陕旅版四年级下册英语全册教案及各单元知识点总结

1、Unit 1 Our New HouseLesson 1【教学内容】Part A Lets learn, Look, think and match, Look and circle Part C Listen and match【教学目标】1以学习Lets learn部分的住所名称类词汇为主,处求学生能听.说.读.写词汇:house, study, bedroom, kitchen, bathroom, living room, dining room.2能完成Part C Listen and match部分的检测.【教学重难点】以学习Lets learn部分的住所名称类词汇为主,处求学生

2、能听.说.读.写词汇:house, study, bedroom, kitchen, bathroom, living room, dining room.【教学准备】1教师准备:（1）Lets learn部分的挂图.（2）Lets learn及Listen and match部分的教学音频.（3）书房、厨房等图片.2学生准备:一张空白纸和若干水彩笔.【教学过程】课程导入(Leading In)1课前热身（1）教师通过Part A Warming-up部分中的第一个活动,以TPR肢体动作和语言导入本课主题house.以下内容可供参考:T: Hello, everyone. Look, I am

3、 a bird, and I live in the trees. I am a butterfly, And I live in the flowers. I am a fish, and I live in the water. Everyone has a home. What about you?（2）教师引导学生完成Part A Warming-up部分中的第一个活动Look, think and match,通过此任务让学生初步感知本节课要学习的内容.2新课导入教师出示Lets learn部分的挂图,向学生们介绍:T: Hello, boys and girls. Where do

4、 birds live?T / Ss: They live in the trees.T: What about fish?T / Ss: They live in the water.T: Where do we live, then?T: Look, I live in the house. I have a big house. How many rooms are there in the house? Lets count.Ss: One, two, three, four, five. I can see five rooms.教师和学生一起数房间,并让学生理解house和room

5、的意思.课程展示活动和过程的设计建议(Presentation)1新课展示Part A Lets learn（1）学习本节课新词汇: House, living room, dining room, bedroom, bathroom.a承接导入活动,师生拼读、拼写单词house, room.b教师做看电视的动作并提问:T; I Watch TV in this room. Where am I?Ss:学生可能会说出客厅的中文,如说不出,教师可再引导.T: Well, I watch TV in the living room.边拼读边板书词汇living roomru:m.教师可借助三年级学

6、过的句型继续提问,并引导学生回答:T: Whats in the living room?S1: There is a TV in the living room.S2: There is a sofa in the living room.教授词汇living room的读音,并将其在四线三格中板书出来,注意字母l和i的书写格式和笔顺.教学小贴士教师在教授house的发音,要注意强调househas和horseh:s发音的不同;在教授room的发音时,可向学生介绍字母组合oo在单词中的发音,并通过已学单词,帮助学生归纳字母组oo的读音,如:cookkk,bookbk,goodgd; zooz

7、u:,footfu:t,noodlesnu:dlz等.本书教学小贴士中的语音和语法等内容只是作为教学参考,教师可根据学生学习程度潜移默化地引导.c教师做吃饭的动作并提问:T: I have lunch in this room. Where am I?Ss:学生可能会说出餐厅的中文,如说不出,教师可再引导.T: Well, I have lunch in the dining room.边拼读边板书词汇dining room.T: Whats in the dining room?S1: There is a table in the dining room.S2: There is / ar

8、e. d教师做睡觉的动作并提问:T: I am tired. Im going to bed. Where am I now?教师可引导说出:T/Ss: I go to bed in the bedroom.并引导学生进行拼读.教师在这里注意教授bedroombedrm的正确发音,字母组合dr在bedroom中连读dr,并强调在bedroom中,oo读短音.T: Whats in the bedroom?Ss: There is a bed in the bedroom.e.教师做洗脸的动作并提问:T: I wash my face in this room. Where am I?教师边展示

9、图片边给出单词:T: Well, I wash my face in the bathroom.边拼读边板书单词baba:throom.教师注意提示th为咬舌音,示范并引导学生多练习几遍.（2）教师通过图片引出单词study和kitchen.a教师出示study的图片并提问:T: Look at this room. Whats in the room?Ss: There is a desk and many books.T: Yes. Its a study. You can do your homework in the study.教师板书并让学生拼读study.b教师出示kitchen

