2019-2020年五年级英语上册 Lesson3 What are you doing教案 科普版.doc

2019-2020年五年级英语上册 Lesson3 What are you doing教案 科普版教学内容Book FiveLesson3 What are you doing(Lets learn and a game)教学目标1学习生词draw ，复习一些常用动词，理解和掌握现在分词的构成。2能理解和掌握现在进行时的用法，并能用替换词造句。3培养学生听、说、读、写、画等技能，以及综合运用语言的能力，激发学生学习英语的兴趣。教学重难点掌握主题句型-What are you doing?-Im reading. What is he doing?-He is drawing .并能用替换词造句。第一课时教学内容Book fiveLesson3 What are you doing ?(Lets talk)教学目标学习单词just，复习现在分词的构成。巩固学习主题句型，并用现在进行时态谈论学习情况。培养学生的语言交际能力教学重难点Cards.pictures.recorder把下列单词变成现在分词.(复习现在分词的三条构成规则)do draw play singtake make ride danceswim run hop skip2.A gane 传话游戏。把学生分成组，分别给他们每组第一个人一句对话：看哪一组最后传话正确。What are you doing ? Im drawing.What is she doing ? she is swimmingWhat is he doing? He is reading(活动中复习主题句型，更能激发学生的学习兴趣)Step2.New conceptsShow the title and writeRview words:draw like look(by cards)2.Read and write the word “just”. (师在四线格中板书，生书空加强书写练习) .由生词引出难点句子:just-just like you It looks just like you.（由易到难教学句子，使学生易学、乐学）导入Lets talk.教师扮演 找一学生（提前准备）扮演 表演导入Lets talk.T:Open your booksat page11.Listen to the tape ang look at the Lets talk.Repeat and say the meaning.学生听录音，跟度并试翻译。6.Practise.“Read after me.”师领读。Practise in pairs.Read in pairs.教师出示挂图，板书关键词，学生看关键词试复述（2遍）Practise in pairs.Act in pairs by key words.7.Drill。做练习册第8题Step3.HomeworkRead the “Lets talk”Act in pairs.Step4 . Class closing.第二课时1、把下列单词变成现在分词.(复习现在分词的三条构成规则)do draw play singtake make ride danceswim run hop skip2.A gane 传话游戏。把学生分成组，分别给他们每组第一个人一句对话：看哪一组最后传话正确。What are you doing ? Im drawing.What is she doing ? she is swimmingWhat is he doing? He is reading(活动中复习主题句型，更能激发学生的学习兴趣)第三课时教学内容Lesson3 What are you doing?(Read for fun)教学目标1.复习新单词所涉及音标及单词音标的拼读。学习单词 or mom give mater either ,以及句子It doesnt mater.2.巩固学习现在进行时态，能运用句型3.提高学生的阅读能力。教学重难点根据文章内容回答问题及复述短文。基本教学过程Step1 RevisionSing a song.（课前一首歌，活跃气氛）Write the words:draw.just.（听写，指名板演，加强书写练习）Free talk.a。师生对话 b.Act “Lets talk” in pairsStep2.New conceptsShow the title.Learn new words。（可以把单词和音标写在带彩色图形的只派纸片上，如苹果、南瓜等，这样能够刺激学生的视觉神经，吸引学生的注意力，取得更好教学效果。A.Read the “Read for fun ” by yourself,then choose “”or “”.师小黑板问题：1。Pete is a pupil.( )2Pete asks for a pen.( )3. Petes mother gives him a little.( )4Pete is writing a letter to jim.( )5pete can write.( ) （通过学生的自读并完成习题，给学生一定的空间与时间，来感受阅读带来的乐趣，培养学生的阅读 能力。）B.Listen and Read.1.Listen to the tape,repeat and say Chinese meaning.(分段读，读熟后整篇读，先集体读，后个人读。2、Try to answer following questions :（小黑板）（1）Who is Pete? Can he read or write?(2)What does Pete ask for ?(3)What is Pete doing ? What does he want to do ?(4)Who is Pete writeing to ?(5)What does Petes father say to Pete?(6)Can Jim read or write?What does Pete say to his father?分角色读。看图与关键词复述。给学生一分钟时间练习。集体复述。指名学生复述。Step3.Consolidation做练习册第九题.Step4.Homework.熟读并复述“Read for fun. 2 抄写并记忆本课的单词。Step5.Class closing.附送：2019-2020年五年级英语上册 Lesson5 What Do They Like to Do教案 冀教版 本课通过有关游戏、活动短语的再现，引导学生通过运用句型I like to .和He/She likes to .谈论自己及他人的爱好，并能运用所学词汇same、different进行比较。 学情分析： 通过三、四年级英语学习的语言积累，学生们对于本课内容并不是太生疏，在原有知识的基础上进行学习与大量的练习进行巩固，应该能达到灵活运用的效果。 教学目标： 知识目标： （1）把握newspaper这一新词 （2）把握下列句式： I like to . He/She likes to . 能力目标： 学生能够运用所学句式谈论自己及他人的爱好爱好。 情感目标： 培养学生广泛的爱好爱好及大胆使用英语表达的勇气和信心，使其对英语布满浓厚的学习爱好。 教学重难点： 在巩固各种游戏、活动短语的基础上，对句式He/She likes to 动词单三的理解和在具体语言环境中的正确运用。 教学用具：大词卡、调查表、话筒、图片等 教学过程： Step One：Class Opening and Review 1、Greetings： T：Class begins！Hello，boys and girls. S：Hello, Miss Xia ! T：Everybody，please stand up！