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1、PEP五年級上冊Unit 4 What are you doing? A Read and Write教學設(shè)計教學目標：1.知識技能目標：學生能夠聽懂、會說、：What are you doing? Im” 并能在情景中進行運用。2.過程方法目標：學生通過教師板書課題，對上節(jié)課所學動詞形式進行復(fù)習，接著通過聽lets chant 熱身，為新知識的學習奠定基礎(chǔ)。學生通過看Lets try課件，回答教師提出的問題：What is John doing? What is Sarah doing? 學生通過看Lets talk 課件，回答問題: What is Amy doing? What is C
2、hen Jie doing?學生通過第二次看課件，回答：How does Chen Jie introduce herself on the phone? 在此，教師告訴學生我們打電話介紹自己時，應(yīng)該說：This is 或Its . 而不能說：Im /My name is . 學生通過模仿跟讀，進一步理解課文，達到訓練聽說的能力。學生通過比較以前所學動詞詞組及這些動詞詞組的ing形式，清晰明了的看到他們的變化及不同。教師通過讓學生仿照課文自編對話, 提高學生自身運用語言的能力。教師通過讓學生做本單元活動手冊的練習題，讓學生眼、耳、手、口多種器官并用，達到訓練思維，提高技能的目的，同時訓練了學生
3、的書寫能力。教師通過讓學生自編對話，將語言的學習與實際運用相結(jié)合。3.其他目標：培養(yǎng)學生熱愛生活的美好情感。教學內(nèi)容：本節(jié)課是Unit 4 What are you doing? A部分的對話課。主要是圍繞本單元的重點句型What are you doing ? Im 展開，通過各種形式的操練，加強學生對知識的整體把握，提高學生運用知識的能力。 學情分析：學生在五年級上冊第四單元已學過一些動詞和動詞短語，所以要充分利用已學的內(nèi)容，在教學中以舊引新，即能降低教學難度，也能溫故知新，讓學生逐步理解并掌握現(xiàn)在進行時的用法。這樣，就為本課奠定了良好的語言和心理基礎(chǔ)。教學重難點：重點句型：“What a
4、re you doing? I am ”.本課知識是談?wù)撟约赫诟墒裁矗⒛茉谏钪徐`活運用。培養(yǎng)學生在實際情景中運用對話的能力。，主要教學步驟： Step1 Warm-up: 1. 出示課題：T：Today we are going to learn Unit 4 What are you doing? (板書課題 ) So what are you doing now? 引導(dǎo)學生回答：”We are having English class.”接著教師做一系列Lets learn 中的動作并問：“What am I doing?” 引導(dǎo)學生回答 ”You are .”T: This cla
5、ss we will going to learn 教師邊寫A Lets talk邊問：What am I doing now? 引導(dǎo)學生回答:” You are writing”. 然后再齊讀課題。2. Enjoy a chant. P44The first time just listen.Then chant it in roles.【設(shè)計意圖：通過板書課題對上節(jié)課所學動詞的ing形式進行復(fù)習，讓學生感受到動詞的ing形式是正在發(fā)生的事情。然后又通過節(jié)奏歡快的chant導(dǎo)入本課，為接下來的新授做好鋪墊?！縎tep 2 Presentation1. Lets tryT: Oh, they
6、are so busy now. Listen, John and Sarah are busy too. What are they doing? 課件出示問題：What is John doing?What is Sarah doing?2. Lets talk.T：” We have known John is reading a book, Sarah is doing the dishes. What about Amy and Chen Jie, What are they doing?” Lets watch the cartoon and answer the question
7、s:. What is Amy doing?. What is Chen Jie doing?看完課件，出示問題，學生回答出問題后，把問句和答句齊讀一遍?！驹O(shè)計意圖：通過問題引領(lǐng)式教學，培養(yǎng)學生養(yǎng)成獨立思考問題的能力。】. Have Ss to listen again with this question:” How does Chen Jie introduce herself on the phone?告訴學生打電話的時候應(yīng)該這樣介紹自己:”Its / This is ”, 而不能這樣:” Im/ My name is.”T: Ok, now lets make a phone call
8、. （電話鈴聲響 ）Answer me please .T: Hello, this is Miss Wang. S: Hello, its T: What are you doing? S: I am T: Bye, see you later.【設(shè)計意圖：再次看課件，讓學生知道打電話的時候應(yīng)該怎樣介紹自己，并將它運用到生活當中去?！? Have Ss to imitate the dialogue twice.Have Ss to role read the dialogue.【通過師生、生生之間的朗讀，便于教師及時發(fā)現(xiàn)問題，糾正問題，并培養(yǎng)學生養(yǎng)成良好的朗讀興趣。】Step3 Pract
9、ice1. A challenge for you.T: We have learned many verbs phases like play sports, fly kites, can you give more? 教師引導(dǎo)學生說出以前學過的動詞詞組，并板書在黑板的副板書上。然后用課件出示它們的ing形式, 并問學生為什么要在動詞后面加ing？ 【設(shè)計意圖：通過讓學生復(fù)習前面學過的動詞詞組，以及出示它們的ing形式， 讓學生清楚的看到他們的變化及不同。】2. A task for you.Please make a phone call with your partner using t
10、he above phases.【設(shè)計意圖：通過讓學生按照課文自編對話，即培養(yǎng)了學生自主學習的能力和團結(jié)合作的精神，又鍛煉了學生的口語表達能力。】3. Do activity book. .Listen and match.T: Zoom want to go shopping, he is calling his friends, too. But what are his friends doing? Whos going shopping with him？. Say something about his friends. He is /She is. Listen and write
11、.Role read the dialogue.【設(shè)計意圖：先根據(jù)錄音連線，然后再鼓勵學生依據(jù)內(nèi)容進行口語表達，最后再聽音填空。通過這種方法，讓學生眼、耳、手多種器官并用，達到訓練思維，提高技能的目的, 同時訓練了學生的書寫能力。】4. 每個人都有自己周末計劃，但也許某一天，你的朋友打電話約你出去購物或者做其他事情，請你根據(jù)本課所學和同伴編一個對話。仿照下例：A: Hello, this is/its . Can you go shopping/go hiking/climb mountains/fly kiteswith me?B: OK/Sorry, I am doing housework/doing homework/washing clothes/doing the dishesA: Bye, see you later.Homework:Please make a phone call with your family members or friends.板書設(shè)計 Unit 4 What are you doing?A Lets talk What are you doing? I am. This is /Its
PEP小學英語五年級上冊Unit 4 《What are you doing 》A Read and Write教學設(shè)計
