ModulelUnitl一，教學(xué)目標(biāo)：能聽、說、讀、天氣類單詞sun,sunny,rain,rainy,snow,snowy,wind,windy。掌握日常交際用語：What’stheweatherliketoday?It’sWhat’stheweatherlikeinBeijing/Shanghai...?It’sWhat’stheweatherlikeonMonday/Tuesday.?OnMonday,it’s了解大自然關(guān)于氣象學(xué)方面的一些常識(shí)，培養(yǎng)學(xué)生愛科學(xué)的思想感情。二，教學(xué)內(nèi)容重難點(diǎn)分析：本課的教學(xué)重點(diǎn)是通過各種形式(聽，說，讀，寫，畫，游等等)，讓學(xué)生掌握并運(yùn)用有關(guān)天氣的詞匯及日常交際用語。三，教學(xué)過程：Partl.Freetalkandmotivation:T/S:Goodmorningboysandgirls./MissJin.T:Whatdayisittoday?Ss:TodayisT:Isithot?Ss:No,itisn’t.T:Ok,wecansaytheweatherisnothot,it’sverycold.Followme,weather(writethewordontheblackboard,repeatthewordseveraltimes)Part2.Presentation:T:Today,AmyandSamcometothepark,lisentotheradio,findoutwhat’stheweatherlikeinthisstory?(lisenthetape,writethetitleontheblackboard)T:Sowhat’stheweatherlikeinthisstory?Ss:It’ssunny.(writethewordontheblackboard.Pointtothesentenceonebyone,)T:Canyoudrawapictureaboutsunny?(letaStodrawapictureontheblackboard)T:Ok,verygood!Followme,sunny.(repeatthewordseveraltimes)T:Canyoufindoutanotherwordaboutweather?Ss:It’swindy.(Teachotherwordjustasabove)T:Anthers?Ss:It’sraining”.T:Isitreallyraining?Gettheanswerandexplainwhy?Ss:.T:Readitafterme”rain”！(Teachthewordjustasabove)Part3.Practice:Reviewthewords.(升降調(diào)，onebyone)T:Openyourbook,turnto3,listenandsay!(listenthetape)Chooseseveralpairstoactitout.Part4.Consolidation:T:Lookatthesetools.(Drawsomepicturesontheblackboard:umbrella,gloves,hat)whatcanyouimagine?Whatwillyouthinkabout?Forexample:Anumbrella,whendoweneedanumbrella?Whenitisrainy,weneedanumbrella.T:Ok!Today,welearneddiffierentweather,sunny,rain,windy.Afterclass,makedialogueswithyourpartnersorstudents.Part5.blackboarddesign:What’stheweatherliketoday?It’ssunny.sunnyIt’swindy.WindyIt’sraining”.rainUnit2一、教學(xué)目標(biāo)：認(rèn)知目標(biāo)：Whatdoyoulikedoinginsummer?Ilikeswimmingweather,like,sunny,windy,rain,comeon,here,snow能力目標(biāo)：使學(xué)生能簡(jiǎn)單談?wù)撓埠谩６?教學(xué)重難點(diǎn)：使學(xué)生通過練習(xí)句子：What’stheweatherlike?It’shot.Whatdoyoulikedoinginsummer?Ilikeswimming.三、 教學(xué)技術(shù)：語言座、與本課相關(guān)的單詞卡片和張貼畫。四、 教學(xué)過程：.ClassOpeningGreetings.1Gooverthestorybylisteningandrepeating.2Lookandsay.課件依次出示表示天氣的圖片，進(jìn)行師生、生生之間的問答練習(xí)。What’stheweatherlike?It’sMainActivitiesforTeachingandLearning.【任務(wù)呈現(xiàn)】Feedbackofthehomework.請(qǐng)同學(xué)出示上次的調(diào)查作業(yè)，首先兩人一組比較調(diào)查結(jié)果。教師板書What’stheweatherlikein?It’s...然后進(jìn)行問答練習(xí)。IntroduceActivityTwo.今天我們?nèi)ヒ粋€(gè)美麗的地方，如果我們想知道這個(gè)地方的天氣，應(yīng)該怎么問呢？（擦去板書中的in 換為here,即What’stheweatherlikehere?）Let’slistentotheintroduction.【任務(wù)準(zhǔn)備】1CompleteActivityOneandTwo.ListentothedialogueinActivityOne.“What’sthedifferencebetweenthetwopictures.”Learntosay“summer”and“winter”Add“insummer”and“inwinter”tothequestion"What’stheweatherlikehere?”AndgetthestudentsanswerthequestionsModule2Unitl活動(dòng)目的Warmup(啟動(dòng))Singasong.It‘sraining.Greetings.T:Goodmorning!Whatdayisittoday?What’stheweatherlike?Ss：It‘s...Reviewtheoldwordsthatarerelativetotoday’slesson.(Familymembersandactivities.)T：Brother.(Chooseonewordfromonetopic.AnyoneisOK.)Ss： sister,mother(Saythewordsthatarerelativetothethemeasmanyastheycan.)通過唱歌、與學(xué)生親切問候活躍課堂氣氛，根據(jù)歌曲內(nèi)容將學(xué)生分為SUNNY與WINDY開展競(jìng)爭(zhēng)與互動(dòng)活動(dòng)。圍繞主題說單詞活動(dòng)對(duì)本課相關(guān)內(nèi)容進(jìn)行有效復(fù)習(xí)，激活學(xué)生的英語思維，為新任務(wù)活動(dòng)的展開做好鋪墊。Presentation(任務(wù)呈現(xiàn))Listentothesound，andguesswhatishappening.Recordsomesoundsbeforeclass，suchasthesoundsfromtheradio，someoneistalkingorreadingandsoon.T:Whatcanyouhear？