小学英语二年级下册教案(一年级起点)外研社

Module1Unit1　一，教学目标：　　1．能听、说、读、天气类单词sun,sunny,rain,rainy,snow,snowy,wind,windy。　　2．掌握日常交际用语：What’stheweatherliketoday?It’s….　　What’stheweatherlikeinBeijing/Shanghai…?It’s….　　What’stheweatherlikeonMonday/Tuesday…?OnMonday,it’s….　　3．了解大自然关于气象学方面的一些常识，培养学生爱科学的思想感情。　　二，教学内容重难点分析：　　本课的教学重点是通过各种形式（听，说，读，写，画，游等等），让学生掌握并运用　　有关天气的词汇及日常交际用语。　　三，教学过程：　　Part1.Freetalkandmotivation:　　T/S:Goodmorningboysandgirls./MissJin.　　T:Whatdayisittoday?　　Ss:Todayis….　　T:Isithot?　　Ss:No,itisn’t.　　T:Ok,wecansaytheweatherisnothot,it’sverycold.Followme,weather(writethewordontheblackboard,repeatthewordseveraltimes)　　Part2.Presentation:　　T:Today,AmyandSamcometothepark,lisentotheradio,findoutwhat’stheweatherlikeinthisstory?(lisenthetape,writethetitleontheblackboard)　　T:Sowhat’stheweatherlikeinthisstory?　　Ss:It’ssunny.(writethewordontheblackboard.Pointtothesentenceonebyone,)T:Canyoudrawapictureaboutsunny?(letaStodrawapictureontheblackboard)[　T:Ok,verygood!Followme,sunny.(repeatthewordseveraltimes)　　T:Canyoufindoutanotherwordaboutweather?　　Ss:It’swindy.(Teachotherwordjustasabove)　　T:Anthers?　　Ss:It’sraining”.　　T:Isitreallyraining?Gettheanswerandexplainwhy?　　Ss:…　　T:Readitafterme”rain”!(Teachthewordjustasabove)　　Part3.Practice:　　Reviewthewords.(升降调，onebyone)　　T:Openyourbook,turnto3,listenandsay!(listenthetape)　　Chooseseveralpairstoactitout.　　Part4.Consolidation:　　T:Lookatthesetools.(Drawsomepicturesontheblackboard:umbrella,gloves,hat)whatcanyouimagine?Whatwillyouthinkabout?　　Forexample:Anumbrella,whendoweneedanumbrella?Whenitisrainy,weneedanumbrella.　　T:Ok!Today,welearneddiffierentweather,sunny,rain,windy.Afterclass,makedialogueswithyourpartnersorstudents.　　Part5.blackboarddesign：　　What’stheweatherliketoday?　　It’ssunny.sunny　　It’swindy.Windy　　It’sraining”.rainUnit2　一、教学目标：　　认知目标：　　1.Whatdoyoulikedoinginsummer?Ilikeswimming　　2.weather,like,sunny,windy,rain,comeon,here,snow　　能力目标：使学生能简单谈论喜好。　　二、教学重难点：　　使学生通过练习句子：What’stheweatherlike?It’shot.　　Whatdoyoulikedoinginsummer?Ilikeswimming.　　三、教学技术：　　语言座、与本课相关的单词卡片和张贴画。　　四、教学过程：　　Ⅰ.ClassOpening　　1.Greetings.　　2.1Gooverthestorybylisteningandrepeating.　　2Lookandsay.　　课件依次出示示天气的图片，进行师生、生生之间的问答练习。　　What’stheweatherlike?It’s…　　Ⅱ.MainActivitiesforTeachingandLearning.　　【任务呈现】　　1Feedbackofthehomework.　　请同学出示上次的调查作业，首先两人一组比较调查结果。教师板书What’stheweatherlikein______?It’s…然后进行问答练习。　　2IntroduceActivityTwo.　　今天我们去一个美丽的地方,如果我们想知道这个地方的天气，应该怎么问呢？（擦去板书中的in_____换为here,即What’stheweatherlikehere?）Let’slistentotheintroduction.　　【任务准备】　　1CompleteActivityOneandTwo.　　①ListentothedialogueinActivityOne.　　②“What’sthedifferencebetweenthetwopictures.”　　