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1、译林版英语五年级上册Unit4 Hobbies (Grammar time & Fun time)一、教学内容分析本节课是译林版英语五年级上册第四单元HobbiesGrammar time 与Fun time 板块教学。Grammar time板块呈现了句型What do/does.like doing?及其答语，旨在让学生进一步了解一般现在时，尤其是第三人称单数动词在句子中的变化。同时，本版块也归纳了动词转化成动名词的形式变化。Fun time板块是一个有关兴趣爱好的调查活动，分两个步骤完成。学生先在小组内调查组员的兴趣爱好，完成调查表格，然后将调查结果向全班学生汇报。二、教学目标1. 知识
2、与能力目标(1)能正确熟练运用What do you/they like doing?以及What does he/she like doing?询问别人的兴趣爱好。(2)能正确熟练运用I/They like doing sth以及He/She likes doing sth.来表达自己或他人的兴趣爱好。(3)能正确运用like和likes.(4)能初步掌握动名词的变化规则。2. 情感目标表达自己的兴趣爱好，学习尊重他人的爱好并认识兴趣爱好对生活的重要性。三、教学重点1. 能正确熟练运用What do you/they like doing?以及What does he/she like do
3、ing?询问别人的兴趣爱好。2. 能正确熟练运用I/They like doing sth以及He/She likes doing sth.来表达自己或他人的兴趣爱好。四、教学难点1. 能正确运用like和likes.2. 能初步掌握动名词的变化规则。五、教学过程：Step1. Warm-up(1) Try to guess.通过听音或者看图，来猜一猜老师的爱好。引导学生运用句型“You like”。T: Im your new teacher. Do you want to know my hobbies?Ss: Yes, I do.T: Listen and guess. You can
4、use the sentence “You like doing sth.”S1: You like playing table tennis.S2: You like running.S3: You like skating.设计意图上课伊始，借助新老师的身份，让学生来猜一猜老师的兴趣爱好，这一下子吸引住学生的注意力。在整个过程中，老师引导学生用“You like”句型进行交流，为下面的学习做好语言铺垫。教师的爱好设计为：playing table tennis、skating、running, 其用意是让学生初步感知动词转化为动名词的规则：一般在动词后直接加-ing，有些动词则要先去掉字母
5、e或双写尾字母再加-ing。(2) Play a game.T: I like playing table tennis. Do you like playing table tennis?Ss: Yes, I do./Ss: No, I dont.T: I want to know something about your hobbies. Lets play a game now. If it is your hobby, stand up and speak loudly.(仔细看PPT投影中闪现的词或词组，如果出现你的爱好，请你站起来大声说:I like.)设计意图课件逐一呈现关于爱好
6、的一些单词或词组，当学生发现出现的内容为自己的实际爱好时，就立即站起来，并大声说出“I like”，借助这样轻松的方式进行句型操练。Step2. Revision.T: Look, we know our old friends hobbies. Try to say something about their hobbies, lets ask and answer.(见图1) (图1)第一组 A: What does Mike like doing?B: He likes playing basketball and football.第二组 设计意图课件呈现Story Time故事中的五
7、个人物，经过第一课时的学习，学生们能记住每个人物的兴趣爱好。基于这样的基础，教师没有采用让学生逐一复述的形式，而是让学生运用“What does like doing? He/She likes”的句型进行生生对话。这样一来，不仅可以避免枯燥乏味的一对多的形式进行复习，而且学生回答问题的选择性增强，覆盖面变广，起到了更加有效复习旧知的作用。这一环节的设置，不露痕迹地操练了关于like第三人称单数的句型，学生在不知不觉中掌握了句型“What does like doing? He/She likes”。Step3. Presentation.本节语法课教学重点之一：句型中动词like依人称而变化
8、的规则，即主谓一致的问题。通过译林版英语四年级上册Unit1 I like dogs 的学习，学生已经掌握动词like第一、二人称单复数的用法。因此，本节课的侧重点是：第三人称单、复数作主语的语法现象。 (1)第三人称单数作主语. Ask and answer.(图2)T: Look at this picture. (见图2) What does Su Hai like doing? S1: She likes swimming. T: What does Su Yang like doing? S2: She likes swimming, too. Look and say. (图3)T
9、: How about this picture. (见图3) S1: Mike likes drawing pictures .S2: Tim likes drawing pictures too . Try to say.T: 同学们，你们知道动词like前面用哪些主语吗？Ss: He/ She/ ItT: Anything else? Work in groups and find.Ss: Su Hai/ My brother/ My dog设计意图通过教师的引导，学生说的自然、流畅，还联系文本插图与句型来感知动词like第三人称单数作主语的用法。紧接着，让同学们自主讨论likes的主语
10、有哪些？学生很快说出“he”“she”“it”。在老师的引导下，学生能说出更多的主语，如：Helen、my father、my dog等。在涉及到家人与朋友作主语时，引导学生顺便介绍一下他/她的喜好。这样一来，在语言训练的过程中，能更好地做到词不离句，而且学生的语言表达更自然。(2)人称复数作在上一环节的基础上，从第三人称单数作主语自然地过渡到第三人称复数作主语，并且运用图片直观地让学生感知并学习单词both（两者都）。. Ask and answer. (图4)T: We know Su Hai likes swimming, and Su Yang like swimming too. S
