Ｔｏｐｉｃ：ＰＥＰ Ｂｏｏｋ６ Ｕｎｉｔ４ Ｗｈａｔ Ａｒｅ Ｙｏｕ Ｄｏｉｎｇ？Ｐａｒｔ Ａ．Ｌｅｔ’ｓ ｔａｌｋ 教學設計

Aims and demands：

1. Master the sentences：“What are you doing? I’m...” Make sure students can use them in suitable situations.

2. Master the four-skilled phrases： drawing pictures， doing the dishes， cooking dinner， reading a book and answering the phone.

3. Let’s sing：What are you doing?

Language focus:

Master the sentences: “What are you doing? I’m...”

Difficulties:

Compare “verb” and “v-ing”， master the usage of present tense.

Aids:

1. Students prepare some cards and a piece of paper.

2. Teacher prepares some cards and a recorder.

Procedures:

Step1. Warmer

1. Greetings

T: Good morning， boys and girls.

Ss: Good morning.

2. Free talks

Good morning./What’s your name?/Nice to meet you. Etc.

Step2. Preview

1. Look and say（Present some cards by hand）

drawing pictures， doing the dishes， cooking dinner， reading a book， answering the phone.

2. Let’s do（PEP Book4 Unit2 PartA）

Time for breakfast， drink some milk.

Time for lunch， have some chicken.

Time for dinner， eat some rice.

Time for P.E.， jump and run.

Time for English， read and write.

Time for music， sing and dance.

3. Pair work（Present some cards by CAI）

drink—drinking

jump—jumping

run—running

sing—singing

write—writing

T: What are you doing?

S1: I’m... What are you doing?

T: I’m... （Act and say）

Step3. Presentation

Activity1.做“木頭人”游戲：學生四人一組站在講臺前，老師發出指令，學生做任意動作，當老師說停時所有學生保持原有動作不動，師生任意提問，學生根據自己的動作回答。

T: Now， everybody， do an action. Stop. What are you doing?

S1: I’m ...

Activity2.做“聽口令傳盒子”游戲：老師將寫有動詞詞組的紙條折疊后放入盒子里。口令開始，學生按順序傳遞盒子，口令停止，拿到盒子的學生從盒子中抽取一張紙條，師生提問，學生回答。

Ss: Doing， doing， what are you doing?

S1: I’m...

Activity3.Let’s talk（Listen and say）

Q1: What is Chen Jie doing? She’s drawing pictures.

Q2: What is Amy doing? She’s reading a book.

Activity4. Let’s sing: What are you doing?

Activity5. Let’s try （Present by CAI）

1. Look and say

What’s John doing? He’s watching TV/reading a book/eating dinner.

What’s Amy doing? She’s doing the dishes/doing homework.

2. Listen and tick（present by CAI）

Sarah: Hello.

John: Hi， Sarah. It’s/This is John.

Sarah: Hi， John. What are you doing?

John: I am reading a book. What are you doing?

Sarah: I’m doing the dishes.

Q1: What is John doing? He’s reading a book.

Q2: What is Sarah doing? She’s doing the dishes.

Activity6: Make a survey

學生三人一組，其中兩人在一張紙條上寫一個動詞短語的-ing形式，然后兩人交換紙條內容模仿打電話，第三位同學匯報他們的通話內容。

S1: Hello.

S2: Hi. This is S2. What are you doing?

S1: I’m doing the dishes. What are you doing?

S2: I’m drawing pictures.

S3: He’s doing the dishes. She’s drawing pictures.

在學生較熟練掌握“I’m doing...”的用法后，把句子的主語延伸到第三人稱“He’s/She’s doing...”，對知識進行拓展。

Activity7: Let’s sing: What are you doing?

Step4. Work

1. Activity book: Listen and number.

① drawing pictures

② reading a book

③ cooking dinner

④ doing the dishes

⑤ watching TV

2. Do some housework at home.

點評：本堂課主要體現以下幾個特點：

第一，以學生為主體，活動形式多樣化。首先，學生活動形式豐富，有個人、兩人、小組和全班性的，有教師指導性的，也有需要學生獨立或合作完成的。活動均安排在一定的語境和情景中進行，突出了培養學生用英語思考和用英語進行交流的能力。其次，教師在啟發與示范后，能夠把足夠的時間留給學生，讓學生努力實踐與展示自己。學生能夠積極參與討論并有自由發揮的空間，教學效果良好。

第二，注重從知識到能力的轉變，結合學生生活體驗，強調學以致用。在活動中培養學生的交際能力和合作精神。另外，在活動中滲透情感教育。

第三，課堂氣氛活躍，高潮迭起。整堂課掀起了兩次高潮。第一次高潮出現在“聽口令傳盒子”游戲中，在課堂即將結束的時候用歌曲掀起了第二次高潮。

第四，注重學生能力的拓展。在學生較熟練掌握“I’m doing...”的用法后，把句子的主語延伸到第三人稱“He’s/She’s doing...”，對知識進行拓展，為下一課的教學作好鋪墊。

第五，多媒體課件的運用，直觀生動，效果好，能充分調動學生的學習興趣和參與的熱情。