10、的图片并介绍:T: Look at this picture. I often cook in the room. Its a kitchen.教师板书并教授kitchen的读音,分解拼读kik-tchentn.2巩固活动（1）教师播放Lets learn部分的录音,让学生模仿其语句语调跟读单词.（2）教师将学生分为若干组,让学生分组读单词,比比看哪组学生读得好,并予以表扬.操练活动的设计与实施建议（Practice Activities)1游戏:Where am I?（1）教师先和一名学生做示范教师做动作,然后提问:Where am I? 学生说出房间的名称.如:教师做做饭的动作并提问:Wh

11、ere am I? 学生说出单词kitchen.（2）将学生分成小组进行比赛:每组的一名学生说出活动的名称,其他组员猜房间名称,猜对得一分.如:一名学生说: go to bed,组内其他学生则说出房间名称:bedroom.2传单词教师让一组学生上台站成一排,悄悄告诉站在最后的学生一个房间名称,这个学生则拍一拍前面学生的肩膀,让其转过来看着自己,并通过动作将听到的单词表达出来,听者猜出单词后再拍自己前面学生的肩膀,如此依次向前传递.3Part C Listen and match（1）教师引导学生观察图片.（2）教师播放录音,学生听并将人物和其所在的房间连起来.（3）教师再次播放录音,引领学生核

12、对答案.录音内容如下:aMy brother is in the bathroom.bMom is in the kitchen.cDad is in the living room.dMy sister is in her bedroom.参考答案:将mother和厨房相连; father和客厅相连; sister和卧室相连4设计自己未来的家教师让每位学生拿出一张纸,让其构思并和出各自心目中未来的家,并为每个房间标上英文名称,最后通过投影仪向全班展示,选出最佳设计.教师为学生创造感兴趣的活动,旨在让学生通过设计并画出各自未来的家这环节,复习巩固本节课所学的关于住所的间汇,激发其学习的积极性.

13、 家庭作业：1. 熟记Lets learn的词汇。 2. 画出你心目中理想的房子。 Unit 1 Our New HouseLesson 2【教学内容】Part A Lets talk Part C Look and talk【教学目标】1能听懂Lets talk对话中描述住所的词汇.2能用下列句型谈论住所的特点,语音语调准确（1）Whats in your new house?There is a . / There are.（2）My house is not very big.But its beautiful.3能熟练运用所学的语言知识在创设的情境中进行交际,并能将其准确应用于日常生活

14、之中.4通过本节的学习,激发学生学习英语的兴趣,帮助其树立学好英语的信心.【教学重难点】1能听懂Lets talk对话中描述住所的词汇.2能用下列句型谈论住所的特点,语音语调准确（1）Whats in your new house?There is a . / There are.（2）My house is not very big.But its beautiful.3能熟练运用所学的语言知识在创设的情境中进行交际,并能将其准确应用于日常生活之中.【教学准备】1教师准备:（1）有关住所的图片.（2）Lets talk部分的教学音频.2学生准备:上节课活动中所设计的自己未来的家的图片.【教学

15、过程】课程导入(Leading In)1课前热身（1）T: Hi, boys and girls. Look at these pictures. Lets say the words.教师向学生们展示房间图片,引导学生们齐说单词,然后分组大声读单词.（2）游戏:What is missing?教师将准备的有关住所的图片贴在黑板上,然后迅速抽走一张图片,让学生猜哪张不见了.引领学生复习上节课所学的住所名称.这里教师可以先以较慢的速度依次展示,然后随机快速抽走一张图片,这样可以充分调动学生的积极性,存利于学生注意力的有效集中,但该活动不宜占用太多课堂时间.教师对反应较快的学生要予以表扬.（3）教

16、师让学生拿出所准备的家的图片,同桌互相交换并检查拼写是否正确.2新课导入教师在学生互查图片英文标注之后,指着学生手里的图片提问:T: What do you have?Ss: I have a house.T: It looks nice. Well, look! I have a new house. Its new. Its nice.教师板书new,还可以利用身边的新学具.新衣服等让学生理解new的意思并领读几遍.课程展示活动和过程的设计建议(presentation)1Ask and answer（1）T: Whats in your new house?S1: There is a

