第一篇：If you go to the party , you’ll have a great time教學(xué)設(shè)計(jì)

《If you go to the party , you’ll have a great time》教學(xué)設(shè)計(jì)

Teaching goals: 1.Words and expressions in this unit.2.Target language: Are you going to the party? Yes,I am.I’m going to wear my jeans.If you do,you’ll have a great time.You should wear your cool pants.3.掌握現(xiàn)在進(jìn)行時(shí)態(tài)表示將來(Present progressive as future).4.學(xué)習(xí)條件狀語從句:if+will.5.進(jìn)一步了解情態(tài)動(dòng)詞should的用法.6.學(xué)習(xí)談?wù)撘蚬P(guān)系.7.做出決定是否做某事.Important and difficult points: 1.學(xué)習(xí)運(yùn)用be going to和will構(gòu)成的一般將來時(shí)。2.if引導(dǎo)的條件狀語從句。

Teaching aids:teaching cards,a tape recorder.Period 1 Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,grammar focus.Teaching procedures: Step 1 Leading in Draw two pictures on the Bb,in the first picture a boy is getting up late,and in the second picture the boy can’t catch the early bus.Then talk about the pictures with Ss and write down the sentence“If you get up late,you will not catch the early bus.”Read the sentences,Ss repeat.Repeat with other sets of pictures.Step 2 Pre-task SB Page 34,1a.1.Point out the pictures and ask Ss to tell what they see.2.Ask some students to read the statements and responses.3.Have Ss match the statements and responses on their own.Step 3 While-task SB Page 34,1b.1.Play the tape and get Ss to check their answers to activity 1a.2.Talk about the answers together.SB Page 34,1c.1.Ask two Ss to read the example in the sample in activity 1c.2.In pairs,get Ss to talk about what happened in the pictures.3.Ask some pairs to present their conversations to the class.SB Page 35,2a&2b.1.Read the instructions.Make sure the students know what to do.2.Play the recording.Ss listen and write down their answers.3.Correct the answers.Step 4 Post-task SB Page 35,2c.1.Ask two students to read the sample dialogue.2.In pairs,get the students to role play the conversation between Andrea and her friend.3.Ask a few pairs of students to practice their conversations for the class.Step 5 Grammar Focus SB Page 35,Grammar Focus.1.Review the grammar focus.Ask Ss to say the statements and responses.2.Ask Ss to work in small groups.Ask each group to write down as many sentences like those in the grammar focus as they can.3.Ask some groups to share their sentences with the class.Homework: Have Ss write their sentences on their exercise books.教學(xué)后記: Period 2 Teaching contents:SectionA 3a,3b,4,SectionB 1,2a,2b,2c.Teaching procedures: Step 1 Leading in Ask some students to make sentences with if.Step 2 Pre-task SB Page 36,3a.1.First,let Ss read the notice from the principal.2.Read the dialogue to the class saying bland when come to a blank line.3.Get Ss read the notice again and fill in the blanks.4.Correct the answers.Step 3 While-task SB Page 36,3b.1.Ask some students to read out the sample dialogue and the words in the box.2.In pairs,let Ss have a conversation about the rules.3.Get some pairs to say their conversations to the class.SB Page 36,Part 4.1.Read the instructions and ask Ss to complete the work in pairs.2.Ask a few students to share their conversations.Step 4 Post-task SB Page 37,Part 1.Ask students to complete the work on their own.Then do a quick check to see which things are most important to students in the class.SB Page 37,2a&2b.1.Read the instructions and play the recording.2.Ss listen and write down their answers.3.Correct the answers.SB Page 37,2c.In pairs,get Ss to role play a conversation according to the information in activity 2b.Homework: Have Ss write their conversations on their exercise books.教學(xué)后記: Period 3 Teaching contents:SectionB 3a,3b,3c,4,selfcheck.Teaching procedures: Step 1 Leading in Check the homework.Ask a few students to present their dialogue to the class.Step 2 Pre-task SB Page 38,3a.1.Read the instruction and ask students to read the article first for the meaning.2.Let Ss read the article again and complete the chart.3.Check the answers.Step 3 While-task SB Page 38,3b.1.Read the instructions.Ask Ss to look back at activity 2a and 2b to get ideas for the letter.2.Ask Ss to complete the letter on their own.3.Ask some students to read their completed letters to the class.SB Page 38,3c.1.Ask two different students to read the two sets of sentences in the examples.2.Have Ss write about their own plans.3.Ask several students to read their sentences to the class.Step 4 Post-task SB Page 38,Part 4.1.Read the instructions and then have a student read the example.2.Ask the whole class to practice doing the exercise together.3.Ask Ss to work in groups of four or five.Then let several groups to say their stories to the class.Step 5 Selfcheck SB Page 39,Selfcheck Part 1.1.Ask Ss to fill in the blanks on their own.2.Check the answers.3.Ask Ss to make their own sentences with the words given.SB Page 39,Selfcheck Part 2.Have Ss fill in the blanks on their own.Correct the answers.Step 6 Homework Have students write the sentences in Part 2 on their exercise books.教學(xué)后記: Review of units 1-5 Teaching contents:Review of units 1-5(SB Page 40-43).Teaching procedures: Step 1 Leading in SB Page 40,1a.Ask Ss to do the crossword individually.Correct the answers.SB Page 40,1b.1.Have Ss understand what they need to do by explaining the example.2.Ask Ss to do the activity in pairs.3.Ask several pairs to share their clues with the class.Let the other students guess the answer.Step 2 Pre-task SB Page 41,2a&2b.1.Read the instructions and let Ss know what to do.2.Play the recordings of conversations 1-4.3.Correct the answers.SB Page 41,2c.1.Replay the second dialogue about the school fire.2.Ask two pairs of students to practice the sample dialogue for the class.3.Ss complete the task.Step 3 While-task SB Page 42,Part 3.1.Remind Ss to write in sentences.2.Ask some Ss for their suggestions.SB Page 42,Part 4.1.Ask a few Ss about things they like to do,tell Ss to write five things they do.2.Ask Ss to share their activities with their partner.3.Ask Ss to share the answers with their partner.Step 4 Post-task SB Page 42,Part 5.1.Ask Ss to rank the signs in order of importance.2.Ask Ss for their answers.SB Page 43,Part 6.1.Explain to Ss that aliens landed at your school the week before.Ask Ss to interview several people and write down what the people said.2.Instruct Ss to turn the quotes they have into reported speech in their magazine article.Let Ss do activity on their own.Monitor and provide support as required.Step 5 Homework SB Page 43,Part 7.Have Ss complete the questionnaire.教學(xué)后記:

