四年级下册英语教案Lesson 2 What are you doing∣鲁科版（五四学制）(三起).doc

1、Unit 2 Lesson 2 What are you doing？教学设计其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。 来源:学#科#网我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几

2、百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”

3、,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。 一、课型：新授课单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,

4、又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。 二、教学目标（一）知识目标来源:学|科|网Z|X|X|K1.学习并认读单词：wash, clothes, meal, water, flower2.学习句型“What are you doing?” “Im ing”（二）能力目标1.在生活中能运用“What are you doing?” “Im ing”询问别人正在做什么事情。2.能运用进行自“Im ing”表达自己正在做的事情。来源:学科网（三）情感目标培养学生学习的兴趣，同时引导学生在家里多帮父母做些力所能及的家务，做一个真正的好小帮手。三、教学

5、要点分析（一）教学重点1能听懂、会说并认读下列单词：wash, clothes, meal, water, flower2能听懂、会说并在真实生活情境中运用句型“What are you doing?” “Im ing”。（二）教学难点：单词clothes, water(ing), flower的发音以及在实际生活中的句型运用。四、教学准备Multimedia, word cards, pictures, etc.五、教学方法 Game-teaching , Cooperation-teaching , Scence-teaching and so on. 六、教学过程Step1: Warmi

6、ng-up:1、 Greetings.T: Hello, boys and girls.Ss: Hello, Miss Chu.T: Im glad to meet you. How are you today?Ss: Im fine, thank you, And you?T: Im very well, thanks. Im happy to make friends with you.(走到学生中间，师生简单对话)。I think this class we can have a good time. Yes?Ss: Yes,T: Are you confident?Ss: Yes!.

7、(边说学生边做出加油的动作)。2、Have a chant:T: Wonderful, First lets have a chant:Clean, clean, clean,来源:学#科#网Z#X#X#KClean the shoes.Can you clean the shoes?Yes, I can. Yes, I can. Clean, clean, clean,Clean the windows.来源:Can you clean the windows?Yes, I can. Yes, I can.Clean, clean, clean.Clean the floor.Can you

8、 clean the floor?Yes, I can. Yes, I can.（设计意图：引导学生边听音乐边做动作，说chant，既很好的复习了上节课的旧知，为新知的学习做铺垫，同时又很好的提高了学生的学习兴趣。）Step 2 PresentationT: Good job! Boys and girls this chant is about housework, I can do more housework at home, for example I can clean the floor, I can wash clothes, I also can clean the windo

9、ws. Now I am cleaning the floor. (白板展示我做家务的各种照片) 指导学生认读cleaning,并且加以区分和clean有什么不同，我做扫地的动作，What am I doing?(我正在做什么？) you can ask me, what are you doing? So today well learn the new lesson Unit 2 lesson 2 What are you doing? (设计意图：导入环节直接有效，我通过chant直接引出我在家中做的家务劳动这一情景，直接引出新知。)2、T: Ask me together.(师再次拖地

10、)Ss: What are you doing? T: Im cleaning the floor.(让学生拖地，师板书Im cleaning the floor,并且引导学生朗读几遍，接着让学生上台表演扫地，并回答。)3、（让学生上台表演不同的动作，一般都是第一课的词组）T: Who wants to be have a try? Do another action.Ok, this boy/girl. Now lets ask him/her together?Ss: What are you doing?S: ImT: Great! Give me five , 做动作。Anyone e

11、lse? ( 再邀请几个同学上台表演，借此机会反复操练新句型，同时在此过程中我一定要注意多种方式评价学生，例如：excellent ,Youre smart, Your action is very well)Step 3 Practice1、T: Now everyone, please look at me ,（做动作，我正在洗衣服）How can you ask me?Ss: What are you doing?T: Im washing clothes. (板书)。 (出示单词卡片,学生由以前学过的wish 引出新词wash,当学clothes时，先出示this 和 that 这两个

12、词，让学生总结th 的发音，进而来学习clothes就容易好多，接着让学生开火车，或者男女分读来巩固词组)T:Now children lets have a chant(通过一个chant来巩固新词组，同时将新词组融入到新句型中，反复操练，便于学生记忆。)T: Who wants to be the front to do the actions? The others ask together.( 一同学做动作，全班问What are you doing？ 该同学回答Im ，让全班同学再重复一遍)用同样地方式学习watering the flowers这一词组，学习cook the mea

13、l 这一词组时，为了避免方式过于单调，这个时候我可以出示我在厨房做饭的图片，让学生来问我：“ What are you doing?” 我来回答Im cooking the meals.2、 T: Now children ,Lets review the new words and phrases together. OK？(我呈现单词卡片，引导学生来巩固新单词。)3、 T: Next time lets do a pair work, One asks, another do the action and answer, Are you clear? (此环节是把活动2 Lets talk

14、 提前了)。4、 T: Everyone is a good actor. Now please look at the picture, What are they doing ? Now lets listen . (出示课文图片，很直接的引出新课)。First listen and have a match.T: OK, this time lets listen again and fill the blanks.(屏幕上出示几个填空题，有关于本节课的重点知识)Q1: What are you doing Mum? Im .Q2: What are you doing Dad? Im

15、,Q3: What are you doing Danny? Im .（设计意图：所提出3个问题的答案同时也是本课重点句型，在真实的语言情境中再次操练Im washing clothes, Im cooking the meal. Im watering the flower）。T:Great, How clever you are!5、 T: This time lets listen and imitate, pay attention to the pronunciation and the tune.（设计意图：听音模仿跟读课文，充分利用教材提供的情景引导学生听说，帮助学生形成正确的语

16、音、语调。）6、 Read in your group and then lets have a role play.(邀请两三组带着头饰到讲台前表演)Step 4 Production 1、 Flower drum game.T: When the music begins, Please pass the box and ask the question “ What are you doing ?”When the music stops, the one who gets the box and answers “Im”.(我会把游戏规则更详细的出示在白板上，此时老师只是做一个简单的交

17、代)。T: (游戏结束)，Children, Do you enjoy this game?Ss: Yes.T: Me too, I think well have a chance to play soon.(设计意图：做一个击鼓传花游戏，学生兴致盎然，做到寓教于乐，更大程度地激发了学生的英语学习兴趣)。2、T: Look here (指向白板)，Heres a chant for you. T and Ss: Ask a question, ask a question, What are you doing? What are you doing? I am washing clothe

18、s. Thats very nice. Thats very nice.(用两只老虎的节奏来说这个chant)（设计意图：chant 的设计，将本节课的新知很好的总结到了一起，学生在歌曲的节奏中，轻松的复习了本节课的新知。）3、（屏幕出示几张孩子做家务的照片）T：What are they doing? They are doing housework. Children our parents is hard to work every day , So after class, we should help them to do more housework. We should love

19、 our parents.(设计意图：情感升华，让学生既学习了新知，同时又很好的得到了道德教育，回家好好孝敬自己的父母。)Step 5 SummaryT: How time flies, Its time to say goodbye, Lets sum up what we have learned this class.找同学起来总结所学知识。Step6 Homework1、 Listen and imitate .2、Choose to do: Help your parents do more housework at home and then share what youve learned with your parents.（设计意图：分层布置家庭作业，让不同层次的学生都能体会到学习英语的乐趣。）七、板书设计Unit 2 Lesson2 What are you doing?Im washing clothes.Im cooking the meal.Im watering the flowers.