Lesson 5 What Are They Doing?第一课时教学实录

Lesson5 What Are They Doing? 魏城镇中心校南温店小学：张书兵

教学目标：

1.我能听说读写下列词组： read the newspaper、 play cards 、 play with... 2.我能灵活运用句型：

What is he/she doing? What are they doing? 询问和表达他人正在做某事。对现在分词的构成有初步了解。 3 .能在情景中进行交流及对话表演。

Ⅱ.教学重难点: 1、理解课文并能够熟练使用下面的句型

What are they doing?They’re __ing …

2、理解课文并能够熟练使用现在进行时。

Ⅲ.教具学具准备: 多媒体课件

Ⅳ.

教学方法：激趣导入、游戏互动及情境创设。

V.教学过程：

Step1. Greetings and review T：T: Hello,boys and girls!Nice to meet you！ S: … T: How are you today? 1

S: … T：Are you ready?同学们，你们准备好了吗？

Let’s begin our English class.你们喜欢听英文歌曲吗？

Now Let’s enjoy this song and guess what we’ll learn about today? … Ok,good. We know Danny,Jenny,LiMing and Mrs Li.They are going to Beijing,but do you know where they are? Ss:On the train. T:Yes,on the train.Look,the train is coming. T:Do you want to get on the train? Ss: Yes! T: Let’s get on the train. Let’s see what they are doing?Ok? Today we’re going to learn Lesson5 板书：Lesson5 What Are They Doing? 【设计意图】通过问候，拉近师生之间的距离，以听歌引入新课，联系新课；活跃课堂气氛；对学生进行语言输入，为展开后面的教学做好知识准备。

T:Do you want to play a game?

T: Jenny and Danny have a trip to Beijing, Can you guess what Danny/Jenny is doing in the picture?(此时，打出Jenny 和Danny 被覆盖的图片，让学生们一一猜出，运用句型Is he/she doing sth. ?)

T:Look at this picture ,Is Danny eating? Is Danny …? 2

(打出句型Is he/she doing sth)

Ss :No/Yes.

T:Who can guess?

Ss: Is Danny …ing?（如此进行2-3个同学）

T:Maybe.Now let’s have a look. What is Danny doing?

Ss: Danny is ..ing.

T:Is Jenny ..ing?(如此进行Jenny的猜想) 【设计意图】通过教师图片中的行为，引出Danny和Jenny 的行为，让孩子通过Is…doing?的句型复习知识，发散学生的思维，回忆动词的ing形式。 Step2. Leading-in

T：Ok, Now I have more pictures. Can you tell me what he/she is doing?

Ss:He/she is …

T：What are they doing? Listen to the tape carefully. T:You can find the answer in your book. Now please open your books and read the text by yourself and answer questions.

【设计意图】通过更多的动作图片复习what 引导的第三人称单数的现在进行时，引出what are they doing？设置一个问题，答案在课文中，从而实现课文的导入。

Step3.New concept

T:Ok,Finish? Who is on the train?

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Ss: Liming. Li Ming’s mother…..(让一个孩子起立尽力表达，如果还有遗漏可以让其他孩子进行补充)

T:What are they doing? Please look at my picture. What is the woman doing?

Ss: She

is reading the newspaper.

T: What is the man doing?

Ss: He is playing cards with his friends.

T:What is Danny doing?

Ss: He is playing with the baby. T:Ok ,now let’s read and listen .(看课文听对话)

T：I want you to read in group of 3.one is LiMing, one is Danny, one is Jenny. (找两组学生表演,在读的过程检测学生的发音情况)

T：OK，now please fill in the blanks on your paper.

T：OK，who can answer the first question?(几个问题让孩子们站起来一一作答)

Ss: What is the woman doing?...

T:Good.Here are some words. Can you find the law of them?

Ss:直接加ing；去e加ing；双写尾字母加ing（学生说一个，打开一个覆盖）…(动词ing形式的变化规律)

【设计意图】通过让学生自己阅读文章，培养了学生的基础阅读能力，并且让学生自己归纳总结动名词的变化规律，使其知其所以然。在小组分角色练习中又能体现学生语言表达能力，随后将学生4

的重点过度到填空，也就是书写的层面上来，听说读写构成了处理文章语法的主要部分。

Step4. Exercises(Spin)

T:now,look at

,what is it?

Ss:转盘

T:We call it spin.

T：Now let’s have a try ,make sentences.

Ss: You are swimming T:Now,I make you into 2 teams, Team A and Team B, let’s have a competition.It is a P.K game.

T:Are you ready? Let’s go.

规则：点“Start”开始旋转，喊“Stop”指针停止后指向哪个题做哪一个题.

T：OK，now please finish the book activity on part2,you can write the sentences by the book spin.(让学生根据书上的转盘情况完成句子书写

，并给予学生评价)

【设计意图】通过课文中的转盘游戏，利用竞赛的方式来完成现在进行时的各种练习，既能抓住学生注意力，又能进行对此进行大量的练习，且活跃了课堂氛围。

Step5. Pair work

T:I have a picture here. Where are the students?

Ss: They are on the playground.

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T:I give you 2mins,you can practice with your friends, and then, give us a conversation about the picture. One ask and one answer.

For example:

T:Where are the students? What is the boy/girl doing?

Ss: They are on the playgrounds. He/She is running. （可以先做出示范）

T:Which team wants to come here and show us.(指着说)

Ss:….

【设计意图】通过2人一组的对话练习，让学生真正的把语言运用到实际交流中，既锻炼了学生的表达能力，又培养了学生的合作意识。

Step6：Class Summary What have you learnt today?你一定有不少收获吧，谈一谈吧！

Step7:Homework

1. Please write down the dialogue at home. Describe your family what they are doing in the evening. 2.Read the text three times. 板书设计

Lesson5 What Are They Doing?

What is he/she doing? What are they doing?

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