PEP小学英语五年级下册《Unit4Whatareyoudoing》教学设计3.doc

PEP五年级下册Unit4 What are you doing?第一课时一、教学目标与要求：1、 知识与技能目标：能够听、说、读、写五个动词短语drawing pictures, doing the dishes, cooking dinner,reading a book,answering the phone；能够运用句子What are you doing ? 询问别人正在做什么，并用 Im doing the dishes/.来做答；通过说唱Lets chant部分的歌谣巩固复习Lets learn部分的动词短语和句子。2、过程与方法目标：培养学生良好的英语学习策略和综合运用语言的能力。3、情感态度与价值观目标：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。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，能够理解下一课时的主要句型“What are you doing？”并能用“Im doing the dishes”作答。2、针对本课时的难点之一，动词短语ing形式的读音，教师要多做示范，逐步引导学生流畅地连读。三、课前准备1、教师准备各种动词短语的图片、卡片等。2、教师准备小道具，如乒乓球（拍）、炒菜铲、碗碟、书、电话、画笔等。四、教学步骤Step 1：Warm-upT: First,lets enjoy a song together,ok?(播放Lets chant歌曲）T: Do you like the song? Now,lets review. Please follow me. Do as I do.1复习动词：（边做动作边说）eat/ drink/read/ write/ draw/ jump/ run/ swim（T: Wonderful! Lets go on.）2复习词组：take a photo / sweep the floor/ wash the clothes /do the dishes /cook the meals / read a book.（设计思路：在Warm-up 中通过TPR的形式回顾所学的动词，以旧带新，同时也为后面的新授、拓展做一简单的铺垫，目的就是从一开始就将学生带入动词的世界。）Step 2. Unit 4 What are you doing 的导入及板书。 1This class Ill divide you into 3 groups. Group12. 3. Lets have a competition,ok?T: Boys and girls. Heres a ping-pong. Do you like playing ping-pong.（做动作）Please look at me. What am I doing now?（边托球边解释：现在，我正在干什么？）You can ask me: What are you doing?（拿词卡边领读边板书）2 T:Ask me together. （师再次托球回答）I am playing ping-pong. 3T: From this class .Well learn Unit 4. What are you doing?（设计思路：这一环节即是课题的导入也是现在进行时用法的感知，针对本节课的难点，即如何引导学生感知、理解现在进行时所表达的含义。通过play ping-pong这一正在进行的动作，鼓励学生用What are you doing?来问老师，借此老师教学并板书课题，且初步熟悉其陈述句的表达法I am _ing.）Step 3.Presentation1Free talk 引出do the dishes.T: Hello .Whats your name?S1:（回答） Nice to meet you. By the way, can you do housework? What can you do? Great. Youre helpful.T: Hello. What can you do at home? S2:（回答） Good boy/girl. Youre helpful. T:Boys and girls,I can do housework ,too. Please guess what I can do at home. Look carefully.（师做动作，生猜。）You can use the sentence:“Can you -”）T: Yes, I can do the dishes . （板书然后自己边洗盘子边说:I am doing the dishes.） （板书,并领读：dodoingdoing the dishes，同时教师稍加解释：表达正在做某事时，动词原形后要加上一条小尾巴ing。）T: Ok. Please try .（出示图片，教读）What are you doing?Ss: I am doing the dishes.T:We can also say“Im doing the dishes.”(板书：I am下方板书Im 教师领读，拿盘子准备传） T: This time, Lets pass the dish one by one, and ask: What are you doing?（领读34遍之后开始传，全体同学一起打着节奏问：What are you doing? 当老师说：Stop时，拿到盘子的同学站起来边洗盘子边说:“I am doing the dishes.”）（设计思路：由Free talk 引出do the dishes ,由学生熟悉的词组入手，通过传盘子的游戏集体练习、重点突破主句型 What are you doing ?）2. cook dinner T:（与拿着盘子的学生对话）You can do the dishes . Can you cook dinner？(如果生回答 Yes, I can.老师就用 T: Youre helpful. Please do the action and say.如果生回答No, I cant 老师边做动作边启发鼓励学生T: You cant? cook eggs, can you? What about noodles?)T: Ok ,now say after me.（边让学生说cook dinner, 边做动作） (师板书 cook dinner)T: It means: cook the meals.(出示它的图片，让学生理解教师的意思) Who can ask me with the sentence : （指标题）S:（读课题）T: I am cooking dinner .（板书ing ，并画连读符号，教读cooking,出示图片） 师生大小声读，小组之间大小声读（设计思路：当传盘子游戏结束时，老师问最后一个拿着盘子的学生： You can do the dishes . Can you cook dinner?自然引出cook dinner的教学，练习的形式是两人合作，边做动作边练习。）3read a book.T: Wonderful.Class ,I have a book.（教师边做看书的动作边教学生读 read a book，并板书）T:What are you doing?（引导学生试着加ing,读出。然后请学生上台在read后面加上ing。教师出示图片教读两遍） T：I read one time,you read two times.(教师读一次，学生读两次，以此类推） T: I have many books here.Look! Who want to get them?(教师把书分发给学生)Please read it.T:（师蹲下去问）What are you doing? T: （师启发学生说出具体的书目）如：Im reading a Chinese book. （设计思路：当学生读到picture book时，老师用幻灯片展示pictures，并且问学生 Can you draw pictures ？然后老师在黑板上画画示范，边画边说：I am drawing pictures .自然将 drawing pictures引出，接着让学生来画画，亲身体验现在正在进行的这一动作）4draw picturesT: Youre reading a picture book. Lets see. （老师在幻灯片上展示，并说：pictures, beautiful pictures（板书pictures）Can you draw pictures？（板书draw）T:Can you draw pictures? Lets finish the picture together,ok?Firse,wedraw one thing. Ican draw a tree.Who can draw anything?Who can help me?(教师引导学生上台画画，如 a path, grass, flowers，apples and so on .)（设计思路：学生画时教师从旁引导其说句子,几位同学画完之后，老师对画做简单的评价。）T: What are you doing?Ss:Im_(引导学生说出句子，同时请学生上台板书ing)（教师出示图片教读短语）学生根据教师手势的高低读单词。5answer the phoneT:Boys and girls,Whats this?（出示电话机）Wow,this is a phone.（此时教师模仿电话铃声）Im sorry. Please wait a minute. Let me answer the phone.（老师拿起听筒）Hello. This isMiss Li. Im having English class. Im very busy. Bye.Ok,please follow me . （放下电话教学词组answer the phone ）Who can ask me with the sentence?(指标题） 教读单词后，做Hide and seek游戏，把单词卡片藏起来，通过一名学生找卡片，全班同学用高低声提示，巩固这一动词词组。当学生找到时， 全班学生问 “What are you doing?”找到的同学边做动作边回答:I am answering the phone.游戏继续。 T: Next,practise in pairs.Use your books,like this.(老师把英语课本卷起来，作为听筒，并出示下面的对话。） A: Hello.This is _.What are you doing? B:Hi.I am answering the phone.What are you doing? A:I am_(drawing pictures/reading a book/doing the dishes/cooking dinner)（设计思路：老师接电话时说：Hello! This isMiss Li.自然渗透打电话的日常用语，然后做Hide and seek 游戏，以此来练习这一短语。紧接着让学生将书卷起做为电话，出示对话提示，小组练习。借助这个短语即可以对前面的四个短语做一阶段性总结，又可渗透下节课Lets talk的内容。）Step 4 Practise 1、学生边在空中仿写边拼读单词。2、（师生分工读）Ss: What are you doing? What are you doing? T: Im doing the dishes. （教师边做动作边说）What are