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在做中学

2016年05月13日 来源: 字体:

 在做中学

----新起点五下 <How often do you go there> 第二课时教案

 

浙江省桐乡市实验小学教育集团北港小学/杨敏

 

一、教学目标:

1.要求学生会用句型What does she/he/…do?询问他人在周末干什么,以及回答,在回答的过程中了解动词词组变三单的规则,例如go, goes, do, does, watch, watches, plays…;

2.初步感知用like doing这一句型,表达自己喜欢做的运动;

3.新词汇lesson并灵活运用art/music lesson

二、教学重难点:

第三人称单数时,动词的变化,尤其是go(es), do(es), watch(es)以及发音。

三、教学过程

1. Warming-up

THello, boys and girls. I’m your teacher, My family name is Yang, so you can call me Miss Yang. Look, I’m in pink today. I like pink. What colour do you like?

S1: I like blue.

T: What about you?

S2: I like green.

T: Green is nice. I like too. Look, that’s green. What season is it?

S2: It’s spring.

T: Which season do you like?

S3: I like summer.

T: Why do you like summer?

S6: Because I can swim in summer.

……

【设计意图】Free talk既是师生之间熟悉的开始,更是旧知复现,新知导入的起点,此时,我用I like这个句型,与学生开展free talk,既可以初步了解学生的水平,唤起他们对旧知的回忆,也为本节课的教学目标:I like …作了铺垫,通过对话,让学生知道I like一般用法。

2. Presentation and practice

TWhat lesson do you like? (板书lesson,并教授)

S1: I like Maths lesson.

T: What about you?

S2: I like Art lesson.

T: Why?

S2: I can draw pictures in art lesson.

T: Wow, she likes drawing pictures.

【设计意图】在这个环节我渗透了lesson这个新词,通过学生的课程表以及板书相关课程来让学生知道lesson这个意思,为文本piano lesson做铺垫。

(若学生没有回答I like PE.)

T: I like PE. Do you like PE?

Ss: Yes, we do.

T: What do you do in your PE lesson?

S1: I often jump/run/play sports….

T: He jumps/runs….

T: Do you like playing football?

S1: Yes, I do. I like playing football.

No, I don’t. I don’t like playing football.

【设计意图】在这个环节我处理了like doing这个句型,从学生熟知的体育课入手,问学生在体育课上能够参加哪些体育活动,并问学生是否喜欢这些活动来引导学生输出like doing这个句型,为文本I like running and playing football做下铺垫。

TNow it’s your turn to ask me. Can you ask me some question?

当没有学生问我What day do you like(课件呈现)的情况下,教师则引

TCan you ask Miss Yang about the day?

Ss: What day do you like? (课件呈现)

T: Guess. What day does Miss Yang like?

S1: Miss Yang likes Mondays….

T: Sorry. I don’t like Mondays/Tuesdays/ Wednesdays/Thursdays/Fridays. They’re work days. I teach you English at school. I like Saturdays and Sundays. I like weekends. (板书)

Ss: I like weekends too. /Me too.

【设计意图】该环节由之前的教师问,学生答转变成学生问,教师答,一来可以提高学生提问的能力,二来,也是新课的导入。当然,学生能否根据关键词提问的能力需要教师的引导,因此,之前的热身环节显得尤其重要。通过What day do you like?引出主题I like weekends。(板书)

TWhat do you often do on the weekend?                        板书

S1: I often __________________________.            do          does __________

TWith whom? With your father/ mother…?          go swimming  goes__________

    I often __________with__________.              go to _____  goes to ______

T: What does she/he do?                            go for a __with  goes for a ____

Ss: She/He often draws pictures. (整体引导2)      watch TV    watches TV

T: Now you can have a pair work to ask your friend.  play ______  plays_____

S1: What do you often do on the weekend? sing/draw…   sings/draws…

S2: I often ____________.

T: What does ________do?

S3: ___ does /goes/plays/watches/sings__________. (对话3组)

【设计意图】在这一步我引出了句子What do you often do on the weekend?并引导学生根据所学回答,通过对话提问第三位同学What does she/he do?,渗透这个重点语句以及让学生知道she/he后面动词要加s或者es.在处理过程中,首先我引导学生整体感知She/He does./ goes…再通过学生的pair work对个别学生提问,不仅要引导学生正确输出She/He does. goes这个形式,更要培养其他学生的倾听能力。另外,我的板书都是为文本内容及活动的词组形式做铺垫的。

3. Consolidation and extension

T: Just now we talk about our weekend. Now let’s see Bill and Andy’s weekend.

a. T: First, let’s listen and answer.

Q1: What does Andy do on the weekend? (教piano新词)

Q2: What does Bill do on the weekend?

T: Do you go to piano lesson on the weekend? What lesson do you go to? Pipa?

【设计意图】在前面层层铺垫之后,通过let’s listen and answer.进入文本,listen可以对文本进行整体感知,回答问题可以使学生对文本有个大致的了解。

b. Listen and answer.

Q3: What does Bill’s sister do?

Q4: What sport does Bill like?

【设计意图】带着问题再次听读文本。

c. Listen and repeat

Bill: I like weekends.

Andy: Me too.

Bill: What do you do on the weekend?

Andy: I often ______ my piano ______. What about you?   

Bill: I often _______________. I like _______ and ______.

Andy: What does your sister do?

Bill: She often _________ with __________.

【设计意图】我在课件中呈现已经被挖空的文本,并要求学生通过听补充文本。在文本的挖空的第一行,我想引导学生输出go to 词组和lesson这个新词,想了解学生是否已掌握新词。 挖空第二行,引导学生输出I like doing句型,想知道学生是否有意识输出。挖空最后一行,引导学生输出第三人称单数时动词词组的用法。挖空形式,让学生带着任务去听和回忆文本。

d. Listen and repeat

【设计意图】听,跟读,引导学生模仿录音的语音语调,培养学生的语感。

e. Read together

f. Read in roles

【设计意图】齐读和分角色朗读,引导学生再次巩固文本。

g. Find the key words and make a dialogue.

A: I like weekends.

B: ________.

A: What do you do on the weekend?

B: I often __________.

A: What about you?

B: I _________________. I like ___________.

A: _____________________?

B: _____________________.

【设计意图】学生理解文本后,引导学生找出文本的主题词,并引导学生make a short dialogue来巩固what does she/he do?及其回答这一知识点。

4. Homework

1. Read the dialogue.熟读对话。

2. Do a survey with your friends and make a report.

和朋友间做一个调查,下节课汇报。

四、本课反思:

1. 重点句子:跟学生上体育课中教师用第三人称单数的形式;

2.Pair work之后,教师追问其他学生what,笔者引领学生在老师的带领下整体输出;在听文本之前学生朗读问题,培养学生的朗读能力;听录音,回答问题She goes shopping with my mother这一环节,笔者已经从个别学生回答,个别学生先回答;

3.朗读文本,学生还只是跟着文本有提示地输出三单;编对话时学生开始用自己的语言输出三单,并有意识的在动词词组后加s;对话的操练只有2个学生,让其他学生再说一遍,倾听他人,参与更加广,学生输出词汇时,教师要针对学生所用到的动词词组中的不规则动词及时板书,知道这个单词加s时是有变化的。