四年级上册英语教案Module 2 Unit2 what are you doing　外研社.doc

1、Unit4 What are you doing?第一课时一、Teaching content:(教学内容)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、写五个动词短语的ing形式 。 能运用句型 “What are you doing? Im 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

2、低学生理解及表达的难度。二、Teaching aims:(教学目标与要求)1、能够听、说、读、写动词短语的ing形式：doing the dishes ; cooking dinner ; reading a book ; drawing pictures ; answering the phone.2、能够运用句子“What are you doing? Im doing the dishes.”询问别人正在做什么并作答。3、通过说唱Lets chant 部分的歌谣巩固复习Lets learn 部分的动词短语和句子。4、欣赏歌曲“What Are You Doing？”三、Important

3、 points and difficult points: (教学重、难点分析)1、本课时需要重点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“Im doing the dishes”作答。2、针对本课时的难点之一，动词短语ing形式的读音，教师要多做示范，逐步引导学生流畅地连读。四、Teaching aids:(课前准备)1、教师准备各种动词短语的图片、卡片等。2、教师准备小道具，如炒菜铲、碗碟、书、电话、画笔等。五、Teaching procedures:(教学步骤)Step 1：Warm-up1、T: Hello, boys a

4、nd girls. This class Ill divide you into 4 groups. Group1.2. 3. 4. If the group is the best, you can get one red star. At last ,Which group is the most star, the group is the winner. Lets have a competition, OK?2、Lets chant. Do the dishes, do the dishes, lets do the dishes. Wash the clothes, wash th

5、e clothes, lets wash the clothes. Cook dinner, cook dinner, lets cook dinner. Read a book, read a book, lets read a book. Draw pictures, draw pictures, lets draw pictures. Answer the phone, answer the phone, lets answer the phone.Step2 Presentation1、Freetalk引出课题T: Canyouwash the clothes?Canyoucleany

6、ourbedroom？Can you do the dishes?Can you draw pictures?Can you read a book on the weekend?can you have English class on the weekend?No, I cant. but now what are you doing? You can say : I am having English class.T: this class. Well learn Unit 4 What are you doing?2.do the dishes（1）教师拿出一个盘子: please l

7、ook at me ,Please guess what I can do . I can do the dishes. Who can write the phrase?（师让一名学生上黑板写词组，写完后老师自己边洗盘子边说:I am doing the dishes.）Do add ing is pronounced doing.（板书,并领读： doingdoing the dishes，同时教师稍加解释：表达正在做某事时，动词原形后要加上一条小尾巴ing。）T: Ok. Please try .（出示图片，教读）What are you doing?Ss: I am doing the

8、 dishes.T:We can also say “Im doing the dishes.”(板书：I am下方板书Im 教师领读）（2）Play the game “Go，Stop ” to drill the sentences. This time, lets pass the dish one by one.(师生一起边拍手边问：Whatareyoudoing？当师说Stop时，拿到盘子的同学站起来边洗盘子边说：Im doingthedishes。)（设计思路：通过传盘子游戏集体练习、重点突破主句型Whatareyoudoing？3. cook dinnerT:（与拿着盘子的学生对

9、话）You can do the dishes . Can you cook dinner？T: Ok ,now say after me. Who can write it? Please spell it.（边让学生说cook dinner, 边做动作） (师板书 cook dinner)T: It means: cook the meals.(出示图片)Heres a pot .Who can ask me with the sentence : （指标题）S:（读课题）T: I am cooking dinner . cook add ing is pronounced cooking

10、.（板书ing ，并画连读符号，教读cooking,出示图片）I am cooking eggs. Mmm-Yummy. I am cooking fish.T: Who can make a sentence like this?T: Now, please cook something and practise in pairs. You can cook eggs. noodles,. tomatoes, potatoes, mutton, beef, chicken, pork, green beans and so on.两人练习：（教师出示对话框）S1: What are you

11、doing?S2: Im_. What are you doing?S1: Im .（设计思路：当传盘子游戏结束时，老师问最后一个拿着盘子的学生：You can do the dishes . Can you cook dinner?自然引出cook dinner的教学，练习的形式是两人合作，边做动作边练习。）4.read a book.T: Im cooking dinner. Whats the meaning? (我正在做饭)Wonderful. Please come here. This is for you.（把故事书奖励给学生） Please read it. （师指正在读书的学

12、生说）read a book . 板书并领读。T:（师蹲下去问）What are you doing? I am read a book? Yes or no? How to say?（引导学生试着加ing,并读出） Please add-ing and try to read it.(带读)（师画连字符号）Who can help her? Wonderful. This is for you发奖品（师边说边走下去将书分给学生） Please read it! 引导学生用句型来问答T: （师启发学生说出具体的书目）Youre reading a Chinese book.（设计思路：当学生读

13、到picture book时，老师用实物投影仪展示pictures，并且问学生 Can you draw pictures ？然后老师在黑板上画画示范，边画边说：I am drawing pictures .自然将 drawing pictures引出，接着让学生来画画，亲身体验现在正在进行的这一动作）5.draw picturesT: Youre reading an art book. Lets see. （老师在实物投影上展示，边翻书边说： beautiful pictures.（板书pictures）Can you draw pictures.（师边说边画，然后板书、领读。）T: Ca

14、n you draw pictures? Lets finish the picture together. Please draw one thing. You can draw a tree, a path, grass, flowers，an apple and so on .（设计思路：学生边画边说句子,几位同学画完之后，老师对画做简单的评价，并适当给画添加一些东西，使之更加完美。）6answer the phoneT:（电话铃声响起）Im sorry. Please wait a minute. Let me answer the phone.（老师拿起听筒）Hello. Its M

15、iss Chen. Im having English class. Im very busy. Bye.（放下电话教学词组answer the phone ）快速反应游戏。If the teacher says “answer the phone”, the students say “answering the phone”. If the teacher says “ answering the phone”, the students say “answer the phone”.（设计思路：answeringthephone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

16、，加深记忆。）7. read and repeat 1.T: OK, now turn to page 46, lets learn . read the phrases together.2. Listen and find the right picture.Step4 Practise1. Practise in pairA: Hello.This is _ . What are you doing?B: Im answering the phone. What are you doing?A: Im _（drawing pictures /doing the dishes /cooki

17、ng dinner / reading a book ）T: once again.（设计思路：老师接电话时说：Hello! This isMiss Li.自然渗透打电话的日常用语，然后紧接着让学生将书卷起做为电话，出示对话提示，小组练习。借助这个短语即可以对前面的四个短语做一阶段性总结，又可渗透下节课Lets talk的内容。）2. Find the mistakes and correct them.3. Listen, do and say Listen to the recording, then do an action and say a sentence like “Im .”.

18、4.Lets chant.5. Action: ask and answer6. Lets sing.Step 5 Summary1.What have you learned in this lesson? 请生回答。2、T：Lets look at the result together,Step 6 Consolidation and extension What are you doing now? Im having English class. Im speaking. Im listening. Im sitting.Step7 Homework1.Copy the new ph

19、rases four times. 抄写本课时新学的动词短语四遍2.After school, please give your friend a call in English and talk about what you are doing at home.放学后给你最好的朋友打一个电话，互问：What are you doing at home?（设计思路：将本课的教学延伸到课外，也为下节课的教学提供真实的语言材料。）板书设计：Unit 4 What Are You Doing?What are you doing? drawing picture唐宋或更早之前，针对“经学”“律学”“

20、算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。 doing

21、 the dishes.观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：

22、乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟

23、的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。I am cooking dinner.观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中

24、积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。 reading a book. answering the phone