1、1. 教科书分析 辽师大版英语五年级下册这本教材注重培养学生学习英 语的兴趣，教材在内容、形式、方法、插图等方面都充分考虑学 生的学习需求。教材充分考虑到各种不同层次的教师，尽可能让 教师翻开教材就知道各个部分的教学目的和教法。 并且教材的每 一个单元都设计了 Try to do 部分， 引导学生在操练所学核心语言 的基础上灵活运用语言。 教材关注每一个学生的语言知识和语言 能力及个性发展， 在每一单元都安排了对所学语言的拓展性微型 阅读语篇 Read and say 和复现主语言、拓展新语言的 Lets act 板块。教材还设计了教师评价和学生自我评价的内容，在教师了 解学生的同时，使学生对
2、自己所学知识的掌握程度也有了了解。 2学生情况分析 五年级的小学生已具备了一定的语言知识和语音基础，也具 有了一定的自学能力和语言组织能力， 对英语学习也有一定的兴 趣，但是他们在灵活应用上和单词量上还存在欠缺；这一年龄阶 段的孩子好胜心强，有一定的主见和想法，因此在设计上应贴近 学生的生活实际，采用任务型教学从听说入手，创设情境，让学 生有想说的， 有能说的， 所设计的内容面向全体学生， 由易到难， 让学生在愉快的氛围得到不同程度的提升，都能有所收获，从而 达到培养学生综合运用语言能力的目的，增强学习英语的自信 心。 3. 教学目标分析 Teaching Aims: 1. Studentsc
3、anunderstand,read,andspeakthephrases “cleaning the room, cooking dinner, reading a book, setting the table” by learning the phrases in the real environment. 2. Students can ask and answer with the sentences. “What are you doing? Iam cleaning the room.” 3. Students should join more and more activitie
4、s and its good for them to grow up. 4.教学准备 白板课件 5. 教学重点、难点分析 Teaching importance and difficulties: 1. Students can understand, read, and speak the phrases cleaning the room, cooking dinner, reading a book, setting the tables 2. Students can ask and answer with the sentences What are you doing?Im ” 6
5、. 教学过程设计 Step1 Greeting T: Everybody stand up. Ss: I stand up. T: Everybody clap your hands, * * Ss: Everybody stamp your foot, * * T: Clap your hands, * Clap your hands, * Ss: Stamp your foot, * Stamp your foot, * Step2: Warming up and leading in OK, now lets have a chant. You can do follow me. Wal
6、king, walking; Walking, walking. Jump, jump, jump. Jump, jump, jump. Running, running, running Running, running, running Now lets stop. Now lets stop. OK. You did good job. OK. Everybody sit down. Ss: I sit down. 【设计意图】充分调动学生的积极性，让学生很快的进入到课堂 的氛围中 Step3. Presentation and drills 1. T: I m so happy tod
7、ay. Because I m going to visit a zoo. There are many animals in it. Do you want to go with me? Ss: Yes. T: OK. Lets go and see.（图片展示） T: Look at the picture. (播放录音) Hello, Im Giraffe. Im cleaning the windows. Hello, Im Dog. Im sweeping the floor. Hello, Im mouse. Im cleaning the room. Hello, Im Bear
8、. Im cooking dinner. Hello, Im Yellow Cat. Im reading a book. Hello, Im White Cat. Im setting the table. 【设计意图】 ：通过图片及录音，导入新课 T: Wow, they are so busy. The giraffe is cleaning the windows. The dog is sweeping the floor. The mouse is cleaning the room. The bear is cooking dinner. The yellow cat is re
9、ading a book. The white cat is setting the table. 【设计意图】让学生处不了解本课的知识点 2. Drills T: They are good children. So, do you want to make friends with them? Ss: Yes. T: OK. Lets go. Lets say “hello” to them. OK? Ss: OK. 1) Picture1: giraffe A: What are you doing?(板书) B: Im cleaning the windows. 2) Picture2
10、: dog A: What are you doing? B: Im sweeping the floor. 3) Picture3: mouse A: What are you doing? B: I am cleaning the room.（板书） 4) Picture4: bear A: What are you doing? B: Im cooking dinner. (板书) 5) Picture5: yellow cat A: What are you doing? B: Im reading a book.（板书） 6) Picture6: white cat A: Hello
