UNIT ONE WHICH DO YOU LIKE BETTER LESSON 3 教學設(shè)計.doc

UNIT ONE WHICH DO YOU LIKE BETTER LESSON 3 教學設(shè)計一、教學目標1. 能聽懂并朗讀Listen and say中的對話內(nèi)容;能運用“Which do you like better,or? I like. , but I likebetter. ”的交際用語詢問別人或表達自己對某兩種事物或某兩個活動喜歡的不同程度。2. 能聽懂、會說、認讀drawing, reading, keeping birds, growing flowers, throwing beanbags, jumping rope等業(yè)余或課余活動類詞匯,并能在實際情景中運用。3. 能在教師的提示下完成Lets do中的調(diào)查活動,能用12句話記錄自己的調(diào)查結(jié)果,如“l(fā)ikes(reading)better. He(reads a lot of books). ”并介紹給他人聽。4. 能主動和他人交流并分享自己的興趣和愛好,在交流中更加理解和欣賞他人,增長自己的見識。二、教學重難點1. 教學重點: 學習詢問別人或表達自己對某兩種事物或某兩個活動的喜歡程度的交際用語: “Which do you like better,or? I like , but I likebetter. ”2. 教學難點: like doing sth. 中的doing和一般現(xiàn)在時中的動詞的正確理解和區(qū)分運用;同一含義的動名詞短語的不同表達方式,如jumping rope=rope-jumping, throwing beanbags=beanbag-throwing。三、教具準備 教學課件、錄音機、人物卡片、單詞卡片、游戲卡片、小紙條等。四、教學建議(一)Listen and say分析與提示本部分內(nèi)容主要是學習用“I like, but I likebetter. ”表達自己對某兩種事物或某兩個活動喜歡的不同程度。重點要放在具體情景中的應用上,放在課堂操練上。要通過操練幫助學生理解和掌握所學語言,正確得體地運用語言。1. 導入 (1)教師擺出讀書的動作詢問學生:“What am I doing?”學生會說:“You are reading. ”教師補充道:“Yes. I like reading. Do you like reading? who likes reading?”教師叫起舉手的同學追問道:“What kind of books do you like to read?”教師課件呈現(xiàn)幾本不同體裁的書:fairy tales, science fiction, comic, novels等并介紹其含義,引導學生嘗試讀出。教師詢問學生:“Which kind do you like better?”學生根據(jù)實際情況回答,教師幫助學生正確發(fā)音。 (2)教師擺出畫畫的動作詢問學生:“What am I doing?”學生會說:“You are drawing. ”教師補充道:“Yes. I like drawing. too. ”“Do you like drawing? Who likes drawing?”教師叫起舉手的同學追問道:“What do you often draw?”學生根據(jù)實際情況回答。 (3)教師詢問學生:“I like drawing, but I like reading better. How about you? Which do you like better. reading or drawing?”學生根據(jù)自己的實際情況回答。2. 學習對話 (1)觀察對話情景。 教師課件呈現(xiàn)對話主題圖1,詢問學生:“who are they?” 學生回答:“They are Guoguo, Sara, Mike, and Baobao. ”教師根據(jù)學生的回答板貼四個人物卡片。教師繼續(xù)追問:“Where are they?”學生觀察圖之后回答出:“They are in the park. ”教師在黑板上簡單勾勒出樹和青草,呈現(xiàn)公園的場景。教師引導學生繼續(xù)觀察:“What are they doing?”學生會答出: “Sara is reading. Guoguo is talking to Sara. Mike and Baobao are drawing. ”教師點擊鼠標,在圖中的書和畫板上出現(xiàn)了兩個圈,引導學生猜測: “What is Sara reading? What are Mike and Baobao drawing?” (2)初聽理解對話。 教師完整播放對話1和2一遍,學生靜聽,并找到上面兩個問題的答案:“Sara is reading Around the World in Eighty Days. Mike and Baobao are drwing a sheep and a bear. ”教師追問學生: ”Is Around the World in Eighty Days a fairy tale or science fiction? ”有的學生會答出:“Its science fiction. ”教師予以肯定和鼓勵。 教師繼續(xù)提問:“Which does Sara like better, fairy tale or science fiction? Which does Mike like doing better, reading or drawing?”教師完整播放對話1和2,學生靜聽找到問題的答案:“Sara likes science fiction better. Mike likes drawing better. ” 教師完整播放一遍帶文字的對話教學課件,學生仔細視聽,進一步明確和理解對話的內(nèi)容。