五年级上册 第四单元
第1课时 教案
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会说和会写词汇be good at, read, story, a lot of, dance, sing。
2. 能听懂、会读、会说词汇hobby, with, also, play the piano, watch films, both。
3. 能听懂、会读、会说、会写句型I/We like doing… He /She likes doing …。
4. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
5. 能初步运用本课所学的词汇和日常用语谈论自己和朋友的爱好。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。
教学难点：
能初步用句型I/We like doing … He/She likes doing … 来介绍自己和朋友的爱好。
Teaching procedures 教学过程
Step 1 Greeting & Warming up
1. Greeting. (师生问答关于Day, Date, Weather)
2. Talking about the title of Unit 4.
T: Today let’s learn a new unit—Unit 4 Hobbies. (新授 hobby, hobbies)
T: What’s the difference between “hobby” and “happy”? (引导学生观察异同)
T: Now can you complete this sentence?
(PPT呈现) I am so happy because I have a lot of _____.
T: “hobby” or “hobbies”? (新授 a lot of)
【设计意图：开门见山谈论主题，并从hobby和happy的区别入手，避免学生混淆。通过句子填空巩固两个单词的使用、学习新词汇并展开话题。】
Step 2 Presentation
1. Look and learn.
T: What are my hobbies? Look, I like reading and watching films. (新授read, watch films)
T: What are your hobbies? Do you like singing and dancing? (新授sing, dance)
2. Think and say.
T: Do you like singing, dancing or other things? Please tell me like this. I like ____ing.
T: Well done! Now let’s say a chant about our hobbies.
【设计意图：通过介绍教师自己的爱好，引出词汇read, watch films并呈现主要句型I like doing.。在引导学生说自己爱好时引出词汇sing和dance，操练句型并通过chant来巩固句型。】
Step 3 Story time
1. Listen and choose.
T: Do you know Mike’s hobbies? Let’s listen and choose. (听课文第一段录音)
S: Mike likes playing basketball and football. He likes drawing too.
2. Read and answer.
T: Is Mike good at these things? (新授be good at)
S: He is good at basketball, but he isn’t good at football.
【设计意图：通过听和读来了解Mike的爱好，并让学生初步感受一般现在时第三人称单数动词形式变化的特点，并学习词汇be good at。】
3. Watch and answer.
T: Now let’s talk about Mike’s friends’ hobbies. But who are Mike’s friends? Let’s watch the cartoon. (播放动画)
S: They are Liu Tao, Yang Ling, Su Hai and Su Yang.
【设计意图：通过看动画巩固上一段所学，整体感知语篇，并找出主要人物，调节课堂节奏和气氛。】
4. Read and fill in the forms.
T: What are Mike’s friends’ hobbies? Please read and fill in the forms in groups.
T: Well, what are Liu Tao’s hobbies? (根据学生回答新授tennis) And what is he good at?
T: How about Yang Ling? (根据学生回答新授piano, also)
T: What are the twins’ hobbies? (根据学生回答新授dancing, swimming, both)
T: Now can you tell me Mike’s friends’ hobbies?
(学生根据表格尝试复述)
【设计意图：在学生小组合作阅读的基础上，校对答案，并学习词汇tennis, piano, also, dancing, swimming, both，以填表格的形式引导学生关注文本细节，学会把握关键信息。】
Step 4 Consolidation
1. Read the story.
a. Read after the tape.
b. Read in groups.
c. Read in roles.
T: Now you have some time to read in any way you want.
【设计意图：引导学生模仿录音，有感情地朗读文本，学习朗读过程中的语音语调、重读、弱读等朗读技巧的处理。】
2. Show time.
a. 教师示范。
b. Practise in pairs. (两人一组，假设自己是Mike，根据图片和重点句型提示，尝试描述自己和一个朋友的爱好)
I’m Mike. I like ___ing .
This is my friend … . He/She likes ____ing.