第二篇：Are you happy教學(xué)設(shè)計(jì)

Unit 3 Are you happy?

Period 1 學(xué)習(xí)內(nèi)容：

Look and learn, Play a game, Culture corner 學(xué)習(xí)目標(biāo)：

1、學(xué)會(huì)表示感覺的單詞：happy, sad, thirsty, full, hungry, tired。

2、通過造句活動(dòng)，鞏固所學(xué)詞匯，能用I’m happy/…表達(dá)自己的感覺。

3、通過猜謎游戲活動(dòng)，能用Are you…？詢問別人的感覺。

4、學(xué)會(huì)在生活中關(guān)心別人，學(xué)會(huì)與朋友分享快樂，也要分擔(dān)朋友的憂傷。學(xué)習(xí)重點(diǎn)：

學(xué)會(huì)表示感覺的單詞：happy, sad, thirsty, full, hungry, tired；能用I’m happy/…表達(dá)自己的感覺。學(xué)習(xí)難點(diǎn)：

能用Are you…？詢問別人的感覺，并作出回答。教學(xué)準(zhǔn)備：

電腦課件、單詞卡片（帶圖片）、獎(jiǎng)勵(lì)用的小笑臉圖片 學(xué)習(xí)過程：

一、溫故互查

Have a chant.（組長先示范讀，組員再讀。）

Can you? Can you? Can you swim?

Yes, yes, yes, I can.No, no, no, I can’t.Can you? Can you? Can you run? Yes, yes, yes, I can.No, no, no, I can’t.Can you? Can you? Can you jump? Yes, yes, yes, I can.No, no, no, I can’t.二、設(shè)問導(dǎo)學(xué)

1、教師出示表達(dá)不同表情的人物圖片，學(xué)生仔細(xì)觀察并理解人物的感覺，由此引出本單元的核心詞匯。

T: Look at these people.How do they feel? What about this little baby? Ss: 開心。

T: Yes.She is happy.Happy.Ss: Happy.T: H-A-P-P-Y, happy.(板書：happy)Ss: T: H-A-P-P-Y, happy.2、以同樣的方法學(xué)習(xí)sad, thirsty, full, hungry, tired。

3、老師出示圖片并說出單詞，讓學(xué)生判斷正誤。正確的跟讀，錯(cuò)誤的拍手表示，并說出正確的單詞。

4、Make sentences。根據(jù)老師出示的單詞卡片，學(xué)生用I’m … 來造句。

5、游戲。

（1）I do you guess.老師請(qǐng)一個(gè)同學(xué)到臺(tái)前做表情，其他同學(xué)來猜。用Are you…？詢問別人的感覺，這個(gè)同學(xué)要作出相應(yīng)的回答。

（2）Look and answer.四人一組玩游戲，一人抽取圖片，另外三人用Are you …？詢問，根據(jù)圖片回答問題。

三、鞏固練習(xí)