Learntosay“summer”and“winter”　　③Add“insummer”and“inwinter”tothequestion“What’stheweatherlikehere?”AndgetthestudentsanswerthequestionsModule2Unit1活动目的　　Warmup　　（启动）　　1.Singasong.It‘sraining.　　2.Greetings.　　T：Goodmorning！Whatdayisittoday？What’stheweatherlike？　　Ss：It‘s...　　3.Reviewtheoldwordsthatarerelativetotoday’slesson.(Familymembersandactivities.)　　T：Brother.(Chooseonewordfromonetopic.AnyoneisOK.)　　Ss：sister，mother....(Saythewordsthatarerelativetothethemeasmanyastheycan.)　　通过唱歌、与学生亲切问候活跃课堂气氛，根据歌曲内容将学生分为SUNNY与WINDY开展竞争与互动活动。　　围绕主题说单词活动对本课相关内容进行有效复习，激活学生的英语思维，为新任务活动的展开做好铺垫。　　Presentation（任务呈现）　　1.Listentothesound，andguesswhatishappening.　　Recordsomesoundsbeforeclass，suchasthesoundsfromtheradio，someoneistalkingorreadingandsoon.　　T：Whatcanyouhear？YoucansayitinChinese.　　Ss：我听到有人在.......　　2.Showthemthecorrespondingpicturesanddescribethem.　　T：Thisis.......　　She‘sorHe’sdoingSTH.(Describethepictures.)　　3.Presentthetask.　　T：Canyoutelluswhatishappeninginyourpictures？我们共同学习后，一会就来个配解说词大赛！　　Now，let‘slearnfromDamingandseehowhedoasacommentator.　　多种感官参与活动加深了学生对重点语句含义的理解。帮助学生对be+doing结构与其所表达含义之间建立联系　通过先声音后画面再听图片介绍的过程让学生完整感受新知，自然呈现本课运用任务，促使信息差的产生，同时导入课文，驱动学生的求知欲。　　Preparation　　（任务准备）　　1.Listen，pointandrepeat.(UsingtheCD-ROMandthecassette.)　　Ssreadthetextafterthetapewiththebooksopen.(Remindthemtopointtothecorrespondingsentences.)　　2.Workinpairs.Thentrytoactthetextout.　　3.Copytheactions.S1doestheactionsfromthesentencecardshesees.TheotherSsguesswhatheorsheisdoing.　　Ss：She/HeisdoingSTH.　　ThenencouragetheotherstotakeS1’srole.　　4.Let‘swatchTV.Lookatthepicturesonthetelevision.(CAI)，andguesswhatisshowingonTV？Whatishe/shedoing？Thentheteachershowthemthepictureswithsentences.　　5.GoodDrawer.Giveeachpairtwodifferentpictures.Listenanddraw.(Theteachermustgivetheexamplefirst.)　　S1：Thisisa.......She/HeisdoingSTH.　　S2：Drawthepictureaccordingtowhathe/shesays.　　Switchtherole.Thencomparethemwiththegivenpictures.Whoisbetter？　　再次巩固学习基本语句。为避免文盲英语的出现，夯实对单词和句子的识认能力训练。　　猜谜游戏使学生对目标语句进行了扩展、延伸及运用。培养学生用英语进行发散思维的能力。　　多媒体课件在此有效恰当的辅助了教学。　　通过说、听、画活动培养学生的语言基本技能；将知识内化为能力；情境的灵活设置培养了学生用英语思维的能力。　　Production　　（任务完成）　　1.Workinsmallgroups.Describethepicturesorphotostoyourgroupmembers.　　Ss：Thisis.......She’s/He‘sdoingSTH.　　2.Competition.Whoisthebestcommentator？　　Eachgrouptakesturnstocometothefrontandshowtheirworks.　　3.ChoosethebestcommentatorgroupwithSstogether.　　4.Sumup：Whathavewelearnedtoday？　　Doyouhaveanyquestionsabouttoday’slesson？　　在描述图片的过程中实现了学以致用。　　在小组合作中互学、互助，增大了信息交流量，体验了团队合作精神。　　在评价与质疑中充分发挥学生的主体作用。　　Homework　　（课后作业）给你的爸爸、妈妈当一回英语解说员，介绍你搜集的图片、照片或广告画中的人在做什么。Unit2 　Title 　　Book4Module2　　Unit1She’slisteningtotheradio. 　　Teachingcontents: 　　He’s/She’sdoing. 　　