教師會在播放完之后將句子“I like science fiction better. ”和“I like reading, too, but I like drawing better. ”板書在Sara和Mike圖像旁邊。接著教師處理一些情景語言,如:“Can I have it? Yes, but wait a minute, please. I will put my name on it. ”教師可以采取創(chuàng)設(shè)小情景的方式讓學生體會“wait a minute” “put my name on it”。要有短語意識,讓學生整體理解短語而不是其中的某個單詞。(3)聽錄音模仿跟讀。 教師請學生打開書,逐句跟課件朗讀,在學生朗讀遇到困難時按下暫停鍵,予以必要的發(fā)音指導,如fairy tale, science fiction。wait a minute等詞匯和短語。 掃清發(fā)音障礙后,教師反復多遍播放錄音,引導學生注意模仿錄音中的語音語調(diào),形成較好的語感。 為了增加朗讀的興趣,教師可以變換每遍跟讀的形式,如分角色跟讀,一組一句跟讀,看誰模仿得更形象等。 (4)角色扮演。 教師和全班學生分角色朗讀,教師將全班同學分為A、B、C三大組,A組同學扮演Sara, B組同學扮演Guoguo, C組同學扮演Mike,教師扮演Baobao。教師其實是在這里布置了一個小“陷阱”,因為對話中的Baobao并沒有說話,教師想通過這個角色扮演活動引導學生關(guān)注這一點。 學生四個人一組進行分角色朗讀表演的練習。 教師找?guī)捉M學生進行展示,并予以評價。(二)Listen, look, and learn分析與提示本部分內(nèi)容為功能句型“I like. but I likebetter. ”以及業(yè)余或課余活動類詞匯drawing, reading, keeping birds, growing flowers, throwing beanbags, jumping rope的專項學習。詞匯以對稱圖形的形式成對出現(xiàn)并配有圖畫,有助于學生理解詞義并樹立詞匯具體分類意識。教師應關(guān)注這種呈現(xiàn)方式,并遵循詞不離旬的原則處理好詞匯與句型的學習。1. 詞句學習 (1)教師課件呈現(xiàn)Listen, look, and learn中的第一組圖:一個小男孩在畫畫和讀書。教師鼠標指向第一幅圖詢問學生:“What is the boy doing?”學生回答:“He is drawing. ”教師鼠標指向第二幅圖詢問學生:“What is the boy doing?”學生回答:“He is reading. ”教師予以肯定后將組圖卡片貼在黑板上,并繼續(xù)追問:“He likes reading and drawing. But which does he like doing better?”學生發(fā)表自己的看法:“He likes , but he likesbetter. ” (2)教師詢問學生:“Who likes drawing and reading, too?”舉手的同學站起來說:“I like reading and drawing, too. ”教師繼續(xù)追問:“Which do you like doing better?”學生繼續(xù)回答:“I likebetter. ”教師予以肯定和表揚。之后面向全班同學說:“How about you? Can you say something about yourself? ”并鼓勵學生運用“I like, but I likebetter. ” (3)教師課件呈現(xiàn)Listen, look, and learn中的第二組圖:一位老爺爺在養(yǎng)鳥和種花。教師鼠標指向第一幅圖詢問學生:“What is he doing?”學生回答: “He is keeping birds. ”教師鼠標指向第二幅圖詢問學生:“What is he doing?”學生嘗試回答:“He is taking care of flowers. ”教師將組圖卡片貼在黑板上,引導學生關(guān)注growing的發(fā)音,將growing的字母g蓋住,讓學生試讀rowing/r/。之后露出字母g,引導學生拼出/gr/。教師播放錄音,學生模仿跟讀。之后教師繼續(xù)詢問: “He likes keeping birds and growing flowers. But which does he like doing better?”學生發(fā)表自己的看法:“He likes, but he likesbetter. ” (4)教師詢問學生: “Who likes keeping birds and growing flowers. too? ”舉手的同學站起來說:“I like keeping birds and growing flowers, too. ”教師繼續(xù)追問:“Which do you like doing better?”學生繼續(xù)回答:“I likebetter. ”教師予以肯定和表揚。之后面向全班同學說:“How about you? Can you say something about yourself? ”并鼓勵學生運用“I like, but I likebetter. ” (5)教師課件呈現(xiàn)Listen, look, and learn中的第三組圖:一個小女孩在擲沙包和跳繩。教師鼠標指向第二幅圖詢問學生: “What is she doing?”學生回答:“She is jumping rope. ”教師鼠標指向第一幅圖詢問學生:“What is she doing?”學生嘗試回答: “She is throwing beanbags. ”教師將組圖卡片貼在黑板上,引導學生關(guān)注throwing beanbags的發(fā)音。