1、五年级英语下册第四单元复习教学设计 一. 教学内容: 1. 话题:谈论正在进行的动作 2. 课题:PEP 第五(下)册第四单元 B 部分 选编教学内容 3. 教学时间:1 课时 4. 学生情况:小学五年级学生 二. 教学设计: PEP Unit 4 Part B What is he doing? 一.教学目标与要求 1. Enable the students to use the following sentence patterns to talk about the things happening:(学生能用以下句型表述他人正在进 行的动作) What is he doing? Wh
2、at is she doing? Hes Shes 2. Learn to say the following phrases and spell them:(能够听、说、读、写动词短语的 ing 形式) listening to music washing clothes clean the room writing a letter writing an e-mail 二.教学重点 重点掌握五个短语动词的 ing 形式。 三.Difficult points:(教学难点) 以不发音的字母 e 结尾的动词 ing 形式的变化。 四.Teaching aids:(教学设备) CIA tape
3、recorder pictures 五.Teaching procedures:(教学步骤及说明) Step 1: Warm up 1. Lets chant:(通过说唱、唱歌等形式,引入课堂) What are you doing? What are you doing? I am doing the dishes. What are you doing? I am drawing pictures. What are you doing? I am reading a book. What are you doing? I am cooking dinner. What are you d
4、oing? I am answering the phone. 2. Sing a song: What are you doing?(唱一首歌引入主题) Step 2: Revision 1. Show students some photos ask and answer: -What are you doing?(学生通过句型复 习五个已学过的动作) -Im doing the dishes、drawing pictures、 cooking dinner、answering the phone、reading a book. 2. Students write down the phr
5、ases on the blackboard and read. (学生书写词组于黑板上,检查书写、记忆情况) Step 3. Presentation 1. T: What do you usually do on the weekend? S: I usually(通过对话,直接引出词组) T: But I usually listen to music. I like listening to music very much. Look I have a radio. Now I m listening to music. 2. Learn to say and spell “liste
6、ning to music”.(学生跟读词 组,并拼写词组) 3. Show the photos ask and answer: (从 What are you doing 句型引出 What is he doing?句型) -Whats he doing? -Hes listening to music. 4. Learn to say the following four phrases and write down the phrases on the blackboard:(继 续引出其余四个词组, 并将词组写在黑板上,为学生以后的活动做准备) washing the clothes
7、 cleaning the room writing a letter writing an e-mail Step4. Drill and practice: 1. Look at the photos ask and answer:(通过模糊画面,让 学生猜一猜他们在干什么,巩固词组) Whos that boy/girl? What is he/she doing? Hes 2. Look and guess: (每幅图片上三个动作,看谁记得最快) There are three actions in the pictures guess : Whos that? Whats he/sh
8、e doing? 3. Do an action: Students are divided into several groups. One acts teacher and says “ Everybody. Do an action.”(做 “每个人做一个动作”游戏。让学生切实体会进行 时的含义) Practice the sentence patterns: “What are you doing?” “What is he doing?” Step 5. Consolidation and extension: 1. Listen to a short story.(听猫和老鼠的故事
9、,回答猫正在 干什么。通过故事练习词组) 1) Listen to the story twice. 2) Answer the questions: Whats the cat doing first、next? 2. Write and say: What a busy family!(仿造例子写自己一 家正在干什么,并以对话的形式 表演出来) 1) Choose the activities the family members doing. 2) Write them down and read it out. 3) Make a shout dialogue according to
10、 the chart. 板书设计 1: Unit 4 What is he doing? drawing pictures listening to music doing the dishes washing clothes cooking dinner cleaning the room answering the phone writing a letter reading a book writing an e-mail 案例分析 第一、在新课程标准中,它要求让学生参与评价过程,具体表现如下:A、以人为本;B、启 发探讨;C、以学、生活动为中心;D、主动参与、自主学习;E、老师作为组织
11、者、参与者、指 导者、促进者;F、面向群体、尊重差异;G、综合评价-评价主体和方式的多样化。第二,作 为小学生的教学案例,它抓住了小学生的注意力难以集中的特点,该教师首先让学生明白课 堂的主要任务以及相关的内容,这样可以给学生对该课堂有个框架性的印象,有助与课堂教 学的进一步开展。 第三、对于小学生,老师抓住学生的爱好,以音频的方式通过有了框架的 了解的基础上,带领学生轻松走进课程的教学。于此同时,老师不在是以前的灌输式教学,而 是通过让学生参与整个教学过程,并且老师和学生一起互动,结合一些带有趣味性的教学材 料,把老师和学生团结在一起,更重要的是,老师在让学生参与的时候,还让学生亲自动手操 作,进一步强化记忆,最后通过移动的句子来总结这堂课的教学过程。 从整个教学过程来看,它紧紧的把学生和老师团结在一起,在轻松愉快的气氛中完成了 教学任务,是我们学习的很好素材。