17、S2: There are 教学小贴士There be句型的就近原则:There be句型中,be动词的单复数形式由紧随其后的第一个名词的单复数决定.如:There is a pen, two books and many pencils on the desk.在本句中尽管有钢笔、书和铅笔,但是由于离be动词最近的一项是单数a pen,因此,be动词用单数is.如:There are three windows and a door in the room.本句中离be动词最近的一项是数three windows,因此be动词用复数are.（2）T: Your house is not ve

18、ry big, but its beautiful.教师板书beautiful,引导学生理解单词的意思并纠正错误发音.学习运用beautiful描述物品:The flowers are beautiful.Her new dress looks very beautiful.2Part A Lets talk教师播放录音,让学生听并跟读Lets talk部分的对话,其间注意纠正学生的错误发音.（1）学生集体听录音跟读对话,要求指读.（2）学生分组听录音跟读对话,要求指读.（3）学生分角色朗读对话,教师及时给予评价.操练活动的设计与实施建议(Practice Activities)1角色扮演（1

19、）教师与要位学生先示范表演Part A Lets talk部分的内容,表演时注意语音语调准确,表情丰富.（2）同桌练习对话,也可根据各自的房子状况,进行改编,教师请若干名学生上台表演.（3）教师给予评价,指出问题并纠正.2学生分组介绍各自所画的家.（1）学生四人为一小组,介绍和描述各自所画的家.（2）学生分组表演.（3）教师给予肯定评价.3Part C Look and talk（1）让学生观察房屋结构平面图,了解图片中房间的信息.（2）让学生运用所给句型对房间进行讨论.A: This is.B: Whats in .?A: There is . Its . / There are . The

20、yre.（3）教师鼓励学生大胆开口,多说句子,必要时可对其表达进行纠正和补充. 家庭作业：1. 熟读Lets talk的课文内容。 2. 跟同伴根据本节课内容编演对话，谈论自己或对方的房子。Unit 1 Our New HouseLesson 3【教学内容】Part B Lets learn more Look and say【教学目标】1能听懂Lets learn more短文中描述住所的词汇和句型.2能运用There be句型向他人介绍自己的家.3能运用new, big, small, nice, beautiful, clean等形容词描述自己的家.4能听懂并熟读短文,语音语凋准确.5通

21、过对Lets learn more的学习,培养学生爱家的情感.【教学重难点】1能听懂Lets learn more短文中描述住所的词汇和句型.2能运用There be句型向他人介绍自己的家.3能运用new, big, small, nice, beautiful, clean等形容词描述自己的家.4能听懂并熟读短文,语音语凋准确.【教学准备】教师准备:（1）Lets learn more部分的教学音频.（2）自己家的照片.【教学过程】课程导入(Leading In)1课前复习（1）看动作说单词教师做动作,学生说出相应房间的名称并拼读.如:教师做睡觉的动作,学生回答bedroom并拼读,教师表扬

22、答对的学生.（2）Ask and answerT: Do you have a house?Ss: Yes, I do.T: Whats in your house?Ss: There is/ there are（3）Part A Warming-up: Look and circlea教师提问Where do you watch TV?学生作答,并在书上将相应的图片圈出来.b教师变换句型提问 Where do you cook / go to bed / have lunch /.?学生在书上指一指并快速作答.2新课导入教师向学生展示自己家房子的照片,让学生看图介绍房子里的各个房间,教师要鼓

23、励学生尽量用学过的词汇和句型进行介绍:T: I have a new house. Whats in it? Lets go and have a look.T / Ss: This is my new house. There is a bedroom and a living room. My bedroom is big, and its nice. My living room is small, but its beautiful.There is a kitchen and a bathroom, too. They are clean.课程展示活动和过程的设计建议(present

24、ation)1Part B Lets learn moreTalk about the pictures教师提出以下问题,引领学生讨论Lets learn more部分的图片:（1）How many bedrooms are there in Picture 1? (There are two bedrooms.)Are they nice? (Yes, they are.)（2）Is there a living room in Picture 2? (Yes, there is.)Is it beautiful? (Yes, it is.)（3）Where do they watch TV

