Unit 4 Hobbies Period 2 教案（含设计意图）
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| 名称 | Unit 4 Hobbies Period 2 教案（含设计意图） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2021-12-22 20:39:18 | ||
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Unit 4 Hobbies（Period 2）教学设计
一、教学内容
译林出版社义务教育教科书《小学英语》五年级上册 Unit4 Hobbies第二课时Grammar time & Fun time& Song time
二、教材分析
本单元的话题是谈论兴趣爱好，主要功能为引导学生掌握“What do/does…like doing … like/likes doing…”等日常交际用语。内容贴近我们的实际生活，注重社会交往和文化渗透，能够体现《英语课程标准》的人文性和工具性。在教学中，教师应尽可能地创设与实际生活相似的场景，引导学生运用本单元所学内容谈论自己的兴趣爱好。在学生熟练听说的基础上，鼓励学生在日常生活中经常运用所学内容。
三、学情分析
知识基础：
1.学生现有基础是什么？
在本单元Story time的学习中学生已初步感知日常交际用语I like doing…/He/She likes doing…”；同时在本单元Story time学习中，学生已能听懂、会读、会说一些兴趣爱好，如“like playing basketball, like playing table tennis, like playing the piano, like reading stories”等。
2.学生还缺什么？
对特殊疑问句What do/does…like doing？及其回答还比较陌生，特别是第三人称单数和like doing的用法是一个教学难点。
四、教学目标
By the end of the class, the students should be able to :
1. Can ·talk about hobbies.
2.Can use “What do/does …like doing …like/likes doing….”. to talk about their own hobbies.
3.Can sing the English song .
五、教学重点
1 句型： What do you/they like doing I/We/ They like…
What does he/she like doing He/ She likes…
2 第三人称单数及like doing的用法
六、教学难点
第三人称单数及like doing 的用法
七、教学准备
PPT、卡纸制作的单词句子、乐器（Ukulele，沙锤）等
八、教学过程
Step A. Greeting.
1.Free-talk
T: Welcome to Miss Liu’s class, boys and girls. Nice to meet you.
Ss: Nice to meet you, too. Miss Liu.
T: Do you have any questions about me You can ask me.
S1: How old are you
S2: What colour do you like
S3: Do you have any animal friends
S4: Do you like singing/dancing
......
T:Yes, I do. What do you like doing (引导学生用I like…ing句子回答，并强调like doing)
【设计意图：给学生创造一个自由表达的机会，学生可以根据自己已有的语言知识与教师进行对话交流，有利于锻炼学生的发散性思维，同时为本节课的学习买下了伏笔。】
2.Practice in groups
T:Please ask and answer one by one in groups.(教师检测练习结果)
【设计意图：将学生分组进行对话交流、小组合作学习，交待评价。体现了新课标中所阐述的儿童认知发展规律，充分调动了学生的学习积极性，培养了学生的团队精神和集体荣誉感。】
Step B. Presentation.
1.Review. Show the pictures about the children’s hobbies. First, let the students remember the children’s hobbies in one minute. Then, say the sentences: Mike/Liu Tao/Yang Ling likes …ing.
2.Replace the children’s names with “he” or “she”, and read the sentences again.
3.(1)Find out the sentences in common.
T:Look at the sentences. Do they have anything common
(2)Let the students thinking, and summarize findings.
(3)Summarize the rules:
a). When the subject is the third person singular，we must add“s” behind like.
b). We must add “ing” behind the verbs after like.
【设计意图：通过回忆上节课的内容，可以加深学生对课文的理解，并在此同时引导学生替换句子的主语，初步发现语法点。体现面向全体学生的理念，给不同学生输出语言和展示自我的机会，体验成功】
4.How to add “ing” behind the verbs.
(1) Show the mushroom houses, let the students read the words and answer the questions: How to add “ing” behind the verbs
(2)The students answer the questions.
S1:直接加ing. （教师补充：一般情况下，直接加ing）
S2: 去掉末尾的e再加ing. （教师补充：词尾是不发音e，去e加ing）
S3: 双写末尾的单词再加ing.
（教师补充：最后一音节为重读闭音节，双写尾字母加ing）
(3) Show more verbs, the students discuss in groups.
T：How to add ing behind the verbs
(4)Send the verbs to go home, then read the words .
【设计意图:PPT中充满童趣的蘑菇房子图片，让学生给动词找家的方法设计，小组合作学习讨论解决问题时集体智慧的碰撞，都使得学生的自主学习能力增强了，本部分的教学难度降低了。】
5. Teaching special questions:
What do they like doing What does he/she like doing
(1) Show the pictures of Running Man, and ask students:
Who are they What do they like doing
Let the students choose the word cards to complete the sentences and answer the questions.
