Unit 1 What are you doing?公开课教案

模块：NSE(一起)B4 Module4 模块话题：Talking about activities that are taking place now. 【语用任务】

学生能根据情景，准确询问正在发生的事情。

分课时话题：

1. Talking about Amy and Tom’s activities. 2. Talking about children’s activities at the break time. 3. Talking about activities that are taking place now.

分课时教学目标

第一课时

1.

全体学生能理解、朗读并拼读词汇: call, noise, drink, talk。

2. 能理解“What are you doing?”的意义与用法，并准确运用该问句询问对方正在做的事情。

3. 学生能扮演Amy, Lingling对课文内容进行角色表演。要求语音正确，内容达意。

第二课时

1. 学生能在情境中理解、听懂，并初步运用单词：stone, five-stones, behind, hide, seek, hide-and-seek。

2. 能理解“What’s he/ she doing”与“What are they doing?”的意义与区别。

3. 学生能根据情景，准确运用“What are you doing?”, “What’s he doing”或“What are they doing?”询问正在发生的事情。

第三课时

1. 学生能准确、规范拼写词汇：call, noise, drink, talk, stone, five-stones, behind, hide, seek, hide-and-seek。

2. 学生能口头和书面运用正确的问句询问正在发生的事情。

1

思明区“新基础教育”研究教学设计

学校

课题

厦门第二实验小学

NSE(一起)B4 Module4(Period 1) Unit1 What are you doing?. 教学

目标

设计者

年级

黄钰滢

二年级

授课日期

学科

课型

2018.04.19 英语

语篇新授课

1.全体学生能理解、朗读并拼读词汇: call, noise, drink, talk。

2.能理解“What are you doing?”的意义与用法，并准确运用该问句询问对方正在做的事情。

3.学生能扮演Amy, Lingling对课文内容进行角色表演。要求语音正确，内容达意。

教

材

分

析

本课的教材内容为外研社《英语》（一起）第四册，第四模块第一单元。本课文本情景是Lingling给Amy打电话，询问对方正在做什么。

从教材的纵向结构来说，在本册Module 2教材文本出现了

“be doing”的句型，这是学生第一次学习

“be doing”结构。在本册Module 3中，学生学习了

“He/She isn’t doing..” , “Are you doing...?”与

“Is he/she doing...”句型。本模块在原有基础上，进一步学习“What are you doing”结构。

学

情

分

析

前在状态：学生在前两模块中，学习了

“be doing”句型及其否定，

并学习了

“Are you doing...”与

“Is he/she doing...”句型，学生对“be doing”句型较为熟悉。

潜在状态：学生对于文本的理解，单词的认读，句型的运用都有差异，在这节课上，希望学生们通过视听资源，以拨打电话为情境，帮助学生理解并在特定的场景中运用

“What are you doing”询问对方正在做的事情。

学生差异分析：根据学生的英语学习情况，我将班级的孩子分为三类：1.乐学善思型学生，该类型学生英语学习积极主动，课内的英语知识掌握较为扎实，课外自觉学习，乐于用英语表达，表达流利且准确性较高。2. 沉稳害羞型学生，该类型学生对英语的学习困难较小，能较为容易地理解文本，但较为内向，不太敢于表达。缺乏自信，较容易出现错误。3. 学习待进型学生，该类型学生英语学习的基础较薄弱，听课效率不高，部分单词的认读存在困难，用英语进行表达存在较大困难。

在这一堂课上，我希望能够激发“乐学善思型”学生运用自己已学知识，准确运用本课所学，更加关注其表达的丰富性、流畅性与准确性；我希望能鼓励“沉稳害羞型”

2

学生大胆地参与表演，培养其自信大方地用英语表达的能力；对于“学习待进型”学生，我会更加关注他们能否理解课文，是否能熟练、有感情地朗读课文。

教学过程设计

I. Warming up and revision

1. Sing and chant. (3mins 课前唱) 2. Greeting. T: We’re not going to say goodbye. We’re going to have an English class. Good morning, boys and girls.

3.T:Let’s play a game. OK? Let’s do and say! Please stand up.(1 min)

Read a book. Watch TV. Play the piano. Do my homework. Draw a picture. Play basketball.

Ss do and say: I’m reading a book... 4.

T: Wonderful! Sit down, please. Now, let’s play a guessing game!

