2022年Whatareyoudoing第五课时教案

1、Unit 4 What are you doing. 第五课时 一、教学重点：打电话用语,如：“ Can I speak to . This is . Please hold on.”表述他人正在做某事的句子He/She is -ing. 二、教学难点：打电话用语；三、课前预备：老师预备一部电话机；老师预备 B Let s talk 部分的挂图；老师预备录音机和录音带及相关课件；每四名同学预备 10 张左右的动作图片和短语卡片；四、教学过程：1、Warm up （热身）活动一：歌谣对答 老师播放第 49 页的歌谣,师生采纳对答形式说唱；再次播放,采纳生生对答形式；A: Grandma is c

2、ooking. B: Cooking noodles. （其它各句形式同本句）活动二：口语练习 老师可以拿出几名同学的家庭相册进行提问；如：Whos the girl/boy.s that wan/woman. WhoWhat is he/she doing. How many people are there in the picture. What is this. 2、Review （复习）活动三：词语连线 老师在黑板上写好下面两列单词,让同学连线并正确读出短语；Listening to a letter Washing music Writing clothes Cleaning an

3、 e-mail Writing the room Watch the phone the dishes Answering Doing TV 3、Presentation （出现新知）活动四：听听做做在同学复习动词-ing 形式的基础上,做“ Listen and tick的练习；同学听录音,做练习；录音内容如下：Hello. Hello. This is John. Can I speak to Mike, please. Sure. He s doing homework. Please hold on.Thank you. Mike, there is a call for you. T

4、hank you. What is Mike doing.同学依据所听内容选择并划“ ”；同学试着跟读；活动五：搭配嬉戏 老师让同学打开书第 50 页,做 Let s play部分的活动； 老师先随便将人名与动词短语的-ing 形式连线 , 然后依据连线情形进行问答,如：What is Chen Jie doing. 同学回答 Shes . 老师先带领同学练习嬉戏,给同学作示范；两人一组, 随便将人名与动词短语的 问答；活动六：猜一猜-ing 形式一一连线, 然后依据各自的连线情形进行老师拿出 Let s t alk 部分的挂图, 但要将四幅图分别用四张白纸遮盖好,问同学： What is s

5、he doing. ,同学猜对一个,老师就把这张图上的纸拿掉,直到同学全部猜出为止；活动七：对话学习老师拿出猜一猜嬉戏中“ cooking dinner 的图片提问： “ Whats she doing. Can I speak to her, please.,边说边做打电话的动作,引导同学说出： “Shes cooking dinner. Please hold on.”老师带读答句中的 Please hold on. 老师小结打电话用语；电话中找人说：Can I speak to .电话中自我介绍说：This is 告知对方请稍等说：Please hold on. 老师让同学同桌之间用铅笔

6、盒作听筒或让同学预备小电话等道具操练对话；如：Hello. Hi. This is . Can I speak to your mom, please.Shes cooking dinner. Please hold on.Thank you. 从同学对话中引出“ Mom, there s a call for you. 老师可以借助体态语言帮忙同学懂得这句话的意思,然后带读；老师播放 Let s talk部分的录音,同学跟读；同桌同学进行对话替换操练,然后老师指定几组同学在全班表演；老师可以勉励同学发挥想象力,丰富对话内容,如在对话末尾加上孩子与妈妈的对话,妈妈与别人的对话等；4、Let s

7、 play （趣味操练）活动八：配卡片同学四人一组,每组预备十张左右的动作图卡和短语卡片；将图片与短语卡片面朝下,分别排成一排； 嬉戏开头, 每名同学从动作图片和短语卡片中分别任意选择出一张,如词图匹配且能用短语造一个正确的句子就可以保留这2 张卡片,如不匹配或不能用短语造一个正确的句子就要放回原处；全部的卡片都匹配完毕后嬉戏终止,拥有卡片最多的同学是获胜者；活动九：小诗人老师让同学说出几个家庭成员名称,如：father, mother, sister, brother, uncle 等,自己或让同学把单词写在黑板的一侧,再让同学说出几个动词短语的-ing 形式,如：washing cloth

