一年级英语下册Unit5DoyoulikePears（第5课时）教案人教PEP版.docx

Unit Five Do you like pears?第五课时l 课时内容B. Lets learn; Lets chant l 课时分析 Lets Learn中Mike 在和Sarah聊自己不喜欢哪些水果，Sarah也同时表达自己的想法。在这样的情景下，展示三个三会水果单词：watermelon, strawberry, grape, 和表达自己不喜欢水果的句式：I dont like 和表示附和的Me, neither. 三个水果单词中，grape在上一课时已经出现过，watermelon和strawberry两个单词字形较复杂，学生掌握起来可能有些困难，在进行认读练习时需要多注意。Lets chant是个以表达自己对于水果的喜好为主要内容的比较复杂的韵句，涉及到grape, orange, watermelon, strawberry四种水果及其复数形式。还有相对比较复杂的句式：They taste really good. No, but I should. I like them all. 等。因此在教学中要保证学生能够理解韵句所表达的意思，同时在说唱中进一步熟悉重点词汇的表达，能够做到听懂、会说。同时，还需要引导学生意识到水果对健康的益处，让他们喜欢水果，养成良好的饮食习惯。l 课时目标1. 能够听懂、会说、认读单词grape, watermelon, strawberry2. 能够听懂、会说、认读句式：I like I dont like Me, neither.3. 能够在真实或虚拟的情境中正确表达自己对某物的好恶。l 课时重难点1.重点：能够听懂、会说、认读单词grape, watermelon, strawberry能够听懂、会说认读句式：I like I dont like Me, neither.2. 难点：能够正确使用重点句式表达自己对某物的好恶。能够正确认读单词：watermelon, strawberryl 教学准备1. 多媒体课件、录音机、磁带。2. 水果单词卡片、水果图片l 教学过程 Step 1 Warm up1.开始课程前，将学生分成四组，在黑板上为每组画一棵树。学生表现好时就为自己的组获得一个水果。课程结束时，水果最多的组获胜。Teacher: Ill divide you into four groups. Each group has a tree. If you did well, I will draw fruit for you. At the end of the lesson, the group which gets more fruit will be the winner. 2. 播放韵句：I eat apples. 学生先听再齐唱。Teacher: Boys and girls, lets chant. Listen to the chant please. Teacher: Please stand up. Lets chant together. 设计意图：以与水果有关的韵句热身，为学习本课的知识做好知识上的准备。韵句既有节奏感，内容又有趣，使学生做好学习新知识的心理和情绪上的准备。 Step 2 Lead in1. 游戏：I draw you guess. 老师在黑板上画水果的简笔画，先简单画出轮廓，请学生猜出水果名称。（也可以使用多媒体课件，展示某个水果的一部分，请学生猜出水果名称）Teacher：Lets play a game. Guess the fruit. What is it? You can ask like this: Is it an apple? 设计意图：以简笔画的形式逐步展示出水果，能够极大地激发学生的学习兴趣，并且在复习单词的读法同时，还使学生同时复习了单词的意义。 Step 3 Presentation1. 在黑板接着画出西瓜、草莓、葡萄，(也可以使用单词图卡进行，或以多媒体展示图片)学生边猜边学习新授单词。Teacher：Whats this? Its a watermelon. Look, this is melon, and this is melon, too. (展示不同的瓜类水果图片) Maybe this kind of melon is full of water. So people call it watermelon. Read after me, please, water-melon, watermelon. This line, read it one by one. Is this a watermelon? No, its small. Its a strawberry. These are berries. (展示蓝莓的图片) They are blue. So we call them blueberry. And this is straw. Now read after me, strawberry, strawberry. Boys read it, please. Girls read it. You know this fruit. What are they? Yes, they are grapes. Read it together, please, grapes. 设计意图：衔接上一环节的活动，以简笔画的形式来呈现新的水果。由于两个新授词汇都是合成词，因此可以讲授单词的组成部分，帮助学生了解合成词的构成，以提高他们对于新单词的记忆效果。2.播放课文录音，观察课文图片，回答问题。Teacher：Look at this picture. What fruit can you see? Whos this boy? Whos this girl? What are they talking about? Lets listen and find. Teacher: Who can try to answer my question?