五年级英语上册Lesson5WhatDoTheyLiketoDo教案冀教版

五年级英语上册Lesson5WhatDoTheyLiketoDo教案冀教版
第一篇：五年级英语上册 Lesson5 What Do They Like to Do教案冀教版
冀教版五年级英语上册教案Lesson5：What Do They Like to Do ？
本课通过有关游戏、活动短语的再现，引导学生通过运用句型I like to .和He/She likes to .谈论自己及他人的爱好，并能运用所学词汇same、different进行比较。

学情分析：
通过
三、四年级英语学习的语言积累，学生们对于本课内容并不是太生疏，在原有知识的基础上进行学习与大量的练习进行巩固，应该能达到灵活运用的效果。

教学目标：
知识目标：
（1）把握newspaper这一新词
（2）把握下列句式： I like to . He/She likes to . 能力目标：学生能够运用所学句式谈论自己及他人的爱好爱好。

情感目标：培养学生广泛的爱好爱好及大胆使用英语表达的勇气和信心，使其对英语布满浓厚的学习爱好。

教学重难点：
在巩固各种游戏、活动短语的基础上，对句式He/She likes to 动词单三的理解和在具体语言环境中的正确运用。

教学用具：大词卡、调查表、话筒、图片等
教学过程：
Step One：Class Opening and Review
1、Greetings：
T：Class begins！Hello，boys and girls. S：Hello, Miss Xia ! T：Everybody，please stand up！Let’s sing the greeting song
together , OK? S：OK （设计意图：通过一首轻松愉悦的问候歌将学生引入英语课堂，不仅拉近了师生关系，更为下面的英语学习营造了氛围）
2、Revision （play a game：guess the action）
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专心 1 Ask one student to act out the action that the teacher wrote on the cards in advance，the other students try to guess. (The prepared actions are：go for a walk、read books、sing a song、watch TV、play ping—pong、fly a kite、play/work on the computer) After the game，the teacher let the students complete the funny activities as many as possible. (设计意图：通过有趣的猜词游戏，使学生们的热情进一步高涨，在加上游戏后的短语补充环节，既实现了相关知识的全面再现，又培养了学生们的发散思维，并为下面的学习做好了充分的知识储备，提供了丰富的语言信息) Step Two：Presentation 1）T：There are so many interesting things to do. I like to watch TV. I like to fly a kite and I like to read the newspaper.（ Teacher does the action) C lass, look! What’s this? It’s “newspaper”. Follow me, please! S：“newspaper”
T：Now I’m a reporter. What do you like to do? S1 S2 S3 ……分别回答
(设计意图：根据学生认知特点，在适时的语言环境中进行句型的学习和操练，并学会新词“newspaper”。

老师以记者的身份出现，学生们很新奇都愿意大胆的运用英语和教师交谈，增强孩子们用英语表达的欲望。

) 2）The teacher continues to interview： T：What is your name？ S：My name is XXX T：What do you like to do ？S：I like to T：oh，I know. XXX likes to . He/She likes to .Follow me, please! （教师适时板书，将“s”用红粉笔标出）S：He/She likes to . 教师多做几组此类的句型转换，使学生加强对第三人称单数动词变化的理解
（设计意图：红色粉笔对学生的视觉刺激加大，引起他们的充分留意） 3）Free Talk Station T：I think everyone here have a happy family. What do they like to do in your family?
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2 You can choose any family members you like. You can say ：My mother likes to My uncle likes to ……
S1 S2 S3 ……分别做出回答
（设计意图：学是为了用，学了就要表达，紧密联系学生的生活，满足他们表达的欲望，并为本课谈论李明家庭成员的爱好做好了充分预备）
T：Now，look at my family. This is my grandfather. He likes to play checkers. I like to play checkers, too. We are the same. Follow me “same”(教师将其贴在黑板上) S：”same”
T：This is my mother. She likes to read the newspaper. But I like to watch TV. We are different. Say it please! S：different （设计意图：将单词放到具体句子中去理解比孤立的学习更有效）Step Three：Practice （investigation）
The students try to finish filling the chart in 5 minutes by asking their friends “What do you like to d o？” Students can go to find their friends and write the answers in the chart. After the activity, they will talk about their charts. names likes to do something
They are . ( the same 、 different ) （设计意图：这是一项任务型活动，在拟定真实的环境中，使学生能够较真实的运用语言，积极进行表达，以达到巩固知识的目的，同时学生的任务是开放性的，在此锻炼了他们口头、笔头及语言表达的能力）Step Four：T extbook We have learnt Li Ming has a big family. Now do you want to know what do they like to do in Li Ming’s family? OK, let’s learn
lesson5: What Do They Like to Do? Listen to the text carefully, then try to fill in the blanks in your groups.
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3 1) Li Ming’s grandfather likes to
2) Li Ming 、his mother and father like to in the evening. 3）His aunt likes to 4) Li Ming likes to read .But his cousin likes to watch . They are ( the same \different ) 5) Li Ming likes to eat . His cousin likes to eat . They are (the same \ different) While finishing, the teacher check up the answers. (设计意图：前面的学习已为本课的学习打下了坚实的基础，所以这一环节不再只是简单的“听”句子与简单的模拟“说”句子，在此更高一层的要求学生能思维性的“听”，并能逻辑性、总结性的“写”、“说”。