8、es, writing an e-mail, watching TV 等,写到黑板的另一侧；同学在家庭成员名称和动词短语中分别选三至四个, 自己编成一首歌谣；课后, 可以让同学将创作的歌谣进行展现或举办歌谣朗读竞赛；5、Consolidation and extension （扩展活动）活动十：学问扩展老师让同学打开书第54 页 Good to know 部分, 明白主要国家的紧急救助电话；如：美国,英国,加拿大,澳大利亚等；老师仍帮忙同学明白我国的紧急救助电话号码；老师可以 利用道具电话让同学做嬉戏；活动十一：练一练 完成英语小屋相关练习；五、板书设计Unit 4 What Are You

9、Doing. （V）Can I speak to . This is .Please hold on. Theres a call for you.“ Can I speak to . This is . 教学后记：本课时的教学重点是让同学把握打电话用语,如：Please hold on.；及表述他人正在做某事的句子He/She is-ing. 电话用语是同学生活中常常用到的,所以他们对本课时也蛮爱好；五年级下册Unit4 What are you doing . A Lets talk公开课教案一、教材分析本课时是本单元的一节对话课,包括 Lets try/ Lets talk /Pair

10、work & C Story time 几个板块.Lets try 是通过 John 和 Sarah 打电话询问对方正在做什么的听力活动感知 Lets talk 的内容；Lets talk 是通过 Amy 和 Chen Jie 打电话学习句型 What are you doing.Im . 本节课是在学习了 Lets learn 的动词词组的基础上 ,用打电话的真实场景连续练习现在进行时 What are you doing .Im .要求同学们能够把握简洁的打电话用语,在打电话用语中向对方介绍自己要用 Its . 或者是 This is . 而不用 Im .这一点要让同学们明确分开. 二、教

11、学目标1.学问目标1懂得 Lets try 的内容并按要求完成 Listen and tick ；2懂得 Lets talk 部分的内容 ,能用 What are you doing .Im 2.才能目标 1能听懂 Lets try 部分的录音内容 ,并能独立完成；句型来相互问答；2能听懂、会说What are you doing. Im并能在实际情形中自如运用；3.情感、策略目标1情感目标：培育同学喜爱生活、喜爱劳动的美好情感；2策略目标：培育同学相互学习、相互合作的学习精神；三、教学重、难点1、重点：能听懂、会说What are you doing. Im并能在实际情形中自如运用；2、难点

12、：培育同学在实际情形中运用对话的才能；四、教学过程Step1. Preparation 1.Lets chant. 师放 P44Lets chant.通过男生问,女生答并做动作活跃课堂气氛,并复习第一 课时的短语和句子；2.复习词组： drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone 齐读 开火车读 抽读3.Act and guess：T: Guess. What am I doing. S: drawing pictures/ doing the dis hes 师做

13、动作,同学猜同学做动作,同学猜；Step2. Presentation 1.Lets try Listen and tick. 同学认真听录音,选出答案；让同学看课本图片,T：Look at this picture.What is Sarah and John doing. a.T:Listen to the tape and tick. b.Check the answer and change your book. 设计意图：通过听力活动复习 部分做铺垫）A Lets learn 所学学问,又让同学感知新句型, 为学习 Lets talk2.新学句型 : Its ./This is .老

14、师创设打电话的场景 ,找一坐在教室靠后的同学模拟打电话T:Hello .Its /This is Miss Yu . 师示范完成让同学相互做打电话状 生 生生问答 ,师检查几组同学 . 3.新学句型： What are you doing. Im1 引出句型,练习此语言 .分师生 男女T: Hello. Please follow me.S: OK. 让同学跟着老师做动作 ,与上一课时有关的动词短语的动作 T: What are you doing. S: Im板书： What are you doing. Im 师领读生跟读；采纳师生读、男女生读、小组读；（2）意义操练：师问一生 What

15、are you doing.生： Im .同学在小组内边做动作边用句型在实际情形中自由问答；4.整合话题同学在小组内依据实际情形模拟打电话：A:Hello. B:Hello.This is ./Its .What are you doing.A:Im .What are you doing. B:Im .Step3.Practice 1.听音答题在听录音之前师说:Amy and Chen Jie are calling now . What is Chen Jie doing . What is Amy doing . Lets listen to the tape carefully and