Lets sing the greeting song together , OK? S：OK （设计意图：通过一首轻松愉悦的问候歌将学生引入英语课堂，不仅拉近了师生关系，更为下面的英语学习营造了氛围） 2、Revision （play a game：guess the action） Ask one student to act out the action that the teacher wrote on the cards in advance，the other students try to guess. (The prepared actions are：go for a walk、read books、sing a song、watch TV、play pingpong、fly a kite、play/work on the puter) After the game，the teacher let the students plete the funny activities as many as possible. (设计意图：通过有趣的猜词游戏，使学生们的热情进一步高涨，在加上游戏后的短语补充环节，既实现了相关知识的全面再现，又培养了学生们的发散思维，并为下面的学习做好了充分的知识储备，提供了丰富的语言信息) Step Two：Presentation 1）T：There are so many interesting things to do. I like to watch TV. I like to fly a kite and I like to read the newspaper.（ Teacher does the action) Class, look! Whats this? Its “newspaper”. Follow me, please! S：“newspaper” T：Now Im a reporter. What do you like to do? S1 S2 S3 分别回答 (设计意图：根据学生认知特点，在适时的语言环境中进行句型的学习和操练，并学会新词“newspaper”。老师以记者的身份出现，学生们很新奇都愿意大胆的运用英语和教师交谈，增强孩子们用英语表达的欲望。) 2）The teacher continues to interview： T：What is your name？ S：My name is XXX T：What do you like to do ？ S：I like to T：oh，I know. XXX likes to . He/She likes to .Follow me, please! （教师适时板书，将“s”用红粉笔标出） S：He/She likes to . 教师多做几组此类的句型转换，使学生加强对第三人称单数动词变化的理解 （设计意图：红色粉笔对学生的视觉刺激加大，引起他们的充分留意） 3）Free Talk Station T：I think everyone here have a happy family. What do they like to do in your family? You can choose any family members you like. You can say ：My mother likes to My uncle likes to S1 S2 S3 分别做出回答 （设计意图：学是为了用，学了就要表达，紧密联系学生的生活，满足他们表达的欲望，并为本课谈论李明家庭成员的爱好做好了充分预备） T：Now，look at my family. This is my grandfather. He likes to play checkers. I like to play checkers, too. We are the same. Follow me “same”(教师将其贴在黑板上) S：”same” T：This is my mother. She likes to read the newspaper. But I like to watch TV. We are different. Say it please! S：different （设计意图：将单词放到具体句子中去理解比孤立的学习更有效） Step Three：Practice （investigation） The students try to finish filling the chart in 5 minutes by asking their friends “What do you like to do？” Students can go to find their friends and write the answers in the chart. After the activity, they will talk about their charts. names likes to do something They are . ( the same 、 different ) （设计意图：这是一项任务型活动，在拟定真实的环境中，使学生能够较真实的运用语言，积极进行表达，以达到巩固知识的目的，同时学生的任务是开放性的，在此锻炼了他们口头、笔头及语言表达的能力） Step Four：Textbook We have learnt Li Ming has a big family. Now do you want to know what do they like to do in Li Mings family? OK, lets learn lesson5: What Do They Like to Do? Listen to the text carefully, then try to fill in the blanks in your groups. 1) Li Mings grandfather likes to 2) Li Ming 、his mother and father like to in the evening. 3）His aunt likes to 4) Li Ming likes to read .But his cousin likes to watch . They are ( the same different ) 5) Li Ming likes to eat . His cousin likes to eat . They are (the same different) While finishing, the teacher check up the answers. (设计意图：前面的学习已为本课的学习打下了坚实的基础，所以这一环节不再只是简单的“听”句子与简单的模拟“说”句子，在此更高一层的要求学生能思维性的“听”，并能逻辑性、总结性的“写”、“说”。以小组形式进行讨论填写，增强孩子们的合作意识，并能带动对这一环节有困难的学生) Step Five：Consolidation and Extension Now we know what they like to do in Li Mings family. I want you to be a reporter, ask your family members or your friends “what do you like to do?” Make a survey by yourselves. The teacher first gives an example names likes to do something My mother likes to read the newspaper Interview as many as possible , but at least 5 persons. You can finish it at home and talk about with your friends. Next class I will choose the best reporter who interviewed the most and give a gift. Do you want to get it? OK, try hard! (设计意图：为学生搭建一个展示所学的平台并延伸到课外，继续巩固已学知识。另外，作业的布置上考虑了不同层次的学生，遵循了“下要保底，上不封顶”的原则，让有能力的同学有更大的提高和创造空间，尤其是下节课评选最佳记者和得奖品环节的设置，让他们有了强大的动力和浓厚的爱好，增强了竞争的意识) Step Six：Class Closing T：Im sorry to say time is up! Goodbye , my friends! S：Goodbye，Miss Xia！ T：Wish you have a happy time！