牛津小学英语5B第三单元第二课时Hobbies教学设计

牛津小学英语5B第三单元第二课时Hobbies教学设计

一.教学内容:《牛津小学英语》5B第三单元第二课时。
    二.教学目标:
    1.能听懂,会说和读日常交际用语及句型:Show us…,please.      Here they are
    Can you …?
    2. 能正确地理解,掌握对话内容,并能朗读,初步表演对话。
    3.能初步熟悉歌曲;“Hobbies”.
    三.教学重、难点:
    能比较流畅地朗读对话,并能在掌握对话的基础上分角色表演对话。
    三.教学准备:
    磁带,录音机,卡片,挂图,photos
    四.教学过程:
    一.)Free talk and Review:
    1. sing a song
    2. 教师用卡片让学生读出B部分的词组。
    3.用I like….造句(强调 like +V-ing形式)
    4.用一些表示动作的卡片,向学生问:
    T: Do you have any hobbies?                S1: Yes, I do. I like….
    S2: Yes, I do. I like….
    S3: Yes, I do. I like….
    5. S3回答完之后,老师可以说:Oh, good, he likes….. What about S1?
    S4.:She/He likes…..
    师---生             生---- 师
    生:Do you have any hobbies?
    师:Yes, I do.I like skating, fishing, running,and taking photos. I have many hobbies.(引出”many”)
    二.)Presentation and practice:
    T: Look, here are many beautiful photos. (引出”beautiful”)
    Let me show them to you.(边把照片给学生看,边讲解)
    T: This is a flower, It’s beautiful. Look, what about this one?
    Ss: It's a tiger.
    T: Yes, It's an animal photo. (引出”animal”)
    Look at this one( show a dog photo)
    Ss: It’s a dog, it’s an animal photo,too.
    T:Look at this photo, it’s a ship(引出”ship”) It’s my model ship.
    T:Who wants to see these beautiful photos? Here they are. (引出“Here they are”)
    Come here and have a look.
    学生上台看照片
    T: Look, S4’s pencils are beautiful. Can you show us your pencils, please? (引出“show us…”)
    S4: Here they are.
    T: Look, I have a beautiful dress and a lovely doll. The dress is for my doll. I can make a dress for my doll. Can you make a dress for your doll?
    Ss: Yes, I can/  No, I can’t.
    三.Read and say:
    1.出示挂图,引入:
    T: Who’s he? (指Ben)                          Ss: He’s Ben.
    T: What are these?( 指stamps)                   Ss: They’re stamps.
    T: Oh, Ben has many beautiful stamps, I think his hobby is collecting stamps.
    T: What is he doing?                    Ss: He is showing his stamps to Mike and Yang Ling.
    T:What are they talking about? Let’s listen to the tape and answer the following questions.
    Q1: Do they like stamps?
    Q2: Does Yang Ling like cooking?
    Q3: What’s Mike’s hobby?
    2. Read the text:
    a.)跟读——齐读——分角色朗读
    b.)划词组,并领读。
    教学心得:
    给学生创设情景交流,也可以联系学生实际情况.比如在这一课中.可以根据学生自己的喜好来展开谈论.往往学生在讲到自己实际情况时时,会比较兴奋.但前提是学生应掌握本单元句型.
    [“often”巩固环节,教师使用学生日常交际用语对所学“新知识”进行操练后,再一次以旧带新,以新温旧,一举两得。]
    a. 学习learn…from…
    ①Read it one by one.②boys read ,girls read
    b. Make a sentence with“learn…from…”
    ①师示范:I often read books. I can learn a lot from it.
    ②Say it by yourself first.指名反馈。
    ③通过步骤②的学生反馈,教师顺机问:Do you do it everyday? 学生答:Yes ,I do./No, I don’t.

www.ff70.com     分组练读Do you do it everyday?
    c.整合对话。
    ①师生示范:S1: What do you often do on Mondays?
    T: I often surf the Internet. It’s very interesting. I can learn a lot from it.
    S1: Do you do it everyday?            T: Yes, I do.
    ②Work in pairs.反馈。
    [在教学中,新授内容要循序渐进,采取“小步走”,学一点,练一点,在用中学,学中用,最终让学生在反复的实践中稳步提高,这一“整合对话”是把零碎的“知识点”融为一体,让学生把学与用有效地结合起来,进行实际性的语言操练。]
    2、引出课题At the weekends和词组“talk about”
    A.紧接着上一环节,教师指一名学生问:“What do you often do on Saturdays and Sundays?生答:I often…师:Saturdays and Sundays(相机点击课件),We may say“weekends”(重读这个单词并点击课件)
    Saturdays and Sundays= weekends 周末
    课件如下:
    a.分音节教学week-ends, weekends
    ①Read after the teacher“week-ends, weekends”②分组读。
    ③指名读(倾听学生weekends中/k/和/e/的准确连读)
    b. Today , we’ll learn“Unit 8 At the weekends”(齐读课题)
    B. Free talk过渡:Now, let’s talk about our weekends, OK?
    点击课件:talk about   谈论
    a.分音节教学talk about “al”→/ ? :/ talk↗↘(师带读)
    b. Read “talk about”one by one.
    c. Together read.
    3、“以答引问”方式教学句型How do you spend your weekends? I often…
    T: I often surf the Internet at the weekends. How do you spend your weekends?
    S1:I often…(S2,S3)
    A.教师利用以上的“问题”询问三个学生,让学生对How do you spend your weekends? I often…这一句型对话进行整体的听说,并理解其含义。(板书:How do you spend your weekends? I often…)
    spend  度过
    B.点击课件师生分析:spend与weekend的共同部分end,“spend”中/p/失去爆破。
    a.根据分析,指名试读“spend”,教师再给予准确发音,并给予相应的鼓励。
    b. Read it one by one.
    c. boys read ,girls read.
    [虽然只是一个单词的教学,但从学的过程,让学生“学会了学习”,学会了“单词的新旧结合”,从而为他们今后的单词学习提供了一个小小的“妙招”。]
    C.练读句型How do you spend your weekends?
    a.师带读。   b.分组读。          c.指名说。
    D. Dialogue.
    a.师生示范。 b. Work in pairs.反馈。 c. Boys ask, girls answer.(利用图片)
    4.对话引出sometimes,并与often进行比较。
    A. Ss: How do you spend your weekends, Miss Liu?
    T: I often surf the Internet. Sometimes I read books.
    often
    sometimes
    经常
    有时
    相机点击课件。
    [sometimes一词学生以前学过,在此只是画了一个“比例图”与often进行比较,让学生很清晰地理解他们的意思,避免了繁琐的解释。]
    B. Make a dialogue use“often”and“sometimes”with your partner.
    C. Do a survey .
    a.师点击课件,进行实际性的演示:(注:often用☆表示,sometimes用△表示。)
    A:How do you spend your weekends?
    B: I often …Sometimes I ...
    Xu Yuan
    Zhang Xiao
    Li Da
    Chen Long
    surf the Internet
    ☆
    watch TV
    listen to music
    ☆
    do homework
    go swimming
    go climbing
    △
    play basketball
    b.生生互动。(课前已发给小学生调查表)

