pep五年級(jí)英語下冊(cè)第六單元教學(xué)設(shè)計(jì)Word版

1、第一課時(shí)Lets chant A Lets Learn Lets play Lets sing【教材分析】教學(xué)重點(diǎn)：1. 聽、說、讀、寫動(dòng)詞短語的ing形式：taking pictures, watching insects, picking up leaves, doing an experiment, catching butterflies2. 聽、說、認(rèn)讀“What is Mike doing? Hes watching insects.”3. 學(xué)會(huì)運(yùn)用句型“What is he / she doing ? He / Shes ”，替換動(dòng)詞短語。4. 動(dòng)詞的ing形式及發(fā)音。教學(xué)難點(diǎn)：

2、1. 繼續(xù)學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)的用法。2. 以不發(fā)音的e結(jié)尾的動(dòng)詞的ing形式。x k b 1 .c o m3. 注意單詞insects insekt 和experiment ikspermnt 的發(fā)音?！緦W(xué)情分析】第四和第五單元的教學(xué)重點(diǎn)都是現(xiàn)在進(jìn)行時(shí)，學(xué)生已經(jīng)有所掌握，教師應(yīng)注意結(jié)合前面的單元進(jìn)行新知識(shí)的教學(xué)。另外，本單元的多數(shù)短語是首次出現(xiàn)，如：“doing an experiment”、“picking up leaves”等，因此，教師要注意反復(fù)操練、使學(xué)生通過活動(dòng)感知語言點(diǎn)，從而為句型教學(xué)做好鋪墊?！窘虒W(xué)目標(biāo)】一、能力目標(biāo)：學(xué)會(huì)運(yùn)用句型“What is he / she doing? H

3、e / Shes”，替換動(dòng)詞短語。二、知識(shí)目標(biāo)：1. 聽、說、讀、寫動(dòng)詞短語的ing形式：taking pictures, watching insects, picking up leaves, doing an experiment, catching butterflies2. 聽、說、認(rèn)讀句型：What is Mike doing? Hes watching insects.3. 動(dòng)詞的ing形式及發(fā)音。三、情感目標(biāo)：x k b 1.c o m培養(yǎng)學(xué)生熱愛大自然，學(xué)會(huì)探究、合作的優(yōu)良習(xí)慣。精選推薦【教學(xué)準(zhǔn)備】教師準(zhǔn)備錄音機(jī)和本課磁帶，本課詞卡、第四和第五單元的詞卡，本課掛圖，彩筆，畫有

4、昆蟲的一張圖片，多種樹葉，放大鏡和兩只試管，貼畫等?！窘虒W(xué)過程】一、Warming up/Revision（熱身/復(fù)習(xí)）1. 情緒熱身Lets chantwwW .x kB 1.c Om教師播放第五十八頁的歌謠，先請(qǐng)學(xué)生欣賞一遍，然后教師借助圖片稍加解釋，最后讓學(xué)生們?cè)囍黄鹨鞒Ｗ⒁獍盐展?jié)奏，可以輕敲桌子或拍手。另外， 單詞treat可譯成“樂事”。【設(shè)計(jì)意圖】在輕松愉快的節(jié)奏中，感知短語，并營造了英語課堂的氛圍。2. 復(fù)習(xí)做“動(dòng)作秀”游戲請(qǐng)一名學(xué)生到臺(tái)前，向他出示一張前兩單元的單詞卡片，讓他做動(dòng)作。教師問學(xué)生們：“Whats he / she doing?” 然后再叫多名學(xué)生上臺(tái)一起表演，

5、教師再問：“What are they doing?”引導(dǎo)他們回答?！驹O(shè)計(jì)意圖】復(fù)習(xí)環(huán)節(jié)復(fù)習(xí)了所學(xué)的短語和教學(xué)，為下一步學(xué)習(xí)奠定了基礎(chǔ)。二、Presentation/Practice（新課呈現(xiàn)/操練）（一）分步學(xué)習(xí)對(duì)話中的重點(diǎn)語言Lets learn1. 教學(xué)taking pictures請(qǐng)一名同學(xué)上臺(tái)做出照相的動(dòng)作，教師問：“Whats doing?” 引導(dǎo)學(xué)生回答：“ is taking pictures.” 隨機(jī)出示詞卡，讓學(xué)生跟讀，鼓勵(lì)學(xué)生邊說邊做動(dòng)作?！驹O(shè)計(jì)意圖】通過動(dòng)作自然引出短語，同時(shí)運(yùn)用所學(xué)句型加以操練，使學(xué)生們加深了理解。2. 教學(xué)watching insects精選推薦教師

6、展示帶有如螞蟻、蝗蟲等昆蟲的圖片，學(xué)習(xí)單詞insects，然后，請(qǐng)幾名學(xué)生用放大鏡一起觀察昆蟲，教師問：“What are they doing?” 引出watching insects的詞卡。教師帶讀，學(xué)生跟讀。同位兩人讀五遍擊掌操練。【設(shè)計(jì)意圖】通過放大鏡的使用，增強(qiáng)了學(xué)生的興趣，引出短語后，擊掌操練調(diào)動(dòng)了學(xué)生參與的情緒，利于他們合作習(xí)慣的形成。3. 教學(xué)picking up leaves新| 課|標(biāo)| 第|一 |網(wǎng)教師手中出示兩三片樹葉，問：How many leaves do I have? 引導(dǎo)學(xué)生回答：“two”, 教師重復(fù)：“I have two leaves.” 板書：leav

