《What Are You Doing》教案范文模板
《What Are You Doing》教案范文模板
一个好的教学设计是一节课成败的关键，要根据不同的课题进行灵活的教学设计。首先对每一个课题的教学内容要有一个整体的把握。下面就是小编给大家带来的《What Are You Doing》教案，希望能帮助到大家!
《What Are You Doing》教案(一)
教学目标
从听、说、读、写四方面掌握本课粗体句型“ Grandpa is writing a letter. Brother is doing homework. Mom is cooking dinner in the kitchen. He’s writing an e-mail in the study. ”
能够听懂、会说、认读Read and write部分的内容。
教学重难点
教学重点：写四方面掌握本课粗体句型“ Grandpa is writing a letter. Brother is doing homework. Mom is cooking dinner in the kitchen. He’s writing an e-mail in the study. ”
能够听懂、会说、认读Read and write部分的内容。
教学难点 ：
接听电话的任务是本课时的难点。
教学过程
口语练习
教师鼓励学生将所学知识综合在一起，编成对话或介绍图片等。如：
Hello. This is Tina.
Hello. Can I speak to Mary, please?
She’s doing her homework. Please hold on.
Thank you.
There’s a call for you.
活动二：歌谣演唱
教师播放B部分的歌谣录音，师生共同跟录音演唱。
2、Review (复习)
活动三：复习旧知
教师找同学读读Let’s talk部分的内容。
让学生表演Let’s talk部分的对话。
让学生换上伙伴的名字或自己家庭成员进行对话。
3、Presentation (呈现新知)
活动四： 读读贴贴
教师出示短语卡片，全班学生齐读。之后，请第一组学生代表将短语卡贴到相应的动作图片下，贴的同时第一组其他组员共同说出一个句子，如：He’s writing an e-mail.，接着由第二组代表贴图说句子，第二组组员说句子，依此类推，直至各小组都进行过。
活动五： 加句子
学生五至六人一组，第一个学生说一个描述家庭成员在做某事的句子，如：Mom is
in the kitchen. ，第二个学生先重复前面学生说的句子，然后再说一个不同的句子，如：Mom is cooking in the kitchen. Dad is reading a newspaper in the study.，依此类推。
活动六：读读写写
教师播放Read and write部分的录音，学生认真听，之后凭借记忆复述听到的句子或词语。
教师再次播放，学生跟读。
教师问一名学生：How are you? ，学生作答后教师板书：How are you doing today? How are you? How are you doing? 用手势和动作告诉学生三个句子意思相同，并划个大括号，最后，板书 Just fine. 。教师在用三种方法向学生提问：“How are you doing today? How are you? How are you doing?”引导学生回答：Just fine. 。教师板书everybody 并带读，教师问一名学生：How’s everybody doing? 提示everybody一词的含义，引导学生理解，并作答在学生理解的基础上，教师请学生合上课本，判断下面句子的对错：
Mom is cooking dinner in the kitchen.
Dad is writing a letter in the study.
Grandpa is reading newspaper.
The boy is doing homework.
Brother is cleaning the room.
完成Finish the sentences 的活动。
教师指导学生书写四会句子，看谁写得又快又好，包括：“ Grandpa is writing a letter. Brother is doing homework. Mom is cooking dinner in the kitchen. He’s writing an e-mail in the study. ”。
4、Let’s play (趣味操练)
活动七：听力判断
教师指导学生完成教材P53 的Let’s check的练习。录音内容如下：
Hello, Amy. This is Aunt Cathy. How’s everybody?
Everybody is busy. I am doing homework. Mom is cooking dinner. Dad is reading a book. Sister is writing a letter.
Can I speak to your mom, please?
Sure. Hold on please.
Question:
What is Amy doing?
What is her mother doing?
What is her father doing?
What is her sister doing?
活动八：星期天早上
师生一起归纳本单元的动词短语ing形式，并写在黑板上，如：cooking dinner, cleaning the bedroom, washing clothes, doing the dishes, writing an e-mail 等。教师简单介绍背景：It’s Sunday morning. Everybody is busy. What are they doing? ，让学生拿出自己家庭成员的照片，一边介绍一边把照片贴在对应的短语旁，如：Mom is washing clothes.
活动九：胡乱搭配
每名学生准备三张纸，在三张纸条上分别写上自己的名字，正在做的动作和一个方位词，如：Amy, watching TV, in the desk 。学生将自己的三张纸分别放在三个盒子里。每名学生任意从三个盒子里分别抽取一张纸条，根据纸条的内容说一句话，如：Amy is watching TV in the desk.，看谁的句子最有趣。
5、Consolidation and extension (扩展活动)
活动十：组内表演
学生6人一组，每3个人扮演一个家庭，两个家庭背对背站好。游戏开始，每个家庭的第一个学生手拿一张纸卷成的模拟电话听筒，开始打电话。其他学生分别任意做一个动作。一名拿模拟电话听筒的学生说：Hi. This is …. Can I speak to …, please?，对方家庭接电话的学生根据被点名的学生正在做的动作作答：Sure. He/She is …. Please hold on. 然后将模拟电话听筒传给被点到名字的学生。依此类推，直至每名学生都接过电话为止。
活动十一：练一练
做本单元B Read and write 部分的活动手册第38页的配套练习。
教师讲解题目要求。
教师播放录音，做Listen, read and write 部分的练习。要求按所听内容填空。
再次播放，让学生纠正填空内容。
鼓励学生自己读读所写句子。
Homework
1.背诵P50对话。
2.掌握P51画线句子。
3.抄写P51句子，一个一行，并默写 在家作本上。
《What Are You Doing》教案(二)
教学目标
Ⅰ认知目标
1能够听、说、读、写短语的ing形式:listening to music,washing the clothes,cleaning the room,writing a letter,writing an e-mail.
