Lesson 5 What are they doing 教学设计
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Lesson 5 What are they doing?教学设计
冀教版（三起）五年级下册
一、 The Analysis of Teaching Content
This lesson is the fifth lesson in the Unit One. In the past four lessons,
students have already learned the present participle and the present
continuous tense. They are the basics of this lesson. In this lesson, students
will continue to learn and consolidate the use of the present continuous tense.
The text capacity and the degree of difficulty are just suitable to students.
二、 The Analysis of the Students
五年级学生已学过两年多英语，学生已有一定的基础，良好的听、
说、读、写习惯已基本养成，但由于教材内容增加，难度加大，因此 学生的学习兴趣较以前难以保持，容易出现两极分化。因此，本学期 应注重转化后进生，因材施教，分层教学，兼顾各梯度的学生，保持 学生的学习兴趣。
三、 Teaching Aims
1、 Students will be able to recognize, understand and use the basic
sentence structure:
What is ______ doing?
She's/ He's ____ ing.
2、 Students will learn how to make and use a sinner.
3、 Students will become familiar with stress of the words.
四、 Teaching Keys and Difficulties
1、 To understand the content of the dialogue and read the dialogue
skilfully
2、 To understand and use the present continuous tense correctly
五、 Teaching Preparation
Powerpoint, A big spinner maked by teacher, Some small spinners maked by students
六、 Teaching Steps
Step I Greetings and warming-up
1. Greeting
T: Good morning, boys and girls.
Ss: Good morning, teacher.
T: How are you today?
Ss: Fine, thanks. And you?
T: I'm fine, too. Thank you.
2. Warming-up: Act and Guess
walking jumping running sleeping
Some students do the actions one by one and other students guess:
What is she/ he doing?
（设计意图：不但是对之前所学知识的复习，而且起到了热身的
作用，提高了学生的学习兴趣，为本节课创造了愉悦的氛围。）
Step II Presentation
1. Leading-in
Just now, we have done a good warming-up. Then, let's look at some
pictures. As we know that Jenny, Danny, Li Ming and Mrs. Li are on the train
to Beijing. Let' s see what are they doing now, Ok? （板书课题）
（设计意图：由之前学生所了解的Jenny, Danny, Li Ming和Mrs. Li 正在去北京的火车上这一背景，引出本课课题What are they doing now?较顺畅自然。）
2. Listen and anwser
1）出示幻灯片 What is the woman doing?（板书）
a. Listen to the radio and anwser the question She's reading the newspaper.（生答，师板书，师领读）
b. newspaper:生读，体会重音，引出重音在前面的那些单词
c. behind:生读，体会重音位置的不同，引出重音在第二个音节
的那些单词
（设计意图：把第三部分的重音知识融到文本中来学，可以增强本节 课知识的整体性，知识结构更完整，而通过用behind进行对比，让 学生自己发现重音位置的不同，充分体现了以学生为主体的教学理 念。）
2） 出示幻灯片 What is the man doing?（板书）
a. Listen to the radio and anwser the question
He5s playing cards with his friends.（生答，师板书，师领读）
b. play cards with:师领读，生猜意
3） 出示幻灯片What is Danny doing?（板书）
a. Listen to the radio and anwser the question
He5s playing with the baby.（生答，师板书，师领读）
b. play with：师领读
（设计意图：由于对话较长，我把它按照课本上的三幅图分为三部分 来攻破，这样学生理解起来会比较容易，更容易找到问题的答案，降 低了难度，从而提高了兴趣。）
Step III Practice
1. Listen and Repeat
2. Group Work: Role Play
3. LeTs do it. a. PPT出示大圆盘，转动指针，师问，生答
b. 手工展示 How to make a spinner?
c. 转动圆盘
T： What is she doing?
S: She is swimming.（联系 running）
d. Group Work: ask and anwser with a spinner
e. Some students read the anwers
（设计意图：形式多样的练习活动，不但达到巩固本课所学知识的目 的，而且可以大大提高学生的学习兴趣，使学生在小组活动中体会到 合作的乐趣。）
Step IV Summary
What have you laerned? Let's read them together. Step V Homework
1. To do the exercise book
2. To draw a picture about people and write down some sentences:
What is the ______ doing?
She/ He is ____ ing.
（设计意图：针对学生的个性差异，灵活设计具有层次性的作业，尽
量做到既照顾到基础较差的学生又不限制高水平学生的发展。）
七、Blackboard Design：
Lesson 5 What are they doing?
What is the woman doing?
the man
Danny
八、Reflection：
在本次课上，基本上所有学生都能够积极参与，教学效果较好。 作为教师，我在教学活动中，注意了自己角色的转换与控制，在启发 与示范后,能够把足够的时间留给学生，让学生努力实践与展示自己。
另外，这节课的活动安排张弛有度，活而不乱。美中不足的是由于个 人性格的影响，教态还不是很自然，在教学中较少运用形体语言。因 此，在日后的教学生涯中仍需再接再厉，不断积累经验，提高自己的 专业素养，完善自己。 She's reading the newspaper.
He's playing cards with his friends.
playing with the baby.
