小学英语教学设计

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1、小学英语教学设计 Pep Grade5(下)  unit 4   part b  what is he doing? 一teaching aims:（教学目标与要求）1.      enable the students to use the following sentence patterns to talk about the things happening:（学生能用以下句型表述他人正在进行的动作）what is he doing? &

2、#160; what is she doing?hes          shes2.      learn to say the following phrases and spell them:（能够听、说、读、写动词短语的ing形式）listening to music    washing clothescleaning the room   

3、60;   writing a letter   writing an e-mail二important points:（教学重点）重点掌握五个短语动词的ing 形式。三difficult points:（教学难点）      以不发音的字母e 结尾的动词ing形式的变化。四teaching aids:（教学设备）cia课件,  tape recorder, photos, pictures.五teaching procedures:（教学步骤及说明）step 1:

4、 warm up1.lets chant：（通过说唱、唱歌等形式，引入课堂）what are you doing?   i am doing the dishes. (将上节课内容串成“数what are you doing?i am drawing pictures. 来宝”作为一个复习内容)what are you doing?i am reading a book. what are you doing?i am cooking dinner.  what are you doing?i am answering the pho

5、ne. 2. sing a song: what are you doing?（唱一首歌引入主题）step 2: revision1.show students some photos, ask and answer: what are you doing?（学生通过句型复习五个已学过的动作）im doing the dishesdrawing picturescooking dinneranswering the phonereading a book.(学生边说边做)2.students ask and answer in pairs.(同桌间互问互答)step 3. prese

6、ntation1.      t: what do you usually do on the weekend?s:  i usually（通过对话，直接引出词组）t:  but i usually listen to music. i like listening to music very much. look, i have a radio. now im listening to music.2.      learn to s

7、ay and spell “listening to music”.（学生跟读词  组，并拼写词组）3.      show the photos, ask and answer: （从what are you doing句型引出what is he doing?句型）whats he doing?hes listening to music.4.      learn to say the following four phrases and write

8、 down the phrases on the blackboard:（继续引出其余四个词组，并将词组写在黑板上，为学生以后的活动做准备）washing the clothes  cleaning the roomwriting a letter      writing an e-mailstep4. drill and practice:1.  look at the photos, ask and answer:（通过cai课件中的模糊画面，让学生猜一猜他们在干什么，巩固词组）look

9、and guess: （每幅图片上三个动作，看谁记得最快）there are three actions in the pictures, guess :whos that?  whats he/she doing?2.  do an action: students are divided into several groups. one acts teacher and says “ everybody. do an action.”（做“每个人做一个动作”游戏。让学生切实体会进行时的含义）practice the sentence patterns

10、:“what are you doing?”“what is he doing?”  step 5. consolidation and extension:1.      watch and listen to a short story.（听蓝猫的故事，回答蓝猫正在   干什么。通过故事练习词组）1)      listen to the story twice.2)    

11、0; answer the questions:whats the cat doing first、next?2.      write and say: we are so  busy!（仿造例子写自己一家正在干什么，并以对话的形式表演出来）1)      choose the activities the family members doing.write them down and read it out.2)   &

12、#160;  make a short dialogue according to the chart.3)      act out the dialogue.step 6.  homework       write down the dialogue “we are so busy!” 板书设计1： unit 4 what is he doing?drawing pictures  

13、;            listening to music  (listen)doing the dishes              washing clothes  (wash)cooking dinner       

14、        cleaning the room  (clean)answering the phone           writing a letter  (write)reading a book              

15、60;writing an e-mail  (write) 板书设计2： we are so busy（忙碌的）!look! this is my family. this weekend, we are all very busy. what are we doing?i am                       &#

16、160;           my father is                             my mother is     &#

17、160;                     my grandfather is                        my grandm

18、other is                       my sister is                       

19、0;      my brother is                            oh! we are so busy!【教学反思】：这节课的主题是what is he doing? 在已学过五个进行时态动作的基础上，继续学习五个新动作。同时在

20、已掌握what are you doing?句型基础上，学习what is he/she/your father/your mother doing? 句型。首先，用what are you doing? 句型，以较短的时间复习五个已学过的进行时动作。其次，让学生看图片，引入what is he doing? 句型。运用前三个单元出现的句型，较自然地引出五个新动作。教师板书五个动作于黑板上，为学生后面的书写练习做参考。第三，在强化练习之后，引入大量来自学生实际生活的图片，以猜、听、说、唱、玩的形式进一步巩固。最后，词组的书写也是这节课的重要组成部分。教师示范如何完成we are so 

21、0;busy! 教学任务，让学生完成自己一家周末都在做些什么，同时以对话的形式表演出来。1教学观点：学生语言表达能力的提高，要靠长期的学习积累，不能一蹴而就，“冰冻三尺，非一日之寒”。小学生先学会说话，再学写作，把话说得通顺流畅，绘声绘色，无疑会为写作奠定基础。在小学英语学习的课堂上，利用看图说话，使学生语言能力的培养在活动中进行，让孩子灵敏的目光，扑捉画面的内容，从而萌发用英语表达这些内容的愿望，这个愿望催促他灵活地运用已经学过的单词和短语来叙述画面的内容，表达自己的理解和认识。2设计思路：1）学生口头英语能力的训练应分步进行，让孩子在游戏、唱歌、表演、看图说话等多种形式训练中，提高学生的学

22、习积极性，逐步学会说话，不知不觉，积少成多。2）听力理解时，为使学生更好地理解故事内容，将图片制成动化形式，这更吸引学生注意力。3）借助图片，以录像形式出现，训练学生运用现在进行时，叙述正在发生的事情，使学生知道什么情况下使用现在进行时，现在进行时如何构成，在动词加上词尾ing后，发音有什么变化等。4）从学生的生活经验和兴趣出发，创设与完成任务相关的情景进行语言训练，使学生在真实的情景和方式中学习英语知识，发展语言技能。3. 教学活动有待探讨之处：1）. 本节课为进行时态的动作学习，因此以真实的图片、动作、动画来教学起到较好的学习效果。教案中设计“do an action.”这一活动，教学后发现五年级学生做动作已不如三、四年级那样大方、有趣，所以取消了动作表演。2)教学设计中竞争的气氛不够，学生能跟着教学思路表达自己的意见，学会所教的内容，但缺乏竞争带来的动力，使得课堂活力不够。3)最后的任务型表演可以家庭为单位进行小组表演，每人饰一个角色，这样会比pair-work单一的两人对话更有声有色，更能激起学生参与的欲望，将所学的内容在表演中表达出来。