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1、 学生用书2 Unit 10 Holiday Part 10 Watch and read 武汉市洪山区青菱小学 黄姗文本体裁：看图阅读教学对象：六年级语篇内容： Im Mary Liu.Im a pupil.I like school.Look at the pictures and read:What am I doing?1. Its half past six.Im getting up.Im putting on my clothes.2. Its half past seven.Im going to school.Ioften go to school by bike.3. It
2、s nine oclock.Im having an English class.I like English.4. Its half past four.Im doing sport.I like sport very much.设计理念： 本课的教学指导思想是书本与现实相结合，运用新授知识，能看图读懂课文，并且能够结合实际谈论自己和身边的人正在做的事情。本课采取了丰富的活动游戏形式，让学生有更多的机会说英语，表演英语，注重语言输出，重点明确。教学目标及重难点1. 教学目标1）知识目标听、说、运用四段小语篇。2) 技能目标a.熟悉时间的表达方式。b.掌握现在进行时态的表达方法。c.能熟练地应
3、用本课所学的语言知识,进行日常交际,形成综合运用语言的能力 。3) 情感、文化目标a. 暗示学生应有良好的作息规律。b.积极运用所学语言进行交流。2. 教学重点：通过阅读四段小语篇，将所学句型运用到更广泛的生活中。3. 教学难点：理解、认读句子：What am/is/are I / he/they doing?Im (getting up).He is (going to school).They are(doing sport)./I/He/She often go toschool (by bike).教学过程I. Warming-up1. Greeting:How are you? Wh
4、at day is it today?2. T: Close your eyes,listen to the music,try to imagine a beautiful morning with birds singing.（ Suddenly，the alarm clock is ringing，a beautiful day will begin.）(伴随音乐想象一个美丽的早晨，突然，闹铃响起，美丽的一天即将开始)。【设计意图】在热身阶段，教师通过营造氛围,制造出一个宁静优美的早上,闹钟响起,代表忙碌的一天的开始,让学生身临其境II. Presentation1. T: Whats
5、the time? Ss: Its half past six2. T: Look,what is he doing at 6:30? (说出闹钟上显示的时间,引出本节课所学习的话题).Ss:He is getting up.3. Using the same way to describe other time and activities.(put on clothes,go to school,have English class,do sport)【设计意图】借助多媒体，熟悉基本句型。 3. T :What am I doing?(T pretend to play table ten
6、nis.)Ss:You are playing table tennis.(老师比划动作,学生用完整的句子描述动作.)4. Let one of the student acts,others guess what he/she is doing.(学生比划学生猜.)【设计意图】注重学生的参与感,争取每个人都能开口练习.5. Let them read the texts on page 107 individually,and then by groups.III. Consolidation.1.Play the bomb cards game on ppt.(学生选择卡片，说出卡片下的人
7、物正在做的动作，如果踩到炸弹，则要受到“惩罚”)。2. Watch and complete the sentences。（看图完成句子） 【设计意图】：通过说和写的练习，巩固句型。IV. Extension1. What is dustman doing at 6:00 in the moring？2.What is nurse doing at midnight? 【设计意图】：让学生感受到社会上各行各业人的辛苦。 板书设计：What am I doing? I am. What is he/she doing? He/She is. What are you/they doing? You/They are.