7、es，并帶讀，學(xué)生跟讀。對(duì)于讀的好的學(xué)生，獎(jiǎng)給他們一片樹葉，加以鼓勵(lì)。在黑板上畫一棵大樹，教師做出采摘樹葉的動(dòng)作，導(dǎo)出picking up leaves的圖片，學(xué)生跟讀。改換另一名學(xué)生做采摘?jiǎng)幼?，教師問：“Whats doing?” 引導(dǎo)同學(xué)們回答：“Hes / shes picking up leaves.” 讓學(xué)生跟讀，鼓勵(lì)學(xué)生邊說邊做動(dòng)作。【設(shè)計(jì)意圖】樹葉導(dǎo)出了短語，作為獎(jiǎng)品又調(diào)動(dòng)了學(xué)生們的興趣，可謂一舉兩得。4. 教學(xué)doing an experiment(1) 教師展示所帶的試管假裝做實(shí)驗(yàn)，并用句型：“What am I doing?” 引導(dǎo)出短語，并出示doing an exper

8、iment的詞卡。教師領(lǐng)讀，學(xué)生跟讀。experiment一詞較長，若學(xué)生有困難，可分音節(jié)拼出。(2) 做“冷暖”游戲，突破難點(diǎn)短語。請(qǐng)一名學(xué)生到門外，將準(zhǔn)備好的試管藏到講臺(tái)某一處，令學(xué)生進(jìn)來尋找，當(dāng)學(xué)生接近試管時(shí)，同學(xué)們大聲讀出短語doing an experiment；反之，若遠(yuǎn)離時(shí)，聲音變低，直到那名學(xué)生找到為止?！驹O(shè)計(jì)意圖】運(yùn)用道具和動(dòng)作引出短語，集中了學(xué)生的注意力，用游戲操練方式，突破了難點(diǎn)，使學(xué)生的積極性大增，提高了學(xué)習(xí)效率。5. 教學(xué)catching butterflies教師在黑板上畫一棵大樹，再畫一幅一個(gè)男孩捉蝴蝶的情景，教師說：“What are they? Yes, th

9、ey are butterflies. Are they pretty?” 同時(shí)，教讀精選推薦butterflies,并板書：其單數(shù)形式butterfly，使學(xué)生稍作了解。然后，出示詞卡，教師領(lǐng)讀，學(xué)生跟讀，并做動(dòng)作。www .Xkb1 .coM【設(shè)計(jì)意圖】形象的簡筆畫使學(xué)生們加深了對(duì)短語的理解，也利于記憶。（二）聽錄音，做動(dòng)作1. 教師放錄音或VCD，讓學(xué)生聽并跟讀，注意模仿語音語調(diào)。 2. 聽音做動(dòng)作。讓學(xué)生根據(jù)所聽到的短語做動(dòng)作，然后打亂順序，教師或?qū)W生讀，其他學(xué)生做動(dòng)作，最后四人一組，一人讀，三人做動(dòng)作，進(jìn)行比賽，看誰做得既快又對(duì)?！驹O(shè)計(jì)意圖】通過聽讀錄音，模仿了語音語調(diào)；通過Lets

10、 do 形式鞏固了短語。（三）運(yùn)用句型操練短語Lets play教師拿一張?jiān)~卡快速在學(xué)生面前閃一下，問學(xué)生：Whats he / she doing? 讓他們迅速搶答。【設(shè)計(jì)意圖】通過Lets play操練了句型，鞏固了短語。三、Consolidation and extension（鞏固與拓展）1. Sum up（總結(jié)）討論掛圖或課本插圖，教師提示用句子“The boys and girls are going on a field trip.”開頭，可以說“Mike is watching insects.”等等?！驹O(shè)計(jì)意圖】通過討論圖片使學(xué)生在句子和語篇中，理解了短語和語法。2. Let

11、s sing新課 標(biāo) 第 一網(wǎng)教師放七十八頁的錄音，先簡單的解釋一下歌詞，然后讓學(xué)生跟唱?！驹O(shè)計(jì)意圖】Lets sing使學(xué)生從緊張中放松，從而進(jìn)入到隨堂檢測中。3. 隨堂檢測 Read and choose.（選擇正確的答案。）（ ）1. He is _ pictures.A. taking B. take C. takeing （ ）2. Mike is doing _ experiment.精選推薦A. a B. an C. （ ）3. What _ doing?A. is B. is he C. Is he（ ）4. She _ insects. A. watch B. is watc

