5A Unit6 Doing housework 教學設計

(3) read the sentences:what are you doing? i ’ m /we ’ re .. . (4)chain drill:
4 conclusion:
how to add “ ing ” after the verbs
(1) adding “ ing ” after the verbs directly.
eg.standing,sleeping,walking …
(2) removing “ e ” first, then adding “ ing ” after the verbs.
eg.dancing, closing, skating …
(3)doubling the last letter first, then adding “ ing ” after the verbs. eg. sitting,running, swimming …
（簡析：“動詞現在分詞”這一語法規則比較復雜，且較難理解，教師可以用中文加以說明，以避免學生理解上有歧義，適當更好的領會。）
step4: consolidation
1 say a rhyme:say and do
what are you doing?i am standing.
standing, standing.i am standing.
( sitting, sleeping, jumping, running, walking, sweeping, cleaning, washing)
2 presentate the pictures:
t: who ’ s the boy / girls?
s: he ’ s / she ’ s … .
t: where ’ s the boy / girl?
s: he ’ s / she ’ s in ……
t: what is he / she doing?
s: he ’ s / she ’ s …ing.
3 say a rhyme: say and do
liutao, liutao, he is sleeping.
david, david, he is reading.
suyang, suyang, she is watching.
mike, mike, he is running.
4 finish the exercises fill in the blanks:
(1)a: what _____ you doing?b: i ____ _____ . (run)
(2)a: what are you _______?b: ____ are ____. (jump)
(3)a: ______ is he doing? b: ____ is _____. (sit)
(4)a: what _____ she doing?b: ____ is _____. (skate)
（簡析：能否完成該練習可以檢驗學生本課的學習情況，教師應對其進行較為細致的講解，進一步鞏固學生的認知。）
step5: homework
1、copy the new words and phrases.
2、write down the sentences.
五 blackboard
unit6 doing housework
a: what are you doing?
b: i ’ m / we ’ re … .
standing sittingskating jumping running dancing walking swimmingclosing
conclusion: …

教學反思：
導入是每個教學環節中不可缺少的步驟，它的成功與否在很大程度上決定了整堂課的教學效果。本課我重點采用了動態真環節的導入。
動態真實原則強調教師要把英語教育因素的真實動態內涵、真實而又變化的學習興趣和學習困難展示出來，通過不斷地調學策略，研究教學技巧，進行動態真實的英語教學。因此在該原則的指導下，充分的了解學生，設計形式多樣、符合學生真實興導入方式，能調動學生學習的積極性、主動性和創造性，激發他們的求知欲，啟發學生的思維活動。
本課案例運用的動態真實原則，主要通過以下幾種方式導入。
(1) 運用提問引入法，導入新課教學。
教師通過“ what can you do? do you like … ? what do you like? ”來引導學生談論各自的喜好和所能，既復習了以前及動名詞形式，又為下面新授動詞及動詞現在分詞形式作了鋪墊。
(2) 運用英文歌謠引入法，導入新詞及句型的教學。
英文歌謠作為英語教學中一種常見的教學策略，能增強學生對知識的理解程度，展現學生的個性，幫助學生樹立自信，同于上口的特點也很能激發學生的學習興趣。教師通過自己創編的三個歌謠，分別呈現了新授動詞“ stand, sit, sleep, jump, run, walk, sweep the floor, clean the window, wash clothes ”，句型“ what are you doing? i ’ m/we ’ re … . ”，句型“ he ’ s /she ’學生讀讀說說，活躍了課堂氣氛，吸引了學生注意，鞏固了所授知識。