What _____ they like_______ They like running.
（2）Show the pictures of Deng Chao.
a) Ask the questions: What does he like doing
b) Repeat the word“does”.
c)Ask and answer in pairs.
(3) Teaching the special questions:
a)T: A girl wants to come to Running Man. Who’s she
Ss: Fan Bing bing/ Miss Liu / Angelababy…
b)Play the video about Fu Yuan hui.
c) The students complete the questions with the word cards and read it:
What _____ she like _______ She likes swimming.
【设计意图：邓超，傅园慧这些话题人物的出现，让枯燥的语法课堂多了一点趣味，一份轻松。教师给出一个例句提示，弱化了语法讲解，学生在教师的指点下，自主思考，发现答案，能更深入地了解特殊疑问句中助动词的用法。】
6. Read the sentences in Grammar time of page 39.
T: If you want to know more about how to ask hobbies,you can find out the answers in Grammar time. Please read the sentences quickly and silently.
7. Summary time.
(1)The teacher show the key words: subject ,helping verbs, verbs
(2)The student summarize the rules.
S1:当主语不是三单时，用助动词do;
当主语是三单时，用助动词does。
S2:当主语不是三单时，主语后动词用原型(like);
当主语是三单时，主语后动词要变成三单形式(likes)。
【设计意图：教师用不同颜色的板块出示主语、动词和助动词，让学生注意这些词语在句子中的使用情况，总结出语法规律，得出结论。以任务型教学和小组合作学习的模式来发现规律解决问题，使得学生对语法知识有了深刻的认识。】
8. Practice the sentences.
(1) Show the game’s rules.
T: Let’s have a PK between boys and girls.
Judy is on behalf of the girls. Nick is on behalf of the boys.
Look at the pictures, use the below sentences to make dialogues. The best group can get carrots.
(2) Play games.
【设计意图：男女生PK赛一环节中，动画形象Judy、Nick和TF boys图片的出现唤醒了童真，激发了学生的参与欲望与集体荣誉感，并能通过口头训练更好地巩固重点句式。】
9.Make a picture book《My Dad》
(1)Finish the picture books.
T: Hobbies make our life colourful. Singing makes us happy. Dancing makes us beautiful. Reading makes us clever. Do you like reading
Ss: Yes, we do.
T: Take out your picture books and complete the books.
(2) Read the picture book.
T: Every father is great. So do you love your father Do you like reading
【设计意图：绘本《My Dad》的制作与阅读，为课堂增添一抹“温馨的”色彩。绘本的语言内容与本节课的重难点知识互为引导，既是课堂知识的巩固与强化，也是重难点的反馈与拓展。伴随着舒缓的音乐声和学生带着情感地阅读声，让学生们换一个视角重新阅读《My Dad》，产生情感的共鸣。】
10.Fun time: Do a survey.
T: I want to know more about you. Let’s a survey with the sentences we’ve learned today.You can also do a survey to the teachers, but please don’t forget say “Excuse me” nd “Thank you”.
(2)Report the results.
【设计意图：让学生自己组织语言，丰富自己的语言去进行调查。调查的范围也不仅仅局限于本组内的同学。在课堂上给予学生充分的空间与时间去进行英语活动，把“自由”还给学生，目的是让所有学生参与进来，每个人都有开口练习的机会。】
11、Song time
(1)Enjoy the song.
(2)Answer the questions: What do we like doing
Ss: We all like climbing/dancing/swimming.
(3)Learn the song.
(4)Sing the song with the musical instruments.
T:I will sing the song with Ukulele.
Do you want to sing with me
If you can’t sing, you can only sing “Yes, I do. Yes, I do.” and “Let’s go and climb/dance/swim today.”
(5)Change the song
T:How do you want to change the song
Ss: We all like skating/eating/reading/singing.
T:Let’s sing together.
【设计意图：师生对唱的方式，降低了歌曲学习的难度。用简单的易学乐器尤克里里(Ukulele)和沙锤吸引学生参与，采用了自己打节拍自己伴奏方式带着孩子们放松心情，尽情欢唱。修改歌词的方法设计，鼓励了学生去勇敢尝试。】
Step C Homework
1、Make a picture ,then read and share your picture books with your partners.
2、Prepare and read Cartoon time.