Teachingaims: 　　知识目标:　　A.Getstudentstograspanewdialogueandsomenewwords　　B.letstudentsgraspthewords:singingreadinglisteningplayingwatching 　　能力目标:　　A.Talkabouton_goingactivities　　B.Payattentiontotheusageoffamilymembers 　　情感目标:通过学习课文培养会谈论他人正在进行的活动. 　　Mainpoints: 　　Helpstudentsgraspthekeysentences：　　He’s/She’sdoing. 　　Difficultpoints: 　　Enablestudentstousethedrillsfluentlyandcorrectly. 　　Teachingaids: 　　CD-Rom,somecards　　taperecorderstickersect. 　　Teachingsteps 　　Teacher’sActivity 　　Students’Activity 　　Re-　　preparation 　　1.Singasong.It’sraining.　　2.Greetings.　　T:Goodmorning!Whatdayisittoday?What’stheweatherlike?　　3.Reviewtheoldwordsthatarerelativetotoday’slesson.(Familymembersandactivities.)　　1.Listentothesound,andguesswhatishappening.　　Recordsomesoundsbeforeclass,suchasthesoundsfromtheradio,someoneistalkingorreadingandsoon.　　T:Whatcanyouhear?　　T:Thisis…….　　She’sorHe’sdoingSTH.(Describethepictures.)　　3.Presentthetask.　　T:Canyoutelluswhatishappeninginyourpictures?　　Now,let’slearnfromDamingandseehowhedoasacommentator　　Listen,pointandrepeat.(UsingtheCD-ROMandthecassette.)　　Copytheactions.S1doestheactionsfromthesentencecardshesees.TheotherSsguesswhatheorsheisdoing.　　Ss:She/HeisdoingSTH.　　ThenencouragetheotherstotakeS1’srole.　　Let’swatchTV.Lookatthepicturesonthetelevision.(CAI),andguesswhatisshowingonTV?Whatishe/shedoing?Thentheteachershowthemthepictureswithsentences. 　　Singtogether.　　Greeting.　　It’s….　　Motherfatherbrothersister　　Andgetthestudentsanswerthequestions.　　Showthemthecorrespondingpicturesanddescribethem.　　Workinpairs.Thentrytoactthetextout.　　Ssreadthetextafterthetapewiththebooksopen.(Remindthemtopointtothecorrespondingsentences.)　　Practiceindifferentwaysandthenaskthemtofindtheanswer.　　Findoutsentencesabouttheactivity,thenpractice.　　Readthetextlinebyline,explainwhennecessary. 　　On　　the　　BB 　　Module2Unit1She’slisteningtotheradio.　　He’s/She’slisteningreadingplaying 　　Title 　　Book4Module2　　Unit2I’mdrawingapicture. 　　Teachingcontents: 　　1.Whatareyoudoing?　　2.I’m…. 　　Teachingaims: 　　知识目标:　　A.Getstudentstograspanewdialogueandsomenewwords　　B.letstudentsgraspthewords:writingdrawingcolouring 　　能力目标:　　A.Talkabout“I’mdoingsth.”　　B.PayattentiontotheusageofV+ing 　　情感目标:通过学习课文培养会谈论自己正在做某事. 　　Mainpoints: 　　Helpstudentsgraspthekeysentences：　　I’mV+ing. 　　Difficultpoints: 　　Enablestudentstousethedrillsfluentlyandcorrectly. 　　Teachingaids: 　　CD-Rom,somecards　　taperecorderstickersect. 　　Title 　　Book4Module2　　Unit2I’mdrawingapicture. 　　Teachingcontents: 　　1.Whatareyoudoing?　　2.I’m…. 　　Teachingaims: 　　知识目标:　　A.Getstudentstograspanewdialogueandsomenewwords　　B.letstudentsgraspthewords:writingdrawingcolouring 　　能力目标:　　A.Talkabout“I’mdoingsth.”　　