七年级英语下册-Lesson-13《What-Are-You-Doing-》同步授课课件-冀教版

Lesson 13: How Is School Going?

[Teaching Aims]

Knowledge goals:

1. Master the following words： life, term, start, finish, twice, win, social, myself

2. Common phrases： sport meet, twice a week \ year, long \ high jump, be good at, social

studies, by oneself

Ability goal:

1 ・ Continue to build up the ability in listening, speaking, reading, writing and translating,

especially enable the students to make sentences in English about their school life.

Emotion goal:

1 ・ Get students to know how to describe their school life correctly・

[Important Points 】

1 ・ How is ... going?

[Difficult Points]

How is ... going?

[Teaching Aids]

Multimedia, radio-tape.

【Teaching Procedures ]

Step 1 Lead-in

Show the students two pictures about their beautiful school and some studentsschool life.

Ask and Answer:

T: Our school life includes four aspects・ They arc school buildings, people, subjects and

北京版-英语-一年级下册-打印版

UNIT ONE WHAT ARE YOU DOING？ Lesson 1 教案1

教学目标：

（1）通过具体而典型的情景，体会现在进行时的用法，能够运用句子What are you doing? 询问别人正在做什么，并用 I'm ___ing . 这一陈述句来做答。

（2）初步认识现在分词的构成，能够听、说、读、写五个动词短语的 ing形式。

教学重难点：

（1）本节的重点是掌握动词短语的-ing 形式，理解下一节课的主要句型 What are you doing ?

并能用 I am doing sth. 来作答。

（2）难点：

a、如何引导学生感知、理解现在进行时所表达的含义。

b、动词- ing形式的读音，特别是加 -ing 之后的连读，培养学生流畅的连读。

教具准备:

乒乓球、乒乓球拍、玩具盘子及洗碗布、玩具锅及铲子、一本故事书、语文书、数学书、图画书、电话、词卡、四张图片、记者服、录音机和磁带。

教学过程:

Step 1：Warm-up。

T: Before class. Let's warm up.

a、 复习动词：（边做动作边说）eat/ drink/ write/ draw/ jump/ run/ swim/ fly

b、学习新单词：practice/ textbook/ could/ read

Step 2. Unit 1 What are you doing lesson 1的导入及板书。

T: Boys and girls. Here’s a ping-pong. Do you like playing Ping-pong.（做动作）Please look at me.

What am I doing now? （边托球边解释：现在，我正在干什么？）You can ask me: What are you

doing? （拿词卡边领读边板书）Ask me together. （师再次托球回答）I am playing ping-pong.（让两生试着托球，师拿词卡I’m ---ing领读、板书。）

第 1 页 Lesson 5 What are you doing?

同步练习

一、根据提示把句子补充完好。

1. Daming is ___________(演奏) the erhu.

2. He goes to the supermarket for the first ________.(次，回)

3. The _______ is drinking water.(奶牛)

4. There are some ________ on the pond.(鸭子)

5. He looks _______(像...一样) his father.

二、写出以下单词的相应形式。

1. run (如今分词) ___________ 2. stop (如今分词) ____________

3. get (如今分词) __________ 4. have (如今分词) _____________

5. party (复数) __________ 6. ring (如今分词) _____________

7. snow (形容词) ___________ 8. loud (副词) _____________

三、单项选择。

〔 〕1. It starts ______, we have to stop the work.

A. to snow B. snow C. Snowing

〔 〕2. She’s ______exercise, but it _______ too hot.

A. do get B. doing getting C. doing gets

〔 〕3.The dog starts to bark very __________.

