《What do you like》教案及反思
做好英语教案，是小学三年级英教师正常开展教学活动的重要保障，下面学习啦小编为大家带来三年级上册《What do you like》教案及反思，希望对你有所帮助!
《What do you like》教案：
教学目标：
1.知识目标
(1)复习和食物相关的词汇，
What do you like?
(2)学习句型：Does Lin Tao like bananas/eggs/bread/meat? Yes, he does. / No, he doesn’t.
2.能力目标
能够熟练运用本节课所学到的句型对话。
3.情感目标
培养学生良好的饮食习惯，不挑食，不厌食。
重点难点：
Does he/she like ___?
Yes, he/she does. No, he/she doesn’t.
教学过程：
Step 1 Revision
1 Revise What do you like? What does he/she like? by selecting several pairs to present their dialogue from SB Page 41, Lesson 97.
2 Ask several students to tell about Li Shan and her family.
3 Check the students' dialogues about what they and their families like to eat.
Step 2 Presentation
1 Revise the names of food, using flashcards.
2 Make a chart like the one in WB Lesson 97, Ex.3. Use the names in SB Page 42, Part 1. Ask Does he /she like …? Help the students to answer the questions, Yes, he / she does. or No, he / she doesn't. Then in pairs, have the students ask each other the questions and answers. They can use the answers in the form for help.
Step 3 Read and talk
SB Page 42, Part 1. Students read the form to their partner. Ask some questions about one of the characters such as, Does Li Ming like milk? Ask the students to look at the chart and help them to answer Yes, he does. / No, he doesn't. etc. Now have the students work in pairs, asking and answering questions about Lin Tao, Fang Lei, etc.
Step 4 Read and answer
Culture note: What is typical American food? There isn't any! Since Americans come from many different ethnic backgrounds, there are many different tastes. For example, an American family might eat Italian food one night, Mexican food the next and Chinese food on another night. Just as in America, there is also a great variety of food found in Great Britain. However, the British tend to like to eat more Indian food than the Americans.
1、SB Page 42, Part 2. Books closed! Ask What do you think American students like to eat? What do you think British students like to eat? etc. Write the answers on the Bb. Teach restaurant. Say, Little Val likes to eat in a restaurant. Ask Why does he like to eat in a restaurant? Open your books and let's scan for the information in Part 2. Give the students one minute to find the answer. (Because he likes the toys.) Check the answer.
2、Speech Cassette Lesson 98. Books still closed. Play the tape, students listen. Now ask comprehension questions at the end of the reading. Teach often and well. Books open, play the tape again while the students read and repeat.
3、In pairs, have the students practise reading aloud. Have student A read, while student B listens and then switch. Be sure to walk around and give help with pronunciation, intonation and rhythm as needed. Be sure the /J/ of they and the is pronounced correctly, (there should be no /s/ or /d/ sound)。 Check yourself. As an English teacher, you need to be careful of your own pronunciation. Make sure your pronunciation of /J/ is correct.
4、Get the students to ask each other the questions about the passage.
Step 5 Ask and answer
In pairs, have the students ask and answer questions about the people in the chart. Then you may ask the class questions at a quicker pace.
Step 6 Game
Tell the students in Chinese that you have a friend who only likes food that contains a certain letter. The students must find out the secret letter. (e.g. your friend only likes food that contains the letter a, so he / she likes apples, pears, bananas, oranges, meat and bread, etc. He / She doesn't like eggs, rice or milk, etc.) Say He / She likes apples, but doesn't like eggs. Get the students to ask Does he / she like …? until they guess the letter. Repeat with other letters. If there is time, talk about clothing, colours, etc. as well as food.
Step 7 Workbook
SB Page 120, Wb Lesson 98, Exx. 1-3. Ex. 2 helps students grasp the basic structures of the Simple Present Tense. It can develop students' accuracy in using the language.
For Ex. 1, divide the class into groups of four. Each student asks the other three students in his/her group about their likes and dislikes. They should write down their answers in the form. Finally, you may call out some students to report to the whole class. Help the students to answer like Zhuang Hua likes meat. She doesn't like potatoes, etc.
Students should give their own answers to the questions in Ex. 3. Encourage them to think up more questions. Ex. 4 — a tongue twister is optional.
Homework
Finish off the Workbook exercises.
《What do you like》教学反思：
本课是任务型教学的一个很典型的例子，同学之间相互采访，了解各自喜欢的食品并填写表格。我通过创设情景，帮助学生理解和使用 What do you like?及What don't you like?这个句型。采访这个活动设计得很好，充分体现了新课标的精神，让学生用所学的英语做事情。这个活动既给了学生展示自我的空间，又增强了学生之间的友谊。歌曲的教学体现了英语与音乐学科的相互渗透，使学生在音乐中体验到学习英语的乐趣。
1、构建和谐民主的师生关系，达到情感互动。 创建民主的师生关系， 营造愉悦、 宽松的课堂气氛， 让学生乐于参与教学活动。 在教学中，教师以自己对学生良好的情感去感化学生，去引发学生的积极情感反应，使英语课堂开创出学生敢于开口、乐于表现、活泼向上的新局面。
2、抓住特征，促进心理、生理互动。 抓住小学生的好奇、好动、好强心理、生理特征，引导学生主动参与教学活 动。为此，教师在教学中要多创设活动情景，利用多种活动形式，调动学生的各个器官的参与，以吸引小学生的注意力。“争强好胜”是小学生的共同特点。在课堂教学中，组织学生开展竞赛、合作学习等活动，给学生制造“表现”自我的机 会，得到同学和老师的认可，且能有效地增强他们的自信心、成功感。
3、“巧”设课堂活动，完成操练互动。
①巧玩游戏 玩中有学，学中有玩。爱玩是孩子的本性。如果在课堂上还是采用单一，死 板的方法，根本不能适应儿童发展。所以在平时的课堂教学中上我使用了很多的孩子们喜欢的游戏，而且将游戏巧妙的贯穿于整个课堂，充分调动了学生的积极 性，使学生始终处于兴奋状态。使机械、呆板的学习过程变得愉快、生动，烘托 了课堂的气氛， 使学生在轻松、 愉快的气氛中获得了知识， 并感受到学习的乐趣。 如通过 Magic eyes、 guessing games 等游戏，不仅可以让学生尽情投入到游戏 中，还可以减轻学生的心理压力和负担，给学生一个轻松和谐的语言环境，也使 得课堂充满活力。
②巧设情景 由于客观条件的限制，学生们缺乏英语语言环境，在课外学生很少有听、 说的机会，所以我就多给学生提供“习得”的机会，在课堂上创设情景，让学生 在真实环境中习得语言。因此，我设计了在餐厅里，服务员询问客人的情景。我还让学生们先来争当“服务员”，条件是：谁把“What do you like?What don't you like?”读得最有礼貌，就谁当。 这样孩子们在歌声和笑声中不知不觉的掌握了单词及句型，一点儿也不觉得枯燥和厌烦。课堂不再是过去的你教我读，而是让孩子们在情景中轻松地掌握英语知识。
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