北师大版（三起）四上Unit 4 Bobby's House-lesson 2 Mom is cooking-ppt课件-(含教案)--(编号：81d6e).zip

1、Unit 4 Lesson 2 Mom is cooking. What is she doing? She is sleeping. cooking She is cooking. What is he doing? He is drinking. She is studying. She is painting. Cooking, cooking, Mom is cooking. Eating, eating, Mocky is eating. Drinking, drinking, Ken is drinking. Studying, studying, Kate is studying

2、. Painting, painting, Wang Ling is painting. Lets chant. washing drinking eating sleeping painting cooking Read and think. 1. What is Bobbys father doing ? He is fishing . 2. Is Bobbys mom cooking ? Yes, she is. studying cooking washing drinking sleeping eating painting fishing 1. Ann is in the bedr

3、oom. 2. Ken is . 3. Mom is in the kitchen. 4. Mocky is . 5. Lu Lu is in the bathroom. 6. The boy is . 7. Kate is in the study. 8. Wang Ling is . Choose and write. 1. 听，读P40故事5遍，签字。 2. 读，背P41单词，并用单词创编2个对话。 如： A：Hi! B：Hello！ A：What is she/he doing? B：She/He is . fishing He is fishing. What is he doing

4、? He is washing. Unit 4 Dinner time! Lesson two 教材分析：教材分析： 本课是北师大版小学英语 （三年级起点）四年级上册第四单元的第二课 时句型教学。本单元在本册书中独具特色，内容是有关某个正在进行的动 作的表达，更贴近学生的实际生活，学习起来不会感到特别枯燥。鉴于单词, sleeping, washing,和句型 She is sleeping/washing.在第一课时已经学过，故而本课 我将在重点单词 eating, drinking, studying, painting, cooking 的基础上重点学习 What is he/she d

5、oing? He/She is (cooking). 教学目的：教学目的： 1、能够熟练听说、读单词 eating, drinking, studying, painting, cooking，并 了解其含义。 2、能够在创设情景中把单词和句型结合，询问某人正在干什么并能回答 What is he/she doing? He/She is (cooking).。 教学重难点：教学重难点： 1、单词发音：eating, studying, drinking, painting, cooking. 2、重难点句型的掌握及其运用： What is he/she doing? He/She is (e

6、ating). 教学准备：教学准备： PPT，各种动作图片、道具、磁带、录音机、小粘贴 教学模式：教学模式： 热身激情呈现模仿巩固操练拓展运用 教学设计：教学设计： 教学步骤教师活动学生活动设计意图 热身激情 1. Greetings. 2. Play a game: I say, you do. 1. Greet to T. 2. Do some actions. 通过问好，游 戏等活动形式 调动学生学习 的积极性，为 新单词，新句 型做好铺垫。 呈现模仿 1. Review the verbs and the structure: What are you doing? I am (sle

7、eping/washing.). 2. Teach the new words: cooking, eating. 3. Write the new words on the blackboard, have Ss read and write with their fingers. 4. Teach the sentences: What is he/she doing? He/She is (drinking). 5. Teach the other new words: studying, painting with the sentences. 1. Do the actions, s

8、ay the words, then answer the question. 2. Learn the new words, read after T. 3. Read and write the words with their fingers. 4. Listen and learn the sentences 5. Learn the new words. 关注所有学生， 注重新知识教 授的形式多样 性：由旧单词 引出新句型， 再由新句型引 出新单词。这 样既让学生对 新知识保持兴 趣，还让已经 掌握知识的学 生能更好的巩 固新知识。 巩固操练 1. Read the new word

9、s in class, then play the trick game. 2. Present the sentences . Practice them T & Ss/ B&G/ in groups. 3. Have a chant together. 4. Play a game: Guessing game. 1. Practice the new words. 2. Practice the new sentences. 3. Chant. 4. Play a game. 形式多样的操 练，能让大部 分学生扫除对 新单词和新句 型的语言障碍。 游戏的展出把 课堂推向了高 潮。 拓展运

10、用 1. P41, talk together. Make a dialogue with one student, then have Ss practice in pairs. 1. Practice making a dialogue in pairs. 拓展学生的思 2. Have several pairs act out the dialogue. 3. Show the questions, then play the CD, have students listen and point the books. 4. Play again, have students repeat

11、. 5. Check the answer. 6. Read together, and then read in roles. 7. Do the writing exercise. 8. Check the answer. 9. Listen and learn the song. 2. Act out the dialogue. 3. Listen and point. 4. Repeat. 5. Check the answer. 6. Read. 7. Do the exercise. 8. Check the answer. 9. Listen and sing. 维，检查并训 练

12、学生对新知 识的掌握程度 和运用能力。 课后任务Set homework: Practice reading about the words and the sentences. 让学生熟练掌 握新知识，学 以致用。 结束教学总结全课，评价学生自我评价鼓励学生，增 强自信心 板书设计：板书设计： Lesson 2 Mom is cooking. What is she doing ? She is sleeping/washing. cooking fishing eating making drinking painting studying. 课后反思课后反思 这节课的主题是 What i

13、s he doing? 在已学过两个进行时态动作的基础上， 继续学习五个新动作。同时在已掌握 What are you doing?句型基础上，学习 What is he/she/his father/your mother doing? 句型。 首先，用 What are you doing? 句型，以较短的时间复习五个已学过的进 行时动作。其次，让学生看图片，引入 What is he doing? 句型。运用前三个 单元出现的句型，较自然地引出五个新动作。教师板书五个动作于黑板上，为 学生后面的书写练习做参考。第三，在强化练习之后，引入大量来自学生实际 生活的图片，以猜、听、说、唱、玩的形式进一步巩固。最后，词组的书写也 是这节课的重要组成部分。教师示范如何完成 We are so busy! 教学任务， 让学生完成自己一家周末都在做些什么，同时以对话的形式表演出来。