1、（人教 PEP）五年级英语下册教案Unit 4 What are you doing?PEP Book6 Unit4 What are you doing? Part(B)Read and write语言知识 语言技能 情感态度学习目标Grandpa is writing a letter. Brother is doing homework. Mom is cooking dinner in the kitchen. Hes writing an e-mail in the study. 培养学生语言运用能力与创造力。能够运用语言去完成一些任务型的活动。培养学生通过以旧带新的方式自主阅读，同
2、时注重合作学习。重点 能够听懂、会说、认读 Read and write 部分的内容难点 接听电话的任务,Hows everybody doing? Just fine. 作必要的解释教具 录音机及录音带，单词卡片.教学过程环节 师生活动 设计意图Preparation准备活动1. Lets sing.教师在播放录音时让学生有感性的认识，从而也提高学生学习的兴趣。教师也可制作一些图片,在听歌曲的同时教师把这些图片逐一贴到黑板上。2. Free talk(口语练习 )A:Hello. This is Tina.B:Hello. Can I speak to Mary, please?A:Shes
3、 doing her homework. Please hold on.B:Thank you.A:Mary, theres a call for you.音乐节奏感强，学生乐于接受，并能训练学生的乐感及听说技能。感觉与欣赏并存；放松与紧张并重。让学生在唱歌的同时对歌曲的内容有大概的了解，对歌曲中的单词有所认识，为下面知识的学习做好铺垫。学习相关的内容可以锻炼学生合理地组织语言及运用语言的能力。P re-reading阅读前活动1. 师生围绕本单元话题进行对话，如：教师问一名学生：How are you? 学生作答后教师板书：How are you doing today? How are y
4、ou? How are you doing? 用手势和动作告诉学生三个句子意思相同，并划个大括号，最后，板书 Just fine. 。教师在用三种方法向学生提问：“How are you doing today? How are you? How are you doing?”引导学生回答：Just fine. 教师板书 everybody 并带读，教师问一名学生：Hows everybody doing? 提示 everybody 一词的含义，引导学生理解，并作答。2.Survey and Chant(调查并吟诵)如:Father is writing, writing a letter i
5、n the study.4.About me!(关于我). 3.讲解: I am coming.Hey, there is a call you?Family Doing Placefather Writing a letter In the studymother Cooking dinner In the kitchenbrother Doing homework In the bedroomsister Writing an e-mail In the sofauncle Reading a book Under the treeaunt Watching TV In the livin
6、g roomcousin Playing the piano Near the window学生初步了解对话内容，在描述中培养学生的语言运用能力。合理的情境可以让学生正确理解单词的意义。并通过各种有效的途径去强化其在学生脑中的印像。语言的主要目的在于交际,有交际的句子才是真正有用的语言.彼此交换这种思想，那么，我们每个人将各有两种思想”(萧伯纳语) 的双赢效果。同时，它也给学生“学会合作”提供了良机。I am coming. Whos that?(是谁 ?)In-reading阅读中活动1.General reading 略读简单判断：Mom is cleaning the room.( ).
7、 Dad is writing a letter in the study. ( )Grandpa is cooking dinner in the kitchen. ( ).The boy is reading newspaper ( ).Brother is. doing homework ( ).2.Detailed reading 细读细读文章，并选择中下列问题的正确答案： Larry: Hows everybody doing?Mike: _A: Just fine. B: So-so C: Not bad. Can I speak _ your dad?A: to. B: with
8、.C: at3.Read and write 读写4.Listen to the tape 听音看录像，听出主句型。模仿。5.Read aloud 朗读个人自由朗读小组合作朗读全体学生齐读通过简单判断，给与学生阅读的自信并通过快速阅读理解语篇的大意。培养学生获取信息、处理信息的能力。落实到写。阅读前可布置书上的填空题或教师设计的书面练习.强调书写句子时，首字母应大写，加强指导。通过看录像或听录音听模仿语音语调。大声朗读培养朗读能力、增强语感。Post-reding阅读后活动1.表演2.Write an e-mail.(写一封电子邮件 )在阅读后的扩展活动环节，要求学生全体参与，在真实自然的任务型活动中扩展运用阅读信息。整理成语言，形成一定的语言系统。以学生喜爱的竞赛形式激发学生学习并运用语言的兴趣。让学生展现自我风采，超越自我。板 书设计Unit4 What are you doing? Part(B)Read and write教学反思Dear grandma,Hows everyboy doing? .Your love,Tan Tan.
