If you go to the party , you’ll have a great time教学设计

第一篇：If you go to the party , you’ll have a great time教学设计

《If you go to the party , you’ll have a great time》教学设计

Teaching goals: 1.Words and expressions in this unit.2.Target language: Are you going to the party? Yes,I am.I’m going to wear my jeans.If you do,you’ll have a great time.You should wear your cool pants.3.掌握现在进行时态表示将来(Present progressive as future).4.学习条件状语从句:if+will.5.进一步了解情态动词should的用法.6.学习谈论因果关系.7.做出决定是否做某事.Important and difficult points: 1.学习运用be going to和will构成的一般将来时。2.if引导的条件状语从句。

Teaching aids:teaching cards,a tape recorder.Period 1 Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,grammar focus.Teaching procedures: Step 1 Leading in Draw two pictures on the Bb,in the first picture a boy is getting up late,and in the second picture the boy can’t catch the early bus.Then talk about the pictures with Ss and write down the sentence“If you get up late,you will not catch the early bus.”Read the sentences,Ss repeat.Repeat with other sets of pictures.Step 2 Pre-task SB Page 34,1a.1.Point out the pictures and ask Ss to tell what they see.2.Ask some students to read the statements and responses.3.Have Ss match the statements and responses on their own.Step 3 While-task SB Page 34,1b.1.Play the tape and get Ss to check their answers to activity 1a.2.Talk about the answers together.SB Page 34,1c.1.Ask two Ss to read the example in the sample in activity 1c.2.In pairs,get Ss to talk about what happened in the pictures.3.Ask some pairs to present their conversations to the class.SB Page 35,2a&2b.1.Read the instructions.Make sure the students know what to do.2.Play the recording.Ss listen and write down their answers.3.Correct the answers.Step 4 Post-task SB Page 35,2c.1.Ask two students to read the sample dialogue.2.In pairs,get the students to role play the conversation between Andrea and her friend.3.Ask a few pairs of students to practice their conversations for the class.Step 5 Grammar Focus SB Page 35,Grammar Focus.1.Review the grammar focus.Ask Ss to say the statements and responses.2.Ask Ss to work in small groups.Ask each group to write down as many sentences like those in the grammar focus as they can.3.Ask some groups to share their sentences with the class.Homework: Have Ss write their sentences on their exercise books.教学后记: Period 2 Teaching contents:SectionA 3a,3b,4,SectionB 1,2a,2b,2c.Teaching procedures: Step 1 Leading in Ask some students to make sentences with if.Step 2 Pre-task SB Page 36,3a.1.First,let Ss read the notice from the principal.2.Read the dialogue to the class saying bland when come to a blank line.3.Get Ss read the notice again and fill in the blanks.4.Correct the answers.Step 3 While-task SB Page 36,3b.1.Ask some students to read out the sample dialogue and the words in the box.2.In pairs,let Ss have a conversation about the rules.3.Get some pairs to say their conversations to the class.SB Page 36,Part 4.1.Read the instructions and ask Ss to complete the work in pairs.2.Ask a few students to share their conversations.Step 4 Post-task SB Page 37,Part 1.Ask students to complete the work on their own.Then do a quick check to see which things are most important to students in the class.SB Page 37,2a&2b.1.Read the instructions and play the recording.2.Ss listen and write down their answers.3.Correct the answers.SB Page 37,2c.In pairs,get Ss to role play a conversation according to the information in activity 2b.Homework: Have Ss write their conversations on their exercise books.教学后记: Period 3 Teaching contents:SectionB 3a,3b,3c,4,selfcheck.Teaching procedures: Step 1 Leading in Check the homework.Ask a few students to present their dialogue to the class.Step 2 Pre-task SB Page 38,3a.1.Read the instruction and ask students to read the article first for the meaning.2.Let Ss read the article again and complete the chart.3.Check the answers.Step 3 While-task SB Page 38,3b.1.Read the instructions.Ask Ss to look back at activity 2a and 2b to get ideas for the letter.2.Ask Ss to complete the letter on their own.3.Ask some students to read their completed letters to the class.SB Page 38,3c.1.Ask two different students to read the two sets of sentences in the examples.2.Have Ss write about their own plans.3.Ask several students to read their sentences to the class.Step 4 Post-task SB Page 38,Part 4.1.Read the instructions and then have a student read the example.2.Ask the whole class to practice doing the exercise together.3.Ask Ss to work in groups of four or five.Then let several groups to say their stories to the class.Step 5 Selfcheck SB Page 39,Selfcheck Part 1.1.Ask Ss to fill in the blanks on their own.2.Check the answers.3.Ask Ss to make their own sentences with the words given.SB Page 39,Selfcheck Part 2.Have Ss fill in the blanks on their own.Correct the answers.Step 6 Homework Have students write the sentences in Part 2 on their exercise books.教学后记: Review of units 1-5 Teaching contents:Review of units 1-5(SB Page 40-43).Teaching procedures: Step 1 Leading in SB Page 40,1a.Ask Ss to do the crossword individually.Correct the answers.SB Page 40,1b.1.Have Ss understand what they need to do by explaining the example.2.Ask Ss to do the activity in pairs.3.Ask several pairs to share their clues with the class.Let the other students guess the answer.Step 2 Pre-task SB Page 41,2a&2b.1.Read the instructions and let Ss know what to do.2.Play the recordings of conversations 1-4.3.Correct the answers.SB Page 41,2c.1.Replay the second dialogue about the school fire.2.Ask two pairs of students to practice the sample dialogue for the class.3.Ss complete the task.Step 3 While-task SB Page 42,Part 3.1.Remind Ss to write in sentences.2.Ask some Ss for their suggestions.SB Page 42,Part 4.1.Ask a few Ss about things they like to do,tell Ss to write five things they do.2.Ask Ss to share their activities with their partner.3.Ask Ss to share the answers with their partner.Step 4 Post-task SB Page 42,Part 5.1.Ask Ss to rank the signs in order of importance.2.Ask Ss for their answers.SB Page 43,Part 6.1.Explain to Ss that aliens landed at your school the week before.Ask Ss to interview several people and write down what the people said.2.Instruct Ss to turn the quotes they have into reported speech in their magazine article.Let Ss do activity on their own.Monitor and provide support as required.Step 5 Homework SB Page 43,Part 7.Have Ss complete the questionnaire.教学后记:

第二篇：Are you happy教学设计

Unit 3 Are you happy?

Period 1 学习内容：

Look and learn, Play a game, Culture corner 学习目标：

1、学会表示感觉的单词：happy, sad, thirsty, full, hungry, tired。

2、通过造句活动，巩固所学词汇，能用I’m happy/…表达自己的感觉。

3、通过猜谜游戏活动，能用Are you…？询问别人的感觉。

4、学会在生活中关心别人，学会与朋友分享快乐，也要分担朋友的忧伤。学习重点：

学会表示感觉的单词：happy, sad, thirsty, full, hungry, tired；能用I’m happy/…表达自己的感觉。学习难点：

能用Are you…？询问别人的感觉，并作出回答。教学准备：

电脑课件、单词卡片（带图片）、奖励用的小笑脸图片 学习过程：

一、温故互查

Have a chant.（组长先示范读，组员再读。）

Can you? Can you? Can you swim?

Yes, yes, yes, I can.No, no, no, I can’t.Can you? Can you? Can you run? Yes, yes, yes, I can.No, no, no, I can’t.Can you? Can you? Can you jump? Yes, yes, yes, I can.No, no, no, I can’t.二、设问导学

1、教师出示表达不同表情的人物图片，学生仔细观察并理解人物的感觉，由此引出本单元的核心词汇。

T: Look at these people.How do they feel? What about this little baby? Ss: 开心。

T: Yes.She is happy.Happy.Ss: Happy.T: H-A-P-P-Y, happy.(板书：happy)Ss: T: H-A-P-P-Y, happy.2、以同样的方法学习sad, thirsty, full, hungry, tired。