25、? (They watch TV in the living room.)2听力理解（1）教师播放录音,让学生带着问题听短文,理解短文大意.（2）播放录音,并随机挑选学生回答问题,检测他们对于短文的理解情况.（3）教师核对答案,要求学生用完整的句子作答.（4）教师讲解短文中的单词:for （为、给）,clean（干净的）,并要求学生在短文中用笔描出这些单词.教学小贴士too的用法总结:atoo用于肯定句句末时,其前加逗号（口语中可省略逗号）,表示"也.还"之意.如:I like swimming, too.我也喜欢游泳.btoo修饰形容词或副词,作程度副词时,表示“太、过分

26、”之意.如:He speaks too fast.他讲话太快.ctoo也可用在口语中,表示“真是.很.非常(=very) ”之意.如:Im too happy. 我非常幸福.3教师再次播放录音,让学生听并跟读Lets learn more部分的短文.（1）学生集体听音频跟读短文,要求指读.（2）学生分组听音频跟读短文,要求指读.（3）学生分段或分句跟读短文,教师注意纠正错误发音.操练活动的设计与实施建议(Practice Activities)1比一比,看谁读得好.（1）教师将学生分成四大组,分别把每组的名字写在黑板上.（2）比赛开始.学生分组读短文,教师纠正错误读音,读得好的组将得一分.2传

27、句子教师小声告诉每组第一排的学生一个短文中的句子,该排学生从前往后传句子,每组最后一名学生听到句子之后立刻起立并大声说出来,第一个正确说出句子的学生获胜,其所在的组得一分.3Part B Read again. Then tick or cross（1）教师引导学生先看题,理解句子的意思.（2）教师讲授做题方法.（3）学生再读课文并判断句子正误.（4）教师核对答案.参考答案:a b× c d4Part B Look and say（1）学生默读这一部分内容.（2）学生用所给词汇造句,注意语音语调.（3）教师抽查,其间注意纠正错误读音. 家庭作业：根据Lets learn more的短

28、文形式，用there be句型介绍自己的房子。Unit 1 Our New HouseLesson 4【教学内容】Part B Read a story Part C Look, circle and match，Think and write【教学目标】1能够听懂、会读Part B Read a story部分的对话.2通过Part C部分的练习,对本单元所学知识进行全面复习.3能够熟练掌握句型:Is he in the.? Yes, he is. / No, he isnt. He is.4通过对Read a story部分的学习,提高学生学习英语的兴趣.【教学重难点】1能够听懂.会读Pa

29、rt B Read a story部分的对话.2通过Part C部分的练习,对本单元所学知识进行全面复习.3能够熟练掌握句型:Is he in the.? Yes, he is. / No, he isnt. He is.【教学准备】教师准备:1教师准备Read a story部分的教学音频.2玩捉迷藏用的蒙眼布.3各个房间的图片.【教学过程】课程导入(Leading In)教师提前与一名学生排练好.T: Hello, everyone! Lets play a game. Do you like to play hide-and-seek? (教师用布条蒙上自己的眼睛.)Ss: Yes.T:

30、 (教师做寻找状) Where is .? (说出事先安排好的那名学生的名字.) 此时该学生已经藏在了教师指定的地方,教师假装去找.T: 5-4-3-2-1. Hide-and-seek is fun! 5-4-3-2-1. Look out! Here I come!课程展示活动和过程的设计建议(presentation)1Part B Read a story（1）教师就Part B Read a story提一些问题,让学生看图回答.建议问题如下:aWho is in Picture 1? (Li Shan and Su Nan.)bHow many rooms are there? (

31、There are four rooms.)cWhere is Su Nan? (He is under the bed.)（2）听录音a教师播放本部分录音,学生逐句跟读.b学生分组跟读对话,教师注意纠正学生容易读错的句子.Is he in the living room? No, he isnt.Is he in the bathroom? No, he isnt.Is he in the kitchen? No, he isnt.教学小贴士朗读一般疑问句时用升调,而一般疑问句的简略答语则用降调.此时可以根据学生掌握情况扩充Read a story中一般疑问句的肯定回答:Yes, he is

