冀教版（三起）五上Unit 1 My Family-Lesson 4 What Do They Like to Do -ppt课件-(含教案)-市级优课-(编号：42267).zip

Lesson 4 What Do They Like to Do? go for a walk plant flowers water flowerscook I show You do Play a game Simon says Act and guess What does he/she like to do? He/She likes to. What do they like to do? My grandfather likes to _. I _ go for a walk with my grandfather. go for a walk like to My grandmother likes to _. Jing likes to _. plant flowers water flowers My father _to cook. I like to help him. likes My mother _ to go shopping.likes This is my aunt Meiping. She _ to read books. likes This is my uncle Dachao. He likes to _. work on his computer go for a walk water flowers go shopping plant flowers cook read books work on his computer HaveHave a a try try 1. I like to go _ a walk. 2. She likes to _ books. 3. My father likes_. (cook) 4. What _ he like to_?(do) 5. My mother_ to go shopping.(like) for read to cook does do likes Look at the pictures and write. Summary New words and phrases Please know about our family and love them. What does he/she like to do? He/She likes to Task 请认真完成请认真完成“一起作一起作 业网业网”上本课练习。上本课练习。 冀教版冀教版 五年级上册五年级上册 LessonLesson 4 4：WhatWhat DoDo TheyThey LikeLike toto Do?Do? 教学背景分析教学背景分析 1. 学情分析：学情分析：本课教学对象为五年级学生。学生在教学中处于主体地位， 而五年级的学生已经接触过将近几年的英语，对英语学习有持续的兴趣和爱好。 随着年龄的增长,大部分学生的学习态度已经由被动学习向主动学习转变。学生 在学习中乐于参与、积极合作、主动请教。要鼓励学生通过思考、交流和合作 等方式，巩固所学句型和激活学生已有知识，扩展学生学习内容，与实际生活 相联系，真正做到学以致用。 2. 单元内容分析单元内容分析: 五年级第五册第一单元讲述 Li Ming 的一家，介绍了 Li Ming 的家人以及他们的特点与爱好，让我们认识了一家人在一起的温馨 快乐。 3. 教学内容分析：教学内容分析：本课内容是讲述李明一家人的兴趣爱好 教学目标教学目标 1. 在语境中学习 plant flowers, water flowers, cook, go for a walk 等动词词组，通 过 Guessing game 和 Simon says 游戏进行操练，能听懂、会说、认读 plant flowers, water flowers, cook, go for a walk。 2. 在对话中学习使用 What does he/she like to do? He/She likes to do sth etc.并能 运用此句型进行简单的交流。 3. 在 I like to do sth.和 He/She likes to do sth.的对比下，初步理解动词第三人称 单数的概念。 教学重点：教学重点： plant flowers, water flowers, cook, go for a walk 等动词词组和句型 What does he/she like to do? He/She likes to do sth etc 教学难点：教学难点：动词第三人称单数的运用 教学方法教学方法: TPR, Taskbased Language Teaching 教学准备教学准备: PPT, pictures and properties 教学过程教学过程 1. Greetings T: Hello, boys and girls. Im Karen. How are you? S: Im fine, and you? T: Im fine, thank you. How is the weather today? S: Its T: Ondays I like toWhat do you like to do? S: I like to 2. Presentation T: Today we will learn how to talk about the things he/she likes. First lets learn some new words and phrases.(出示幻灯片) （教师领读新单词和短语并且板书，学生练习） T: I will show you some pictures, you should do actions. ( 设计意图：通过 TPR 法使学生掌握所学短语。) T:Now lets play a game“Simon says”.(设计意图：进一步调动学生 学习兴趣，活跃课堂气氛。) T: Do you like to act? I need one student to come to the platform to act, then I will choose two students to represent his/her own team to guess.(充分利用所准备的教具练习所学短语，并且激发学生竞 争意识。) T: I choose one thing I like. I can say“I like to”(Invite one or two students to chooses the things they like.) T: What do you like to do? S1: I like to T: What does he/she like to do? Ss: He/She likes to (引出重点句型使学生初步掌握动词的第三人称单数形式) T: Suppose we are Li Ming. Our family come here. What do they like to do? /What does he/she like to do? Lets learn the text together.(利 用填空方式学习课文内容，激励小组竞争。) T: Read after the record.(使学生模仿语音语调) 3. Practice (1)Have a try (take a test) (2)Listen to the record and match. (3)Look at the pictures and write. (Do a pairwork) 4. Summary New words and phrases. The key sentences. Please know about our family and love them. 4. Homework 认真完成一起作业网本课练习。 板书设计板书设计 Lesson4 What Do They Like to Do? New words and phrases Sentences PK 教学反思教学反思 1.对教学目标理解不够透彻，没能做到有目的的让学生听说读写。对教学目标理解不够透彻，没能做到有目的的让学生听说读写。 2.上课过程中说话语速较快，超出了学生的接受能力。上课过程中说话语速较快，超出了学生的接受能力。 3.整节课前松后紧，致使对课文的讲解有点儿仓促，学生跟读录音整节课前松后紧，致使对课文的讲解有点儿仓促，学生跟读录音 少。少。4.评价方式有点儿老套，没能充分调动学生积极性。板书缺少评价方式有点儿老套，没能充分调动学生积极性。板书缺少 新意。新意。 针对以上出现的问题，在以后的教学中一定要认真解读教针对以上出现的问题，在以后的教学中一定要认真解读教 学目标，围绕教学目标设置切实可行的活动，充分调动学生学习英学目标，围绕教学目标设置切实可行的活动，充分调动学生学习英 语的兴趣和积极性。根据学生的实际情况，合理使用英语课堂用语，语的兴趣和积极性。根据学生的实际情况，合理使用英语课堂用语， 适当降慢说话语速。不断学习新的教学理念和方法，希望使每个学适当降慢说话语速。不断学习新的教学理念和方法，希望使每个学 生都能爱上英语，自信地张开嘴说英语。生都能爱上英语，自信地张开嘴说英语。本课是典型的对话教学，我力图用 语境教学来带动词汇的学习，主要体现在板书的设计和文本的处理上，在教学中我以文本 中的图片为线索教学了本课的重点，并在教学中实施了有效的拓展，丰富了学生的知识体 系。在文本的处理上，我以培养学生能正确运用文本语言和阅读能力为出发点，通过对文 本的层次化处理，让学生经历感知理解体验使文本的语言内化为自己的语言 来运用这样一个过程。并在本位体验，能力输出这一环节让学生真切体会到阅读的趣味性。 当然，本课也有一些遗憾的地方，比如老师跟进的话语还是不够丰富，另外，留给孩 子真正运用语言的时间也稍显仓促，这些都是我今后需要努力的方面。