人教版《新起点英语》五（下）Unit 9 How often do you go there Let’s tal

汤惠芬 杨 敏

教学过程

Step 1.Flash复习学生所学的动词词组

设计意图：课前滚动出现，吸引其注意力，为学生有话可说作铺垫。

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.

设计意图：Free talk既是师生之间熟悉的开始，更是旧知复现、新知导入的起点。此时，笔者用“I like...”这个句型与学生开展Free talk，既可以初步了解学生的水平，唤起他们对旧知的回忆，也为达到本节课的教学目标“I like...”作了铺垫。通过对话，让学生知道“I like”的一般用法。

Step 3.Presentation and practice

T：What lesson do you like?(板书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.

设计意图：这个环节笔者渗透了lesson这个新词，通过学生的课程表以及板书相关课程，让学生知道lesson的意思，为文本“piano lesson”作铺垫。

T:I like PE.Do you like PE?

Ss:Yes,we do.(若学生没有回答：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.(若学生回答不喜欢，教师则追问)

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_____________.

设计意图：在这个环节，笔者处理了“like doing”这个句型，从学生熟知的体育课入手，询问学生在体育课上能够参加哪些体育活动，是否喜欢这些活动，以引导他们输出“like doing”这个句型，为学习文本中的“I like running and playing football.”作铺垫。

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

在没有学生问我“What day do you like？”的情况下，则:

T：Can you ask Miss Tang about the day?

Ss:What day do you like?（课件呈现）

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.(板书)

Ss:I like weekends too./Me too.

设计意图：该环节由之前的“教师问，学生答”转变成“学生问，教师答”，一方面可以提高学生提问的能力，另一方面也可作为新课的导入。当然，学生能否根据关键词提问则需要教师的引导。因此，之前的热身环节显得尤其重要。通过“What day do you like?”引出主题“I like weekends”并板书。

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

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_________.

设计意图：在这里笔者引出了句子“What do you often do on the weekend?”并引导学生根据所学回答,通过对话提问 S3：What does she/he do? 同时渗透这个重点语句，以及让学生知道she/he后面动词要加s或者es。在处理过程中，首先引导学生整体感知“She/He does/goes...”，随后进行 Pair work，最后对个别学生提问。不仅要引导学生正确输出“She/He does/goes...”这个形式，更要培养其他学生的倾听能力。另外，板书也为学习文本内容及活动的词组形式作了铺垫。

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新词）

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?

设计意图：在前面层层铺垫之后，通过Let’s listen and answer进入文本，listen可以对文本进行整体感知，answer可以使学生对文本有大致的了解。

Q1:What does Andy do on the weekend?（教学新词 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?

设计意图：带着问题再次听读文本。

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__________.

设计意图：笔者在课件中呈现已经被挖空的文本，并要求学生通过听来补充文本。在文本挖空的第一行，笔者引导学生输出go to和lesson，想了解学生是否已掌握新词；挖空第二行，引导学生输出“I like doing”句型，想知道学生是否有意识输出；挖空最后一行，引导学生输出第三人称单数动词词组的用法。通过挖空形式，让学生带着任务去听和回忆文本。

4.Listen and repeat.

设计意图：听和跟读可以引导学生模仿录音的语音、语调，同时培养学生的语感。

5.Read together.

6.Read in roles.

设计意图：齐读和分角色朗读，引导学生再次巩固文本。

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:__________________.

设计意图：在理解文本后，引导学生找出文本的主题词，并“make a short dialogue”，以此巩固“What does she/he do?”及其回答。

8.Make a long dialogue.（教师B，学生A示范两组）

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.

设计意图：学生说完较短的对话后，教师引导其进行对话的接续，并将内容进行拓展与延伸。这个环节，笔者与两组学生示范。对话结束后，笔者将引导其他学生对对话做一个Report。其目的既是为了让学生练习巩固第三人称单数后面加s,也为听的学生设置一个任务，从而培养他们认真倾听的好习惯。

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.

设计意图：两人小组模仿编对话并总结。

Step 5.Homework

1.Read the dialogue.（熟读对话。）

2.Do a survey with your friends and make a report.（在朋友间做一个调查，下节课汇报。）