11、. What are you doing? B: Im setting the table.（板书） 【设计意图】通过和小动物交朋友的方式，带领学生学习本单元 的重点词汇 T: Do you know these words? OK. Lets read together. swimshoprun swim +m + ing = swimming shop + p + ing = shopping run + n + ing =running So, set +t + ing = setting 设计意图】让学生了解 setting 的构成 Look at the picture. Now w
12、e know “setting the table” means:摆 餐具 Step4. Consolidations 1. T: Now we have six friends. The bear is cooking dinner. The mouse is cleaning the room. The yellow cat is reading a book. The giraffe is cleaning the windows. The white cat is setting the table. The dog is sweeping the floor.(出示动物及短语) T：
13、OK. Lets read the phrases. (使用聚光灯练习短语) 【设计意图】 ：巩固对短语的掌握 T: They are hard working. Their rooms are very clean. We should learn from them. But there is another friend, his room is very messy. Lets go and see.（出示图片） Look, this boy is David. His bedroom is so messy. His friends are coming this afternoon
14、. So what will happen? Do you want to know? 2. Text OK. Lets listen to the tape and try to answer the question. Whats David doing? Hes cleaning the room. 【设计意图】目的是听录音，整体呈现文本，带着问题听课文， 并找到答案。 2. Listen again and read follow the tape. 3.This time, lets translate the text. 4.Can you fill in the blanks?G
15、ood job. 5. Can you read? OK. You did good job. 6.Now we know why David is cleaning his room, but he cant clean it very well. So, we should learn to clean the room. （情感教学） 【设计意图】 ： 多种读课文的方式，巩固对课文的掌握情况，并 对学生进行情感教育，鼓励孩子学会自己打扫房间 Step5. Extension 1. Guessing game OK. Lets play a guessing game. Guess wha
16、t is he or she doing, OK? Ss: OK. The first one: He is . The second one: He is . The third one: She is . . . You are so clever. Lets go on. 【设计意图】 ：调动学生的积极性 3. Lets make a phone call. Oh, a phone call. Lets catch it. Hi! Li Fei. What are you doing now? T: Im having an English class. OK. Lets make a
17、phone call with your partner. You can say like this: You can use these words and phrases. (singing, dancing, running, walking, swimming, watching TV, playing basketball, playing football, drawing, jumping, cooking dinner, reading a book, cleaning the room.) OK. You are so clever. You did good job. 【
18、设计意图】 让学生以打电话的方式， 练习本课的重点句型 What are you doing? Im 4. Now lets listen, match and write. 【设计意图】 ： 强化练习学生的听说读写能力，并对本课学习拓 展及延伸 5. Weve learned so much. OK. Now, lets have a chant. Im dancing, dancing, dancing on the street. Im singing, singing, singing in the tree. Im eating, eating, eating my bread. I
19、m sleeping, sleeping, sleeping in my bed. 【设计意图】让学生在欢快中学习 Step 5 Summary What have you learned? Step6 Homework 1. Read and write new phrases. 2. Try to write a text about what your parents are doing. 板书设计 What are you doing? Im cleaning the room. Im cooking dinner. Im reading a book. Im setting the
20、table. 7. 教学反思 通过本课的学习，学生能够听说读写核心词汇，通过小课文的学 习，学生根据母子间的对话，能够了解和运用本单元的核心句型 What are you doing? 及答语 Im cleaning my room. 并能与同学 合作表演对话内容。在 guessing 游戏环节及 Lets make a phone call 环节学生表现得很积极，能够积极举手回答问题，并能和同 学共同完成对话练习。在 Listen, match and write 环节，学生能认 真听听力，并且准确写出答案。在教学过程中，还有很多不足之 处，在今后的工作中，我会努力弥补自己的不足，争取做一名合 格优秀的英语教师。