www.ff70.com     c.投影展示学生的调查情况(指名Ask and answer)
    [这个活动让学生在一定的语境和情景中进行,突出了对学生用英语做事情和用英语进行交流的能力的培养,体现了交际语言教学的思想。
    5、Play a game 引出sport,并由sport引出“说唱歌谣”,既整合A部分场景一的对话内容。
    A.Do and guess.
    教师做,学生猜,教师相机“点击课件”,并引出sport.
    go swimming
    go climbing      sport
    play basketball
    a.分音节教学sport中or发/ ? :/,并与spend进行比较,/p/失去爆破。
    b.指名试读:“sport”,师给予准确读音,并带读。
    c. Read it together.
    B.T:I like sport. How about you, everybody? Let’s sing and say《I like sport》.
    歌词如下:
    I like sport
    Sing :  It’s very interesting. I learn a lot from it.
    Sport , sport , I like sport.
    Do you do it every day?
    Say :   Yes ,I like sport very much.
    How do you spend your weekends?
    I often make model ships.
    Sometimes I watch TV.
    Sing: It’s very interesting. I learn a lot from it.
    a.放录音伴奏,师示范。
    b.放录音伴奏,学生齐“说唱”,并加上相应的动作。
    [借用《Do some excise with me.》的旋律,利用“说唱法”巧妙的把本节课所学的“新授点”以及“重点句型”全部纳入这首“说唱”歌谣中,这样既能培养学生的英语语感,又能让学生在无意中操练语言,不断提高学生的口语能力。
    Step 3.Consolidation.
    1.出示A部分场景一的挂图,指名看图说话“What does ××× do ? ”并出示填空题。
    A. It is ______ afternoon .The students are _______about their________.
    B. How do you_______ your _______, Wang Bing?
    I surf the Internet. It’s _______  interesting . I _______a lot ______ it.
    2. Just listen.
    3. Listen and do.(指名回答,相机点击课件,显示正确答案。)
    4. Look at the book, listen and read.
    5. Work in group.(分角色表演对话,课前分好三人一组。)
    [采用“填空式”进行听力,降低学生听力难度,并且让学生带着问题去听,旨在检验学生获取对话中的信息的能力,更能培养学生仔细听的习惯。]
    Step  4. Homework.
    1.背诵“说唱歌谣”《I like sport.》。
    2.预习A部分场景二,并回答问题。
    A. How does Yang Ling spend her weekends?
    B. Does Helen do housework at the weekends?
    C. How does Su Yang spend her weekends?
    [如何检查小学生的英语学习情况?出几个问题就可以呀!虽然问题比较简单,但对他们今后的英语学习起着至关重要的作用。]
    Blackboard design:
    Unit8 At the weekends
    How do you spend your weekends?
    I  often  ________ .Sometimes I ________.
    A部分
    挂图
    教学反思:
    1、在本课教学设计中,以实施教育为指导思想,采用以旧带新的方法拓展相关内容,巧妙设计教学环节,分层教学,以复习结合新授的形式,用一节课的时间,通过单词学习、句型巩固、小组合作,说唱歌谣等方式,充分调动学生学习英语的积极性、主动性和创造性,极大地激发学生学习的兴趣和乐于用英语进行交流的习惯,让学生们在实际的操作过程中,主动获取知识、运用知识,发展能力。这一节课最让我感到高兴的是每一个学生都真正地“动”了起来。学生在活动的过程中不断地有新刺激、新发现,兴奋点也不断地产生,他们的兴趣一直贯穿活动的始终,在充分的活动中,获得了语言知识,培养了交际能力,并根据学生的认知水平,使学生在团结合作的互动环节中渗透“你才是学习的主人”的意识,比如:Do a survey这个“生生互动”环节,很好的培养学生自主学习的能力和意识,使学生学到是学习的方法和提高的是学习的能力。
    2、新课程强调从学生的学习兴趣、生活经验和认识水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径达到发展学生对语言的综合运用能力。因此,我使用“英文歌曲加歌谣《I like sport.》”巧妙地整合了A部分的对话教学内容,它富有很强的节奏感,韵律美,在进行说唱时,根据内容设计相应动作,让学生边说唱边表演,这样既能培养学生的英语语感,又能让学生在无意中操练语言,不断提高学生的口语能力。
 

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