What are you doing教学设计_howareyou教学设计
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教学设计
PEP 6 Unit4 Part A 第一课时
《Let’s learn》
学校：宁兴学校
姓名：田 振 华
年级：五 年 级
科目：英 语 编号：_______
PEP五年级下册Unit 4 What Are You Doing?
A Let’s learn教学设计
一、教材分析：
本节课是PEP教材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 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。
二、设计理念：
五年级学生，他们已经掌握了一定的英语词汇及简单句型，能使用英语对熟悉的事物进行描述。因而我注重以学生为主体，激发学生的学习兴趣，引导学生积极参与，采用情景法、直观法、多媒体辅助法、全身反映法等教学方法。坚持以话题为核心，以功能、结构为主线，以交际为目的的原则，使学生体会英语与现实世界的紧密联系，注重学生的实践活动，鼓励学生通过自主、合作、探究学习，来增强学生的英语运用能力。
三、学法指导: 在本课中，我努力以课标为指导，以活动为方式，变课堂为生活。通过“打电话”把所有的新知识融合串联起来。坚持“词不离句，句不离章”的教学原则，使学生以生 活为课堂，逐步提高自己的综合语言运用机能，形成自主学习的能力。
四、教学目标：
1.能听,说,读,写动词短语的ing形式: drawing pictures, cooking dinner, reading a book, answering the phone, doing the dishes.并能正确运用现在进行时描述自己和他人的行为和理解主要句型：What are you doing ？并能够用I am doing the dishes/…作答。
2.在参与看图说话的活动中，感知现在进行时的结构及用法，体验用现在进行时描述家庭成员的活动，了解be 动词随人称而变化的 规律，准确运用语言谈论自己和他人行为动作并体验劳动的乐趣。
五、教学重、难点：本课时的重点是掌握五个动词短语的ing 形式，能够理解主要句型：What are you doing ？并能够用I am doing the dishes/…作答。难点:动词短语ing形式的读音。
六、教学准备；:本课时录音、以及课件
七、教学流程： Step 1: Warm-up:(1)Play a game.“Magic eyes” T:Read and act as quickly as you can.Fly/swim/run/jump/eat/drink/read/write/draw.(2)Think about the phrases.(CAI 呈现已学的12 个动词短语，播放两遍后，进行提问。)（设计思路：通过做动作，看图片回忆动词短语，让学生很快进入英语的氛围，不仅大量浮现先学过的动词以及动词短语，又为新课的学习做了铺垫。）
Step 2: Presentation:(1)T: Look at the ppt.Who is he?（展示米奇，画笔以及书本。）Ss: Mickey.T: Yes.He is Mickey.What can he do? Ss: He can sing/dance /draw picture.T: He can do so many things, right? He is helpful, too.T:I can draw pictures.I am drawing picture.(边说边做动作)T: What is he doing now? Let’s ask him.Mickey, Mickey, what are you doing?(板书)T: Let’s listen.What is he doing?(播放： drawing pictures.教师板书。)Ss：I am drawing picture.I am drawing a cat.I am drawing a banana I am drawing ___.（设计意图：由can 引出行为动词，利用旧知引新知，学生在表演，说的过程中感知现在进行时的结构及用法，体验用现在进行时描述正在干某事，降低了学习难度。）（2）T: Mickey is drawing his home.Let’s go to see his home.(展示迪斯尼图片)He lives in Disneyland.He has lots of friends.Let’s visit them one by one.T: Who is he? Ss: Pig.T: What is she doing now? Let’s ask her.Pig, pig…
T: Look, what is she doing?------cook, cooking, cooking dinner T: Now, I am the little pig.Who can ask me!You, please.S1: Pig, pig, what are you doing? T: Oh, I am cooking dinner.Now who want to be the little pig? Let’s ask him together.Ss: Pig, pig, what are you doing?(3)T: Pig is cooking dinner.What about him? Who is he? Ss: Sheep.T: Yes, he is sheep.What is he doing? Who can help me to ask him? Sheep … S2: Sheep, sheep, what are you doing? S3: Sheep, sheep, what are you doing? T: Let’s see what he is doing.Oh, he is doing the dishes.T: I am doing the dishes.Ss: I am doing the dishes.T: You two, please, ask and answer.S4: Sheep, sheep, what are you doing? S5: I am doing the dishes.I’m doing the dishes.Ss：I’m doing housework.I’m doing _________.T: Sheep is so busy.Let’s go to see another friend.Ss: Dog.T: Yes, a dog.Who can ask him? Dog… T: Look, he is reading a book.T: Look, I am reading a story book.