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1、Unit 5 Do You Like Candies?The 1st periodTeaching aims: 1.The students can master “LSRW” words and expressions（学生掌握“四会”词汇）:candy, cake, bread, cookie, tea, banana, grapes.2. Practise the structures with partners: A.-What do you like? -I like. B.-Do you like.? -Yes, I do. / No, I dont.Key points and
2、difficult points: 1. The students can listen, speak, read, write the new words and expressions（学生听、说、读、写以下词汇）:candy, cake, bread, cookie, tea, banana, grapes.2. Flexibility in the use of the structures and express correctly in the daily life:A.-What do you like? -I like.B.-Do you like.? -Yes, I do.
3、/ No, I dont.Teaching Method:The Direct Method(直观教学法)The Game Teaching Method（游戏教学）Learning Method:The game learning method(游戏体验法)Communicative approach（交际法）Cooperative learning method（合作学习）Preparations: Teacher preparations: cards(卡片) pictures（图片） real food and drinks(实物)Students preparation: pictu
4、res(自制图片)Teaching process: STEP1:Greeting each other：T:Good morning/afternoon, boys and girls. How are you today?Ss: Im fine. Thank you/Thanks. How are you?T:Im fine, too.Revision:复习旧知，为新知做铺垫:-What do you have? -I have . -Do you have .? -Yes, I do. / No, I dont.T:Do you have apples/pears/oranges?（教师
5、出示卡片复习。）Ss: Yes, I do. (教师表情以笑脸示意学生肯定回答。) No, I dont.（教师表情以苦脸示意学生否定回答。）T:What do you have?Ss:I have apples/pears/oranges?(教师出示相应水果卡片示意学生回答。)Presentation:STEP2:（教师把准备好的实物放在学生“餐桌”上,进行实物单词教授）T:Look !What are these? Oh, they are nice food and drinks.Can you say them in English? （Point the milk）Whats thi
6、s?T/Ss:Its a candy/cake/cookie/banana.T:(Point the bread ) Whats this?T/Ss:Its bread. T:Whats this?(拿出绿茶和冰红茶让学生观察瓶子上的英语单词)T/Ss:Its green tea/ ice tea.(课外拓展) black tea 黑茶的意思（板书）T:What are these?T/Ss:They are grapes.T:Do you like candies? like 喜欢的意思。(板书课题，并且预知like单词后面跟可数名词的复数形式或跟不可数名词。)Ss:Yes，I do. /
7、No, I dont.（教师表情示意学生做肯定回答和否定回答。）T:OK. Lets write together. Show me your candy/cake/ bread/cookie/tea/banana/ grapes.Ss:Students can show suitable pictures and write new words.(学生拿出自制图片和老师一起完成“写单词”环节。在书写的时候，让学生根据发音规律写出单词的部分字母；还可以灌输固定字母组合的发音规律；也可以通过复习旧单词添加字母学习新单词等方法帮助学生快速记忆新单词。):STEP3:Read new words w
8、ith different ways(1.升降调读单词。2.大小声交换读单词。3.套用句型读单词：-Do you like.?-Yes, I do./No, I dont. -What do you like? -I like. 在套用句型的时候，要给学生强调like后面得用名词的复数形式或跟不可数名词。并声明bread和tea 就是不可数名词。):candy, cake, bread, cookie, tea, banana, grapes.STEP4:（Consolidation巩固单词环节）A. Lets play a game： You can take out one picture
9、 at will and read the word.(玩游戏巩固单词：学生可以在教师洗好的牌中随意抽出一张图片并读出这个单词。读正确的同学可以奖励吃到相应的食物，读错了，就没有机会吃了。)B. Teacher can make a model like this.(教师给学生做个对话示范，让学生们替换单词自由会话): T:What do you like? S1:I like.(学生根据自己喜欢的实物回答。) T:Do you like .? S1:Yes, I do. / No, I dont.(学生根据自己的喜欢与否来回答。)STEP5：Wok in pairs and make a d
10、ialogue.(合作学习，自由会话)S1:What do you like?S2:I like .S1:Do you like.?S2:Yes, I do. / No, I dont.STEP6:Perform the dialogue with deskmate.(课件出示三种会话模式任选其一台前表演，学以致用。)会话一：A:Hello! How are you?B:Im fine. Thank you. And you?A:Im very well. Thanks. I like . What do you like?B: Wow. I like . , too. / Me, too.(
11、如果喜欢内容一样这样表达。) I like.A:Do you like .?B:Yes, I do. / No, I dont.(根据实际情况回答) 会话二：A:Morning!B:Morning!A:Whats your name?B:My name is. And you?A:Im. Nice to see you.B:Me, too.A:Do you like.?B:Yes, I do. / No, I dont.A:What do you like?B:I like .会话三：A:Those/These /They are candies. This/That is bread.B:D
12、o you like candies?A:No, I dont.B:Do you like bread?A:Yes, I do. What do you like?B:I like candies.STEP5：完成导学案并核对答案。Homework: Recite the new words. Blackboard design： Unit 5 Do You Like Candies?candy cakes bread cookiesbananas grapes green ice tea black 1.-What do you like? -I like. 2.-Do you like.?
13、 -Yes, I do. / No, I dont.Teaching reflection:课堂教学是一门遗憾的艺术，然而科学、有效的反思能帮助我们减少遗憾。在学习 Do You Like Candies?这课时，我采用复习导入，学生立即脱口而出，让学生一开始就对学习产生兴趣，没有压抑感，自然而然学起来就轻松很多了。另外，我这次的教学模式采取“餐桌式教学”，把学生的桌椅摆放成近似于我们吃饭的餐桌形式，桌面上也铺上了靓丽的卡通桌布，学生面对面而坐，给人感觉很温馨，也很放松。我在教授单词时，当时也由于紧张的因素，单词教授的安排环节稍有凌乱之感，而且略有超时现象。而且本堂课的实物教学没有起到很好地实效作用，原本我在教学设计当中安排了利用实物进行对话交流，可是由于教授单词延时的因素，因此没有体现学生运用实物进行对话交流的的环节。此课结束后，我深刻感觉到教师设计的教案流程一定得有时间的把握和随机应变的能力，做好适时调整，才能达到实效性。 总而言之，在小学英语教学中，做到及时地、有效地反思，全面的分析教学过程是十分有必要的。
