1、Unit2Does Lingling like oranges?教学目标知识目标:1.能理解并初步运用单词:does,orange,apple,banana,pear。2.能初步运用:Does he/she like.?Yes,he/she does./No,he/she doesnt.来询句和谈论他人的喜好。3.能感知包含实义动词的一般疑问句的语音语调。4.学习书写字母:Hh,Ii。能力目标:能正确运用句型:Does he/she like.?Yes,he/she does./No,he/she doesnt.情感目标:营造良好的英语学习氛围,以激发学生学习英语的兴趣和对生活的热爱。教学重点
2、1.学习新单词:banana,apple,pear,orange。2.学习句式:Does he/she like.?Yes,he/she does./No,he/she doesnt.教学难点助动词do,does及其否定式在句子中的正确运用。教学用具CD-ROM,PPT,headwear,fruit and stickers.教学过程Step1Warm-up1.Greeting.2.Say the chant.Rice,rice,I like rice.Meat,meat,I dont like meat.Fish,fish,I like fish.Milk,milk,I dont like
3、milk.3.Revision.Read the text of Unit 1.T:Please tell me what Sam,Lingling,Amy and Tom like and dislike.Ss:.Step2Presentation1.教师拿出一个香蕉,请学生品尝一下并问:Whats this?如果学生不知道如何说,教师读出单词,并板书“banana”。2.T:I like bananas.Do you like bananas?S1:Yes,I do.3.教师问:Does he/she like bananas?并启发学生回答:Yes,he/she does.(板书并领读)
4、4.T:Do you like bananas?S2:No,I dont.教师问:Does he/she like bananas?并启发学生回答:No,he/she doesnt.(板书并领读)5.分别出示banana,apple,pear,orange这些水果的图片或实物,带领学生先读词,后问答“Do you like.?Does he/she like.?”要求学生根据自己的喜好来回答。Step3Learnthetext1.提示学生黑板上所写单词banana,apple,pear,orange 为可数名词。在问Do you like.?Does he/she like.?时,一般使用这些
5、单词的复数形式。教师要带领学生练习这些单词的单复数发音。2.T:Today Daming is making a survey about what Lingling and Sam like and dislike.Lets look at the cartoon together.3.T:Please listen and read after the CD-ROM.(Read together and in groups.)Step4Practice1.Role play.T:Now please read the text by yourselves and then I will a
6、sk some students to perform on the platform.If you have any questions,please put up your hands.Choose 3 groups of students to the platform wearing the headwears of the characters they play.After their performance,give them praiseful words and stickers.2.Play the game.T:Please turn to page 25 “Play t
7、he game”.This is a guessing game.You can use the sentence pattern “Do you like.?”to guess what he/she likes.The faster,the better.(请每位学生想好自己喜欢的水果是什么,上台后,由同学进行猜测,最快猜出答案的同学可得贴纸一张)3.Learn the chant:Noodles and rice,are very very nice.Step5ProductionT:Boys and girls,lets look at Activity 3.Who wants to
8、make a dialogue according to the text on the platform?(请两位同学上台表演对话)T:You made a good example!Now please make a dialogue with your partner about their family members hobbies.(仿照示例调查同伴家庭成员的喜好)Choose some pairs to perform on the platform and give them praiseful words and stickers.Step6SummaryT:Lets rea
9、d the new words and sentences together!(齐读黑板上的板书)Step7Homework1.Read the text 5 times.2.Do role play with your partner.3.Continue to do the investigation and write it down.板书设计Module 4 Unit 2 Does Lingling like oranges?语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在
10、分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。banana,apple,pear,orangeDoes he/she like
11、.?Yes,he/she does.教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。No,he/she doesnt.这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?教学反思