【设计意图：复习和巩固课文内容。】
3. Think and write.
Complete Think and write on Page 38. (完成课本上的练习)
【设计意图：巩固课文内容，并在说的基础上锻炼写的能力。】
4. Think and say.
T: Say something about your family’s hobbies.
T: 想一想：什么时候动词要加ing？什么时候要用likes?
【设计意图：尝试运用所学知识谈论家庭成员的爱好。】
Homework 家庭作业
1. Read and try to recite Story time.
2. Do a survey about your friends’ hobbies.
Teaching aids 教学准备（含板书设计）
教学准备：图片、词汇卡、多媒体。
板书设计：
Unit 4 Hobbies
Name Hobbies good at
Mike (头像) playing basketball and football; drawing basketball
Liu Tao (头像) playing football and table tennis football
Yang Ling (头像) reading stories and playing the piano
Su Hai (头像) dancing and swimming
Su Yang (头像) watching films and swimming
说课
本课以Hobbies为主题及线索组织教学。从日常问答开始，直接谈论标题“爱好”，使学生清晰地了解学习主题。同时通过对比happy和hobby区分易混淆词汇，采用选词填空的形式巩固所学，并引出话题My hobbies。学习新词汇read和watch films，新句型I like doing.。随后引导学生模仿教师并说出自己的爱好，通过chant巩固词汇singing, dancing和I like doing句型。
在语篇学习阶段，通过听的方式选出Mike的爱好，并突出likes这一语法现象，操练句型。再通过看动画、合作阅读的方式，获取Mike朋友们爱好的信息。与此同时，学习新词汇tennis, piano, both和also，以及新句型He/She likes doing … 最后通过板书上的表格信息，引导学生复述课文，巩固新知识的同时，训练学生的表达能力。
指导朗读时，先要求学生模仿录音跟读，并指导停顿、升降调、语气；分角色朗读对话时指导学生利用手势、表情、动作、声音等手法加强语言的表现力，更生动地传达说话人的思想和感情，使学生能在熟练朗读的基础上更深刻地理解对话内容。自读、齐读等形式相结合的朗读方式激发了学生朗读的兴趣，培养合作能力的同时，体现了分层教育的理念。
总结拓展环节首先要求同桌两人互动，尝试表演介绍Mike和其中一个朋友的爱好；在充分说的基础上，进行写的训练，完成书上的练习；最后尝试说一说家庭成员的兴趣爱好，并思考总结-ing和likes的用法。
五年级上册 第四单元
第2课时 教案
Teaching contents 教学内容
Story time & Grammar time
Teaching aims and learning objectives 教学目标
1. 能熟练掌握Story time课文内容。
2. 能听懂、会读、会说、会用What do you/they like doing? What does he/she like doing? 句型来询问和回答某人的爱好。
3. 能比较熟练掌握动词转化成动名词的形式变化。
4. 能理解并掌握like doing … 句型的用法及规则。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
能理解并掌握like doing …句型的用法及规则。
教学难点：
能比较熟练地掌握动词转化成动名词的形式变化。
Teaching procedures 教学过程
Step 1 Greeting & Warm up
1. Play a game.
游戏规则：(1) 看到单词或者图片，大声地把它们读出来，并演示动作！
(2) 看到炸弹，说“Bomb”！
2. Show the learning aims to the students.
(1) I know Story time well. 我能很好掌握Story time中的知识。
(2) I know the change of a verb into a gerund. 我能了解动词转化成动名词的形式变化。
(3) I know how to use “like doing …”. 我能正确使用like doing这一句型结构。
【设计意图：通过游戏的方式让学生复习以前学过的动词以及Story time中的动词词组，活跃课堂气氛，激发学生学习热情与欲望。通过Learning aims，让学生明确本节课学习目标。】
Step 2 Revision
1. Can you read?
学生四人一组选择自己喜欢的方式朗读Story time课文内容。
a. Read one by one.
b. Read together.