3、老师出示图片并说出单词，让学生判断正误。正确的跟读，错误的拍手表示，并说出正确的单词。

4、Make sentences。根据老师出示的单词卡片，学生用I’m … 来造句。

5、游戏。

（1）I do you guess.老师请一个同学到台前做表情，其他同学来猜。用Are you…？询问别人的感觉，这个同学要作出相应的回答。

（2）Look and answer.四人一组玩游戏，一人抽取图片，另外三人用Are you …？询问，根据图片回答问题。

三、巩固练习

Read and complete.(读句子，根据句意在横线上填上合适的形容词。)I have a new bag.I am ________..I run and run.I am ________..I ate(吃)two hamburgers(汉堡包).I am ________.I can’t draw.I am ________.I am ________.I want(想，要)a big cake.I am ________.I want some water(水).四、拓展延伸

In our life , everyone should learn to concerned others, learn to share happiness and sadness with friends.(在我们的生活中，我们要学会关心别人，学会与朋友分享快乐，也要分担朋友的忧伤。)

在别人不开心的时候，我们可以用I’m sorry.It’s too bad.来表示同情。那么请同学们想一想：在哪些情况下会用到I’m sorry.It’s too bad.这样的表述？

五、结束课堂

唱歌曲“If you’re happy”，播放歌曲时教师带领学生一边唱一边

做动作。板书：

Unit 3 Are you happy?

happy

I’m…

sad

Are you…？

Yes, I am.No, I’m not.thirsty full hungry

tired

第三篇：What are you doing教学设计

教学设计

PEP 6 Unit4 Part A 第一课时

《Let’s learn》

学校：宁兴学校

姓名：田 振 华

年级：五 年 级

科目：英 语 编号：_______

PEP五年级下册Unit 4 What Are You Doing?

A Let’s learn教学设计

一、教材分析：

本节课是PEP教材五年级下册第四单元What are you doing?的第一课时。本册书的四、五、六单元的主要内容就是现在进行时，而在本节课出现的五个动词短语中，do the dishes是五（上）Unit 4要求四会的词组，read a book, cook dinner在五（上）中学过意思相同的两个短语read books和cook the meals，并且属于四会内容。draw pictures , answer the phone 在前几册中也出现过。总之，五个动词短语的前三个对学生来说比较简单。针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略，以此来降低学生理解及表达的难度。

二、设计理念：

五年级学生，他们已经掌握了一定的英语词汇及简单句型，能使用英语对熟悉的事物进行描述。因而我注重以学生为主体，激发学生的学习兴趣，引导学生积极参与，采用情景法、直观法、多媒体辅助法、全身反映法等教学方法。坚持以话题为核心，以功能、结构为主线，以交际为目的的原则，使学生体会英语与现实世界的紧密联系，注重学生的实践活动，鼓励学生通过自主、合作、探究学习，来增强学生的英语运用能力。

三、学法指导: 在本课中，我努力以课标为指导，以活动为方式，变课堂为生活。通过“打电话”把所有的新知识融合串联起来。坚持“词不离句，句不离章”的教学原则，使学生以生 活为课堂，逐步提高自己的综合语言运用机能，形成自主学习的能力。

四、教学目标：

1.能听,说,读,写动词短语的ing形式: drawing pictures, cooking dinner, reading a book, answering the phone, doing the dishes.并能正确运用现在进行时描述自己和他人的行为和理解主要句型：What are you doing ？并能够用I am doing the dishes/…作答。

2.在参与看图说话的活动中，感知现在进行时的结构及用法，体验用现在进行时描述家庭成员的活动，了解be 动词随人称而变化的 规律，准确运用语言谈论自己和他人行为动作并体验劳动的乐趣。

五、教学重、难点：本课时的重点是掌握五个动词短语的ing 形式，能够理解主要句型：What are you doing ？并能够用I am doing the dishes/…作答。难点:动词短语ing形式的读音。

