人教版《新起點英語》五（下）Unit 9 How often do you go there Let’s tal

湯惠芬 楊 敏

教學過程

Step 1.Flash復習學生所學的動詞詞組

設計意圖：課前滾動出現，吸引其注意力，為學生有話可說作鋪墊。

Step 2.Warming up

T：Hello,boys and girls.I’m your teacher.My family name is Tang,so you can call me Miss Tang.Look,I’m in pink today.I like pink.What colour do you like?

S1:I like blue.

T:What about you?

S2:I like green.

T:Green is nice.I like too.Look,that’s green.What season is it?

S2:It’s spring.

T:Whichseasondoyou like?

S3:I like summer.

T: Why do you like summer?

S3:Because I can swim in summer.

設計意圖：Free talk既是師生之間熟悉的開始，更是舊知復現、新知導入的起點。此時，筆者用“I like...”這個句型與學生開展Free talk，既可以初步了解學生的水平，喚起他們對舊知的回憶，也為達到本節課的教學目標“I like...”作了鋪墊。通過對話，讓學生知道“I like”的一般用法。

Step 3.Presentation and practice

T：What lesson do you like?(板書lesson并教授)

S1:I like maths lesson.

T:What about you?

S2:I like art lesson.

T:Why?

S2:I can draw pictures in art lesson.

T:Wow,she likes drawing pictures.

設計意圖：這個環節筆者滲透了lesson這個新詞，通過學生的課程表以及板書相關課程，讓學生知道lesson的意思，為文本“piano lesson”作鋪墊。

T:I like PE.Do you like PE?

Ss:Yes,we do.(若學生沒有回答：I like PE.)

T:What do you do in your PE lesson?

S1:Ioften jump/run/play sports....

T:He jumps/runs....

T:Do you like playing football?

S1:Yes,I do.I like playing football./No,I don’t.I don’t like playing football.(若學生回答不喜歡，教師則追問)

T：What do you like playing?

S1:I like playing basketball.

T:Me too.I also like swimming.Can you swim in your PE class?

Ss:No.

T:When do you often go swimming?

S1:Ioften go swimming_____________.

設計意圖：在這個環節，筆者處理了“like doing”這個句型，從學生熟知的體育課入手，詢問學生在體育課上能夠參加哪些體育活動，是否喜歡這些活動，以引導他們輸出“like doing”這個句型，為學習文本中的“I like running and playing football.”作鋪墊。

T：Now it’s your turn to ask me.Can you ask me some question?

在沒有學生問我“What day do you like？”的情況下，則:

T：Can you ask Miss Tang about the day?

Ss:What day do you like?（課件呈現）

T:Guess.What day does Miss Tang like?

S1:Miss Tang likes Mondays...

T:Sorry.Idon’tlikeMondays/Tuesdays/Wednesdays/Thursdays/ Fridays.They’re work days.Iteach you English at school.Ilike Saturdays and Sundays.I like weekends.(板書)

Ss:I like weekends too./Me too.

設計意圖：該環節由之前的“教師問，學生答”轉變成“學生問，教師答”，一方面可以提高學生提問的能力，另一方面也可作為新課的導入。當然，學生能否根據關鍵詞提問則需要教師的引導。因此，之前的熱身環節顯得尤其重要。通過“What day do you like?”引出主題“I like weekends”并板書。

T：What do you often do on the weekend?（板書）

S1:Ioften _____.（do，does）

T：With whom?With your father/mother...？I often______

with____.（go to，goes to）

T:What does she/he do?

Ss:She/Heoften draws pictures.

T:Now you can have a pair work to ask your friend.

S1:What do you often do on the weekend?

S2:I often____________.（sing/draw，sings/draws）T:What does_______do?S3:_____does/goes/plays/watches/sings_________.

