小学英语教学案例设计一设计说明：1话题：谈论正在进行的动作2适合级别：2级3课题说明：以PEFC第五（下）册第四单元B部分选编教学内容4课时说明：1课时5学生情况说明：本案例适合小学五年级学生二教学详案：PEP Unit 4 Part B What is he doing?一Teaching aims:（教学目标与要求）1.Enable the students to use the following sentence patterns to talk about the things happening:（学生能用以下句型表述他人正在进 行的动作）What is he doing? What is she doing?Hes Shes2.Learn to say the following phrases and spell them:（能够听、说、读、写动词短语的ing形式）listening to music washing clothesclean the room writing a letter writing an e-mail二Important points:（教学重点）重点掌握五个短语动词的ing 形式三Difficult points:（教学难点） 以不发音的字母e 结尾的动词ing形式的变化。四Teaching aids:（教学设备）CIA, tape recorder, pictures五Teaching procedures:（教学步骤及说明）Step 1: Warm up1.Lets chant：（通过说唱、唱歌等形式，引入课堂）What are you doing? What are you doing?I am doing the dishes. What are you doing?I am drawing pictures. What are you doing?I am reading a book. What are you doing?I am cooking dinner. What are you doing?I am answering the phone. 2. Sing a song: What are you doing?（唱一首歌引入主题）Step 2: Revision1.Show students some photos, ask and answer: -What are you doing?（学生通过句型复习五个已学过的动作）-Im doing the dishes、drawing pictures、 cooking dinner、answering the phone、reading a book.2. Students write down the phrases on the blackboard and read.（学生书写词组于黑板上，检查书写、记忆情况）Step 3. Presentation1.T: What do you usually do on the weekend?S: I usually（通过对话，直接引出词组）T: But I usually listen to music. I like listening to music very much. Look, I have a radio. Now Im listening to music.2.Learn to say and spell “listening to music”.（学生跟读词 组，并拼写词组）3.Show the photos, ask and answer: （从What are you doing 句型引出What is he doing?句型）-Whats he doing?-Hes listening to music.4.Learn to say the following four phrases and write down the phrases on the blackboard:（继续引出其余四个词组，并将词组写在黑板上，为学生以后的活动做准备）washing the clothes cleaning the roomwriting a letter writing an e-mailStep4. Drill and practice:1.Look at the photos, ask and answer:（通过模糊画面，让 学生猜一猜他们在干什么，巩固词组）Whos that boy/girl? What is he/she doing?Hes2.Look and guess: （每幅图片上三个动作，看谁记得最快）There are three actions in the pictures, guess :Whos that? Whats he/she doing?3.Do an action: Students are divided into several groups. One acts teacher and says “ Everybody. Do an action.”（做“每个人做一个动作”游戏。让学生切实体会进行时的含义）Practice the sentence patterns: “What are you doing?”“What is he doing?” Step 5. Consolidation and extension:1.Listen to a short story.（听猫和老鼠的故事，回答猫正在 干什么。通过故事练习词组）1)Listen to the story twice.2)Answer the questions: Whats the cat doing first、next?2.Write and say: What a busy family!（仿造例子写自己一 家正在干什么，并以对话的形式表演出来）1)Choose the activities the family members doing.2)Write them down and read it out.3)Make a shout dialogue according to the chart.板书设计1： Unit 4 What is he doing?drawing pictures listening to musicdoing the dishes washing clothescooking dinner cleaning the roomanswering the phone writing a letterreading a book writing an e-mail板书设计2：What a busy family!Look! This is my family. This weekend, they are all very busy. What are they doing?I am My father is My mother is My grandfather is My grandmother is My sister is My brother is Oh! What a busy family!三教学反思：这节课的主题是What is he doing? 在已学过五个进行时态动作的基础上，继续学习五个新动作。同时在已掌握What are you doing?句型基础上，学习What is he/she/your father/your mother doing? 句型。首先，用What are you doing? 句型，以较短的时间复习五个已学过的进行时动作，并检查书写记忆情况。其次，让学生看图片，引入What is he doing? 句型。运用前三个单元出现的句型，较自然地引出五个新动作。教师板书五个动作于黑板上，为学生后面的书写练习做参考。第三，在强化练习之后，引入大量的来自学生的实际生活图片，以猜、听、说、唱的形式进一步巩固。最后，词组的书写也是这节课的重要组成部分。教师示范如何完成What a busy family! 教学任务，让学生完成自己一家周末都在做些什么，同时以对话的形式表演出来。 1教学观点：学生语言表达能力的提高，要靠长期的学习积累，不能一蹴而就，“冰冻三尺，非一日之寒”。小学生先学会说话，再学写作，把话说得通顺流畅，绘声绘色，无疑会为写作奠定基础。在小学英语学习的课堂上，利用看图说话，使学生语言能力的培养在活动中进行，让孩子灵敏的目光，扑捉画面的内容，从而萌发用英语表达这些内容的愿望，这个愿望催促他灵活地运用已经学过的单词和短语来叙述画面的内容，表达自己的理解和认识。2设计思路：1）学生口头英语能力的训练应分步进行，让孩子在游戏、唱歌、表演、看图说话等多种形式训练中，逐步学会说话，不知不觉，积少成多，在教师的有效指导下，把话说地道。2）借助图片，训练学生运用现在进行时，叙述正在发生的事情， 使学生知道什么情况下使用现在进行时，现在进行时如何构成，在动词加上词尾ing后，发音有什么变化。3）从学生的生活经验和兴趣出发，创设与完成任务相关的情景进行语言训练，使学生在真实的情景和方式中学习英语知识，发展语言技能。 3教学亮点：1）因为所教的内容为进行时，所以教学动作都以录像形式出现，给学生以最真实的语言场景。2）听力理解时，为使学生更好地理解故事内容，将图片制成动化形式，以更吸引学生注意力。3）学生猜动作时，采用部分模糊图片及用学生自己真实的声音，以提高学生的学习积极性。4教学设计有待探讨之处：1）. 本节课为进行时态的动作学习，因此以真实的图片、动作、动画来教学起到较好的学习效果。教案中设计“Everybody. Do an action.”这一活动，但学教后发现五年级学生做动作已不如三、四那样大方、有趣，所以取消了动作表演。2）电话对话教学是一个难点。电话用语教学的真实场景很难创设。作为真实的场景，原本想设计这样一个环节：猜想另一半学生在干什么。老师在课堂上用手机打电话询问，让学生写下