Read and complete.(讀句子，根據(jù)句意在橫線上填上合適的形容詞。)I have a new bag.I am ________..I run and run.I am ________..I ate(吃)two hamburgers(漢堡包).I am ________.I can’t draw.I am ________.I am ________.I want(想，要)a big cake.I am ________.I want some water(水).四、拓展延伸

In our life , everyone should learn to concerned others, learn to share happiness and sadness with friends.(在我們的生活中，我們要學(xué)會(huì)關(guān)心別人，學(xué)會(huì)與朋友分享快樂，也要分擔(dān)朋友的憂傷。)

在別人不開心的時(shí)候，我們可以用I’m sorry.It’s too bad.來表示同情。那么請(qǐng)同學(xué)們想一想：在哪些情況下會(huì)用到I’m sorry.It’s too bad.這樣的表述？

五、結(jié)束課堂

唱歌曲“If you’re happy”，播放歌曲時(shí)教師帶領(lǐng)學(xué)生一邊唱一邊

做動(dòng)作。板書：

Unit 3 Are you happy?

happy

I’m…

sad

Are you…？

Yes, I am.No, I’m not.thirsty full hungry

tired

第三篇：What are you doing教學(xué)設(shè)計(jì)

教學(xué)設(shè)計(jì)

PEP 6 Unit4 Part A 第一課時(shí)

《Let’s learn》

學(xué)校：寧興學(xué)校

姓名：田 振 華

年級(jí)：五 年 級(jí)

科目：英 語 編號(hào)：_______

PEP五年級(jí)下冊(cè)Unit 4 What Are You Doing?

A Let’s learn教學(xué)設(shè)計(jì)

一、教材分析：

本節(jié)課是PEP教材五年級(jí)下冊(cè)第四單元What are you doing?的第一課時(shí)。本冊(cè)書的四、五、六單元的主要內(nèi)容就是現(xiàn)在進(jìn)行時(shí)，而在本節(jié)課出現(xiàn)的五個(gè)動(dòng)詞短語中，do the dishes是五（上）Unit 4要求四會(huì)的詞組，read a book, cook dinner在五（上）中學(xué)過意思相同的兩個(gè)短語read books和cook the meals，并且屬于四會(huì)內(nèi)容。draw pictures , answer the phone 在前幾冊(cè)中也出現(xiàn)過?？傊鍌€(gè)動(dòng)詞短語的前三個(gè)對(duì)學(xué)生來說比較簡單。針對(duì)這種情況,我采用由易到難、由舊知識(shí)練習(xí)新句型的教學(xué)策略，以此來降低學(xué)生理解及表達(dá)的難度。

二、設(shè)計(jì)理念：

五年級(jí)學(xué)生，他們已經(jīng)掌握了一定的英語詞匯及簡單句型，能使用英語對(duì)熟悉的事物進(jìn)行描述。因而我注重以學(xué)生為主體，激發(fā)學(xué)生的學(xué)習(xí)興趣，引導(dǎo)學(xué)生積極參與，采用情景法、直觀法、多媒體輔助法、全身反映法等教學(xué)方法。堅(jiān)持以話題為核心，以功能、結(jié)構(gòu)為主線，以交際為目的的原則，使學(xué)生體會(huì)英語與現(xiàn)實(shí)世界的緊密聯(lián)系，注重學(xué)生的實(shí)踐活動(dòng)，鼓勵(lì)學(xué)生通過自主、合作、探究學(xué)習(xí)，來增強(qiáng)學(xué)生的英語運(yùn)用能力。

三、學(xué)法指導(dǎo): 在本課中，我努力以課標(biāo)為指導(dǎo)，以活動(dòng)為方式，變課堂為生活。通過“打電話”把所有的新知識(shí)融合串聯(lián)起來。堅(jiān)持“詞不離句，句不離章”的教學(xué)原則，使學(xué)生以生 活為課堂，逐步提高自己的綜合語言運(yùn)用機(jī)能，形成自主學(xué)習(xí)的能力。

四、教學(xué)目標(biāo)：

1.能聽,說,讀,寫動(dòng)詞短語的ing形式: drawing pictures, cooking dinner, reading a book, answering the phone, doing the dishes.并能正確運(yùn)用現(xiàn)在進(jìn)行時(shí)描述自己和他人的行為和理解主要句型：What are you doing ？并能夠用I am doing the dishes/…作答。

2.在參與看圖說話的活動(dòng)中，感知現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)及用法，體驗(yàn)用現(xiàn)在進(jìn)行時(shí)描述家庭成員的活動(dòng)，了解be 動(dòng)詞隨人稱而變化的 規(guī)律，準(zhǔn)確運(yùn)用語言談?wù)撟约汉退诵袨閯?dòng)作并體驗(yàn)勞動(dòng)的樂趣。

