【文章內(nèi)容簡介】 短語ing形式的讀音。課前準備：教師準備各種動詞短語卡片、圖片。教師準備本課時Let’s chant, Let’s learn的錄音帶。教師準備鍋、鏟、電話、碗碟等小道具。教師準備本課時所需課件。教學過程： Step 1 Warmup One Greetings Two Review a、Show the word cards or picture cards，then read or say the words。do the dishescook the meals read a bookset the tabledo homeworkclean the room …… b、Free talk What can you do? Can you cook the meals? Can you clean your bedroom？ ……Step 2 Presentation One Draw a picture on the blackboard and ask：Look!What am I doing？T：Oh！I am drawing pictures。（Show and write the sentence：What are you doing？）Now you can ask me：What are you doing？ Ss：What are you doing？ T：I am drawing pictures。Then do and say。Two Show CAI。Do，say，listen and learn the other words。a、Do the dishes and say：I am doing the dishes。Can you do the dishes？Ss do and T ask：What are you doing？Then practice in groups b、總結：正在做的事情動詞后要加ing。c、讓學生試著給下面所學的動詞詞組加ing。Then learn them。cook dinnerread a bookanswer the phone Three快速反應教師帶領學生做快速反應的游戲。教師說本部分的動詞短語，如：do the dishes, 讓學生說出它的ing 形式：doing the dishes。游戲中，教師注意適時糾正學生的發(fā)音，鞏固動詞短語的同時糾正發(fā)音。Four接力問答教師出示本部分的動詞短語卡片的ing 形式，教師提問 “What are you doing?” 一個學生A看教師的卡片、做動作并回答 “I am….” 隨后讓這個學生A接著問另一個伙伴B “What are you doing?”，B根據(jù)教師手中的卡片來回答問題，回答問題后B接著問C，依次快速看卡片，做動作，回答提問。（A,B,C代表學生）Five說說唱唱教師播放Let’s chant 部分的錄音，學生認真傾聽。再次播放，鼓勵學生跟讀。學生看書自己認讀。分小組練習說唱。展示說唱歌謠情況。Six生活再現(xiàn)教師給學生提供調(diào)色盤，電話，碗碟等小道具，教師問： What are you doing? 引導學生邊做動作邊回答：I am drawing pictures/doing the dishes/cooking dinner/answering the phone/reading a 4 What are you doing? 第一課時教學設計 教學目標： Aim 、說、讀、寫動詞短語的ing形式：drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone。Aim “What are you doing? I’m doing the dishes/….”詢問別人正在做什么并作答。Aim ’s chant部分的歌謠鞏固復習Let’s learn部分的動詞短語和句子。教學重點：本課時需要掌握五個動詞短語的ing形式，能夠理解下一課時的主要句型“What are you doing?”并能用“I am doing the dishes/…”作答。教學難點：動詞短語ing形式的讀音。課前準備：教師準備各種動詞短語卡片、圖片。教師準備本課時Let’s chant, Let’s learn的錄音帶。教師準備鍋、鏟、電話、碗碟等小道具。教師準備本課時所需課件。教學過程： Step 1 Warmup One Greetings Two Review a、Show the word cards or picture cards，then read or say the words。do the dishescook the meals read a bookset the tabledo homeworkclean the room …… b、Free talk What can you do? Can you cook the meals? Can you clean your bedroom？ ……Step 2 Presentation One Draw a picture on the blackboard and ask：Look!What am I doing？T：Oh！I am drawing pictures。（Show and write the sentence：What are you doing？）Now you can ask me：What are you doing？ Ss：What are you doing？ T：I am drawing pictures。Then do and say。Two Show CAI。Do，say，listen and learn the other words。a、Do the dishes and say：I am doing the dishes。Can you do the dishes？Ss do and T ask：What are you doing？Then practice in groups b、總結：正在做的事情動詞后要加ing。c、讓學生試著給下面所學的動詞詞組加ing。Then learn them。cook dinnerread a bookanswer the phone Three快速反應教師帶領學生做快速反應的游戲。教師說本部分的動詞短語，如：do the dishes, 讓學生說出它的ing 形式：doing the dishes。游戲中，教師注意適時糾正學生的發(fā)音，鞏固動詞短語的同時糾正發(fā)音。Four接力問答教師出示本部分的動詞短語卡片的ing 形式，教師提問 “What are you doing?” 一個學生A看教師的卡片、做動作并回答 “I am….” 隨后讓這個學生A接著問另一個伙伴B “What are you doing?”