Unit 2 Does Lingling like oranges?优秀教学设计

Module 4

Unit 2 Does Lingling like oranges? 教学目标

知识目标：

1.全体学生能理解并初步运用does,orange,apple,banana,pear, doesn’t=does not 2.全体学生能运用Do you like…?Yes,I do./No,I don’t.来简单谈论自己的喜好并询问和谈论他人的喜好；部分学生能初步运用Does he/she like…?Yes,he/she does./No,he/she doesn’t. 3.能感知包含实义动词的一般疑问句的语音语调. 4.学习书写字母：Hh,Ii 技能目标：

1.全体学生能听懂会说Do you like…?Yes,I do./No,I don’t.

2.全体学生能听懂Does he/she like…?Yes,he/she does./No,he/she doesn’t. 情感目标: (1)培养学生的文明礼貌习惯，增进师生间的感情，营造良好的英语学习氛围，以激发学生学习英语的兴趣和对生活的热爱。。

(2)培养小组间的合作意识和竞争意识，鼓励学生的大胆展示才能，激发学习英语的积极性。

教学重点：1、学习新单词：

banana, apple, pear, orange 2、学习句式：

Does Lingling like oranges? Yes, she does. /No, she doesn’t. 教学难点：助动词do, does及其否定式在句子中的正确运用。

教学用具：CD-ROM, PPT, headwear, fruit, stickers and so on.

Step 1

Warming up：

1. Greeting T: Good morning, boys and girls! Ss: Good morning, Ms Wu. T: How are you? Ss: I’m fine,thank you! 2.Say the chant. rice, rice, I like rice. Meat, meat, I don’t like meat. Fish，fish, I like fish. Milk, milk, I don’t like milk. 3.Revision：

Read the text of Unit1. T: Please tell me what do Sam, Lingling, Amy and Tom like and dislike.各喜欢什么食物和不喜欢什么食物。

Ss:………

Step 2 Presentation 1、教师拿出一个香蕉，请学生品尝一下，T：“What’s this?”

如果学生不知道如何说，教师读出单词，并板书banana。

2、T：I like bananas.，Do you like bananas? 学生回答后教师板书问句与肯定回答：Do you like bananas? Yes, I do. 3、T: Does he/she like bananas? 并启发学生回答Yes, he/she does.(板书并领读) 4、T：Do you like bananas?

Bb: Yes, I do. Sc: No, I don’t. 当得到否定回答之后板书Do you like bananas? No, I don’t. T：Does he/she like bananas? 并启发学生回答No, he/she doesn’t.（板书并领读）

5、分别出示banana, apple, pear, orange这些水果的图片或实物，带领学生先读词，后问答Do you like….?

Does he/she like…?要求学生根据自己的喜好来回答。

Step3 Learn the text 1、提示学生黑板上所写单词banana, apple, pear, orange 为可数名词。在问Do you like….? Does he/she like…?时，一般使用这些单词的复数形式。教师要带领学生练习这些单词的单复数发音。

2 T：Today Daming is making a survey about what Lingling and Sam like and dislike,Let’s look at the cartoon together. And answer the following questions: Does Sam like bananas? Does Sam like pears? Does Lingling like oranges? Does Lingling like apples? Check answer together. 3. T：Please listen and read after the CD-ROM.(Read together and in groups) Step 4 Practice 1.Do role play. T: Now please read the text by yourselves then I will ask some students to perform on the platform. If you have any questions, lease put up your hands. Choose 3 groups of students to the platform wearing the headwear of the character they play.After their performance, give them praiseful words and stickers.

