PEP小学英语五年级下册第四单元集体备课.doc

PEP小学英语五年级下册第四单元集体备课小学英语集体备课教案 2011年2月五年级下册第四单元课题Unit4 Blets learn 第四课时课型词汇课主备单位、教师马庄小学、 刘现秀使用单位、教师教学目标1、 能听、说、认、读五个动词短语的ing形式：listening to music washing the clothes、 cleaning the room、writing a letter、writing an e-mail.2、 运用Whats your father doing？Hes writing an e-mail.询问并表述他人正进行的动作。教学重难点1、 本课时五个动词短语的ing形式。2、 以不发音e结尾的ing形式的变化是本课难点。老师在正确示范的基础上指导学生熟悉掌握。教具准备录音机，五张短语卡片、图片对本主备稿的评价教 学 过 程二次备课Preparation1、 Teacher：Now，Lets do an action.Then ask：What are you doing？Teacher：What is A doing？Students：He/She is StudentA;Im2、 Listen and do.听指令，做动作。Listen to music、wash the clothes 、clean the roomPresentation1、 Show a picture：What is Mike doing？Students：He is listening to music.也许有学生回答Listen to music。在这里提醒学生要在动词上加ing表示正在做的动作。板书：并用其它颜色的笔标出ing。设计：用另一种颜色的笔标出ing，引起学生的注意动词+ing。2、 Show a picture：Teacher：What is Mikes mother doing？ Students： She is washing the clothes板书并诵读，同样标出ing。3、Show a picture：Teacher：What is Mikes brother doing？ Students： He is cleaning the room. Teacher：Who can come here write the word？设计意图：（这个短语在上一册里学过，学生会写，让学生写在黑板上不仅提高学生展示自我的积极性，而且还能借此引出write这个单词。）找学生B上台写并问：Teacher：What is B doing？ Students： He is writing. 可适当提示 Teacher：Can you write it？ Students：Yes，I can。T：I can too.（师板书write）4、Show a picture：Look，What is Mikes sister doing？ Students： She is writing.Teacher：Yes，She is writing.（将已板书write中的e去掉，并告诉学生结尾e 不发音，所以去掉，并用彩笔加上ing。Teacher：She is writing a letter。（指着信封补充，板书并诵读。）5、Look!This is Mikes father .What is he doing?Students： He is Writing an e-mail.(板书、诵读) Teacher：Why use “an”？（指着an问学生。）Students：学生会根据经验回答。6、Look at the book and listen to music.7、Listen again and read after the tape.8、Read in groups.三、Practice1、Look at the book and answer in groups.What is Mikes mother doing？ Mikes mother He/She is listening to music/2、Lets chant Point the pictures ask and answer： What is Grandma. doing？SheHe is cooking Listen and read after the tape.四、ProductionTurn to page 44. Lets start. askand answer in groups. What is he/She doing?He/She is ing五、 Progress1、 Summary今天学习了5个短语的现在分词形式，一般情况可直接加ing,注意write+ing时要去不发音的e，再加ing，并注意运用这5个短语。2、 Homework仿照book P52 make a family album.板书设计： Unit4 Blets learnWhat is your father doing？Hes listening to music. washing the clothes. cleaning the room. writing a letter. writing an e-mail.教学札记：费县小学英语集体备课教案2011年2月五年级下册第四单元课题Unit 4 What are you doing? 第五课时课型新授课主备单位、教师马庄镇中心小学 赵淑艳使用单位、教师教学目标1、 能听懂、会说：Whats he/she doing? Hes/Shes 并能在情景中运用。2、能说、会用电话用语：Can I speak to please? Please hold on. There is a call for you.3、了解中国及主要英语国家的紧急电话号码，并能在生活中正确使用。教学重难点1、能熟练运用句型：Whats he/she doing? Hes/Shes 并能在情景中问答。2、能正确运用电话用语：Can I speak to please? Please hold on. There is a call for you.3、本课时的难点是本部分的电话用语，教师要多创设真实的情景，在课堂教学中增加语言的输入量。教具准备磁带、录音机、装有六张单词卡片的盒子, 电话机对本主备稿的评价教 学 过 程二次备课IPreparation Review the sentences “whats heshe doing? HeShes.”by a game:1、 示范。教师拿出装有单词卡片的盒子，先由一位女生在盒子中随意抽出一张卡片，然后根据卡片内容把它用动作表现出来。这时，教师问“what is she doing?”其余学生猜“shes.”如果答案正确，之前的女孩需要把相应的短语写在黑板上。2、 采用火车接龙的方式，剩余的五张卡片由不同的学生表现出来，依次写在黑板上。卡片单词为： listening to music cleaning the room washing the clothes writing a letter writing an e-mail drawing a picture 3、 教师在六个单词短语旁边书写 “whats heshe doing?”， 接着把全班同学分成两组。A组问，B组回答;然后交换进行。设计意图：课堂初的游戏环节可以迅速有效的抓住学生的注意力，同时学生在游戏中可以巩固上节课所学内容，为新课的进行做准备。IIPresentation1、 Listen to the tape, complete Lets try. listen to it again, let some student repeat the dialogue，remember to give him or her praise.