五下 unit4 b read and write
一、教学三维目标：
1、知识目标：听说读写句型
a. grandpa is writing a letter.
b. brother is doing homework.
c. mom is cooking dinner in the kitchen.
d. he’s writing an e-mail in the study. ”
2、能力目标：用“mom is cooking dinner in the kitchen.”等句子介绍家人正在做什么。
3、情感目标：让学生养成爱劳动的好习惯。
二、教学重点与难点:
1. 重点是掌握句型：mom is …in the …的书写。
2. 用本课所学内容完成接听电话的任务是重点也是难点。
3. “how’s everybody doing? just fine.”是教学难点也是新语言。
三、教具准备:
彩笔、课件、练习题
四、教学过程
1. preparation 准备活动
1）、自我介绍: hello! boys and girls, i’ m miss yao. i’m from hu yang. i’m very happy to have this class with you. boys and girls, nice to meet you.
what can you do ？ what are you doing 与学生充分交流了解学情。
2）、let’s chant， ok？ stand up, please. clap your hands, let’s chant:
grandma is cooking, cooking noodles;
sister is listening, listening to music;
mom is writing, writing an e-mail;
dad is reading, reading the newspaper.
给学生分组：you’re good. you’re group a. you’re good too. you’re group b . 将彩旗给每组插好。
3）看图猜句子
课件出示几组人物图片 让学生猜猜谁在什么地方做什么。
boys and girls let’s play a game: look the pictures and guess who is doing what in where.学生在出图片内容。教师订正并让学生齐读句子。
2. pre—reading阅读前活动
1)、学习how’s everybody doing? just fine
在学生读完后，出事所有图片 问学生：how’s everybody doing? 慢速的读两遍。问学生每个人都在干什么呢？板书并领读。问学生who can ask me？学生问完教师用just fine回答并领读，开火车训练。问学生：how’s everybody doing?用he/she is doing....介绍学生的动作
3. in – reading 阅读中活动
1) general reading略读
课件出示uncle larry的头像。ask: who is he? 并告诉学生：he is uncle larry.
t: uncle larry wants to speak to mike, now open your books, read this passage in silence (默读), and find out : how many people are there in mike’s family? (课件出示问题)
read this passage and choose.
(快速默读对话，找出答案.)
判断题
⑴、how many people are there in mike’s family?
a 5 b 7
⑵、detailed reading细读
t: we know there are five people in mike’s family. what are they doing?
⑶、read the dialogue again, and answer questions (课件一个个的出现问题)read and answer:
(大声朗读对话,划出答案,小组内读一读.)
1、what is brother doing?
brother is doing homework.
2、 what is mom doing?
mom is cooking dinner in the kitchen.共3页，当前第1页123
3、what is dad doing?
dad is writing an e-mail in the study.
⑷、read and write 读写
t: boys and girls, please read the dialogue loudly. and finish the sentences, you can find the answers, draw lines then write it on your english book.
let’s see whose is best .
read and finish the sentences:
(读对话看图完成句子。)
1、grandpa is writing a letter .
2、brother is doing homework.
mom is cooking dinner in the kitchen . dad is writing an e-mail in the study.
mike is cleaning the room.
⑸ 、listen to the tape.
t: look at the tv listen carefully and repeat.
⑹、read aloud朗读
read and act in the group. read aloud please.
4. post –reading 阅读后活动
1）、分角色朗读和表演 ，教师先示范。
让小组同学分角色朗读语篇，然后表演对话。
2）、play a game: 打电话的游戏。
老师和学生先做示范，进行打电话，并给学生充足的时间去准备，小组分工合作 。
a：hello
b：: hello! this is __ ____。how’s everybody doing?
a: just fine is
a：can i speak to __ ___ please?
b: sure, hold on, please. she /he is————
there ‘s a call for you.
c；i’m coming .who’s that ?
a:
c: thank you
5. progress提高发展
1）读短文，根据短文内容判断正误，正确的画“√”，错误的画“×”
today is sunday, mike’s family are all at home. his father mr. black is reading a book in the living room. his mother is cook dinner in the kitchen. his brother tom and his friend john are playing chess in the bedroom. his grandpa and grandma are watching tv in the living room. where is mike? oh, he is in the study .he’s writing an e-mail.
