Unit 2 What are you doing?板书设计及设计说明

What

are

you

doing? 一、学生分析

本课的教学对象是小学五年级的学生。五年级的学生已能够基本达到听、说、读、写课本上的四会单词及句子的要求，能够运用简单的英语进行交流，能够提出简单的问题并回答，能够按照自己的意愿写一些简单的英语句子，但还没有很好地养成用英语进行思维的习惯。

二、教材分析

本课时为第四单元的第四课时，在本单元的前几个课时已学习了句型What are you doing ? I am...及一些表示动作的短语。在此基础，本节课重点是学习五个动词现在分词和询问某人正在做什么事情。

三、教学目标

1.认知目标

1）能够听、说、读、写短语的ing 形式:listening to music, washing the clothes, cleaning the room, writing a letter ,writing an e-mail.

2）能听、说、读、写句型：What is your father doing ?He’s writing an e-mail.等询问并表述他人正在进行的动作。

2.

情感态度目标

1）通过师生互动，让学生敢于开口说英语，用英语与他人交流。

2

）观察自己的家人正在做的事情，体会到父母的辛苦。从而教育学生要热爱父母，热爱长辈，热爱班级这个大家庭等。

3.

学习策略目标

1）英语听、说、读、写技能都有所提高。

2）学会与同伴合作、交流。

4.教学设想：

由于前几课时的学习比较到位，所以学生在接受新的内容时不是非常吃力，在本课时学习时多安排学生操练。因为学生在回答问题时可能不是很快地反应过来

五、教学过程

Step1 Warm-up/ Revision

1 Greetings.

2 Let’s sing.

T: Now , Let’s sing a song What Are You Doing?

Song: What are you doing？ I’m watching TV.

What are you doing？

I’m cooking，

cooking， cooking，cooking.

What are you doing？

I’meating， eating， eating， eating…

3.短语复习

【设计理念】课前的歌曲热身部分既调动起学生的情绪又复习了与本课有关的句型。由What are you doing？I’m...顺着歌曲，很自然地引入到复习动词短语这一环节。

Step2. Presentation & practice

1.

任务设置及处理

T：I’m eating . You’re eating. We’re eating…（出示两只小老鼠）

T：Look，the two mice are hungry. They are looking for food everywhere. They come into the cats' house. What can they see?

播放课件，引导学生说出故事内容：

Mother cat is washing clothes. Sister cat is cleaning the room. Father cat is writing an e-mail. Grandma cat is writing

a letter. Brother cat is listening to music.

T: Good！How clever they are! Let’s learn them one by one.（重新播放课件适当时候暂停，学习，操练动词短语）

1.T： What is Mother Cat doing?

Ss: She is washing the clothes.

（板书）

(Spell the phrase and do an action)

wash- washing

2 .T: What is Sister Cat doing?

Ss: She is cleaning the room.（板书）

T: That’s right. Sister Cat is cleaning the room.

(Spell the phasse and do an action)

clean-cleaning

T: Are you helpful at home?

Ss: Yes.

T: Do you help your parents to wash the clothes?

What about cleaning the room?

Ss:...

T: Good boy/Good girl.

3 . T: What is Father Cat doing?

S: He is writing an e-mail.（板书）

write- writing

老师引导学生观察、归纳: Write 表示写，当词尾是不发音e时，现在进行时去e再加ing. Ss:...

T: Wonderful. Make the bed. make- making. Have English class. have-having

(Spell the phrase and do an action)

4 T: What is Grandma Cat doing?

Ss: She is writing a letter.（板书）

T: You are right.

(Spell the phrase and do an action)

5. T: What is Brother Cat doing? Is he answering the phone?

Ss: No.

T: Is he dancing?

Ss: No. He is listening to music.（板书）

listen- listening

(Spell the phrase and do an action)

【设计理念】每句短语做动作可帮学生理解记忆，印象深刻。

Step3.Let’s learn

1.出示Mike和John 打电话的情景，引出Mike 一家正在做什么

T:

Mother cat is washing clothes. Sister cat is cleaning the room. Father cat is writing an e-mail. Grandma cat is writing a letter. Brother cat is listening to music. Look，What’s Mike doing?

SS: He’s anwering the phone. Now，What are they talking about？（出示John）Please listen！

What’s your father doing？He’s writing an e-mail.（板书）

2.Pair work

：What’s your brother/mother/father/sister doing？He’s/she’s… (让学生模仿Mike and John进行俩俩对话 )

3. Listen and repeat

4. (出示图片，)T: Let’s do a guessing game，if you’re right. Please put it on the right place.

Ss: OK !

【设计理念】图片的人物是背对学生的，让学生猜人物正在干什么。然后在把图片和词组对应起来，进一步巩固新知）

Step5. Let’s chant.

1.Read and match（读，连线）

Writing an e- mail Cooking noodles

Reading the newspaper

listening to music

【设计理念】在chant 这个环节，让学生通过阅读来搜寻chant中有关人物所做的事情。这样即巩固了所学的知识，为下一步的听、读、表演奠定了良好的基础，而且又提高了学生的阅读能力。

2.跟读、表演。

学生与老师一起表演歌唱，活跃了气氛，调动学生的情绪，同时巩固了短语。

Step 6 Consolidation and extension

1.Ask and answer

what are you doing？

We're having a class.

What's he/she doing？

2.

Choose five picture, write a short passage.