c. ? (学生可以自己创新其他的读法)
2. Can you judge?
根据课文内容完成下列五句句子的判断。
a. Mike is good at football. (F)
b. Liu Tao likes playing football. (T)
Name
Hobbies
Be good at
Mike
playing ______________ and _____________, drawing
basketball
Liu Tao
playing football, ______________________________
___________
Yang Ling
reading stories, ______________________________
Su Hai
_____________, swimming
Su Yang
______________, swimming
c. Yang Ling likes reading and playing the piano. (T)
d. Su Hai likes watching films. (F)
e. Su Hai and Su Yang both like swimming. (T)
3. Can you write?
(1) 根据Story time完成下列表格的填写。
(2) 校对学生填写答案。（PPT呈现）
4. Can you retell?
让学生根据表格对Story time进行复述，注意动词形式的变化。
复述：Mike likes playing basketball and football. He also likes drawing. He is good at basketball. Liu Tao likes playing football and table tennis. He is good at football. Yang Ling likes reading stories and playing the piano. Su Hai likes dancing and swimming. Su Yang likes watching films and swimming.
【设计意图：通过递进式的练习巩固复习Story time的内容，逐步引导并考查学生对于Story time课文内容的理解。同时利用表格有目的地帮助学生复述课文内容，让学生在复述时感知动词的变化，为接下来的语法学习做好铺垫。】
Step 3 Grammar time
1. I can say!
(1) 出示一些动词，让学生进行朗读，如：play-playing
play-playing dance-dancing swim-swimming
read-reading come-coming run-running
draw-drawing give-giving sit-sitting
watch-watching
do-doing
sing-singing
(2) 说出它们的词性的变化：动词转变成动名词。
(3) 说说动词转化成动名词的形式变化：
a. 直接加ing；
b. 以不发音e结尾的单词，去e加ing；
c. 元音加辅音结尾，双写最后一个字母加ing。
(4) 让学生根据这三种不同的形式，思考并分别举例。
【设计意图：通过让学生直接朗读动词及其动名词形式，让他们在朗读中体会感知，学会观察并进行归纳，从而整理出动词转化成动名词的三种形式变化。】
2. I can use!
(1) 让学生思考：当你想要告诉他人自己的爱好时，可以怎样表达？
S: I like doing … (教师板书)
(2) 让全班同学将自己的爱好写在纸条上并放入教师的盒子中。教师随意抽取纸条，让全班一起介绍某个学生的爱好。
S: He/She/XX likes doing … (教师板书)
(3) 让学生抽取纸条，并介绍其他同学的爱好。
(4) 让学生思考：想要了解老师或者其他同学的爱好时，可以怎样询问？
S: What do you like doing? What does he/she/XX like doing? (教师板书)
(5) 教师抽取纸条，告诉学生姓名，让学生进行提问。
S: What does he/she/XX like doing?
【设计意图：通过让学生思考如何介绍自己的爱好以及如何询问他人的爱好，让学生自己总结出like doing … 的句子结构。】
3. I can do!
(1) Guess: What do they like doing? 根据图片提示，猜测图中人物的爱好。
a. A: What does she like doing? (马路、安全帽、自行车)
B: She likes riding bike.
b. A: What does he like doing? (河流、沙滩椅、钓鱼竿)
B: He likes fishing.
c. A: What do they like doing? (打篮球、电影海报、书)
B: They like reading.
(2) Guess: What’s the correct word? Jim的作业被淘气的小猫给弄脏了，你能猜出原来的单词是什么吗？
a. A: What does she like doing?
B: She likes playing the piano.
b. What do you like doing?
c. They like swimming.
d. Can you play basketball?
e. He can play football.
【设计意图：利用两个猜测游戏来对学生的语法知识进行考查，检验学生对“like doing …”这一句型结构的掌握情况。同时利用游戏能够增加学习的趣味性，让学生在快乐的氛围中操练语法知识。】
Step 4 Summary
再次回顾本节课所学内容。
【设计意图：通过总结Learning aims，能够帮助学生再次理清思路，明确本节课的学习重点和难点，从而加深学习印象。】
Homework 家庭作业
1. Try to retell Story time by yourselves.
2. Find some other verbs and gerunds. Use the dictionary.
Teaching aids 教学准备（含板书设计）
教学准备：学生作业纸、小纸条、盒子、多媒体。
板书设计：
Unit 4 Hobbies
like/likes doing …
A: What do you like doing?