(拿出格林童话)What about you? S6: I am reading a Chinese book.S7: I am reading an English book.…I am reading a/an ___ T: So dog is busy, too.Let’s go to see another friend.Oh, it’s a cat.gue ,what is she doing.? Ask and answer with your partner.I will give you 2minutes.S8: Cat, cat, what are you doing? T: Let’s have a look.Oh, he is answering the phone.(设计意图：从Mickey正在做什么引出句子What are you doing? 再以Mickey的角度引出句子 I am doing ……。在这个过程中让学生学习了drawing pictures这个新词组；并由Mickey在迪斯尼的朋友教授另外四个新词组。小学生对动画人物的钟爱能吸引他们的注意力。然后通过不同的方式来操练新句型和短语。）Step 3: Find the rules T: Please look at the blackboard, read after me.draw drawing drawing pictures read reading reading a book answer answering answering the phone T: Have you fond some rules? Ss: ing T: Yes, they all put on ing.Right? So next, Let’s make a chant.What are you doing? What are you doing? I am drawing pictures.Step 4: Practise: 1.Listen a chant.2.Let’s watch the video.Ask the questions.在打电话时，如何介绍自己： 3.Pair work :A phone call
T: Practice in pairs.Use your books or your pencil-case like this : A：Hello,____.B;Hi!It’s /This is ….What are you doing？ A : I am„ What are you doing？ B : I am„
（设计意图：观看打电话动画，自然渗透打电话常用语，然后通过小组练习，既是对所学短语的阶段性总结，又渗透下节课Let’talk的内容。）4.Match and answer.（设计意图：学生在说的过程中就发展了发散思维，并拓展了第三人称的现在进行时，让学生练说He/She is „„，为后面的内容做铺垫。）5.Let’s chant(be 动词的作用)be 动词,别小瞧, 连接桥梁的两边, 左是人，右是事, 某人正在做某事，I am , You are, He/She/It is千万别忘ing, 共架一座友谊桥。
（设计意图：创编歌谣，更深层次的了解be动词随人称而变化的规律。）6.Let’s check
(1)I am John.I _____reading.A.is
B.am
C.are(2)____are you doing ?______doing homework.How.I am
B.What ,She is
C.What ,I am(3)My mother___dinner now.A.are cooking
B.is cooking C.cooking(4)What ____Amy doing? She is playng the piano.A is
B.am
C.are
(5)在电话里告诉别人你是Mike，应该说—— A.I am Mike.B.This is Mike.C.You are Mike.(6)He __ ________the phone.(7)_________washing the clothes.(设计意图:当堂检测,学生再次感知现在进行时的结构和用法,尤其是最容易忽视的be 动词随人称的变化规律,让学生有针对性的练习本课时的重点、难点.)Step 5: Group work T: Look at the pictures.Talk about it.This is my family picture.Grandpa is ______.Grandma is _____.My mother is _____.My sister is _____.I am _____.We are busy.（设计思路：通过创设情景，现在进行时描述家庭成员的活动，运用语言积极表达，指导学生在原有现在进行时描述图片的基础上，能以小短文的形式完整的交换信息。）Step 6: Homework T: Ok, cla is over.Today’s homework.(作业展示在屏幕上)1.听录音,跟读Let ’learn的短语,并在作业本上书写4次。
2.Try to write sentences.(3—5句)(把你在家,在教室等看到的场景用现在进行时描述出来)eg: This is my family.Look!My mother is cleaning the room.My father is reading a book.I am watching TV.We are busy.Blackboard Design
What are you doing?
drawing pictures.cooking dinner.I am
doing the dishes.reading a book.answering the phone.
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