1、1 一、 教学目标（一）语言知识目标 1. 会读并运用以下的动词： work/working, shout/shouting, think/thinking, exercise/exercising, talk/talking, color/coloring, cut/cutting, dance/dancing 2.能够将以上的单词根据现在分词的变化规律分类。 3. 学生能够在所设情景中运用重点句型，如： Are you sleeping? Yes, I am./ No, I am not. Is he playing soccer? Yes, he is./ No, he isnt. （二
2、）语言技能目标 能运用所学单词和句子询问某人是否在做某事， 或对别人提出自己 是否在做某事并做出相应回答。 （三）学习策略目标 1. 对所学内容能主动参与练习和实践； 2. 能积极运用所学英语进行表达、交流并获取信息。 （四）情感态度目标 1.乐于模仿，体会到运用英语进行交际活动的乐趣，增强自信心。 2.学生要体会该玩的时候尽情玩，该学习的时候认真学习。 （五）文化意识目标。 了解不同的国家有不同的时差，人们在做不同的事。 二、 教学内容 分析 1.本课时新授的内容是本教材第七单元的第一课时。 2.本课时主要学习 Unit7 的单词和句型，学会询问某人是否在做某 事 Is he/she ?Ar
3、e you?并能够回答；能够将 Unit7 的单词根据 现在分词的变化规则分类。 3.询问某人在做某事吗？（Be 动词+动词 ing）的一般疑问句的用 法是本课学生要掌握的重点。 4. 学生要掌握的句型是： 一般疑问句：Are you sleeping? Yes, I am./ No, I am not. Is he playing soccer? Yes, he is./ No, he isnt. 三、 教学对象 分析 1. 本案例的授课对象是四年级的学生，学生学习英语兴趣浓厚， 喜欢在各种情景下听、读、演的学习形式。他们从一年级开始学习 英语，已具有一定的英语基础。学习积极性高，接受知识快
4、，富有 想象力和创造力，自主学习探索能力强。能够在图片、手势或图像 的帮助下听懂课堂活动中的提问或指令， 做出适当的反应。 能够模 仿范例说、写句子，能够按要求做游戏。 2.在语言知识方面，能够询问他人正在做某事 “What am/is/are doing?” ，并且能够回答；对动词现在分词的变化规律已初步掌握。 四、 教学策略1.本课主要运用游戏教学、合作互动、创设情景、交流评价等教学 策略,引导学生主动参与、积极交流与合作的能力” 。 2.在教学的过程中，运用游戏充分调动学生的兴趣，使学生在愉快 的气氛和活动中巩固单词和灵活地运用句型。 3.采用多媒体教学创设情景，让学生所学知识更加贴近生
5、活，使学 生更能灵活的运用单词和句型。 4.课前准备：单词卡、小组活动时使用的图片、头饰、教学课件等。 五、 教学过程Step 1 2 1. Greeting T: Hello, boys and girls. My name is Liva. I want to know something about you. Hi, Can you sing? What do you like doing?(. is a good hobby.)Hi, Can you swim? What do you like doing?(. ) (I like. I like chanting, too. ) Y
6、oure divided into three groups. If you do a good job, you can walk one step. The first one can go into the Playing House and have fun. （通过 free talk 激发学生思维，激活一些有关活动的词汇，为下一 步的教学做铺垫。 ） 2. Chant. T: First, lets chant. Stand up and follow me. （教师自己创编的韵律诗，节奏简单明快，每一句都配合小情境， 给学生以想象的空间， 同时给学生一个总体的感知本节课将要学习
7、的主要句型。 ） 3. Lead in. T: Hi, children! Wake up. Were studying. Today well learn Unit 7 Working or Playing? Read it together. Step 2: Presentation. 1. Learn the new words and sentences. 1）working T: Im a teacher. Im working. 2)shouting T: I have a new friend. Shes Miss Shout. She likes shouting. 3) Re
8、ad the words. T: Miss Shout has an ing bag. There are some words in it. Lets try to read them. 3 4) GameMagic eyes. T: Well done! Each group can walk one step. Miss shout wants to play a game with you. Magic eyes. Guess! What are they doing? If you know please stand up and say it out quickly. All of
9、 you did a very good job. Walk two steps. （以 Miss Shout 为引子，通过读一读她的 ing 袋里的动词，复习学 过的动词及发音,通过 Magic eyes 游戏, 激活学生对现在进行时句 型的印象，培养对现在进行时的语言表达习惯。 ） 5)Go on learning the new words. T: Youre happy now. But Miss Shout is bored. She is shouting. “ I am bored. Come and play with me!” She walks and walks. She
10、 sees two houses. Lets see. Who lives in the Working House? Wow! Mr. King, Miss King and Miss Ring live in it . 1) talking T: Is he shouting? 2)thinking T: Is she talking? No, she isnt. Shes thinking. 3)coloring T: Is she thinking? No, she isnt. T: Theyre all busy. So she goes to the Playing House.