B: I like doing …
A: What does he/she/XX doing?
B: He/She/XX likes doing …
说课
教师利用一个游戏（Read and act）活跃课堂氛围，让学生迅速进入学习状态，同时帮助学生复习学过的动词以及动词词组，为接下来的学习做好铺垫。接着教师利用Learning aims帮助学生明确本节课的学习目标，提高学习效率。
在复习Story time时，主要通过Can you read? Can you judge? Can you write?和Can you retell?四个环节来检验学生上一节课的学习情况。这四个环节的设计由易到难、形式多样、逐步引导学生更好地复习旧知识，巩固新知识，达到熟练掌握的目的。在Can you read? 环节中，教师可以让学生选择自己喜欢的方式朗读课文，给予学生主动权，同时也让学生发挥创新能力，将原本枯燥乏味的读书变得活泼有趣！
Grammar time是五年级新出现的一个板块。在本节课中，教师先处理教学难点：动词转化成动名词的形式变化。当学生能基本理解并掌握之后，再处理教学重点——like doing …句型结构。在教授这两个语法知识时，教师把学习的主动权交给学生，通过逐步引导让学生来总结归纳。为了避免语法知识学习过于枯燥乏味，当学生总结出规律之后，教师设计了几个小游戏，让学生在游戏中反馈所学的语法知识，达到良好的教学效果。
最后，教师利用Summary针对一开始的Learning aims分别进行总结，首尾呼应，进一步明确本节课学到了哪些内容，加深学生的学习印象。
五年级上册 第四单元
第3课时 教案
Teaching contents 教学内容
Fun time, Song time & Sound time
Teaching aims and learning objectives 教学目标
1. 能听懂、会说、会读单词group。
2. 能唱歌曲We all like climbing。
3. 能了解并掌握字母y在单词中的发音。
4. 能熟练掌握句型I/We like doing … He/She likes doing … 并能进行灵活运用。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
能熟练掌握句型I/We like doing … He/She likes doing … 并能进行灵活运用。
教学难点：
能了解并掌握字母y在单词中的发音。
Teaching procedures 教学过程
Step 1 Greeting & Warm up
1. Free talk.
T: What do you like doing?
S: I like …
T: Who’s your friend? What does he/she like doing?
S: He/She likes …
T: Do you like playing games, boys and girls?
S: Yes, we do.
T: Let’s play a game together!
2. Let’s play!
T: Please watch, act and say together.
T: Who likes singing?
S: I like singing.
T: Who likes dancing?
S: I like dancing.
T: Who likes watching films?
S: I like watching films.
T: Who likes reading?
S: I like reading.
T: Who likes playing the piano?
S: I like playing the piano.
T: Who likes drawing?
S: I like drawing.
【设计意图：通过教师与学生之间的free talk复习了I/We like doing … 和He/She likes doing … 句型，同时通过看看、做做、说说这个游戏，既帮助了学生再次复习巩固like doing … 句型，又活跃了学生的思维，让他们为接下来的学习做好准备。】
Step 2 Fun time
1. T: Do you like this game? Today we have a new friend. Who’s she? Look!
(PPT显示) Mary: Hello! I’m Mary. Nice to meet you!
S: Nice to meet you too, Mary.
T: Where is Mary from?
Mary: I’m an English girl. I’m eleven years old. Look at this picture. What do I like doing? Can you guess?
S: Do you like dancing?
(PPT呈现图片1) 学生根据图片进行猜测。Mary: No, I don’t.
S: Do you like drawing?
(PPT呈现图片2) 学生根据图片进行猜测。Mary: Yes, I do.
(PPT呈现图片3) Mary: I like drawing very much. What about you? What do you like doing, boys and girls?