Look! We’re going to do these four things later. Play football, watch TV, read a book, listen to the radio. Who can come here and use “Are you...” to guess? OK, XX come here,please.请一位学生上台，背对观众，面向课件。

教师从四张卡片中抽出一张，示意学生做动作。T问S1: XX, can you guess? S1: Are you...? Ss: Yes, I am. /No, I’m not. S1猜中，T: Wow! You’re so clever! Give me five. T: Look! Then we’re going to doing these six things. Who will try? XX, come here, please. 教师从六张卡片中抽一张，学生做动作。T问S2: XX, can you guess? S2: Are you ...? Ss: Yes, I am. /No, I’m not. S1猜中，T: Great! Give me five!

5.

T: Let’s play another guessing game. XX,can you help me? Come here, please.

3

教师与学生背对背站着。T: What am I doing? Can you guess? S1: Are you ...? .. T: Yes, I am. You’re so smart! Now you do, I guess. （S1做动作。）

Are you...?（若三次问不出，则问what are you doing?）

T: Let’s play like this. OK? Stand up! And stand back to back. Let’s begin!

II. Prepare for the task Task 1. Get to know what Lingling is doing.

T: You can guess your friends well. Can you guess Lingling? What’s she doing?

Sn: She’s calling Amy. T: Oh! You’re right! Let’s follow Miss/Mr X! （课件呈现Lingling和Amy打电话场景和句子。）

Ss: Lingling is calling Amy. 板书贴出Lingling和Amy头像，以及一部电话。

T直接做动作,并带读: Call. Call. /ɔ:/.教师夸张示范嘴型，并请学生读/ɔ:/，注意纠正嘴型。

Call. Sn: ... T: How to spell it?

Ss: C-A-L-L. T: Excellent! Let’s try again. Call. C-... Let’s write together.（示意学生用手指书空，教师书写在四线三格磁铁上。）

T:“Al”, /ɔ:/. Call. （PPT上单词的al用红色标红。）

Look! Can you read? (静候10s) Ss: Tall. Ball. Small. Talk. （T: Yes. Tall...）

Call. T: Lingling is...? Call-calling. Lingling is calling Amy. （大组读，个别读。）

Lingling is calling her friend. And let’s call our friends.

4

I’m calling XX. Hi, XX.

S1: Hi, Miss Huang. T: I’m calling XX. Hi, XX. S2: Hi, Miss Huang. T: This is... XX is calling...? Who can try? （猜三个后公布答案。）

T: Look！It’s XXX. Who is she calling? Sn: She is calling XX. T: Great! And who is XXX calling? Guess in pairs. （遮住该学生打电话的对象，让学生先同桌猜测。）

Sn: He’s calling XX. He’ calling XXX. ... （猜三个后公布答案。）

Task2. Get to know how Lingling asks.

T: Look. Lingling is calling Amy.

T:（教师做打电话手势。）Hi, Amy. Ss: Hi, Lingling. （课件呈现噪音。）

T: Listen! What’s that?（PPT呈现Lingling困惑的表情和一个大问号。）

If you were Lingling, what will you ask?

(PPT呈现玲玲的问题气泡并强调。）Let’s guess in pairs! Who can try?（引导学生做打电话手势。）

Sn: ... （副板书：收集学生生成的问题。学生预测时出现的问题马上带读上口。若出现What’s that noise要呈现noise词卡带读。若出现What are you doing要带动作读。）

T: What else? Let’s watch and check!

T: So Lingling asks..?

Sn: Are you drinking? Are you eating? What are you doing? What’s that noise?（请一个学生说出Lingling的问题，不完整再请其他学生补充。教师在黑板上呈现问题。

5

若出现Are you drinking则马上教该句。）

T: Are you drinking?

Drink. /dr/, /dr/. Drink.（出示单词卡,带读并做动作。）

How to spell it? Ss: Drink. D-r-i-n-k.(示范书写在磁贴上。）

T: Let’s drink. I’m drinking water. What about you? Sn: I’m drinking tea./ I’m drinking coffee./ I’m drinking juice. I’m drinking water... T: Great!