11、o what do they like doing? (见图4) S: They both like swimming. Look and say. T: Lets try to say something about this picture. (见图5)(图5)S: Mike likes drawing pictures .Tim likes drawing pictures too .They both like drawing pictures . Try to say.T: 动词like前面还可以用哪些主语呢？想一想，议一议。Ss: You/ We/ TheyT: Anything
12、else? Work in groups and find.Ss: Su Hai and Su Yang / My mother and I/ My sisters设计意图教师利用Story Time板块中的插图，根据文中实际情况，苏海喜欢游泳，苏阳也喜欢游泳，引导学生用“They like”句型表达。经过第一个范例的学习，再次借用文中实际情况，引导学生说出整个句型“They both like”。在操练“They like ”句型的基础上，让学生进行小组讨论like前面的主语还有哪些。从上课到现在，学生进行大量的like doing sth. 句型输出。有这样的语言训练为基础，学生经过讨论，
13、很轻松地总结出：I、you、we、they、Su Hai and Su Yang、my brothers等等。(3)like+ v.-ing结构本节课另一个语法知识点是：like+v.ing形式，教师没有进行“填鸭式”的讲解，而是引导学生观察图表，让学生通过合作去发现和总结这一语法现象。(图6)T: Look at the scream. (见图6) What do you find?S: 我发现了动词like后面动词需要加ing.T: Great. Boys and girls, can you give me more words just like this?Ss: making、wat
14、ching、swimming、singing、running、dancing、skating、playing、jogging、flying、writing、cooking等等。T: Look at these words. What else do you find?S: 我发现了有的单词是双写尾字母再加ing的；有的单词尾字母e去掉了；大部分单词是直接加ing的。T: A super boy. Claps for him. Lets try to do it with your partners now. 设计意图在这个过程中，老师引导学生自主寻找并发现规律，并让学生在小组内交流，最后全班汇
15、报。学生通过对比，自己发现并总结出三种形式：直接加，去e加，双写尾字母加。如果在分类任务完成的基础上，继续让学生想想还有哪些动词是去e加-ing; 哪些单词是双写尾字母加-ing，这样一来，学生对这两种动名词单词的印象一定会更加深刻。Step4. Practice.(1) Say a chant.What do you like doing? I like drawing.What does she like doing? She likes dancing.What do they like doing? They like swimming.You have so many, so man
16、y many hobbies.学习步骤：. Listen carefully. Follow the recorder. Say it together. Make a new chant.(2) Make a new chant.What do you like doing? I like _.What does she like doing? She likes _.What do they like doing? They like _.You have so many, so many many hobbies.设计意图在教学中适当的使用歌谣，不仅可以丰富教学内容，增添学习兴趣，还可以
17、促使学生在轻松的环境下熟记教学内容。老师在这首节奏诗的设计里面，巧妙地呈现了动名词的-ing三种加法，再次加深了印象。同时，设计了创编这个环节，这一拓展环节帮助学生强化了语法知识，学生在不断递进的合作交流中锻炼了语言能力。(3) Do a surveyT: Ask your partners hobbies, then write down on the paper.A: What do you like doing?B: I likeA: What does like doing?C: He/She likesA: What do like doing?D: They like设计意图Sur
18、vey是老师合理有效地运用表格进行的一种学情反馈形式。以小组合作为基础，以表格为手段，对学生听、说、读、写综合运用能力进行训练。为了照顾语言薄弱的学生，老师在表格中呈现了3个爱好：singing、playing football、reading books，让这些学生有话可说，让所有学生更加积极地参与到活动中来。表格中的空格设计，把自主权完全让给学生。对于自己和同学的兴趣爱好，学生在调查的过程中显得兴趣盎然。因为这一话题能够比较紧密地联系学生的实际生活。这一环节，真正让学生主动地去运用所学语言知识，去表达自己的想法。Step5. Extension.T: Good news for you.
19、There are some clubs in our school.（见图7、8） Will you join them? Follow the rules and work in groups.S1: Hello, everybody! My name is He Jie. I like drawing. I can draw very well. I want to join the Art Club.S2: Hello, everybody! My name is Chen Hao. This is my friend Gao Qiang. We both like playing football. We can play very well. We want to join the PE Club.(图7) (图8)设计意图在本节课的拓展环节，教师创设了学生熟知的校园社团报名活动的情境，在语言运用上，设计注重综合运用所学过的语言，并非局限于本节课学习的语法知识like doing sth.，而是揉合了旧知can的句型。这样的设计更能锻炼了学生的语用能力。Step6. Homework.1. 利用在Grammar time学到的句子询问你家人的兴趣爱好，并与你的同伴分享你们家人的兴趣爱好。2. 尝试着写下你和同伴讨论的内容。