以小组形式进行讨论填写，增强孩子们的合作意识，并能带动对这一环节有困难的学生) Step Five：Consolidation and Extension Now we know what they like to do in Li Ming’s family. I want you to be a reporter, ask your family members or your friends “what do you like to do?” Make a survey by yourselves. The teacher first gives an example names likes to
do something
My mother likes to
read the newspaper ……
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4 Interview as many as possible , but at least
5 persons. You can finish it at home and talk about with your friends. Next class
I will choose the best reporter who interviewed the most and give
a gift. Do you want to get it? OK, try hard! (设计意图：为学生搭建
一个展示所学的平台并延伸到课外，继续巩固已学知识。

另外，作业的布置上考虑了不同层次的学生，遵循了“下要保底，上不封顶”的原则，让有能力的同学有更大的提高和创造空间，尤其是下节课评选最佳记者和得奖品环节的设置，让他们有了强大的动力和浓厚的爱好，增强了竞争的意识) Step Six：Class Closing T：I’m sorry to s ay time is up! Goodbye , my friends! S：Goodbye，Miss Xia！
T：Wish you have a happy time！
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第二篇：冀教版五年级上册 what do they do教学设计
小学英语What do they do ?教学设计
河北省保定市蠡县辛兴镇中心小学
杜娅
（一）课标分析
课题：冀教版三年级起点五年级上册第一单元第三课
本课是要求用英语来谈论工作，重点会运用询问跟他人工作有关的语句。

（二）教材分析
本课是这单元的第三课时，前面两课学习了介绍李明的家庭成员，以及有关家庭成员的年龄外貌等语言知识，这节课的任务就是继续学习李明家人的信息，利用对家人的介绍引出介绍他人工作的语句。

从而复习旧知学习新知。

（三）学生分析
学生已经学习了两年英语，也有了一定基础，在四年级时也学过几个表示职业的词汇，本课内容是了解职业以及去上班的交通方式，这些在以前都学习过，所以本课应该不难。

关键是如何将分散的语言点整合起来，运用到生活中去，对此教师创设了丰富的情境，用多种教学手段和教学活动，让学生更好的掌握这一话题。

（四）教学目标教学目标
知识目标：能掌握work doctor hospital nurse worker 能用英语询问他人工作地点出行方式及回答。

重点：表示职业的词汇询问跟他人工作有关的语句
难点：如何熟练用英语谈论与一个人职业有关的语句
（五）教学策略介绍进行课堂教学所要采取的方法与技巧。

（六）教学用具
多媒体课件自制教具学具
二、课堂系统部分——教学过程
（一）课前探究部分一．课前热身：（3分钟）
师生问候
T: Hello , boys and girls ! S: Hello, teacher ! T: Before class, let’s sing a song together, OK? S:Yeah! ...... T: Yeah, very good! Begin our class Lesson3 What do they do?（板书）播放英文歌My father is a doctor 让学生带一些简单的动作跟唱，教师也要加入进来。