【设计意图：课后制作并分享阅读绘本《My Mum》，与课堂上的绘本制作遥相呼应，让学生带着温馨的情感去完成英语作业，不仅能够更好地去巩固本节课的语言知识，还能够激发学生的思维想象，灵活的运用语言知识。】
Blackboard Writing
What do you like doing
What do they like doing
What does he like doing
What does she like doing
一、教学内容
译林出版社义务教育教科书《小学英语》五年级上册 Unit4 Hobbies第二课时Grammar time & Fun time& Song time
二、教材分析
本单元的话题是谈论兴趣爱好，主要功能为引导学生掌握“What do/does…like doing … like/likes doing…”等日常交际用语。内容贴近我们的实际生活，注重社会交往和文化渗透，能够体现《英语课程标准》的人文性和工具性。在教学中，教师应尽可能地创设与实际生活相似的场景，引导学生运用本单元所学内容谈论自己的兴趣爱好。在学生熟练听说的基础上，鼓励学生在日常生活中经常运用所学内容。
三、学情分析
知识基础：
1.学生现有基础是什么？
在本单元Story time的学习中学生已初步感知日常交际用语I like doing…/He/She likes doing…”；同时在本单元Story time学习中，学生已能听懂、会读、会说一些兴趣爱好，如“like playing basketball, like playing table tennis, like playing the piano, like reading stories”等。
2.学生还缺什么？
对特殊疑问句What do/does…like doing？及其回答还比较陌生，特别是第三人称单数和like doing的用法是一个教学难点。
四、教学目标
By the end of the class, the students should be able to :
1. Can ·talk about hobbies.
2.Can use “What do/does …like doing …like/likes doing….”. to talk about their own hobbies.
3.Can sing the English song .
五、教学重点
1 句型： What do you/they like doing I/We/ They like…
What does he/she like doing He/ She likes…
2 第三人称单数及like doing的用法
六、教学难点
第三人称单数及like doing 的用法
七、教学准备
PPT、卡纸制作的单词句子、乐器（Ukulele，沙锤）等
八、教学过程
Step A. Greeting.
1.Free-talk
T: Welcome to Miss Liu’s class, boys and girls. Nice to meet you.
Ss: Nice to meet you, too. Miss Liu.
T: Do you have any questions about me You can ask me.
S1: How old are you
S2: What colour do you like
S3: Do you have any animal friends
S4: Do you like singing/dancing
......
T:Yes, I do. What do you like doing (引导学生用I like…ing句子回答，并强调like doing)
【设计意图：给学生创造一个自由表达的机会，学生可以根据自己已有的语言知识与教师进行对话交流，有利于锻炼学生的发散性思维，同时为本节课的学习买下了伏笔。】
2.Practice in groups
T:Please ask and answer one by one in groups.(教师检测练习结果)
【设计意图：将学生分组进行对话交流、小组合作学习，交待评价。体现了新课标中所阐述的儿童认知发展规律，充分调动了学生的学习积极性，培养了学生的团队精神和集体荣誉感。】
Step B. Presentation.
1.Review. Show the pictures about the children’s hobbies. First, let the students remember the children’s hobbies in one minute. Then, say the sentences: Mike/Liu Tao/Yang Ling likes …ing.
2.Replace the children’s names with “he” or “she”, and read the sentences again.
3.(1)Find out the sentences in common.
T:Look at the sentences. Do they have anything common
(2)Let the students thinking, and summarize findings.
(3)Summarize the rules:
a). When the subject is the third person singular，we must add“s” behind like.
b). We must add “ing” behind the verbs after like.
【设计意图：通过回忆上节课的内容，可以加深学生对课文的理解，并在此同时引导学生替换句子的主语，初步发现语法点。体现面向全体学生的理念，给不同学生输出语言和展示自我的机会，体验成功】
4.How to add “ing” behind the verbs.
(1) Show the mushroom houses, let the students read the words and answer the questions: How to add “ing” behind the verbs
(2)The students answer the questions.
S1:直接加ing. （教师补充：一般情况下，直接加ing）
S2: 去掉末尾的e再加ing. （教师补充：词尾是不发音e，去e加ing）
S3: 双写末尾的单词再加ing.
（教师补充：最后一音节为重读闭音节，双写尾字母加ing）
(3) Show more verbs, the students discuss in groups.
T：How to add ing behind the verbs
(4)Send the verbs to go home, then read the words .
【设计意图:PPT中充满童趣的蘑菇房子图片，让学生给动词找家的方法设计，小组合作学习讨论解决问题时集体智慧的碰撞，都使得学生的自主学习能力增强了，本部分的教学难度降低了。】
5. Teaching special questions:
What do they like doing What does he/she like doing
(1) Show the pictures of Running Man, and ask students:
Who are they What do they like doing
Let the students choose the word cards to complete the sentences and answer the questions.
