教材分析：

本单元话题贴近学生的生活，相对而言也是学生非常喜欢的一个教学单元。学生以前对家庭这一话题有一定的基础，而且不论是家庭成员的职业、喜好等都和他们的生活息息相关，因此针对学生的听、说、表演、对话、写作都非常具有可操作性。

整个单元围绕Li Ming's family展开，营造了贴近日常生活的语言环境，属于“家庭”这一话题。主要通过Li Ming对其家人的介绍，使学生复习了有关描述家庭成员的词汇，并认识和掌握了话题内的一些新词。本单元中，教师将带领学生去谈论李明的家庭，并让学生用英语描述自己的家庭，包括家庭成员的组成、年龄、外貌、职业、爱好等，培养学生用英语交流，用英语做事的能力。

学情分析：

五年级的学生对于英语已经有一定的兴趣和自主学习的能力，本课设计的内容贴近于生活，学生对于单词和句子有了一定的理解和掌握能力，因此学习的过程中注意学生的实际应用，引导学生将本课内容充分运用到日常的练习当中，便于学生掌握。在原有基础上训练学生进行过大量练习巩固，达到灵活运用的目的。

教学目标：

1.知识和技能目标

1)灵活运用read books等动词短语认读短语go for a walk。

2)熟练应用I like to …He/She likes to…等所学句式谈论自己及他人               的爱好。

2.过程方法：通过情景创设，让学生理解句意，并在情景中学习，培养自主学习的能力，获得与同学交流的方法。

3.情感态度价值观

1）了解家人的喜好参加他们喜欢的活动或运动，增强彼此之间的了解和沟通。

2）激发学生学习英语的兴趣，调动学习积极性，引导学生积极与他人合作，在活动中培养学生的协作能力和竞争意识。

 

教学重点：

在巩固表示娱乐活动的动词短语基础上正确区别运用like to 与likes to

教学难点：

对动词单三的理解和在语言环境中的正确运用。

教学过程：

一:Class Opening and Review

　Greetings：

　　T：Class begin！Hello, boys and girls.

S：Hello, Miss Shang !

T: How are you today?

S: I’m fine. Thank you! and you?

T: I’m fine, too.

(设计意图：课前师生口语对话，拉近教师与学生的距离，营造宽松和谐的课堂氛围。)

Let’s chant!

 

（设计意图：通过chant活化英语课堂，同时复习前面学习过的词汇和句式，同时激发学生学习英语的兴趣。展示时间1）

二:Review

1. Show pictures

T：I know you had took your family’s picture and wrote something about your family! Let’s share it!（Ask 3-5 students to talk about their pictures.）

（设计意图：通过学生对家庭图片的描述，为学生营造了英语学习的氛围，让学生充分运用英语进行表达，同时复习前面几课知识，为本课做铺垫。展示时间约4min）

三:Free talk

(小组合作，根据一名同学提供的家庭图片让两名同学进行对话)

S₁：What is your name？

S₂：My name is XXX

S₁：How old are you?

S₂：I'm eleven years old.

S₁：What does your father do?

S₂：My father is a drive/doctor/worker........

S₁：How does your father go to work?

S₂：My father goes to work by bus.

S₁：What colour is your father’s hair?

S₂：His hair is black/blond.........

 (设计意图：通过Free talk这一环节既实现了相关知识的复习，又培养了学生们的发散思维，并为下面的学习做好了充分的知识储备，提供了丰富的语言信息，展示时间5分)

四：Presentation

T：Ok, class, Look at these pictures.Can you tell me what are they doing?

(学生根据图片提示回答）

 2. Show the picture of “go for a walk”

  T：What are they doing?(他们在做什么？)

S：他们在散步。

T： Look at the picture.Read after me  “go for a walk”

　S： go for a walk

T：Yes ,very good同桌互读检查读音。

(设计意图：根据学生认知特点，在适时的语言环境中进行句型的学习和操练，并学会新词go for a walk)

3.Show the pictures of the actions. Ask the students to say the phrases.

（设计意图：用图片把所要接触的动作短语直接呈现新出来，让学生感知短语含义，同时思索自己喜欢做的事情，为下一环节做准备。展示时间3分钟）

T：(Show the pictures ).There are so many interesting things to do. But do you know what I like to do?

