Lesson 5 What Are They Doing? 教案

Lesson 5 What are they doing?
I.教学目标：
1.知识与技能目标：（1）听懂、读懂和理解并灵活运用现在进行时，对现在分词的构成有初步了解。（2）初步了解单词的重音，并能在句中体会读音。（3）能在情景中进行交流及对话表演。
2.学习策略目标：培养学生积极与他人合作，培养相关阅读策略，练习使用边阅读边勾画的方法。
Ⅱ.教学重难点:
1、理解课文并能够熟练使用下面的句型
What are they doing? – They’re __ing …
2、 理解课文并能够熟练使用现在进行时。3、 初步了解句单词的重音。
Ⅲ.教具学具准备:
课文课件,多媒体课件，转盘等
Ⅳ.教学过程：
Step1. Greetings and review
T：Hello，everyone，How are you today? Are you happy?
Ss: Hello, I am fine, thank you, and you?
T: I’m happy, too. Today, I am your teacher, do you remember my name ?Look, This is me. Do you know what’s my name?
Ss: David/Mr. Zhao
T:What’s my job?
Ss: Teacher/English Teacher.
T: Can you guess how many people in my family ?
Ss:3/4/5
T:Who are they?
Ss: Your father, mother, wife, son or daughter, and you.
T:What ‘s my hobby? It means what do I like to do.
Ss: Eating? Sleeping? Playing basketball?
(设计意图：通过猜测教师的基本信息，拉近师生之间的距离，并且利用最后一个问题引出动词的ing形式)
T:Now,can you guess what is David doing now? Please look at the picture.（呈现正在吃东西的图片）
Ss: Eating/David is eating.
T:As we known, Jenny and Danny have a trip to Beijing, can u guess what is Danny / Jenny doing in the picture?(此时，打出Jenny 和Danny 被覆盖的图片，让学生们一一猜出，运用句型Is he/she doing sth. ?)
T:Look at this picture ,Is Danny eating? Is Danny …?(打出句型Is he/she doing sth)
Ss :No/Yes.
T:Who can guess?
Ss: Is Danny …ing?（如此进行2-3个同学）
T:Maybe.Now let’s have a look. What is Danny doing?
Ss: Danny is ..ing.
T:Is Jenny ..ing?(如此进行Jenny的猜想)
(设计意图：通过教师图片中的行为，引出Danny和Jenny 的行为，让孩子通过Is…doing?的句型复习知识，发散学生的思维，回忆动词的ing形式。)
Step2. Leading-in
Show some pictures(有动作的图片) to the class by ppt.(幻灯片)and present the sentences: （在展示图片时，搭配文字，在文字中体现重音）
T：Ok, Now I have more pictures. can you tell me what is he/she doing?
Ss: He/she is running/playing basketball/reading a newspaper/riding a bike.
T：What are they doing?
T:You can find the answer in your book. Now please open your books and read the text by yourself and answer my 2 questions.
(设计意图：通过更多的动作图片复习what 引导的第三人称单数的现在进行时，引出what are they doing？设置一个问题，答案在课文中，从而实现课文的导入。)
Step3.New concept
T:Ok,Finish? Who is on the train?
Ss: Liming. Li Ming’s mother…..(让一个孩子起立尽力表达，如果还有遗漏可以让其他孩子进行补充)
T:What are they doing? Please look at my picture. What is Danny doing?
Ss: Danny is playing with the baby.
T: What is the man doing?
Ss: The man is playing cards with his friends.
T:What is the woman doing?
Ss: The woman is reading the newspaper.(newspaper 分为两部分标颜色)
（PPT转换至单独页，展示newspaper 的不同部分，同时标注出重音）
T：OK, please look at the newspaper, let’s make the newspaper bigger. Now listen to me carefully, I’ll read two times,please try to find the difference .
T:Newspaper,’newspaper
Ss:沉默/重读音节（如果学生不能直接听出，就多读几遍）
T:Ok.I have more words, what is this?
Ss: Baby
T:Follow me, baby
Ss: baby.(如此带读其他5个单词)
T:Ok,who can stand up and read the tip for us.(找学生大声读出关于重音的规律)
T:Ok ,now let’s watch and listen t.(看课文视频，听对话)
T：I want you read in group of 3.one is LiMing, one is Danny, one is Jenny.
(找两组学生表演,在读的过程检测学生的重音发音情况)
T：OK，now please fill in the blanks on your paper.