2 能听、说、读、写句型：What is your father doing?He’s writing an e-mail.等询问并表述他人正在进行的动作。
Ⅱ 情感态度目标
1通过师生互动，让学生敢于开口说英语，用英语与他人交流。
2 调动学英语的积极性，养成积极参与活动的习惯。
Ⅲ 学习策略目标
1 英语听、说、读、写技能都有所提高。
2 学会与同伴合作、交流。
教学重难点
本节课主要是学习五个动词短语的ing形式listening to music,washing the clothes,cleaning the room,writing a letter,writing an e-mail. 句型：What is your father doing?He’s writing an e-mail.等询问并表述他人正在进行的动作。
教学过程
Step1 Warm-up.
1.Greetings.
T:Hello.Boys and girls.How are you?
Ss:I’m fine.Thank you.And you?
T: Pretty good.Thank you.Sit down,please.
2. Let’s chant
T:Now, Let’s chant： What Are You Doing?
What are you doing?
I am doing the dishes. What are you doing?
I am drawing pictures. What are you doing?
I am reading a book. What are you doing?
I am cooking dinner. What are you doing?
I am answering the phone.
3.Let’s say
【设计意图】学生与老师一起表演歌唱，活跃了气氛，调动学生情绪，同时复习重点句型：What are you doing?
Step2 Revision
T:Well done.What are you doing?
S1:I’m ...
T:What is...doing?
Ss:He is...
T:Right.
【设计意图】 简单的对话复习了句型同时引出新内容。
Step3 Presentation & practice
课件出示：
1. T:Boys and girls.Do you want to know
What is Mike doing?
He is listening to music.
(Spell the phrase and do an action)
T:l[ ]st[ ]
listen
listen to music
listening to music
【设计意图】在学习单词时教学生发音方法，既帮学生记忆单词，又“授之以渔”。
2.What are you doing?师做动作，
I am washing the clothes.
What is your mom doing?
She’s washing the clothes.
(Spell the phasse and do an action)
wash
wash the clothes
washing the clothes
T:Are you helpful at home?
Ss:Yes.
T:Do you help your parents to wash the clothes? What about cleaning the room?
Ss:...
T:Good boy/Good girl.
What are you doing?
I am cleaning the room.
What is your brother doing?
He’s cleaning the room.
clean
clean the room
cleaning the room
3 .T: What are you doing?师做动作
I am writing a letter.
What is your sister doing?
She’
write
write a letter
writing a letter
s writing a letter.
S1:What are you doing?
I am writing an e-mail.
What is your father doing?
He’s writing an e-mail.
write-writing
write
write an e-mail
writing an e-mail
T: Perpet. write 表示写，当词尾是不发音e时，现在进行时去e再加ing.你们能举出两个改法相同的单词吗?
Ss:...
【设计意图】老师多样的语言评价有利于学生了解自己回答的正确程度同时学生在老师地鼓励中不断增强信心，有利于师生间地互动。
Step4 Consolidation
Review the five phases.
1.听录音Let’s learn先听一遍，再跟读。
2. T:Let’s do a guessing game.
Ss:OK!
(课件中的人物只出现一部分，让学生猜人物正在干什么)
T: Guess,please.If you are right,you may say,”I won.”
What is the girl doing?
Ss:She is...
T:Good job.
(同时对猜测正确的学生给予奖励)
Practice the five phrases in the same way.
3.I can say:
What is John doing ? He is watching TV .
4. Let’s chant.
Listen first and then chant together.
T:You all have good membory.Grangma is...
Ss:cooking,Cooking noodles.
T:Sister is...
Ss:listening,Listening to music. ...
The whole class chant and do actions with music.
【设计意图】学生与老师一起表演歌唱，活跃了气氛，调动学生的情绪，同时巩固了短语。
5. Group work
ⅠReview the five phases.Read them together.
ⅡT:Let’s make a dialogue.Who can help me?
One student shows a picture to the classmates.
T:Who is it?
Ss:It’s...
T:What is ...doing?
Ss:He’s...
6.Let’s check。
7.Let’s play。What is he / she doing? He / She is …
让两个学生上台一人出示卡片不让问问题的学生看见内容，模仿句型编对话。
8.I can write
【设计意图】学习了新授短语后，通过活动帮助学生句型，把短语教学融入句子中，达到“词不离句”的效果。
Step5 Homework
1.Listen to the tape and read after it.
2.做同步精练中的相应习题。
3.小习作：利用所学的内容，写一写你的家庭成员在晚上8：00时分别在做什么事情。(提示：用现在进行时态写)
【设计意图】通过合作学习不但培养了学生合作完成任务的能力，也培养了学生运用语言做事情的能力。
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