what are you doing说课稿
What are you doing_教案1)
教学设计3. Watch cartoon. 出示短语PPT shows some pictures:(1)picture about dothe dishes.I am do ing the dishes.do the dishesthe sentence: I can dothe dishes.(2) picture aboutdrawing picturesI ’m draw ing pictures.draw picturesThe sentence: I draw pictures Iamdrawing pictures. Teaching:draw picturesdrawing pictures (3) Teaching: reading a book.What are you doing?I ’m reading a book.read a bookSs: say the phrase ：Say the words:draw pictures drawing picturesS1: I am drawing some S2：I am drawing.…Say the words:read a book reading a bookI am reading a magazine. I am reading an English book. …灵活地运用英cook dinner.I am cooking dinner.我正在做饭cook dinnercooking dinner……(6) answering the phoneanswer ing the phone.正在接电话answer the phone answering the phone answer the questionListen and repeat把词组连线Exercises 给词组连线1.do ing dinner2.coo king the dishesPlay game 2•传盒子：同学们一起吟唱what are youdoing?当音乐停止时，拿到盒子的同学从盒子里取出一个纸条，说出短语并做出动作。
Module 4 Unit 1 What are you doing ？(说课稿)外研版(一起)英语
Module 4 Unit 1 What are you doing?教学目标•能够掌握所学动作词汇•能够运用What are you doing? 问句来询问他人正在做什么•能够回答 What are you doing? 问句，表达自己当前正在进行的动作教学重点•What are you doing? 问句和回答•动作词汇教学难点•运用问句和动作词汇来进行对话教学过程导入新知•教师出示图片，引导学生发言：what’s he/she doing? (应该切换男女性别，有动作的图片)，为学生带入新词汇，并激发学生的学习兴趣和思维。
•提示学生与他人交流问题的重要性，What are you doing? 是一种询问动作的方式。
讲解新知What are you doing?•教师出示图片，用What are you doing?问句询问并回答。
•学生模仿教师，轮流进行问答。
•让学生自由操练，互相之间用What are you doing? 问句来询问，用正确的动作词汇进行回答。
Vocabulary-带领学生读一遍新单元的所有动词。
然后逐个给学生介绍每个动作的图片和单词，并教授如何正确发音和运用。
### 小结新知•教师与学生一起检查学生对新词汇和问句的掌握情况。
•教师会任意叫一个学生，要求他使用 What are you doing? 问句，询问另一个学生正在做什么，并用适当的动作词汇回答问题。
课堂练习•学生进行两两操练，并相互检查提醒对方，并获取教师的指导和纠正课后作业•要求学生在家中找到五张人物带动作图片，并用 What are you doing? 问句和正确的动作词汇写下所见，并准备在下一课时展示。
总结•本节课重点为教授问句 What are you doing? 和相关的动作词汇，以及如何进行简单的对话，对于学生的口语练习和词汇掌握有着重要的作用。
英文版What are you doing 说课稿
Unit 4 What are you doing?Part A Let’s learn Let’s playThe first primary school：Ao Tian yanGood morning everyone:Today my topic is What are you doing?It’s from Grade five Unit four:Part A,lesson one.Then I will start my topic from the next six aspects: First: Textbook Second: The aim of the lessonThird:Teaching method Fourth:Guidance on learning methods Fifth:Teaching steps Sixth: Blackboard designFirst:Textbook1、The position and the role of the text book.This class is from Unit4,lesson1.It’s centre on:What are you doing? The core topic of teaching activieies,The topic is an important part of the prinmary school English daily communication,it’s indispensable of the whole primary school English system.It is not only close to the practice of the students’life and full of strong practical and interesting,the students easy to accept and grasp.I will use the verbs and verb phrases that we have learned as an entry point,then I will teach the students learn the present participle of the verbs and practice the dialogue communication,it will provide topics and contexts for behind the course and laid a good foundation for students’learning.2、Analysis of the teaching contentsThis lesson is the first class of students to learn the present continuous tense.The students were requested can listen、speak、read and write the five phrasal verbs of ing form.The students were asked to use the sentence pattern:What are you doing?I’m doing the dishes---and so on and ask what others are doing and answer.Then in the five phrasal verbs ,We have learned do the dishes 、read a book and cook dinner,and they were requested listen\speaking\reading and writing.draw pictures and answer the phone have appeared in the textbooks,but for students they are much difficult than the others three phrasal verbs.For this situation,I use from easy to difficult,from the old knowledge to practice the new sentence pattern teaching strategies,in order to reduce the difficulty of students understanding and