T：OK， who can answer the first question?(几个问题让孩子们站起啦一一作答)
Ss: What is the woman doing?...
T:Good.Here are some ing words, can you find the law of them?
Ss:直接加ing；去e加ing；双写尾字母加ing（学生说一个，打开一个覆盖）
T:Who can help us read one by one?
Ss:…(读动词ing形式的变化规律)
（设计意图：通过让学生自己阅读文章，培养了学生的基础阅读能力，然后在文章中导入重音的概念，让学生能根据重音的位置将部分单词重读，并且让学生自己归纳总结动名词的变化规律，使其知其所以然。在小组分角色练习中又能体现学生语言表达能力，随后将学生的重点过度到填空，也就是书写的层面上来，听说读写构成了处理文章语法的主要部分。）
Step4. Exercises(Spin)
T:now,look at me ,what is in my hand?
Ss:转盘
T：Is it a big big circle?
Ss: Yes .it is.
T:We call it spin.
T：Now let’s have a try ,make sentences.
Ss: You are swimming（需要教师手指向转盘，开始时可以领读，学生会自然而然跟读）
T:Now,I make you into 2 teams, Team A and Team B, let’s have a competition.It is a P.K game.
T:Igive each team 1min,which team can give us more sentences ,which team is the winner. You can say the sentence one by one.
T:I also need two students to help anther team count time and numbers.
T:Are you ready? Let’s go.
T:How many sentences does teamA/B make? This is the winner.
规则：1分钟之内说出正确句子最多的一组.
T：OK，now please finish the book activity on part2,you can write the sentences by the book spin.(让学生根据书上的转盘情况完成句子书写)
T: I want someone come here help me finish the sentence on the blackboard.
Ss:..
T:Let’s check are they right or not.(给予学生评价)
(设计意图：通过课文中的转盘游戏，利用竞赛的方式来完成现在进行时的各种练习，既能抓住学生注意力，又能进行对此进行大量的练习，且活跃了课堂氛围。)
Step5. Pair work
T:I have a picture here. Where are the students?
Ss: They are on the playground.
T:I give you 2mins,you can practice with your friends, and then, give us a conversation about the picture. One ask and one answer. For example:
T:Where are the students? What is the boy/girl doing?
Ss: They are on the playgrounds. He/She is running.（可以先做出示范）
T:Which team wants to come here and show us.(指着说)
Ss:….
（设计意图：通过2人一组的对话练习，让学生真正的把语言运用到实际交流中，既锻炼了学生的表达能力，又培养了学生的合作意识。）
Step6: Homework
Write down your conversation.
Ⅴ. 板书设计
Lesson5 What are they doing?
I am drawing. We are eating.
___________ ____________
___________ ____________
课后反思：
在课堂教学中要面向全体学生；
在本课的教学准备和教学实施中，我始终坚持创造情景，使用环环相扣的问题积极引导学生使用英语，为学生创造表现和自我发展的空间。鼓励学生，通过合作，猜想，归纳总结的方式，发展学生的听、说、读、写的能力。
在课堂教学中始终关注学生的情感态度；
在本课教学准备中，我始终对学生进行预设，并且关注学生的情感态度，创设了幽默，和谐的教学气氛。尊重每一个学生，积极鼓励他们进行各种尝试，同时保护他们的自尊心和积极性。在教学的过程中创设合作学习的活动，促进学生相互学习，相互帮助，体验成就感和发展合作精神。
在教学的过程中要注重交流活动；
英语的最终目的不是考试，不是分数，而是能够灵活的运用语言，达到良好交流的目的。而两人对话是最常见的教学方式，在本课的教学实施中，我鼓励孩子对图片进行一问一答式的对话练习，充分利用本单元学习的现在进行时。
精心设计课堂活动，体现师生互动，生生互动的原则；
在本课的教学准备中，我设计了转盘造句的计时比赛，能够创设一种英语的学习氛围，让所有孩子都能参与其中，培养学生学习语言的兴趣，加强学习的自主性和目的性。
需要改进的方面如下：
在进行看图说话前，教师可以做出示范，让学生模仿标准；
学生活动的形式可以再多样化一些，例如两人的活动，很容易开展，所以为了活跃课堂的气氛，也可以让前排的学生转身和后排的学生交流，提供和更多人交流的机会；
如果时间允许的情况下，在重音部分介绍完之后，可以展示一些双音节单词，让学生自己动手标出音节的位置，并试读。