T: Mary wants to know your hobbies. Let’s do a survey!
2. 课件显示表格：
T: Here’s a form. Let’s do a survey in groups of four. I have some learning tips for you. Let’s have a look. (PPT呈现)
T: How to introduce your group members’ hobbies? You can introduce like this:
In our group, Mary likes drawing.
T: If some of you have the same hobby. You can introduce like this:
In our group, Mary and Tom both like drawing.
In our group, we all like drawing.
(教授 group)
3. 学生根据上面的要求，四人一组进行调查并完成表格。
4. 请部分学生介绍本组组员的爱好。
【设计意图：通过新朋友Mary的到来自然引出fun time中的调查表，让学生根据表格展开调查与讨论。在进行介绍时，教师将介绍的句型丰富化和具体化，学生可以对之前所学知识加以整合，不仅会介绍单个组员的爱好，同时也能学会介绍两个人或者大家的共同爱好。】
Step 3 Song time
1. T: Mary likes drawing very much. Do you like drawing?
S: Yes, I do. I like drawing.
T: So you all like drawing very much. You can say: We all like drawing.
2. T: Can you chant? (PPT呈现以下歌谣，教师与学生齐声chant。)
We all like drawing very much.
Yes, we do. Yes, we do.
We all like drawing very much.
Let’s go and draw today.
T: Can you make a new one? (让学生模仿创编一个新的歌谣。)
T: Now let’s chant together! (PPT呈现以下歌谣。)
(1) We all like climbing very much.
Yes, we do. Yes, we do.
We all like climbing very much.
Let’s go and climb today.
(2) We all like dancing very much.
Yes, we do. Yes, we do.
We all like dancing very much.
Let’s go and dance today.
(3) We all like swimming very much.
Yes, we do. Yes, we do.
We all like swimming very much.
Let’s go and swim today.
(课件播放Song time中的音乐伴奏，让学生跟着伴奏进行诵读。)
3. T: You can chant very well. Can you sing? (课件展示Song time中的歌词，并播放歌曲，让学生欣赏。)
4. Let’s sing together. (齐唱歌曲。)
【设计意图：通过诵读的形式把学唱的歌曲进行难度分解，学生通过朗朗上口的诵读，在不知不觉中逐步掌握歌曲节奏并且熟练朗读了歌词，最后到歌曲的演唱一气呵成。】
Step 4 Sound time
1. T: Mary likes drawing very much. Look at her pictures. (课件展示Mary的图画作品) Yellow trees, a yellow cat, the yellow sun and a yellow bird. Everything is yellow. So what colour does Mary like?
S: She likes yellow.
T: Yes. Look! (PPT呈现Mary穿黄衣服图) What does Mary have?
S: She has yellow shoes, a yellow hat and a yellow dress.
T: Oh, yes. Let’s listen! What are they saying? (PPT呈现Sound time中前两句，让学生听。)
T: Please think how to answer. (让学生思考并模仿chant的节奏进行回答。)
2. Chant together. (PPT呈现完整歌谣。)
3. 找出y在开头的单词，让学生朗读并归纳y的发音。
4. T: I have another three new words for you. (PPT呈现) Can you read them? Let’s have a try.
5. T: Great! You can read these new words. Can you chant like this? (PPT呈现三字歌谣。)
6. 让学生利用yak, yell, yob这三个单词模仿创编三字歌谣。
【设计意图：通过让学生朗读Sound time中的小短文，自己找出字母y在单词中的发音，从而帮助学生学会归纳发音。同时，通过新单词的朗读以及创编三字歌谣，帮助学生学会创新使用所学的知识。】
Homework 家庭作业
1. Write down your group members’ hobbies. 写一写你组员的爱好。例如：
e.g. Mary likes drawing …
2. Try to use the dictionary. 请尝试使用字典查找三个y在开头的新单词，要求会读并了解该单词的意思，下节课进行交流。
Teaching aids 教学准备（含板书设计）
教学准备：多媒体课件
板书设计：
Unit 4 Hobbies
A: What do you like doing, Mary?
