广东版四年级上册Unit 7 Working or Playing -Lesson 2-ppt课件-(含教案)--(编号：60860).zip

Story What are you doing? I am Are you Yes, I am. No, Im not. Are they Yes, they are. No, they arent. Is she/he Yes, she is. No, she isnt. How to add ing(把下面的动词变成把下面的动词变成ing形式形式 ) 1.paint_ 2. shout _ 3. write_ 4.sleep_ 5.study_ 6. dance_ 7.talk_ 8.cut_ 9.exercise_ 10.run_ 11.play_ 12.swim_ paintingshouting writing sleeping studying dancing talkingcutting exercising running playingswimming What are they doing? Can you see Tony,Jenny or Gogo? Where is Tony ? What is Tony doing? .Story.swf Thump! Thump! Thump! 1.What are Tony and Jenny doing? 2. Whats Dad doing? 3. Is Gogo dancing? Answer the questions. .Story.swf Answer the questions. What are Tony and Jenny doing? Theyre playing. Whats Dad doing? Hes working. No. Hes exercising. Is Gogo dancing ? (Thump! Thump! Thump) : Tony! Jenny! What are you doing? : Were playing. : Whats Dad doing? : Ssh! Hes working. : Is it Gogo? : Are you dancing? (Thump! Thump! Thump) : No, Im not dancing. Im exercising. Tony! Jenny! What are you doing? Thump! Thump! Thump! Were playing. Whats Dad doing? Shh! Hes working. Thump! Thump! Thump! Is it Gogo? Are you dancing? No,Im not dancing. Im exercising! working playing exercising lets act( 角色扮演）角色扮演） Homework 1. Read the story. 2. Act out the dialogue in group. 分小分小 组表演对话。组表演对话。 1 一、教学内容一、教学内容: : 1、Book4 Grade 4 Unit7 P50 Story 二、教学流程图二、教学流程图: : 三、教学目标三、教学目标: : 1、知识目标 （1）Students are able to understand present tense. （2）Students are able to understand the story. （3）Students are able to recognize the words : Working, dancing. exercising etc. 2.技能目标 （1）Students are able to ask about and describe present actions correctly. （2）Some good Students area able to retell the conversation. The poor students are able to act or read the conversation. 3、策略目标： (1)Students are able to learn to use the new language points to describe present tense. (2)Students are able to take part in the activities in class. 歌曲复习并热身 导入新知识 呈现课文内容 巩固并拓展 复习 Book4 Unit2 What are they doing? 这首 歌曲，既可以复习旧知识，活跃课堂气氛， 也能让学生尽快投入到本节课所学的内容。 通过创设情境，启发学生思考，进而引 出课文内容 通过分角色表演，激发学生学习英语的兴 趣，培养他们的自信心和成就感，并把所 学的知识学会运用。 总结学习内容，布置作业，小组评价反馈。 总结 从听看读说，让学生充分了解、 读懂课文内容，并掌握本节课的重点： 现在进行时态。 2 (3)Students are good at communicating with others. 4.情感目标 (1) Inspire the students to tackle the vocabulary and use what they learnt to communicate with others. (2) To develop students interests of English reading. (3) To strengthen the students consciousness of cooperation. 四、教学重点：四、教学重点： (1)Students are able to comprehend the story and the present tense. (2)Students are able to ask about and describe present actions. 五、教学难点：五、教学难点： (1) Students are able to ask about and describe present actions by using the present tense. (2) Students are able to master the skills of reading. 六、教学策略：六、教学策略： 1、教学方法：本节课采用情景教学法、活动教学法和任务教学法。在教学 中运用情景教学法，能让学生融入语言得情景中去学习语言和运用语言，既激 发孩子们的学习兴趣，突破本节课的重点，也教会孩子基本的集中注意力的学 习策略；同时，也运用了活动教学法增强孩子的自信心，使孩子获得成就感。 采用任务教学法，使孩子在任务的履行过程中，达到学以致用的目的，突破了 本节课的难点。 