YoucansayitinChinese.Ss：我聽到有人在Showthemthecorrespondingpicturesanddescribethem.T：Thisis She‘sorHe’sdoingSTH.(Describethepictures.)Presentthetask.T：Canyoutelluswhatishappeninginyourpictures？我們共同學(xué)習(xí)后，一會(huì)就來個(gè)配解說詞大賽！Now，let‘slearnfromDamingandseehowhedoasacommentator.多種感官參與活動(dòng)加深了學(xué)生對(duì)重點(diǎn)語句含義的理解。幫助學(xué)生對(duì)be+doing結(jié)構(gòu)與其所表達(dá)含義之間建立聯(lián)系通過先聲音后畫面再聽圖片介紹的過程讓學(xué)生完整感受新知，自然呈現(xiàn)本課運(yùn)用任務(wù)，促使信息差的產(chǎn)生，同時(shí)導(dǎo)入課文，驅(qū)動(dòng)學(xué)生的求知欲。Preparation(任務(wù)準(zhǔn)備)Listen，pointandrepeat.(UsingtheCD-ROMandthecassette.)Ssreadthetextafterthetapewiththebooksopen.(Remindthemtopointtothecorrespondingsentences.)Workinpairs.Thentrytoactthetextout.Copytheactions.S1doestheactionsfromthesentencecardshesees.TheotherSsguesswhatheorsheisdoing.Ss：She/HeisdoingSTH.ThenencouragetheotherstotakeSi’srole.Let'swatchTV.Lookatthepicturesonthetelevision.(CAI),andguesswhatisshowingonTV?Whatishe/shedoing?Thentheteachershowthemthepictureswithsentences.GoodDrawer.Giveeachpairtwodifferentpictures.Listenanddraw.(Theteachermustgivetheexamplefirst.)S1： ThisisaShe/HeisdoingSTH.S2：Drawthepictureaccordingtowhathe/shesays.Switchtherole.Thencomparethemwiththegivenpictures.Whoisbetter?再次鞏固學(xué)習(xí)基本語句。為避免文盲英語的出現(xiàn)，夯實(shí)對(duì)單詞和句子的識(shí)認(rèn)能力訓(xùn)練。猜謎游戲使學(xué)生對(duì)目標(biāo)語句進(jìn)行了擴(kuò)展、延伸及運(yùn)用。培養(yǎng)學(xué)生用英語進(jìn)行發(fā)散思維的能力。多媒體課件在此有效恰當(dāng)?shù)妮o助了教學(xué)。通過說、聽、畫活動(dòng)培養(yǎng)學(xué)生的語言基本技能；將知識(shí)內(nèi)化為能力；情境的靈活設(shè)置培養(yǎng)了學(xué)生用英語思維的能力。Production(任務(wù)完成)Workinsmallgroups.Describethepicturesorphotostoyourgroupmembers.Ss：Thisis She’s/He'sdoingSTH.Competition.Whoisthebestcommentator？Eachgrouptakesturnstocometothefrontandshowtheirworks.ChoosethebestcommentatorgroupwithSstogether.Sumup：Whathavewelearnedtoday？Doyouhaveanyquestionsabouttoday’slesson？在描述圖片的過程中實(shí)現(xiàn)了學(xué)以致用。在小組合作中互學(xué)、互助，增大了信息交流量，體驗(yàn)了團(tuán)隊(duì)合作精神。在評(píng)價(jià)與質(zhì)疑中充分發(fā)揮學(xué)生的主體作用。Homework(課后作業(yè))給你的爸爸、媽媽當(dāng)一回英語解說員，介紹你搜集的圖片、照片或廣告畫中的人在做什么。Unit2TitleBook4Module2Unit1She’slisteningtotheradio.Teachingcontents:He’s/She’sdoing.Teachingaims:知識(shí)目標(biāo)：Getstudentstograspanewdialogueandsomenewwordsletstudentsgraspthewords:singingreadinglisteningplayingwatching

能力目標(biāo)：Talkabouton_goingactivitiesPayattentiontotheusageoffamilymembers情感目標(biāo):通過學(xué)習(xí)課文培養(yǎng)會(huì)談?wù)撍苏谶M(jìn)行的活動(dòng).Mainpoints:Helpstudentsgraspthekeysentences：He’s/She’sdoing.Difficultpoints:Enablestudentstousethedrillsfluentlyandcorrectly.Teachingaids:CD-Rom,somecardstaperecorderstickersect.TeachingstepsTeacher’sActivityStudents5ActivityRepreparationSingasong.It’sraining.Greetings.T:Goodmorning!Whatdayisittoday?What’stheweatherlike?Reviewtheoldwordsthatarerelativetotoday’slesson.(Familymembersandactivities.)1.Listentothesound,andguesswhatishappening.Recordsomesoundsbeforeclass,suchasthesoundsfromtheradio,someoneistalkingorreadingandsoon.T:Whatcanyouhear?T:Thisis She’sorHe’sdoingSTH.(Describethepictures.)3.Presentthetask.T:Canyoutelluswhatishappeninginyourpictures?Now,let’slearnfromDamingandseehowhedoasacommentatorListen,pointandrepeat.(UsingtheCD-ROMandtheSingtogether.Greeting.It’sMotherfatherbrothersisterAndgetthestudentsanswerthequestions.Showthemthecorrespondingpicturesanddescribethem.Workinpairs.Thentrytoactthetextout.Ssreadthetextafterthetapewiththebooksopen.(Remindthemtopointtothecorrespondingsentences.)Practiceindifferentwaysandthenaskthemtofindtheanswer.Findoutsentencesabouttheactivity,thenpractice.Readthetextlinebyline,explainwhennecessary.