( )1、mike’s two brother are playing chess in the bedroom.
( )2、mike is writing an e-mail in the study.
( )3、mr. black isn’t in the study.
( )4、there are three people in the living room .
( )5、there are 7peop
2)、小结
let’s chant:
grandpa is writing， writing a letter.
brother is doing ，doing homework.
mom is cooking, cooking dinner in the kitchen.
he’s writing, writing an e-mail in the study.
3) 、homework
① 、remember the sentences.
② 、make a family album（相册）.
板书设计
unit4 what are you doing?
b read and write
how’s everybody doing?
just fine.共3页，当前第2页123
grandpa is writing a letter.
brother is doing homework.
mom is cooking dinner in the kitchen.
dad is writing an e-mail in the study. ”
五下 unit4 b read and write教学反思：
XX年4月12日，我参加了费县教育局举行的小学英语讲课比赛讲课.内容为小学英语五年级下册第四单元what are you doing? b read and write.本节教学目标是用“mom is cooking dinner in the kitchen.”等句子介绍家人正在做什么并掌握四会句子的书写。
重、难点是让学生能用“mom is cooking dinner in the kitchen.”等句子介绍家人正在做什么掌握。mom is …in the …的书写；用本课所学内容完成接听电话的任务是重点也是难点；“how’s everybody doing? just fine.”是教学难点也是新语言。
由于是新学生，所以我先与学生进行了简单的对话拉近与学生的距离。接着用明快的chant形式激发学生兴趣，同时也营造了浓郁的英语学习氛围
在把握重难点句型上我利用看图猜句子积极的游戏让学生掌握重点，当学生会说谁在什么地方干什么的句型mom is …. in the …时我利用刚用过的图片引出单难点句型how’s everybody doing? just fine.”的教学以此化解难点，水到渠成形象直观的帮学生排除了阅读障碍。同时我还紧跟上了操练，使得对how’s everybody doing? just fine.难度系数降到最低。
阅读环节：第一遍略读，设置了how many people are there in mike’s family?这个问题，让学生带着这个简单的问题进行快速阅读，通过阅读了解文章的大概内容，给学生自信。细读环节，设置并用课件呈现出了三个问题” 的问题，让学生理解课文主要内容和细节信息，给学生一些比较深度思维的问题检测理解程度，培养学生获取信息的能力。及时板书让学生把握重点句型。第三遍阅读，落实到写。通过完成书上的完成句子检测学生的写以及对内容的进一步理解和掌握情况，阅读时要求学生对难点信息勾画，培养学生的合作学习的意识。
经过三遍阅读，学生对课文比较熟悉，在听音正音环节听读是为了培养学生的语感，以及模仿语音，语调的能力。小组阅读环节通过大声朗读增强学生的语感，培养朗读能力，在这里采用小组合作的方式来进行。巩固提高环节我设计了分角色朗读和小组活动两个活动。让学生在大声读中感知语言也能进一步理解语篇，同时也是对学生认读的再检测。表演对话也是为后面的语言拓展打基础。
小组活动让学生利用本课所学语言进行打电话活动，属于说的拓展。通过以上两个活动使学生熟练掌握所学知识。接着通过检测掌握学生情况。利用唱英文歌曲的形式对本课内容进行小结。作业设置了制作家庭相册使所学内容得到了课下的延伸。
单本堂课也存在了大量的不足之处：一、环节与环节的过渡上还明显的不够好，语言不够精炼。一些知识完全可以放手让学生自己去攫取，自己可以稍加引导或点拨即可。二、上课过程中漏了好几个地方：如细读环节中i’m coming , who’s that? 没有解决：前三遍阅读时间不充分，并且没有关注学生的书写；让学生分角色朗读时角色分的不是很明确；游戏环节没有给学生充足的时间准备。三、课堂机智不够灵活：课件中不知怎么了删除的内容替换了正确的内容课前没用进行检查，课上也没有在课堂上改正。
总之，缺点不少。但通过自己的亲身体验，确实也锻炼了自己。使自己的业务能力与教学水平直线上升。在以后的工作中，会再接再厉。