16、 answer the two questions . 师放录音生听,然后找生回答疑题. a.Listen and answer.播放录音同学听录音,回答疑题；b.Check the answer.（设计意图：通过让同学带着问题去读对话,集中了同学的留意力,并对同学进行有意识的听觉记忆；）2.听音正音 同学听录音, 跟读；仿照录音中的语气和语调；同桌之间相互分角色朗读； （Listen carefully and repeat,pay attention to your pronunciation. （设计意图： 通过听音跟读订正同学的发音,培育同学的语音语调；）3.分角色朗读对话 师生扮演角

17、色朗读,男女生分角色朗读,然后生小组内朗读；a.Read the dialogue in groups.One is Amy,one is Chen Jie.Help each other.b. 小组内朗读； C.检查2-3 生朗读；（设计意图：通过师生,男女对答,同学分两组对话,培育同学的朗读才能和小组合作意识； ）4.替换练习 师让生替换对话中的关键词组重组对话 ,然后表演；5.意义操练 供应真实的图片 ,让同学对比图片做对话 ,师检查；老师发给每位同学一张词组卡片,问：What are you doing. 同学回答：Im Step4. Production 1.Pair work 完成

18、采访的活动师让生预备采访的表格,然后师生先示范打电话相互询问对方都在干什么,然后生生在小组内完成 pair work 并记录采访的结果并汇报；Name drawing answering doing the reading cooking Activity pictures the phone dishes a book dinner a.师生展现过程 ;A:Hello. B:Hello.This is ./Its What are you doing. A:Im .What are you doing.B:Im .b.同学在小组内操练；c.同学展现汇报；Step5. Progress 1.做

19、基础训练 P35 页第五题 . 2.总结课堂,评判同学表现总结本课所学学问,夸奖课上表现好的同学；3.Homework: 1Listen to the tape and read the dialogue to your parents. 2四人小组一起做活动手册 P34 页第四题 Ask and write. 操练所学语言；3完成配套练习 P30 页第五六题；二、教学课题（一）学问目标与才能：1、能够运用句型“What is he /she doing. He/She is ,”询问并描述他人正 在进行的动作；2、能够娴熟使用电话用语“This is/ It is,”, “Can I spe

20、ak to ,.”和“, “There Please hold on”call for you.来打电话；3、培育同学听、说、认、读英语的才能；（二）过程与方法：1、设计任务：今日天气晴朗,我想约几个伴侣去公园,你能够帮我打电话约几个朋 友一起去吗？让同学在完成任务的过程中复习了前几课所学的词组和句子；2、嬉戏贯穿：老师快速展现自己所预备的相册,让同学记住相册中人物的活动；并 竞赛谁能记得最牢说得最准；嬉戏可以训练同学的专心力；3、实站演习：让同学自己创设各种情形,用今日所学的电话用语来组织对话并通过 角色扮演表演出来；（三）情感目标：1、培育同学的合作意识和竞争意识,培育同学拼搏向上的精神和

21、团队精神；三、教材分析 在第四单元里,教学的主要内容是把握打电话用语和现在进行时；并能正确使用现在 进行时来描述其他人的行为、动作；在本单元前四节课的教学中,同学已经把握了现在分词的变化规章,描述自己或别人的动作和打电话用语如: “ Hello. ” “This is ,. ”, “ Its,.等；本单元的内容与同学生活特别的接近,所以同学对于语言的使用率也会大大的提高；“ 开发同学的语言实践才能和应用才能 提升,增强爱好,培育才能；四、教学方法 采纳 “任务型 ”的教学方法：1、设计任务；2、嬉戏贯穿；3、实站演习；” 在学会基本学问的基础上,实现同学基本技能的在教学中,我尽量创设各种情形和

22、设计各种各样的教具,在课堂上给同学直观的视觉 和听觉感受,用以激发同学的学习爱好,并通过各种任务的设计,培育同学分析问题、解 决问题的才能和助人为乐的情操；五、教学过程 依据本课教学内容以及英语课程学科特点,结合五年级同学的实际认知水平和生活情 感,设计教学流程如下：一、创设情境,激发爱好（一）歌曲导入T: Lets sing a song. What Are You Doing. . 在教学的热身环节中老师采纳歌曲来营造轻松的教学环境,让同学的紧急心情能得 到缓解；在轻松的课堂氛围中,为接下来的学习奠定良好的基础； 2、师生问候：T: Hello, boys and girls. Ss: H