T: Are you drinking? （课件上呈现该句。）（贴出Are you 句型。）How to spell “drinking”?（教师示意学生书空。）. D-r-i-n-k. ING, i-n-g(T示范书写。）

请个别学生读这句话，全班读。

T: （教师戴Lingling头饰。）Are you drinking? Ss: No, I’m not. （T贴出该答句，带读并配上动作，请全班读。）

T: Are you eating? (T粘贴eating）

Ss: No, I’m not.

T: Now you’re Lingling. （教师手势示意学生问。）

Ss: Are you drinking? T: No, I’m not. Ss: Are you eating? T: No, I’m not.

T: So, what are you doing?（课件呈现句子。教师带读，演出动作、表情。）

Sn: So, what are you doing?

... （T贴出该句子，并带读，大组读、个别读。）

课件呈现句子：What are you doing? 学生齐读。课件呈现小猫。T: How will a cat ask? Can you try?

6

Sn:... 课件呈现小狗、大老虎、小鸟图片。T: Let’s be a dog, a tiger and a bird. Try in pairs. (30s) 请三位学生分别展示。

（课件呈现Lingling和Amy通话场景。）T: Amy, what are you doing? （手势示意学生当Amy。）

Ss: I’m talking to you.

T: （出示单词卡）Talk.（做说话手势。班级各角度示范。）

请学生跟读并做动作。

T: (课件呈现Lingling画面。教师做打电话手势。）What are you doing? Ss: I’m talking to you.

T: Talk（出示单词卡。）

Ss: Talk T带读并做动作，请个别学生读，全班读。

T: Great! How to spell it? Ss: T-a-l-k.

T: I’m talking to you. （贴该句型。）Talking. （教师示意书空。）. T-a-l-k. Ing, i-n-g. 教师做动作带读这句话，并请个别学生读，再全班读。

T: Lingling is calling Amy. Let’s try to be Lingling and Amy. （教师戴头饰）I’m Lingling. Who wants to be Amy?（举起Amy的头饰示意。）

OK. You’re Amy.

T: （教师播放拨通电话声。）Hi, Amy. Ss: Hi, Lingling. T: （教师播放噪音。）Are you drinking? Ss: No, I’m not. Sn: Are you eating? Ss: No, I’m not.

7

Sn: What are you doing? Ss: I’m talking to you. T: Wow! A good actor/actress. You act as Amy vividly! Boys and girls, can you try like this in pairs.（举起Lingling和Amy的头饰在一组同桌面前示意。）One is Ling. One is Amy. Here we go. 请一组展示。

Task3. Get to know the noise.

T: What is Amy doing? Ss: She is talking to Lingling. T: Amy is talking to Lingling. Listen.（呈现噪音。）So what’s that noise?（课件呈现问题。）

Sn: Tom’s ... T: Yes.（课件呈现Tom的画面。）

Tom’s playing with his train.（展示句型，全班读，大组读，个别读。）

Sn:... （请三个学生读，注意纠正playing with的读音。全班读。）

T: Wonderful. Tom’s playing with his train. (T贴该答句在黑板上。）

T: Look! Tom’s so happy. Let’s play with him.教师拿出玩具火车，带学生模仿玩火车的声音。Who wants to be Tom?

分别请2位前排男生扮演Tom玩火车（戴头饰），T: What’s Tom doing?其他学生说: Tom’s playing with his train.

T: And what’s that noise?（引导学生做打电话手势。出现噪音）

Ss: Tom’s playing with his train. T: Ask and answer in pairs. One, two, start! 请一组学生展示，教师引导其他学生扮演Tom发出声音。

T: Now open your books and turn to page 20. Let’s listen and imitate. （教师指导学生模仿语气、动作。听读2遍：1.读准，finger，point；2.带表情、动作，G1、

8

G2:Lingling，G3、4、5:Amy。）

III. Fullfill the task.

T: Wonderful! You can read well! Let’s act out Lingling and Amy. Try in pairs. Let’s begin! T: It’s show time!（教师作出盖上课本的动作。）Who can come here and be Lingling and Amy.请一组学生表演。（top students）

板书设计

Module4 Unit1 What are you doing?

Lingling:

Amy:

Are you drinking?

No, I’m not.

eating

So what are you doing?

I’m talking to you.

And what’s that noise?

Assignments 1. Listen and imitate the text 3 times. 2. Preview Unit 2.

3*.Go on to role play after class. Let’s show next time. Tom’s playing with his train.

9