Lesson 5 What Are They Doing?优质公开课教案

Lesson 5 What Are They Doing? I.教学目标:

1.知识与技能目标:

(1)理解并灵活运用现在进行时,了解现在分词的构成。

(2)能在情景中进行交流及对话表演。

2.学习策略目标:培养学生积极与他人合作的意识,培养阅读能力。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:课文课件,多媒体课件

Ⅳ.教学过程:

Step1. Greetings and review

T:Hello,everyone,How are you today? Are you happy?

Ss: Hello, I am fine, thank you.

T: I’m happy, too. Let’s sing a song.

T: Good singing.

Step2. Leading-in

1.T: I have some pictures , and the pictures will go fast, you must look carefully. And then answer : “Is she eating? Is she …?”“What is he / she doing?”

Ss: Yes. / No. He / She is...

T: Maybe.Now let’s have a look. What is he/ she doing?

Ss: He / She is ..ing. (如此进行2-3个同学)

(设计意图:通过图片中的行为,让孩子们通过Is…doing?的句型复习知识,发散学生的思维,回忆动词的ing形式。)

2.Show some pictures by ppt.(幻灯片)and present the sentences T:Now I have more pictures. Can you tell me what is he/she doing? What are they doing?

Ss: He/She is playing with the baby /running/dancing.

They are having fun.

3.T: I also have some cards here. I’ll ask one or some students to come and do actions by the words on the paper. The others guess “What are they doing?

Ss: They are playing cards/ jumping...

(设计意图:通过以上活动,引出课文中的动作,让孩子们提前感知课文中动词的ing形式。)

Step3. New Concept

1.T: Our friends Li Ming, Jenny and Danny are going on a trip to Beijing.Do you want to know “Where are they now?”(出示李明等人在火车上的图片,然后出示问题。)

Questions: Who is on the train? What are they doing?

You can find the answers in your book. Now please open your books and read the text by yourself and answer my two questions.

(设计意图:带着问题寻找答案,孩子们听的、读的更有针对性。) 2.Listen and read together.

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

Ss: Li Ming, Danny, Jenny , a woman... (让一个孩子起立表达,如有遗漏可以让其他孩子进行补充)

T: What are they doing? Please look at my pictures.

T: What is the man doing?

Ss: The man is playing cards with his friends.

T:What is the woman doing?

Ss: The woman is reading the newspaper.(newspaper 分为两部分标颜色)

What is Danny doing?

Ss: Danny is playing with the baby.

3.分角色朗读课文,完成纸上作业。

4.T: Here are some ing words, can you find the law of them?

Ss:直接加ing;去e加ing;双写尾字母加ing(学生齐读ing形式的变化规律)

Step4. Exercises

Use a turntable to practice.

(设计意图:通过课文中的转盘游戏,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。)

Step5. Pair work

T:I have a picture here. Where are they ?

Ss: They are in the park.

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:How’s the weather? What do you see? What is the boy/girl doing?

Ss: It’s sunny. 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: Homework Make a conversation with your friends.

Ⅴ. 板书设计

Lesson5 What are they doing?

What is he / she doing?

He / She is ___________

What are they doing?

They are ____________

课后反思:

优点:1.在本课教学中,我关注了学生的情感态度,创设了幽默,和谐的教学气氛。尊重了每一个学生,积极鼓励他们进行各种尝

试,同时保护他们的自尊心和积极性。在教学的过程中创设合作学习的活动,促进学生相互学习,相互帮助,体验成就感和合作精神。2.精心设计了课堂活动,体现了师生互动,生生互动的原则,能够创设一种英语的学习氛围,让所有孩子都能参与其中,培养学生学习语言的兴趣,加强学习的自主性和目的性。

需改进的方面:1、在进行看图说话前,教师可以做出示范,让学生模仿标准;2、学生活动的形式虽多样化,但课堂气氛不是很活跃。还是要多创造这样的机会,给孩子们提供和更多人交流的机会,增强他们的自信心和表现力。3、如果时间允许的情况下,是要再介绍单词朗读重音的。