11、Who lives in it? Mr. Sing, Miss Sing and Miss Ting live in it. 4）cutting T: Is she coloring? 5)dancing T: Is she cutting? No, she isnt. Shes dancing. 6) exercising T: Is he dancing? No, he isnt. Hes exercising. 2. TPR game. 4 T: Listen and do the action. 3. Learn Vocabulary and Target. T: Wow! Were
12、having fun. Our good friends Gogo and Tony want to join us. Listen and try to remember what they say. 板书句子 (以动词现在进行时的发音特征编排成故事，以故事情景赋予学生 想象的空间，听故事、理解故事的过程中，培养学生的听力、理解 力，在情境中训练学生运用语言的能力。 ） Step 3: Practice. 1. Put the words into the right places. T: Today we have learned many new “ing” words. Miss sh
13、outs “ing” bag is heavy and messy. Lets help her. Put the words into the right places. （通过整理Miss Shout的ing袋进行归类练习， 训练学生的观察力， 通过归纳法比较系统、 有条理地帮助学生梳理单词， 培养学生的观 察、记忆、思维、想象能力。 ） 2. Listen and match. T: Miss Shouts bag is tidy now. You all did a good job. She is happy. She goes to see the other friends. W
14、ho are they? Theyre Jimmy, Kimi, Cindy, Angela, Tiantian and Mr.Wang. What are they doing? Take out your paper. Please listen carefully and draw lines. Listening contents： Look! Mr. Wang is reading with his daughter. Can you see the line？ This is an example. Now, you listen and draw lines. 1.Look, t
15、his is Jimmy. He is cooking. 2.Today is Monday. Look at Angela. She is reading. She is so happy. 3.Who is that boy? He is Tiantian. Is he exercising? No, he isnt. He is eating breakfast. 4.He is Kimi. He is thinking. 5.Whos that girl? She is Cindy. Is she coloring? No, she is shopping. T: Lets check
16、 the answer. （把听力训练放在情境中进行， 可以培养学生的思维能力、 想象力 5 和语言综合运用能力。 学生在完成练习的同时， 在语音语调的训练 上也得到了锻炼，有了更多的收获。 ） 3. Super game. T: Youre super! Lets play a game. Super！ Let me show you how to play. One student stands in the front. If your group see “ Tony and Jenny”“swimming” , your group do the action and say “To
17、ny and Jenny”. The student standing in the front asks them. “Are Tony and Jenny swimming?” Then your group answer. Have a try. Understand? Each group has 45 seconds. （分组竞赛活动， 学生分工合作完成， 激趣与培养思维能力相结合， 提高教学活动参与率， 让学生真正成为课堂的主人， 合作学习意识 也得以培养。 ） 4. Guess, ask and answer. T: Were having fun. Some children
18、are having fun, too. Listen! Wow! You can sing it! I think you like this TV program. Lets sing it together. T: Where are they going? Ss: Theyre going to Beijing. Look at the pictures and answer my questions. 1) What is Cindy doing? Please guess, “ Is she ” 2) What is Kimi doing in the bus? 3) This i
19、s Stone. What is Stone doing on the bus? 4) What are the fathers doing in the bus? 5) What are Cindy and Angela doing in the bus? （让学生推测剧情的发展，学生思维能力和创新能力得以强化。 ） 5. Role play T: The children are having fun with their fathers. Where are their mothers? Look! Kimis mother is in USA. Cindys mother is in
20、UK. Angelas mother is in Japan. Different areas have different time. Its 10:30 am in Xinhui. In USA, its 9:30 pm. In UK, its 2:30 am. In Japan, its 11:30am. Do you want to know what they are doing now? Lets call them. Who wants to act Angelas mother? T: Hello! Angelas mother. Its10:30 am in Xinhui .