cassette.)Copytheactions.S1doestheactionsfromthesentencecardshesees.TheotherSsguesswhatheorsheisdoing.Ss:She/HeisdoingSTH.ThenencouragetheotherstotakeSi’srole.Let’swatchTV.Lookatthepicturesonthetelevision.(CAI),andguesswhatisshowingonTV?Whatishe/shedoing?Thentheteachershowthemthepictureswithsentences.OnModule2Unit1She’slisteningtotheradio.theHe’s/She’slisteningreadingplayingBBTitleBook4Module2Unit2I’mdrawingapicture.Teachingcontents:1.Whatareyoudoing?2.I’mTeachingaims:知識(shí)目標(biāo)：Getstudentstograspanewdialogueandsomenewwordsletstudentsgraspthewords:writingdrawingcolouring能力目標(biāo)：Talkabout"I’mdoingsth.”PayattentiontotheusageofV+ing情感目標(biāo):通過學(xué)習(xí)課文培養(yǎng)會(huì)談?wù)撟约赫谧瞿呈?Mainpoints:Helpstudentsgraspthekeysentences：I’mV+ing.Difficultpoints:Enablestudentstousethedrillsfluentlyandcorrectly.Teachingaids:CD-Rom,somecardstaperecorderstickersect.TitleBook4Module2Unit2I’mdrawingapicture.

Teachingcontents:1.Whatareyoudoing?2.I’mTeachingaims:知識(shí)目標(biāo)：Getstudentstograspanewdialogueandsomenewwordsletstudentsgraspthewords:writingdrawingcolouring能力目標(biāo)：Talkabout"I’mdoingsth.”PayattentiontotheusageofV+ing情感目標(biāo):通過學(xué)習(xí)課文培養(yǎng)會(huì)談?wù)撟约赫谧瞿呈?Mainpoints:Helpstudentsgraspthekeysentences：I’mV+ing.Difficultpoints:Enablestudentstousethedrillsfluentlyandcorrectly.Teachingaids:CD-Rom,somecardstaperecorderstickersect.TitleBook4Module2Unit2I’mdrawingapicture.Teachingcontents:1.Whatareyoudoing?2.I’mTeachingaims:知識(shí)目標(biāo)：Getstudentstograspanewdialogueandsomenewwordsletstudentsgraspthewords:writingdrawingcolouring能力目標(biāo)：Talkabout"I’mdoingsth”PayattentiontotheusageofV+ing情感目標(biāo):通過學(xué)習(xí)課文培養(yǎng)會(huì)談?wù)撟约赫谧瞿呈?Mainpoints:Helpstudentsgraspthekeysentences：I’mV+ing.Difficultpoints:Enablestudentstousethedrillsfluentlyandcorrectly.Teachingaids:CD-Rom,somecardstaperecorderstickersect.TeachingstepsTeacher’sActivityStudents5ActivityRepreparationI.WarmingupandRevisionReviewthewordsofweather.Freetalk:Whatdoyoudoattheweekend?swim,run,watchTV,sing,dance,readabook,playfootball/.,HotsunnyrainingcoldwindysnowingAndgetthestudentsanswerthequestions.Practiceindifferentwaysandthenaskthemtofindthe

playtheflute,listentomusic.①ListentothedialogueinActivityOne.Readthewords:listening,reading,writing,playing,talking,doing.T:Whatareyoudoing?T:Writingaletter?Pleasecomehereandletmehavealook.Now,whatareyoudoing?Showtheletter.T:Look,what’sthisinEnglish?Showthepicture.T:Isitaletter?No,itisn’t.It’sapicture.T:Ilikedrawingpictures.Now,whatamIdoing?T:I’mdrawing.T:Ilikecolourred.Iwanttocolourthegirl’sshirt.Now,I’m(colouring).ChantDrawing,drawing.I’mdrawing.Colouring,colouring.I’mcolouring.Writing,writing.I’mwriting.TextLPointtoBecky’spicture.T:Who’sshe?What’sshedoing?What’sthegirl’sname?Howoldisshe?What’sshedoing?Who’sherfriend?WhereisFangfang?answer.Onestudentiswriting.S:I’mwritingaletter.S:I’mdrawingapictureandI’mcolouringthepicture.(It’saletter.)Readthewordpicture.Learntodoandsaydrawing—rawingabird/tree/book一I’mdrawingapicture.Learntodoandsaycolouring一olouringtheface/shirt/picture一I’mcolouring.Learntosaythechantanddotheactions.Listentothetape.Readafterthetape.Answerthequestions.OntheModule2Unit2I’mdrawingapicture.I’mwriting.I’mcolouring.I’mdrawing.

