Module 3 Unit 1 Do you like bananas？ 教案

外研社2011课标版（一起）二年级上册
Module3 Unit 1 Do you like bananas 教学设计
教材分析
本课是外研社新标准一年级起点二年级上册第三模块的第一单元。本册教材更加注重培养学生的综合语言运用能力。本课的课文情境是Amy邀请玲玲去家里品尝食物，并对玲玲喜欢什么食物进行询问，玲玲回答Amy的问题，最后Amy制作出玲玲喜欢的水果奶昔。本课的学习重点是询问他人对食物的喜好，并针对喜好进行回答。
1. 学情分析
本课内容对于二年级学生来说，有一定难度。食物包括很多种，本科有水果，牛奶，奶昔等，孩子们对于这些物品比较熟悉，因此通过图片和实物结合的方法进行新授，学生更容易接受。对于学生来说主要的难点是学生如何学习询问他人对于食物的喜好，总结出“Do you like...？”，针对这个难点，我结合情景设计出跟Amy学习的任务设置，让学生通过Amy的问题来总结出询问他人喜好的句型，学习效果更加深刻。
2. 设计理念
本节课我的设计理念是“以游戏为牵动的任务型教学”。整节课的设计思路都是力求能够让学生成为语言学习的主体，给学生充分自主感知、探究的时间与机会，在本单元话题的牵动下，优化教学活动，使教学活动趣味化。本节课我设计了猜猜看等活动来充分调动学生的积极性，注重为学生创设较真实的语言情境，培养学生“运用英语做事情”的能力。
3. 教学目标
1. 语言知识：
全体学生能理解词汇：banana, apple, milk, orange, fruit, milkshake, Here you are. 能运用词汇banana, apple, milk,Here you are.
全体学生能听懂并说出 Do you like bananas Yes, I do./ No, I don’t. 等目标语句。
2. 语言技能：
全体学生能运用“Do you like... ”询问食物；能用“Yes, I do./ No, I don’t.”说明喜好。
3. 情感态度：
及参与课堂活动，表达自己的喜好并询问他人的喜好
4. 学习策略：
积极运用所学的英语进行表达和交流，通过词汇联想的方式来认识“banana, apple, milk, orange, fruit”
5. 文化意识：
初步了解奶昔的做法，了解这个名词的由来
4. 重点难点
1. 重点
掌握目标词汇：banana, apple, milk, orange, fruit, milkshake, Here you are.
掌握目标语句： Do you like bananas Yes, I do./ No, I don’t.
2. 难点
询问他人对食物的喜好
5. 教学过程
I. Warm up and lead in
I). Warm up
1. Listen and chant.
T: Now, let’s act and chant together. Here we go!
2. Revision
T : The kids are riding a bike and flying a kite.
Here are more sports. What do you like You, please. next..
Ss: I like...
T : Here are some food. What do you like
You, please. next..
Ss: I like...
T : Here are some animals. What do you like
You, please. next..
Ss: I like...
（设计意图：激发学生的学习热情，通过复习上节课所学知识，操练学生英语运用能力，为学习新知做好充分的语言准备。）
II). Lead in (Activity 1)
1. listen and answer.
T : Very good. You like cats, tigers and pandas. And I like monkeys. Look. Here are two monkeys. Let's watch the video and find out what do they like
T：Who’d like to be the brown monkey？ And tell us what do you like
S1：I like bananas.
T: Repeat one by one.
T: Look, here are some bananas. Read after me, Bananas/bananas . I like bananas.
Ss: Bananas/bananas . I like bananas.T: What about the orange monkey Can you act and answer
S1：I like ice creams.
T: Repeat one by one.
2. Listen and imitate.
T: Now let’s listen and repeat.
Look，he’s got a stomachache, why
S1: He eats too much.
T: Yes. So don’t eat too much. You will have a stomachache, too.
3. Let’s dub the dialogue.
T: You are the brown monkey. You are the orange monkey. And you are the mother monkey. Clear Here we go!
（设计意图：使学生在充满好奇心的情况下，初步感知本课的目标语句，为接下来的课文学习做好充分准备。）
II. Presentation
I). Task presentation
T: You know, Bananas and ice creams are all food. Today we are going to learn more words about food, and then make a survey with ”Do you like... ”, and find out how many classmates like the food we learn today. Look! Here are two baskets for you! Try hard, you will get more food!
