Unit 2 Does Lingling like oranges?优秀教案设计

《Does Lingling like oranges?》教学设计

一、教学目标

语言知识目标:

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。

语言技能目标:

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.二、教材分析

本单元是外研社出版的三年级起点的英语教材,三年级下册第四模块第二单元该单元的课文情境是Daming为了确定班级活动需要购买的水果种类而调查同学们喜欢什么水果,调查完后,Amy向Damin了解调查的结果。这也是一个非常真实的询问喜好的语境,询问的目的同样是为了向对方提供所喜欢的东西。

本模块的学习重点是“Do you like…? Does he/she like…?”结构。是学生第一次学习助动词“do/does”独立出现的结构。在上一模块中,助动词“do”与“not”结合为“don‘t”,学生在理解上可能没有困难,而在这一模块中,一般疑问句中的助动词没有实际意义,学生在掌握上可能会存在一定困难。本模块的食物名词也是新

内容,但这些名词不是本模块的学习重点,而是为了配合本模块的学习重点而设计的。本模块的重点是包含实义动词的一般疑问句“Do you like…? Does he/she like…?”

三、教学过程

1. Greetings

T: Hello, boys and girls.

Ss: Hello, Mis mai.

T: Look! What’s this?

Ss: It’s a cat.

T: Girls, do you like cats?

G: Yes.

T: Look! What’s that?

Ss: It’s a panda.

T: Boys, do you like pandas?

G: Yes.

T: This class, let’s look who are the winners, boys or girls?

(设计意图:用师生问候增进师生间的感情,拉近师生间的距离;用第二模块学习的动物巧妙的引入竞争机制,让学生有了上课的激情,为本堂课做好了有了铺垫。) 2. Warming-up

Class, do you like animals? Here’s a chant about animals for you. (设计意图: 利用朗朗上口的动物chant吸引学生的眼球,并为学习本单元的重点句型提供素材。)

3. Leading

Boys and girls, you know monkeys like bananas. Do you like bananas?(出示实物----香蕉)

T:Do you like bananas?

S1 : Yes, I do. (第一单元已学过)

T:Do you like this banana?

S2: No,I don’t. (拿出一个发黑的香蕉)

T: I don’t like bananas ,either. I like oranges.

Do you like oranges?

S3: Yes, I do.

T: Does he like oranges? ( 指着第三个同学,问全班同学)

Ss: Yes, he does. (教师帮助同学们回答)

T: Do you know what Lingling likes? Does Lingling like oranges?

This class, We’ll learn M4U2 Does Lingling like oranges?(板书) (设计意图:用第一单元已学过的Do you like bananas? Yes, I do. No,I don’t.的问答导入新知 Does he like oranges? Yes, he does. No, he doesn’t. 这种引入方式,不仅复习了旧知,而且很自然的引入了新知,学生更容易接受。) 4. Play a game

Now class, do you like games? Let’s play a guessing game.

I have some cards about food. Use “Do you like…?” to guess. If I say “Yes, I do.” I’ll give you scores. Otherwise, you won’t get scores. (活动内容和设计意图:使用猜谜游戏不仅练习了本单元的活动一句型,而且对下一个环节水果的学习作好了铺垫,同时还极大的调动了学生的学习积极性。)

5. Presentation

Class, do you like fruits? Let’s look what they are.

T: What’s this?

Ss: It’s an apple.

T: Do you like apples?

S1: Yes, I do.

T: Does he like apples?

(设计意图:开火车练习Does he like apples?,让学生试着说,以同样的方式学习orange,bananas, pears,并总结不定冠词an的用法,四种说过学习完之后,大部分同学会用do和does,再让学生点头或摇头练习Yes, he does,并加上一定的表情,学生印象非常深刻。)

6. Practice

T: Do you like oranges?

S1: Yes , I do.

T: Does he like oranges?

S2: Yes, he does.

(设计意图:先两人一组练习Do you like…?然后三人一组练习Does he like…?让学生自然转入第三人称单数的练习,过渡自然,没有突兀感。)

7. Listen to the tape

At first , answer the questions.

Does Lingling like oranges?

Does Sam like bananas?

For the second time, without books,listen, point and repeat.

(设计意图:带着问题听录音,目的性强。第二遍听录音时合上

书,有目的的引导学生听录音,针对性强,效果好。)

8. Do actions and relax

Class, are you tired? Let’s do some actions.

Football, football , I like football.

Basketball, basketball, I like basketball.

Table tennis, table tennis, I like table tennis.

(活动内容和设计意图:找一名同学来前面做动作,用Does he/

She like…?来问,这种方式学生非常感兴趣,既调动了学生的积极性,又再次强化does的用法。)

9. Play a guessing game

------ Does he like monkeys?

------Yes, he does.

(设计意图:先让一名同学猜测是否喜欢,再找本人

验证,答对者加分,为了考察学生对知识的活学活用能力。)

10. Summary

What have you learnt in this class? Do you have any questions?

(活动内容和设计意图: 让学生畅所欲言的汇报本课时学到的知

识,并进行补充说明,既锻炼了学生英语交际能力,又强化了本课时的知识。)

11 .Homework.

Make a survey.

(调查家庭成员对水果的喜好)