B.PayattentiontotheusageofV+ing 　　情感目标:通过学习课文培养会谈论自己正在做某事. 　　Mainpoints: 　　Helpstudentsgraspthekeysentences：　　I’mV+ing. 　　Difficultpoints: 　　Enablestudentstousethedrillsfluentlyandcorrectly. 　　Teachingaids: 　　CD-Rom,somecards　　taperecorderstickersect. 　　Title 　　Book4Module2　　Unit2I’mdrawingapicture. 　　Teachingcontents: 　　1.Whatareyoudoing?　　2.I’m…. 　　Teachingaims: 　　知识目标:　　A.Getstudentstograspanewdialogueandsomenewwords　　B.letstudentsgraspthewords:writingdrawingcolouring 　　能力目标:　　A.Talkabout“I’mdoingsth.”　　B.PayattentiontotheusageofV+ing 　　情感目标:通过学习课文培养会谈论自己正在做某事. 　　Mainpoints: 　　Helpstudentsgraspthekeysentences：　　I’mV+ing. 　　Difficultpoints: 　　Enablestudentstousethedrillsfluentlyandcorrectly. 　　Teachingaids: 　　CD-Rom,somecards　　taperecorderstickersect. 　　Teachingsteps 　　Teacher’sActivity 　　Students’Activity 　　Re-　　preparation 　　I.WarmingupandRevision　　1．Reviewthewordsofweather.　　2．Freetalk:Whatdoyoudoattheweekend?　　swim,run,watchTV,sing,dance,readabook,playfootball/…,playtheflute,listentomusic.　　①ListentothedialogueinActivityOne.　　Readthewords:listening,reading,writing,playing,talking,doing.　　T:Whatareyoudoing?　　T:Writingaletter?Pleasecomehereandletmehavealook.　　Now,whatareyoudoing?　　Showtheletter.　　T:Look,what’sthisinEnglish?　　Showthepicture.　　T:Isitaletter?No,itisn’t.It’sapicture.　　T:Ilikedrawingpictures.Now,whatamIdoing？　　T:I’mdrawing.　　T:Ilikecolourred.Iwanttocolourthegirl’sshirt.Now,I’m(colouring).　　Chant　　Drawing,drawing.I’mdrawing.　　Colouring,colouring.I’mcolouring.　　Writing,writing.I’mwriting.　　Text　　1.PointtoBecky’spicture.T:Who’sshe?What’sshedoing?　　What’sthegirl’sname?　　Howoldisshe?　　What’sshedoing?　　Who’sherfriend?　　WhereisFangfang? 　　Hotsunnyrainingcoldwindysnowing　　Andgetthestudentsanswerthequestions.　　Practiceindifferentwaysandthenaskthemtofindtheanswer.　　Onestudentiswriting.　　S:I’mwritingaletter.　　S:I’mdrawingapictureandI’mcolouringthepicture.　　(It’saletter.)　　Readthewordpicture.　　Learntodoandsaydrawing—drawingabird/tree/book—I’mdrawingapicture.　　Learntodoandsaycolouring—colouringtheface/shirt/picture—I’mcolouring.　　Learntosaythechantanddotheactions.　　Listentothetape.　　Readafterthetape.　　Answerthequestions. 　　On　　the　　BB 　　Module2Unit2I’mdrawingapicture.　　I’mwriting.I’mcolouring.I’mdrawing. 　　Teachingnotes 　　本课继续学习巩固现在进行时,对比What'sshedoing?whatareyoudoing?及回答.学习歌曲I'mlisteningtomusic.效果很好. 　　Teachingsteps 　　Teacher’sActivity 　　Students’Activity 　　Re-　　preparation 　　I.WarmingupandRevision　　1．Reviewthewordsofweather.　　2．Freetalk:Whatdoyoudoattheweekend?　　swim,run,watchTV,sing,dance,readabook,playfootball/…,playtheflute,listentomusic.　　