（设计意图：使学生带着明确的学习目标，进入新知学习，从而有效提升学习效果。同时，也能激发学生的学习热情。）
II). Text learning (Activity 2)
1. Listen and find Amy’s questions.
T: Look! Who are they
S: They’re Lingling and Amy.
T: Yes. Amy asks Lingling to go to her home to share food together. Amy wants to know what food does Lingling like How does Amy ask Let’s listen and find questions.
T: Who can tell me
S1: Do you like bananas
T: Please next, one by one.T: What about the others
S1: Do you like apples
T: Please next, one by one.
T: apples
T: More questions
S1: Do you like oranges
T: Please next, one by one.
T: Very good,you can see bananas, apples and oranges,they are all fruit.
S1: Do you like milk
T: Please next, one by one.
T: Well done,boys and girls. You have found all the questions. Perfect! So if you want to know whether your friends like the food ,you can ask in this way“Do you like...”
（设计意图：突出并突破本课学习重难点，让学生通过任务总结出功能句型，起到事半功倍的效果，从而提升本课学习任务完成的质量。）
2. Repeat and find Lingling’s answer:
T: OK. This time let’s see how does Lingling answer Amy’s questions.(播放视频)Now who can be Lingling Please answer the first question.
T: Do you like bananas
S1: Yes, I do.
T: Next.
T: Do you like apples
S1: Yes, I do.
T: Next.
T: Do you like oranges
S1: No, I don’t .
T: Next.
T: Do you like milk
S1: Yes, I do.
T: Next.
T: So when you like you the food, you can answer“Yes, I do. ”
When you don’t like the food, you can answer“ No, I don’t . ”Are you clear
Ss: Yes.
T: OK,Now, Amy knows what Lingling likes.She is very happy! So she is making a the drink now!Look, bananas, apples and milk. What’s that It’s a fruit milkshake, read after me. Fruit milkshake
SS: It’s a fruit milkshake.
T: So children, please try hard! You will get it!
Ss: Yes.
T: Now, boys and girls please ask and answer with your partner.
Ss: Do you like... Yes, I do./ No, I don’t.
3. Pair work.
T: Who wants to show You two,please.
四组学生问答。
（设计意图：巩固并突破本课学习重难点，让学生通过任务总结出功能句型，进行问答操练，提升本课学习任务完成的质量。）
4. Listen and repeat, then do a role play.
（设计意图：巩固和训练语音语调模仿，提高学生语音模仿能力，形成良好的语音习惯，同时进行示范，通过榜样作用，带头全体学生积极模仿巩固语音语调。）
III. Practice
I) Shake game.
T: Let’s watch the short video and see how to play it.
S1 shakes the dice!
Ss: Do you like apples
S1：“Yes, I do./ No, I don’t.”
（设计意图：借助游戏强化巩固本单元的目标语句和词汇，使学生在玩中学，学中玩。）
II). Make a survey.
T; You know the food words very well, children. Do you want to know how many classmates like the food we learn today now let’s make a survey. First, let’s watch the video and see how to make a survey
1. Make the survey
2. S1：Do you like...
Os: Yes, I do./ No, I don’t.（
S2：Do you like...
...S6: Do you like...
Os: Yes, I do./ No, I don’t.
2. Finish the report.
3. T: Ok，look at the first food. Apples How many kids like apples Group 1, 2 , 3, 4, 5,
S1:
T：How many kids like apples Group 1, 2 , 3, 4, 5,
S1:
（设计意图：为学生创设真实的语言情境并结合实物，使学生在真实的氛围中，对本课目标语句进行运用。使学生将所学语言与实际生活紧密联系起来。）
IV. Task completion
T：17 kids like apples, Please stand up. let’s ask them do you like apples
Other s: Do you like apples
17SS： Yes， I do.
T：Then please ask the others do you like apples
OS: No, I don’t.
V .Quiz
1. Listen and number.
2. Read and match.
3. Copy the sentences.
（设计意图：为学生提供课堂小练习，从听、说、读、写四个方面及时巩固本节课的目标语句，进一步加深学生们对本节课知识的理解。）
VI .Summary
T evaluates Ss’ performance, chooses the best group in this lesson and summarizes the key points for Ss. T makes the fruit milkshake for Ss for award.
（设计意图：总结归纳本课主要内容，及时反馈学生的表现，鼓舞学生学习的热情,让学生初步了解制作奶昔过程，并品尝自己努力学习所收活的奖励，提高学生学习激情。）