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1、PEP五年级上册Unit 4 What are you doing? A Read and Write教学设计教学目标：1.知识技能目标：学生能够听懂、会说、：What are you doing? Im” 并能在情景中进行运用。2.过程方法目标：学生通过教师板书课题，对上节课所学动词形式进行复习，接着通过听lets chant 热身，为新知识的学习奠定基础。学生通过看Lets try课件，回答教师提出的问题：What is John doing? What is Sarah doing? 学生通过看Lets talk 课件，回答问题: What is Amy doing? What is C
2、hen Jie doing?学生通过第二次看课件，回答：How does Chen Jie introduce herself on the phone? 在此，教师告诉学生我们打电话介绍自己时，应该说：This is 或Its . 而不能说：Im /My name is . 学生通过模仿跟读，进一步理解课文，达到训练听说的能力。学生通过比较以前所学动词词组及这些动词词组的ing形式，清晰明了的看到他们的变化及不同。教师通过让学生仿照课文自编对话, 提高学生自身运用语言的能力。教师通过让学生做本单元活动手册的练习题，让学生眼、耳、手、口多种器官并用，达到训练思维，提高技能的目的，同时训练了学生
3、的书写能力。教师通过让学生自编对话，将语言的学习与实际运用相结合。3.其他目标：培养学生热爱生活的美好情感。教学内容：本节课是Unit 4 What are you doing? A部分的对话课。主要是围绕本单元的重点句型What are you doing ? Im 展开，通过各种形式的操练，加强学生对知识的整体把握，提高学生运用知识的能力。 学情分析：学生在五年级上册第四单元已学过一些动词和动词短语，所以要充分利用已学的内容，在教学中以旧引新，即能降低教学难度，也能温故知新，让学生逐步理解并掌握现在进行时的用法。这样，就为本课奠定了良好的语言和心理基础。教学重难点：重点句型：“What a
4、re you doing? I am ”.本课知识是谈论自己正在干什么，并能在生活中灵活运用。培养学生在实际情景中运用对话的能力。，主要教学步骤： Step1 Warm-up: 1. 出示课题：T：Today we are going to learn Unit 4 What are you doing? (板书课题 ) So what are you doing now? 引导学生回答：”We are having English class.”接着教师做一系列Lets learn 中的动作并问：“What am I doing?” 引导学生回答 ”You are .”T: This cla
5、ss we will going to learn 教师边写A Lets talk边问：What am I doing now? 引导学生回答:” You are writing”. 然后再齐读课题。2. Enjoy a chant. P44The first time just listen.Then chant it in roles.【设计意图：通过板书课题对上节课所学动词的ing形式进行复习，让学生感受到动词的ing形式是正在发生的事情。然后又通过节奏欢快的chant导入本课，为接下来的新授做好铺垫。】Step 2 Presentation1. Lets tryT: Oh, they
6、are so busy now. Listen, John and Sarah are busy too. What are they doing? 课件出示问题：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?看完课件，出示问题，学生回答出问题后，把问句和答句齐读一遍。【设计意图：通过问题引领式教学，培养学生养成独立思考问题的能力。】. Have Ss to listen again with this question:” How does Chen Jie introduce herself on the phone?告诉学生打电话的时候应该这样介绍自己:”Its / This is ”, 而不能这样:” Im/ My name is.”T: Ok, now lets make a phone call
8、. （电话铃声响 ）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.【设计意图：再次看课件，让学生知道打电话的时候应该怎样介绍自己，并将它运用到生活当中去。】. Have Ss to imitate the dialogue twice.Have Ss to role read the dialogue.【通过师生、生生之间的朗读，便于教师及时发现问题，纠正问题，并培养学生养成良好的朗读兴趣。】Step3 Pract
9、ice1. A challenge for you.T: We have learned many verbs phases like play sports, fly kites, can you give more? 教师引导学生说出以前学过的动词词组，并板书在黑板的副板书上。然后用课件出示它们的ing形式, 并问学生为什么要在动词后面加ing？ 【设计意图：通过让学生复习前面学过的动词词组，以及出示它们的ing形式， 让学生清楚的看到他们的变化及不同。】2. A task for you.Please make a phone call with your partner using t
10、he above phases.【设计意图：通过让学生按照课文自编对话，即培养了学生自主学习的能力和团结合作的精神，又锻炼了学生的口语表达能力。】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.【设计意图：先根据录音连线，然后再鼓励学生依据内容进行口语表达，最后再听音填空。通过这种方法，让学生眼、耳、手多种器官并用，达到训练思维，提高技能的目的, 同时训练了学生的书写能力。】4. 每个人都有自己周末计划，但也许某一天，你的朋友打电话约你出去购物或者做其他事情，请你根据本课所学和同伴编一个对话。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.板书设计 Unit 4 What are you doing?A Lets talk What are you doing? I am. This is /Its
