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1、YOUR LOGO原 创 文 档 请 勿 盗 版Lesson 4 What Do They Like to Do?教学设计年级五年级学科英语主备教师复备教师课题Lesson 4 What Do They Like to Do?课型新授教材分析本课教学内容是在学生学习了解了Li Mings Big family，What do they look like? What do they do?的基础上， 进一步全面了解What do they like to do?再一次以LiMings family为话题进行讨论。在上册书学习了What do you like to do ?的基础上，进一步学习
2、 What does he/she like to do ? 学情分析小学五年级的学生已经有一定的英语基础，具有很强的自行探究的能力，在观察能力、思维能力、语言表达能力方面都具备了一定的水平。介于此时学生已经了解了 What do you like to do?这一个句型结构，在本课的新知识教学关于第三人称单数句型进行了强化训练。教学目标1）Students can understand, read, say and practice these prases：go for a walk, cook, plant flowers, water flowers .2）Students can u
3、nderstand, read, say and practice these sentences:What does he/she like to do? He/ She likes to .3)The students can understand how to introduce their interesting and their familys interesting.4）The students like to do sth.with their family .5）The students should love to communicate with their family
4、.教学重点难点分析The students can describe What does he/she like to do?Use the sentence: What do they like to do? He/She likes to.教学策略分析在本课的课堂教学中，在激发学生学习兴趣的基础上，通过对话、游戏、小组合作、自我展示、学法指导等方法，营造和谐、活跃的课堂氛围，促进高效课堂的构建与实施。使学生在欢快的环境中学习新知识。课前准备教师PPT，pictures学生自己或其他人喜欢做的事的资料教学活动过程设计（第 课时）教 学环 节教学活动设计意图教师活动学生活动Step1. Gre
5、eting1. Greeting with students.1. Greeting with the teacher.课前师生口语对话，拉近教师与学生的距离，营造宽松和谐的课堂氛围。教 学环 节教学活动设计意图运用“头脑风暴法”活化英语课堂，培养学生形成英语发散性思维和创造性思维的能力。此环节主要是让同学们复习学习过的词组并进行练习，为之后的英语对话练习做好铺垫。创设人物情境，引出本课教学主题:利用学生熟知的人物及所学旧知，复习讨论小动物们喜欢做的事。句型， 以旧引新，为新授做铺垫。1、创设学生小组练习对话的情景，在利用了小动物们进行的大量的语言实际操作后，巧妙地将学生引入生活情境中对话激活
6、文本，激发学生的学习和运用语言的欲望。教 师 活 动学 生 活 动Step2.Play a game toreview the phrases.Step3Review the old knowledge and create a situation.Step4.In-depth situation, study the new sentences and phrases1. Play a game. “Look and say”. Let Ss say sentences with the words “fly kites, play on the computer, sing a song,
7、 play ping-pong, read books, play with toys”.1.Create a situation. I have some friends ,Do you want to know : What do they like to do?2.The teacher asks, “What does he/she like to do?”1. Continue this situation, the teacher asks S1, What do you like to do? Ask S2: What does he like to do?” Play this
8、 in four students , make them use the new sentences. Play this game and let Ss practice the sentences, “What does he/ she like to do? He/ She likes to . .”1. Say the phrases one by one, read and pratice with the words.”1.Answer the teachers question. Talk about the animals like to do. Use the struct
9、ure : I like to do sth. He/ She likes to do sth.1. Play the game to practice the sentences in four students. Ask and answer.教 学环 节教学活动设计意图教师活动学生活动Step5Reading and listening practice2. Watch the pictures and learn the new phrases: plant flowers, water flowers, go for a walk, cook. Find a box, some fl
10、owers and some water. Teacher practice how to plant flowers and water flowers. Do some action about go for a walk and cook1. The teacher puts forward the questions :Memory King Let the students listen the text and fill in the blanks.2.Watch the action and learn the new phrases:plant flowers, water f
11、lowers, go for a walk, cook. Play a game do and guess, one student do it, others guess. They can get the scores from the practice.1. Listen the text, think, and communicate with deskmates. Find the phrases to fill in the blanks.用学过的词组来很快的掌握新学的句型结构。通过老师的示范表演活动和同学们的动作练习，激发学生学习英语、运用英语表达的兴趣，也调动他们参与课堂的主动
12、性和积极性1、本环节Memory King 的设计，让同学们呢既练习了听力也练习了语言的具体运用能力。文本听之前，出示与文本内容相关的问题，让学生带着问题有目的地听，这样，帮助学生形成有效的听力策略以及提取信息的听力技巧，让抽象的语言形象化，更便于学生对文本的理解。Step6Promotion practice, Three challenges to improve the ability of language.2.Let the students read the text to find the answer, practice the conversation in groups1.
13、挑战一:Do and guess. Let students do it.2挑战二： 四个同学一组，用上下面句型进行练习 A:What do you like to do?B:I like to_C:What does she/ he like to do?D:She/He likes to_3. 挑战三：Part2：Lets do it, look and write.2.Four students in one group to practice the sentences.1. The students practice these phrases, They can get the s
14、cores from the practice.2.Talk about in groups 3. Let students write down the sentences and show some best writing to others.2、通过有效的情境对话练习，让学生能够更好的掌握文本，练习句型，新知识在充分的练习中能够自由操练。在小组的分工合作中，使学生学会交流和分享学习成果，培养学生的团队精神和合作意识。英语是一种交际工具,英语教学的最终目的是培养学生使用这种交际工具的能力。本环节三个挑战项目的设置就可以使学生很有效的掌握知识，说和写的有机结合不仅激发了学生学习兴趣，更加提
15、高了他们语言运用的能力，促进他们“学以致用”。Step7. Homework.Step8. Class summary, multivariate evaluation.1.Ask your family and fill in the blanks2.introuduce your family use some easy sentencesSummary the class, give students incentive evaluation.Finish the homework.Action evaluation to give themselves companions.分层作业的布置，避免了传统的“一刀切，一锅煮”的现象，重视学生个体，个性的自由发展。通过有效评价，增强学生学习积极性、自信心，并再次感受英语学习的快乐。板书设计Lesson4 What Do They Like to Do?What does he/she like to do? go for a walk He/ She likes to cook plant flowers water flowers教学反思本课的主要内容是学会新单词、词组和句型。在教学过程中需注意单词、句子的语音语调。避免会写、会认、不会说的现象。要注意单词与实物的衔接，避免语音与词义分解。