32、.c男女生分角色朗读,注意语音语调准确.d教师带领学生就故事中的一般疑问句进行语音语调的练习.（3）表演故事a教师和学生演示故事中的对话b学生与同桌演示故事中的对话.c让学生展示故事中的对话,教师予以点评.2Part C Look, circle and match（1）将圈出的词汇和对应图片进行连线.（2）教师核对答案.参考答案:BATHROOM卫生间,KITCHEN厨房,LIVING ROOM起居室,DINING ROOM餐厅,STUDY书房,BEDROOM卧室3Part C Think and write（1）教师引导学生观察图片,并说出图片物品的英文名称,让学生有所了解:Fridge,

33、 TV, bed, sofa, air-conditioner, mirror, computer, table.（2）引导学生看图思考,写出物品所在的房间名称.（3）教师通过提问,检查学生完成情况.如:T: Where is the TV? Ss: Its in the living room.T: Where is the bed? Ss: Its in the bedroom.T: Where is the sofa? Ss: Its in the living room.操练活动的设计与实施建议(Practice Activities)1创设情境,表演Part B Read a sto

34、ry.教师将教室划分为几个区域,并将各个房间的图片分别贴在教室的四面墙上,然后请两位学生上台,一位蒙上眼睛,另外一位学生藏在某个房间的图片附近,其余学生扮演小精灵Aggie,被蒙上眼睛的学生在寻找另外一位学生的过程中可用故事中的句子来提问:Is he / she in the.? 由"小精灵Aggie "回答:Yes, he / she is.或No, he / she isnt.教师可和一名学生先进行示范（请该学生藏在客厅图片的附近）:T: (教师蒙上眼睛）5-4-3-2-l. Hide-and-seek is fun! 5-4-3-2-1. Look out! Here

35、 I come.T: (教师假装在卧室里找人,并提问）Is he in the bedroom?Ss: No, he isnt.T: Is he in the bathroom?Ss: No, he isnt.T: Is he in the kitchen?Ss: No, he isnt. Where is he?T: He isnt in the bedroom. He isnt in the bathroom, and he isnt in the kitchen Oh, here he is! He is in the living room.2介绍未来的家教师将功能结构句写在黑板上,让

36、学生仿写并向大家作介绍: My HouseI have a new house. There is / are . My bedroom is . My living room is . My kitchen is . My bathroom is . I love my house. 家庭作业：1. 熟读Read a story的课文内容。 2. 写一篇介绍自己家的短文。Unit 2 Im Cooking in the KitchenLesson 1【教学内容】Part A Look and find, Listen and do, Lets learn 【教学目标】1以学习Lets lea

37、rn部分的动词为主,要求学生能听懂、会说、会读、会写单词:Read, write, sleep, eat, listen, cook, stand, sit.2能够根据教师的指令做出相应的动作.【教学重难点】1以学习Lets learn部分的动词为主,要求学生能听懂、会说、会读、会写单词:Read, write, sleep, eat, listen, cook, stand, and sit.【教学准备】1教师准备:（1）本节课新授动词的图片.（2）Lets learn部分的教学音频.【教学过程】课程导入(Leading In)1课前复习完成Warming-up中的Look and find

38、,复习第一单元关于房间的词汇.（1）教师引导学生观察图片.（2）教师提问:T: Hi, boys and girls. Look at the picture. Where is Colin?Ss: He is in the bedroom.T: Where is Wu Chen?Ss: She is in the living room.T: Where is Liu Zhao yang?Ss: He is in the bathroom.2新课导入完成Warming-up中的Listen and do部分,引人本节课话题.T: (做跳绳动作并说) I like to jump rope.