23、ello, Miss. T: Who s on duty today. Ss: Ma Lin. T: What s day is it today, Ma Lin. Sm: Today is Monday. T: What s the date today. Sm: It is April 12th. 评：师生之间简洁的提问,可以帮忙同学适应英语语感,让同学快速的进入到英语 的学习环境中； 二、任务驱动,新授教学1、T: Today is a fine day, isnt it. I want to go to the park. Can you help me to call my frie

24、nds. Ss: Sure. Sample 1 S1: Hello. S2: Hello. Luo Mingyang. This is Sarah. What are you doing. S1: I am reading a story book. What about you. S2: I am doing the dishes. Today is a fine day. Do you want to go to the park. S1: Sure. What time. S2: 5:30. S1: OK. See you late. S2: Bye. 2、T: Look. This i

25、s my family album. Pleases look careful, then answer my questions. 1, 2, 3. Are you ready. Ss: Yes, we are ready. T: Ok. What is my father doing. S1: He is washing the clothes. T: What is my mother doing. S2: She is cleaning the room. 老师创设的这两个情形可以让同学复习本单元的现在进行进词组也让同学有机会操 练句子 What are you doing. I am

26、 , 和 This is/ It is ,. Lets try T: The phone is ringing. Lets listen, and then tick the right picture on page 50. 老师播放 Lets try 的录音 T: What is Mike doing. Ss: He is doing his homework. T: So which is the right picture. Ss: Picture two. T: Well done. Let s talk T: Listen. My friend Chen Jies phone is

27、 ringing. Lets go and have a look.老师在课前先请三位“英语小老师 ”熟背 Lets talk 的内容并进行角色扮演；在这个环节中三位小老师要在同学面前把 Lets talk 的内容真实的出现出来 St1: Hello. St2: Hello. This is Nina. Can I speak to your mom, please. St1: Shes coo king dinner. Please hold on. St2: Thank you. St1: Mom, theres a call for you. St3: Thank you. 老师依据对话

28、内容,提出问题 ,让同学消化对话内容后回答疑题. T: Thank you so much. Now, pleases answer my questions. Who calls. Ss: Nina. T: What s Chen Jies mother doing. Ss: She is cooking dinner. T: Great. Lets listen to the tape. Please pay attention to the sentences on the board.老师在黑板上板书 Can I speak to your mom, please. / Please

29、hold on. / Theres a call for you T: Please, read after me. “Can I speak to your mom, please.”Ss: Can I speak to your mom, please. T: Also, we can say “May I speak to your mom, please.”Or “Could I speak to your mom, please.T: “Please hold on”Just a moment ”Or “Wait for a moment/ minute.”T: “There s a

30、 call for you.”We can say “The phone is for you./ Its for you. / For you.同学在观看表演与听了录音之后已经能大致的猜出句子的意思,老师可以抽问一两个同学,明白同学的把握情形；老师在同学把握了原有学问的基础上,为扩宽同学的学问面而例举了几个意思相近的句子,这样可以加强同学在使用句子时的敏捷性,也能提高学生学习的爱好； T: Now, lets listen again and read after the radio. Then read by yourself. 让同学熟读 Lets talk 的内容,在熟读的过程中可以进

31、一步的把握句型,也可以提高同学竞争意识；在规定的时间内看谁可以最快的把 Lets talk 背出来 Lets play T: Match and ask your partner. S1: What s Zhang Peng / Mike/ Sarah.doing. S2: He/ She is , . T: Do you want to play a match. Ss: Yes. T: Make a dialogue in your group and act it 让同学以小组为单位仿照 Lets talk 做对话,这样的活动能加强同学之间的合作；并要求同学把对话表演出来,在轻松的气氛让

