Unit 5 Part A What is it doing1.doc

Unit 5 Part A What is it doing?英语组 陈木兰 课题说明：本课是PEP教材五年级下册Unit 5 Part A的Lets talk,Lets play部分。 学生情况说明：本教学设计适合五年级学生。五年级的学生已有一定的英语基础。在本课时之前学生已经学习了一些现在进行时的动词如：flying, walking, running, swimming等以及句型：“What is she/he/it doing?与What is the monkey/elephant doing?” 针对学生求知欲强、乐于表现的特点，教师将利用故事的形式,引导他们大胆运用英语完成本课时所设定的教学目标。 教学目标：Knowledge aims:1Enable the students to learn the four skill sentences by heart: What is it doing? Its running. What is she doing? Shes walking.2Enable the students to use the sentences to ask and answer questions.3Help the students to underst:she=the mother elephantAbility aims: 1Enable the students to learn the four skill sentences by heart: What is it doing? Its running. What is she doing? Shes walking.2Enable the students to use the sentences to ask and answer questions.3Help the students to underst:she=the mother elephantAbility aims: 1Enable the students to use the main sentence structures in authentic/semi-authentic situations.2Make the students observe things carefully and highlight their ability of using the language creatively. 教学重难点：1Enable the students to learn the four skill sentences by heart: What is it doing? Its running. What is she doing? Shes walking. 教学难点：1Enable the students to learn the four skill sentences by heart: What is it doing? Its running. What is she doing? Shes walking. 课前准备： 1教师准备录音机与磁带；教师准备一幅大的有关动物的图画；教师准备头饰若干。2板书设计：What is it doing?What is it doing？Its running.What is she doing? Shes walking. 教学过程教学结构教师指导学生学习设计说明Step 1.Warm- upand revision Step 2.PresentationStep 3 Lets talk1. Free talk What are you doing? What is she doing? 2.TPR 活动带上头饰，边说句子，边做动作。3复习动词的ing形式.2. Lets play. T:Show me your words cards, and practise in pairs.Check the anwers.Show a picture of a zoo.T: Lets go to the zoo. T：Oh! There are so many animals! What can you see?What is it doing?It is jumping. （板书并领读）Chech it with the whole class.Make the students understand why we call mother elephant she.Play the tape for 3 times. Divid the whole class into two groups: the boys and girls.Ss do some actions and anwer the questings. 跟随老师边说边做动作。说出所给动词的ing形式。Ss answer the Ts question.Take out their words cards.And make up sentences.Act it out.Look at the picture and talk about it.Ss answer it.Practice in pairs.Act it out.Listen carefully and read after thetape for 3 times together.Read the dialogue in roles:the boys are Amy,and the girls are Chen Jie.Then exchange.通过这一些简单问句和一系列动作一方面复习了What is he/she doing?另一方面增进学生对动物的感性认识。用TPR引入，给学生一个轻松、愉快的英语学习氛围，同时也帮助学生复习了部分动物单词。复习有关动词，为接下来的句型学习做准备。通过进入zoo引入新课,学生会比较感兴趣。学生之间互相操练本课的重要句型，提高练习的密度。通过让学生多读多练，使学生能够形成良好的语感。课后反思：设计亮点：1教学步骤的设计环环相扣、层层递进，过渡自然。2教学内容设计与学生所熟知的事情相联系，可以提高学生学习的积极性。 3让学生自主参与创设情景编对话，既是对所学知识的巩固，也是对课堂知识的拓展与延伸；意在让学生学会学习、学会合作，在模拟的情景中进行语言的准交际。 有待完善之处： 1通过这节课我深刻体会到了教师自身素质的重要性、教师的课外知识含量、教师的课堂应变能力、教师的幽默感等因素都会对课堂教学产生一定的影响，在今后的教学中我将不断充实自我。 2学习本课的重点句型时，对学生的领读程度不够。在他们还没有完全掌握时就让他们进行操练，致使在展示时总会出现这样或那样的错误。在以后的教学中我一定要坚决避