Hobbies教学设计

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.
    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。

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