六、教学准备；:本课时录音、以及课件

七、教学流程： Step 1: Warm-up:(1)Play a game.“Magic eyes” T:Read and act as quickly as you can.Fly/swim/run/jump/eat/drink/read/write/draw.(2)Think about the phrases.(CAI 呈现已学的12 个动词短语，播放两遍后，进行提问。)（设计思路：通过做动作，看图片回忆动词短语，让学生很快进入英语的氛围，不仅大量浮现先学过的动词以及动词短语，又为新课的学习做了铺垫。）

Step 2: Presentation:(1)T: Look at the ppt.Who is he?（展示米奇，画笔以及书本。）Ss: Mickey.T: Yes.He is Mickey.What can he do? Ss: He can sing/dance /draw picture.T: He can do so many things, right? He is helpful, too.T:I can draw pictures.I am drawing picture.(边说边做动作)T: What is he doing now? Let’s ask him.Mickey, Mickey, what are you doing?(板书)T: Let’s listen.What is he doing?(播放： drawing pictures.教师板书。)Ss：I am drawing picture.I am drawing a cat.I am drawing a banana I am drawing ___.（设计意图：由can 引出行为动词，利用旧知引新知，学生在表演，说的过程中感知现在进行时的结构及用法，体验用现在进行时描述正在干某事，降低了学习难度。）（2）T: Mickey is drawing his home.Let’s go to see his home.(展示迪斯尼图片)He lives in Disneyland.He has lots of friends.Let’s visit them one by one.T: Who is he? Ss: Pig.T: What is she doing now? Let’s ask her.Pig, pig…

T: Look, what is she doing?------cook, cooking, cooking dinner T: Now, I am the little pig.Who can ask me!You, please.S1: Pig, pig, what are you doing? T: Oh, I am cooking dinner.Now who want to be the little pig? Let’s ask him together.Ss: Pig, pig, what are you doing?(3)T: Pig is cooking dinner.What about him? Who is he? Ss: Sheep.T: Yes, he is sheep.What is he doing? Who can help me to ask him? Sheep … S2: Sheep, sheep, what are you doing? S3: Sheep, sheep, what are you doing? T: Let’s see what he is doing.Oh, he is doing the dishes.T: I am doing the dishes.Ss: I am doing the dishes.T: You two, please, ask and answer.S4: Sheep, sheep, what are you doing? S5: I am doing the dishes.I’m doing the dishes.Ss：I’m doing housework.I’m doing _________.T: Sheep is so busy.Let’s go to see another friend.Ss: Dog.T: Yes, a dog.Who can ask him? Dog… T: Look, he is reading a book.T: Look, I am reading a story book.(拿出格林童话)What about you? S6: I am reading a Chinese book.S7: I am reading an English book.…I am reading a/an ___ T: So dog is busy, too.Let’s go to see another friend.Oh, it’s a cat.guess ,what is she doing.? Ask and answer with your partner.I will give you 2minutes.S8: Cat, cat, what are you doing? T: Let’s have a look.Oh, he is answering the phone.(设计意图：从Mickey正在做什么引出句子What are you doing? 再以Mickey的角度引出句子 I am doing ……。在这个过程中让学生学习了drawing pictures这个新词组；并由Mickey在迪斯尼的朋友教授另外四个新词组。小学生对动画人物的钟爱能吸引他们的注意力。然后通过不同的方式来操练新句型和短语。）Step 3: Find the rules T: Please look at the blackboard, read after me.draw drawing drawing pictures read reading reading a book answer answering answering the phone T: Have you fond some rules? Ss: ing T: Yes, they all put on ing.Right? So next, Let’s make a chant.What are you doing? What are you doing? I am drawing pictures.Step 4: Practise: 1.Listen a chant.2.Let’s watch the video.Ask the questions.在打电话时，如何介绍自己： 3.Pair work :A phone call

T: Practice in pairs.Use your books or your pencil-case like this : A：Hello,____.B;Hi!It’s /This is ….What are you doing？ A : I am„ What are you doing？ B : I am„

