英语人教版五年级下册Unit 4 第一课时教学设计.docx

Unit 4 第一课时教学设计1教学内容分析 在五个动词短语中，do the dishes是五（上）Unit 4要求四会的词组，read a book, cook dinner在五（上）中学过意思相同的两个短语read books和cook the meals，并且属于四会内容。draw pictures , answer the phone 在前几册中也出现过,总之，五个动词短语的前三个对学生来说比较简单。针对这种情况,我采用由易到难、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难度。2教学目标的确定本节课是五年级下册第四单元的第一课时，五年级下册四、五、六单元的主要内容就是现在进行时，而本节课是学生学习现在进行时的第一节课，因此，对学生接受现在进行时的概念，理解现在进行时的用法显得尤为重要。 针对本节课的特殊情况，既学生第一次接触一种新时态：现在进行时，我确定了三个教学目标。（1）通过具体而典型的情景，体会现在进行时的用法，能够运用句子What are you doing ? 询问别人正在做什么，并用 Im _ing . 这一陈述句来做答。（2）初步认识现在分词的构成，能够听、说、读、写五个动词短语的 ing形式。（3）通过说唱Lets chant部分的歌谣，巩固复习 Lets learn 部分的短语和句子。3教学重点、难点的确立（1）本节的重点是掌握五个动词短语的-ing 形式，理解下一节课的主要句型 What are you doing ? 并能用 I am doing the dishes . 来作答。（2）难点：a、如何引导学生感知、理解现在进行时所表达的含义。b、动词- ing形式的读音，特别是加 -ing 之后的连读。这不单是本节课的难点，也是后三个单元的教学难点。培养学生流畅的连读，它需要一个过程，需要老师多做示范，逐步引导，充分感知。这不是一节课两节课就能达到的教学目标。4教具准备乒乓球、乒乓球拍、玩具盘子及洗碗布、玩具锅及铲子、一本故事书、语文书、数学书、图画书、电话、词卡、四张图片、记者服、记者证、录音机和磁带。二、教学过程Step 1：Warm-up, TPR活动T: Hello, boys and girls. This class Ill divide you into 4 groups. Group12. 3. 4.T: Before class. Lets warm up. 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/ fly（T: Wonderful! Lets go on.）2复习词组： set the table/ sweep the floor/ wash the clothes./do the dishes./cook the meals./clean the bedroom.3sing a song: I can help. 投影出示歌词，老师做动作示范，师生一同演唱。（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。歌曲I can help 中的歌词动作在课前有所熟悉，所以让学生边唱边做动作，进一步复习有关家务劳动的短语，这也是为后面通过Free talk引出do the dishes, cook dinner两个短语所做的铺垫。）Step 2. Unit 4 What are you doing 的导入及板书。1T: 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）2Ask me together. （师再次托球回答）I am playing ping-pong.（让两生试着托球，师拿词卡Im -ing领读、板书。）3T: From this class .Well learn Unit 4. What are 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 ，can you do housework? Ss: Yes.T: Youre helpful .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 .Who can write the phrases?（师让一名学生上黑板写词组，写完后老师让学生稍等，然后自己边洗盘子边说:I am doing the dishes now. Please try.）T: What are you doing?S: I am doing the dishes.（板书领读：do add-ing is pronounced /i/- doing.再次板书：I am=Im（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 dinnerT:（与最后一名学生对话）You can do the dishes . Can you cook dinner？S: 如果生回答 Yes, I can.老师就用 T: Youre helpful. Please do an 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:（边让生说cook dinner, 边做动作）师板书 cook dinnerT: It means: cook the meals.Heres a pot .Who can ask me with the sentence : （指标题）T: I am cooking dinner .I am cooking fish. Mmm-Yummy. （板书ing. Cook add ing is pronounced cooking画连读符号）T: Now, please cook something and practise in pairs. You can cook eggs. noodle,. tomatoes, potatoes, green beans and so on.T: Mm-Yummy. SA. What are you doing?SA: Im-.（让两名学生一组起来汇报）（设计思路：当盘子传到最后一名学生，老师问：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，在汇报时，老师以故事书作为奖励,并让学生坐下来耐心地一页一页的读，将read a book 引出）3read a book. 注意与read books的比较T: Wonderful. Please come here. This is for you.（把故事书奖励给学生） Please sit on the chair and read it. （师指正在读书的学生说）read a book . 板书并领读。T:（师蹲下去问）What are you doing? （引导学生试着加ing,并读出） Please add-ing and try to read it.（师画连字符号）Who can help her? Wonderful. This is for you发奖品T: I have many books here.（师边说边走下去将书分给学生） Please read it! 引导学生用句型来问答T: （师启发学生说出具体的书目）Youre reading a Chinese book.（设计思路：当学生读到picture book时，老师用实物投影仪展示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. （老师在实物投影上展示，边翻书边说：pictures, beautiful pictures.（板书pictures）Can you draw pictures.（师边说边画，然后板书、领读。）T: Can you draw pictures? Lets finish the picture together. Please draw one thing. You can draw a tree, a path, grass, flowers，an apple and so on .（设计思路：学生边画边说句子,几位同学画完之后，老师对画做简单的评价，并适当给画添加一些东西，使之更加完美。）5answer the phoneT:（电话铃声响起）Im sorry. Please wait a minute. Let me answer the phone.（老师拿起听筒）Hello. Its Miss Lu. Im having English class. Im very busy. Bye.（放下电话教学词组answer the phone ）Practice: A、做Hide and seek游戏，把电话藏起来，通过一名学生找电话，全班同学用高低声提示，巩固这一动词词组。当学生找到电话，电话铃声再次响起，让学生试着加ing并读出。B、T: Next, practise in pairs. Use your books, like this.（老师把英语课本卷起，作为电话听筒，并出示下面的对话。）A: Hello.B: Hi. Its _ . What are you doing?A: Im answering the phone. What are you doing?B: Im _ （drawing pictures /doing the dishes /cooking dinner / reading a book ） （设计思路：老师接电话时说：Hello! Its Miss Lu.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 1Listen to the tape. Listen, point and repeat.2Look at the blackboard and read after me .（do-doing-doing the dishes） 3T:（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 you doing?4Lets chant.（投影出示P44的Lets chant.边说边做）5Play a guessing game.一名学生从词卡中挑出一张出示给全班同学，另一名学生背对这位同学，猜一猜自己正在干什么，全班同学问：What are you doing ?猜的同学边做动作边用Im _ing来回答。（设计思路：听录音之后看板书领读， 领读过程中，通过动词原形与现在分词的对比，使学生进一步理解现在分词的构成，紧接着师生分工读，自然引出Lets chant的内容，在Lets chant之后，我设计了一个猜单词的游戏，这