五、教學(xué)重、難點(diǎn)：本課時(shí)的重點(diǎn)是掌握五個(gè)動(dòng)詞短語的ing 形式，能夠理解主要句型：What are you doing ？并能夠用I am doing the dishes/…作答。難點(diǎn):動(dòng)詞短語ing形式的讀音。

六、教學(xué)準(zhǔn)備；:本課時(shí)錄音、以及課件

七、教學(xué)流程： Step 1: Warm-up:(1)Play a game.“Magic eyes” T:Read and act as quickly as you can.Fly/swim/run/jump/eat/drink/read/write/draw.(2)Think about the phrases.(CAI 呈現(xiàn)已學(xué)的12 個(gè)動(dòng)詞短語，播放兩遍后，進(jìn)行提問。)（設(shè)計(jì)思路：通過做動(dòng)作，看圖片回憶動(dòng)詞短語，讓學(xué)生很快進(jìn)入英語的氛圍，不僅大量浮現(xiàn)先學(xué)過的動(dòng)詞以及動(dòng)詞短語，又為新課的學(xué)習(xí)做了鋪墊。）

Step 2: Presentation:(1)T: Look at the ppt.Who is he?（展示米奇，畫筆以及書本。）Ss: Mickey.T: Yes.He is Mickey.What can he do? Ss: He can sing/dance /draw picture.T: He can do so many things, right? He is helpful, too.T:I can draw pictures.I am drawing picture.(邊說邊做動(dòng)作)T: What is he doing now? Let’s ask him.Mickey, Mickey, what are you doing?(板書)T: Let’s listen.What is he doing?(播放： drawing pictures.教師板書。)Ss：I am drawing picture.I am drawing a cat.I am drawing a banana I am drawing ___.（設(shè)計(jì)意圖：由can 引出行為動(dòng)詞，利用舊知引新知，學(xué)生在表演，說的過程中感知現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)及用法，體驗(yàn)用現(xiàn)在進(jìn)行時(shí)描述正在干某事，降低了學(xué)習(xí)難度。）（2）T: Mickey is drawing his home.Let’s go to see his home.(展示迪斯尼圖片)He lives in Disneyland.He has lots of friends.Let’s visit them one by one.T: Who is he? Ss: Pig.T: What is she doing now? Let’s ask her.Pig, pig…

T: Look, what is she doing?------cook, cooking, cooking dinner T: Now, I am the little pig.Who can ask me!You, please.S1: Pig, pig, what are you doing? T: Oh, I am cooking dinner.Now who want to be the little pig? Let’s ask him together.Ss: Pig, pig, what are you doing?(3)T: Pig is cooking dinner.What about him? Who is he? Ss: Sheep.T: Yes, he is sheep.What is he doing? Who can help me to ask him? Sheep … S2: Sheep, sheep, what are you doing? S3: Sheep, sheep, what are you doing? T: Let’s see what he is doing.Oh, he is doing the dishes.T: I am doing the dishes.Ss: I am doing the dishes.T: You two, please, ask and answer.S4: Sheep, sheep, what are you doing? S5: I am doing the dishes.I’m doing the dishes.Ss：I’m doing housework.I’m doing _________.T: Sheep is so busy.Let’s go to see another friend.Ss: Dog.T: Yes, a dog.Who can ask him? Dog… T: Look, he is reading a book.T: Look, I am reading a story book.(拿出格林童話)What about you? S6: I am reading a Chinese book.S7: I am reading an English book.…I am reading a/an ___ T: So dog is busy, too.Let’s go to see another friend.Oh, it’s a cat.guess ,what is she doing.? Ask and answer with your partner.I will give you 2minutes.S8: Cat, cat, what are you doing? T: Let’s have a look.Oh, he is answering the phone.(設(shè)計(jì)意圖：從Mickey正在做什么引出句子What are you doing? 再以Mickey的角度引出句子 I am doing ……。在這個(gè)過程中讓學(xué)生學(xué)習(xí)了drawing pictures這個(gè)新詞組；并由Mickey在迪斯尼的朋友教授另外四個(gè)新詞組。小學(xué)生對(duì)動(dòng)畫人物的鐘愛能吸引他們的注意力。然后通過不同的方式來操練新句型和短語。）Step 3: Find the rules T: Please look at the blackboard, read after me.draw drawing drawing pictures read reading reading a book answer answering answering the phone T: Have you fond some rules? Ss: ing T: Yes, they all put on ing.Right? So next, Let’s make a chant.What are you doing? What are you doing? I am drawing pictures.Step 4: Practise: 1.Listen a chant.2.Let’s watch the video.Ask the questions.在打電話時(shí)，如何介紹自己： 3.Pair work :A phone call

T: Practice in pairs.Use your books or your pencil-case like this : A：Hello,____.B;Hi!It’s /This is ….What are you doing？ A : I am? What are you doing？ B : I am?