①ListentothedialogueinActivityOne.　　Readthewords:listening,reading,writing,playing,talking,doing.　　T:Whatareyoudoing?　　T:Writingaletter?Pleasecomehereandletmehavealook.　　Now,whatareyoudoing?　　Showtheletter.　　T:Look,what’sthisinEnglish?　　Showthepicture.　　T:Isitaletter?No,itisn’t.It’sapicture.　　T:Ilikedrawingpictures.Now,whatamIdoing？　　T:I’mdrawing.　　T:Ilikecolourred.Iwanttocolourthegirl’sshirt.Now,I’m(colouring).　　Chant　　Drawing,drawing.I’mdrawing.　　Colouring,colouring.I’mcolouring.　　Writing,writing.I’mwriting.　　Text　　1.PointtoBecky’spicture.T:Who’sshe?What’sshedoing?　　What’sthegirl’sname?　　Howoldisshe?　　What’sshedoing?　　Who’sherfriend?　　WhereisFangfang? 　　Hotsunnyrainingcoldwindysnowing　　Andgetthestudentsanswerthequestions.　　Practiceindifferentwaysandthenaskthemtofindtheanswer.　　Onestudentiswriting.　　S:I’mwritingaletter.　　S:I’mdrawingapictureandI’mcolouringthepicture.　　(It’saletter.)　　Readthewordpicture.　　Learntodoandsaydrawing—drawingabird/tree/book—I’mdrawingapicture.　　Learntodoandsaycolouring—colouringtheface/shirt/picture—I’mcolouring.　　Learntosaythechantanddotheactions.　　Listentothetape.　　Readafterthetape.　　Answerthequestions. 　　On　　the　　BB 　　Module2Unit2I’mdrawingapicture.　　I’mwriting.I’mcolouring.I’mdrawing. 　　Teachingnotes 　　本课继续学习巩固现在进行时,对比What'sshedoing?whatareyoudoing?及回答.学习歌曲I'mlisteningtomusic.效果很好. 　　Teachingsteps 　　Teacher’sActivity 　　Students’Activity 　　Re-　　preparation 　　I.WarmingupandRevision　　1．Reviewthewordsofweather.　　2．Freetalk:Whatdoyoudoattheweekend?　　swim,run,watchTV,sing,dance,readabook,playfootball/…,playtheflute,listentomusic.　　①ListentothedialogueinActivityOne.　　Readthewords:listening,reading,writing,playing,talking,doing.　　T:Whatareyoudoing?　　T:Writingaletter?Pleasecomehereandletmehavealook.　　Now,whatareyoudoing?　　Showtheletter.　　T:Look,what’sthisinEnglish?　　Showthepicture.　　T:Isitaletter?No,itisn’t.It’sapicture.　　T:Ilikedrawingpictures.Now,whatamIdoing？　　T:I’mdrawing.　　T:Ilikecolourred.Iwanttocolourthegirl’sshirt.Now,I’m(colouring).　　Chant　　Drawing,drawing.I’mdrawing.　　Colouring,colouring.I’mcolouring.　　Writing,writing.I’mwriting.　　Text　　1.PointtoBecky’spicture.T:Who’sshe?What’sshedoing?　　What’sthegirl’sname?　　Howoldisshe?　　What’sshedoing?　　Who’sherfriend?　　WhereisFangfang? 　　Hotsunnyrainingcoldwindysnowing　　Andgetthestudentsanswerthequestions.　　Practiceindifferentwaysandthenaskthemtofindtheanswer.　　Onestudentiswriting.　　S:I’mwritingaletter.　　S:I’mdrawingapictureandI’mcolouringthepicture.　　(It’saletter.)　　Readthewordpicture.　　Learntodoandsaydrawing—drawingabird/tree/book—I’mdrawingapicture.　　Learntodoandsaycolouring—colouringtheface/shirt/picture—I’mcolouring.　　