UNIT ONE WHICH DO YOU LIKE BETTER LESSON 3 教学设计.doc

UNIT ONE WHICH DO YOU LIKE BETTER LESSON 3 教学设计一、教学目标1. 能听懂并朗读Listen and say中的对话内容;能运用“Which do you like better,or? I like. , but I likebetter. ”的交际用语询问别人或表达自己对某两种事物或某两个活动喜欢的不同程度。2. 能听懂、会说、认读drawing, reading, keeping birds, growing flowers, throwing beanbags, jumping rope等业余或课余活动类词汇,并能在实际情景中运用。3. 能在教师的提示下完成Lets do中的调查活动,能用12句话记录自己的调查结果,如“likes(reading)better. He(reads a lot of books). ”并介绍给他人听。4. 能主动和他人交流并分享自己的兴趣和爱好,在交流中更加理解和欣赏他人,增长自己的见识。二、教学重难点1. 教学重点: 学习询问别人或表达自己对某两种事物或某两个活动的喜欢程度的交际用语: “Which do you like better,or? I like , but I likebetter. ”2. 教学难点: like doing sth. 中的doing和一般现在时中的动词的正确理解和区分运用;同一含义的动名词短语的不同表达方式,如jumping rope=rope-jumping, throwing beanbags=beanbag-throwing。三、教具准备 教学课件、录音机、人物卡片、单词卡片、游戏卡片、小纸条等。四、教学建议(一)Listen and say分析与提示本部分内容主要是学习用“I like, but I likebetter. ”表达自己对某两种事物或某两个活动喜欢的不同程度。重点要放在具体情景中的应用上,放在课堂操练上。要通过操练帮助学生理解和掌握所学语言,正确得体地运用语言。1. 导入 (1)教师摆出读书的动作询问学生:“What am I doing?”学生会说:“You are reading. ”教师补充道:“Yes. I like reading. Do you like reading? who likes reading?”教师叫起举手的同学追问道:“What kind of books do you like to read?”教师课件呈现几本不同体裁的书:fairy tales, science fiction, comic, novels等并介绍其含义,引导学生尝试读出。教师询问学生:“Which kind do you like better?”学生根据实际情况回答,教师帮助学生正确发音。 (2)教师摆出画画的动作询问学生:“What am I doing?”学生会说:“You are drawing. ”教师补充道:“Yes. I like drawing. too. ”“Do you like drawing? Who likes drawing?”教师叫起举手的同学追问道:“What do you often draw?”学生根据实际情况回答。 (3)教师询问学生:“I like drawing, but I like reading better. How about you? Which do you like better. reading or drawing?”学生根据自己的实际情况回答。2. 学习对话 (1)观察对话情景。 教师课件呈现对话主题图1,询问学生:“who are they?” 学生回答:“They are Guoguo, Sara, Mike, and Baobao. ”教师根据学生的回答板贴四个人物卡片。教师继续追问:“Where are they?”学生观察图之后回答出:“They are in the park. ”教师在黑板上简单勾勒出树和青草,呈现公园的场景。教师引导学生继续观察:“What are they doing?”学生会答出: “Sara is reading. Guoguo is talking to Sara. Mike and Baobao are drawing. ”教师点击鼠标,在图中的书和画板上出现了两个圈,引导学生猜测: “What is Sara reading? What are Mike and Baobao drawing?” (2)初听理解对话。 教师完整播放对话1和2一遍,学生静听,并找到上面两个问题的答案:“Sara is reading Around the World in Eighty Days. Mike and Baobao are drwing a sheep and a bear. ”教师追问学生: ”Is Around the World in Eighty Days a fairy tale or science fiction? ”有的学生会答出:“Its science fiction. ”教师予以肯定和鼓励。 教师继续提问:“Which does Sara like better, fairy tale or science fiction? Which does Mike like doing better, reading or drawing?”教师完整播放对话1和2,学生静听找到问题的答案:“Sara likes science fiction better. Mike likes drawing better. ” 教师完整播放一遍带文字的对话教学课件,学生仔细视听,进一步明确和理解对话的内容。教师会在播放完之后将句子“I like science fiction better. ”和“I like reading, too, but I like drawing better. ”板书在Sara和Mike图像旁边。