Class 3 Textbook p.26－27第二课时 公开课

EEC五年级下上册

Unit3: I’m Getting Dressed Now 初稿

下东营小学

李

颖

一、Teaching Aims: 1. Knowledge aims:

①四会单词： room, living room , bedroom, bathroom,

②

三会单词: news paper, make the bed, get dressed , hurry up to….. wait downstairs ①

句型： What are you doing? I ’m ……

What is she/he doing? She/He is ………

(现在进行时态的定句) be+not doing 音标：[e] [m] 2. Ability aims:

By the end of the lesson, the students should be able to: 1. Get to know the meaning of “newspaper, go to the bed,” both in spoken and written forms, and pronounce them clearly; 2.Ss can say the dialogue: ①What are you doing? I ’m ……

②What is she/he doing? She/He is ………

3. Focus of the lesson: 1.学生能用以下句型进行对话练习。

“What are you doing? I’m ……. What is she/he doing? She/He is…. 4.Predicted area of difficulty: 1.Students can answer “What are you doing?” What is she/he doing?”

二、Teaching methods: Task-based teaching approach, Situational language teaching ，

三、Teaching aids: pictures, cards, objects, TPR 四、Teaching Procedures：

Step I : Greeting StepII : Warming up and revision.

1.

Show ppt to review the words. swim, sing, ride a bike, do my homework ,read a book…

1

Read them by themselves. 2.

Show the new words: (show some pictures about room) T: Look,this is my house,do you want to go with me? Teacher introduces the house. T:This is my living room, this is my bedroom…

(设计意图：通过对旧单词的复习，让学生了解构建合成词的方法与技巧，并为新授单词及音标做铺垫.) (ppt) living room bathroom dining room kitchen T:Here m pronounce /m/ ,let’s read together. (ppt) room [m] T:Can you give me some examples? （设计意图：让学生自主学习，引导学生并培养学生思维扩散的能力，进而学会总结已学过的旧知识。）

Read the words following the teacher like this: room↗ room↘ Spell the words: R-O-O-M- room…

T: This time let’s look at these pictures (Show the ppt) 1.

students read them together and read them one by one. Then find out what the differences? sing--- singing do---doing cook---cooking live--- living make---making ride---riding

get---getting swim---swimming shop---shopping (设计意图：通过PPT，让学生自主学习，并且总结动词变现在分词的变换规则) T: look at me! I am standing.(教师站在讲台上) Look! I am singing.(教师唱歌) S1What are you doing?

S1:I am speaking. T: Very good! You ask another one. S1:S2What are you doing ? (Bb) S2:I am doing my homework now.”(Bb) (Do some pairs) StepIII: Practice A: What are you doing ? B: I am …… . (Check) S1: What are you doing? S2: I am swimming. T: Now! Who can tell us “What is S1 doing?”

S4:She is swimming.

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T: Good job! S3：What are you doing? S3:I am reading books. T: What is S3 doing? Ss: He is reading. StepIV: Consolidation 1.Play the tape. Listen and read the text on page 38. Then practice reading in groups. If there’s time left, role playing the dialogue) （设计意图：任务型教学模式。让学生带着任务去听，引导学生把握关键信息，指导听力技巧，提高听力技能。）

StepVI: Homework

1、造句： ___ + be + ving __.2、仿写：A: What are you dong ? B: I’m _____________.

五、Blackboard designUnit 3 I’m Getting Dressed Now A: What are you doing ? B: I’m reading books.

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EEC五年级下上册

Unit3: I’m Getting Dressed Now 定稿

下东营小学

李

颖

一、Teaching Aims: 1. Knowledge aims:

①四会单词：

room,

living room , bedroom, bathroom,

②

三会单词: news paper, make the bed, get dressed , hurry up to….. wait downstairs ②

句型： What are you doing? I ’m ……

What is she/he doing? She/He is ………

(现在进行时态的定句) be+not doing 音标：[e] [m] 2. Ability aims:

By the end of the lesson, the students should be able to: 1. Get to know the meaning of “newspaper, go to the bed,”

both in spoken and written forms, and pronounce them clearly;

2.Ss can say the dialogue: ①What are you doing? I ’m ……

②What is she/he doing? She/He is ………

3. Focus of the lesson: 1.学生能用以下句型进行对话练习。

“What are you doing? I’m ……. What is she/he doing? She/He is….

