Unit 2 Does Lingling like oranges?教案推荐

Module4 Unit1 Does Lingling like oranges? 教学设计

一、教学目标

（一）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。

（二）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、教学重点

句型：Does he/she/人名like...?

Yes, he does. /No, he doesn’t.

三、教学难点

能熟练运用Does he/she/人名like...? 及其答语谈论并询问他人的喜好。

四、教学准备

PPT, CD-ROM, vocabulary cards.

五、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，调查结束后Amy向Daming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…?”

六、教学过程

Step1 Warm-up 1.

Greeting. 2.

Chant: I like yellow. I like green. I like blue. Do you like them too? （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；运用chant活跃课堂气氛。）

Step2 Lead-in. 1.

Game: Magic Eyes

rice/meat/noodels/fish/milk

There are some words about food what we learnt last time on PPT, and it will be showed very fast. Students have to get them immediately, and speak out loudly. 2.

Practice the sentence: Do you like...? Yes, I do./ No, I don’t.

Teacher ask the students when they speak out the words during the game above. （设计意图：游戏激起了孩子们的学习兴趣，游戏中的单词以及提问的句子都是上一节课所学过的，在玩游戏的同时巩固上节课所学习的内容。）

Step3 Presentation 1. Lisren, point and say: page23 part1. 2. The word: apple

a-p-p-l-e : apple →

apples →

apples

emphasize: Do you like apples?

Use the same methord to teach the new words: banana/pear/orange 3. Learn the new sentence

(1) T: Do you like apples?

(2) T: Do you like apples?

S1: Yes, I do.

S3: No, I don’t.

T: Does she/he like apples?

T: Does she/he like apples?

S2: Yes, she/he does.

S4: No, she/he doesn’t. （设计意图：通过对第二人称的提问自然过渡到第三人称的提问，学生能及时了解两个句子的区别，同时老师也能及时了解学生对于第二人称的提问的掌握情况，学生在老师的帮助下对第三人称的提问进行回答。）

4.

Practice.

Guessing game: Does____like____?

eg: ----Does Liping like pears ?

----Yes, she does？/No, she doesn’t.

The student will get a star if he/she’s answer is as same as Liping. （设计意图：运用所学过的食物单词来猜一猜班上的某位学生是否喜欢，既引起了同学们的兴趣，又实际操练了所学的句型。）

5.

Listen, and say: page 23 part 2

At firt the vedio will be played without captions, the students speak out what they heard when it finished. And then they will listen and watch the vedio again with captions. （设计意图：第一遍不带字幕播放，听完后学生将举手说出他刚所听到的句子，这样有利于学生专注的去听和记视频里所播放的句子和单词。第二遍带着字幕，让学生知道哪些句子自己没听清楚，再加深一遍印象。）

6.

Question: Does Lingling like orange?

----Ss: Yes, she does.

-----T: Does Sam like pears?

----Ss: No, he doesn’t. （设计意图：课本动画播放两边后，同学们对课本内容有了初步的了解, 对课文内容进行提问，能及时了解孩子们对于课文内容的理解程度。）

7.

Practice (1)

Read the text after the CD-ROM twice, and then read it together. (2)

Read the text and try to play in role with partners.

Step 4 Consolidation. 1.

Ask and answer. (1)There are some pictures on PPT, students speak them out loudly: football/oranges/apples/bike/meat/fish/swimming/rice/table tennis/bananas. (2)

Make a dialouge using the pictures on PPT:

-----Does

like

？

-----Yes, she/he does. /No, she/he doesn’t.

2.

Race game: Make dialouges within 1 minute, the group which make dialouges most will be the winer. （设计意图：利用游戏巩固本节课所学的内容。）

3.

Chant：Noodles and rice are very very nice. Mm, mm, mm! Very very nice.

Ginger and spice are not very nice. No, no, no! Not very nice.

Step5

Summary What have you learnt in this class?

Do you have any questions? （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。）

Step 6 Home work 1. Read the text loudly at home. 2. Make a survey. （调查亲朋好友对食物的喜好）

Name Food fish apple ... Mother

Father

Xiaoli

...

（设计意图：这样的作业布置，符合三年级学生的特点，又贴近学生的生活，学生非常乐意完成，检查作业时，可以让学生当小记者进行汇报，正好练习了本单元第三人称单数的形式。如：Does your father like fish? Yes, he does.）