Unit 1 What are you doing?课堂实录及点评

集体备课Module4 Unit1 What are you doing?

王慧敏 20018.4 【教材分析】

Module4 Unit1 是外研社出版的《新标准英语》一年级起点第四册第二模块第一单元。本课主要是用be doing 来询问正在做的事情，并能够结合实际做出准确的回答。

【学情分析】

对于What are you doing ?句式，老师在之前的模块已经有所渗透，学生们能够正确地进行询问

【核心问题】

如何用What are you doing ?句式真确询问正在做的事情，并结合实际做出回答？

【解决策略】

1.通过自主预习反馈解决重点单词和句型。

2. 联系实际理解、运用What are you doing ? 【教学过程（Teaching Steps）】

一、

Preparation 1.Greetings: Hello, boys and girls. How are you? What’s the weather like? It’s sunny/windy/cloudy. Are you doing your homework?…

2.Listen and say the poem and clap: Are you doing your homework? 二、Presentation Ｔ: Do you know what are Amy and Lingling doing? Now look and listen.(Ss look and listen.) T : Is Amy doing her homework? Is Lingling tidying her room? Is Tom drawing a picture? What’s he doing?

Ss: He’s playing with his train. 三、Practice 1.

T (knocks) :Listen! What’s this? (noise) Read and listen. T: Can you make noise?(Ss make noise) T: What’s that noise? (Ss repeat) T: Do you like noise? Don’t make noise. It’s bad for our heath. 2. T does actions and says: I’m thirty. I’m drinking. T shows cards and let them understand and read: drink Do and say: I’m drinking. Ss answer: Are you drinking? Is he/she drinking? 3. The same method to read and understand: eat, talk 4. Say and do actions: I’m drinking. I’m eating. I’m talking. 5.A game: What are you doing? I’m drinking/ talking/ eating/ running/ walking.( The whole class ask , four students come to the front and do actions.) 6. Listen and circle the new words then point the words. 7. Show cards and read the words. Then give one group a card. Listen to the music and pass the cards. When the music stops, who take cards read it loudly. 8. Listen and read the text. 1)

Repeat and practise. 2)

Read it in twos. 3)

Read between boys and girls. 9. Ask one student to come to the front and do actions,

let the others guess with “

Are you drinking/ eating/ talking?” 四．Production 1.Teacher shows a phone (call two students): (Where’s Pan Xuanming? I want to know what’s she doing?) Are you drinking? Are you eating? Are you talking?( Are you doing your homework? ) So what are you doing? 2.Ask two students to call each other. Then phone in twos. 3.Put the pictures on the blackboard. Then ask one to come to the front and the whole class ask “ What’s he/ she doing?” The students guess with “She’s/ He’s …”

五．Summary and homework: 1.

Listen and read the text. 2.

Call phones with others.

【个人反思】

本课，主要是从学生的角度出发，以学生为主，让学生掌握学习的方法，并学会预习。

首先，在前一天布置作业：1.圈出课文的主要单词 2.用序号标出课文的重点句型。

其次，通过分析课题让学生学会找出关键词，继而汇报课前预习所圈出的ing单词，并且让学生自己总结、发现规律，并进行举例、造句，体现语用性；通过分析课题学生还可以找出关键句型，让学生组内进行交流、分享自己的预习结果，最后进行班级汇报。课题的分析，一是让学生学会学习，二是检查学生的课前预习情况，三是解决课文重点。

然后，课文的整体感知，是让学生根据图片提出问题，

再由学生的问题进入情境，问题通过的回答理解课文。然后通过Lingling 和Amy打电话的情境，让学生发现课文中的问题，并讨论回答。

最后，根据课文的情境设计打电话的游戏，先是由老师的电话铃声带入打电话的情境，然后让学生根据图片的提示扮演喜洋洋和慢洋洋来打电话，最后在学生情绪高昂时分组进行打电话，充分体现语言的交际性和语用功能。

【组内教师诊断】

王晓璐：在新授阶段范老师能针对重难点，有步骤、有目标地引导学生进行小组合作学习。课堂上多项交往的组织形式，使学生之间能够互帮互学，形成积极的课堂气氛，有利于发展学生的思维。本课通过课件创设情景引出各种活动：学生分为4人一组进行会话练习，评论哪组说得最棒。这种分组练习并评议的方式调动了学生的积极性，也培养了学生集中注意力。

钟春光：范老师在具体情境中很好地解决了本课的教学难点。What's that noise?是本课的教学难点，对noise的理解，范老师采用具体情境中通过拍拍手、跺跺脚、汽笛声、破碎声等加以诠释，学生通过直观生动的感受很好地理解了教学难点，体现了在“用中学”。

王慧敏：本课教学活动的设计丰富多彩，有效，训练方式多样，有全班活动，师生互动，小组活动，双人活动，个人活动等，在活动中突破难点，在活动中发展能力。教师为了巩固本课的内容，精心设计了多个活动：有歌曲，谜语，游戏，内容非常丰富不但使单词，句型的操练面广，练习次数多，而且还调动了每一个学生的参与热情。将热闹的形式与有效的语言实践有机结合。

赵国华：范老师的本课教学设计合理，形式多样，课堂上多项交往的组织形式，使学生之间能够互帮互学，形成积极的

课堂气氛。学生能主动地探求知识，体现了学生学习的的主动性。