12、hing C. is watch（ ）5. We are _ butterflies.A. catch B. is catching C. catching答案：ABBBC【設(shè)計(jì)意圖】該題加強(qiáng)了對(duì)現(xiàn)在進(jìn)行時(shí)結(jié)構(gòu)的理解，使學(xué)生對(duì)當(dāng)堂所學(xué)有所了解，也使教師得到了及時(shí)的反饋，起到了查缺不漏的作用。四、Emotional Theme（情感升華）大自然的美，是我們永遠(yuǎn)探究和追求的對(duì)象。【設(shè)計(jì)意圖】通過學(xué)習(xí)探討大自然活動(dòng)的一些詞，陶冶了學(xué)生的情操和激發(fā)了他們對(duì)美麗大自然的追求。五、Homework（家庭作業(yè)）1. 抄寫本課中的動(dòng)詞短語并造句，如：Mike is watching insects.2. 運(yùn)用

13、學(xué)生詞卡或自制詞卡來背短語。3. 聽錄音，復(fù)習(xí)和預(yù)習(xí)下一課內(nèi)容?！驹O(shè)計(jì)意圖】造句能培養(yǎng)學(xué)生用英語書面表達(dá)的能力；教師要引導(dǎo)學(xué)生學(xué)會(huì)運(yùn)用詞卡嘗試回憶記單詞的方法；聽讀和預(yù)習(xí)習(xí)慣要重視。【板書設(shè)計(jì)】Unit 6 A Lets learnWhat is doing? Hes -ing.watching insects picking up leaves 幾只螞蟻，taking pictures 大樹和小男孩捉蝴蝶的簡筆畫doing an experimentcatching butterflies第二課時(shí)Lets start A Lets try Lets talk Lets play C Good

14、 to know精選推薦【教材分析】新| 課|標(biāo)| 第|一 |網(wǎng)教學(xué)重點(diǎn)：1. 能聽懂、會(huì)說本課對(duì)話。2. 學(xué)會(huì)情景運(yùn)用句型“Are they? Yes, they are / No, they arent.”。 教學(xué)難點(diǎn)： 1. 掌握句型Are they ? 及其答語。2. 理解單詞woods, classmates的讀音?！緦W(xué)情分析】學(xué)生前面已經(jīng)學(xué)習(xí)了現(xiàn)在進(jìn)行式的單數(shù)一般疑問句，教師應(yīng)借助于學(xué)過的知識(shí)學(xué)習(xí)復(fù)數(shù)的一般疑問句，這能起到事半功倍的效果?！窘虒W(xué)目標(biāo)】（一）能力目標(biāo)1. 能聽懂、會(huì)說本課的對(duì)話。2.學(xué)會(huì)運(yùn)用句型“Are they? Yes, they are / No, they a

15、rent.”。（二）知識(shí)目標(biāo)1. 掌握句型“Are they?”的結(jié)構(gòu)及其答語。2. 能聽、說、讀單詞classmates, woods。3. 了解Good to know中有關(guān)郊游必帶物品的知識(shí)。（三）情感目標(biāo)在集體活動(dòng)中培養(yǎng)友誼，學(xué)會(huì)互幫互助?！窘虒W(xué)準(zhǔn)備】1. 教師準(zhǔn)備：錄音機(jī)和本課磁帶、彩筆、本課掛圖和詞卡、相應(yīng)的頭飾2. 學(xué)生準(zhǔn)備：自制詞卡或?qū)W生用詞卡【教學(xué)過程】一、Warming up/Revision（熱身/復(fù)習(xí)）1. 情緒熱身x k b 1.c o mLets chant 邊聽邊吟唱，然后試著用所學(xué)的短語進(jìn)行改編?！驹O(shè)計(jì)意圖】感知短語，營造英語氣氛。精選推薦2. 復(fù)習(xí)（1）“單詞

16、排序”活動(dòng)教師出示詞卡并朗讀，同時(shí)學(xué)生按詞卡的順序把自制的詞卡或?qū)W生卡片按順序排好，完成后，大家一起讀兩遍?！驹O(shè)計(jì)意圖】用聽音排序的方式復(fù)習(xí)上節(jié)所學(xué)的短語，培養(yǎng)學(xué)生的聽力。（2）Lets start “動(dòng)作分類”活動(dòng)打開六十八頁討論這一部分的圖畫。先介紹要求，教師說：“Look at the picture. The boys and girls are going on a field trip. What are they doing? Lets divide them into two groups. One belongs to A(Birds or Animals), the oth

17、er belongs to B(Plants).”接著討論，小組互相問答，最后完成填表。參考答案如下：Chen Jie is watching a bird. She belongs to Group A.John is collecting leaves. He belongs to Group B.Amy is picking up leaves. She belongs to Group B.Wu Yifan is taking pictures of the flowers. He belongs to Group B.Mike is catching butterflies. He

18、belongs to Group A.Sarah is drawing pictures of the trees. She belongs to Group B.【設(shè)計(jì)意圖】小組活動(dòng)復(fù)習(xí)了短語和句型，是很好的任務(wù)型活動(dòng)。（3）Lets try教師先和學(xué)生一起預(yù)測插圖內(nèi)容；再放錄音兩遍；最后核對(duì)答案。錄音內(nèi)容如下：Woman: What are Amy and Mike doing? Are they watching insects?Girls: No, they arent. Woman: Are they picking up leaves.Girls: Yes, they are.答案

