译林新版《英语》五（上）Unit 6 My e- friend Grammar time &Fun time

周春燕 李光明

教学过程

Step 1.Warm-up

1.Before class.

Play an English song“Friends”.

（此歌曲为教师根据单元的主要内容编写，歌曲内容主要描述和来自不同国家的同学做efriend是件快乐的事。）

2.Greetings.

T:Good morning,everyone.Nice to meet you.

Ss:Nice to meet you,too.

（由于借班上课，师生之间不熟悉，此时教师为了Presentation环节的顺利开展，没有和学生做充分的互动，以便留下悬念。）

设计意图：在课前播放自编歌曲，既缓解了上课时的紧张气氛，又通过歌曲使学生回顾了本单元的重点。而在上课开始，简单又直接的greetings缓解了和学生之间的陌生感，没有切入更多授课教师和学生的信息，为下一个环节的实施留下了充分的空间和悬念。

Step 2.Lead-in

1.Game:Yes or No

T:You have learned the story My e-friend.Do you remember it?

Ss:Yes.

T:That’s great！ Then let’s play a game“Yes or No”,OK?

Ss:OK.

T:Look at the rules.If the sentence about the story is right,please say yes,yes,he is/does/can.If it is wrong,please say no,no,he isn’t/doesn’t/can’t.

T:Let’s begin.

（为了让学生更加明确教师的指令，提高课堂效率，教师边说边用PPT呈现游戏规则。然后再将教师根据故事中的主人公Peter的信息编写的七个一般疑问句呈现出来，让学生进行正误判断。）

设计意图：语法教学板块虽然是单独的一个板块，但并不能脱离整个单元而独立进行语法教授，教师要有单元整体教学的意识。通过判断正误的游戏，除了增加学生兴趣之外，教师通过七个问句引导学生复习了本单元的主要内容。而一般疑问句的呈现方式，则是结合了本节课语法板块的主要内容，这一环节承上启下。游戏中的回答节奏感比较强，也便于学生掌握一般疑问句的回答方式。

2.Get to know you.

T:You did a good job!You know Peter very well.But I’m new here,and I don’t know much about you.Let me get to know you through questions.

T:Could you tell me your name?

S1:My name is...

T:Do you like your English teacher?

S1:Yes,I do.

T:What subject do you like best?

S1:I like English.

…

（此时教师通过和多个学生对话对他们进行了解。教师在选择问句时尽量用含有助动词do的一般疑问句和特殊疑问句，且提示学生用完整句子回答。）

T:I know some of you now.Doyou know about your classmates?Let me test you.

T:Does S1 like his English teacher?

Ss:Yes,he does.

T:What subject does S1like best?

Ss:He likes English best.

…

T:Do S1 and S2 walk to school everyday?

Ss:No,they don’t.

（教师利用之前获得的学生信息对全班进行提问，此时尽量使用含有助动词does的一般疑问句和特殊疑问句，也可以使用助动词do对含有相同答案的学生们一并提问。）

设计意图：通过问题进一步了解学生，拉近和学生间的距离，而和学生间的连锁问题增加了话轮，让本节课的语法内容不断在对话中出现，在不知不觉中强化了学生的主要教学重点的意识，为下一步的Get to know me和Get to know her呈现环节做好铺垫。

Step 3.Presentation

1.Get to know me.

T:Now I know many of you.Butyou don’tknowme much,right? Do you want to know me?

Ss:Yes,we do.

T:Now four students in a group,discuss some good questions with “do”like the questions I asked you just now.Then write the questions on the paper.I will choose some of your ques tionsto stick on the blackboard and answer them.

S1:Do you have a child?

T:Yes,I do.

S2:What do you like?

T:I like singing.

…

（在学生小组讨论时，教师要不断地巡视，发现学生所提问题有错误的地方要及时纠正。再选取有代表意义的含有do的疑问句粘贴在黑板上。）

T:Now,look at these questions on the blackboard,ask me toge ther and I’llans wer them one by one.

2.Get to know her.

T:You know me a lot now.What about this little girl? Of course, she is my daughter.Pleaseask mesome questions abou ther.Buts till discussin groups first, then write them down.

S1:Does she like English?

S2:What does she like?

S3:...

（教师指着PPT中呈现的女儿照片，让学生们小组讨论，并提出关于她的问题。教师提示学生此时对第三人称单数提问要用助动词does，再选取有代表意义的含有does的疑问句粘贴在黑板上。）

T:Good questions about her.But I am not going to answer your questions.Let’s listen to her and ans wer the seque stions together.

（教师播放录音，让学生认真倾听并做集体回答。针对录音内容，教师还可以适当补充一些问题让学生回答。回答过程中，教师引导学生使用完整回答方式。）

T:Does she like English?

Ss:Yes,she does.

T:What does she like?

Ss:Sheli kesdra wing and playing the piano.

T:Does she want to be your e-friend?

Ss:Yes,she does.

