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    PEP小学英语五年级下册《Unit4 What are you doing?》教学设计
    作者:佚名  来源:本站整理  发布时间:2014-6-23 13:37:58  字体大小:  
    ◆您现在正在阅读的PEP小学英语五年级下册《Unit4 What are you doing?》教学设计文章内容由<小学教学设计网>收集, 请记住本站网址:www.xxjxsj.cn.以便下次访问!本站将为您提供更多的精品教学资源!PEP小学英语五年级下册《Unit4 What are you doing?》教学设计

    一、背景分析
    1.教学内容分析
    在五个动词短语中,do the dishes是四会的词组,read a book, cook dinner在五年级上册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 I'm ___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Let's chant部分的歌谣,巩固复习 Let's 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 I'll divide you into 4 groups. Group1.2. 3. 4.
    T: Before class. Let's 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! Let’s 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.
    3.sing 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。 1.T: Boys and girls. Here’s 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)
    2.Ask 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I’m ---ing领读、板书。)
    3.T: From this class .We’ll 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.Presentation
    1.Free talk 引出do the dishes.
    T: Hello .What's your name? S1:(回答)
    Nice to meet you.
    By the way, can you do housework?
    What can you do? Great. You're helpful.
    T: Hello. What can you do at home? S2:(回答) Good boy/girl. You're helpful.
    T: Boys and girls ,can you do housework? Ss: Yes. T: You're 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=I'm(领读,拿盘子准备传)
    T: This time, Let's pass the dish one by one, and ask: What are you doing?
    (领读3-4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 dinner
    T:(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: You’re helpful.
    Please do an action and say.
    如果生回答No, I can’t 老师边做动作边启发鼓励学生T: You can’t? cook eggs, can you? What about noodles?
    T:(边让生说cook dinner, 边做动作)师板书 cook dinner
    T: It means: cook the meals.
    Here’s 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: I’m----.(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)
    3.read 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)You’re 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)
    4.draw pictures
    T: You’re reading a picture book. Let’s 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? Let’s 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。)
    5.answer the phone
    T:(电话铃声响起)I’m sorry. Please wait a minute. Let me answer the phone.(老师拿起听筒)
    Hello. It’s Miss Lu. I’m having English class. I’m 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。)

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