BBTeachingnotes本課繼續(xù)學(xué)習(xí)鞏固現(xiàn)在進(jìn)行時(shí)，對(duì)比What'sshedoing?whatareyoudoing?及回答.學(xué)習(xí)歌曲I'mlisteningtomusic.效果很好.TeachingstepsTeacher’sActivityStudents5ActivityRepreparationI.WarmingupandRevisionReviewthewordsofweather.Freetalk:Whatdoyoudoattheweekend?swim,run,watchTV,sing,dance,readabook,playfootball/...,playtheflute,listentomusic.①ListentothedialogueinActivityOne.Readthewords:listening,reading,writing,playing,talking,doing.T:Whatareyoudoing?T:Writingaletter?Pleasecomehereandletmehavealook.Now,whatareyoudoing?Showtheletter.T:Look,what’sthisinEnglish?Showthepicture.T:Isitaletter?No,itisn’t.It’sapicture.T:Ilikedrawingpictures.Now,whatamIdoing?T:I’mdrawing.T:Ilikecolourred.Iwanttocolourthegirl’sshirt.Now,I’m(colouring).ChantDrawing,drawing.I’mdrawing.Colouring,colouring.I’mcolouring.HotsunnyrainingcoldwindysnowingAndgetthestudentsanswerthequestions.Practiceindifferentwaysandthenaskthemtofindtheanswer.Onestudentiswriting.S:I’mwritingaletter.S:I’mdrawingapictureandI’mcolouringthepicture.(It’saletter.)Readthewordpicture.Learntodoandsaydrawing—rawingabird/tree/book一I’mdrawingapicture.Learntodoandsaycolouring一olouringtheface/shirt/picture一I’mcolouring.Learntosaythechantanddotheactions.Listentothetape.Readafterthetape.Answerthequestions.

Writing,writing.I’mwriting.Textl.PointtoBecky’spicture.T:Who’sshe?What’sshedoing?What’sthegirl’sname?Howoldisshe?What’sshedoing?Who’sherfriend?WhereisFangfang?OntheBBModule2Unit2I’mdrawingapicture.I’mwriting.I’mcolouring.I’mdrawing.Teachingnotes本課繼續(xù)學(xué)習(xí)鞏固現(xiàn)在進(jìn)行時(shí)，對(duì)比What'sshedoing?whatare答.學(xué)習(xí)歌曲I'mlisteningtomusic.效果很好.youdoing?及回TeachingstepsTeacher’sActivityStudents5ActivityRepreparationI.WarmingupandRevisionReviewthewordsofweather.Freetalk:Whatdoyoudoattheweekend?swim,run,watchTV,sing,dance,readabook,playfootball/...,playtheflute,listentomusic.①ListentothedialogueinActivityOne.Readthewords:listening,reading,writing,playing,talking,doing.T:Whatareyoudoing?T:Writingaletter?Pleasecomehereandletmehavealook.Now,whatareyoudoing?Showtheletter.T:Look,what’sthisinEnglish?HotsunnyrainingcoldwindysnowingAndgetthestudentsanswerthequestions.Practiceindifferentwaysandthenaskthemtofindtheanswer.Onestudentiswriting.S:I’mwritingaletter.S:I’mdrawingapictureandI’mcolouringthepicture.(It’saletter.)Readthewordpicture.Learntodoandsaydrawing—rawingabird/tree/book一I’mdrawingapicture.Learntodoandsaycolouring一olouringtheface/

Showthepicture.T:Isitaletter?No,itisn’t.It’sapicture.T:Ilikedrawingpictures.Now,whatamIdoing?T:I’mdrawing.T:Ilikecolourred.Iwanttocolourthegirl’sshirt.Now,I’m(colouring).ChantDrawing,drawing.I’mdrawing.Colouring,colouring.I’mcolouring.Writing,writing.I’mwriting.Text1.PointtoBecky’spicture.T:Who’sshe?What’sshedoing?What’sthegirl’sname?Howoldisshe?What’sshedoing?Who’sherfriend?WhereisFangfang?shirt/picture一I’mcolouring.Learntosaythechantanddotheactions.Listentothetape.Readafterthetape.Answerthequestions.OntheModule2Unit2I’mdrawingapicture.I’mwriting.I’mcolouring.I’mdrawing.BBTeachingnotes本課繼續(xù)學(xué)習(xí)鞏固現(xiàn)在進(jìn)行時(shí)，對(duì)比What'sshedoing?whatare答.學(xué)習(xí)歌曲I'mlisteningtomusic.效果很好.youdoing?