设计目的：吸引学生注意力，活跃课堂气氛，歌曲选材与教学内容相贴切，可起到一个引出新课的作用。

二．词汇复习（7分钟）
Step1. 出示幻灯片图片，复习表示工作的单词, 请同学们以one by one形式回答。

T: Now look here, who can say it? S1: Doctor. T: Good! S2: A teacher. T: Very clever. S3: Farmer. ...... 教师根据不同情况给与不同口头评价，对发音不准确的要及时给出纠正。

Step2.出示综合情境图，让几个学生自己进行板书，其他同学在下边书写。

对书写进行简评后，让同学们自己快速记忆这些词汇。

T: Now look at the pictures, who can write them here? ...... T: Ok, good job ! Now please read them loudly and remember them. ...... Step3: Guess game. 设计一个猜猜看游戏，让同学们观察图片中缺了哪个？抢答出来。

T: Stop! Let’s play a game! Lookat the picture, what is missing ? Who can ? Be quick! ...... 学生非常积极的参与进来。

活动结束后对参与的同学们给一个综合的评价，以拍
手形式表扬鼓励他们。

设计目的以游戏的形式检验学生对表示职业词汇的掌握程度，教师引导学生运用肢体语言评价形式，让学生们有一个简单的放松，提高课堂注意力，让他们更好地投入到下一环节。

（二）新课导入部分
三.新授课文(10分钟) Step1.导入环节，出示教师图片，教师进行一个简单自我介绍，从而引出今天的课文谈论李明家人的工作情况。

T:Now look here? Do you know her? S: Yeah, It’s you ,our teacher! T: Very clever! Yeah, this is me .I am a teacher.Where do I work? I work at a school.I go to work by bike. And now let’s see what Ling Ming’s family do. 播放录音两次。

第一次听，第二次跟读。

然后给学生时间自己朗读，教师在教室中巡视指导学生遇到的问题。

设计目的：让学生听录音跟读，可以让学生感受到纯正的语音语调，并指导他们去模仿，长期坚持下去，对英语学习有一个长远意义。

Step2: Play a game. 转盘游戏，教师单击鼠标开始，学生喊stop 指针指向哪个数字就单击哪个数字，按数字给出的指令做活动。

T: Now, let’s play a game! I say “start” and you say “stop”,are you clear? S: Yes! 评价措施：对完成活动较好的组，在小组评价表上贴一个奖励贴。

设计目的：充分激发学生兴趣，通过游戏手段检验学生对课文的掌握，让学生在兴致盎然的状态下完成本环节任务。

这一环节也是本课重点，运用游戏突破重点。

（三）师生互动部分
四.对话练习（10分钟）
出示幻灯片图片，让学生用提示问题，进行一个自由对话。

鼓励学生运用以前学过的知识，将对话丰富拓展。

给学生时间在小组练习，各组学生推选成员展示自己的对话。

T: Hi! Boys and girls, let’s have a pair work. You can ask and answer like this(教师示范).这个环节教师要穿梭于各小组中间，对孩子们的对话进行指导，引导他们
不断拓展所学。

设计目的：这一环节是对本节课难点的一个突破，目的是让不同层次学生都有所收获，基础好的可以利用对话延伸出很多语言信息，基础薄弱的也可以根据教师的提示问题对本节课所学进行一个完整对话。

五.Chant说唱。

（7分钟）
Step1：教师自编chant，领学生读一遍，给时间让他们自由练习。

接下来一个人或小组形式展示一下他们的模仿成果。

What ,What,What do I do? Teacher, teacher, I’m a teacher. Where, where,Where do I work? School,school, at a school ! How, how , How do I go to work? Bike, bike, by bike ! Step2: 仿照编写自己的chant，然后大声读出来，小组内评比看谁说得好，最后以个人竞赛形式展示自己的成果。

鼓励学生积极表演，给参与进来的孩子在个人量化表上贴奖励贴。

设计目的：这一环节是对本节课内容的总结和拓展，采用这种说唱形式孩子们很感兴趣，在孩子们快要疲惫时给他们一个惊喜，马上又把他们拉回到课堂中来，内容的设计就是本节课的重点，达到了当堂复习巩固所学的目的。