19、：第一副圖片對(duì)。二、Presentation/Practice（新課呈現(xiàn)/操練）（一）分步學(xué)習(xí)對(duì)話中的重點(diǎn)語言精選推薦1.教學(xué)Watching my classmates（1）教師在黑板上畫上幾只螞蟻，請(qǐng)一名學(xué)生上到講臺(tái)做專注觀察的動(dòng)作，教師問：What are you doing? 學(xué)生回答：“Im watching the ants / insects.” 然后教師再讓他打個(gè)眼罩，專注的觀察全班其他同學(xué)，教師問：“What are you doing?” 引導(dǎo)學(xué)生回答：“Im watching my classmates.” 板書：watch my classmates。（2）教師示范領(lǐng)讀

20、，學(xué)生跟讀。以one by one方式操練?！驹O(shè)計(jì)意圖】由學(xué)過的watching insects, 通過動(dòng)作導(dǎo)出短語watching my classmates。2.教學(xué)in the woods（1）教師在黑板上畫一棵樹，說：“Whats this?” 學(xué)生回答：“Its a tree.” 教師再畫上更多的樹，說：“What are they?” 引導(dǎo)學(xué)生回答：“They are trees. They are woods.” 在樹林里畫兩個(gè)學(xué)生，教師問：“Where are they?” 引導(dǎo)學(xué)生回答：“Theyre in the woods.”板書：in the woods。（2）教師示范

21、讀，學(xué)生跟讀。以two by two方式操練。3. 呈現(xiàn)句型Are they ?（1） 教師指著黑板上的圖畫問學(xué)生：“Look at the boys and girls. Are they in the woods?” 引導(dǎo)學(xué)生回答：“Yes, they are.” 教師把畫的兩個(gè)學(xué)生改成正在采摘樹葉的動(dòng)作，教師問：“What are they doing? Are they taking pictures?” 學(xué)生回答：“No，they arent. 教師再問： “Are they picking up leaves?”學(xué)生活動(dòng)：“Yes, they are.” 板書句型：Are they

22、 ? Yes, they are. / No, they arent.（2） 教師領(lǐng)讀，學(xué)生跟讀。討論詞卡上的圖片，教師問：“Are they playing chess?”學(xué)生回答：“Yes，they are.” 教師再做一個(gè)否定回答的，如：“Are they having a picnic?” 學(xué)生回答：“No，they arent.” 然后學(xué)生兩人一組討論老師手中的圖片?！驹O(shè)計(jì)意圖】教師通過形象的簡筆畫，承接上一步，先導(dǎo)出Are they ?句型，再引導(dǎo)出Are they ing? 重點(diǎn)句型。（二）教學(xué)對(duì)話Lets talk精選推薦1. 教師先讓學(xué)生看課本插圖或本課掛圖，說：“Look

23、at the picture. Whats John doing? Whats his teacher saying? Listen to the tape. / Watch VCD.” 然后學(xué)生觀看VCD或聽錄音。2. 學(xué)生看完或聽完一遍對(duì)話后，學(xué)生合上課本，再聽一遍，回到教師的問題。問題如下：(1) What is John doing?(2) Where are his classmates?(3) Are they catching butterflies?(4) Are they picking up leaves?答案：(1) He is watching his classmat

24、es. (2) They are in the woods.(3) No, they arent. (4) Yes, they are.3. 學(xué)生完成回答后，學(xué)生打開書，再跟讀一遍對(duì)話，然后兩人一組角色朗讀對(duì)話，最后學(xué)生戴上頭飾表演對(duì)話?！驹O(shè)計(jì)意圖】學(xué)習(xí)對(duì)話前了解對(duì)話背景有利于學(xué)生理解對(duì)話。合上課本聽并回答問題，有利于培養(yǎng)他們集中精力的習(xí)慣。角色表演的要求促使他們讀熟甚至背過對(duì)話。三、Consolidation and extension（鞏固與拓展）1. Fill in the blanks. ( 填空。)(1) Amy: What are you doing? Chen: _ doing

25、homework.(2) Tom: Are they picking up leaves?John: Yes, _ _. (3) Sarah: Are they watching insects? Mike: No, _ _.(4) Jack: What is Tom doing? John: _ _ taking pictures.答案：1. Im 2. they are 3. they arent 4. He is【設(shè)計(jì)意圖】該題練習(xí)學(xué)生對(duì)現(xiàn)在進(jìn)行時(shí)不同人稱的用法。2. 做“猜動(dòng)作，練句型”游戲精選推薦Lets play教師請(qǐng)一名學(xué)生上來背對(duì)大家，再請(qǐng)兩名學(xué)生上來，面向大家并向臺(tái)下的學(xué)生展

26、示一個(gè)短語，然后一起做卡片上的動(dòng)作，如：catching butterflies，臺(tái)下的學(xué)生一起問：“What are they doing?” 站在前面的學(xué)生用“Are they ?”句型來猜卡片上的短語。教師及時(shí)表揚(yáng)獎(jiǎng)勵(lì)?！驹O(shè)計(jì)意圖】該游戲使學(xué)生情緒高漲，其中，動(dòng)作表演復(fù)習(xí)了短語，學(xué)生的猜測和回答的活動(dòng)，充分復(fù)習(xí)了句型。3. Good to know教師說：If we go on a field trip, what do we need? , 引導(dǎo)學(xué)生思考，然后讓學(xué)生打開課本第七十八頁，和學(xué)生一起討論郊游所帶的物品?！驹O(shè)計(jì)意圖】教師告訴學(xué)生出游時(shí)應(yīng)做有心人，把要帶的東西準(zhǔn)備好，避免出游不