及回Module3UnitlTeachingAims:Graspthephrases:tidyingtheroom;doingthehomework;birthdaycard.Graspthesentences:Samisn’ttidyinghishomework.Ishedoinghishomework?Yes,heis/No,heisn’t.ThePrepositiveHomework:Underlinethewordsyoucansay.Circlethewordsyoucan’tsay.Underlinetheimportantsentences.Teachingprocedures:Stepl:GreetingandWarmingupSingthesong"I’mlisteningtomusic”Readthearticle“IAmNobody”PlayagameStep2:PresentationDiscussthePrepositivehomeworkingroupsandreadthewordsandsentencestheycansay.（學(xué)生對(duì)自己的前置性作業(yè)積極進(jìn)行討論，小組合作交流效果較好）Discussthewordsorsentencestheycan’tsay.（學(xué)生能大膽的提出自己的問題，做到“知之為知之，不知為不知”，這也是低年級(jí)孩子的心理特點(diǎn)，對(duì)開展教學(xué)具有啟迪作用）Teachthewords,andhavethestudentsreadonebyone.Listentothetapeofthedialogueandrepeat.（大部分學(xué)生指讀到位，個(gè)別學(xué)生跟不上錄音的節(jié)奏，狀態(tài)不佳）Listenandrepeatagain.Practisethedialogueingroups.（各小組積極進(jìn)行角色分配，并對(duì)對(duì)話內(nèi)容進(jìn)行動(dòng)作設(shè)計(jì)，熱情較高）Haveashow.（因時(shí)間關(guān)系只進(jìn)行了兩個(gè)小組的展示，但各小組成員都積極進(jìn)行配合）Step3:Practicesheisn’t.Practiceingroups.Haveashow.Step4:HomeworkListentothedialoguefor2times.Makeacardforyourmother.Unit2一、教學(xué)目標(biāo)：認(rèn)知目標(biāo)：1.學(xué)習(xí)如何詢問和回答有關(guān)正在進(jìn)行的動(dòng)作和正在發(fā)生的事情。正確理解，掌握對(duì)話內(nèi)容。能力目標(biāo)1.能對(duì)正在進(jìn)行的動(dòng)作和正在發(fā)生的事情進(jìn)行詢問、回答。能流利地朗讀，并初步表演對(duì)話。二、 教學(xué)重難點(diǎn)：Samisn’ttidyingyourroom.Ishedoinghishomework?Areyoutidyingyourroomnow?Yes,Iam.三、 教學(xué)技術(shù)：語言座、與本課相關(guān)的單詞卡片和張貼畫。四、教學(xué)過程：.ClassOpening.Greetings.歌曲：Areyousleeping?.通過唱英文歌曲，活躍課堂氣氛，同時(shí)激活學(xué)生所掌握的現(xiàn)在進(jìn)行時(shí)的知識(shí)。游戲：Listenandsay.通過掛圖，教師提問：Whatishe/she(arethey)doing?引導(dǎo)并幫助學(xué)生用He/Sheis(Theyare)doing...來回答。Samisdoinghishomework..MainActivitiesforTeachingandLearning.【任務(wù)呈現(xiàn)】1在學(xué)生回答IsSamdoinghishomework?.之后出示圖片，確認(rèn)學(xué)生的答案。然后出示圖片，并用WhatisSamdoing?提問，幫助學(xué)生用Samisn5ttidyingyourroom.回答。引出課題：Samisn’ttidyingyourroom.Ishedoinghishomework?Whatishedoing?Whatissecret?(板書課題)3設(shè)問：讓我們看看到底是什么秘密？【任務(wù)準(zhǔn)備】Lookandlistentothestory.Answerthefollowingquestions.WhatisSamdoing?Ishedoinghishomework?WhatdoesSamgivetohismom?在回答問題過程中教師需要吧Samisn’ttidyingyourroom.Ishedoinghishomework?Areyoutidyingyourroomnow?Yes,Iam.等幾個(gè)句子寫在黑板上，進(jìn)行解釋幫助學(xué)生理解。Listenandrepeat.Thenreadbythemselves.聽音跟讀，注意糾正學(xué)生的語音、語調(diào)和發(fā)音錯(cuò)誤。CompleteActivityOneinAB.首先請(qǐng)學(xué)生自己選詞填空，然后把自己的答案讀給同伴，最后有教師播放錄音，全體學(xué)生檢查、核對(duì)答案。【任務(wù)完成】1兩人小組活動(dòng)。發(fā)給每組一張紙。上面出示多項(xiàng)活動(dòng)的圖片，小組內(nèi)的每個(gè)人，選擇其中幾項(xiàng)提問：Ishe/shev-ing...?并回答III.ClassClosing.板書設(shè)計(jì)：Unit2Areyoudoingyourhomework?Samisn’ttidyingyourroom.Ishedoinghishomework？Areyoutidyingyourroomnow?Yes,Iam.Module4U教學(xué)目標(biāo)：知識(shí)與技能目標(biāo)：Aim1.能夠聽、說、讀、寫動(dòng)詞短語的ing形式：drawingpictures,doingthedishes,cookingdinner,readingabook,answeringthephone。Aim2.能運(yùn)用句型“Whatareyoudoing?I’mdoingthedishes/”詢問別人正在做什么并作答。Aim3.通過說唱Let’schant部分的歌謠鞏固復(fù)習(xí)Let’slearn部分的動(dòng)詞短語和句子。情感目標(biāo)：培養(yǎng)學(xué)生熱愛生活的美好情感。教學(xué)重點(diǎn)：本課時(shí)需要掌握五個(gè)動(dòng)詞短語的ing形式，能夠理解下一課時(shí)的主要句型“Whatareyoudoing?”并能用“Iamdoingthedishes/...”作答。教學(xué)難點(diǎn)：動(dòng)詞短語ing形式的讀音。教師要多做示范，逐步引導(dǎo)學(xué)生流暢地連讀。課前準(zhǔn)備：1、 教師準(zhǔn)備本課時(shí)Let’schant,Let’slearn的錄音帶。2、 教師準(zhǔn)備鍋、鏟、電話、碗碟等小道具。3、 教師準(zhǔn)備本課時(shí)所需課件。教學(xué)過程：一、 Warm-up1、 Greetings2、 Singasong:ICanHelp.（師生做動(dòng)作共同演唱）Thenaskthestudents:Whatphrasecanyouhearinthissong?