六．Homework（3分钟）
1.Review the text.
2. Try to introduce介绍 the jobs of your family. 作业的布置围绕本节课重点，巩固复习课上所学，引导学生把课本知识延伸到生活中去。

送给孩子们两句话，培养学生树立正确的价值观： People work day and night to get better life. 人们日夜工作让生活更美好。

Respect every job! 尊重每一份职业！
三、课后系统部分——教学后记
简单说一下，对话环节学生们没能很好地拓展开，孩子们的对话内容不够丰富，没有那种有血有肉的感觉，内容比较单调，教师今后应在引导上再下功夫。

Chant环节，教师没能配好音乐，节拍不够明显，所以孩子们操作起来节拍有点乱，有点太平淡。

今后教学中还要继续学习，提高自己的多元智能。

第三篇：四年级英语上册 what do they eat练习题冀教版四年级英语上册 what do they eat
姓名班级分数
一、连线（把动物和它们喜欢吃的食物连接起来）（10分）。

1. A.
2. B.
3. C.
4. D.
二、选出正确的答案（10分）。

( ) 1. What does a cow eat? A. banana B. grass C. meat D. orange ( ) 2. What does a giraffe eat? A. leaves B. banana C. meat D. grass
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专心 1 ( ) 3. What does a lion eat? A. flower B. grass C. apple D. meat ( ) 4. What does a monkey eat? A. meat B. grass C. banana D. leaves ( ) 5. What does a panda eat? A. bamboo B. meat C. grass D. orange
三、填空（30分）。

1. What does an animal name start with “d”?_________ _________
2. What does an animal name start with “c”?_________ _________ _________
3. What does an animal name start with “p”?_________ _________ _________
4. What does an animal name start with “s”?_________ _________
答案：
一、1. B 2. A 3. D 4. C
二、1. B 2. A 3. D 4. C 5. A
三、1. dog duck donkey 2. cat chicken cow camel 3. pig panda 4. sheep snake
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本题答案仅供参考。