教師將throwing和growing 進行對比,先讓學生讀出growing,之后,將字母g換成th,告訴學生th組合的發(fā)音為/,引導學生讀出單詞。教師把beanbags劃分為兩部分,引導學生分別讀出bean, bags,然后再拼在一起,讀出beanbags。教師播放錄音,學生模仿跟讀短語。之后教師繼續(xù)詢問:“She likes throwing beanbags and jumping rope. But which does she like doing better?”學生發(fā)表自己的看法:“She likes , but she likesbetter. ” (6)教師詢問學生:“Who likes throwing beanbags and jumping rope, too?”舉手的同學站起來說:“I like throwing beanbags and jumping rope. too. ”教師繼續(xù)追問:“Which do you like doing better?”學生繼續(xù)回答:“I likebetter. ”教師予以肯定和表揚。之后面向全班同學說:“How about you? Can you say something about yourself?”并鼓勵學生運用“I like , but I like better. ”2. 鞏固練習 (1)教師播放教學課件Listen, look, and learn中的錄音內(nèi)容,學生看書跟讀,再次鞏固單詞和功能句型的正確發(fā)音。 (2)活動1: Im the quickest。 教師將學生分為A、B、C三個組,每次每組各出一名代表,在看到屏幕上出現(xiàn)的配圖單詞或短語時以最快的速度讀出,讀得最快最準的同學為小組贏得1分。比賽結(jié)束后,分數(shù)最多的小組獲勝。 (3)活動2: Looking for friends。 教師給每個人發(fā)張紙條,請同學們根據(jù)實際情況選擇Listen, look, and learn中的一組詞或短語用“I like , but I likebetter. ”寫出自己的真實想法。之后,學生們起立在教室內(nèi)尋找和自己有完全相同愛好的人。時間為3分鐘。要求每個人都把自己的句子念給對方聽,如果兩個句子不一樣,那么就再去尋找另外的人;如果兩個句子一模一樣,就是找到了一個自己的朋友,兩個人握手示意后再一起去尋找更多的有相同愛好的人。游戲結(jié)束后,看誰找的朋友多。(三)Listen and choose分析與提示本部分呈現(xiàn)了三組課余活動類詞匯圖片,第一組是singing, dancing,第二組是swimming, skating,第三組是rope-jumping, beanbag-throwing。教師先引導學生說說圖片內(nèi)容。再讓學生根據(jù)所聽句意選擇正確的圖片。教師可以將這部分融合到詞匯與句型的學習環(huán)節(jié)中,作為詞句教學的拓展運用活動。 教師將教材中Listen and choose板塊作為詞句鞏固的練習活動之一。學生打開書,先說說每組圖片都是什么。之后教師播放錄音,學生根據(jù)聽到的內(nèi)容選擇正確的圖片。錄音內(nèi)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.分析與提示本部分設(shè)計了“調(diào)查朋友比較喜歡哪種活動并根據(jù)調(diào)查結(jié)果寫12句話來描述他們”的任務。在具體操作時教師要先示范,讓學生明確活動的步驟和要求,之后再讓學生開展活動?；顒又罂梢越M織班內(nèi)匯報。介紹自己的朋友們比較喜歡的課余活動。如:“Dongdong likes drawing better. He can draw many animals. ” (1)教師呈現(xiàn)Lets do中的任務要求和調(diào)查表格,將要求讀給學生聽,并對表格內(nèi)容進行簡單的談論。 (2)教師和一名學生做示范,教師先問:“Which do you like better, reading or drawing? ”假如學生回答:“I like reading. ”教師就在表格中Activity一列中勾出Reading這個詞,并在Better一列中相對應的表格內(nèi)寫出:“l(fā)ikes reading better. ”之后教師繼續(xù)追問:“Do you read a lot of books?”假如學生說:“Yes. ”教師就繼續(xù)寫出:“He reads a lot of books. ” (3)仿照師生的對話,學生開展調(diào)查活動。為了使學生的語言更加豐富,教師可以提供用來幫助調(diào)查的功能句型,如:“Do you(swim)well? ”并在學生調(diào)查的過程中予以巡視指導。 (4)調(diào)查活動結(jié)束之后,教師可以找23人匯報自己的調(diào)查結(jié)果。五、可供選擇的教學活動1. Memory game活動目的:在相對真實的語境中操練Listen, look, and learn和Listen and choose中的詞匯和短語?；顒訙蕚?教師利用前幾冊教材中的圖畫拼接或自己繪畫一張主題情景圖,情景圖中是本套教材的核心人物Maomao, Yangyang, Baobao, Lingling, Guoguo, Mike, Sara等在公園或其他的場景中做各種各樣的事情,如“Maomao is drawing. Yangyang is reading. Baobao is growing flowers. ”等。活動過程:(1)教師將學生分為A、B組,并講清游戲規(guī)則:學生要在有限的時間內(nèi)記住圖中每個人所做的事情并在不看圖的情況下憑記憶說出來。每次每組一次機會,A、B組輪流回答。說得正確的學生為本組贏得1分。(2)教師課件呈現(xiàn)主題情景圖,全體學生看圖努力記憶,時間為1