32、同学能真实的操练和使用到句子；而且竞赛能提高同学参加活动的积极性； T：Which group want to come here to give us your show. G1: Lets us try. T: Welcome. Group1. S1： Hello. S2: Hello. This is Xiaojing. Can I speak to Mingming. S1: She is listening to music. Please hold on. S2: Thank you. Mingming, the phone is for you. S3: Thank you. （

33、老师再请几组同学出来表演,并由老师和同学共同评比出获得 组；）T：Well done. The winner is Goup3. Congratulation. T: OK. Today we have a good time. Use the sentences to call your riend after, Ok. Ss: Ok. T: Ok. Class over. Good-bye everyone. 三、课堂总结,情感升华“ 正确表演奖 ”的小今日我们学习了如何用英语进行电话交际以及明白了在电话交际中要留意的地方；在 现今社会由于经济的进展,电信的进展；在生活中我们越来越多的使用

34、到电话,用电话进 行沟通,交际第五课时 一、教学重点：打电话用语,如：“ Can I speak to . This is . Please hold on.”表述他人正在做某事的句子He/She is -ing. 二、教学难点：打电话用语；三、课前预备：老师预备一部电话机；老师预备 B Let s talk 部分的挂图；老师预备录音机和录音带；10 张左右的动作图片和短语卡片；每四名同学预备 四、教学过程：1、Warm up （热身）活动一：歌谣对答 教学参考时间：12 分钟 49 页的歌谣,师生采纳对答形式说唱；老师播放第 再次播放,采纳生生对答形式；A: Grandma is cooki

35、ng. B: Cooking noodles. （其它各句形式同本句）活动二：口语练习 教学参考时间：12 分钟 老师可以拿出几名同学的家庭相册进行提问；如：Whos the girl/boy.Whos that wan/woman.What is he/she doing. How many people are there in the picture. What is this. 2、Review （复习）活动三：词语连线 教学参考时间：34 分钟 老师在黑板上写好下面两列单词,让同学连线并正确读出短语；Listening to a letter Washing music Writin

36、g clothes Cleaning an e-mail Writing the room Watch the phone Answering the dishes Doing TV 3、Presentation （出现新知）活动四：听听做做教学参考时间：23 分钟“ Listen and tick的练习；同学听录音,做练习；在同学复习动词-ing 形式的基础上,做录音内容如下：Hello. Hello. This is John. Can I speak to Mike, please. Sure. He s doing homework. Please hold on. Thank you

37、. Mike, there is a call for you. Thank you. What is Mike doing. 同学依据所听内容选择并划“ ”；同学试着跟读；活动五：搭配嬉戏 教学参考时间：34 分钟 50 页,做 Let s play部分的活动； 老师先随便将人名与动词短语的 老师让同学打开书第-ing 形式连线 , 然后依据连线情形进行问答,如：What is Chen Jie doing. 同学回答 Shes . 老师先带领同学练习嬉戏,给同学作示范；两人一组, 随便将人名与动词短语的 问答；活动六：猜一猜 教学参考时间：23 分钟-ing 形式一一连线, 然后依据各自的

38、连线情形进行老师拿出 Let s talk部分的挂图, 但要将四幅图分别用四张白纸遮盖好,问同学： What is she doing. ,同学猜对一个,老师就把这张图上的纸拿掉,直到同学全部猜出为止；活动七：对话学习教学参考时间：78 分钟老师拿出猜一猜嬉戏中“ cooking dinner 的图片提问： “ Whats she doing. Can I speak to her, please.,边说边做打电话的动作,引导同学说出： “Shes cooking dinner. Please hold on.”老师带读答句中的 Please hold on. 老师小结打电话用语；电话中找人说

39、：Can I speak to .电话中自我介绍说：This is 告知对方请稍等说：Please hold on. 老师让同学同桌之间用铅笔盒作听筒或让同学预备小电话等道具操练对话；如：Hello. Hi. This is . Can I speak to your mom, please.Shes cooking dinner. Please hold on. Thank you. 从同学对话中引出“ Mom, there s a call for you. 老师可以借助体态语言帮忙同学懂得这句话的意思,然后带读；老师播放 Let s talk部分的录音,同学跟读；同桌同学进行对话替换操练