設計意圖：在這里筆者引出了句子“What do you often do on the weekend?”并引導學生根據所學回答,通過對話提問 S3：What does she/he do? 同時滲透這個重點語句，以及讓學生知道she/he后面動詞要加s或者es。在處理過程中，首先引導學生整體感知“She/He does/goes...”，隨后進行 Pair work，最后對個別學生提問。不僅要引導學生正確輸出“She/He does/goes...”這個形式，更要培養其他學生的傾聽能力。另外，板書也為學習文本內容及活動的詞組形式作了鋪墊。

Step 4.Consolidation and extension

T:Just now we talked about our weekend.Now let’s see Bill and Andy’s weekend.

1.T:First,let’s listen and answer.

Q1:What does Andy do on the weekend?（教 piano新詞）

Q2:What does Bill do on the weekend?

T:Do you go to piano lesson on the weekend?What lesson do you go to?Pipa?

設計意圖：在前面層層鋪墊之后，通過Let’s listen and answer進入文本，listen可以對文本進行整體感知，answer可以使學生對文本有大致的了解。

Q1:What does Andy do on the weekend?（教學新詞 piano）

Q2:What does Bill do on the weekend?

2.Listen and answer.

Q3:What does Bill’s sister do?

Q4:What sport does Bill like?

設計意圖：帶著問題再次聽讀文本。

3.Listen and repeat.

Bill:I like weekends.

Andy:Me too.

Bill:What do you do on the weekend?

Andy:I often______my piano______.What about you?

Bill:I often_________.I like_______and______.

Andy: What does your sister do?

Bill:She often_________with__________.

設計意圖：筆者在課件中呈現已經被挖空的文本，并要求學生通過聽來補充文本。在文本挖空的第一行，筆者引導學生輸出go to和lesson，想了解學生是否已掌握新詞；挖空第二行，引導學生輸出“I like doing”句型，想知道學生是否有意識輸出；挖空最后一行，引導學生輸出第三人稱單數動詞詞組的用法。通過挖空形式，讓學生帶著任務去聽和回憶文本。

4.Listen and repeat.

設計意圖：聽和跟讀可以引導學生模仿錄音的語音、語調，同時培養學生的語感。

5.Read together.

6.Read in roles.

設計意圖：齊讀和分角色朗讀，引導學生再次鞏固文本。

7.Find the key words and make a dialogue.

A:I like weekends.

B:________.

A:What do you do on the weekend?

B:I often__________.

A:What about you?

B:I_________________.I like___________.

A:_________________?

B:__________________.

設計意圖：在理解文本后，引導學生找出文本的主題詞，并“make a short dialogue”，以此鞏固“What does she/he do?”及其回答。

8.Make a long dialogue.（教師B，學生A示范兩組）

A:I like weekends.

B:________.

A:What do you do on the weekend?

B:I often________(with)_____.In the morning,______.I like________.

A:What about you?

B:I______________.I like___________.

A:What does_______do?

B:_________________.

A:Great!Cool!/______.

9.We like weekends.________/_______. _______/_______.________/_________.We have fun on the weekend.

設計意圖：學生說完較短的對話后，教師引導其進行對話的接續，并將內容進行拓展與延伸。這個環節，筆者與兩組學生示范。對話結束后，筆者將引導其他學生對對話做一個Report。其目的既是為了讓學生練習鞏固第三人稱單數后面加s,也為聽的學生設置一個任務，從而培養他們認真傾聽的好習慣。

10.Pair work

A:I like weekends.

B:________.

A:What do you do on the weekend?

B:I often_______(with)_____.In the morning,______.I like________.

A:What about you?

B:I_______.________.I like______.

A:What does_______do?B:___________.

A:Great!Cool!/________.

A/B:We like weekends._______/_________.________/________. _______/_______.We have fun on the weekend.

設計意圖：兩人小組模仿編對話并總結。

Step 5.Homework

1.Read the dialogue.（熟讀對話。）

2.Do a survey with your friends and make a report.（在朋友間做一個調查，下節課匯報。）