expression.Second:The aim of the lesson.The new English curriculum standard pointed out: Basic education stage the overall goal of English course is the students' language knowledge, language skills, emotional attitudes, learning strategies, and based on the development of cultural awareness, cultivate students' comprehensive language using ability.Based on the above understanding,the analysis of the teaching content and the basic characteristics of the teaching material,I confirm this class the teaching goal as the following goals in three dimensions:1、The knowledge and the skills:①The students can listen、speak、read、write the ing form of the verb phrases:drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone。
Module 4 Unit 1 What are you doing(说课稿)-2022-2023学
Module 4 Unit 1 What are you doing（说课稿）一、教学背景本节课是2022-2023学年英语二年级下册的第四模块第一单元，教材为外研版（一起）。
本单元主要通过让学生学习“what are you doing”相当于“what are you making”、“what are you eating”、“what are you reading”等用法，帮助学生学会询问别人正在做的事情，并回答自己正在进行的活动。
二、教学目标1.了解问询别人正在进行的活动的用语。
2.学会回答自己正在进行的事情，并在此基础上，进行日常交际。
3.学会用简单的句子来描述正在进行的活动，提高学生的语言表达能力。
4.通过课堂互动和多角度的练习方式，培养学生的听说能力，提高交际能力。
三、教学重点和难点1.教学重点：帮助学生学会问他人正在进行的事情，并复述他人说的话。
2.教学难点：让学生在语言交流中习惯询问和回答别人正在做的事情。
四、教学过程1. 导入新课（5min）通过图片和视频，引导学生了解“doing”一词的意思，并鼓励他们在教学中多用这个词汇进行表达。
2. 短语梳理（10min）现场梳理生单元所涉及到的五个短语：Reading a book, playing computer games, drawing pictures, doing homework, and watching TV。
让学生对这些短语熟悉起来。
接下来，根据学生的英语水平，简要地解释一下如何使用这些短语，例如，当我们问别人“what are you doing？”的时候，对方可能回答“playing computer games”。
预计用时5分钟。
3. 情境扮演（15min）在这部分，老师将学生分为两组，模拟一些与本节课相关的情境。
比如：情境1： Jack正在读一本有趣的书，Tim跑过来想要知道他正在干嘛。
情境2： Lily正在画一幅漂亮的画，Tom走到她面前询问她在做什么。
what are you doing 说课稿
what are you doing 说课稿whatareyoudoing说课稿一、说教材(一)教材地位、作用本课内容就是unit4whatareyoudoing?.本单元的核心教学内容就是“现在展开时”，主要自学句子whatareyoudoing？i’m?.whatishe/shedoing?he/sheis?.本单元发生了五个词组，都就是动词的现在展开时态。
今天这一课就是第一课时。
所以今天的内容主要就是呈现出并训练五个词组，顺带融合句型展开交际活动。
(二)教学目标教学目标是教学活动的出发点和归宿，根据新课标以及大纲要求，结合以上分析，我确定本课的教学目标如下：1、认知目标：（1）能够恰当听到、说道、念、写下词汇drawingpicturesdoingthedishescookingdinnerreadingabookansweringthephone（2）正确听、说、读、句型whatareyoudoing？i’m?.whatishe/shedoing?he/sheis?.2、能力目标：（1）培育学生的观察力，分析能力。
（2）培育学生的缔造能力、发展学生个性。
3、情感目标：（1）激发学生的学习兴趣，提高学习的积极性。
（2）唤起学生的参予意识，综合运用语言科学知识的意识，团结合作的意识。
（三）教学重点：能正确听、说、读、写词汇drawingpicturesdoingthedishescookingdinnerreadingabookansweringthephone（四）教学难点：正确运用人称代词进行交流。
二、说教法、学法爱因斯坦曾说道过：“兴趣就是最出色的老师”.因此，英语教学一已经开始，就应特别注意培育学生对这门学科的兴趣，维持猛烈的好奇心和强劲的求知欲。
这就建议我们教师使用灵活多样的教学法，唤起学生的自学兴趣，充分调动他们自学的积极性。
所以，我使用情景法、多媒体辅助教学法、交际法等展开教学。
人教版小学英语全英说课稿Unit4What-are-you-doing
Unit4 What are you doing?Good morning my respectable judges and teachers! I’m NO._______.very glad to meet you here!What I am going to talk about is Unit4 What are you doing? partAPART I :Analysis of textbookpartA in unit4 will take three periods, and today I’ll talk about the first periodFirst:status and functionFrom this lesson on the Ss begin to contact a new tense“present continuous”.Therefore this lesson is a very important one in Book five.It will be helpful to make the Ss learn the rest of this book.Such a topic is related to daily life, it is not only close to the life of the Ss, but also pracitcal, interesting and easy to accept and grasp for Ss.So it is helpful to raise learning interests of Ss and improve their spoken English.Second: Analysis of SsThe Ss have learn English for more than two years so far.They have learned some phrases that appeared in this lesson before.The Ss have taken a great interest in English now.Third: Teaching aims and demands1.Knowledge objectsTo be able to listen, speak,read and write the new words:“doing the dishes”“cooking dinner”“reading a book”“drawing pictures”“answering the phone”To be able to use the sentence pattern“What are you doing?”to ask.And to use the sentence pattern“I’m…”to answer2.Ability objects(a)To develop the Ss’ abilities of listening, speaking, reading and writing(b) To train the Ss’ ability of working in pairs.