27、便事情的發(fā)生。四、Emotional Theme（情感升華）珍惜友誼，尊敬師長。【設(shè)計(jì)意圖】本課是老師和學(xué)生去郊游時(shí)的對(duì)話，在對(duì)話中，體現(xiàn)了老師對(duì)學(xué)生的關(guān)懷，所以借機(jī)對(duì)學(xué)生們進(jìn)行尊敬師長的教育很有必要。五、Homework（家庭作業(yè)）1. 將今天所學(xué)的對(duì)話讀給或背給爸爸和媽媽聽。2. 聽本節(jié)課的錄音并預(yù)習(xí)下一節(jié)的內(nèi)容。3. 做實(shí)驗(yàn)：每人模仿七十六頁表格，做主題為“螞蟻吃什么”的實(shí)驗(yàn)，材料為：水果，蔬菜，糖果（sweets）和蜂蜜（honey）?！驹O(shè)計(jì)意圖】使學(xué)生養(yǎng)成聽讀和預(yù)習(xí)的好習(xí)慣；實(shí)驗(yàn)為下一節(jié)學(xué)習(xí)做了準(zhǔn)備?！景鍟O(shè)計(jì)】Unit 6 A Lets talkin the woods watch

28、ing my classmates 相關(guān)簡筆畫Are they ? Yes, they are.No, they arent.精選推薦第三課時(shí)B Read and Write Listen and write C Good to know【教材分析】教學(xué)重點(diǎn)：1. 能夠聽、說、認(rèn)讀Read and write部分對(duì)話，完成相應(yīng)的閱讀練習(xí)題。2. 能聽、說、讀、寫下列句子“Are you eating lunch? No, we arent. Are they eating the honey? Yes, they are.”。3. 能聽、說、認(rèn)讀下列短語“eat lunch, have a l

29、ook at, sweet food, do an experiment on”。4. 能夠運(yùn)用所學(xué)語言較好完成Task time部分的活動(dòng)。教學(xué)難點(diǎn)：1. 學(xué)會(huì)運(yùn)用句型“Are you? Yes, we are / No, we arent.”。2. 掌握四會(huì)句子“Are you eating lunch? No, we arent. Are they eating the honey? Yes, they are.”。3. 能夠聽、說、認(rèn)讀句型“What do ants like to eat? They dont like it?”?！緦W(xué)情分析】在上一節(jié)已經(jīng)初步學(xué)習(xí)了句型“Are the

30、y ? Yes, they are. No, they arent.”,本課應(yīng)加大對(duì)該句型的操練，使學(xué)生能熟練運(yùn)用?！窘虒W(xué)目標(biāo)】一、能力目標(biāo)1. 能夠聽、說、認(rèn)讀Read and write部分對(duì)話，完成相應(yīng)的閱讀練習(xí)題。2. 能聽、說、讀、寫下列句子“Are you eating lunch? No, we arent. Are they eating the honey? Yes, they are.”。二、知識(shí)目標(biāo)1. 能聽、說、認(rèn)讀下列短語：eat lunch, have a look at, sweet food, do an experiment on 2. 學(xué)會(huì)在情景中運(yùn)用句型“

31、Are you? Yes, we are / No, we arent.”。3. 正確理解句型“What do ants like to eat? They dont like it?”。精選推薦三、情感目標(biāo)培養(yǎng)學(xué)生樂于探究的精神和在活動(dòng)中與他人合作的意識(shí)?！窘虒W(xué)準(zhǔn)備】教師準(zhǔn)備錄音機(jī)和磁帶、彩筆、該部分的VCD或掛圖、相應(yīng)的詞卡、John和Wu Yifan的頭飾等?！窘虒W(xué)過程】一、Warming up/Revision（熱身/復(fù)習(xí)）1. 情緒熱身Lets chant 放第六十八頁錄音，讓學(xué)生們吟唱， 板書：We can watch the ants and see what they eat.

32、 引導(dǎo)學(xué)生理解其含義?！驹O(shè)計(jì)意圖】通過吟唱，營造英語氛圍，同時(shí)引出新對(duì)話的主題，為學(xué)習(xí)做好鋪墊。2. 復(fù)習(xí)新 課 標(biāo)第 一 網(wǎng)“閃電記憶”活動(dòng)教師在學(xué)生面前快速閃動(dòng)上一課的單詞詞卡，用句型“Are you? Yes, we are / No, we arent.”來討論它們。【設(shè)計(jì)意圖】該活動(dòng)不僅復(fù)習(xí)了短語，又復(fù)習(xí)了句型，并培養(yǎng)了學(xué)生的記憶和反應(yīng)能力。二、Presentation/Practice（新課呈現(xiàn)/操練）（一）分步學(xué)習(xí)對(duì)話中的重點(diǎn)語言1.教學(xué)句型“Are you ? Yes, we are / No, we arent.”（1）教師請(qǐng)兩名學(xué)生到臺(tái)前持續(xù)表演照相的動(dòng)作，進(jìn)行下面的對(duì)話。

