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教学设计

课文标题： 单元名称： 教材版本： 授课年级： 姓名： What are you doing? (Part A, Let’s learn) Unit4 What are you doing? PEP Primary English Grade 5 刘贯玲 单位： 峄城吴林曹庄小学 一、 教学内容分析：本节课的教学内容是PEP小学英语五年级下册Unit4 What are you doing? PartA Let’s learn. 本课时是学习现在进行时态的第一课时，要求学生能够听、说、读、写五个动词短语的-ing形式，并能运用句型“What are you doing? I’m doing the dishes/……”来询问别人正在做什么并作答。在这五个动词短语中，do the dishes, cook dinner, read a book属于四会单词，这三个动词短语对学生来说较为简单，draw pictures 和 answer the phone在前几册也出现过。鉴于此，我采取由易到难，由旧知识练习新句型的教学策略，以此来降低学生理解及表达的程度。 二、 学情分析：五年级学生已经掌握了一定的英语词汇和简单句型，能使用英语对熟悉的事物进行描述，对基本的课堂用语，教师的指令已经基本掌握，在教师的指导下能做一系列任务活动。他们的英语学习兴趣浓厚，模仿力强，好奇心强，喜欢表示自身。因而我注重以学生为主体，激发学生的学习兴趣，引导同学积极参与，注重培养学生的综合语言运用能力。 三、 教学目标 语言技能目标： 1、能理解5个动词短语的ing形式，理解动词后加上ing,表示正在发生或正在进行的动作。2、能够在具体而典型的情景中运用句型what are you doing?询问别人正在干什么，并 用“I’m doing the dishes/……”来作答。 3、通过说唱Let’s chant部分的歌谣巩固复习Let’s learn部分的动词短语和句子。 语言知识目标： 1、能够听、说、读、写五个动词短语的ing形式：drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone. 2、 能够运用句型“What are you doing?” “I am doing the dishes/….”询问别人正在做什么并作答。 情感态度目标：培养学生热爱做家务活的美好情感，增强学生生活的自理能力。 学习策略目标：在课堂上，注意倾听，积极运用所学英语进行表达和交流。 文化意识目标：初步了解西方打电话的礼貌用语。 四、教学重点和难点 教学重点： 1、掌握5个四会动词短语：drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone. 2、能在具体情境中运用句型：What are you doing? I am doing the dishes/… 教学难点： 1、通过比较动词原形和动词ing形式，让学生初步理解并掌握现在进行时的用法。 2、动词ing形式的读音，特别是answering的发音 五、教学过程 Procedures Warm-up Teacher’s Activities 1.Let’s chant: Learner’s Activities Ss chant together Purposes Chant一方面复习 T： Boys and girls, first, Let’s chant together. Ok? Please show me your hands. follow me, please（师先示范，well，Let’s chant together. Ready, go!） 2. review T: Wonderful ! Boys and girls, we know ducks can swim. Monkeys can climb. Horses can run. Rabbits can jump. Now, What can you do? Can you ……？ Chant and do actions Ss answer one by one what can you do？I can…这一句型，另一方面为最后的chant做了铺垫。 通过呈现教师自己的照片活动快速复习动词的原形，同时引出下面的话题。 (you are so helpful.) (板书在四线三格里,). 1、T：Ok, boys and girls,I have Presentation so many good friends. They are coming. Look, Who are they? Ss watch ppt. Ss: They are xi yangyang and hui tailang. Listen to the tape and answer the question: What are you doing? I am reading a book. Read the word with 用学生喜欢的喜羊羊与灰太狼动画片引入话题，创设这样一个情景：晚上六点钟，灰太狼想去羊村看看羊羊们各自都在做什么， They are Pleasant Goat and Big Big Wolf. Yes or no? (1)reading a book T: Look, It’s 6:00p.m. It’s time for dinner. Huitailang says “Where are you,my dear sheep?” He wants to look What the goats are doing now. Listen carefully and then tell me what did they say.(播放课件) Now, What did big big wolf say?----What are you doing?(卡片操练G1-G2) What did lan yangyang say?(I’m reading a book.) Follow me, reading a book---I’m reading a book.(actions) (2)cooking dinner, answering the phone,drawing pictures,doing the dishes. Now, let’s go on.