…

设计意图：通过以上两个活动的设计，教师借助学生这个学习主体，巧妙地呈现了本节课关于利用do，does对不同人称进行提问及回答的重点语法。因为信息沟的存在，学生兴趣盎然，积极思考问题。另外，小组合作学习的方式让每一个学生都主动思考和参与，教师在活动过程中的指导和纠错，也解决了部分学生对do和does用法不清的问题。

3.Classify the questions and answer.

T:Look at all the questions on the blackboard.Could you help me classify these questions into two groups?You can discuss in your groups first.

（教师此时让学生对黑板上无明确顺序的问题分类摆放，然后在黑板上演示。）

T:OK,let’s have a look.I think he is right.

T:Could you tell me why S1 classifies in this way?

Ss:Group 1 hasdo,and Group 2 has does.

T:Right.Pay attention.In general questions,we always put do or does at the beginning of a sentence.In wh-questions,we always put them after wh-words.

T:Now, please answer these questions again.

（教师在学生回答时及时板书，并呈现本课课题。同时，教师补充可替换的人称，特别强调动词的第三人称单数形式。）

设计意图：教师通过对全班同学追问why,再次引发学生的深度思考，在让学生明晰分类规则后，教师借助于板书进一步讲解do，does如何帮助构成一般疑问句和特殊疑问句的语法点。并且通过集体回答，既复习了之前呈现的两个活动，又呈现了此节课语法内容的回答部分。所以，在语法课型中，机械的语法呈现和讲解完全可以通过学生的主动思考和参与来完成，教师在此过程中做好启发和引导作用，让枯燥的语法课成为学生思维发展的阵地。

Step 4.Practise

1.Ask questions according to the picture.

T:I think you know how to ask and answer questions about the persons you want to know.Let’s ask some questions about these people and try to answer them.First Picture 1.

S1:Do they like singing?

Ss:Yes,they do.

S2:Where do they come from?

Ss:Maybe they come from Beijing.

…

T:What about Picture 2?

S3:Whatdoes Yao Ming like best?

Ss:He likes playing basketball best.

S4:Does he often play basketball now?

Ss:No,he doesn’t.He is a little fat now.

…

2.Ask questions about your group members.

T:Now you know something about me,my daughter,TF boys and Yao Ming by asking questions.Whataboutyourclassmates? Please ask yourgroup memberssome questionsa bout themselves to know more.

Group work：

S1:A,do you like your parents?

A:Yes,I do.

S2:A and B,do you like our teachers?

A&B:Yes,we do.

S3:C,how do you go to school everyday?

C:I go to school on foot.

…

设计意图：通过对一些耳熟能详的公众人物和小组成员的问答，操练含有do和does的一般疑问句和特殊疑问句，进一步巩固语法结构，为学生的下一步活用奠定扎实的语言基础。

Step 5.Fun time

1.Guessing game.

T:I know all of you like games.Let’s play a guessing gamenow.Thatis whoisit?Buthow to play this game？Please open your books,turn to Page 62.Read the part of Fun time and tell me how to guess who it is.

T:First,we can ask if he is a boy or a girl.That is gender.Then ask some hobbies about him or her.Also,we can ask questions about his or her favorite subject, favorite sport,the traffic way and so on.

（此时教师就如何缩小猜测范围让学生开展讨论。书上只提到了性别和爱好，但是教师要为学生拓展更多的猜测路径，尤其是联系之前课堂活动中学生通过讨论及时生成的一些问题范畴，最后教师总结。）

T:Now, let’s play this game.I’ll invite one student to the front and ask the questions.Other students can look at the pictures and answer the questions he or she raises.But you’d better get the answer within five questions.Let’s begin.

（教师一一呈现授课班级两名学生的照片，带领学生开展猜谜活动。限制问题的数量，有利于学生对所提问题的价值进行考量。）

S1:Is it a girl?

Ss:No,it isn’t.

S2:Does he like play football?

Ss:Yes,he does.

…

S1:It’s Sun Tao.

Ss:You’re wrong.

…

2.Guessing your classmate in your group.

T:You really like this game.Now you can playthis game in your groups.One asks the questions,the other three answer.Of course, you three should write down the name of your classmate on the paper first and don’t let your partner know.

设计意图：通过学生对Fun time中游戏内容的自学、讨论，教师引导学生学会分析问题、解决问题。同时教师对于猜测路径的总结很好地发展了学生逻辑思维能力，有利于培养他们思维的条理性和深刻性。

Step 6.Summary

T:I think we have a good time today.Do you like me?

Ss:Yes,we do.

T:Do you want to be my friends?

Ss:Yes,we do.

T:I know you like games.But do you like English songs?

Ss:Yes,we do.

T:Let’s enjoy a song.

设计意图：把语法板块教学始终置于单元整体教学之中，歌曲根据单元主要教学内容创作，学生们在歌声中强化了语法知识，在愉悦的氛围中内化了语言知识。

Step 7.Homework（略）