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

UNIT ONE WHICH DO YOU LIKE BETTER LESSON 3 教學(xué)設(shè)計(jì)一、教學(xué)目標(biāo)1. 能聽懂并朗讀Listen and say中的對(duì)話內(nèi)容;能運(yùn)用“Which do you like better,or? I like. , but I likebetter. ”的交際用語(yǔ)詢問別人或表達(dá)自己對(duì)某兩種事物或某兩個(gè)活動(dòng)喜歡的不同程度。2. 能聽懂、會(huì)說、認(rèn)讀drawing, reading, keeping birds, growing flowers, throwing beanbags, jumping rope等業(yè)余或課余活動(dòng)類詞匯,并能在實(shí)際情景中運(yùn)用。3. 能在教師的提示下完成Lets do中的調(diào)查活動(dòng),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(dòng)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(zhǎng)自己的見識(shí)。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn): 學(xué)習(xí)詢問別人或表達(dá)自己對(duì)某兩種事物或某兩個(gè)活動(dòng)的喜歡程度的交際用語(yǔ): “Which do you like better,or? I like , but I likebetter. ”2. 教學(xué)難點(diǎn): like doing sth. 中的doing和一般現(xiàn)在時(shí)中的動(dòng)詞的正確理解和區(qū)分運(yùn)用;同一含義的動(dòng)名詞短語(yǔ)的不同表達(dá)方式,如jumping rope=rope-jumping, throwing beanbags=beanbag-throwing。三、教具準(zhǔn)備 教學(xué)課件、錄音機(jī)、人物卡片、單詞卡片、游戲卡片、小紙條等。四、教學(xué)建議(一)Listen and say分析與提示本部分內(nèi)容主要是學(xué)習(xí)用“I like, but I likebetter. ”表達(dá)自己對(duì)某兩種事物或某兩個(gè)活動(dòng)喜歡的不同程度。重點(diǎn)要放在具體情景中的應(yīng)用上,放在課堂操練上。要通過操練幫助學(xué)生理解和掌握所學(xué)語(yǔ)言,正確得體地運(yùn)用語(yǔ)言。1. 導(dǎo)入 (1)教師擺出讀書的動(dòng)作詢問學(xué)生:“What am I doing?”學(xué)生會(huì)說:“You are reading. ”教師補(bǔ)充道:“Yes. I like reading. Do you like reading? who likes reading?”教師叫起舉手的同學(xué)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(dǎo)學(xué)生嘗試讀出。教師詢問學(xué)生:“Which kind do you like better?”學(xué)生根據(jù)實(shí)際情況回答,教師幫助學(xué)生正確發(fā)音。 (2)教師擺出畫畫的動(dòng)作詢問學(xué)生:“What am I doing?”學(xué)生會(huì)說:“You are drawing. ”教師補(bǔ)充道:“Yes. I like drawing. too. ”“Do you like drawing? Who likes drawing?”教師叫起舉手的同學(xué)追問道:“What do you often draw?”學(xué)生根據(jù)實(shí)際情況回答。 (3)教師詢問學(xué)生:“I like drawing, but I like reading better. How about you? Which do you like better. reading or drawing?”學(xué)生根據(jù)自己的實(shí)際情況回答。2. 學(xué)習(xí)對(duì)話 (1)觀察對(duì)話情景。 教師課件呈現(xiàn)對(duì)話主題圖1,詢問學(xué)生:“who are they?” 學(xué)生回答:“They are Guoguo, Sara, Mike, and Baobao. ”教師根據(jù)學(xué)生的回答板貼四個(gè)人物卡片。教師繼續(xù)追問:“Where are they?”學(xué)生觀察圖之后回答出:“They are in the park. ”教師在黑板上簡(jiǎn)單勾勒出樹和青草,呈現(xiàn)公園的場(chǎng)景。教師引導(dǎo)學(xué)生繼續(xù)觀察:“What are they doing?”學(xué)生會(huì)答出: “Sara is reading. Guoguo is talking to Sara. Mike and Baobao are drawing. ”教師點(diǎn)擊鼠標(biāo),在圖中的書和畫板上出現(xiàn)了兩個(gè)圈,引導(dǎo)學(xué)生猜測(cè): “What is Sara reading? What are Mike and Baobao drawing?” (2)初聽理解對(duì)話。 教師完整播放對(duì)話1和2一遍,學(xué)生靜聽,并找到上面兩個(gè)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(xué)生: ”Is Around the World in Eighty Days a fairy tale or science fiction? ”有的學(xué)生會(huì)答出:“Its science fiction. ”教師予以肯定和鼓勵(lì)。 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(duì)話1和2,學(xué)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(duì)話教學(xué)課件,學(xué)生仔細(xì)視聽,進(jìn)一步明確和理解對(duì)話的內(nèi)容。