40、,然后老师指定几组同学在全班表演；老师可以勉励同学发挥想象力,丰富对话内容,如在对话末尾加上孩子与妈妈的对话,妈妈与别人的对话等；4、Let s play （趣味操练）活动八：配卡片教学参考时间：34 分钟同学四人一组,每组预备十张左右的动作图卡和短语卡片；将图片与短语卡片面朝下,分别排成一排； 嬉戏开头, 每名同学从动作图片和短语卡片中分别任意选择出一张,如词图匹配且能用短语造一个正确的句子就可以保留这2 张卡片,如不匹配或不能用短语造一个正确的句子就要放回原处；全部的卡片都匹配完毕后嬉戏终止,拥有卡片最多的同学是获胜者；活动九：小诗人 教学参考时间：23 分钟老师让同学说出几个家庭成员名称

41、,如：father, mother, sister, brother, uncle 等,自己或让同学把单词写在黑板的一侧,再让同学说出几个动词短语的-ing 形式,如：washing clothes, writing an e-mail, watching TV 等,写到黑板的另一侧；同学在家庭成员名称和动词短语中分别选三至四个, 自己编成一首歌谣；读竞赛；课后, 可以让同学将创作的歌谣进行展现或举办歌谣朗5、Consolidation and extension （扩展活动）活动十：学问扩展教学参考时间：12 分钟老师让同学打开书第 54 页 Good to know 部分, 明白主要国家的

42、紧急救助电话；如：美国,英国,加拿大,澳大利亚等；老师仍帮忙同学明白我国的紧急救助电话号码；老师可以利用道具电话让同学做嬉戏；活动十一：练一练教学参考时间：23 分钟37 页的配套练习；做本单元 B Let s talk部分的活动手册第老师讲解题目要求；老师播放录音,做 Listen and number 部分练习；要求按所听内容在图上写出序号；再次播放,让同学按录音内容填空；勉励同学自己读读所写句子；五、板书设计Unit 4 What Are You Doing. （V）Can I speak to .This is .Please hold on. Theres a call for yo

43、u.The Teaching Plan of What are you doing from Part B ,Unit 4 Grade 5 ,PEP Primary English 东莞市南城区阳光第五学校 李明珠 一、 Warm up and revision 1. greetings: Good morning. boys and girls 2. assessment T：Today, we have 4 groups, Chenjies group,Zhangpengs,Amy s and Mikes group. If you are good ,you can jump 1 ste

44、p. If your group is the best,you can eat the birthday cake and have some nice gifts. goals: to build up the stimulating prize system trying to encourage and challenge students to try their best in the class and to cooperate well in groups 3. chant T: I want to be your friend. Do you want to be my fr

45、iend？SS: Yes. T: Ok, Lets play together, stand up please. Chant and goals: to get the students physically ready and create a kind of warm and pleasant atmosphere, to check the students information of the last lesson, relationship with teacher, will of doing exercises, etc. 4. Guessing game Youre hap

46、py, Im happy ,t oo. Because today is my birthday. I want to invite my friends to my party. But, what are they doing. Guess. 1T demo: Whats Miss .doing. She 动作 s 第一到第四图 2T 引导 SS: What s Miss .doing. he is .3 板书 Whats she he doing. he is 4最终一图 ,点不出来T：Oh,she is not here. Maybe she is at home. Whats she

47、 doing. Let me call her.goals: to revise the last lesson well ,attract students naturally. 二、 Presentation and practices 1.T 与电脑对话attention and lead to the new lesson T: Hello. This is Miss Li. Can I speak to Miss Zhang, please. C: Hello. This is Miss Zhang. T: Today is my birthday. Come to my birth

48、day party,Ok. C: Great. See you then. T: Bye. 2.操练Can I speak to please.T: Do you want to come to my party. SS:Yes. 1T 与 S1 T：Hello.This is Miss L i. Can I speak to please.S1： Hello.It This is T: Come to my party.Ok. S1:Ok. T: Can you call your friend . 2S1 与 S2 3全班 practice: SS T: Now, call your fr

49、iends and invite them to my party. 4 Check 2 pairs 3.DV 出现 ,T 与电脑对话1 Now, I have another frie nd. Lets invite her.DV 出现 S: Hello T: Hello, this is Miss Li, Can I speak to Miss Zhou, please. S: She is cooking dinner. Please hold on. T: Thank you. S: Mom, there is a call for you. 2T: Is Miss Zhou answ