39、Look, Im jumping rope. What do you like to do?引导学生边做动作边说:S1: I like to sing a song.S2: I like to run.S3: I like to dance.教师发指令,学生根据指令做相应的动作.课程展示活动和过程的设计建议（presentation)1新课展示Part A Lets learn（1）教授单词read教师出示read的图片.T: look, boys and girls. What does she like to do? Yes. She likes to read.教师领读并拼写单词read

40、,注意这里的字母组合ea读长音i:.（2）教授单词write.a教师转身在黑板上写下write,并说:I like to write. I write on the blackboard. Now please take out your pens. Lets write together. W-r-i-t-e, write.b教师指着黑板上的单词领读并拼写write:T: Now lets read the word. Its w-r-i-t-e, write.注意结尾的e在这里不发音.c此处教师可灵活复习上一单元内容,并引导学生作答.如:T: Where do you read and w

41、rite?Ss: In the classroom. In the study.（3）教授单词eat和sleep.a教师摸着肚子说:T: Im hungry. I want to eat something.教师边做吃东西的动作边说:T: Now Im in the dining room. I eat an egg. I eat some bread. And I eat noodles.教师领读并拼写单词,让学生通过教师所做的动作,理解eat的意思,并引导学生根据read的读音总结出eat中字母组ea读长音i:.教学小贴士教师在教授read和eat的发音时,向学生介绍字母组合ea在单词中的

42、发音,教师可通过已学单词,帮助学生归纳字母组合ea的读音.如:ice-cream, clean, teacher, meat等.b教师假装打哈欠说:T: Now Im tired. I want to go to bed. I want to sleep.教师做睡觉状说:I sleep in my bedroom.教师领读并拼写单词sleep,注意字母组合ee读长音i:.（4）教授单词cook.教师出示做饭的图片,与学生进行问答:T: Where is she?T/Ss: She is in the kitchen.T: Yes. She cooks in the kitchen. She i

43、s a cook. Look, she is cooking.注意强调该单词有两个意思,名词意为"厨师",动词意为"做饭".（5）教授单词listen教师出示录音机,并播放一段音乐.T: Hi, boys and girls! Lets listen to music.Ss: OK.T: Well. I like to listen to music.注意单词listen中字母t不发音.（6）教授单词stand和sit.aT: I often stand here in the classroom.然后教师发指令:Now, listen! Everyon

44、e, stand up! 要求全班起立,引导学生理解stand的意思.(学生起立后) T: Now you are standing, too.b教师领读并拼写单词stand,注意纠正学生的错误读音.教学小贴士在重读音节中,当摩擦音s后紧跟的是清辅音,如t时,清辅音要发生浊化,即读出其相应的浊辅音d.如:stand stænd中的t读成d.c教师接下来发指令:Everyone, sit down! （全班坐下之后）T: You often sit in the classroom. Now you are sitting.教师领读并拼写单词sit.2教师播放录音,让学生听并跟读Let

45、s learn部分的单词,其间注意write, listen, stand等易错音单词,教师要及时纠正学生的错误读音.操练活动的设计与实施建议（Practice Activities)1我说你做（1）教师与一位学生做示范.（2）教师说动词,学生做出相应的动作.（3）将学生分成若干组,进行限时比赛.教师说单词,每组分别来做动作,做得最快、最准确的组得一分.2你来表演我来猜（1）每组请一位学生上台做动作.（2）组内其他学生看动作猜单词,猜对单词并且发音准确的学生为该组赢得一分.3抢读单词（1）教师将全班分成若干小组,然后逐个出示单词卡片或图片.（2）学生举手抢答,最先举手的学生读出该单词并说出其意

46、思,读对的话就为所在组贏得一分,得分最多的组为获胜组. 家庭作业：1. 熟记Lets learn的词汇。 2. 跟同伴积累更多动作类的词汇。Unit 2 Im Cooking in the KitchenLesson 2【教学内容】Part A Lets talk Part C Listen and tick，Look and write【教学目标】1能听懂Lets talk对话中表示现在逬行时态的句子.2通过具体而典型的情境,体会现在进行时态的用法,能运用句子What are you doing? 询问对方正在做什么,并能用句型Im + v-ing.准确作答.3能听懂并熟读对话,语音语调准确

47、.4通过对话的学习,培养学生的会话能力,激发其学习兴趣.【教学重难点】1能听懂Lets talk对话中表示现在逬行时态的句子.2通过具体而典型的情境,体会现在进行时态的用法,能运用句子What are you doing? 询问对方正在做什么,并能用句型Im + v-ing.准确作答.3能听懂并熟读对话,语音语调准确.【教学准备】教师准备:（1）有关动词的图片.（2）Lets talk及Lets learn部分的教学音频.（3）一个正在睡觉的婴儿图片.【教学过程】课程导入(Leading In)1课前复习教师向学生出示所学的动词图片,学生观察图片,边说单词边做出相应的动作,复习上一节课所学的单