设计意图：完成Lets try的练习不是最终目的，重复对话内容可以充分利用教材拓展学生的听说能力。2、 明确告诉学生英语世界中电话用语和我们平时的说话方式有所不同。如果他们想知道有哪些不同，就需要关注接下来要进行的内容了。教师巧妙拿出预先藏起来的电话机。设计意图：小学生课堂注意力难持久，教师需要用点小技巧不时吸引他们。3、 Phone is ringing, teacher answers it and shows the dialogue in Lets talk.(示意学生边听边看课本中的对话)Write down “can I speak to your mom,please? Please hold on. Mom, there is a call for you.” 同时，教师需要对这几句话进行适当解释。进接着，开火车形式逐句进行强化听说练习。4、 Listen to the tape. 学生在正确听音的基础上，3分钟时间自己熟读对话。教师需事先告诉学生规定时间过后要一组组在全班同学面前进行展示。 IIIPractice1、 Pairwork. 根据 Lets talk的对话内容, 搭档之间要针对四幅图画做四个替换练习. 在此过程中，教师认真观察同学们的掌握情况，进行适时的个别辅导。练习结束后，教师抽取两组掌握最好和两组相对弱些的学生进行展示。2、 Finish lets play. 5分钟时间同位共同进行连线，然后一问一答交替练习。随后，教师随机抽取一竖排同学依次展示，每组两个小对话。设计意图：给学生充足的时间自由而紧凑的当堂练习，有利于同学们对所学新内容的巩固、强化。让搭档在全班面前互动展示，一方面利于教师检查课堂掌握情况，另一方面能够提高学生的自主参与性。IVProduction1、 Play a game. teacher closes his or her eyes, students pass the two phones. when teacher says stop, the two students just getting a phone need to show a free mobile talk in real life.设计意图：类似击鼓传花的小游戏可以在学生稍感疲劳的时候兴奋起来，同时，同学们合作的电话情景对话能够增加课堂与现实的互动。2、Good to know Tell students they can call the emergency number when they need help,and different countries have different emergency numbers. Show them 110,119,120,911,999,000.设计意图：让学生了解我国和主要英语国家的急救电话，并能在现实生活中正确运用。VProgress1、 Finish the related exercises.2、 Give students homework. when they are after school, they need to phone to each other and talk using what they have learned in this class.板书设计Unit 4 What Are You Doing? listening to music cleaning the room What is shehe doing? SheHe is washing the clothes writing a letter writing an e-mail drawing a pictureCan I speak to your mom,please?Please hold on. Mom, there is a call for you.教学札记：费县小学集体备课教案2011年2月五年级下册第四单元课题Unit 4 What are you doing? 第六课时课型新授课主备单位、教师马庄镇中心小学 赵淑艳使用单位、教师教学目标1、从听、说、读、写四方面掌握本课粗体句型“ Grandpa is writing a letter. Brother is doing homework. Mom is cooking dinner in the kitchen. Hes writing an e-mail in the study. ”2、能够听懂、会说、认读Read and write部分的内容。教学重难点1、接听电话的任务是本课时的难点。2、“Hows everybody doing? Just fine. ” 是新语言,教师应作必要的解释.教具准备录音机、磁带、单词卡片对本主备稿的评价教 学 过 程二次备课IPreparation Review the knowledge learned in the last class:1、 给学生一分钟时间回顾上节所学Lets talk 的内容，并告诉学生一分钟后检查他们掌握情况，听读最熟练的一组会发两颗五角星。2、 把全班学生分成A，B两组，分角色熟读对话，并进行交换练习。IIPresentation1、 Play a game. 在游戏中开始新课，引出四会句子。具体方式如下：（a）4studentscometotheblackboard.Oneisgrandpa,thesecondoneisbrother,thethirdoneismom,thefourthoneisdad.教师给这四位学生每人一张写着短语的单词卡片。.（b）Each one of the 4 Ss remembers his or her role,and acts his or her word cards. The class guess what he or she performs. 如果同学们猜对了，表演的同学就需要把正确的单词词组写在黑板上。设计意图：英语课堂着重强调趣味性和实用性。新授知识穿插在游戏中进行，课堂在不知不觉间就能够完成教学目标。2、 All students read these sentences together for 2 times。设计意图：适当的强化利于进一步巩固。4、listen to the tape. 听录音之前，教师明确要求学生找出两个完全陌生的句子，并告诉学生在听音时尤其注意它们的发音。5、lead to the sentences“Hows everybody doing? Just fine.”Explain them. Their meanings are the same with “How are you? Just fine”设计意图：通过“How are you? Just fine”与“Hows everybody doing? Just fine.”的对比教学，学生可以更形象的理解意思。6、Listen to the tape again.在学生理解的基础上，教师请学生合上课本，判断下面句子的对错： Mom is cooking dinner in the kitchen.Dad is writing a letter in the study.Grandpa is reading newspaper.The boy is doing homework.Brother is cleaning the room.之后，给学生2分钟的讨论时间，完成finish the sentences 的练习。7、3分钟时间熟读Read and write.同位分角色朗读并进行角色互换。IIIPractice1、 Play a game.教师拿着反面朝上的单词卡片走入学生中间，学生随意抽取一张。举例说明：如果学生抽到 writing a letter的卡片，他要立刻说出“grandpa is writing