33、T：Are you taking pictures?S1: Yes, I am.T: Are you taking pictures?S2: Yes, I am.T: Are you taking pictures?S1, 2: Yes, we are. 精選推薦教師板書并領(lǐng)讀句型：Are you taking pictures? Yes, we are. T：Are you eating lunch?S1: No, Im not.T: Are you eating lunch?S2: No, Im not.T: Are you eating lunch?S1, 2: No, we arent

34、. 教師板書并領(lǐng)讀句型：Are you eating lunch? No, we arent. （2）教師把黑板上的句型領(lǐng)讀一遍，學(xué)生跟讀一遍。接著四人一組表演并操練該對(duì)話?！驹O(shè)計(jì)意圖】這個(gè)句型是本課的難點(diǎn)，因此通過以動(dòng)作引出句型，再以小組活動(dòng)的方式，進(jìn)行了突破。2. 教學(xué)三會(huì)句型：What do ants like to eat? They dont like it? They like sweet food - sweet things.（1）教師請(qǐng)學(xué)生們出示課下完成的實(shí)驗(yàn)表格，問：“What do ants like to eat?” 板書該句型，進(jìn)行下面的對(duì)話。T: Do they e

35、at bread? S: Yes, they are.T: Do they eat cake?S: Yes, they are.T: Do they eat apples?S: No, they arent.T: Do they eat vegetables?S: No, they arent.T: Do they eat sweets?S: Yes, they are.T: Do they eat honey?S: Yes, they are.精選推薦教師板書并領(lǐng)讀單詞：sweets和honey，并告訴學(xué)生：“sweets means sweet things.” 板書并解釋。（2）教師示范

36、領(lǐng)讀單詞sweets, honey 和sweet things。并完成實(shí)驗(yàn)報(bào)告。Ants Favourate FoodFoods they likeFoods they dont likebread, cake, sweets, honeyapple, vegetable【設(shè)計(jì)意圖】通過師生問答做過的實(shí)驗(yàn)報(bào)告，引出生詞和新句型，非常自然。（二）Chant操練難點(diǎn)Ants. Ants. What do you like to eat?I know. I know. You like sweet thingsVegetable, vegetable. You dont like it.But ho

37、ney, honey. Its your favourite.【設(shè)計(jì)意圖】通過瑯瑯上口的chant,復(fù)習(xí)鞏固了難點(diǎn)單詞和句型。（三）教學(xué)Lets read and write1. 教師出示掛圖或讓學(xué)生看課本插圖，教師問：“What are John / Wu doing?” 學(xué)生回答：“They are doing an experiment.” 教師問：“What experiment? Is it interesting? Lets listen. / Lets watch.” 教師放磁帶或讓學(xué)生觀看VCD，初步了解對(duì)話。2. 再聽或看一遍內(nèi)容，讓學(xué)生畫出三會(huì)句型和單詞（已板書），并跟讀。

38、3. 然后再默讀讓學(xué)生們回答問題，再核對(duì)答案。答案：(1) Yes, they are. (2) Yes, they are. 4. 對(duì)于四會(huì)句型，讓學(xué)生們口拼，書空，記憶句型。教師問學(xué)生是否還有不明白的問題。如“Do an experiment on me, please?” 這句話怎么理解？吳一凡真想在他身上做實(shí)驗(yàn)嗎？5. 學(xué)生兩人一組進(jìn)行分角色朗讀，并戴上頭飾進(jìn)行表演。精選推薦【設(shè)計(jì)意圖】通過先了解對(duì)話背景，初步讀，排除難點(diǎn)讀，回答問題讀，最后表演等一系列讀的過程，掌握對(duì)話。三、Consolidation and extension（鞏固與拓展）1. 鞏固四會(huì)單詞的練習(xí)。(1)What

39、are you _（do）?(2) Look, she is _ （catch）butterflies now.(3)Are they _（swim）.(4) Amy is _（eat）lunch.(5) Are they _（pick）up leaves now?答案：doing, catching, swimming, eating, picking【設(shè)計(jì)意圖】該題通過ing形式的練習(xí)鞏固現(xiàn)在進(jìn)行時(shí)各種句式的用法。2. Listen and write（1） 教師畫出兩個(gè)一模一樣的男孩，并說：“This is Xiao Ming. This is Da Mao. They are twin

40、s.” 并板書：twins，學(xué)生跟讀。（2） 讓學(xué)生們打開課本七十二頁，教師說：“Look at the twins. They are Dalin and Xiaolin, Zhang Shu and Zhang Ren, Mingming and Liangliang. What are they doing? Listen and write.” 錄音內(nèi)容如下：Miss White: Dalin, Xiaolin. What are you doing?Boy: Were taking pictures of the ants.Miss White: What are the ants

41、doing?Boy: They are eating the bread.Miss White: What about Zhang Shu and Zhang Ren? Are they catching butterflies?Boy: Yes, they are.Miss White: What are Mingming and Liangliang doing? Are they picking up leaves?Boy: No, they arent. theyre drawing pictures.答案：They are taking pictures of the ants.Th