Learntosaythechantanddotheactions.　　Listentothetape.　　Readafterthetape.　　Answerthequestions. 　　On　　the　　BB 　　Module2Unit2I’mdrawingapicture.　　I’mwriting.I’mcolouring.I’mdrawing. 　　Teachingnotes 　　本课继续学习巩固现在进行时,对比What'sshedoing?whatareyoudoing?及回答.学习歌曲I'mlisteningtomusic.效果很好.Module3Unit1TeachingAims:　　1.Graspthephrases:tidyingtheroom;doingthehomework;birthdaycard.　　2.Graspthesentences:　　(1)Samisn’ttidyinghishomework.　　(2)Ishedoinghishomework?　　Yes,heis/No,heisn’t.　　ThePrepositiveHomework:　　1.Underlinethewordsyoucansay.　　2.Circlethewordsyoucan’tsay.　　3.Underlinetheimportantsentences.　　Teachingprocedures:　　Step1:GreetingandWarmingup　　1.Singthesong“I’mlisteningtomusic”　　2.Readthearticle“IAmNobody”.　　3.Playagame　　Step2:Presentation　　1.DiscussthePrepositivehomeworkingroupsandreadthewordsandsentencestheycansay.（学生对自己的前置性作业积极进行讨论，小组合作交流效果较好）　　2.Discussthewordsorsentencestheycan’tsay.（学生能大胆的提出自己的问题，做到“知之为知之，不知为不知”，这也是低年级孩子的心理特点，对开展教学具有启迪作用）　　3.Teachthewords,andhavethestudentsreadonebyone.　　4.Listentothetapeofthedialogueandrepeat.(大部分学生指读到位，个别学生跟不上录音的节奏，状态不佳)　　5.Listenandrepeatagain.　　6.Practisethedialogueingroups.（各小组积极进行角色分配，并对对话内容进行动作，热情较高）　　7.Haveashow.（因时间关系只进行了两个小组的展示，但各小组成员都积极进行配合）　　Step3：Practice　　Practicethesentences:Ishe\she_______?　　Yes,he\sheis.　　No,he\sheisn’t.　　1.Practiceingroups.　　2.Haveashow.　　Step4：Homework　　1.Listentothedialoguefor2times.　　2.Makeacardforyourmother.Unit2　一、教学目标：　　认知目标：1.学习如何询问和回答有关正在进行的动作和正在发生的事情。　　2.正确理解，掌握对话内容。　　能力目标1.能对正在进行的动作和正在发生的事情进行询问、回答。　　2.能流利地朗读，并初步表演对话。　　二、教学重难点：　　Samisn’ttidyingyourroom.Ishedoinghishomework？Areyoutidyingyourroomnow?Yes,Iam.　　三、教学技术：　　语言座、与本课相关的单词卡片和张贴画。　　四、教学过程：　　Ⅰ.ClassOpening.　　1.Greetings.　　2.歌曲：Areyousleeping？.　　通过唱英文歌曲，活跃课堂气氛，同时激活学生所掌握的现在进行时的知识。　　3.游戏：Listenandsay.　　通过挂图，教师提问：Whatishe/she(arethey)doing?引导并帮助学生用He/Sheis(Theyare)doing…来回答。Samisdoinghishomework.　　Ⅱ.MainActivitiesforTeachingandLearning.　　【任务呈现】　　1在学生回答IsSamdoinghishomework?.之后出示图片，确认学生的。然后出示图片，并用WhatisSamdoing?提问，帮助学生用Samisn’ttidyingyourroom.回答。　　2引出课题：Samisn’ttidyingyourroom.Ishedoinghishomework?Whatishedoing?Whatissecret?(板书课题)　　3设问：让我们看看到底是什么秘密？　　【任务准备】　　1Lookandlistentothestory.　　2Answerthefollowingquestions.　　WhatisSamdoing?　　Ishedoinghishomework?　　WhatdoesSamgivetohismom?　　在回答问题过程中教师需要吧Samisn’ttidyingyourroom.Ishedoinghishomework？Areyoutidyingyourroomnow?Yes,Iam.等几个句子写在黑板上，进行解释帮助学生理解。　　3Listenandrepeat.Thenreadbythemselves.听音跟读，注意纠正学生的语音、语调和发音错误。　　4CompleteActivityOneinAB.首先请学生自己选词填空，然后把自己的答案读给同伴，最后有教师播放录音，全体学生检查、核对答案。　　【任务完成】　　1两人小组活动。发给每组一张纸。上面出示多项活动的图片，小组内的每个人，选择其中几项提问：Ishe/shev-ing…?并回答　　Ⅲ.ClassClosing.　　板书设计：　　Unit2Areyoudoingyourhomework?　　