设计意图：通过观察、分析图片内容来获得关于课文内容的信息，再通过倾听来获取更加准确的信息，或验证自己获得信息的准确度。培养学生在倾听中分析、获取信息的能力。 Step 4 Practice1. 跟读课文，读准字音。Teacher：Listen to the tape again, and follow it please. 设计意图：通过跟读获取单词及句式的正确读音，并纠正自己的读音。2. 我来指，你来说。老师指向黑板上的简笔画，学生快速说出单词。Teacher：Look at the fruit on the blackboard. I point you say. Lets see who is fast. 3. 给水果编上序号，老师说出序号，学生说出水果名称。Teacher: Now I number the fruit. This time, I will say the number. You say the correct fruit. 设计意图：两个活动的目的都是保证学生能够正确理解并读出单词。第二个活动相比第一个活动难度增加了一些，学生需要熟悉数字的表达，并迅速将数字反应为相对应的水果。对于学生英语思维的培养有一定的帮助。4. 出示水果的一部分，学生猜出单词。Teacher: Look, this is a part of the fruit. What is it? Say like this: Is it a .?设计意图：以这样的形式来猜单词，一方面能够激发学生参与的兴趣，另一方面使他们在猜测中不断使用重点词汇，在重复中熟悉单词的表达。5. What dont you like? 和学生进行交流。Teacher: What fruit do you like? 学生自由回答。教师可以在学生回答与自己喜欢的水果一致时，说出句子：Me, too. Teacher： What fruit dont you like? 学生按照自己的实际情况回答。教师在听到与自己不喜欢的水果一致时，说出句子：Me, neither. Teacher: Now, do a pair work please. Ask your partner what fruit he or she likes or doesnt like. Teacher: Which pair wants to show your dialogue? 设计意图：在与学生进行交流时，通过教师的示范，使学生明白Me, too和 Me, neither的区别。通过两人小组活动，让学生在交流中真正使用学到的句式来表达自己的真实想法，提高他们的口语表达能力。6. 播放韵句，学生先认真倾听，然后教师与学生针对韵句内容时行交流，最后学生跟唱。Teacher: Everyone did a good job. Now its time for chant. Listen carefully. Teacher: Do you like grapes? Why? They taste really good. Do apples taste good? Do bananas taste good? Do you like bananas? Do you like oranges? But you should like. Because its good for us. Teacher：Listen to the chant again and follow it. Teacher: Lets say the chant together. 设计意图：通过针对韵句内容的交流，使学生能够真正明白韵句每一句的意思和用法，并在学习韵句的同时，向学生传达要喜欢水果的意识。 Step 5 Summary1. 学生以自己喜欢的方式表演韵句，来总结本课时的重点知识。Teacher：Now please show the chant. You can show it by two or in groups. Lets find the best group. 设计意图：鼓励学生以自己喜欢的方式来展现韵句，以保护他们参与的欲望并激发他们持续的学习兴趣。2. 总结小组表现，鼓励最佳小组。Teacher: Now lets count the fruit of each group. Which group is the winner? Congratulations. Everybody, please be better next time. 设计意图：对学生的评价最主要的意义就是激励学生，使学生保持持久的学习兴趣。以与本课重点知识相联系的方式进行评价，还能同时复习巩固本课的重点知识，可谓一举两得。l 课堂作业一、根据图片写出单词。二、根据你自己的实际情况来回答问题。1. Do you like watermelons? _2. Do you like strawberries?_3. Do you like grapes?_4. Do you like oranges?_三、读一读，判断正（T）误（）。Lily: Tom, do you like grapes?Tom: Yes, I do. Grapes taste good. Do you like grapes?Lily: Me, too. Do you like watermelons?Tom: No, I dont. How about you?Lily: Me, neither. Do you like apples?Tom: Yes, I do. And you?Lily: No, I dont. But I should.Tom: Yes, apples are good.( ) 1. Tom likes grapes.( ) 2. Lily likes gra