小学英语五年级下册U4Blet’slearn教案

1、2015年人教版五年级下Unit 4 What are you doing?一、教学内容简析人教版小学英语五年级下册Unit 4 What are you doing?B Lets learn，主要是学习5个动词词组及其现在进行时形式，学习简单描述及询问他人正在做什么。上一课时的学习，学生已经对现在进行时有了具体、形象的认识，从而减低了本课时的教学难度。二、教学目标1、语言知识目标：(1) 能够熟练掌握四会词组：listening to music, washing clothes, cleaning the room, writing a letter, writing an e-mail(

2、2) 理解并能初步运用句型“What is your father doing? Hes writing an e-mail.”进行交际，能替换重点词组作对话操练。(3) 学唱歌谣。2、能力目标：(1) 通过课文中的情境设置，使学生掌握一定的打电话的交际用语和文明用语，并鼓励学生在日常生活中运用。(2) 能用所学词组自行编写歌谣。3、情感文化目标：(1) 通过学习课文，使学生认识到在家应多做有益的事。(2) 通过学习，让学生了解用电脑写信、发电子邮件等科技通信方式三、教学重难点 1、“四会”掌握5个动词短语的“ing”形式。 2、能够听懂并简单运用句型作对话操练，询问他人正在做某事。 3、能够

3、将所学到的句型在电话交流中运用。四、教学方法课前，设计活动课为情景，通过“chant，song”等方式，让学生巩固复习前一课时的内容；同时，通过与Mike的通话引领同学们进入本课时的学习。在教学过程中，通过TPR活动、打电话、改编chant等活动，激发学生学习兴趣，达到较好的教学效果。五、教具 单词卡，图片，电话，录音机及配套录音带，多媒体课件，小奖品六、教学过程Step 1 Warming-up（目的：通过欢快的歌声，活泼的动作，调动学生的情绪，消除上课伊始的紧张心情；同时，把枯燥的复习内容生动化，用歌谣吟唱练习，有利于学生牢固记忆所学的词组。）1. Setting the situatio

4、n. The bell rings. Activity class begins.T: Look! What time is it? Ss: It' 3 o'clock. It' s time for our activity class.T: Let' s enjoy it!Ss: Ok!2. Lets chant老师把学生分为五个活动小组，进行活动：“Group 1：do the dishes；Group 2：draw pictures；Group 3：read books；Group 4：cook dinner；Group 5：make a phone a

5、nd answer the phone。”然后师生一起唱歌谣“What are you doing?”，并且根据歌谣内容，各小组的成员要快速做出相应的动作。进行小组竞赛，选出反应最灵活，动作最优美的小组。What are you doing? I am doing the dishes.What are you doing? I am drawing pictures.What are you doing? I am reading a book.What are you doing? I am cooking dinner.What are you doing? I am answering

6、 the phone.Step 2 Preparation承接上述唱歌环节。老师提议邀请大家的好朋友Mike一起参与活动。 After singing chant, Students and teacher sit around.T: Let' s have a rest! May I invite Mike to join us?Ss: Good idea!T: Ok! Let me call him.于是老师给Mike打了电话。这时课件出现Mike通话的画面，并不停滚动播放通话内容中提及的Mike的家人做的事情。T: Hello! Can I speak to Mike, plea

7、se? Mike: This is Mike.T: What are you doing? Mike: I am listening to music.T: Would you like to join us? Mike: Sorry! Todays my family dayT: Oh? Whats your father doing? Mike: Hes writing an e-mail.T: What' s your mother doing? Mike: She' s washing clothes.T: What about your sister? Mike: S

8、he' s writing a letter.T: What about your brother? Mike: He' s cleaning the room.Step 3 Presentation1. Presentation of the new words教师根据电话内容向同学们提出问题，让学生复述Mike及他的家人正在做什么事情。T: What' s Mike doing? Ss: Listen to music.T: He's listening to music. listening to music（呈现新词组“listening to musi

9、c”，让学生一起说：“listening to music”；并板书在黑板。 ） T: What' s Mikes brother doing? Ss: Clean the room.T: He's cleaning the room. cleaning the room （呈现新词组“cleaning the room”，让学生一起说：“cleaning to music”；并板书在黑板。 ） writing a letter （呈现新词组“writing a letter”，让学生一起说：“writing a letter”；并板书在黑板。 ） writing an e-m

10、ail （呈现新词组“writing an e-mail”，让学生一起说：“writing an e-mail；并板书在黑板。 ） washing clothes （呈现新词组“washing clothes”，让学生一起说：“washing clothes”；并板书在黑板。 ） 2. Reading practice老师设计了一些机械操练：(1) 老师说动词原形，学生说出其“ing”形式。 (T) Wash, Wash (Ss) Washing, Washing, Washing clothes 学生在掌握基本词组的基础上，要进行扩展运用：Washing, Washing clothes W

11、ashing T-shirt /pants /jacket etc. (2) 老师模拟一些声音，学生专心听，然后猜出该单词。T: “Ta, Ta, Ta”Ss: Writing, Writing; Writing an e-mail.T: “Sha, Sha, Sha”Ss: Writing, Writing; Writing a letter. (3) Lets do 老师请一位同学站到讲台前并模仿做动作，其他同学要以最快速度说出单词，说对可以得到老师的小奖品。 Step 4 Practice（目的：通过初步学习词组，学生在头脑里已有一定的印象，必须加强操练，使学生能比较熟练的掌握单词，达到

12、能听、说、读、写 “四会”要求。）1. Listen and read学生认真听录音并跟读，纠正发音。设计说明：强化词组读音和含义的记忆，为进一步运用奠定基础。2. Listen and write听力练习 学生听录音，给图片排序；并根据图意写出缺少的单词。 ( 4 ) ( 2 ) ( 1 )_listening_ to music _washing_ clothes _writing_ a letter ( 5 ) ( 3 ) _cleaning_ the room _writing_ an e-mail设计说明：听力训练 检验学生对单词的音、义的理解和掌握情况。3. Free talk(1

13、) 请两位学生到讲台上做示范：一个学生正在做某个动作，另一位学生提问。然后请同学自由对话，操练句型。S1: What are you doing? S2: I am listening to music.(2) 老师与学生对话，做示范，扩展运用句型。与学生A对话：T: What are you doing? S1: I am watching TV.老师与学生B对话：T: B, what is A doing? S2: A is watching TV.(3) 学生相互谈论同学、家人在做的事情。S1: What is / your doing? S2: He / She is .Step 5

14、Consolidation and Extension1. Make a phone call学生模拟老师和Mike的对话，进行电话交际。2. Lets chant T: Ok! You do a good job. Then, are you tired?Ss: A little bit!T: Lets have a rest! Lets chant! Ss: Ok! (1) 放松心情，师生一起唱课文中的歌谣： “Grandma is cooking. Cooking dinner.” (Book P.49) (2) 老师对学生的表现充分肯定，给学生提出新的要求：T: Can you chant with the new phrases, listening to music Ok? Ss: Sure! 同学们把新学的词组编进上一节课已经学过的歌谣里，大家大声歌唱，并做动作。What is he / she doing? He / She is liste