接着教师处理一些情景语言,如:“Can I have it? Yes, but wait a minute, please. I will put my name on it. ”教师可以采取创设小情景的方式让学生体会“wait a minute” “put my name on it”。要有短语意识,让学生整体理解短语而不是其中的某个单词。(3)听录音模仿跟读。 教师请学生打开书,逐句跟课件朗读,在学生朗读遇到困难时按下暂停键,予以必要的发音指导,如fairy tale, science fiction。wait a minute等词汇和短语。 扫清发音障碍后,教师反复多遍播放录音,引导学生注意模仿录音中的语音语调,形成较好的语感。 为了增加朗读的兴趣,教师可以变换每遍跟读的形式,如分角色跟读,一组一句跟读,看谁模仿得更形象等。 (4)角色扮演。 教师和全班学生分角色朗读,教师将全班同学分为A、B、C三大组,A组同学扮演Sara, B组同学扮演Guoguo, C组同学扮演Mike,教师扮演Baobao。教师其实是在这里布置了一个小“陷阱”,因为对话中的Baobao并没有说话,教师想通过这个角色扮演活动引导学生关注这一点。 学生四个人一组进行分角色朗读表演的练习。 教师找几组学生进行展示,并予以评价。(二)Listen, look, and learn分析与提示本部分内容为功能句型“I like. but I likebetter. ”以及业余或课余活动类词汇drawing, reading, keeping birds, growing flowers, throwing beanbags, jumping rope的专项学习。词汇以对称图形的形式成对出现并配有图画,有助于学生理解词义并树立词汇具体分类意识。教师应关注这种呈现方式,并遵循词不离旬的原则处理好词汇与句型的学习。1. 词句学习 (1)教师课件呈现Listen, look, and learn中的第一组图:一个小男孩在画画和读书。教师鼠标指向第一幅图询问学生:“What is the boy doing?”学生回答:“He is drawing. ”教师鼠标指向第二幅图询问学生:“What is the boy doing?”学生回答:“He is reading. ”教师予以肯定后将组图卡片贴在黑板上,并继续追问:“He likes reading and drawing. But which does he like doing better?”学生发表自己的看法:“He likes , but he likesbetter. ” (2)教师询问学生:“Who likes drawing and reading, too?”举手的同学站起来说:“I like reading and drawing, too. ”教师继续追问:“Which do you like doing better?”学生继续回答:“I likebetter. ”教师予以肯定和表扬。之后面向全班同学说:“How about you? Can you say something about yourself? ”并鼓励学生运用“I like, but I likebetter. ” (3)教师课件呈现Listen, look, and learn中的第二组图:一位老爷爷在养鸟和种花。教师鼠标指向第一幅图询问学生:“What is he doing?”学生回答: “He is keeping birds. ”教师鼠标指向第二幅图询问学生:“What is he doing?”学生尝试回答:“He is taking care of flowers. ”教师将组图卡片贴在黑板上,引导学生关注growing的发音,将growing的字母g盖住,让学生试读rowing/r/。之后露出字母g,引导学生拼出/gr/。教师播放录音,学生模仿跟读。之后教师继续询问: “He likes keeping birds and growing flowers. But which does he like doing better?”学生发表自己的看法:“He likes, but he likesbetter. ” (4)教师询问学生: “Who likes keeping birds and growing flowers. too? ”举手的同学站起来说:“I like keeping birds and growing flowers, too. ”教师继续追问:“Which do you like doing better?”学生继续回答:“I likebetter. ”教师予以肯定和表扬。之后面向全班同学说:“How about you? Can you say something about yourself? ”并鼓励学生运用“I like, but I likebetter. ” (5)教师课件呈现Listen, look, and learn中的第三组图:一个小女孩在掷沙包和跳绳。教师鼠标指向第二幅图询问学生: “What is she doing?”学生回答:“She is jumping rope. ”教师鼠标指向第一幅图询问学生:“What is she doing?”学生尝试回答: “She is throwing beanbags. ”教师将组图卡片贴在黑板上,引导学生关注throwing beanbags的发音。教师将throwing和growing 进行对比,先让学生读出growing,之后,将字母g换成th,告诉学生th组合的发音为/,引导学生读出单词。教师把beanbags划分为两部分,引导学生分别读出bean, bags,然后再拼在一起,读出beanbags。教师播放录音,学生模仿跟读短语。之后教师继续询问:“She likes throwing beanbags and jumping rope. But which does she like doing better?”