（設(shè)計(jì)意圖：觀看打電話動(dòng)畫，自然滲透打電話常用語，然后通過小組練習(xí)，既是對(duì)所學(xué)短語的階段性總結(jié)，又滲透下節(jié)課Let’talk的內(nèi)容。）4.Match and answer.（設(shè)計(jì)意圖：學(xué)生在說的過程中就發(fā)展了發(fā)散思維，并拓展了第三人稱的現(xiàn)在進(jìn)行時(shí)，讓學(xué)生練說He/She is ??，為后面的內(nèi)容做鋪墊。）5.Let’s chant(be 動(dòng)詞的作用)be 動(dòng)詞,別小瞧, 連接橋梁的兩邊, 左是人，右是事, 某人正在做某事，I am , You are, He/She/It is千萬別忘ing, 共架一座友誼橋。

（設(shè)計(jì)意圖：創(chuàng)編歌謠，更深層次的了解be動(dòng)詞隨人稱而變化的規(guī)律。）6.Let’s check

(1)I am John.I _____reading.A.is

B.am

C.are(2)____are you doing ?______doing homework.How.I am

B.What ,She is

C.What ,I am(3)My mother___dinner now.A.are cooking

B.is cooking C.cooking(4)What ____Amy doing? She is playng the piano.A is

B.am

C.are

(5)在電話里告訴別人你是Mike，應(yīng)該說—— A.I am Mike.B.This is Mike.C.You are Mike.(6)He __ ________the phone.(7)_________washing the clothes.(設(shè)計(jì)意圖:當(dāng)堂檢測(cè),學(xué)生再次感知現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)和用法,尤其是最容易忽視的be 動(dòng)詞隨人稱的變化規(guī)律,讓學(xué)生有針對(duì)性的練習(xí)本課時(shí)的重點(diǎn)、難點(diǎn).)Step 5: Group work T: Look at the pictures.Talk about it.This is my family picture.Grandpa is ______.Grandma is _____.My mother is _____.My sister is _____.I am _____.We are busy.（設(shè)計(jì)思路：通過創(chuàng)設(shè)情景，現(xiàn)在進(jìn)行時(shí)描述家庭成員的活動(dòng)，運(yùn)用語言積極表達(dá)，指導(dǎo)學(xué)生在原有現(xiàn)在進(jìn)行時(shí)描述圖片的基礎(chǔ)上，能以小短文的形式完整的交換信息。）Step 6: Homework T: Ok, class is over.Today’s homework.(作業(yè)展示在屏幕上)1.聽錄音,跟讀Let ’learn的短語,并在作業(yè)本上書寫4次。

2.Try to write sentences.(3—5句)(把你在家,在教室等看到的場景用現(xiàn)在進(jìn)行時(shí)描述出來)eg: This is my family.Look!My mother is cleaning the room.My father is reading a book.I am watching TV.We are busy.Blackboard Design

What are you doing?

drawing pictures.cooking dinner.I am

doing the dishes.reading a book.answering the phone.

第四篇：What are you doing教學(xué)設(shè)計(jì)

《Module 2 Unit2 What are you doing?》教學(xué)設(shè)計(jì)

一、教學(xué)內(nèi)容分析: 本課是新標(biāo)準(zhǔn)英語三年級(jí)起點(diǎn)第三冊(cè)Module 2 Unit 2新授課內(nèi)容，屬于會(huì)話教學(xué)。本課教學(xué)內(nèi)容為句型“What are you doing? I am listening /talking/reading....What’s he/she doing? He’s/She’s playing...”的學(xué)習(xí)。

課文是通過Sam’mother ,father,Amy,Sam, Tom談?wù)摗罢谧鍪裁础闭归_，教學(xué)內(nèi)容十分貼近學(xué)生生活實(shí)際，有利于會(huì)話教學(xué)活動(dòng)的開展。

本課的教學(xué)內(nèi)容恰好起到了承上啟下的作用，一方面引入新知識(shí)點(diǎn)What are you doing? I’m?/ What’s he/she doing? He/She’s?”的句型，便于學(xué)生學(xué)習(xí)和掌握，順其自然地復(fù)習(xí)并拓展了上一模塊的內(nèi)容，另一方面又為第四模塊What are they doing？的教學(xué)做好鋪墊和遷移，可見教材安排的不一般之處。

二、學(xué)情分析：

四年級(jí)上學(xué)期的學(xué)生對(duì)于會(huì)話的學(xué)習(xí)有一定感知。在本模塊第一單元學(xué)生學(xué)習(xí)了現(xiàn)在進(jìn)行時(shí)的陳述句的表達(dá)，為本課現(xiàn)在進(jìn)行時(shí)特殊疑問句的學(xué)習(xí)提供了一定語言基礎(chǔ)。但九歲多的學(xué)生初次接觸現(xiàn)在進(jìn)行時(shí)語句，對(duì)句型結(jié)構(gòu)還欠充分理解，動(dòng)詞短語積累少且運(yùn)用不熟練，也是影響會(huì)話教學(xué)的主要因素，教師必須根據(jù)學(xué)生基礎(chǔ)狀況和個(gè)性特征來組織教學(xué)。