教師會(huì)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(yǔ)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(xué)生體會(huì)“wait a minute” “put my name on it”。要有短語(yǔ)意識(shí),讓學(xué)生整體理解短語(yǔ)而不是其中的某個(gè)單詞。(3)聽錄音模仿跟讀。 教師請(qǐng)學(xué)生打開書,逐句跟課件朗讀,在學(xué)生朗讀遇到困難時(shí)按下暫停鍵,予以必要的發(fā)音指導(dǎo),如fairy tale, science fiction。wait a minute等詞匯和短語(yǔ)。 掃清發(fā)音障礙后,教師反復(fù)多遍播放錄音,引導(dǎo)學(xué)生注意模仿錄音中的語(yǔ)音語(yǔ)調(diào),形成較好的語(yǔ)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(shuí)模仿得更形象等。 (4)角色扮演。 教師和全班學(xué)生分角色朗讀,教師將全班同學(xué)分為A、B、C三大組,A組同學(xué)扮演Sara, B組同學(xué)扮演Guoguo, C組同學(xué)扮演Mike,教師扮演Baobao。教師其實(shí)是在這里布置了一個(gè)小“陷阱”,因?yàn)閷?duì)話中的Baobao并沒有說話,教師想通過這個(gè)角色扮演活動(dòng)引導(dǎo)學(xué)生關(guān)注這一點(diǎn)。 學(xué)生四個(gè)人一組進(jìn)行分角色朗讀表演的練習(xí)。 教師找?guī)捉M學(xué)生進(jìn)行展示,并予以評(píng)價(jià)。(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(dòng)類詞匯drawing, reading, keeping birds, growing flowers, throwing beanbags, jumping rope的專項(xiàng)學(xué)習(xí)。詞匯以對(duì)稱圖形的形式成對(duì)出現(xiàn)并配有圖畫,有助于學(xué)生理解詞義并樹立詞匯具體分類意識(shí)。教師應(yīng)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(xué)習(xí)。1. 詞句學(xué)習(xí) (1)教師課件呈現(xiàn)Listen, look, and learn中的第一組圖:一個(gè)小男孩在畫畫和讀書。教師鼠標(biāo)指向第一幅圖詢問學(xué)生:“What is the boy doing?”學(xué)生回答:“He is drawing. ”教師鼠標(biāo)指向第二幅圖詢問學(xué)生:“What is the boy doing?”學(xué)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(xué)生發(fā)表自己的看法:“He likes , but he likesbetter. ” (2)教師詢問學(xué)生:“Who likes drawing and reading, too?”舉手的同學(xué)站起來(lái)說:“I like reading and drawing, too. ”教師繼續(xù)追問:“Which do you like doing better?”學(xué)生繼續(xù)回答:“I likebetter. ”教師予以肯定和表?yè)P(yáng)。之后面向全班同學(xué)說:“How about you? Can you say something about yourself? ”并鼓勵(lì)學(xué)生運(yùn)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(biāo)指向第一幅圖詢問學(xué)生:“What is he doing?”學(xué)生回答: “He is keeping birds. ”教師鼠標(biāo)指向第二幅圖詢問學(xué)生:“What is he doing?”學(xué)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(dǎo)學(xué)生關(guān)注growing的發(fā)音,將growing的字母g蓋住,讓學(xué)生試讀rowing/r/。之后露出字母g,引導(dǎo)學(xué)生拼出/gr/。教師播放錄音,學(xué)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(xué)生發(fā)表自己的看法:“He likes, but he likesbetter. ” (4)教師詢問學(xué)生: “Who likes keeping birds and growing flowers. too? ”舉手的同學(xué)站起來(lái)說:“I like keeping birds and growing flowers, too. ”教師繼續(xù)追問:“Which do you like doing better?”學(xué)生繼續(xù)回答:“I likebetter. ”教師予以肯定和表?yè)P(yáng)。之后面向全班同學(xué)說:“How about you? Can you say something about yourself? ”并鼓勵(lì)學(xué)生運(yùn)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(gè)小女孩在擲沙包和跳繩。教師鼠標(biāo)指向第二幅圖詢問學(xué)生: “What is she doing?”學(xué)生回答:“She is jumping rope. ”教師鼠標(biāo)指向第一幅圖詢問學(xué)生:“What is she doing?”學(xué)生嘗試回答: “She is throwing beanbags. ”教師將組圖卡片貼在黑板上,引導(dǎo)學(xué)生關(guān)注throwing beanbags的發(fā)音。教師將throwing和growing 進(jìn)行對(duì)比,先讓學(xué)生讀出growing,之后,將字母g換成th,告訴學(xué)生th組合的發(fā)音為/,引導(dǎo)學(xué)生讀出單詞。教師把beanbags劃分為兩部分,引導(dǎo)學(xué)生分別讀出bean, bags,然后再拼在一起,讀出beanbags。