Unit 2 He’s riding his bike, but it starts to rain.教案（名师）

Module5 Unit2 He’s riding his bike, but it starts to rain. 一、教学内容分析：

本模块学习如何描述正在做一件事情时另一件事情同时发生的场景。联系生活实际，学生能够学会表达，这样处理比较符合学生的认知特点和语言规律。

二、教学对象分析：

六年级的学生活泼好动，乐于参与活动、游戏及表演，所以要采用多种教学手段交替使用，创设情景，尽量利用实物、图片及课件等教具进行教学，激发学生求知欲望。教师要关注、鼓励学困生积极参与小组活动角色，引导全体学生真正做到互帮互助，共同进步。

三、教学目标：

（一）知识目标：

1.听：学生能听懂He is playing the suona, but the phone rings. He’s riding his bike, but it starts to rain. 2.说：学生能说He is playing the suona, but the phone rings. He’s riding his bike, but it starts to rain. 3.读：能够在图片的提示下，在语句中认读单词和词组：bark, loudly, nothing, bark loudly, do exercise, have lunch, start to rain 等。

4.写：能够根据照片、图片、场景来表达正在做一件事情时另一件事情同时发生。

（二）技能目标：

1.学生能朗读课文，阅读相关短文。

2.培养学生听说读写的能力和综合运用英语的能力。

（三）情感目标：

1.培养学生对所学的话题感兴趣，乐于感知并积极尝试使用英语。

2.在活动中培养学生善于与人交流，与人合作的意识。

（四）文化意识：

培养学生关注中外文化异同。

四、教学重点：

1.能掌握重点单词和词组：bark, loudly, nothing, bark loudly, have lunch, ride a bike, do exercise, start to rain 等。

2.能掌握功能句来描述照片或图片、图画场景。He’s riding his bike, but it starts to rain. 五、教学难点：

1.能运用词汇：bark, loudly, nothing, bark loudly, have lunch, ride a bike, do exercise, start to rain 2.能描述正在做一件事情时另一件事情同时发生的句子: He’s riding his bike, but it starts to rain. 六、教法、学法分析：

教法：1、情景教学法； 2、任务型教学法； 3、交际法； 4、游戏法； 5、多媒体教学法

学法：1、利用已学的知识正迁移，为本课学习做铺垫；

2、会话教学中鼓励学生配以丰富表情大声说和适当做手势；采用委婉有礼貌的语调，有感情、有条理地说，培养学生口头表达能力。

七、教学准备：

电脑、PPT、单词卡片、VCD、CAI 八、教学过程：

Step 1 Warm-up .（

热身

）

1、Greeting.

2、Review Unit 1 of Module 5.

Show the PPT of P31, ask and answer. A: What are you doing ? B: I’m flying a kite./ sleeping/... 3、Let’s chant. (1) Look at the pictures and fill in the blank. The （铃）is （响）. The dog is （吠）. Little Tom is （哭）. But Sam knows （没有事情）. (2) Listen to the recording and read after it. (3) Read in different ways.(The whole class read, read in groups, read one by one) 4. Present activity 2. (1) Look at the pictures and answer the questions.

P1.T: What’s she doing? S1: She’s having lunch. T: Does the phone ring? S2: Yes, it does. T: She’s （吃）lunch, but the phone （响）. P2. T：What’s he doing? S1: She’s riding his bike. T: Is it raining? S2: Yes, it is. T: He’s （骑）his bike, but it starts to （下雨）. P3. T: What’s she doing? S1: She’s doing exercise. T: What’s the weather like? S2: It’s hot. T: She’s （做）exercise, but it （变得）too hot. P4. T: What’s she doing? S1:She’s watching TV. T: Doe the bell ring? S2: Yes, it does. T: She’s （看）TV, but the bell （响）. P5.T: What’s the boy doing? S1: He’s walking in the park.

T: What’s the weather like? S2: It’s snowy. T: He’s （走）in the park, but it starts to （下雪）. P6.T: What’s the boy doing? S1: He’s reading a book. T: What’s his sister doing? S2: She’s singing. T: He’s （读）a book, but his sister starts to （唱歌）. (2) Watch and read after the recording. (3)Read in different ways. (4)Grammar explanation. 师出示课件，解释并列句的含义，并让学生做一些简单的问答题，使学生进一步加深对并列句的理解。

5.Activity 3 Look, match and say. Listen to the recording, then check up the answers. P1.They are having a picnic, but it starts to rain. P2.They football, but it too hot. P3. She , but it too cold. 6. Game. "默契大考验”游戏。和自己的同桌同时写自己假设正在做的一件事。并问问你的同桌，看看你们之间的默契吧！

-- What are you doing ?

-- I am … (reading). 7. Exercises. 情景写句子： (1).你想知道Sam是否在骑自行车,你问大明： Is Sam riding a bike? (2).你告诉妈妈:我在做作业,但电话响了。 I’m doing homework, but the phone rings. (3).你和对方说:听！这个婴儿在大声哭,你说： Listen! The baby is crying loudly. (4).你告诉老师：看！他们在做运动。 Look! They are doing exercise. (5).你想知道对方是否在举行生日聚会，你问： Are you having a birthday party? Step 3 Summary. Sum up the main words and sentences. Step 4 Homework. 1. Copy the words of M5. 2. Read Activity 2 of P29. The blackboard design （板书设计）

Module 5 Unit 2 He’s riding his bike, but it starts to rain. bell 铃 ring 响

He’s riding his bike, but it starts to rain. bark吠 loudly 大声地 The dog is barking. nothing 没有东西 Sam knows nothing. 评价方法：

全班分成四个小组，以竞赛的形式进行PK。表现好的可以获得星星、小红花，小贴纸。老师经常竖起大拇指，说good, great, excellent, good boy/girl ,wonderful, good job 等表扬性的话。最后获胜的小组会得到老师送出的神秘礼物。

Feedback(反思): 本课教学遵循任务型教学的原则，既学用结合，又能体验课堂教学的快乐。把课堂的大部分时间交给学生，充分发挥他们的主动性和创造性，使其通过体验、实践、合作和探究等方式，学会学习，从而全面提高语言综合运用能力，又能增强学生与人交流，与人合作的意识。教学的不足之处是有小部分学生学得困难，不敢开口或说得不流利，以后要多关注这部分学生，鼓励他们勇于开口，积极参与。