B: I like drawing.
In our group, Mary likes drawing.
In our group, Mary and Tom both like drawing.
In our group, we all like drawing.
说课
在导入环节中利用师生之间的对话以及一个小游戏复习I/We like doing …和He/She likes doing …句型，同时活跃课堂氛围以及学生思维，为接下来的教学环节做好铺垫。
Fun time环节中，巧妙利用里面的人物Mary引出Do a survey这个活动，从而让学生在真实的语境中运用本单元所学重点。在复述介绍时，针对之前所学进行合理整合，不光会介绍组内单个成员的爱好，同时也会介绍两个人或者多人相同爱好的介绍，拓宽了学生的学习思维，达到灵活运用的目的。
Song time环节中，由Fun time中的话题继续引入。通过让学生说说自己的爱好——模仿创编歌谣——齐唱歌曲，层层递进地展开歌曲学习，而不是仅仅局限于学会唱歌。
Sound time板块中，继续利用本节课的主线人物Mary的作品引出文本句子。教师通过让学生自己朗读，归纳并找出字母y在单词中的发音，发挥学生主动学习的能力。在总结归纳出发音之后，教师再给学生一些新单词让学生尝试自己朗读，并创编三字歌谣，进一步挖掘学生的学习潜力，发挥学生自主学习以及创新学习的能力。
五年级上册 第四单元
第4课时 教案
Teaching contents 教学内容
Cartoon time & Checkout time
Teaching aims and learning objectives 教学目标
1．能听懂、会读、会说单词和词组：about, idea, ice, hole, wet, look out。
2. 进一步掌握like doing句型的用法。
3．能在情境中整体感知Cartoon time故事内容并熟练朗读。
4．能独立完成Checkout time中的练习。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处。
2. 能独立完成Checkout time中的练习。
教学难点：
能在教师的指导下表演Cartoon time中的故事。
Teaching procedures 教学过程
Step 1 Warming up & Revision
1. Greeting. (师生问答，关于Day, Date, Weather)
2. Revision.
(1) Sing a song.
T: Today, let’s go on learning Unit 4 Hobbies. At first, let’s sing a song We all like climbing.
T: What do they like doing?
S: They like climbing/dancing/swimming.
(2) Look and say.
T: What do they like doing? (引导学生用like句型复述课文内容)
S: Mike likes … Liu Tao likes ... Yang Ling likes … Su Hai likes … Su Yang likes …
T: Good job, can you fill in the blanks?
S: Mike and Tim both like drawing …
(3) Make a song.
T: Can you make a song according to Mike and his friends’ hobbies? Have a try!
S: We both like drawing/playing football/swimming very much. …
T: Well done, class!
【设计意图：从吟唱歌曲开篇，活跃气氛，通过问答歌词内容，复习本单元主要句型；自然过渡到复述Story time内容，并以both句型填空再次检测学生掌握情况；最后结合Story time和 Song time的形式巩固所学。】
Step 2 Cartoon time
1. Listen and answer.
T: Look, Sam and Billy talk about their hobbies too. (教授about和 talk about)
What do they like doing? Let’s listen and answer.
S: They like skating.
【设计意图：通过听的方式引出主要话题skating，并学习新词汇talk about。】
2. Watch and answer.
T: Is Billy really good at skating?
S: Yes, he is.
T: So Billy thinks going skating is a great idea. (教授 idea和a great idea) Is Billy happy at last?
S: No, he isn’t.
T: And look, Billy is cold and wet. (教授wet) Why? Can you choose?
A. There is heavy rain. B. Billy falls in a hole in the ice. (教授hole 和ice)
T: Yes, Billy falls into a hole in the ice. And Sam says “Look out”. What does it mean?
S: 小心。
【设计意图：通过看动画的方式整体感知故事，让学生理解故事情节，并通过“是否真的擅长”和“是否最终也开心”两个问题来检测学生对故事的理解情况，并学习目标词汇。】
3. Read and imitate.
(1) Read after the tape.