教師播放錄音,學(xué)生模仿跟讀短語(yǔ)。之后教師繼續(xù)詢問:“She likes throwing beanbags and jumping rope. But which does she like doing better?”學(xué)生發(fā)表自己的看法:“She likes , but she likesbetter. ” (6)教師詢問學(xué)生:“Who likes throwing beanbags and jumping rope, too?”舉手的同學(xué)站起來(lái)說:“I like throwing beanbags and jumping rope. too. ”教師繼續(xù)追問:“Which do you like doing better?”學(xué)生繼續(xù)回答:“I likebetter. ”教師予以肯定和表?yè)P(yáng)。之后面向全班同學(xué)說:“How about you? Can you say something about yourself?”并鼓勵(lì)學(xué)生運(yùn)用“I like , but I like better. ”2. 鞏固練習(xí) (1)教師播放教學(xué)課件Listen, look, and learn中的錄音內(nèi)容,學(xué)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(dòng)1: Im the quickest。 教師將學(xué)生分為A、B、C三個(gè)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(yǔ)時(shí)以最快的速度讀出,讀得最快最準(zhǔn)的同學(xué)為小組贏得1分。比賽結(jié)束后,分?jǐn)?shù)最多的小組獲勝。 (3)活動(dòng)2: Looking for friends。 教師給每個(gè)人發(fā)張紙條,請(qǐng)同學(xué)們根據(jù)實(shí)際情況選擇Listen, look, and learn中的一組詞或短語(yǔ)用“I like , but I likebetter. ”寫出自己的真實(shí)想法。之后,學(xué)生們起立在教室內(nèi)尋找和自己有完全相同愛好的人。時(shí)間為3分鐘。要求每個(gè)人都把自己的句子念給對(duì)方聽,如果兩個(gè)句子不一樣,那么就再去尋找另外的人;如果兩個(gè)句子一模一樣,就是找到了一個(gè)自己的朋友,兩個(gè)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(shuí)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(dòng)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(dǎo)學(xué)生說說圖片內(nèi)容。再讓學(xué)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(xué)習(xí)環(huán)節(jié)中,作為詞句教學(xué)的拓展運(yùn)用活動(dòng)。 教師將教材中Listen and choose板塊作為詞句鞏固的練習(xí)活動(dòng)之一。學(xué)生打開書,先說說每組圖片都是什么。之后教師播放錄音,學(xué)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(jì)了“調(diào)查朋友比較喜歡哪種活動(dòng)并根據(jù)調(diào)查結(jié)果寫12句話來(lái)描述他們”的任務(wù)。在具體操作時(shí)教師要先示范,讓學(xué)生明確活動(dòng)的步驟和要求,之后再讓學(xué)生開展活動(dòng)?；顒?dòng)之后可以組織班內(nèi)匯報(bào)。介紹自己的朋友們比較喜歡的課余活動(dòng)。如:“Dongdong likes drawing better. He can draw many animals. ” (1)教師呈現(xiàn)Lets do中的任務(wù)要求和調(diào)查表格,將要求讀給學(xué)生聽,并對(duì)表格內(nèi)容進(jìn)行簡(jiǎn)單的談?wù)摗?(2)教師和一名學(xué)生做示范,教師先問:“Which do you like better, reading or drawing? ”假如學(xué)生回答:“I like reading. ”教師就在表格中Activity一列中勾出Reading這個(gè)詞,并在Better一列中相對(duì)應(yīng)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(xué)生說:“Yes. ”教師就繼續(xù)寫出:“He reads a lot of books. ” (3)仿照師生的對(duì)話,學(xué)生開展調(diào)查活動(dòng)。為了使學(xué)生的語(yǔ)言更加豐富,教師可以提供用來(lái)幫助調(diào)查的功能句型,如:“Do you(swim)well? ”并在學(xué)生調(diào)查的過程中予以巡視指導(dǎo)。 (4)調(diào)查活動(dòng)結(jié)束之后,教師可以找23人匯報(bào)自己的調(diào)查結(jié)果。五、可供選擇的教學(xué)活動(dòng)1. Memory game活動(dòng)目的:在相對(duì)真實(shí)的語(yǔ)境中操練Listen, look, and learn和Listen and choose中的詞匯和短語(yǔ)?；顒?dòng)準(zhǔn)備:教師利用前幾冊(cè)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(chǎng)景中做各種各樣的事情,如“Maomao is drawing. Yangyang is reading. Baobao is growing flowers. ”等?；顒?dòng)過程:(1)教師將學(xué)生分為A、B組,并講清游戲規(guī)則:學(xué)生要在有限的時(shí)間內(nèi)記住圖中每個(gè)人所做的事情并在不看圖的情況下憑記憶說出來(lái)。每次每組一次機(jī)會(huì),A、B組輪流回答。說得正確的學(xué)生為本組贏得1分。(2)教師課件呈現(xiàn)主題情景圖,全體學(xué)生看圖努力記憶,時(shí)間為1