Unit1Whatareyoudoing教案.docx

1、Unit1Whatareyoudoing教案单元主题：Unit 1 What are you doing ?单元内容概述本单元是北京版五年级下册的第一单元，本单元主要学习的话题是围绕某人正在做某事的话题展开，以学校、家庭、等场景为载体，重点介绍了询问并回答或描述自己或他人正在做某事的日常交际用语。这些场景与话题贴近学生生活实际，不仅对正在发生的事情与所谈论，对基于照片的生活回顾也有所涉及。本单元的学习和教育价值是在丰富的对话交流语境中，学生懂得交流和分享学习心得体会，珍惜与家人共度美好时光，树立爱家庭、敬老人的价值观，了解中西方文化的不同，如美国人对篮球的喜好，中国人对传统Kung fu的热爱

2、。单元教学目标知识与技能目标：1、能询问、回答或表述自己或他人正在做的事情并发表简单地看法。2、能够听懂、认读本单元出现的现在分词的形式呈现的12个动词及动词短语，并能在相应情景中运用。3、能够根据字母组合qu在单词中的发音/ kw /的规律拼读单词。4、能理解并朗读listen and say板块中的对话内容。5、能读懂Now I can read 板块中专属主体课文的语段，并尝试复述。 6、能善于观察、勤于学习他人有效的学习策略，养成自己的业余爱好，懂得与他人分享美好的生活记忆。口语训练目标：What are you doing ?What are you going to do ?Whe

3、re are you going ? What is Mike doing ? What is he doing ?过程与方法：通过模仿、操练、应用、表演等活动，引导学生有意识的将新旧知识结合，积极运用语言进行表达和交流。情感、策略、文化意识目标： 通过学习本单元使学生能够懂得珍惜与家人共度美好时光，树立爱家庭、敬老人的价值观。教学重点本单元的教学重点是用于询问并回答或谈论（某些）人正在做的事情的日常交际用语“What are you doing ? Im ”“What is Mike/he/she/doing ? He/she /is .”What are you /they doing?

4、We/They are.”以及描述动作行为的12个动词及短语。 教学难点本单元的教学难点be doing结构在不同情景，不同人称搭配中的正确运用以及-ing在一定词尾如practicing中的正确发音。教师应在专项人称学习的基础上设计多种语言实践活动。增加语言的复现率。引导学生熟练表达。学生情况分析由于是新换的教材，版本不一样，学生在先锋版教材三年级中曾经学过动词的ing形式，因此在教学中可以通过复习旧知引入新知。通过一些不同形式的活动调动学生学习的积极性。本单元容易出现的问题及措施在本单元中的学习中be doing的用法，教师在教学中通过不同形式的练习帮助学生理解单词的含义。学生尝试对对话进

5、行复述的练习，提高学生的语言表达能力。教学资源见资源文件夹单元检测见单元检测文件夹 教学主题：Unit 1 What are you doing ? 授课课时第一课时教学目标一、知识与技能目标1、能够听懂并朗读Listen and say中的对话内容，能运用“What are you doing ?Im ”的交际用语询问对方或回答自己长在做的事情。2、能听懂、会说、认读practicing my English ,chatting with my friends ,drawing a picture, making handwork等动词短语，并能在实际情景中运用。3、能在教师的帮助下小组内或

6、同伴件完成Lets do中的游戏本活动。4、能认识到他人的长处并善于借鉴学习他人科学有效的学习方法。二、口语训练目标：1.What are you doing ? Im practicing my English .2.What is she doing ? She is .3.Are you reading every day ? Yes, I am .三、过程与方法：通过模仿、操练、应用、表演等活动，引导学生有意识的将新旧知识结合，积极运用本单元所学语言进行表达和交流。四、情感、策略、文化意识目标：通过学习，学生能够认识到他人的长处并善于借鉴学习他人科学有效的学习方法。教学重点功能句型“W

7、hat are you doing ?Im ”以及相应动词短语的理解与正确运用。 教学难点Practicing 的正确发音以及情景语言“I wish I could speak Chinese very well .”“Sure you will.”的理解。教学用具课件，人物头饰，单词卡片。教 学 过 程教 学 阶 段Activity 1: Greeting and Warm up 师生互相问候“good morning /afternoon boys and girls .”Good morning /afternoon!”Activity 2: Oral practice T：What a

8、re you doing now ? I am having an English class. Show the picture and say What are they doing ? Point to each picture and say What is she doing ? She is playing football. basketball. reading 设计意图：通过口语交际活动，猜测对话情景，引入新知，激发学生学习英语的兴趣。Step 1Warming-upStep 2Listen and say Activity 1:呈现对话环境1）引导学生观察对话中的人物: T

