What are you doing小学英语五年级下学期教案

时间:2022-08-26 08:22:32 英语教案 我要投稿
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What are you doing小学英语五年级下学期教案

  作为一名无私奉献的老师,总不可避免地需要编写教案,教案是教材及大纲与课堂教学的纽带和桥梁。那要怎么写好教案呢?下面是小编收集整理的What are you doing小学英语五年级下学期教案,欢迎大家分享。

What are you doing小学英语五年级下学期教案

  教材分析

  本节课是学生学习现在进行时的第一课时,要求能够听、说、读、写五个动词短ing的形式。能运用句型“What are you doing? I’m doing the dishes/….”询问别人正在做什么并作答。do the dishes, cook dinner, read a book,都属于上册学过的四会内容,对学生来说比较简单,drawing pictures, answering the phone相对有些难度。针对这种情况,我采用由易到难、由旧词组练习新句型的教学策略来降低学生理解及表达的难度。另外,我创设了一系列具体而典型的生活情景,让学生亲身体验现在进行时的用法,如洗碗、读书、在黑板上画画、接电话等等,在此过程中,我还充分调动学生运用肢体语言,帮助学生理解领会现在进行时的功能。

  学情分析

  农村的小孩接触英语的机会比较少,大部分学生对英语不是很感兴趣,所以要根据他们的特点来改革课堂教学模式,让孩子在乐中学,在玩中学,通过表演,竞赛等形式来激发他们的学习兴趣。在这堂课中通过游戏Who is faster? Let’s guess.小组编对话等形式,情景真实,可操作性强,学生参与面广,实行以老师为主导,以学生为主体,以训练为主线的三为主的教学思想和民主教学思想。

  教学目标

  Aim 1.能够听、说、读、写动词短语的ing形式:drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone 。

  Aim 2.能运用句型“What are you doing? I’m doing the dishes/….”询问别人正在做什么并作答。

  Aim 3.通过说唱Let’s chant部分的歌谣巩固复习Let’s learn部分的动词短语和句子。

  教学重点和难点

  本课时需要掌握五个动词短语的ing形式,能够理解下一课时的主要句型“What are you doing?”并能用“I am doing the dishes/…”作答.

  教学过程

  教学过程:

  一、 Warm-up

  1、 Greetings

  2、Sing a song: I Can Help.(师生做动作共同演唱)Then ask the students:What phrase can you hear in this song ?

  (设计思路:通过师生边唱边做动作,既活跃了气氛,复习了有关家务劳动的短语,又为新课的学习做了铺垫。)

  二、 Review

  1、教师用课件出示五年级上册所学动词短语的图片,让学生认读,其他同学边跟读边做动作。

  dothedishes cookthemealsreadabook

  setthe table do homework cleantheroom

  2、Free talk

  I can do housework.

  What can you do?

  Can you cook the meals?

  Can you clean your bedroom?

  三、 Presentation

  1、教学doing the dishes,并呈现现在进行时的问答形式:What are you doing?I am …。

  (1)教师拿出一个盘子:I cando the dishes.

  Can you do the dishes?

  请学生拼词,教师同时在黑板上写下do the dishes,教师边做洗碗的动作,边对学生说: I am doing the dishes .然后在黑板上的短语后面加上ing变成doing the dishes,强调ing的发音.教师引导学生做洗碗的动作,并跟说: I am doing the dishes.用其他的词组进行替换,通过适当的动作引导学生理解现在进行时表达的含义.并适时帮助学生总结:在人称后面加上系动词,在把动词加上ing就可以表示现在正在进行的动作。

  (2)出示几个动词短语,请学生将动作短语转换成ing的形,并试着读一读.

  (3)导入What are you doing?句型

  T:Now I’mdoing the dishes。

  学生做洗盘子的动作,师问:What are you doing?

  S1:……

  多问几个学生。

  教师请学生猜What are you doing?的意思,并板书领读。

  (4)Play the game“Go,Stop”to drill the sentences.

  Ask the students pass a plate one by one.(师生一起边拍手边问:What are you doing?当师说Stop时,拿到盘子的同学要边洗盘子边说:I’mdoing the dishes。)

  (设计思路:通过传盘子游戏集体练习、重点突破主句型What are you doing?

  2、教学cooking dinner。

  (1)出示词组。 T:You can do the dishes.Can you cook dinner?

  教师板书,领读。并说:It means: cook the meals.

  T:(师那锅做饭并问)Now who can ask me with the sentence?

  T: I’m cooking dinner。

  教师板书ing,画连字符号、领读。

  (2)Drill.

  T:Now,please cook something and practice in pairs.You can cook eggs,noodles,tomatoes…

  T师生示范)Mm…Yummy. What are you doing?