(c) To develop the Ss’ abilities of communication by learning the useful structures.3.Emotion objectsTo enable the Ss to love doing housework and love lifeFouth :Important points and difficulties in this lessonImportant points:(a) To master the five verb’s –ing form,(b) Grasp the sentence pattern:“What are you doing?”and the answering sentencepattern of it:“I’m…”Difficult points:(a): The pronunciation of the verb’s –ing form.It is not only the difficult points of this lesson, but also of the rest of this book.PART II: Teaching methodsmunicative teaching method2.Task-based teaching method.Ss may learn more effectively when their minds are focusedon the task, rather than on the language they are using3.The game teaching methodAs we all know: the main instructional aims of learning English in the primary School is to cultivate students’abilities of listening and speaking, and their good sense of the English language.So in this lesson I’ll mainly use “Communicative”teaching method, “Task-based”teaching method and “the game”teaching method.That is to say, I’ll let the Ss to get a better understanding of the key sentence.I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out and have a competition.PART III: Studying methods1.Teach the Ss how to be successful language learners.2.Let the Ss pass \"Observation—Imitation—Practice \" to study language.3.Teach the Ss how to master dialogues and how to communicate with others.PART IV: Teaching procedureStep1. Warm-up1.Play the song in the part“Let’s chant”Let students follow the music to sing and do the actions .T: Before class.Let's warm up.Please follow me.Do as I do.Step 2.Presentation1. Show the new word “do the dishes”by free talkT: 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.You can use the sentence:“Can you ---”T: Yes, I can do the dishes .Who can write the phrases on the Bb?After the Ss writing on the Bb, I’ll do the action and say to the Ss “I am doing the dishes now” you can ask me“What are you doing?”the Ss will say togetherT: 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）After leading 3 or 4 times,I’ll sayT: This time, Let's pass the dish one by one, and ask: What are you doing? With claps2.When the dish pass to the last Ss,I’ll askT：You can do the dishes .Can you cook dinner?S: Yes,I can.T: You’re helpful.Please do an action and say.Then I’ll write the phrase“cook dinner” on the BbHere’s a pot .Who can ask me with the sentence :（指标题）What are you doing?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.Let’s have a competition, who can do the most foods3.to the winnerI will say”Wonderful.Please come here.This is for you”Please sit on the chair and read it.When the student read the book , I’ll write “read a book”Then I come to the Ss and askT:（师蹲下去问）What are you doing?Please add-ing and try to read it.（师画连字符号）Who can help her? Wonderful.In this way I’ll lead the phrases “drawing pictures”“answing the phone”Step 3 pr actise1.look at the blackboard and read after me .（do---doing---doing the dishes）2.Let’s chant.sing with the song and do actions againy a guessing game.Show the pictures to the Ss little by little, and find out who is the first to get it.Step 4 homeworkLean to do one kind of housework if you cannt do now,will have a survery next time.So much for this , thank you very much。
What are you doing说课
二、说教法、学法
• 1、说教法：以“学生为主体，教师为主导”的思 想为中心。
• 2、说学法：让学生“在乐中学，在玩中学，在演 中学”。
三、说教具
• 依据英语教学的直观性、趣味性、实 践性的教学原则，结合合作学习和任 务型教学的新理念，我充分利用图片、 实物、多媒体课件等进行教学，让学 生更加直观、形象的感受新知识。
3、Let ’ s chant
• What are you doing? • I’m doing the dishes. What are you doing? • I’m drawing pictures. What are you doing? • I’m reading a book. What are you doing? • I’m cooking dinner. What are you doing? • I’m answering the phone.