21、 What time is it in Japan? Im working. What are you doing? Are you working? Please make a dialogue like this. Prepare it with your partner. （Check 4 pairs.） 6 Cindys mother Kimis mother 9:309:30 pmpm 2:302:30 amam11:3011:30 amam UK USA Japan （扮演人物在不同时区的活动， 学生在教师的引导下大胆联想， 演 绎出生动的对话，进一步联系生活，总结所学的知识，在生
22、活中如 何创新地加以运用，以解决生活上的问题。在生动、真实的课堂情 境和丰富多彩的课堂活动中渗透听、 说、 读、 写等综合能力的培养， 在真实的语境中， 引领学生大胆开口说英语， 句子的语用能力和文 化内涵得以最大的渗透。 ） Step 4: Summary. T: Children, work hard when we work. Enjoy ourselves when we play. Look! Today Group 1 did the best. So they can go to the Playing House. Lets go with them and have fun.
23、 Stand up and say goodbye to Miss Shout and the teachers. （渗透该玩的时候尽情玩， 该学习的时候认真学习的思想教育， 提 升学生的思想品质。 ） Homework for today: Make dialogues with the new words and sentences with your partner. 六、 课后反思1.本节课设计主线清晰，以 Shout 小姐为引子巧妙地将复习、 新授、巩固练习、拓展运用连成一条线，体现了教学的整体性。教 学过程运用了游戏教学、合作互动、交流评价、创设情景等教学策 略,引导学生主动参与、
24、积极交流，让他们的思维能力、想象力和 语言综合运用能力得到充分的训练。 热身环节教师通过 free talk 激 活一些有关活动的词汇， 为下一步的教学做铺垫， 接着教师用自己 创编的韵律诗热身，配合小情境，给学生以想象的空间，学习兴趣 浓厚。新授环节教师塑造了一个与新授词汇 shouting 相关的人物 Miss Shout，通过读一读她的 ing 袋里的动词，复习学过的动词及 发音。通过 Magic eyes 游戏, 激活现在进行时的句型，培养对现在 进行时的表达习惯。通过整理 Miss Shout 的 ing 袋进行归类练习， 培养学生的观察、记忆、思维等学习素养。 本节课的创新之一是以
25、动词现在分词的发音特征编成故事，以 故事情景赋予学生想象的空间，听故事、理解故事的过程中，培养 学生的听力、理解力，在情境中训练学生运用语言的能力。之二是 Super game 活动，学生分组竞赛,合作完成，激趣与培养思维能力 相结合，提高教学活动参与率，合作学习意识也得以培养。竞猜电 视节目情节活动把这节课推上了另一个高潮， 让学生推测剧情的发 展， 想象力和创新能力得以强化。 扮演人物在不同国家不同时区的 A: Hi, _ mother. B: Hi. A: What time is it in_? B: Its _. A: Are you _? B: No, Im not. Im _.
26、Im _(happy/). What about you? A: Im _. Make a dialogue. Angelas mother 7 活动中，学生在教师的引导下大胆联想，对所学的知识，创新地加 以运用，在生动的课堂情境中渗透听、说、读、写等综合能力的培 养， 句子的语用能力和文化内涵得以最大的渗透。 本节课的评价紧 贴题目， 把学生个人的表现和他在小组学习中的合作精神、 交往能 力结合起来， 使学生理智地表现自己。 同时使学生明白该玩的时候 尽情玩，该学习的时候认真学习，使学生在接触语言的同时，在思 想上得到教育。 2. 要调整和改进方面： 在让学生设计对话之前有一个填空练习，算是
27、写的练习，如果 在第二课时， 学生把精彩的对话表演完后再让学生写成文段就达到 一个更高的层次了。 附件：(除教材以外在堂上使用教学材料，如阅读材料、练习等) 板书设计 talktalkinging cutcuttingting Make a dialogue. Listen and draw lines. G1 G2 G3 workworkinging thinkthinkinging A: Hi, _ mother. B: Hi. A: What time is it in_? B: Its _. A:Are you _? B: No, Im not. Im _. Im _(happy/). What about you? A: Im _.