9、: There are two children . They are Mike and Guoguo. They are in the park. What are they doing ? What is Mike doing ? What is Guoguo doing ? 2）Listen to the dialog without sentences and answer : What kind of (English )book is Guoguo reading ? How do you know that? What do they say ? Can you repeat t

10、he sentences. 听后反馈。引导学生说出：Are you reading your textbook ? 3）Listen again and ask children answer :Which book is a textbook ? A B C通过选择明确textbook的含义。Q：What is Guoguo reading her English textbook for ?What is she doing ?What does she say? 学生带字幕听录音回答 Im practicing my English . 4）Listen and answer “How

11、does Maomao ask ? How does Lingling answer ? 根据板书内容，带着学生回答进行复述的练习。并作发音指导。T: What is important to practicing English ? 再次观看课件并寻找答案。“Reading aloud is important 指导学生的发音。5)教师引导学生配动作模仿跟读，然后在小组内角色扮演。强调practicing important 的发音。6）角色扮演。设计意图：在学生跟读后，教师引导学生有语气、带动作模仿人物对白，激发学生的学习兴趣。Activity 2: 学习对话21)T: Now Who i

12、s coming? Is she happy ? What is she listening to ?引导学观看课件寻找答案：She is listening to English songs. 2) Listen to the dialog and answer Can Lingling speak English well ? Can Mike speak Chinese well ? 预设1：Lingling can speak English very well . Mike cant speak Chinese very well . 预设2：Lingling can speak E

13、nglish very well . Can Mike speak Chinese very well. Yes/No. 并对I wish I could speak Chinese very well .听录音反馈：I wish I could speak Chinese very well.Wish: 但愿：帮助学生理解单词的含义。I wish I could fly. I wish you would go with me.Can Mike speak Chinese well ? 3)Listen and repeat. 听后反馈。4）听录音模仿跟读。设计意图：让学生模仿Linglin

14、g and Mike.给学生练习的空间，激发学习兴趣。Activity 3: 梳理对话，初步总结出示主题图1.2 请学生观察图片，说出情景中的语言。2）教师口述总结，当你想知道对方正在干什么时可以问What are you doing ? Imhow can we learn English well ? Reading aloud is important . Listening to English songs is a good way.设计意图：通过观查图片，让学生体会语言的运用。Step3Listen, look and learn Activity 1: Show Miss Wan

15、g and ask Whos this ? What is Miss Wang doing ? T: Miss Wang is talking to her students. She wants to find out what they are doing ? Listen and say . What are you doing ? Im practicing my English . 学生进行选择。Activity2: 请学生重复并进行角色扮演。Activity3: Listen and choose What are you doing ? I am drawing a pictur

16、e .学生进行选择。并进行角色扮演。Activity4: 按照以上的步骤学习doing crafts and chatting with my friends. Activity 5: Practice Listen and repeat. What are you doing ? Im设计意图：通过学习词组和句型练习，让学生在不同的情境中练习重点句型What are you doing ? Im Step 4Listen and choose Activity 1: Listen and choose Ask children open the book and say some words

17、 .Then listen and choose .Activity 2: Ask children write some words and say key sentences. 设计意图：通过听录音选择图片提高学生的听力能力和语言表达能力。在做题的过程巩固新知。Step 5Lets do Activity 1: 师生交流：Act in pairs. “What am I doing ? You areActivity 2: Ask children do and finish it . Activity 3:Ask children say some sentence. You are p

18、laying baseball. You are dancing .Activity 4 :布置作业：1）听录音跟读对话和词组。 2) Copy the words about the sentences.板书设计Unit 1What are you doing What are you doing ?Im playing .课后练习读句子,选择合适的答案.（ ）1.What are you doing ? Im _football. A. play B. plays C. playing （ ）2. Reading _is important. A. aloud B. loud 教学主题：U

19、nit 1 what are you doing？ 授课课时第二课时教学目标一、知识与技能目标1、能够听懂并朗读listen and say对话内容，会用 what is he/she doing .?询问回答他人正在做的事情。2、能听懂、会说、认watching a basketball game/playing the piano , making a model practicing kung fu.，并在实际情景中运用。3、能理解对话内容并能模仿人物对话4、能利用业余时间从事自己的兴趣爱好活动，并懂得与家人分享交流。二、口语训练目标：1.Whats your favorite food

20、 ? My favorite food is 2.What are you doing ? I am 3.What is he doing ? He is 4.What are they doing ? They are 三、过程与方法：通过模仿、操练、应用等活动，引导学生有意识的将新旧知识结合，积极运用本单元所学语言进行表达和交流。四、情感、策略、文化意识目标：通过学习，学生能够会用会用 what is he/she doing .?询问回答他人正在做的事情。提高学生的语言表达能力。教学重点会用 what is he/she doing .?询问回答他人正在做的事情。在交际中能够运用所学句型