（設(shè)計(jì)思路：通過師生邊唱邊做動(dòng)作，既活躍了氣氛，復(fù)習(xí)了有關(guān)家務(wù)勞動(dòng)的短語，又為新課的學(xué)習(xí)做了鋪墊。）二、 Review1、教師用課件出示五年級(jí)上冊(cè)所學(xué)動(dòng)詞短語的圖片，讓學(xué)生認(rèn)讀，其他同學(xué)邊跟讀邊做動(dòng)作。dothedishescookthemealsreadabooksetthetabledohomeworkcleantheroom2、FreetalkIcandohousework.Whatcanyoudo?Canyoucookthemeals?Canyoucleanyourbedroom?三、Presentation1、教學(xué)doingthedishes，并呈現(xiàn)現(xiàn)在進(jìn)行時(shí)的問答形式:Whatareyoudoing?Iam...。（1） 教師拿出一個(gè)盤子：IcandothedishesCanyoudothedishes?請(qǐng)學(xué)生拼詞，教師同時(shí)在黑板上寫下dothedishes，教師邊做洗碗的動(dòng)作,邊對(duì)學(xué)生說：Iamdoingthedishes.然后在黑板上的短語后面加上ing變成doingthedishes，強(qiáng)調(diào)ing的發(fā)音.教師引導(dǎo)學(xué)生做洗碗的動(dòng)作，并跟說:Iamdoingthedishes.用其他的詞組進(jìn)行替換，通過適當(dāng)?shù)膭?dòng)作引導(dǎo)學(xué)生理解現(xiàn)在進(jìn)行時(shí)表達(dá)的含義.并適時(shí)幫助學(xué)生總結(jié)：在人稱后面加上系動(dòng)詞，在把動(dòng)詞加上ing就可以表示現(xiàn)在正在進(jìn)行的動(dòng)作。（2） 出示幾個(gè)動(dòng)詞短語，請(qǐng)學(xué)生將動(dòng)作短語轉(zhuǎn)換成ing的形，并試著讀一讀.（3）導(dǎo)入Whatareyoudoing?句型T：NowI’mdoingthedishes。學(xué)生做洗盤子的動(dòng)作，師問：Whatareyoudoing?S1：多問幾個(gè)學(xué)生。教師請(qǐng)學(xué)生猜Whatareyoudoing？的意思，并板書領(lǐng)讀。（4）Playthegame“Go，Stop”todrillthesentences.Askthestudentspassaplateonebyone.（師生一起邊拍手邊問：Whatareyoudoing？當(dāng)師說Stop時(shí)，拿到盤子的同學(xué)要邊洗盤子邊說：I’mdoingthedishes。）（設(shè)計(jì)思路：通過傳盤子游戲集體練習(xí)、重點(diǎn)突破主句型Whatareyoudoing？2、教學(xué)cookingdinnero（1） 出示詞組。T：Youcandothedishes.Canyoucookdinner?教師板書，領(lǐng)讀。并說：Itmeans:cookthemeals.T:（師那鍋?zhàn)鲲埐枺㎞owwhocanaskmewiththesentence?T:I’mcookingdinnero教師板書ing，畫連字符號(hào)、領(lǐng)讀。（2） Drill.T:Now,pleasecooksomethingandpracticeinpairs.Youcancookeggs,noodles,tomatoes.T:（師生示范）Mm...Yummy.Whatareyoudoing?S1:I’m...（設(shè)計(jì)思路：由問Youcandothedishes.Canyoucookdinner?自然引出cookingdinner的教學(xué)。并用兩人合作的形式，邊做動(dòng)作邊練習(xí)，讓學(xué)生全員參與，拓展了思維。.學(xué)習(xí)readingabook。T：（師讀書并問）WhatamIdoing?請(qǐng)生試答并板書在黑板上：I’mreadingabookoT:I’mreadinganEnglishbookoPleasereadbooksandsay::I’mreadingbooko（設(shè)計(jì)思路：讓學(xué)生隨便說出自己讀的書，既是對(duì)舊知的復(fù)習(xí)，又是對(duì)新知的操練。）學(xué)習(xí)drawingpicturesT：（當(dāng)學(xué)生說到讀picturebook時(shí)）Youarereadingapicturebook.Let’ssee.教師邊看邊說：Pictures,beautifulpictures.Canyoudrawpictures?教師邊板書邊說：Iamdrawingpictureso領(lǐng)讀并引導(dǎo)學(xué)生拼寫。T：NowIamdrawingatree.Whatareyoudoing？T：（引導(dǎo)學(xué)生邊畫邊說）：Iamdrawing...學(xué)習(xí)answeringthephone。（1） 出示詞組。Nowlet’slistenandlook.T:（出示打電話的課件）What’shedoing?教師板書：answerthephone請(qǐng)生加ing并試讀，教師強(qiáng)調(diào)連讀，請(qǐng)學(xué)生單個(gè)讀。（2） 操練。A.做高低聲游戲。Iftheteachersaysquietly,thestudentssayloudly.Iftheteachersaysloudly,thestudentssayquietly.（設(shè)計(jì)思路：answeringthephone這個(gè)詞組的發(fā)音是難點(diǎn)，所以用這個(gè)游戲讓學(xué)生集中注意力多次重復(fù)，加深記憶。）同桌打電話練習(xí)新詞組和句型。師生示范打電話用語：T：Hello,.ThisisMissYu.Whatareyoudoing？S:Iam...Whatareyoudoing？T:Iam...請(qǐng)同桌展示。（設(shè)計(jì)思路：師生示范打電話，自然滲透打電話常用語，然后通過小組練習(xí)，既是對(duì)前面四個(gè)短語的階段性總結(jié)，又滲透下節(jié)課Let’talk的內(nèi)容。）四、Consolidationandextension（擴(kuò)展活動(dòng)）1、 Makeachant（1）Theteacherasks,thestudentsanswer.Whatareyoudoing?I’mdoingthedishes.Doing，doing，doing.Whatareyoudoing?I’mcookingdinner.Cooking，cooking，cooking.（2）把全班學(xué)生分為男、女生兩大組，一組問，一組答，并配合動(dòng)作。（設(shè)計(jì)思路：通過吟唱，使學(xué)生進(jìn)一步掌握本節(jié)的短語和句型。）2、 教師播放Let’slearn部分的錄音，學(xué)生邊聽邊指邊讀，力爭(zhēng)做到“眼到、手到、口到、心到"。3、 快速反應(yīng)教師帶領(lǐng)學(xué)生做快速反應(yīng)的游戲。教師說本部分的動(dòng)詞短語，如：dothedishes,讓學(xué)生說出它的ing形式：doingthedishes。