4.Predicted area of difficulty: 1.Students can answer “What are you doing?” What is she/he doing?”

二、Teaching methods: Task-based teaching approach, Situational language teaching

，

三、Teaching aids: pictures, cards, objects, TPR 四、Teaching Procedures：

Step I : Greeting StepII : Warming up and revision.

3.

Show ppt to review the words. swim, sing, ride a bike, do my homework ,read a book…

4

Read them by themselves. 4.

Show the new words: (show some pictures about room) T: Look,this is my house,do you want to go with me? Teacher introduces the house. T:This is my living room, this is my bedroom…

(设计意图：通过对旧单词的复习，让学生了解构建合成词的方法与技巧，并为新授单词及音标做铺垫.) (ppt) living room bathroom dining room kitchen T:Here m pronounce /m/ ,let’s read together. (ppt) room [m] T:Can you give me some examples? （设计意图：让学生自主学习，引导学生并培养学生思维扩散的能力，进而学会总结已学过的旧知识。）

Read the words following the teacher like this: room↗ room↘ Spell the words: R-O-O-M- room…

T: This time let’s look at these pictures (Show the ppt) 2.

students read them together and read them one by one. Then find out what the differences? sing--- singing do---doing cook---cooking live--- living make---making ride---riding

get---getting swim---swimming shop---shopping (设计意图：通过PPT，让学生自主学习，并且总结动词变现在分词的变换规则) T: look at me! I am standing.(教师站在讲台上) Look! I am singing.(教师唱歌) S1What are you doing?

S1:I am speaking. T: Very good! You ask another one. S1:S2What are you doing ? (Bb) S2:I am doing my homework now.”(Bb) (Do some pairs) StepIII: Practice A: What are you doing ? B: I am …… . (Check) S1: What are you doing? S2: I am swimming. T: Now! Who can tell us “What is S1 doing?”

S4:She is swimming.

5

T: Good job! S3：What are you doing? S3:I am reading books. T: What is S3 doing? Ss: He is reading. Practice(Three Ss a group) A:What are you doing? B:I am……………

A:What is ** doing? C:She/he is …… . 1.

Now Let’s do some exercises. Fill in the blacks with the correct words. 

1.-- What are you _________(do) now? --I ___________(eat) bread. 

2. My father__________(work) in the office now. 

3. Look, the boy____________(put) the pencil into the pencil-case. 

4.-- ___he__________(clean) the classroom? --No, he isn’t. He_______________(play). 

5. Where is Mak? He___________(run). 

6. Listen! Mary______________ (sing) there. （设计意图：用练习题巩固所学新知，

学以致用，实际操练.） StepIV: Consolidation 1.Play the tape. Listen and read the text on page 38. Then practice reading in groups. If there’s time left, role playing the dialogue) （设计意图：任务型教学模式。让学生带着任务去听，引导学生把握关键信息，指导听力技巧，提高听力技能。）

StepVI: Homework

1、造句： ___ + be + ving __.2、仿写：A: What are you dong ?

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B: I’m _____________.

五、Blackboard designUnit 3 I’m Getting Dressed Now A: What are you doing ? B: I’m reading books.

六、Teaching reflection 新单词呈现形式特别。呈现方式：讲新词—语音教学。应该说整堂课中，教师在引入新词时，都是比较自然，并带出本课的重点句型和对话。教师能贯彻以学生为中心的原则，关注教学过程，尽可能发挥学生的主体作用，充分调动了学生的积极性。教学活动的设计丰富多样，有全班活动，师生互动，小组活动，双人活动，个人活动等。单词，短语，句型的操练面广，练习次数多，同时提高了每个学生的参与能力，做到了每个学生都可以说，都会说。教学时间分配合理。

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