42、ey are catching butterflies?精選推薦They are picking up leaves? x k b 1.c o m【設(shè)計(jì)意圖】通過聽一聽，寫一寫的方式，培養(yǎng)了學(xué)生的聽力和造句能力。四、Emotional Theme（情感升華）培養(yǎng)學(xué)生樂于探究的精神和在活動(dòng)中與他人合作的意識(shí)?！驹O(shè)計(jì)意圖】聯(lián)系對(duì)話，引導(dǎo)學(xué)生建立探索大自然奧秘的勇氣和興趣。五、Homework（家庭作業(yè)）1. 聽、讀、背復(fù)習(xí)本節(jié)錄音。2. 聽、讀預(yù)習(xí)下一節(jié)內(nèi)容。3. 完成Task time的實(shí)驗(yàn)活動(dòng)（任選其一）【設(shè)計(jì)意圖】養(yǎng)成學(xué)生聽讀和預(yù)習(xí)的習(xí)慣；實(shí)驗(yàn)活動(dòng)培養(yǎng)了學(xué)生動(dòng)手及觀察的能力?！景鍟O(shè)計(jì)】Un

43、it 6 A Read and writeWhat can watch the ants and see what they eat.Are you taking pictures? Yes, we are. Are you eating lunch? No, we arent.sweets, honey “Sweets” means sweet things. Unit 6 A field trip第四課時(shí)B Lets learn Lets play【學(xué)習(xí)內(nèi)容】B Lets learn Lets play【教材分析】本節(jié)課主要學(xué)習(xí)四會(huì)短語 have a picnic, count insec

44、ts, write a report, play chess, collect leaves 的現(xiàn)在進(jìn)行時(shí)形式：having a picnic, counting insects, writing a report, collecting leaves, playing chess, 以及現(xiàn)在進(jìn)行時(shí)的提問：What is John doing? Hes playing chess.【學(xué)情分析】在本冊(cè)書第四單元，學(xué)生學(xué)習(xí)了如何用現(xiàn)在進(jìn)行時(shí)描述自己和他人的日?；顒?dòng)，在第五單元中學(xué)習(xí)了用現(xiàn)在進(jìn)行時(shí)描述動(dòng)物正在做什么，在本單元的Part A 部分，學(xué)生學(xué)習(xí)了如何用現(xiàn)在進(jìn)行時(shí)的陳述句和一般疑問句描述及提

45、問同學(xué)在野外考察正在進(jìn)行的活動(dòng)，精選推薦學(xué)生對(duì)動(dòng)詞ing形式的構(gòu)成已經(jīng)很熟悉。本節(jié)課將繼續(xù)學(xué)習(xí)更多的野外考察活動(dòng)的動(dòng)名詞形式：having a picnic, counting insects, writing a report, playing chess, collecting leaves, having a picnic. 學(xué)生已經(jīng)學(xué)過短語have a picnic, play chess, 和單詞write，可利用復(fù)習(xí)這些詞組或單詞引入新課，起到以舊引新的作用。另外學(xué)生對(duì)What is doing? Hes ing 句型十分熟悉，因此句型教學(xué)難度不大?！窘虒W(xué)目標(biāo)】一、 知識(shí)與技能目標(biāo)

46、：1. 能聽、說、認(rèn)、讀單詞：picnic, count insects, report, collect, 掌握固定短語：having a picnic, counting insects, writing a report, collecting leaves, playing chess.2. 能熟練運(yùn)用句型 “What is he / she doing? He / Shes” 替換動(dòng)詞短語, 描述其他同學(xué)正在做什么。3. 了解知識(shí)點(diǎn)：動(dòng)詞ing形式的構(gòu)成規(guī)則及發(fā)音。4. 語篇提升：The students are having a field trip. Look!Chen Jie

47、and Amy are _ing. Mike is _ing. Wu Yifan is _ing. Sara is _ ing. John and Zhang Peng are _ing. They are happy. 二、情感目標(biāo)：鼓勵(lì)學(xué)生走進(jìn)大自然，觀察大自然，享受大自然的樂趣?！緦W(xué)習(xí)重點(diǎn)、難點(diǎn)】 學(xué)習(xí)重點(diǎn)： 聽、說、讀、寫下列動(dòng)詞短語的ing形式： having a picnic, counting insects, writing a report, playing chess, collecting leaves.學(xué)習(xí)難點(diǎn)：1. 聽說讀寫四會(huì)短語：having a picnic,

48、counting insects, writing a report, playing chess, collecting leaves.2. Collecting, counting insects和report 的正確讀音以及having和writing的正確拼寫。精選推薦【教學(xué)準(zhǔn)備】1. 教師準(zhǔn)備：錄音機(jī)和本課磁帶、第四單元和第五單元及本課的詞卡、本課掛圖或VCD、中國和國際象棋各一副、一袋樹葉、大轉(zhuǎn)盤2. 學(xué)生準(zhǔn)備：自制詞卡或?qū)W生用詞卡【教學(xué)過程】一、熱身（Warm-up）（此環(huán)節(jié)用時(shí)5分鐘）說唱玩賽，激情引趣（一）歌曲、歌謠中情緒熱身教師播放三年級(jí)上冊(cè)第五單元Lets sing部分歌