Samisn’ttidyingyourroom.　　Ishedoinghishomework？　　Areyoutidyingyourroomnow?Yes,Iam.Module4U　教学目标：　　知识与技能目标：　　Aim1.能够听、说、读、写动词短语的ing形式：drawingpictures,doingthedishes,cookingdinner,readingabook,answeringthephone。　　Aim2.能运用句型“Whatareyoudoing?I’mdoingthedishes/….”询问别人正在做什么并作答。　　Aim3.通过说唱Let’schant部分的歌谣巩固复习Let’slearn部分的动词短语和句子。　　情感目标：培养学生热爱生活的美好情感。　　教学重点：本课时需要掌握五个动词短语的ing形式，能够理解下一课时的主要句型“Whatareyoudoing?”并能用“Iamdoingthedishes/…”作答。　　教学难点：动词短语ing形式的读音。教师要多做示范，逐步引导学生流畅地连读。　　课前准备：　　1、教师准备本课时Let’schant,Let’slearn的录音带。　　2、教师准备锅、铲、电话、碗碟等小道具。　　3、教师准备本课时所需课件。　　教学过程：　　一、Warm-up　　1、Greetings　　2、Singasong:ICanHelp.（师生做动作共同演唱）Thenaskthestudents:Whatphrasecanyouhearinthissong?　　（设计思路：通过师生边唱边做动作，既活跃了气氛，复习了有关家务劳动的短语，又为新课的学习做了铺垫。）　　二、Review　　1、教师用课件出示五年级所学动词短语的图片，让学生认读，其他同学边跟读边做动作。　　dothedishescookthemealsreadabook　　setthetabledohomeworkcleantheroom　　……　　2、Freetalk　　Icandohousework.　　Whatcanyoudo?　　Canyoucookthemeals?　　Canyoucleanyourbedroom？　　……　　三、Presentation　　1、教学doingthedishes，并呈现现在进行时的问答形式:Whatareyoudoing？Iam…。　　（1）教师拿出一个盘子:IcandothedishesCanyoudothedishes?　　请学生拼词，教师同时在黑板上写下dothedishes,教师边做洗碗的动作,边对学生说:Iamdoingthedishes.然后在黑板上的短语后面加上ing变成doingthedishes，强调ing的发音.教师引导学生做洗碗的动作,并跟说:Iamdoingthedishes.用其他的词组进行替换,通过适当的动作引导学生理解现在进行时表达的含义.并适时帮助学生总结：在人称后面加上系动词，在把动词加上ing就可以表示现在正在进行的动作。　　（2）出示几个动词短语,请学生将动作短语转换成ing的形，并试着读一读.　　（3）导入Whatareyoudoing？句型　　T：NowI’mdoingthedishes。　　学生做洗盘子的动作，师问：Whatareyoudoing？　　S1：……　　多问几个学生。　　教师请学生猜Whatareyoudoing？的意思，并板书领读。　　（4）Playthegame“Go，Stop”todrillthesentences.　　Askthestudentspassaplateonebyone.(师生一起边拍手边问：Whatareyoudoing？当师说Stop时，拿到盘子的同学要边洗盘子边说：I’mdoingthedishes。)　　（设计思路：通过传盘子游戏集体练习、重点突破主句型Whatareyoudoing？　　2、教学cookingdinner。　　（1）出示词组。T：Youcandothedishes.Canyoucookdinner?　　教师板书，领读。并说：Itmeans:cookthemeals.　　T:（师那锅做饭并问）Nowwhocanaskmewiththesentence?　　T:I’mcookingdinner。　　教师板书ing，画连字符号、领读。　　（2）Drill.　　T:Now,pleasecooksomethingandpracticeinpairs.Youcancookeggs,noodles,tomatoes…　　T:(师生示范)Mm…Yummy.Whatareyoudoing？　　S1:I’m…　　（设计思路：由问Youcandothedishes.Canyoucookdinner?自然引出cookingdinner的教学。并用两人合作的形式，边做动作边练习，让学生全员参与，拓展了思维。　3．学习readingabook。　　T：（师读书并问）WhatamIdoing？　　请生试答并板书在黑板上：I’mreadingabook。　　T：I’mreadinganEnglishbook。Pleasereadbooksandsay:：I’mreading____book。　　（设计思路：让学生随便说出自己读的书，既是对旧知的复习，又是对新知的操练。）　　4．学习drawingpictures　　T：（当学生说到读picturebook时）Youarereadingapicturebook.Let’ssee.教师边看边说：Pictures,beautifulpictures.Canyoudrawpictures?　　教师边板书边说：Iamdrawingpictures。领读并引导学生拼写。　　T：NowIamdrawingatree.Whatareyoudoing？　　T：（引导学生边画边说）：Iamdrawing…　　5.学习answeringthephone。　　（1）出示词组。Nowlet’slistenandlook.　　T:(出示打电话的课件)What’shedoing?　　教师板书：answerthephone请生加ing并试读，教师强调连读，请学生单个读。　　（2）操练