(2) Think and choose.
T: Do you want to read better? Let’s choose the correct tone.
Pay attention to Billy in Picture 1. Should we choose “proud” or “modest”?
How about Sam? Is his tone “admiring” or “unbelieving”?
In Picture 2, should we choose “excited” or “indifferent”?
In Picture 3, is Sam’s tone “admiring” or “unbelieving”?
In Picture 4, is Sam’s tone “worried” or “surprised” now?
In Picture 5, is Billy’s tone “sad” or “depressed” at last?
(引导学生选择恰当的语气)
(3) Read in roles.
(4) Act the story.
(5) Read together.
【设计意图：通过循序渐进、层层深入的朗读指导，不仅关注学生的趣味阅读，也注重引导学生准确把握角色情感的模仿朗读，学生在教师引导下主动参与，主动体验。】
4. Think and judge.
T: Now, Billy is so depressed. If you were Sam, what will you say to him?
Can we say “How funny!” or “Skating is a bad hobby.”?
S: No, we can’t. We can say …
T: Yes, we can say “What a bad day!” “Let’s go home and put on warm clothes!”
【设计意图：通过充分朗读后的判断练习再次检测学生对故事的理解情况，并通过续编故事的方式，让学生学会在具体情景中恰当的表达。】
Step 3 Checkout time
1. Guess and act.
T: Just now, you acted very well. Now, let’s go on acting. Look, what do they like doing? Can you guess and act!
S1: I’m Tim. I like drawing.
S2: …
2. Listen and judge.
T: Great, class. And what do they like doing? Let’s listen and judge.
3. Think and write.
T: Last class, we did a survey about our friends’ hobbies. Now please write down your friends’ hobbies.
Homework 家庭作业
1. Introduce your and your friends’ hobbies to your parents.
2. Read and act Cartoon time.
Teaching aids 教学准备（含板书设计）
教学准备：图片、词汇卡、多媒体。
板书设计：
Unit 4 Hobbies
(Sam头像) like skating
go skating
(Billy头像) be good at skating
look out
don’t like skating
说课
本课的主要教学内容为Cartoon time 和 Checkout time。教学目标主要围绕巩固like doing句型展开。
本课开始以歌曲热身，并问了一个贯穿整节课的问题：What do they like doing? 第一遍问的目的在于检测对歌曲的理解和句型巩固。第二遍问则是复习Story time，并为改编歌曲做准备。这样可以让教学资源在训练目标句型中得以整合运用和充分使用。
第三遍问则是引出Cartoon time的学习。这个板块作为泛读的文本，没有对文本的字句进行细致的解读，而是设计了Listen and answer和Watch and answer两个环节来检测学生对故事的理解情况，并在回答问题的过程中，随文识字，学习目标词汇。为了让学生更好地朗读，在听录音环节之后，设置了选择恰当语气的环节，这样使得学生在表演时能更准确地表现人物情绪的变化。之后的Think and judge是巩固所学，而故事续编则帮助学生理解在恰当的情景中，如何正确的用英语表达。
第四遍问是进入到Checkout time的学习，此处进行了顺序调整，先通过遮住关键信息，让学生猜一猜爱好，并表演说like doing句型，增添了趣味性；Listen and judge不仅要求学生做出判断，还要求学生能用第三人称转述，训练了第三人称单数形式的表达；最后Think and write环节，在上节课调查表的基础上完成，使得前后学习融为一体，实现了听说读写四项技能的全面训练。
五年级上册 第四单元
第5课时 教案
Teaching contents 教学内容
Revision
Teaching aims and learning objectives 教学目标
1. 能有效复习有关爱好的词汇，并准确朗读动名词的读音。
2. 能用like doing句型自由谈论“爱好”话题。
3. 能准确运用第三人称单数形式谈论他人爱好。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
学生在听、说、读、写等不同形式的操练中，熟练运用like doing句型。
教学难点：
能运用比较丰富的语言谈论爱好话题。
Teaching procedures 教学过程
Step 1 Greeting & Warming up
1. Greeting. (师生关于Day, Date, Weather开展问答)
2. Can you sing? (复习歌曲)
T: From this song, we know they like _____ing.