1 / 7 PEP小学英语五年级下册《What are you doing ？》精品教案一、课型：活动二、教学目标与要求(一)能力目标：1. 能够运用“What is your father doing?”等句型询问他人正在做什么。2. 能够运用“He’s writing an e-mail.”等句型表述他人正在进行的动作。(二)知识目标1. 能够听、说、读、写动词短语的ing 形式：listening to music, washing clothes, cleaning the room, writing a letter, writing an e-mail。2. 能够听、说、认读句子：What is your father doing? He’s writing an e-mail. (三)情感、策略、文化等目标培养学生热爱生活的美好情感。三、教学重、难点1. 掌握五个动词短语的ing 形式：listening to music, washing clothes, cleaning the room, writing a letter, writing an e-mail。2. 以不发音的字母e结尾的动词ing 形式的变化，要正确示范。四、教学准备课件、单词卡、语音带和图片。四、教学过程五、教学过程2 / 7 （一）Warm-up 1. greetings 2. let’s chantMr. Bear Mr.bear what are you doing? 3. Free talk T: What’s the date today?What’s the weather like today?What are you doing now? S: I’m /We are having English class? T: Ok, Let’s bigen.3. Look at the pictures, ask and answer. T: What are you doing? 一学生做动作I am …【设计意图：通过TPR，chant和free talk等形式回顾所学的动词词组，以旧带新，同时也为后面的新授、拓展做一简单的铺垫。】（二）Pre-task 1. T: What is she/he doing? 另一生回答：She/He is…Work in fours, and act out. 2. T: We are having English class. What does Mike’s family doing?①Mike打扫房间图。T: What is Mike doing？S: Mike is cleaning the room/the window/the…3 / 7 教学：cleaning the room T: Mike is cleaning, cleaning the room. (chant) ②放水的声音→aunt洗衣服图。T: Listen, what is Mike’s aunt doing?S: She is washing…教学：washing clothes 出示水果、衣服图进行扩展。T: Aunt is washing, washing clothes. (chant) ③图noodles T: What is grandma doing? Chant 图Grandma is cooking, cooking noodles. ④一段音乐T: What is it? T: What are you doing? Ss: I’m listening to music. T: What is Mike’s brother doing?教学listening to music ⑤T: What is his sister doing? Chant 图Sister is listening, listening to music. ⑥图Alice→pen(完整图) T: Guess, What’s she doing now?S: She’s writing a letter. 教学writing a letter 4 / 7 T: write→writing书写时是去“e”加ing.(教师示范书写单词) T: Alice is writing, writing a letter.(chant) ⑦图uncle发e-mail T: What is Mike’s uncle doing？S: He’s writing an e-mail. 出示句子He’s writing an e-mail. ⑧T: What is Mike’s mom doing? Chant 图Mom is writing, writing an e-mail. ⑨图newspaper T: What is his father doing? Chant 图Mike’s father is reading, reading the newspaper. 3. Listen to the tape. listen and do. (B Let’s learn)（听完毕, remember game）T: What is …doing? S:I’m listening to the record.【设计意图：用图片、音乐等多种形式刺激学生的感官，引出短语，让学生体会现在进行时的意义。由句型的操练带出了chant，可让学生提早熟悉句型。】(三) While-task 1. Let’s learn B2. Let’s chant B3. Read and match. 4. Game: Let’s take pictures. Guess. Where are they?5 / 7 学生选择自己喜欢的图片剪贴下来，粘贴在小组场景中，分组描述他们的照片。其他小组成员猜Where are they? 并描述有其动作。【设计意图：设计拍照的任务活动，在这个活动中通过学生动手在特定的情景中，自己进行分类整理已学词语，并将以前所学过的有关动词的词语做了一次小结。】（四）Post-task 1. Make a new chant(改编) Grandpa is drawing, drawing pictures.A 2. Write a short passage about the pictures. 分层完成chant或小练笔。3. Proverb: Doing is better than saying. 【设计意图：在作业设计中给学生设计梯度，以照顾全体学生。】六、板书设计U2. What are you doing listen to music listening to music washing clothes washing clothes cleaning the room cleaning the room writing a letter writing a letter writing an e-mail writing an e-mail 七、教学反思下英语课程的任务是通过各种教学活动，激发和培养学生学习英语的兴趣，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力与合作创新的精神，培养学生综合运用英语的能力。本堂课6 / 7 遵循以上原则，并结合小学英语课程标准的要求而设计的。课堂教学以“What are you doing ?”为主题，我在课堂上为学生营造了一个轻松有趣的学习氛围，促使学生积极主动地学习英语，并将所学的知识自然有效地运用于生活实际。在教学各个单词时，我试着把五个单词有机地结合在一起，使学生在不知不觉中学到了新知识。我以做家务引出各个动词词组的原形，再配以动作，教学词组的正在进行时。根据小学生好奇，接受新事物快等心理特点，我在教学五个动词词组时尽量采用不同的方式来呈现，使学生不感到单一，朗读时也能做到从面到点，又由点及面，不同的方式来朗读，在操练五个动词词组时，也用了不同的方式，做到重点突出，难易结合。比如在教学answering the phone时，由于在试教当中发现孩子们在发这个音时比较难，所以我设计了一个游戏hide and seek，让学生在有趣的游戏中掌握单词的发音。在操练环节中制作的flash游戏也引起了学生的强烈兴趣，既操练了单词，又操练了句型。我设计了一句课堂评价语：Doing our best ,we are the best! 贯穿始终，既能调节课堂气氛，让学生有成就感，又掌握了单词doing，我觉得整堂课的教学目标达成得比较满意，大部分学生能掌握五个单词的发音并且做到结合旧知进行对语言的运用及拓展。从这堂课的施教情况来看，由于我是借班上课，我深深感受到教师具备良好的语言素质和教学组织能力以及富有创新精神的重要性；同时，我也感受到创设和谐的朋友式的师生关系的必要性，我愿虚心地向同行们学习。7 / 7