(播放课件)What is meiyangyang doing?I’m cooking dinner. Next one, big big wolf meets xi yangyang.What did he say? I’m answering the phone. What did nuanyangyang say? I’m drawing pictures. What did fei yangyang say? I’m doing the dishes.. (3)Now I’m huit ailang, you are goats. I ask, you answer. ok? (4)Finish record actions. Ss: I’m cooking dinner. I’m answering the phone. I’m drawing pictures. I’m doing the dishes. T ask and Ss answer together: I’m…… Write down the words on the paper： reading a book cooking dinner. answering the phone. drawing pictures. doing the dishes. Show their work. Listen and repeat. Then answer: I’m doing the dishes. 请帮灰太狼完成《羊村观察记录》吧。依次呈现重点短语和主要句型，并进行加动作操练，最后让学生整理这些记录，落实到笔头上，训练了学生的书写能力。 由羊羊们非常helpful，引导学生回归课本听跟读，并回答张鹏在做什么。 Then ss show their work. (5)Great, I think they are so helpful at home. Now, what about zhang peng? Is he 羊村观察记录Date: Apr. 10thTime:_____What are the goats doing?Xi Yangyang: I amMei Yangyang: I amFei Yangyang: I amLan Yangyang: I amNuan Yangyang: I amRecordhelpful? Open your books and turn to page46. Let’s see what is zhang doing? What is zhang doing? Practice 1.Let’s have a race(看单词卡片分组问答) T: boys and girls, you are group1,you are group2. Let's have a race.Ask and answer. ready? Ask them what are they doing. Then exchange. 2.Let’s chant Follow teacher, then chant together by clapping hands. 3. Test your eyesight Show some pictures and practice Listen and repeat Group1 and group2 have a race. Look the word cards. First, G1 ask and G2 answer. Then exchange. 对重点内容操练运用分组比赛，激发了学生的积极性，培养学生的合作和竞争意识。 不仅复习了本节课所学重点， 且还提而高了同学的学习兴趣，同时也活跃了课堂气氛。 Extension 1.Make a call. T: wonderful，boys and girls let’s make a phone call Suppose it’s Sunday today. We are at home or in the other places , Let’s call our friends to ask: What are you doing?(假设今天是星期天，请打电话给你的朋友们，问问他们正在干什么？) 师先示范，后生上台表演 Make a call between T and Ss. S1:hello T: Hi, it’s Miss/Mr. .. What are you doing? S1: I’m…… What are you doing? T: I’m…… See you. S1；See you. 此环节是将本节课所学的重点句型运用到一定情境中，提高了学生的语言综合运用能力。 T：first，I want to call you. Come to the front and Ding-ling-ling, Ding-ling-ling,Hello, it’s…… make a call with What are you doing classmates. Step5 summary T：well done, boys and girls, What did we learn today? Today we have learned how to ask and answer “What are you doing?”, and 5 phrases cooking dinner，reading a book…… 对本节课的知识进行总结，有利于知识储备的系统性。 Assignment 1.Try to call your friend or teacher in English and talk about what they are doing tonight. 2. Do some housework or sports, and say them with“ing” (做些家务活或体育活动，边做边用动词的ing形式来说.) 作业的设置，将所学知识运用到实际情境中，使学生达到学以致用 Teaching reflection 我认为主要有以下几个特点： 1、从学生的认知水平出发，循序渐进的输入，学生很容易学会新单词。 英语课程标准中指出，新课程理念指导下的课堂教学，教师应尊重学生的情感因素，关注学生的认知结构，真正做到以人为本，使小学英语课堂教学充满生命活力。因此本课教学中，从学生已有经验入手，导入直奔主题，通过chant活动，激活学生已有的知识积累，对前置知识进行复现，又为新课的语言知识结构做好了铺垫。 2. 在教学活动的设计上能够体现以“学生为与主体、教师为主导”的作用。 鼓励学生主动参与，教师只是示范引导，为学生提供了较大的语言实践空间，充分发挥了他们的主动性和创造性，使学生在轻松愉快的语言活动中输出语言，让他们在做中学，在玩中学。 3. 注重激发学生的学习热情，培养其学习兴趣。 游戏的方式进行单词操练，变单调为枯燥，调动了学生的积极性，活跃了课堂气氛。单词在操练时用句型套用的方式来进行练习，做到词中有句，句中有词，词不离句，句不离词。这样学生才不会把单词一个个孤立地记忆，产生学完就忘的现象。