（设计意图：观看打电话动画，自然渗透打电话常用语，然后通过小组练习，既是对所学短语的阶段性总结，又渗透下节课Let’talk的内容。）4.Match and answer.（设计意图：学生在说的过程中就发展了发散思维，并拓展了第三人称的现在进行时，让学生练说He/She is „„，为后面的内容做铺垫。）5.Let’s chant(be 动词的作用)be 动词,别小瞧, 连接桥梁的两边, 左是人，右是事, 某人正在做某事，I am , You are, He/She/It is千万别忘ing, 共架一座友谊桥。

（设计意图：创编歌谣，更深层次的了解be动词随人称而变化的规律。）6.Let’s check

(1)I am John.I _____reading.A.is

B.am

C.are(2)____are you doing ?______doing homework.How.I am

B.What ,She is

C.What ,I am(3)My mother___dinner now.A.are cooking

B.is cooking C.cooking(4)What ____Amy doing? She is playng the piano.A is

B.am

C.are

(5)在电话里告诉别人你是Mike，应该说—— A.I am Mike.B.This is Mike.C.You are Mike.(6)He __ ________the phone.(7)_________washing the clothes.(设计意图:当堂检测,学生再次感知现在进行时的结构和用法,尤其是最容易忽视的be 动词随人称的变化规律,让学生有针对性的练习本课时的重点、难点.)Step 5: Group work T: Look at the pictures.Talk about it.This is my family picture.Grandpa is ______.Grandma is _____.My mother is _____.My sister is _____.I am _____.We are busy.（设计思路：通过创设情景，现在进行时描述家庭成员的活动，运用语言积极表达，指导学生在原有现在进行时描述图片的基础上，能以小短文的形式完整的交换信息。）Step 6: Homework T: Ok, class is over.Today’s homework.(作业展示在屏幕上)1.听录音,跟读Let ’learn的短语,并在作业本上书写4次。

2.Try to write sentences.(3—5句)(把你在家,在教室等看到的场景用现在进行时描述出来)eg: This is my family.Look!My mother is cleaning the room.My father is reading a book.I am watching TV.We are busy.Blackboard Design

What are you doing?

drawing pictures.cooking dinner.I am

doing the dishes.reading a book.answering the phone.

第四篇：What are you doing教学设计

《Module 2 Unit2 What are you doing?》教学设计

一、教学内容分析: 本课是新标准英语三年级起点第三册Module 2 Unit 2新授课内容，属于会话教学。本课教学内容为句型“What are you doing? I am listening /talking/reading....What’s he/she doing? He’s/She’s playing...”的学习。

课文是通过Sam’mother ,father,Amy,Sam, Tom谈论“正在做什么”展开，教学内容十分贴近学生生活实际，有利于会话教学活动的开展。

本课的教学内容恰好起到了承上启下的作用，一方面引入新知识点What are you doing? I’m„/ What’s he/she doing? He/She’s„”的句型，便于学生学习和掌握，顺其自然地复习并拓展了上一模块的内容，另一方面又为第四模块What are they doing？的教学做好铺垫和迁移，可见教材安排的不一般之处。

二、学情分析：

四年级上学期的学生对于会话的学习有一定感知。在本模块第一单元学生学习了现在进行时的陈述句的表达，为本课现在进行时特殊疑问句的学习提供了一定语言基础。但九岁多的学生初次接触现在进行时语句，对句型结构还欠充分理解，动词短语积累少且运用不熟练，也是影响会话教学的主要因素，教师必须根据学生基础状况和个性特征来组织教学。

三、教学目标：

1、语言知识目标：

（1）能听、说、认读动词listen，talk, read 及其短语listen to music，talk to my friend, read a book.（2）能听懂、并理解以下句子含义What are you doing? I am listening to music/talking to my friend, reading„What’s he/she doing? He/She’s reading a book„„。

2、技能目标:能运用现在进行时就正在发生的事情提问和应答。

3、情感态度目标

1）通过学习能激发学生学习英语的兴趣。

2）通过主动参与课堂实践活动体会合作学习的快乐。

4、学习策略目标：

在游戏活动和小组合作中逐步形成与人交流信息，取长补短的学习策略.四、教学的重点: 掌握和运用现在进行时特殊疑问句What are you doing? What’s he/she doing? 及其回答。