（設(shè)計(jì)思路：用游戲的方式，強(qiáng)化和區(qū)分動(dòng)詞ing形式的詞組，教師注意適時(shí)糾正學(xué)生的發(fā)音，鞏固動(dòng)詞短語的同時(shí)糾正發(fā)音。）4、 看課件猜詞教師先出示課件的一部分，讓學(xué)生猜： 學(xué)生猜對(duì)了，再整體呈現(xiàn)課件，并請(qǐng)他們拼寫詞組，最后齊讀句子。如，先出示盤子，師問： 生猜。再呈現(xiàn)整個(gè)張鵬洗盤子的畫面和句子，請(qǐng)他們拼寫doingthedishes，并齊讀句子Heisdoingthedishes.（設(shè)計(jì)思路：學(xué)生在猜的過程中就發(fā)展了發(fā)散思維，而且還讓學(xué)生讀出來，還要背出來，因?yàn)檫@五個(gè)詞組中四個(gè)已經(jīng)在上冊(cè)就背下來了，培養(yǎng)了學(xué)生聽說讀寫的能力，并拓展了第三人稱的現(xiàn)在進(jìn)行時(shí)，讓學(xué)生練說He/Sheis，為后面的內(nèi)容做鋪墊。）5、 創(chuàng)編對(duì)話。（1）布置任務(wù)。T:Todaywelearnedsomanyactions.nowpleasemakeadialoguewiththem.Youcandohousework,haveapicnic,dosports,studyandsoon.（2）出示課件提供需要的語言材料，請(qǐng)學(xué)生分組創(chuàng)編。（設(shè)計(jì)思路：在拓展環(huán)節(jié)，我不只讓學(xué)生著眼于今天學(xué)的五個(gè)詞組，而是把學(xué)過的大約20多個(gè)詞組給大概歸為四類，通過屏幕提供給學(xué)生，讓他們自編對(duì)話，使學(xué)生在具體的語言場(chǎng)景中，運(yùn)用所學(xué)知識(shí)進(jìn)行交流。）五、 總結(jié)：T：Whathaveyoulearnedinthislesson?請(qǐng)生回答。師總結(jié)：本課除了學(xué)會(huì)了這些知識(shí)之外，我們還要學(xué)會(huì)豐富自己的課余生活，使自己的生活變得更加絢麗多彩。六、 Homework.Afterschool,pleasegiveyourfriendacallinEnglishandtalkaboutwhatyouaredoing.板書設(shè)計(jì)：Unit4WhatAreYouDoing?ALet’slearn.Whatareyoudoing?doingthedishes.amcookingdinner.readingabook.drawingpicturesansweringthephoneUnit2AimsIIIIII:Talkingaboutactivitiesplacenow.FocusI:Tograspmainwordsandphrases.I:Talkingaboutactivitiesplacenow.Aidspictures,cards,tape--recorderTeachingProcessTeaching'sActivityStudents'ActivityRepreparationIGreeting..Thechant:Isthisweathertrue?I:Leading-inGame:Listenanddo.Sayacommand.Ill:Listening&readingActivitiesShowpictureandaskquestions.Playthecassette.Playthecassetteagain.Playthecassette.Greeting..2.Sayit.Thestudentslistenanddo.Lookandanswer.Llisten.Listenandpoint.Repeateachutterance.TeachingsProcessTeaching'sActivityStudentsActivityRepreparationWritethephrasesandteach.Teachsentences.Turnonthetape.IV:FurtherDevelopmentSB:Listenandsay.SB:Practise.Havearace.V:HomeworkOwnfamilywhodescribetheaffairdoestonight.AB(U2)5.Learncarefully.Learnanddrill.Listenandrepeat.Doit.Workinpairs.Doit.Listencarefully.FeedbackTeachingPlanTitleNSEBook4Module2Unit2Aimsi.Tomaster:drawingwritingplayingreadinglistening.ii.Talkingabouttheon-goingactivitiesofsomebody.FocusTounderstandandusemainknowledgecorrectly.Aidscards.tapeTeachingProcessTeacher'sActivityWarmingupandRevisionGreeting.ChantLeading-inReview:play/sing/watch/listen...Leadtheclasstosayv-ing.Saysomethingaboutthetext.Listening&ReadingActivitiesl.Showthepictureandplaythetape.Questionsforchildren.Playtheapeagain.Afewminutesforchildren.FurtherDevelopmentLeadtheclassinadiscussionaboutA2.Teachthissong.ABU2E1&2.HomeworkTalkingabouttheon-goingactivitiesoffamilymembers.Students'ActivityGreeting.2.Sayanddotheactions.Toreviewthem.Listen..Listen.Discussandanswer.Lookandrepeat.Listenagain.practiseinpairsandact.Workinpairs.Learntosing.Dothem.Re-preparationFeedBackTeachingPlanTitleNSEBook4Module4unit1ii.Tousemainknowledgefreely.Focusi.Askandanswerthepresentaction.ThepronunciationoftheV+ingAidsCards,Tape-recorderTeachingProcessTeacher'sActivityWarmingupandRevision1、 Greeting.2、 Asong.3、 Letchildrenuse--AreyouV+ing?and--Yes./No.toaskandanswer.Leading-inListeningandreadingActivities1、 Turnonthetape.2、 Turnonthetapeagain.3、 Teachnewsentences:4、 Activity2-Listenandsay..FurtherDevelopment1、 Showthepicturesofpart32、 