三、教學(xué)目標(biāo)：

1、語言知識(shí)目標(biāo)：

（1）能聽、說、認(rèn)讀動(dòng)詞listen，talk, read 及其短語listen to music，talk to my friend, read a book.（2）能聽懂、并理解以下句子含義What are you doing? I am listening to music/talking to my friend, reading?What’s he/she doing? He/She’s reading a book??。

2、技能目標(biāo):能運(yùn)用現(xiàn)在進(jìn)行時(shí)就正在發(fā)生的事情提問和應(yīng)答。

3、情感態(tài)度目標(biāo)

1）通過學(xué)習(xí)能激發(fā)學(xué)生學(xué)習(xí)英語的興趣。

2）通過主動(dòng)參與課堂實(shí)踐活動(dòng)體會(huì)合作學(xué)習(xí)的快樂。

4、學(xué)習(xí)策略目標(biāo)：

在游戲活動(dòng)和小組合作中逐步形成與人交流信息，取長補(bǔ)短的學(xué)習(xí)策略.四、教學(xué)的重點(diǎn): 掌握和運(yùn)用現(xiàn)在進(jìn)行時(shí)特殊疑問句What are you doing? What’s he/she doing? 及其回答。

五、教學(xué)難點(diǎn)：培養(yǎng)學(xué)生在實(shí)際情景中運(yùn)用所學(xué)內(nèi)容進(jìn)行語言交流的能力。

六、教具：多媒體課件

七、教學(xué)過程： Step 1 Warming –up

1、Greetings T: Hello, boys and girls.S: Hello, teacher.T: How are you today? S: I’m fine, thank you.2.A song: “If you are happy”

T: Are you happy? If you’re happy, sing with me。Ok? T&S(sing):(課件出示歌曲If you are happy。)3.Game : I say you do 教師說指令，如play football/ play basketball/ swim/ play table tennis/ read a book等，學(xué)生做相應(yīng)的動(dòng)作。

設(shè)計(jì)意圖：問候式的開課，能使學(xué)生感覺親切。課前唱If you are happy這首歌既能活躍氣氛，抓住學(xué)生的注意力，使學(xué)生盡快進(jìn)入到課堂學(xué)習(xí)中.又通過動(dòng)作練習(xí)復(fù)習(xí)了一系列的動(dòng)詞短語，為學(xué)生新知識(shí)的學(xué)習(xí)奠定了基礎(chǔ)。Step2 Presentation.一.Words learning T: look at the screen , what is the girl doing? Listening to music.板書listen to music.分別采用個(gè)人讀、男生讀、女生讀、小組讀的方式反復(fù)訓(xùn)練單詞的讀音，并采取相同的方法學(xué)習(xí)talk to my friend/children和China.在學(xué)習(xí)China的過程中進(jìn)行情感教育：As a pupil, we should love our country, love China.活動(dòng)：Let’s chant！

(小組合作，用自己喜歡的方式拍手練習(xí)）listen, listen, listen to music talk, talk, talk to my friend Children, children, we are children China, China, we love China.通過chant反復(fù)練習(xí)單詞和詞組，幫助學(xué)生進(jìn)一步鞏固所學(xué)的知識(shí)。

二、課文學(xué)習(xí)

1.T：Sam, Amy and Tom are our good friends.Do you want to know what they are doing? Let’s listen to the text and answer my questions.What is Sam doing? He’s......What is Amy doing? She’s......What is Tom doing? He’s......S1:Sam is listening to music.S2: Amy is watching TV.S3：Tom is reading a book.設(shè)計(jì)意圖：利用課件有層次、有變化地播放課文對(duì)話，讓學(xué)生帶著由易到難的問題逐步理解課文，檢測(cè)學(xué)生對(duì)課文的理解能力。這樣較細(xì)致的處理過程能盡量關(guān)注到四年級(jí)學(xué)生整體水平。