评分标准：
第一大题每小题2.5分，第二大题每小题2分，第三大题每个单词3分。

打分方式如下：
1~10分：理解很困难或完全不能学懂的学生。

11~20分：能掌握一些单词并能通过一些非语言动作表达意思的学生。

21~30分：能够理解并掌握三分之二内容的学生。

31~40分：能够理解并掌握百分之八十内容的学生。

41~50分：能够理解并掌握百分之九十或更多内容的学生。

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第四篇：what do you like doing 教案
Unit4 What do you like doing(grammar time) 教学设计
Subject: What do you like doing(grammar time) T eaching objects: Knowledge objective:Ss can understand,read,and use the new grammar structure: What do you/they like doing?What does he/she like doing?I /you/we/they like…
He/she likes…Ss can spell the “-ing”form of verbs like:dancing,reading,swimming,playing… Ability objective:The Ss can use grammar structur:What do you/they like doing?What does he/she like doing?I /you/we/they like…He/she likes… to describe hobbies. Emotion objective:Cultivate S’s hobbies and interest, Arouse S’s interest in english learning,Promote the friendship between students. Key and difficult points: Key point:The key points is to use the grammar structure:What do you/they like doing?What does he/she like doing?I /you/we/they like…He/she likes…
Difficult point:The difficult points is to make up a dialogue by using the sentence pattern of this lesson. Teaching methods:Task-based Teaching Method,Communicative Teaching Method,Total Physical Response Teaching Method. Teaching
process: Step1 warm-up:free talk.Teacher greets Ss,and gets into the topic.Ss have learned hobbies,they will be asked”what’s your hobby?some students say”my hobby is reading/singing…Now,teacher can expain”oh,you meaning you like reading/sing…right?Ss say”yes.”Then,teacher repeats the dialogue in another way”what do you like doing?””you ike reading/sing…”At the same time,Ss are told that”what’s your hobby”=”what do you like doing?”
Step2 presentation and practice:T eacher guides Ss to communicate with each other.S1:what do you like doing?S2:I like reading,What do you like doing?S1:I like running.Teacher asks Ss what does he like?and encourages Ss to answer”he likes running”the words”likes”should be stressed.After communicating,the grammar structure can be shown on PPT, After presenting,I design 3 activities for Ss to do some practice Activity1:some pictures will be shown on PPT,Ss are required to make sentences according to the pictures by using the new grammar structure. Activity2:fill in the blanks.Ss are asked to fill the key words of the following sentences. Activity3,Ss acting time.some Ss do some actions to express their hobbies,while other Ss guess and talk about their hobbies by using the sentence pattern. Step3 consolidation: Activity1:join a club.teacher creates a real situation,and show some posters of clubs,Ss are given a smile paster to stick it on their favourite club. Activity2:do a survey.Ss are required to ask each other”what do you like doing？””which club do you join?”then,finish this table. Step4 homework 1.Make sentences by using the sentence structure: What do you/they like doing? What does he/she like doing? I/you/we/they like… He/she likes…
2.Write article about your hobby. Emotional and moral
education:Cultivate Ss hobbies and interest,encourage Ss to do more reading,Promote friendship of Ss and develop their team spirit,Arouse S’s interest in Englidh learning,Encourage Ss speaking English. Reflection:After the class,I find that the students can use the new words and sentence patterns fluently. And the atmosphere around the students is thick. Blackboard design
Unit 4 What do you like doing?
What do you/they like doing? What does he/she like doing? I/you/we/they lik e… He/she likes…
reading
dancing swimming
playing drawing
like--likes
第五篇：Lesson 5 What Are They Doing冀教版小学英语六册教学设计
冀教版五年级下册 Lesson 5 What Are They Doing?
Teaching aims：
1. 在语境中练习有关现在进行时的句子，通过听声音、看图片、turntable和songs进行操练，能听懂、会说、认读reading the newspaper，playing cards，playing with the baby，drawing, eating, reading, singing, swimming.熟练掌握动词的现在分词变化规则。

2. 在对话中学习使用What are they/we/you doing? They/We/You are doing sth. What is he/she doing? He/She is doing sth. etc. 并能运用此句型进行简单的交流。

3. 在I am doing sth.等句型的帮助下，进一步理解动词现在进行时的概念。

Teaching Steps： 1. Warming-up 2’
A song: What are you doing? (Watching the video) 2. Presentation A. 3’ T: Listen to some sounds carefully, and guess
what they are doing now. Then ask Ss to answer. At last check. ( Write the Key words on the Bb: ) B. 3’ T: Look at some pictures carefully, and guess what they are doing now. Then ask Ss to answer. At last check. ( Write the Key words on the Bb: ) 3. The Present participle 3’
T: Look at these words, how to plus “ing” after these words? There are three rules, what are they? Can you find out? Ask the Ss to find out the rules A. 1+1=2 e.g. play plus ing equals playing drawing B. Deleting the silent e, then plus ing. E.g. having dancing C. Double the last letter. E.g. swimming running 4. Pract ice Now let’s make a turntable with the words. 5’ Use guessing game to practice the present participle. A. You say start, I will start. You say stop, I will stop. Can you say the sentences? B. Who can help me to start the turntable? Which sentence do your groups want to choose? Please write it down on your paper. Then read it together with your group members.
5. Watch a short video about doing sth. 2’
6. Look at some other pictures, where are they? Can you guess? 2’ Now look and listen! They are on the tr ain.
7. What are they doing now? 13’
A. Listen!
B. Repeat without seeing the text!
C. Role-play in groups.
D. Can you find the word “’newspaper”? Its stress is on the first syllable, please look at other more words, read after the voices.
E. Can you find the word “be’hind”, its stress is on the second syllable, please look at other more words, read after the voices. 8. Role playing activities 5’
Imagine where you are, make a new dialogue with your group members. Then show it to us. 9.Singing a song to ending：What are you doing? 2’ 10. Homework: Write down your dialogue.
Blackboard Design：
Lesson 5 What Are They Doing? ① ② ③ They are
singing.
dancing
swimming
eating
running
reading
drawing
playing。