(I’m)
[ɪŋ]
I am reading a book
I am cooking dinner
I am doing the dishes
I am answering the phone
3、游戏：快速反应
• 教师说以前学过的动词短语，学生用 最快的速度说出它的ing的形式。
• T:do the dishes • S:doing the dishes • T:What are you doing ? • S:I am doing the dishes.
五、写板书设计
• What are you doing?
I am
doing the dishes. cooking dinner. drawing picture. reading a book. answering the phone.
小学五年级上英语说课稿-《Whatareyoudoing》
小学五年级上英语说课稿-《Whatareyoudoing》各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢[编辑推荐]如何才能帮助学生提高学习效率，如何才能从应试教育真正的转变为素质教育呢?中国（）小学频道为大家准备了小学五年级上册英语说课稿，希望能帮助大家更高效地学习!一、说教材Unit4whatareyoudoing?的主要内容是描述自己或他人正在什么等。
结合本课时的教学内容，借助“任务型”教学方法，采用各种各样的教学手段将听、说、读、写、演、唱等融为一体，激发学生学习英语的兴趣和愿望，使学生在通过小组的合作学习中体验成就感，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。
结合新课程标准和英语课程总体目标，我将本课时的教学目标设计如下：说目标知识目标：1、能够听、说、读、写动词短语的ing形式：drawingpictures,doingthedishes,cookingdi nner,readingabook,answeringthephone。
2、能运用句子“whatareyoudoing?Iamdoingthedishes/…”询问别人正在做什么并作答。
说重点、难点：1、教学重点：掌握五个动词短语的ing形式。
2、教学难点：动词短语ing形式的读音。
二、说教法、学法a、说教法遵循“以学生为主体，教师为主导”的思想，我充分利用卡片和多媒体，把情境教学法、TPR教学法和任务型教学法有机地结合，让学生在轻松、愉快的学习氛围中习得语言知识和技能。
b、说学法通过创设相应的学习情境，引导学生在和谐、兴趣盎然的氛围中积极参与、学习。
主动模仿，积极参与活动，合作与交流，在乐中学，在玩中学，在演中学。
三、说教具的安排和使用依据英语教学的直观性、趣味性、实践性的教学原则，结合合作学习和任务型教学的新理念，我充分利用图片、实物、卡片、多媒体等进行教学，让学生更加直观、形象地感受新知识。
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说课内容
• • • • • பைடு நூலகம் 说教材内容 说教学目标 说教学重难点 说教法和学法 说教学过程 说板书设计
一、教材内容
本节课是学生学习现在进行时的第一课时，要求学生能 够听、说、读、写五个动词短语的ing形式 。 并能运用 句型 “What are you doing? I’m doing the dishes/….” 询问别人正在做什么并作答。那么在这五个动词短语当 中，do the dishes是五年级（上册）Unit 4要求四会的 词组，read a book, cook dinner在五年级（上册）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 和 answer the phone 在前几册中也出现过,总之，这五个动词短语中的 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。
三、教学重难点
• （1）本节课的重点是掌握五个动词短语的ing 形式，理解主要句型 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。
三、教法和学法
• 本节课我坚持以话题为核心，以功能、结构为 主线，以任务型活动安排本课教学。在本课中， 我努力以课标为指导，以活动为方式，变课堂 为乐园。让学生在真实的情境中体验、合作、 交流，通过“打电话”把所有的新知识融合串 联起来。坚持“词不离句，句不离章”的教学 原则，使学生以生活为课堂，逐步提高学生的 综合语言运用机能，形成自主学习的能力。
二、教学目标
• ① 知识与技能目标： • 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 ；并通过具体而典 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 doing the dishes/…. 这一陈 述句来做答；通过说唱Let’s chant部分的歌 谣巩固复习Let’s learn部分的动词短语和句子。 • ②、过程与方法目标：培养学生良好的英语学 习策略和综合运用语言的能力。 • ③、情感态度与价值观目标：培养学生热爱做 家务活的美好情感，增强学生生活的自理能力。
五、教学过程
• • • • 1、复习中活跃课堂（利用歌谣等形式） 2、情景中感知新授（简笔画，做动作） 3、游戏中巩固新知，突破重难点 4、反馈收获，深化运用
六、板书设计
• 根据本节课内容设计板书，突出重难点。