，B根據(jù)教師手中的卡片來回答問題，回答問題后B接著問C，依次快速看卡片，做動作，回答提問。（A,B,C代表學生）Five說說唱唱教師播放Let’s chant 部分的錄音，學生認真傾聽。再次播放，鼓勵學生跟讀。學生看書自己認讀。分小組練習說唱。展示說唱歌謠情況。Six生活再現(xiàn)教師給學生提供調(diào)色盤，電話，碗碟等小道具，教師問： What are you doing? 引導學生邊做動作邊回答：I am drawing pictures/doing the dishes/cooking dinner/answering the phone/reading a My friend and I I’ve got a lovely friend at name is is 12 years old ’m ’s older than ’s 150 cm ’m 148 ’s taller and ’s 43 kg and I’m 41 ’s ’ve got round faces and short my eyes are bigger and my legs are favourite colours are white and like summer both like sports, Saturdays, we play table Sundays, we play ’s good at I do better at table laugh and play happy we are!【要領點評】寫法：這篇作文的題目是“我的朋友和我”。既然寫作范圍是兩個人物，就要筆墨均勻，兩者缺一不可。不能只描寫朋友，也不能只敘述我。這無形中增加了寫作的難度。解決這個難點的關鍵是：找出兩個人幾方面的異同。可以通過常見的年齡、身高、體重、外貌、喜好等方面列舉出每個人的具體實際情況，再進行比較，通過比較突出每個人物的特點。這樣就把人物活靈活現(xiàn)的展現(xiàn)給讀者了。時態(tài)：像此類題目的作文，運用一般現(xiàn)在時即可。句型：因為涉及兩個人的比較，不要忘記使用比較級句型：A+be+比較級+than+B。注意：在列舉兩個人的“體貌、喜好”等方面情況時，應一邊列舉，一邊比較。不要一味指出不同，還要列舉相同之處。兩人能成為朋友，一定有共同語言和喜好，共性不容忽視。在表達喜好時，不同的句型應交叉運用，避免枯燥的重復。例“Our favourite colours are…”，“We like …best”，“We both like…,too”，為突出不同時間做不同運動，用“On Saturdays…”，“On Sundays…”，形成鮮明對比。常使用并列連詞and 和轉折連詞 but，使文章讀起來更流暢。結尾以How happy we are!突出了兩人從友誼中得到的快樂！A Bad Cold I’m not feeling well think I have a bad have a have a nose throat is have to take some medicine and stay in parents will take me to the a bad cold!I hope I can be better I want to go to school.【要領點評】寫法：這篇習作是按照時間順序記敘了得病、病的癥狀、服藥及治療的全過程。寫出了小作者希望快點康復，好去上學的愿望。時態(tài)：這篇文章可以采用一般現(xiàn)在時來寫。如果主語是第三人稱單數(shù)，動詞別忘加s。句型：要用feel 加形容詞，和表示“患某種疾病“的用法have+表示的疾病的單詞。注意：在表示疾病時，可以使用ache,hurt 和sore。不要只用一個單詞，以避免枯燥。要寫出得病后的簡單治療及心情，不能只寫得病的情況。常見病句：My nose is hurt。因為be后面要加形容詞，而hurt是動詞，因此應使用sore；東西放在床上要用on the bed。生病，是臥床不起，應該說stay in bed。表示吃藥時，通過用take some medicine，不用eat。詞匯量要控制在40~60之間。Zoom’s WeekendZoom had a busy Saturday morning, he washed his clothes and went to a did his homework and went fishing on Saturday Sunday morning, he cleaned his room and visited his played football and watch TV on Sunday was too tired.【要領點評】寫法：這篇習作是按時間順序記敘了Zoom的周末活動。時態(tài)：這篇文章可以用三種時態(tài)來寫，由于本單元主要講的是一般過去時態(tài)，所以我們采用一般過去時態(tài)比較合適。句型：主語+動詞過去式+過去時間。注意：活動的相關表達法采用新舊知識結合的方法，但要注意動詞過去式的拼寫。Tom’s HolidayTom went to Beijing by plane on his day he had fun with his went to the Nature saw went ate lots of delicious also took many beautiful will e back home a word, they enjoy their holiday.【要領點評】寫法：這篇習作是按照地點的順序記敘假期里的活動，記敘了假期里去北京做了哪些活動以及對活動的感受。時態(tài)：這篇文章可采用兩種時態(tài)來寫。由于本單元主要講述的是一般過去時的用法，所以這里大部分我們采用一般過去時比較合適。句型：主語+動詞過去式+其他…… 主語+will+動詞原形+其他…… 注意：活動的相關表達法可采用舊知識和新知識相結合去寫，但要注意動詞過去式的變化規(guī)則。例：eat 的過去式為ate，為不規(guī)則變化。A Post Card from John Dear Sarah, This post card shows you a picture from my got Kunming on the first day we visited Stone ’s very love it very Thursday Kathy and I got lost in the asked a policeman for helped us find the Friday we went to a small saw folk dances and ate some fresh vegetables from the enjoyed day we went sh