五、教学难点：培养学生在实际情景中运用所学内容进行语言交流的能力。

六、教具：多媒体课件

七、教学过程： Step 1 Warming –up

1、Greetings T: Hello, boys and girls.S: Hello, teacher.T: How are you today? S: I’m fine, thank you.2.A song: “If you are happy”

T: Are you happy? If you’re happy, sing with me。Ok? T&S(sing):(课件出示歌曲If you are happy。)3.Game : I say you do 教师说指令，如play football/ play basketball/ swim/ play table tennis/ read a book等，学生做相应的动作。

设计意图：问候式的开课，能使学生感觉亲切。课前唱If you are happy这首歌既能活跃气氛，抓住学生的注意力，使学生尽快进入到课堂学习中.又通过动作练习复习了一系列的动词短语，为学生新知识的学习奠定了基础。Step2 Presentation.一.Words learning T: look at the screen , what is the girl doing? Listening to music.板书listen to music.分别采用个人读、男生读、女生读、小组读的方式反复训练单词的读音，并采取相同的方法学习talk to my friend/children和China.在学习China的过程中进行情感教育：As a pupil, we should love our country, love China.活动：Let’s chant！

(小组合作，用自己喜欢的方式拍手练习）listen, listen, listen to music talk, talk, talk to my friend Children, children, we are children China, China, we love China.通过chant反复练习单词和词组，帮助学生进一步巩固所学的知识。

二、课文学习

1.T：Sam, Amy and Tom are our good friends.Do you want to know what they are doing? Let’s listen to the text and answer my questions.What is Sam doing? He’s......What is Amy doing? She’s......What is Tom doing? He’s......S1:Sam is listening to music.S2: Amy is watching TV.S3：Tom is reading a book.设计意图：利用课件有层次、有变化地播放课文对话，让学生带着由易到难的问题逐步理解课文，检测学生对课文的理解能力。这样较细致的处理过程能尽量关注到四年级学生整体水平。

2、Listen and repeat.3、四人小组分角色朗读。

4、模仿课文创造性地表演对话，开展交际性的会话活动。

5、选几名学生上台表演时，教师参与其中问带头饰的学生What are you doing?/ What‘‘s he/she doing?表演学生根据教师提问做相应回答.设计意图：本篇课文的故事情景特别适合角色朗读和表演，它为学生的口语交际提供一个最直接最真实的语言环境，将学知识与语用能力较好结合。以上几个环节的处理能将教材资源充分利用。拓展活动1.Game: Frozen Man 学生用学过的动词造句I am „ing，有节奏地念句子并做动作。当老师说Freeze, 所有学生都保持原来的动作。教师任意问学生：“What are you doing?”，学生根据自己做的动作回答。学生回答正确后，即可去营救其他冰棍人。在营救的过程中要用“What are you doing? I am„”进行问答。设计意图：游戏活动能活跃课堂气氛，寓教于乐，让学生体会到学习的快乐。更重要的是将语言点由第一人称自然过渡到第三人称单数，组织学生进行语言交流，使每个学生在积极参与的过程中，不知不觉地掌握学习巩固新知，突破难点，口语得到一定地锻炼。2.看图片会话 1.Free-talk T: Look!They are lingling’s friends.What’s lingling’s mother doing? S: She’s cooking.2、布置任务：（四人为一小组，看图片相互问答，如不会说的单词或动词词组可问同学或老师）

3.学生完成任务，教师巡视辅导。4.展示成果

请自愿交流的小组上台展示，获得老师和大家肯定后，评最佳语言奖和进步奖。

设计意图：选择稍有难度的图片会话是依据全体学生最近发展区而确定的，教师放手让学生自己“跳一跳，摘桃子”让不同程度的学生都有所发展；在小组合作中互学、互助，增大了信息交流量，提高会话课堂教学的实效性。Step 3 Homework.1、听并跟读M2U2课文两遍，读熟背诵。

2、运用所学的进行时态的句子写出3个句子，描写正在发生的事情。如： My father is watching TV.设计意图：家庭作业的布置突出本课的重点句型，在关注兴趣的前提下将课内所学与课外所练灵活紧密结合，达到分层巩固、提升的作用。板书设计：