2、Listen and repeat.3、四人小組分角色朗讀。

4、模仿課文創(chuàng)造性地表演對(duì)話，開展交際性的會(huì)話活動(dòng)。

5、選幾名學(xué)生上臺(tái)表演時(shí)，教師參與其中問帶頭飾的學(xué)生What are you doing?/ What‘‘s he/she doing?表演學(xué)生根據(jù)教師提問做相應(yīng)回答.設(shè)計(jì)意圖：本篇課文的故事情景特別適合角色朗讀和表演，它為學(xué)生的口語交際提供一個(gè)最直接最真實(shí)的語言環(huán)境，將學(xué)知識(shí)與語用能力較好結(jié)合。以上幾個(gè)環(huán)節(jié)的處理能將教材資源充分利用。拓展活動(dòng)1.Game: Frozen Man 學(xué)生用學(xué)過的動(dòng)詞造句I am ?ing，有節(jié)奏地念句子并做動(dòng)作。當(dāng)老師說Freeze, 所有學(xué)生都保持原來的動(dòng)作。教師任意問學(xué)生：“What are you doing?”，學(xué)生根據(jù)自己做的動(dòng)作回答。學(xué)生回答正確后，即可去營救其他冰棍人。在營救的過程中要用“What are you doing? I am?”進(jìn)行問答。設(shè)計(jì)意圖：游戲活動(dòng)能活躍課堂氣氛，寓教于樂，讓學(xué)生體會(huì)到學(xué)習(xí)的快樂。更重要的是將語言點(diǎn)由第一人稱自然過渡到第三人稱單數(shù)，組織學(xué)生進(jìn)行語言交流，使每個(gè)學(xué)生在積極參與的過程中，不知不覺地掌握學(xué)習(xí)鞏固新知，突破難點(diǎn)，口語得到一定地鍛煉。2.看圖片會(huì)話 1.Free-talk T: Look!They are lingling’s friends.What’s lingling’s mother doing? S: She’s cooking.2、布置任務(wù)：（四人為一小組，看圖片相互問答，如不會(huì)說的單詞或動(dòng)詞詞組可問同學(xué)或老師）

3.學(xué)生完成任務(wù)，教師巡視輔導(dǎo)。4.展示成果

請(qǐng)自愿交流的小組上臺(tái)展示，獲得老師和大家肯定后，評(píng)最佳語言獎(jiǎng)和進(jìn)步獎(jiǎng)。

設(shè)計(jì)意圖：選擇稍有難度的圖片會(huì)話是依據(jù)全體學(xué)生最近發(fā)展區(qū)而確定的，教師放手讓學(xué)生自己“跳一跳，摘桃子”讓不同程度的學(xué)生都有所發(fā)展；在小組合作中互學(xué)、互助，增大了信息交流量，提高會(huì)話課堂教學(xué)的實(shí)效性。Step 3 Homework.1、聽并跟讀M2U2課文兩遍，讀熟背誦。

2、運(yùn)用所學(xué)的進(jìn)行時(shí)態(tài)的句子寫出3個(gè)句子，描寫正在發(fā)生的事情。如： My father is watching TV.設(shè)計(jì)意圖：家庭作業(yè)的布置突出本課的重點(diǎn)句型，在關(guān)注興趣的前提下將課內(nèi)所學(xué)與課外所練靈活緊密結(jié)合，達(dá)到分層鞏固、提升的作用。板書設(shè)計(jì)：

Module 2Unit2 What are you doing? listen to music talk to my friend

children China 課后反思：

1、注重激發(fā)興趣：首先根據(jù)學(xué)生的年齡特征，教師熱情投入，以真情感染學(xué)生；在內(nèi)容上做到低起點(diǎn)引入，創(chuàng)設(shè)輕松地教學(xué)氛圍；選擇學(xué)生喜歡的“Frizen Man”等游戲，讓學(xué)生產(chǎn)生積極地情感體驗(yàn)，能自覺主動(dòng)投入到學(xué)習(xí)中去。

2、活動(dòng)設(shè)計(jì)有效：在每個(gè)教學(xué)環(huán)節(jié)都問自己教什么、怎樣教、為什么教等問題；思考每個(gè)環(huán)節(jié)坡度是否合適，站在學(xué)生角度學(xué)習(xí)知識(shí)感受會(huì)怎樣。每項(xiàng)活動(dòng)都立足于最近發(fā)展區(qū)教學(xué)，讓學(xué)生“跳一跳，摘桃子”，能盡量關(guān)注到全體促進(jìn)學(xué)生的發(fā)展。

3、教學(xué)內(nèi)容鮮明：依據(jù)學(xué)生的基礎(chǔ)狀況，以具體的會(huì)話活動(dòng)為依托，突出兩條主線，一是動(dòng)詞短語的學(xué)習(xí)積累，二是現(xiàn)在進(jìn)行時(shí)特殊疑問句的運(yùn)用。教學(xué)中將兩條主線緊密結(jié)合循序漸進(jìn)，突出重難點(diǎn)，即達(dá)到“詞不離句，句不離詞”的教學(xué)效果，又逐步落實(shí)會(huì)話目標(biāo)。

4教學(xué)策略多樣：教學(xué)中采用情景交際法、TPR教學(xué)法、合作學(xué)習(xí)等,結(jié)合多媒體輔助教學(xué)，通過聽聽、做做、說說、玩玩等一系列適合學(xué)生個(gè)性特征的活動(dòng)，讓學(xué)生發(fā)展口語交際能力。