What _____ they like_______ They like running.
（2）Show the pictures of Deng Chao.
a) Ask the questions: What does he like doing
b) Repeat the word“does”.
c)Ask and answer in pairs.
(3) Teaching the special questions:
a)T: A girl wants to come to Running Man. Who’s she
Ss: Fan Bing bing/ Miss Liu / Angelababy…
b)Play the video about Fu Yuan hui.
c) The students complete the questions with the word cards and read it:
What _____ she like _______ She likes swimming.
【设计意图：邓超，傅园慧这些话题人物的出现，让枯燥的语法课堂多了一点趣味，一份轻松。教师给出一个例句提示，弱化了语法讲解，学生在教师的指点下，自主思考，发现答案，能更深入地了解特殊疑问句中助动词的用法。】
6. Read the sentences in Grammar time of page 39.
T: If you want to know more about how to ask hobbies,you can find out the answers in Grammar time. Please read the sentences quickly and silently.
7. Summary time.
(1)The teacher show the key words: subject ,helping verbs, verbs
(2)The student summarize the rules.
S1:当主语不是三单时，用助动词do;
当主语是三单时，用助动词does。
S2:当主语不是三单时，主语后动词用原型(like);
当主语是三单时，主语后动词要变成三单形式(likes)。
【设计意图：教师用不同颜色的板块出示主语、动词和助动词，让学生注意这些词语在句子中的使用情况，总结出语法规律，得出结论。以任务型教学和小组合作学习的模式来发现规律解决问题，使得学生对语法知识有了深刻的认识。】
8. Practice the sentences.
(1) Show the game’s rules.
T: Let’s have a PK between boys and girls.
Judy is on behalf of the girls. Nick is on behalf of the boys.
Look at the pictures, use the below sentences to make dialogues. The best group can get carrots.
(2) Play games.
【设计意图：男女生PK赛一环节中，动画形象Judy、Nick和TF boys图片的出现唤醒了童真，激发了学生的参与欲望与集体荣誉感，并能通过口头训练更好地巩固重点句式。】
9.Make a picture book《My Dad》
(1)Finish the picture books.
T: Hobbies make our life colourful. Singing makes us happy. Dancing makes us beautiful. Reading makes us clever. Do you like reading
Ss: Yes, we do.
T: Take out your picture books and complete the books.
(2) Read the picture book.
T: Every father is great. So do you love your father Do you like reading
【设计意图：绘本《My Dad》的制作与阅读，为课堂增添一抹“温馨的”色彩。绘本的语言内容与本节课的重难点知识互为引导，既是课堂知识的巩固与强化，也是重难点的反馈与拓展。伴随着舒缓的音乐声和学生带着情感地阅读声，让学生们换一个视角重新阅读《My Dad》，产生情感的共鸣。】
10.Fun time: Do a survey.
T: I want to know more about you. Let’s a survey with the sentences we’ve learned today.You can also do a survey to the teachers, but please don’t forget say “Excuse me” nd “Thank you”.
(2)Report the results.
【设计意图：让学生自己组织语言，丰富自己的语言去进行调查。调查的范围也不仅仅局限于本组内的同学。在课堂上给予学生充分的空间与时间去进行英语活动，把“自由”还给学生，目的是让所有学生参与进来，每个人都有开口练习的机会。】
11、Song time
(1)Enjoy the song.
(2)Answer the questions: What do we like doing
Ss: We all like climbing/dancing/swimming.
(3)Learn the song.
(4)Sing the song with the musical instruments.
T:I will sing the song with Ukulele.
Do you want to sing with me
If you can’t sing, you can only sing “Yes, I do. Yes, I do.” and “Let’s go and climb/dance/swim today.”
(5)Change the song
T:How do you want to change the song
Ss: We all like skating/eating/reading/singing.
T:Let’s sing together.
【设计意图：师生对唱的方式，降低了歌曲学习的难度。用简单的易学乐器尤克里里(Ukulele)和沙锤吸引学生参与，采用了自己打节拍自己伴奏方式带着孩子们放松心情，尽情欢唱。修改歌词的方法设计，鼓励了学生去勇敢尝试。】
Step C Homework
1、Make a picture
2、Prepare and read Cartoon time.
【设计意图：课后制作并分享阅读绘本《My Mum》，与课堂上的绘本制作遥相呼应，让学生带着温馨的情感去完成英语作业，不仅能够更好地去巩固本节课的语言知识，还能够激发学生的思维想象，灵活的运用语言知识。】
Blackboard Writing
What do you like doing
What do they like doing
What does he like doing
What does she like doing