50、ering the phone. SS:No. T:Can you call Miss zhou. S: Can I speak to Miss Zhou , please. T: Oh, Miss Zhou is cooking dinner. Please hold on 板书带读 （Hold on, Hold on, Please Hold on. Miss Zhou, theres a call for you. s a call for you group3Group4 Group 1 calls Group2 there4.Make a call 传电话 1T ：Can you m

51、ake a call like this. SS:Yes. T:Great.Who wants to try. 2T 在小组里示范 T：You answer the phone. You do an action. T：Hello. This is Miss Li. Can I speak to please.S1：she is Please hold on.T:Thank you. S1:.There is a call for you. S2： Thank you. T: Now, you s2call ,you answer the phone and you do an action.

52、 S2:Hello.This is Can I speak to ？ pleaseS3 ：she is Please hold on.S2:Thank you. S3: There s a call for you.s see which group is tT：Great. Make a call like this. Let goals; to cut the difficulties into parts and master them by doing some activities like making a call ,let the students practise in va

53、rious schale such as the whole class, groups ,individuals . 三、整体感知语言Let s tryCAI1.T: Mike is my good student. I want to invite him to my party .But,Is Mike answering the phone.What s he doing.Lets listen and tick, open your books, p502.listen 3.check: Is Mike answering the phone. what is Mike doing,

54、. Hes goals: to check students whether have mastered the knowledge or not and to serve as a whole exposure to the students what we are going to talk next. 四、 Let s talkCAIs mom. I want to invite her too. Is she answering the phone. Whats she 1. What about Chenjiedoing. Lets listen.2.Listen 3.answer

55、questions she right. I dont know the answer yet. Lets read after the computer.4.follow the computer. 5. 分角色读 Now,These 2 groups are Chenjie and these 2 groups are the women.Ok. Now,These 2 groups are Chenjie and these 2 groups are the women.Ok. 6. Practice in pairs Now practice in pairs and you can

56、choose one picture and make a new dialogue. 7check 2 pairs goals: to learn the dialogues efficiently through some imitating ,reading and acting ,communicating , etc. 五、 Consolidation and extension T: They are many friends in my birthday party now. I want to invite more friends. 1、Demo: 示范调查表 A、本人接电话

57、 B、第三者接电话 2、Can you help me invite more friends. 1 调查 : do a survey and fill in the blanks. 2 report T ： How many friends do you invite. What are they doing. there are so many friends here. Im so happy. Lets go to my birthday party together. （3）If time permittedsong :Can you sing a birthday song to

58、Miss Li. 六、 Homework ：Make 2 calls to your friends or teachers in English. 七、附板书设计Unit 4 What are you doing. Part B Lets talk What is he she doing. Heshe is cooking dinner. A: Hello.This is Can I speak to mom ,please. B: She is Please hold on.Mom,there is a call for you. A: Thank you. What are you d

59、oing PartA Lets talk. 1能听,说目标语言“What are you doing. ” ,“ Im ” ；能用“What are you doing. ” ,“ Im ” 在恰当的情形中进行语言交际；2能用“What are you doing. ” ,“ Im ” 在恰当的情形中进行语言交际；3在与小组成员共同完善故事之中,树立积极相互帮忙,共同完成学习任务的合作精神；重点 把握句型“What are you doing.”, “Im ” ；难点 现在进行时动词后要加ing；教具多媒体课件, “ 听故事,选一选” 练习题试卷 , 五星评判表；教学环节 师生活动 准 备活

60、动1.Lets sing； 【设计意图】通过有节奏的 TPR 活动,营造活跃的课前气氛,使同学带着积极的心情投入到学习活动之中,并复习动词词组,为听故事做预备；2.Let s chant T：Lets move first. 师生共同拍手, 念道拟声词时, 仿照相应的动作；T&Ss:Drawing pictures, drawing pictures, shua shua, shua shua ,shua. Reading a book, reading a book, mm mm, mm mm mm. Dancing to music, dancing to music, qia qia,