Unit7Afterschool(EFGH).doc

牛津小学英语5AUnit7 After school(EFGH) 教学设计

一、教学内容
牛津小学英语《5A Unit7 After school》 E、F、G、H版块。（Period3）
二、教学目标：
1.认知目标：
(1)通过看图、做动作的形式让学生理解并会读单词run after, cry, laugh
（2）通过猜测的形式让学生正确运用句型Are you …ing…? Is he …ing…?以故事扮演和搜集所看动画精彩瞬间的形式拓展知识内容，让学生能正确地运用现在进行时的陈述句进行表达。
2、 能力目标：
运用本课所学的会话进行简单的交际，培养学生运用所学知识完成某一任务及解决实际生活问题的综合能力。
3、 情感目标：
努力创造和谐、平等、宽松的课堂氛围，让学生在真实的情景中产生强烈的表达和表演愿望，获得成功与自信，从而激发学生的学习热情。
三、教学重难点
重点：
学生能了解现在进行时的句式结构be doing，并能将其正确、较灵活地运用于现在进行时的陈述句和一般疑问句。
难点：
现在进行时句式结构be doing在陈述句、一般疑问句中的正确运用。
四、教学准备:课件、练习纸
五、教学过程
Step1: Warming up
1. Before class: Enjoy a song“ What are you doing？”
【 设计意图】
本课的重点是让学生灵活运用现在进行时的陈述句和一般疑问句，这首课前热身的歌曲在欢快的节奏中复习了现在进行时的特殊疑问句和陈述句，同时又渲染了气氛，调动了学生的学习积极性。
2. Greetings
3. Play a game: Do or say（复习Unit3、6、7的动词词组）
T: Let’s play a game: Do or say. If you see a picture, say it. If you see some words, do it. Understand?
Ss stand up and play the game.
【 设计意图】
操练现在进行时的句型需要一定量的情境和词汇，在此我采用游戏的方式，出示图片或词组，让学生根据信提示说或做，集中、大量地复习了词组的同时又使学生觉得趣味盎然。
Step2: Practice and production
1. T: What are we doing now?
S: We are playing a game/ having an English lesson.
T: That’s good! Next let’s play a guessing game. I’m in the sitting-room. What am I doing? Guess!
S: Are you…ing…? (板书)
T: No, I’m not. / Yes, I am.
T: Now, play a game ”One-minute none stop talking” in your groups.
(1) Ss play the game in groups
(2) Act it out
S1: Are you drawing a picture?
S2: Yes, I am.
T Good. Do you like drawing?
S2:Yes,I do.
T: Me, too.
【 设计意图】
这一环节在游戏中以颇具趣味性的方式操练现在进行时的一般疑问句，老师的示范使学生对游戏的玩法更明确，当学生感觉猜不出答案时引导学生追问“What are you doing?”,让学生学会适时灵活处理问题，并从中获得成功的喜悦。而小组游戏的方式则高效而集中地操练了现在进行时的一般疑问句及应答。
2. Look, this is my picture. What’s it?(A kite.) What’s on it?(Tiger.) How many?(Five) Do you like the kite?(Yes.)
齐读kite, here ”i” pronounce/ / Try to read these words.
Can you make them to be a sentence?
Can you read the new words? Try!
3. T: Well done. We are having an English lesson now. But our friend Tom is not here. He is at home. What is he doing? Guess!
S: Is he…ing…? （板书）
(T: No, he isn’t. / Yes, he is.)
T: Tom is reading in the study. How about his family?
Please look and remember.(倒计时十秒，图片消失)
【 设计意图】
倒计时十秒记忆图片的方式能有效集中学生的注意力，激发学生开口说的欲望，培养学生的自信心，使学生获得成功的喜悦。
T: What’s Tom’s father doing?
S1: He is cooking.
T: Where is he cooking?
S1: He is cooking in the kitchen.(图、句出现)
T: So what is his father doing?
Ss: He is cooking in the kitchen.
T: What’s Tom’s mother doing?
S2: She is washing clothes.
T: Yes. She is doing some washing.
What’s Tom’s mother doing?
Ss: She is doing some washing.(图、句出现)
T: What is Tom’s brother doing?
S3: He is playing in the garden.
(Together: He is playing in the garden.)
T: What is Tom’s sister doing?
S4: She is cleaning the window.
T: You’re right. She is doing some cleaning.
What is Tom’s sister doing?
Ss: She is doing some cleaning.
4. T: Tom wrote a rhyme for this evening. Let’s listen. Read together. (齐读)
I think you and your family are busy too in the evening. Right?
Now make a new rhyme about you and your family. Work in pairs.
(学生编写歌谣)
Who can show your rhyme to us?(呈现)
3. T: I know most of you like reading. Here is a story for you. It’s about a dog and a mouse. What are they doing?
Please read the story silently and then do a judge.(默读故事，做判断)
( T )1. The dog is running after the mouse.
( F )2.The mouse is cooking the dog’s food.
( T )3.The mouse is dancing on the dog’s head.
Let’s check the answers. No.1 is …(True.) 教run after
Do you know the meaning of “run after”? You two, show us! Look, XXX is running after XXX.
No.2 is …(False.) Why?( The mouse is eating the dog’s food.)
How is the dog?(出示图，教cry) The dog is crying.
How about the mouse?(出示图，教laugh)The mouse is laughing.
No.3,read together!(齐读第三题)It’s true.
What a poor dog！
T: Now read the story by yourselves.(自读故事)
Who can retell the story?(2-3组)
【 设计意图】
学生根据故事图片边说边做，在激发学生学习兴趣的同时又能加深学生对故事的理解。为下一环节小组说、演故事做了铺垫。
5. T: All of you did a good job. Look, here are some interesting pictures about you. Who are they? They are very busy on Sundays. What are they doing? Finish this passage.(Happy Sundays)
学生完成短文
Who can show your passage?(呈现)
8. T: Well done! At last, Read some words and phrases together!
Look, here’s a lovely heart for you. I hope you can make good use of your spare time. Wish you have a healthy and happy life!
Step3 Homework
1. Say something about your Sunday to your friends.