第五篇：What are you doing教學(xué)設(shè)計(jì)（范文模版）

What are you doing?教案

一．教學(xué)目標(biāo)：

1． 認(rèn)知目標(biāo)：使學(xué)生掌握想知道別人正在做什么應(yīng)該怎樣用英語進(jìn)行問答。

2． 教學(xué)目標(biāo)：使學(xué)生能基本掌握現(xiàn)在進(jìn)行時(shí)和現(xiàn)在分詞的基本結(jié)構(gòu)和用法。

3． 情感目標(biāo)：使學(xué)生體驗(yàn)學(xué)習(xí)，參與，合作，競爭的樂趣。4． 創(chuàng)新目標(biāo)：在認(rèn)知和技能掌握的基礎(chǔ)上，發(fā)揮學(xué)生的想象力，通過動(dòng)作表現(xiàn)正在做的事情。

重點(diǎn)：學(xué)習(xí)四個(gè)動(dòng)作短語并能用現(xiàn)在進(jìn)行時(shí)進(jìn)行問答。難點(diǎn)：現(xiàn)在進(jìn)行時(shí)的基本句子結(jié)構(gòu)。二．教法和學(xué)法：

英語教學(xué)倡導(dǎo)互動(dòng)型教學(xué)模式，即讓學(xué)生在教學(xué)活動(dòng)中參與和完成真實(shí)的教學(xué)任務(wù)，從中體驗(yàn)學(xué)習(xí)的快樂。因此我采用“教授——鞏固——擴(kuò)展”型教學(xué)方法，讓學(xué)生在有趣，開放式的語言環(huán)境中，學(xué)會(huì)觀察，思考，討論和總結(jié)。三．教學(xué)過程： 導(dǎo)入：

讓學(xué)生欣賞一首歌曲：Are you sleeping?引出了本課學(xué)習(xí)的重點(diǎn)：現(xiàn)在進(jìn)行時(shí)。通過任務(wù)設(shè)計(jì)： I am sleeping.和問題：What are you doing？很好地提出了本課的教學(xué)目標(biāo)。新授：

用多媒體畫面展示情景。

大屏幕上，依次出現(xiàn)了四幅畫面。我們看到了make a present, drawe a picture, listene to the radio, singe songs這幾個(gè)動(dòng)作畫面。每個(gè)動(dòng)詞詞組出現(xiàn)后，緊接著出現(xiàn)“ing”和動(dòng)詞結(jié)合成的現(xiàn)在分詞，領(lǐng)讀這些動(dòng)詞短語及現(xiàn)在分詞形式，并將圖片用現(xiàn)在進(jìn)行時(shí)的句子描述出來。

然后，請(qǐng)學(xué)生總結(jié)：現(xiàn)在分詞的構(gòu)成。幫助學(xué)生補(bǔ)充總結(jié)出現(xiàn)在分詞的三種不同的構(gòu)成方式：一：在動(dòng)詞后面直接加“ing”，二：有些動(dòng)詞要雙寫最后一個(gè)字母再加“ing”，三：以“E”結(jié)尾的動(dòng)詞要去掉“E”再加“ing”。鞏固練習(xí)

老師讀listen，look and match部分的句子，讓同學(xué)們邊聽邊做，老師巡視。然后老師可以用提問讓學(xué)生來讀并翻譯這些句子，說出對(duì)應(yīng)的圖片。動(dòng)作秀：

教師展示更多的圖片或動(dòng)作，讓同學(xué)自愿采用這節(jié)課所學(xué)句型 “What are you doing?”及“I am… ”進(jìn)行問答。做Let’s practise部分的練習(xí)?？偨Y(jié)：

現(xiàn)在分詞有三種形式，現(xiàn)在進(jìn)行時(shí)的句子結(jié)構(gòu)：人稱+BE+動(dòng)詞的ING形式。

四．教學(xué)效果和反思：

通過多媒體展示，學(xué)生對(duì)現(xiàn)在分詞和現(xiàn)進(jìn)行時(shí)有了很深的印象。但在設(shè)計(jì)中沒有充分估計(jì)學(xué)生在活動(dòng)中的能動(dòng)性，所以活動(dòng)過程稍顯凌亂。因此，在設(shè)計(jì)教學(xué)時(shí)，就要充分估計(jì)教學(xué)過程中出現(xiàn)的各種情況，使教學(xué)效果得到更大提高。板書設(shè)計(jì)：

Lesson5 What are you doing? Friday 星期五

make a present 制作一份禮品 draw a picture 畫一幅畫 listen to the radio 聽收音機(jī) sing songs 唱歌 running 跑

What are you doing? I am V.ing.What is heshe doing? He She is V.ing.What are you they doing? WeThey are V.ing.