英语是一门基础学科。怎样才能提高孩子们的学习成绩,让他们对英语学习产生兴趣呢?威廉希尔app 编辑了小学五年级英语教案模板《Unit4 What are you doing?》，欢迎阅读!

一、案例背景分析

1.教学内容分析

在五个动词短语中，do the dishes是五(上)Unit 4要求四会的词组，read a book, cook dinner在五(上)中学过意思相同的两个短语read books和cook the meals，并且属于四会内容。draw pictures , answer the phone 在前几册中也出现过,总之，五个动词短语的前三个对学生来说比较简单。针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略，以此来降低学生理解及表达的难度。

2.教学目标的确定

本节课是五年级下册第四单元的第一课时，五年级下册四、五、六单元的主要内容就是现在进行时，而本节课是学生学习现在进行时的第一节课，因此，对学生接受现在进行时的概念，理解现在进行时的用法显得尤为重要。 针对本节课的特殊情况，既学生第一次接触一种新时态：现在进行时，我确定了三个教学目标。

(1)通过具体而典型的情景，体会现在进行时的用法，能够运用句子What are you doing ? 询问别人正在做什么，并用 I'm ___ing . 这一陈述句来做答。

(2)初步认识现在分词的构成，能够听、说、读、写五个动词短语的 ing形式。

(3)通过说唱Let's chant部分的歌谣，巩固复习 Let's learn 部分的短语和句子。

3.教学重点、难点的确立

(1)本节的重点是掌握五个动词短语的-ing 形式，理解下一节课的主要句型 What are you doing ? 并能用 I am doing the dishes . 来作答。

(2)难点：a、如何引导学生感知、理解现在进行时所表达的含义。

b、动词- ing形式的读音，特别是加 -ing 之后的连读。这不单是本节课的难点，也是后三个单元的教学难点。培养学生流畅的连读，它需要一个过程，需要老师多做示范，逐步引导，充分感知。这不是一节课两节课就能达到的教学目标。

4.教具准备

乒乓球、乒乓球拍、玩具盘子及洗碗布、玩具锅及铲子、一本故事书、语文书、数学书、图画书、电话、词卡、四张图片、记者服、记者证、录音机和磁带。

二、教学过程

Step 1：Warm-up, TPR活动

T: Hello, boys and girls. This class I'll divide you into 4 groups. Group1.2. 3. 4.

T: Before class. Let's warm up. Please follow me. Do as I do.

1.复习动词：(边做动作边说)

eat/ drink/read/ write/ draw/ jump/ run/ swim/ fly(T: Wonderful! Let’s go on.)

2.复习词组：

set the table/ sweep the floor/ wash the clothes./do the dishes./cook the meals./clean the bedroom.

3.sing a song: 《I can help》. 投影出示歌词，老师做动作示范，师生一同演唱。

(设计思路： 在Warm-up 中通过TPR的形式回顾所学的动词，以旧带新，同时也为后面的新授、拓展做一简单的铺垫，目的就是从一开始就将学生带入动词的世界。歌曲《I can help 》中的歌词动作在课前有所熟悉，所以让学生边唱边做动作，进一步复习有关家务劳动的短语，这也是为后面通过Free talk引出do the dishes, cook dinner两个短语所做的铺垫。)

Step 2. Unit 4 What are you doing 的导入及板书。

1.T: Boys and girls. Here’s a ping-pong. Do you like playing ping-pong.(做动作)Please look at me. What am I doing now?(边托球边解释：现在，我正在干什么?)You can ask me: What are you doing?(拿词卡边领读边板书)

2.Ask me together. (师再次托球回答)I am playing ping-pong.(让两生试着托球，师拿词卡I’m ---ing领读、板书。)

3.T: From this class .We’ll learn Unit 4. What are doing?

(设计思路：这一环节即是课题的导入也是现在进行时用法的感知，针对本节课的难点，即如何引导学生感知、理解现在进行时所表达的含义。通过play ping-pong这一正在进行的动作，鼓励学生用What are you doing?来问老师，借此老师教学并板书课题，且初步熟悉其陈述句的表达法I am ___ing.)

Step 3.Presentation

1.Free talk 引出do the dishes.

T: Hello .What's your name?            S1:(回答)

Nice to meet you.

By the way, can you do housework?

What can you do?

Great. You're helpful.

T: Hello. What can you do at home?     S2:(回答)

Good boy/girl. You're helpful.

T: Boys and girls ，can you do housework? Ss: Yes.

T: You're helpful .Please guess what I can do at home. Look carefully.(师做动作，生猜。You can use the sentence:“Can you ---”)

T: Yes, I can do the dishes .Who can write the phrases?(师让一名学生上黑板写词组，写完后老师让学生稍等，然后自己边洗盘子边说:I am doing the dishes now. Please try.)

T: What are you doing?

S: I am doing the dishes.

(板书领读：do add-ing is pronounced /i□/--- doing.

再次板书：I am=I'm(领读，拿盘子准备传)

T: This time, Let's pass the dish one by one, and ask: What are you doing?

(领读3-4遍之后开始传，全体同学一起打着节奏问：What are you doing? 当老师说：Stop时，拿到盘子的同学站起来边洗盘子边说:“I am doing the dishes.”)

(设计思路：由Free talk 引出do the dishes ,由学生熟悉的词组入手，通过传盘子的游戏集体练习、重点突破主句型 What are you doing ?)

2. cook dinner

T:(与最后一名学生对话)You can do the dishes . Can you cook dinner?

S: 如果生回答 Yes, I can.老师就用 T: You’re helpful. Please do an action and say.

如果生回答No, I can’t 老师边做动作边启发鼓励学生T: You can’t? cook eggs, can you? What about noodles?

T:(边让生说cook dinner, 边做动作)师板书 cook dinner

T: It means: cook the meals.

Here’s a pot .Who can ask me with the sentence : (指标题)

T: I am cooking dinner .I am cooking fish. Mmm-Yummy. (板书-ing. Cook add ing is pronounced cooking画连读符号)

T: Now, please cook something and practise in pairs. You can cook eggs. noodle,. tomatoes, potatoes, green beans and so on.

T: Mm----Yummy. SA. What are you doing?

SA: I’m----.(让两名学生一组起来汇报)

(设计思路：当盘子传到最后一名学生，老师问：You can do the dishes . Can you cook dinner?自然引出cook dinner的教学，练习的形式是两人合作，边做动作边练习，在汇报时，老师以故事书作为奖励,并让学生坐下来耐心地一页一页的读，将read a book 引出)