2.T: Please turn to page 25 Play the game. This is a guessing game You can use the sentence pattern: Do you like…? to guess what Sa likes. The faster, the better.(请每位学生想好自己喜欢的水果是什么，上台后，由同学进行猜测，最快猜出答案的同学可得贴纸一张) 3. Learn the chant t:Noodles and rice, are very very nice. Teach new words: ginger,spice. T:Let’s listen the music for the first time.(听chant 感知节奏)Ok,now let’s read the chant together(跟读chant 内容)Now, please sing with the rhythm. (sing the chant for 3 times and then have a match among groups) Step 5 Extension T:Boys and girls, let’s look at Activity 3, (Read the sports and food together) Who wants to make a dialogue according to text on the platform?(请两位同学上台表演对话) T：You made a good example! Now please make a dialogue with your partner about their family members’

hobbies.(仿照示例调查同伴家庭成员的喜好) Choose some pairs to perform on the platform and give them praiseful words and stickers. Step 6 Summary T:Let’s read the new words and sentences together!(齐读黑板上的板书) Step 7 Homework 1. Read the text 5 times; 2. Do role play with your partner; 3. Continue to do the investigation and write it down.

板书设计

Module 4 Unit 2

Does Lingling like oranges? Does Lingling like oranges?

banana, apple, pear, orange Yes,she does./ No, she doesn’t.

第二课时

Step 1 Warm up 1. Greeting. T: Good morning, everyone. Ss: Good morning, Ms Wu. T: A good day today, let’s enjoy it! 2. Sing a chant: Noodles and rice, are very very nice. Step 2 Revision. T:( Show fruit) What’s this? Ss: It’s a banana/pear. It’s an apple/orange.(向学生强调an) T: What are they? Ss: They’re bananas/pears/apples/oranges.(复习复数) T：Yes! You are so clever! Do you like apples? Sa: Yes, I do. T: Boys and girls! Does she like bananas? Ss: No, she doesn’t. T: Does she like apples? Ss: Yes, she does.

T: You’re right! (选几位女学生继续操练肯定否定回答) Step 3 Read the text. 1. T: Please open your books, turn to page23 .Do you still remember the content of the text? 同学们还记得课文的内容吗？

Sd:…..(此处可用中文进行描述) T：Yes, you are right, you listen carefully in class. Here is your sticker. Now, boys and girls,let’s read the text together. Try to imagine that you are the characters on the text and imitate them.(Read together, in groups and individual)

2.T: Did you prepare the dialogue with your partner? OK, which pair wants to try?(请3组同学上台表演）

T：You did a good job! Your accents are wonderful! Here are your stickers. Step 4 Practice 1. T: Do ask and answer of

Activity 3 with sentence pattern Does your mother/father like…? Yes,she/he does./No, he/she doesn’t. 2. 做游戏：小侦探

四个同学一组，两名同学用Do you like…?来询问对方的喜好。另两人是小侦探，他们在听到对话后，用Does he/she like…?来询问前两名同学的喜好。(课件展示各种食物的图片)

Eg. A: Do you like rice, B?

B: Yes, I do.\ No, I don’t.

C: Does B like rice, D?

D: Yes, he\she does.

No, he\she doesn’t. Choose some students to come to the platform and play the guessing game.

5.3.T:Now let’s learn to write letters Hh,Ii.First,let’s look at the writing orders of these 4 letters.(让学生看字母书写顺序，然后写在黑板的四线格内，让学生举起手一起跟着书写，接着请学生拿出作业本，看着书本跟着每个字母写3遍）

Step 5 Summary Step 6 Extension T:Let’s play a solitaire game. Divide the class into 4 groups. Give each group cards of animals, toys, colors and food. Everyone take one card and make a dialogue one by one. Exchange cards and continue the conversation. (把学生分成4个小组，每个小组发一些动物、玩具、颜色、食物等不同的卡片，每人拿一张，小组内开火车练习对话,完成一次后，交换图片，继续练习。) Step 7 Summary 我们这节课重点练习了“Do you like…?”的句型，简单学习了“Does he/she like…?”的句型，同学们表现得非常棒. Step 8 Homework 1. Read the text 3 times; 2. Say the chant to your parents; 3.Write letters Hh,Ii for 3 times; 4.根据发到手的调查表，对小组成员的食物喜好进行调查，根据结果，制定午餐食谱。

板书设计：

Module4 Unit2 Does Lingling like oranges? apple banana pear orange

Does he/she like…? does

doesn’t = does not

Yes,he/she does./No,he/she does.