Module 2Unit2 What are you doing? listen to music talk to my friend

children China 课后反思：

1、注重激发兴趣：首先根据学生的年龄特征，教师热情投入，以真情感染学生；在内容上做到低起点引入，创设轻松地教学氛围；选择学生喜欢的“Frizen Man”等游戏，让学生产生积极地情感体验，能自觉主动投入到学习中去。

2、活动设计有效：在每个教学环节都问自己教什么、怎样教、为什么教等问题；思考每个环节坡度是否合适，站在学生角度学习知识感受会怎样。每项活动都立足于最近发展区教学，让学生“跳一跳，摘桃子”，能尽量关注到全体促进学生的发展。

3、教学内容鲜明：依据学生的基础状况，以具体的会话活动为依托，突出两条主线，一是动词短语的学习积累，二是现在进行时特殊疑问句的运用。教学中将两条主线紧密结合循序渐进，突出重难点，即达到“词不离句，句不离词”的教学效果，又逐步落实会话目标。

4教学策略多样：教学中采用情景交际法、TPR教学法、合作学习等,结合多媒体辅助教学，通过听听、做做、说说、玩玩等一系列适合学生个性特征的活动，让学生发展口语交际能力。

第五篇：What are you doing教学设计（范文模版）

What are you doing?教案

一．教学目标：

1． 认知目标：使学生掌握想知道别人正在做什么应该怎样用英语进行问答。

2． 教学目标：使学生能基本掌握现在进行时和现在分词的基本结构和用法。

3． 情感目标：使学生体验学习，参与，合作，竞争的乐趣。4． 创新目标：在认知和技能掌握的基础上，发挥学生的想象力，通过动作表现正在做的事情。

重点：学习四个动作短语并能用现在进行时进行问答。难点：现在进行时的基本句子结构。二．教法和学法：

英语教学倡导互动型教学模式，即让学生在教学活动中参与和完成真实的教学任务，从中体验学习的快乐。因此我采用“教授——巩固——扩展”型教学方法，让学生在有趣，开放式的语言环境中，学会观察，思考，讨论和总结。三．教学过程： 导入：

让学生欣赏一首歌曲：Are you sleeping?引出了本课学习的重点：现在进行时。通过任务设计： I am sleeping.和问题：What are you doing？很好地提出了本课的教学目标。新授：

用多媒体画面展示情景。

大屏幕上，依次出现了四幅画面。我们看到了make a present, drawe a picture, listene to the radio, singe songs这几个动作画面。每个动词词组出现后，紧接着出现“ing”和动词结合成的现在分词，领读这些动词短语及现在分词形式，并将图片用现在进行时的句子描述出来。

然后，请学生总结：现在分词的构成。帮助学生补充总结出现在分词的三种不同的构成方式：一：在动词后面直接加“ing”，二：有些动词要双写最后一个字母再加“ing”，三：以“E”结尾的动词要去掉“E”再加“ing”。巩固练习

老师读listen，look and match部分的句子，让同学们边听边做，老师巡视。然后老师可以用提问让学生来读并翻译这些句子，说出对应的图片。动作秀：

教师展示更多的图片或动作，让同学自愿采用这节课所学句型 “What are you doing?”及“I am… ”进行问答。做Let’s practise部分的练习。总结：

现在分词有三种形式，现在进行时的句子结构：人称+BE+动词的ING形式。

四．教学效果和反思：

通过多媒体展示，学生对现在分词和现进行时有了很深的印象。但在设计中没有充分估计学生在活动中的能动性，所以活动过程稍显凌乱。因此，在设计教学时，就要充分估计教学过程中出现的各种情况，使教学效果得到更大提高。板书设计：

Lesson5 What are you doing? Friday 星期五

make a present 制作一份礼品 draw a picture 画一幅画 listen to the radio 听收音机 sing songs 唱歌 running 跑

What are you doing? I am V.ing.What is heshe doing? He She is V.ing.What are you they doing? WeThey are V.ing.