pep五年级下册UNIT4说课.doc

义务教育课程标准实验教课书PEP英语 五年册下册 UNIT4 What are you doing? A Lets learn 平顶山市新华区新程街小学 余凡二O O八年 四 月UNIT4 What are you doing? A Lets learn一、教学目标1能够听、说、认、读动词短语的ing形式: drawing picture, doing the dishes, cooking dinner, reading a book, answering the phone.2.能运用句子What are you doing? I am doing the dishes/3.通过说唱Lets chant部分的歌谣巩固复习Lets learn部分的动词的短语和句子。4.学习歌曲What are you doing?二、教学重、难点分析1.本课时需要重点掌握五个动词短语的ing形式，能理解主要句型并做回答。2.针对本课时的难点之一，动词ing形式的发音，教师要多做示范，引导学生流畅的读。三、课前准备1多媒体课件2教学挂图3锅、电话等实物道具四、教学方法托尔斯泰说过:“成功的教学需要的不是强制，而是激发学生学习的兴趣。”四年级儿童的特点就是爱玩，好表现自己。因此在进行本节课的会话教学时，我设计具体的情景，以绘画、游戏、打节奏等多种形式为载体进行语言交流，充分调动学生学习英语的兴趣。而不是将会话教学变成跟老师念，跟录音读，集体、小组、个人读的枯燥无味的形式。同时，对学生参与的态度、效果及时给予适当的鼓励性评价，以提高学生主动参与的积极性。五、教学步骤Step 1. 组织课堂（Orgnize the class）Good morning! Nice to meet you!设计意图：通过师生问候交流，复习日常用语，组织课堂教学，使学生进入课堂氛围。Step 2. Write the title on the board设计意图：开门见山，直接板书课题Step 3. Review 1.以小组为单位，拉火车复习词组listen to music, watch TV, sleep, do homework, read books, fly kites, play computer games, swim, play the piano, cook the meals, make the bed设计意图：1.复习词组为下一步加ing做铺垫(1)发音的铺垫（2）拓展练习的铺垫2. 以小组为单位, 增强学生的竞争意识，调动学生的积极性。3、全体学生参与，使大家都能做课堂的小主人，增强自我意识。2.Listen and doFind some students to come to the front. Teacher says and pupils do.设计意图：通过全身动作反应法，使音和义结合起来，进一步巩固词组。同时培养学生的听力及反应能力。Step 4. Lead to the new lessonTeacher does an action and asks:“What am I doing?”Ss: You are play basketball.T: Yes. I am playing, playing basketball.What am I doing?Ss: You are draw pictures.T: Yes. I am drawing, drawing pictures.设计意图：教师利用实物做动作，学生回答，与复习环节紧密相连，有自然导入新课。教师对学生的回答不做纠正，只强调ing的发音，刺激学生的听觉，增强学生的感性认识。Step 5. Learn the new lesson1. Look at the cartoon(1)Look and answer What is Robot1 doing?What is Robot2 doing?：(2)Look and read after it.设计意图：观看课件，先分解，再整体。通过课件的直观效果，使学生感受到现在进行时。同时展现本节课要讲的五个动词词组，给学生整体的初步认识。2. Learn the five phrases(1)T: What is Robot1 doing? Ss: Cooking dinner. T: Cooking dinner. Cooking dinner.( 升降调 ) ( show the picture )Then read one by one.(2) T: What is Robot2 doing?Ss: Reading a book.T: Reading a book. ( show the picture )(3) Show the pictures “drawing pictures”, “doing the dishes”“answering the phone”with the same methods and learn them.设计意图：1.通过师生问答的形式，引出新授词组。同时为句型教学埋下铺垫。2、教师领读，教授学生清晰、准确的发音。3、采用升降调领读，培养正确的语音语调。4、分别采用五种不同的方式学习五个新授词组：学生自由读，师生高低音读，男女生读，快慢速读，大声疲惫声读，寓教于乐，培养学生的兴趣，活跃课堂气氛。同时训练学生的听力、语音、语调、语速等多项技能。3. DrillsLook “What am I doing?”.Then pass one by one.参与小组竞赛的方式，教师用实物做动作，每组第一位同学观看后，悄悄传词组给本组第二位同学，依此类推，哪一组的最后一位同学先说出词组，即可获胜。设计意图：用竞赛的方式，达到全员参与，使所有的学生都有开口说的机会，有获胜的愿望，同时巩固操练所学词组。4. Learn the sentence pattern(1) Learn “Lets chant”a.listen to the tapeb.read it with rhythmc.T: I am answering the phone. What are you doing? I amAt the same time, teacher writers them on the board.Then read follow the teacher.设计意图：通过Lets chant， 复习了刚学过的五个词组，激发学生学习兴趣，促使学生大胆开口。同时又引出了新授句型。该环节属于词组的复习操练，又属于句型的导入。(2) Learn the patternFind five pupils to come to the front and do actions with the objects.Ss: , , what are you doing?S1: I am reading a book.Ss: , , what are you doing?S2: I am doing the dishes.S3: I am answering the phone.S4: I am drawing pictures.S5: I am cooking dinner.设计意图：在游戏中操练句型，训练了学生的听、说、读、写及快速反应能力。同时降词组与句型有机结合，既活跃了课堂气氛，也 调动了学生的积极性。5. Extension(1)Teacher shows some word cardsT: read a book Ss: reading a bookT: play football Ss: playing footballT: listen to music Ss: listening to music(2)Four pupils form a group. Please make a dialogue with “What are you doing? I am”(3)Show: find some groups to come to the front and show the role-play.设计意图：1、师生在原形和新授之间转换问答，既复习了本节课的发音，又拓展了大量词组，为下一环节打下良好的基础。2、让学生在情景中使用所学语言进行扩展性练习，培养学生创造性使用语言的能力。3、学生小组合作完成任务，有助于培养学生的合作意识。6. Open the book(1) open the book(2) read after the tape(3) look at the picture and answer the question设计意图