48、词.2新课导入教师承接上一环节,以两只老虎的旋律来唱歌曲Brother John:Are you sleeping?Are you sleeping?Brother John. Brother John.Morning bells are ringing.Morning bells are ringing, ding-ding-dong, and ding-ding-dong.教师也可引导学生用上一节课所学的其他动词来替换这里的动词sleep,演唱歌曲,在复习单词的基础上引入本节课新授内容.课程展示活动和过程的设计建议(presentation)1新课展示（1）教授现在进行时态.aT: Whe

49、re are you, boys and girls?Ss: We are in the classroom.T: Yes. We are in the classroom. I am standing here and you are sitting.教师板书I am standing.用彩色粉笔勾出am和ing.You are sitting.用彩色粉笔勾出are和ing.b教师做吃东西状:T: Im eating.并板书:eat I am eating.c教师拿起一本书,做读书状:T: Im reading a book.并板书:Read I am reading a book.T: W

50、hat are you doing?引导学生作答:T / Ss: We are listening.并板书:listen We are listening.d教师依次教授如下句型:I am (Im) sleeping. I am (Im) writing.I am (Im) listening. I am (Im) cooking.I am (Im) standing. I am (Im) sitting.（2）教师领读黑板上的句子.（3）教师启发全班思考:黑板上用彩色粉笔勾出的am / are, -ing等分别表示什么?然后教师可做简单讲解.教学小贴士现在进行时态:表示正在进行成发生的动作.

51、结构:助动词be (am/is/are)+现在分词.动词现在分词的变化规则:a大多数动词可在后面直接加-ing.如:Read-reading, sleep-sleeping.b以不发音的字母e结尾的动词,则去掉e,再加-ing.如:Write-writing, have-having.c在重读闭音节中,如果动词只有一个元音字母,且其后接有一个辅音字母时,则双写此辅音字母,再加-ing.如:Sit-sitting, run-running, swim-swimming.以上语法是根据学生已学动词总结的,以后可根据学生学习程度逐渐深入作讲解.（4）请一位同学到教室前面与教师做如下演示:a请该生做看

52、书状:T: What are you doing?教师可反复问几次,让全班猜这句话的意思.启发这位同学回答:S1: I am reading a book.其他动词做同样处理.教师领读:What are you doing? I am.b请该生做做饭状:T: (教师指着这位学生问大家)What is he/she doing?教师引导学生回答:T/Ss: He / She is cooking.2Part A Lets talk（1）教师播放录音,让学生听并跟读Lets talk部分的对话.（2）学生分组指读对话,教师纠正错误读音.（3）学生两人一组练习对话,要求语音语调准确.（4）随机挑选一

53、组学生上台表演对话,教师给予评价.操练活动的设计与实施建议(Practice Activities)1连锁提问教师将学生们分组,每组第一个学生问第二个学生:What are you doing? 第二个学生边做动作边回答,并提问第三个学生:I am. What are you doing? 以此类推,完成最快的组得一分.如:S1: What are you doing?S2:(做睡觉状)I am sleeping. What are you doing?S3:(做听音乐状)I am listening to musicWhat are you doing?S4:(做站立状)I am stand

54、ing. What are you doing?S5:(做写字状)I am writing. What are you doing?.2Part C Listen and tick（1）教师引导学生观察图片,并说出图片所对成的单词.（2）教师播放录音,学生听并勾出正确的图片.（3）教师再次播放录音,引领学生核对答案.录音内容如下:aKevin is writing in his study.bAlice is listening to musiccThe boys are sitting on the chairs.dGrandma is watching TV in the living room.参考答案:1B 2B 3A 4A3Part C Look and write（1）教师指导学生根据图片补全句子,提醒学生注意句子的时态.（2）学生读句子,教师核对答案,注意强调write要去掉结尾的e再加-ing.参考答案:1cooking 2eati