21、进行问答。教学难点what is he/she doing .?在恰当语境中人称代词的正确区分与应用。教学用具课件，人物头饰，单词卡片。教 学 过 程教 学 阶 段Activity 1: Greeting and Warm up 师生互相问候“good morning /afternoon boys and girls .”Good morning /afternoon!”Activity 2:Review lesson1中的一些图片信息进行谈论，如：what is Guoguo doing? What is Lingling doing? What is the boy/girl doing

22、?设计意图：复习旧知，引入新知，激发学生学习英语的兴趣。Step 1Warming-upStep 2Listen and say Activity 1:呈现对话环境1）引导学生观察对话图片: T: Who is this? Where is Mike? What is he doing? What TV show is he watching?2）Listen to the dialog and answer : Who are they? What are they doing?听后反馈。引导学生说出：its Mike . hes at home. He is watching TV. 3）

23、Listen again and ask children answer ：who is coming? What is she saying to Mike?4)listen and repeat 5)role play根据板书内容，带着学生回答进行复述的练习。5)教师引导学生配动作模仿跟读，然后在小组内角色扮演。在学生跟读后，教师引导学生有语气、带动作模仿人物对白，激发学生的学习兴趣。Activity 2: 学习对话21) T: show the picture. Who are they? where are they? They are Mikes mom and dad. They

24、are in their bedroom.2) listen and answer: what are Mikes mum and dad talking about? What are the childrens name? what are the children doing? 3) Listen to the dialogue and answer: Mike S MUM AND DAD ARE TALKING ABOUT Mike first. .4)listen to the talk again and ask “ mum and dad are talking about Ke

25、vin.5）听录音模仿跟读。设计意图：让学生模仿.给学生练习的空间，激发学习兴趣。Activity 3: 梳理对话，初步总结出示主题图1.2 请学生观察图片，说出情景中的语言。Step3Listen, look and learn Activity 1: the teacher ask the students : what is he /she doing? he/she isActivity2: show the picture and ask: what can you see in the picture? what is the girl doing? what is the man

26、 doing? Activity3 : show the picture and ask what is he/she doing?Step 4Listen and choose Activity 1: Listen and number Ask children open the book and say some words .Then listen and number.Activity 2: Ask children write some words and say key sentences. 设计意图：通过听录音勾画图片提高学生的听力能力和语言表达能力。在做题的过程中巩固新知。St

27、ep 5Lets do Activity 1: Show the picture and ask :what is he/she doing?Activity 2: Ask children to talk about the pictures of the ppt.Activity 3: talk show .Activity 4 :布置作业：1）听录音跟读对话和单词。板书设计Unit 1 what are you doing？What is he/she doing?He/she is .练习读一读，选择正确的答案。（ ）1.- look, what is the boy doing? -

28、 ( ) is flying a kite?A、 He B、 she C 、they（ ）2、-what is she doing? -she is _ the piano.A、playing B plays C play教学主题：Unit 1 What are you doing? 授课课时第三课时教学目标教学目标：知识与技能目标1能听懂并朗读对话内容，并运用“What are they doing? They are.”等句子询问并回答他人正在做的事情。2能听懂会说putting candles, on the cake ,dancing ,fishing, playing hide an

29、d seek等动词及短语，并在实际情景中应用。3能在教师的帮助下小组内或同伴间完成 “Lets do”中的游戏。过程与方法：通过模仿、操练、应用、表演等活动，引导学生有意识的将新旧知识结合，积极运用语言进行表达和交流。情感、策略、文化意识目标： 通过让学生表达自己喜欢的季节，培养学生热爱大自然的情感。教学重点1能用“What are they doing? They are”等句子询问并回答他人正在做的事情。2能听懂会说putting candles, on the cake ,dancing ,fishing, playing hide and seek等动词及短语，并在实际情景中应用。教学

30、难点“What are they doing?的两种答语“Im”和 “We are”教学用具教具：录音机、课件，单词图片。教 学 过 程教 学 阶 段Activity 1: Greeting and Warm up1、通过呈现主题图的方式引导学生复习第二课的对话内容。2、师生就二课中的一些图片信息进行谈论：“What is Mike doing？ What are Kevin and Jane doing? ”“What are Maomao and Lingling doing?”Step 1Warming-upStep 2Listen and say 主题图学习：图一(1)观察主题图1教师

31、出示并引导学生观察第一幅主题图，指着图中的人物引导学生回答“ Who are they? Where are they? What are they doing？” 看图片继续补充：”They are looking at a family photo.” Ask and answer:“Whose family photo is it、“ ”How many family photo is it？ How many people are there in this picture? Who are they? Who are they? What are they doing?”(2)初听理解对话。 “Whose birthday is it ?” 之后播放对话录音两遍，引导同学回答问题：“Ho