49、曲，“Lets Have a Picnic Today”。學(xué)生跟錄音演唱歌曲。 教師板書：have a picnic，并示范朗讀。學(xué)生跟讀（二）復(fù)習(xí)舊知中知識(shí)熱身做“四拍讀”游戲教師引導(dǎo)學(xué)生打四拍子節(jié)奏，拍拍手，再拍拍腿。學(xué)生拍腿時(shí)，教師說短語的第一個(gè)單詞，如：watching，學(xué)生在第二輪打拍子過程中說出完整短語，如：watching insects。（三）評(píng)價(jià)分組中注意力熱身Divide the students into four groups. 在黑板上設(shè)計(jì)評(píng)價(jià)欄，在教學(xué)的各個(gè)環(huán)節(jié)中以組為單位，進(jìn)行活動(dòng)，獲勝者得一面小紅旗，最后獲得小紅旗多的組為獲勝組。二、呈現(xiàn)（Presentatio

50、n）（此環(huán)節(jié)用時(shí)10分鐘）（一）話題交流，導(dǎo)入新課老師問學(xué)生：Do you like climbing mountains? Do you like going hiking? Do you like nature? We are going hiking and be close to the nature today.（二）情景創(chuàng)設(shè)，理解詞意1.教師出示一袋子樹葉，問學(xué)生：what are these? 學(xué)生答：These are leaves. 教師把樹葉灑落到地上，然后一一撿起，問： What am I doing?教授： Im picking up leaves. 板書，學(xué)生跟讀，然

51、后教師用單詞collecting遮蓋住picking up，放在leaves的前面。教師請(qǐng)學(xué)生試著讀出新的單詞短語。教師帶讀該短語。精選推薦2. 教師手指講臺(tái)上的樹葉，問：“How many leaves do we have? Lets count.” 板書單詞：count，并領(lǐng)讀。教師一邊數(shù)：“one, two, three” 一邊問：“What am I doing?” 引導(dǎo)學(xué)生回答：“counting leaves” 然后教師在黑板上畫幾只螞蟻，問：“How many ants do we have? Lets count.” 教師出示counting leaves的詞卡，領(lǐng)讀，學(xué)生跟

52、讀。學(xué)生兩人一組就教師出示的詞卡進(jìn)行句型操練，即：What are they doing? They are counting leaves.3. 出示國際象棋，教師問學(xué)生：What is that？引導(dǎo)學(xué)生回答“chess”如果沒有學(xué)生知道，教師可以出示單詞chess，請(qǐng)同學(xué)試著根據(jù)拼讀規(guī)律讀出單詞。出示謝軍在國際象棋比賽中的圖片，教師問：What are they doing？引導(dǎo)學(xué)生回答： They are playing chess.教師帶讀單詞。4. 出示一群人野營的圖片，教師引導(dǎo)學(xué)生說出having a picnic。教師帶讀單詞。同樣的方法學(xué)習(xí)其余的詞組。（三）句中學(xué)習(xí)，領(lǐng)讀詞卡

53、1鞏固短語記憶，反復(fù)領(lǐng)讀詞卡。教師領(lǐng)讀，男生女生讀、分組讀，個(gè)別學(xué)生讀，“小老師”領(lǐng)讀等多種方式相結(jié)合，讓學(xué)生在角色轉(zhuǎn)換和反復(fù)訓(xùn)練中加深對(duì)詞匯的感知。2. 學(xué)生對(duì)短語有了初步了解和記憶后，將短語融入句子和具體情景中，進(jìn)行語言交際訓(xùn)練。（四）版式呈現(xiàn)，視聽正音1通過板書呈現(xiàn)重點(diǎn)單詞和句型。Unit6 What is he /she doing？Count insect He /she is counting insectsCollect leaves collecting leavesWrite a report writing a reportPlay chess playing chessH

54、ave a picnic having a picnic。單詞短語對(duì)應(yīng)的圖片2教師放錄音或VCD，讓學(xué)生聽并跟讀，并做動(dòng)作，注意模仿語音語調(diào)。三、練習(xí)（Practice）（此環(huán)節(jié)用時(shí)10分鐘）（一）跟讀模仿，聽做強(qiáng)化精選推薦1跟讀錄音，男女聲分角色問答練習(xí)，強(qiáng)化模仿。2聽音做動(dòng)作。讓學(xué)生根據(jù)所聽到的短語做動(dòng)作，然后打亂順序，教師或?qū)W生讀，其他學(xué)生做動(dòng)作，最后四人一組，一人讀，三人做動(dòng)作，進(jìn)行比賽，看誰做得既快又對(duì)。（二）游戲鞏固，任務(wù)落實(shí)1.鎖鏈游戲 教師在黑板上貼一張短語卡片，如：playing chess，請(qǐng)第一名學(xué)生A站起來說：A is playing chess.然后教師繼續(xù)在第一張卡片的下面再貼第二張短語卡片，如：writing a report，請(qǐng)第二名學(xué)生B在重復(fù)學(xué)生A說過的句子后再說出新的句子，如：A is playing chess. B is writing a report.依次類推。【當(dāng)堂測試題】www .Xkb1 .coM Read and choose.（選擇正確的答案。）（ ）1. They are _ a picnic.A. have B. having C. haveing （ ）2. John _ play