Havearace.HomeworkDeclarehomework:1、 Listenandreadthetext.2、 AB(P14,15).Students'Activity1、 Greeting.2、 Clapandsing3、 Doitinpairs.Readthesewords.1、listenandpoint2、Listenandunderlinenewknowledge.3、Learnanddrillthem.4、 Workinpairs.1、 Practiseandshowit.2、 Doit.Listencarefully.Re-preparationFeedbackTitleModule4Unit2What'sshedoing?Aims1.Learnthenewwordsandsentences,thensay.2.Letstudentscantalkaboutoccupations.Focus1.Words:noice、drink、talk、there、game.2.Sentences:What'sshedoing?She'splayingagamewithAmyandSam.AidsRadio、cards、VCD、tapes、chalksTeachingProcessTeacher'sActivityWarmingupandRevisioni.GreetingsiiSingthesongLeading-inShowthepicture.T:What'saretheydoing?Students'ActivityS:Singanddo.S:Theyaretalking.Re-preparationTeachingPlanTeachingProcessT:What'sshedoing?T:NowwewilllearnMoudle4Unit2ListeningandActivities.Turnonthetape.FurtherDevelopmentInvitethreestudentstothefrontoftheclass.Tellthemtomimeanaction.Stopthemandaskthemthis.S:she'splaying.Listenandlearn.Dotheaction.Answer.TeachingProcessGame:Sayandguess.ShT:What'sshedoing?Sayandsingthechant.HomeworkReadthedialogueandthesentence.PreviewModule5Unitl.She'splayingbasketball.SingthechantowapictureandaskthestudentsModule5UnitlAims:知識(shí)目標(biāo)：playtime,sad,skip(ping),hide-and-seek,clap(ping)games,Sheis...Theyare...技能目標(biāo)：聽說：playtime,sad,skip(ping),hide-and-seek,clap(ping)games：能聽懂發(fā)生在校園課間中的故事；大聲跟讀課文。情感目標(biāo)：快樂游戲，參與今日英語游戲：clappinggames.學(xué)習(xí)策略：學(xué)生能利用英語兒歌或歌謠的方式更積極地開口表達(dá)英語，更流利地發(fā)音。Importantanddifficultpoints:感受現(xiàn)在進(jìn)行時(shí)態(tài)與一般現(xiàn)在時(shí)態(tài)動(dòng)詞的形態(tài)變化V-ing，同時(shí)能區(qū)別is,are在人數(shù)變化時(shí)的運(yùn)用；積極聽、說、跟讀課文Teachingmethods:1.TPR教學(xué)法Teachingpreparations:準(zhǔn)備：課件，CD-ROM，獎(jiǎng)勵(lì)用貼紙游戲教學(xué)法將課文中的clappinggames較好地在學(xué)生中間推廣。TeachingProcedures:Step1.WarmupT:Let’ssingasong.'Tmlisteningtomusic.”T:Let’ssayachant.“Whatareyoudoing?'T:Helloboysandgirls!Ss:Helloteacher.T:Gladtomeetyou!Ss:Gladtomeetyou,too!T:Howareyou,today?Ss:I’mfine.Thankyou.Andyou?T:I’mfinetoo.Thankyou.Sitdown,please!T:Whoknows?Whatdayisittoday?S1:It’sWednesday.Yes,clever.Sitdown.T:What’stheweatherlike?S2:It’ssunny.Verygood.Sitdown.Step2.ReviewT:PleasereviewwordsT:Everyone,standup.Pleaselistenanddotheactions.OK,nowlistentome.(drawapicture,jump,playfootball)T:Whatareyoudoing?Ss:I’m T:Pleasehurryup!Sitdownyourchair.Pleasesitwellandlistentome.Step3.FreetalkT:英才學(xué)校為了讓小朋友們更健康地學(xué)習(xí)，開設(shè)了一個(gè)playtime，在我們學(xué)校也有一個(gè)playtime，What’splaytime?Guessplease!Doyoulikethisplaytime?Ss:游戲時(shí)間。T:在我們學(xué)校可以叫做大課間。It’sourtimetoplaygamesanddoexercise.T:Intheplaytime.Amy^ndsFangfangissad,why?Let’sseeit,together?Pleaseopenyourbooksatpage18.T:First,listenandfindnewwords.ShowCD.T:Whocansaynewwords?(sad,hide-and-seek,seek,hide,skip,clap).教讀單詞。復(fù)習(xí)現(xiàn)在分詞的構(gòu)成。T:Pleaselookthesequestions.下面我們要帶著問題進(jìn)入課文學(xué)習(xí)。T:Listenandrepeat.(邊跟讀邊講解)T:Fangfang剛才有些不高興，那你們現(xiàn)在知道為什么了吧？Ss:NooneisplayingwithFangfang.T:那現(xiàn)在她高興了嗎？Ss:Yes,sheishappy.T:Listenandrepeatagain.T:Pleasereadthestory.讓學(xué)生自讀課文。齊讀課文T:Everyonereadthestory.(It’splaytime.)T:BoysisAmy.GirlsisFangfang.T:Second,whocananswerthequestions.Showquestions(listen,sing,watch,dance,talk,read,write,eat,drink,jump,play,run)Step4.Consolidationsl.Showproblemsentences,for"they”write