMotherGrandpaGrandmaapplespearsoran

19、ges（活动内容和设计意图：这样的作业布置，符合三年级学生的特点，又贴近学生的生活，学生非常乐意完成，检查作业时，可以让学生当小记者进行汇报，正好练习了本单元第三人称单数的形式。如：Does your father like oranges? Yes, he does.小调查：利用本课所学的重点句型Do you like?询问他人的喜好。（同时也为下节课Does she/he like的句型学习做准备。）板书设计：Module 4 Unit2 Does Lingling like oranges? Does he/she like ? Yes, he/she does. No, he/she

20、doesnt.Module 5Unit 1 She goes to school on Mondays.第一课时一、三维目标：知识目标：1.理解、识记词汇 go to school, on, Monday, play, at home,会初步运用句型：He/She goes to school on Mondays. Does Tom go to school on Mondays？2.进一步让学生感知包含实义动词的陈述句和一般疑问句的语音语调。技能目标：全体学生会听说He/She goes to school on Mondays.部分同学能运用所学句型，简单谈论自己及同学的日常活动。情感态

21、度目标：积极参与各种课堂学习活动，乐于了解国外人文风俗。教学重点：理解识记本课单词、短语，会听说并能运用句型：He/She goes to school on Mondays.教学难点：理解识记本课单词、短语，会听说并能运用句型：He/She goes to school on Mondays.动词单三形式的变化：gogoes, playplays .以及在否定句和疑问句中动词单三形式的转移Tom doesnt go to schoolDoes Tom go to school?二、教学过程：Step 1. Warm-up1. Greetings:2. Chant.I like swimmin

22、g. I like rice.I like riding a bike.Do you like skipping? Does she like swimming?（热身，活跃气氛，复习旧知识同时为导入铺垫。）Step 2. Lead-in复习旧知,导入新授。Do you like rice/basketball? Yes , I do./No ,I dont.Does she/he like swimming/? Yes , she/he does. /No,she/he doesnt.Step3 .Presentation1出示单词play, on Mondays, play footbal

23、l，basketball，table tennis，go to school 2.词卡新授：school，go to schoolI go to school on Mondays.She goes to school on Mondays.He goes to school on Mondays too.请学生配合：Do you go to school on Mondays?Does he/she go to school on Mondays?Yes, he/she does. No ,he/she doesnt.Step4 Practice 引导学生用动词短语多造句.例：I play

24、basketball on Mondays. Do you play basketball on Mondays?Step5 Homework. 用今天所学知识造句。板书设计：Module5 Unit1 She goes to school on Mondays. He plays basketball on Mondays .Does he play basketball?Module 5 unit 1 She goes to school on Mondays第二课时教学目标1、谈论家庭成员的日常活动2、全体学生能初步运用：He /She goes to school on Mondays

25、. goes, go to school ,on ,Monday, play, phone, on the phone, with, friend, at, home, who, only, year.3、全体学生能听懂He /She goes to school on Mondays.能说He /She goes to school on Mondays.能整体感知goes，go to school, friend, work, go to work.教学内容分析：本课的教学内容是谈论家庭成员的日常活动，课文情境是M是Ms Smart 和朋友在电话里聊天的内容。教学过程：一、warm up1

26、、师生相互问候2、请学生拍手说M3U2第四部分的韵句，有节奏的拍手说三遍。二、lead in。1、播放M5U1第一部分的动画，请学生看图。2、让学生自己理解语境，再次播放动画，请学生跟读。三、text teaching1、利用卡片教读本课新单词，goes, go to school ,on ,Monday, play, phone, on the phone, with, friend, at, home, who, only, year.部分学生能读出新单词后，用小组练习的方式在小组内练习读新单词。2、以小组竞赛的形式展现教读成果，确保大部分同学能掌握新单词3、播放第二部分的动画，请学生看图

27、理解课文大意。并回答Amy, Sam, Tom在星期一会做些什么。4、再次播放动画，请学生逐句跟读，并注意模仿录音中的语音语调。然后讲解课文大意，请学习在小组内讨论课文意思并逐句翻译。5、在小组内朗读课文，读熟后以小组为单位进行对话练习，最后对每个小组的表演进行评价。6、请学生边看第三部分的图片边听录音，并跟读模仿。四、practice完成第四部分。请学生看图，教师向学生讲解活动要求：第一个学生小声向第二个学生讲述自己在星期一的活动，其他三个学生依次向下一个学生转述第一个学生所说的话，第五个学生要把他所听到的句子说给全组听，看看这个句子与原句是否一致。请学生五人一组开展活动，并以小组为单位上前

28、展示。五、Summary总结本课所学知识，并对各小组表现进行评价。六、homework将课文第一二部分及单词读熟，并用所学句子讲述自己在星期一的活动。Unit 2 Does your mum go to work on Saturdays?第一课时教学目标知识目标掌握单词和句子Does she/he.?”及其回答 “Yes,she does/No,she doesnt.”技能目标掌握一般疑问句的第三人称单数的句型及回答。情感目标 培养学生的英语学习兴趣。教学重点掌握单词和句子Does she/he.?”及其回答 “Yes,she does/No,she doesnt.”教学难点掌握单词和句子D

29、oes she/he.?”及其回答 “Yes,she does/No,she doesnt.”教学过程：Step1 Warm up.1.Greetings.2.Review words.Step 2 Study new words1.Study new words by the small blackboard2.Read and write the new words Step 3 Study sentence patterns 1.问学生星期一你去学校吗？引出句型“Do you go to school on Mondays?”2.“学生回答”引出“Yes,I do./No I dont.

30、”3.问：“ 他/她星期一去学校吗？”引出句型：Does he/she go to school on Mondays ?引出“Yes ,she/he does./No she/he doesnt.” Step 4 Group discussion 1. Two students make a dialogue A:你的妈妈星期六去上班吗？B：不，不上班。A:你的爸爸星期六去上班吗？B：是的，他上班。2.Stand up and show the dialogue Step 5 Read the textbook 1.The teacher lead to the student reading book2.Read together Step 6 Game1.先找四个同学上讲台做对话。甲生：“Does * like meat?”乙生：Yes，he does.丙生：No , he doesnt. 甲生：*，do you like meat ?丁生：yes.I do /No ,I dont. Step7 Homework 1.Write the new words2.Review the text6.板书设计Unit 2 Does your mum