学生发表自己的看法:“She likes , but she likesbetter. ” (6)教师询问学生:“Who likes throwing beanbags and jumping rope, too?”举手的同学站起来说:“I like throwing beanbags and jumping rope. too. ”教师继续追问:“Which do you like doing better?”学生继续回答:“I likebetter. ”教师予以肯定和表扬。之后面向全班同学说:“How about you? Can you say something about yourself?”并鼓励学生运用“I like , but I like better. ”2. 巩固练习 (1)教师播放教学课件Listen, look, and learn中的录音内容,学生看书跟读,再次巩固单词和功能句型的正确发音。 (2)活动1: Im the quickest。 教师将学生分为A、B、C三个组,每次每组各出一名代表,在看到屏幕上出现的配图单词或短语时以最快的速度读出,读得最快最准的同学为小组赢得1分。比赛结束后,分数最多的小组获胜。 (3)活动2: Looking for friends。 教师给每个人发张纸条,请同学们根据实际情况选择Listen, look, and learn中的一组词或短语用“I like , but I likebetter. ”写出自己的真实想法。之后,学生们起立在教室内寻找和自己有完全相同爱好的人。时间为3分钟。要求每个人都把自己的句子念给对方听,如果两个句子不一样,那么就再去寻找另外的人;如果两个句子一模一样,就是找到了一个自己的朋友,两个人握手示意后再一起去寻找更多的有相同爱好的人。游戏结束后,看谁找的朋友多。(三)Listen and choose分析与提示本部分呈现了三组课余活动类词汇图片,第一组是singing, dancing,第二组是swimming, skating,第三组是rope-jumping, beanbag-throwing。教师先引导学生说说图片内容。再让学生根据所听句意选择正确的图片。教师可以将这部分融合到词汇与句型的学习环节中,作为词句教学的拓展运用活动。 教师将教材中Listen and choose板块作为词句巩固的练习活动之一。学生打开书,先说说每组图片都是什么。之后教师播放录音,学生根据听到的内容选择正确的图片。录音内容如下:Listen and choose1. Which do you like better, singing or dancing? I like singing better. 2. Which do you like better. swimming or skating? I like swimming better. 3. Which do you like better. rope-jumping or beanbag-throwing? I like beanbag-throwing better. (四)Lets doAsk your friends what activities they like better. Write one or two sentences about their answersActivityBetterReading/DrawingSwimming/SkatingSinging/DancingMingming like reading better. He reads a lot of books.分析与提示本部分设计了“调查朋友比较喜欢哪种活动并根据调查结果写12句话来描述他们”的任务。在具体操作时教师要先示范,让学生明确活动的步骤和要求,之后再让学生开展活动。活动之后可以组织班内汇报。介绍自己的朋友们比较喜欢的课余活动。如:“Dongdong likes drawing better. He can draw many animals. ” (1)教师呈现Lets do中的任务要求和调查表格,将要求读给学生听,并对表格内容进行简单的谈论。 (2)教师和一名学生做示范,教师先问:“Which do you like better, reading or drawing? ”假如学生回答:“I like reading. ”教师就在表格中Activity一列中勾出Reading这个词,并在Better一列中相对应的表格内写出:“likes reading better. ”之后教师继续追问:“Do you read a lot of books?”假如学生说:“Yes. ”教师就继续写出:“He reads a lot of books. ” (3)仿照师生的对话,学生开展调查活动。为了使学生的语言更加丰富,教师可以提供用来帮助调查的功能句型,如:“Do you(swim)well? ”并在学生调查的过程中予以巡视指导。 (4)调查活动结束之后,教师可以找23人汇报自己的调查结果。五、可供选择的教学活动1. Memory game活动目的:在相对真实的语境中操练Listen, look, and learn和Listen and choose中的词汇和短语。活动准备:教师利用前几册教材中的图画拼接或自己绘画一张主题情景图,情景图中是本套教材的核心人物Maomao, Yangyang, Baobao, Lingling, Guoguo, Mike, Sara等在公园或其他的场景中做各种各样的事情,如“Maomao is drawing. Yangyang is reading. Baobao is growing flowers. ”等。活动过程:(1)教师将学生分为A、B组,并讲清游戏规则:学生要在有限的时间内记住图中每个人所做的事情并在不看图的情况下凭记忆说出来。每次每组一次机会,A、B组轮流回答。说得正确的学生为本组赢得1分。(2)教师课件呈现主题情景图,全体学生看图努力记忆,时间为1