  S1: I’m…

  (设计思路:由问You can do the dishes.Can you cook dinner?自然引出cooking dinner的教学。并用两人合作的形式,边做动作边练习,让学生全员参与,拓展了思维。)

  3.学习reading a book。

  T:(师读书并问)What am I doing?

  请生试答并板书在黑板上:I’m reading a book。

  T:I’m reading an English book。Please read books and say::I’m reading____ book。

  (设计思路:让学生随便说出自己读的书,既是对旧知的复习,又是对新知的操练。)

  4.学习drawing pictures

  T:(当学生说到读picture book时)You are reading a picture book.Let’s see.教师边看边说:Pictures, beautiful pictures.Can you draw pictures?

  教师边板书边说:I am drawing pictures。领读并引导学生拼写。

  T:Now I am drawing a tree. What are you doing?

  T:(引导学生边画边说):I am drawing …

  5.学习answering the phone 。

  (1)出示词组。Now let’s listen and look.

  T出示打电话的课件)What’s he doing ?

  教师板书:answer the phone请生加ing并试读,教师强调连读,请学生单个读。

  (2)操练。

  A .做高低声游戏。Iftheteacher says quietly, the students say loudly. Iftheteacher says loudly, the students say quietly.

  (设计思路:answering the phone这个词组的发音是难点,所以用这个游戏让学生集中注意力多次重复,加深记忆。)

  B.同桌打电话练习新词组和句型。

  师生示范打电话用语:T:Hello,____. This is Miss Yu.

  What are you doing?

  S: I am…What are you doing?

  T: I am…

  C.请同桌展示。

  (设计思路:师生示范打电话,自然渗透打电话常用语,然后通过小组练习,既是对前面四个短语的阶段性总结,又渗透下节课Let’talk的内容。)

  四、Consolidation and extension(扩展活动)

  1、Make a chant .

  (1)The teacher asks, the students answer.

  What are you doing?

  I’m doing the dishes.

  Doing,doing,doing.

  What are you doing?

  I’m cooking dinner.

  Cooking,cooking,cooking.

  (2)把全班学生分为男、女生两大组,一组问,一组答,并配合动作。

  (设计思路:通过吟唱,使学生进一步掌握本节的短语和句型。)

  2、教师播放Let’s learn部分的录音,学生边听边指边读,力争做到“眼到、手到、口到、心到”。

  3、快速反应

  教师带领学生做快速反应的游戏。教师说本部分的动词短语,如:do the dishes,让学生说出它的ing形式:doing the dishes 。

  (设计思路:用游戏的方式,强化和区分动词ing形式的词组,教师注意适时纠正学生的发音,巩固动词短语的同时纠正发音。)

  4、看课件猜词

  教师先出示课件的一部分,让学生猜:What is shehe doing?学生猜对了,再整体呈现课件,并请他们拼写词组,最后齐读句子。如,先出示盘子,师问:What is shehe doing?生猜。再呈现整个张鹏洗盘子的画面和句子,请他们拼写doing the dishes,并齐读句子He is doing the dishes.

  (设计思路:学生在猜的过程中就发展了发散思维,而且还让学生读出来,还要背出来,因为这五个词组中四个已经在上册就背下来了,培养了学生听说读写的能力,并拓展了第三人称的现在进行时,让学生练说He/She is ……,为后面的内容做铺垫。)

  5、创编对话。

  (1)布置任务。

  T: Today we learned so many actions.now please make a

  dialogue with them.You can do housework,have a picnic,do sports ,study and so on.

  (2)出示课件提供需要的语言材料,请学生分组创编。

  (设计思路:在拓展环节,我不只让学生着眼于今天学的五个词组,而是把学过的大约20多个词组给大概归为四类,通过屏幕提供给学生,让他们自编对话,使学生在具体的语言场景中,运用所学知识进行交流。)

  五、总结:

  T:What have you learned in this lesson?请生回答。

  师总结:本课除了学会了这些知识之外,我们还要学会丰富自己的课余生活,使自己的生活变得更加绚丽多彩。

  六、Homework.

  After school, please give your friend a call in English and talk about what you are doing.

  the other animals.

  Step 3操练(Practice)

  Ask and answer like this:

  A:Look at the tiger.

  What’s it doing?

  B:It’s running.

  The tiger is running.

  ... etc.

  Step 4说唱(Let’s chant)

  Flying , flying.

  The bird is flying.

  Running , running.

  The tiger is running.

  Walking , walking.

  The elephant is walking.

  Jumping , jumping.

  The rabbit is jumping.

  Swimming , swimming

  The fish is swimming.

  Step5巩固和延伸(Consolidation and extension)

  (1)Write and ask.

  (2)Life lies in motion.

  Sports can make us healthy and strong.

  Step6家庭作业(Homework)

  (1)Copy the words.

  (2)Do the workbook , Unit5 , Part A .

  (3)Make a new dialogue.

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