Ask the students to guess.

S：You like to read books.

T：No.

S：You like to work on the computer.

T：No.

S：You like to cook.

T：No.

S: You like to go for a walk.

T: Yes I like to go for a walk. What do you like to do?

S₁: I like to play computer games.

S₂: I like to read books.

S₃: I like to watch TV.

S4: I like to sing.......

Write I like to .......On the blackboard

（设计意图：老师通过让学生猜测自己喜欢做什么，引出句型I like to......让学生们运用英语和教师交谈，对本节课所学句型进行了感知和操练，增强孩子们用英语表达的欲望。展示时间2分钟）

4.Show the sentences "What do you like to do? I like to ....."

T：OK,class. Do you know what your partner likes to do?

Now please ask and answer with your partner.

S₁：What do you like to do?

S₂：I like to .....

S3: What do you like to do?

S4: I like to….

T: What does he/she like to do?

T：We can say “He/She likes to ......”

此时用likes当主语是第三人称单数的时候like要变成likes。重点强调并练习。此时出示图片

5. Show the words bag and pictures. Ask pairs of students to use the words and pictures to make a dialogue.

T：Look at these words. Now I will ask some students to make the dialogues。Who wants to try?

T：What does your grandmother like to do?

S₁：(Choose one of the word cards and hold it up)

S₂: My grandmother likes to plant flowers.

 

S₁: What does your father like to do?

 

S₂: He likes to cook.

S₁: What does your mother like to do?

S₂: My mother likes to go shopping.

Ask more students to make the dialogue.

Write my grandmother/grandfather/father/mother likes to......On the blackboard. (将“s”用红粉笔标出）

（设计意图：文本之前出示与文本内容相关的问题，让学生带着问题有目的的学习，这样帮助学生形成有效的学习策略以及提取信息的技巧，让抽象的语言形象化，更便于学生对文本的理解。展示时间5分钟）

6. Student book

T：We like to do so many things. Do you want to know what does Li Ming’s family like to do? Now let’s open our books, Let’s listen to the tape carefully! And then answer my questions。

l       What does Li Ming’s father like to do?

l       What does Li Ming’s grandfather like to do?

l       What does Li Ming’s grandmother like to do?

l       What does Li Ming’s uncle like to do?

l       What does Li Ming like to do?

(设计意图：通过听录音、对话练习、设计问题，让学生能够更好的掌握文本，练习句型，新知识在充分的练习中能够自由操练。展示时间10分钟)

【附加活动：可以采用填空或者连线的方式对文本进行学习，以小组形式进行讨论、表达，不仅能增强孩子们的合作意识，还能帮助学困生更好的理解课文内容，提高积极性。

五：Practice

If you are a school newspaper reporter, survey your classmate about what they like to do, and then fill out the form.

 

name	like to likes to	Things like to do

（设计意图：通过任务型教学方法，说和写有机结合激发学生学习兴趣，使学生能够在较真实语言环境中运用知识，在小组的分工合作中，使学生学会交流和分享劳动成果，培养学生的团队精神和合作意识。展示时间7分钟）

六：Summary

Today we learned some words and sentences. Now let’s look at the blackboard. If sb ask us about“What do/does sb like to do ?”we should say “sb like/likes to......”

设计意图：（通过最后的小结让学生们进一步巩固本节课的内容，掌握句型的正确使用，达到实际运用语言的目的。展示时间2分钟）

七：Homework

²      听Part1部分将本节课的内容读给家长或者伙伴听。

²      Draw a picture about your family members and describe what they like to do.

（设计意图：通过分层次的作业来满足不同程度的学生，其中第二项作业是选做内容，目的在于使学生对My family这一话题的认识更加深刻，提高学生组织语言和书面表达的能力。展示时间1分钟)

 

 

 

板书设计

Lesson 4 : What Do They Like to Do?
go for a walk plant flowers water flowers cook go shopping	My grandfather likes to go for a walk. My grandmother likes to plant flowers. My father likes to cook. My mother likes to go shopping. She likes to read books. He likes to work on his computer.