2、辅助手段：多媒体课件 3、准备材料：图片。 七、教学过程：七、教学过程： Step1Step1 WarmWarm upup andand review(review( 3 3 minutes)minutes) 3 1.Sing a song from Book4 Unit2: What are they doing? The teacher shows the flash ,students do actions and sing together. 【设计意图】这首歌来自开心学英语四年级上册的 Unit2 What are they doing?通过唱这首歌，使学生回忆起学过的有关知识，既能复习到旧知识，也 能调动学生的情绪，使学生更好地进入学习状态，更快投入到本节课的学习内 容。 2. Play a guessing game. 【设计意图】 通过游戏，让学生回忆起学过的有关现在进行时的表达方式，既 引起学生学习和复习旧知识的作用，又为下一步学习课文作了铺垫。 Step2Step2 Lead-inLead-in ( ( 4 4 minute)minute) 1.Create a situation: Its Sunday. Many people are in the park now. What are they doing? Have Ss look at the pictures and answer the questions. Then the teacher asks: “But can you see Tony, Jenny and Gogo in the picture? Where are they now? 【设计意图】通过这种方式引入，很自然地使孩子们想知道 Tony, Jenny 和 Gogo 现在在哪里，自然进而引出课文的内容。 Step3Step3 PresentationPresentation (18(18 minutes)minutes) 1.Watch the story without words: After watching the story, have individual students answer the question：Where were Tony , Jenny and Gogo？ 【设计意图】在四年级所学的基础上，让学生初步听对话，整体感知课文内容， 使孩子们初步了解到 Tony, Jenny 和 Gogo 在哪里。 2. Watch the story with words: After watching the story, have individual students choose the correct answers. 1. What are Tony and Jenny doing? They are _.2. What is Dad doing? Hes _.3. What is Gogo doing? Hes _. 【设计意图】这次听对话,让学生进一步整体感知课文内容，教师提出更深层的 问题，让孩子选择正确的答案。 3.Have Ss listen to the story again and try to remember the sentences. Then have students read the story after the computer. 【设计意图】通过跟读，既能进一步巩固所学的内容，又能为下一步 Read in role 和 role play the story 做好铺垫。 4. Have Ss role play the story in groups. Then ask some groups to come to the platform and show their performance. 【设计意图】这一环节通过孩子们的 Act in role，让孩子们通过分角色的扮 4 演进一步巩固所学的内容，同时让学生在分角色扮演的过程中体验运用英语的 成功乐趣，从而培养学生学习英语的自信心和兴趣。 5 5. Read in role: The Ss read the story in role with the teacher. 【设计意图】通过学生与教师分角色赛读的方法，教师的参与更加激发了孩子 们参加的热情。它不但进一步提高孩子们学习英语的兴趣，同时也营造了和谐 的师生关系。 Step4Step4 ConsolidationConsolidation andand ExtensionExtension (13(13 minutes)minutes) 1. Have Ss read a passage about the story and then retell the story in groups. 【设计意图】通过让学生在小组内复述故事，进一步锻炼学生说的能力。 2.Make a chant about the story and have Ss chant together. 【设计意图】通过让学生唱歌谣，进一步巩固所需的故事内容，并让学生通过 歌谣的形式记住故事中主要的人物正在做什么。 3.Have Ss watch a video about Gogos friend. Then have Ss answer the questions. 【设计意图】通过有趣的视频，让学生了解 Gogo 的朋友正在做什么，进一步巩 固现在进行时的用法。 4.Extension: （1）In the story, Gogo is exercising when dad is working. Is Gogo right? 【设计意图】通过 Gogo 在大声地锻炼而爸爸正在工作，让学生理解只顾自己而 影响到别人是不好的，起着思想教育的作用。 （2）Have Ss think of the ending of the story. 【设计意图】通过让学生站在 Tony 和 Jenny 的角度想问题，学生续编对话， 启发了学生的思维。 Step5Step5 SummarySummary andand homework(homework( 2 2 minutes)minutes) 1. Summary: Lead the students to summarize what they learnt in this class. 【设计意图】通过让学生总结，既能再一次全面巩固所学的知识，又培养学生 的总结能力。 2. Homework: (1) Listen to the tape and read the story. (2) Act out the dialogue in group. 分小组表演对话。 八、教学检测：八、教学检测： 在学完 Unit 8 以后，我们就会对本单元进行针对性的小测，学完整个大单元 6 Unit 5Unit 8 以后，我们将进行单元综合检测。 九、板书设计九、板书设计