杨海霞whatareyoudoing

1、PEP Book 6 Unit 4 What are you doing? Part A Let's learn教学设计设计构想本课是义务教育课程标准实验教科书PEP小学英语五年级下册第四单元What are you doing?的第一课时。本册书的四、五、六单元的主要内容就是现在进行时，而在本节课出现的五个动词短语中，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

2、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。课题名称：PEP Book 6 Unit 4 What are you doing? Part A Let's learn科目：英语年级：小学五年级教学时间：1课时（一）教学目标1、知识与技能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：drawing pictures; doing the dishes; cooking dinner; reading a book; answering th

3、e phone.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 I'm _ing . 这一陈述句来做答。通过说唱Let's chant部分的歌谣，巩固复习 Let's learn 部分的短语和句子。学唱歌曲“What are you doing?”2、过程与方法本课时是教学动作性较强的单词，所以教师可组织学生一边读单词，一边做动作。过程中老师说单词，学生做出相应的动作；老师做动作，学生说出相应的单词。让学生在语言学习中的互动，这样可以营造比较放松的环境中学习环境。以旧带新，让学生体验并运用“温故

4、而知新”的方法。通过听录音和小组合作学习的方式，让学生熟练的掌握本课句型。用多媒体课件的展示，使学生对新知的听、说、读、写等能力都得到培养和提高。3、情感态度与价值观体验学习英语的乐趣，激发学生用英语进行口语交际的兴趣，逐步养成小组及两两合作学习、交流的习惯。（二）学习者特征分析 1、学生是兰州市东郊学校五年级四班的学生。 2、学生通过两年多的英语学习，已经掌握了一定的英语词汇及简单句型，能用英语对熟悉的事物进行描述。但是英语的读写能力还有待加强。 3、学生对本课所出现的几个动词短语原形已经掌握。4、学生思维活跃，善于和同学交流，对英语学习有很浓的兴趣。教学媒体选择分析表知识点学习目标媒体类型

5、媒体内容要点教学作用使用方式所得结论占用时间媒体来源1知识与技能目标图片Warm-up/Revision热身、复习E JB E通过Guessing game复习短语，激发学生兴趣1分现有2知识与技能目标Flash动画Warm-up/Revision热身、复习B EH利用歌曲进一步复习有关短语，为新授做铺垫2分下载3知识与技能目标PPT课件Presentation呈现展示现在进行时图片ACFAG文字图片结合利于学生较快的总结现在分词的构成规则10分自制4过程与方法目标PPT课件Practice趣味操练BJBF出示图片、flash，学生练读、练说，培养语言综合能力10分自制5情感态度与价值观音频图

6、片文字Consolidation巩固拓展GHEF通过练习巩固课堂内容5分自制媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.其它。媒体的使用方式包括：A.设疑播放讲解；B.设疑播放讨论；C.讲解播放概括；D.讲解播放举例；E.播放提问讲解；F.播放讨论总结；G.边播放、边讲解；H.其它。教学过程Step 1：Warm-up1. Greetings. 2. Guessing ga

7、me通过看图片猜词组复习句子及词组：What can she/he do? She/he can sweep the floor, wash the clothes, play the piano, cook the meals, do the dishes.3. Sing a song:I can help【设计意图】 在Warm-up 中通过Guessing game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。通过学生演唱歌曲I can help 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 t

8、he dishes, cook dinner两个短语所做的铺垫。Step 2：PreviewUnit 4 What are you doing 的导入T: Boys and girls. Heres a ping-pong. Do you like playing ping-pong? Please look at me. What am I doing now? You can ask me: What are you doing? Ask me together. Ss? T: I am playing ping-pong. From this class .Well learn Unit

9、 4. What are you doing?【设计意图】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：Presentation1. Free talk 引出do the dishes.T: Hello .What's your name? S1: Nice to meet you.By the way, can you do

10、housework?What can you do?Great. You're helpful.T: Hello. What can you do at home? S2: Good boy/girl. You're helpfulT: Boys and girls, can you do housework? Ss: T: You're helpful. Please guess what I can do at home. Look carefully.（教师做动作，学生猜。You can use the sentence: “Can you ？”）T: Yes,

11、I can do the dishes. （学生拼读并背诵该短语）然后教师边洗盘子边说:I am doing the dishes now. Please try. T: What are you doing?Ss: I am doing the dishes.T: This time, Let's pass the dish one by one, and ask: What are you doing?（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.”）【设计意图

12、】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: T:（边让学生说cook dinner, 边做动作）板书 cook dinnerT: It means: cook the meals. （学生拼读并背诵该短语）T: Who can ask me with the sentence : What are you doing? ST: I

13、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 practice in pairs. You can cook eggs. noodles, tomatoes, potatoes, green beans and so on.（让两名学生一组进行汇报）【设计意图】当盘子传到最后一名学生，老师问：You can do the dishes . Can you cook dinner?

14、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。3. read a book.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.（教师指正在读书的学生说）read a book . 板书并领读。（学生拼读并背诵该短语）T: I have many books here. Please read it! 引导学生用句型来问答T: W

15、hat are you doing? （引导学生试着加ing,并读出）Please add-ing and try to read it. T:（教师启发学生说出具体的书目）Im reading a book.【设计意图】 学生根据自己的喜好选择读不同种类的书，使用句型Im reading abook.进行表达，做到词不离句，句不离意。4. draw picturesT: look! Whats this? Ss: Its a story book.T: Lets have a look, pictures, beautiful pictures. Can you draw pictures.

16、（教师边说边画，然后板书、领读。学生拼读并背诵该短语）T: Can you draw pictures? Lets draw pictures together. You can draw trees, grass, flowers and so on .T: What are you doing? Ss: Im drawing pictures.【设计意图】老师用story book展示There are many pictures in the story book，并且问学生Can you draw pictures？接着让学生学生边画边说句子，自然将 drawing pictures引

17、出，亲身体验现在正在进行的这一动作。5. answer the phoneT:（电话铃声响起）Im sorry. Please wait a minute. Let me answer the phone. Hello. Its Miss Jin. Im having English class. Im very busy. Bye.（放下电话教学词组answer the phone）Practice:T: Look, Ive got two phones here, who wants to make a call with me?T: Next, practise in pairs. Us

18、e 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. It's _ . What are you doing?A: I'm answering the phone. What are you doing?B: I'm _ （drawing pictures /doing the dishes /cooking dinner / reading a book ）【设计意图】老师接电话时说：Hello! It's Miss Jin.自然渗透打电话的日常用语，紧接着让学生将书卷起做为电话，

19、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Let's talk的内容。6. Read five new phrases after teacher.Step 4: Practice1. 教师播放lets learn部分的课件，学生边听边读，drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone.2. Game:“快速反应”教师说一个动词短语，学生说出它的ing形式。3. Look and guess4. Game: Help Mike5. 接力问答教师出示本部分的动词短语卡片的ing 形式，师生之间相互问