【设计意图：通过歌曲热身，并由歌曲内容讨论开始展开话题。】
Step 2 Revision
1. Can you say?
T: What other hobbies do you know? (引导学生进行头脑风暴式回忆并快速抢答)
2. Can you find?
play-playing dance-dancing swim-swimming
read-reading come-coming run-running
draw-drawing give-giving sit-sitting
T: Good job. Look at these words. What can you find? (引导学生发现三列动名词的拼写规则)
3. Can you read?
T: Great. Now can you read these words correctly?
(引导学生准确读出动名词的发音)
4. Can you remember?
T: Well done. What do you like doing? Let’s play a game.
(Tips: 以一个小队为单位，每人依次说出自己的爱好，但后一名同学必须说出前面同学的爱好，依次累加，最后一名同学说出前面所有同学的爱好)
T: You can introduce your hobbies like this. And look, why do we use ‘likes” here?
(引导学生说出一般现在时主语为第三人称单数时，动词要用第三人称单数形式)
(说明规则后，给学生2分钟准备，然后2小队展示并比较)
【设计意图：通过自主回忆“爱好”类词汇，复习动名词的拼写规则和发音，在此基础上让学生介绍自己的爱好，并以“叠罗汉”的形式说他人的爱好，复习第三人称单数形式，操练句型like doing。】
Step 3 Exercise 1
(完成补充习题 Page 14 C Ask and answer)
1. Can you guess?
T: Look, what are their hobbies? Can you guess?
S1: Sam likes …
S2: Bobby likes … (首字母猜爱好)
…
T: How do they ask about their hobbies?
S3: What do you like doing?
S4: What does Willy like doing?
S5: Does Willy like …?
…
(总结关于爱好的问句)
2. Can you try?
T: Now let’s try to make a story by ourselves.
(同桌合作，看图编对白)
3. Can you act?
T: Let’s act this story, OK?
【设计意图：让学生在巩固基本词汇句型的基础上，充分发挥想象力和主观能动性，灵活运用所学。】
Step 4 Exercise 2
1. Can you fill in the blanks?
T: Wonderful, boys and girls. Now, let’s meet a new friend, Jane. What’s her hobby? Let’s listen and write.
(1) 听音频，完成短文。
(2) Check the answers.
2. Can you answer the following questions?
(1) Read and write down the answers.
(2) Check the answers.
【设计意图：充分使用补充习题的文本资源，训练学生听、读和写的能力。】
Homework 家庭作业
1. 思考辩论题，尝试写下你的观点。
2. 将绘本故事介绍给你的家人和朋友。
Teaching aids 教学准备（含板书设计）
教学准备：图片、词汇卡、多媒体。
板书设计：
Unit 4 Hobbies
climbing 1. 直接 + ing I like ___ing. What do you like doing?
dancing 2. 去e + ing XXX likes ____ing. What does he/she like doing?
swimming 3. 双写 + ing Do you like ___ing?
Does he/she like ____ing?
Are you good at …?
Is he/she good at …?
说课
本课时为复习课，旨在系统复习like doing句型相关知识点的基础上，帮助学生有条理、连贯地对“爱好”这个话题进行谈论。
热身环节为歌曲吟唱，但话题紧扣主题，并通过From the song, we know they like ____ing.自然过渡到复习环节。
复习部分先由头脑风暴——回忆爱好类词汇开始，在充分说和观察的基础上总结动名词拼写规律、并指导ing发音，还通过“叠罗汉”的游戏操练了like doing句型、复习了likes的使用规则。
练习部分使用的是《补充习题》中的题目。第一个习题通过看首字母猜词、爱好类问题总结和看图填空三个步骤完成练习，然后让学生顺利表演整个故事；第二个习题通过听、读和写的练习，对学生听、读、写的技能进行了策略指导和训练。
