Unit 8 What are you doing? 一、教學內容分析 本課時是Module4 Activities 的Unit 8 What are you doing 第四課時讀寫課, 內容包括本單元的單詞、重點句型以及進行文本和寫作訓練。通過本節課，學生能運用所學描述人物并理解閱讀材料，在讀中習得語言，并形成相關的閱讀策略。學生能通過閱讀文本，掌握一定的寫作技能，進行寫作。二、教學對象的分析四年級學生對英語的學習有濃厚的興趣，思維活躍，敢于模仿，敢于表達，樂于交往。本課是關于活動的內容，學生對這一話題比較熟悉,并且很感興趣，加上他們在二年級上曾經接觸過部分活動的詞組。在上一個課時聽說課中，學生也學習了關于描述人物動作的句型,學生有了一定的基礎。本課將通過讀寫相結合的教學方法，幫助學生梳理知識重難點，學會更有條理地接受和運用知識。通過讓學生在課中產生興趣和學習的信心，激發他們進一步綜合運用語言知識的能力。三、教學目標 （一）語言知識目標1“四會”掌握Unit8的詞組watching cartoons, fishing, swimming, flying a kite, singing and dancing 2.能正確理解及運用句型。句型: The boy/the girl/the lady/the man is /areing. （二）語言技能目標1.能運用所學短語及句型描述人物。2.能通過閱讀，理解文章。3.能在讀中習得語言，寫文章。（三）學習策略目標1.通過小組合作，發揮合作精神，共同完成任務。2.通過全面理解閱讀材料，形成閱讀策略，學會在讀中提取信息，培養初步的閱讀和寫作技能。（四）情感態度目標1.體驗英語學習的樂趣，樂于表達，樂于分享。2.養成良好的英語學習習慣：積極參與，主動合作。四、教學重點與難點： 1. 正確理解短文的內容，完成相應的閱讀任務。2.通過閱讀，掌握初步的寫作方法。 3.看圖，利用學過的句型進行寫作。五、教學策略 1. 運用多媒體，激發學生學習的興趣，調動學生的學習熱情。2. 注重小組合作學習，注重過程評價，提高學生參與課堂活動的積極性，促進學生共同發展。3.加大語言輸入量，采用top-down和bottom-up結合的閱讀教學模式，指導閱讀策略，培養學生的閱讀能力。4.以讀促寫，初步提升寫作能力，培養學生的綜合語言運用能力。六、教學媒體：PPT課件、視頻、卡紙，紙盒七、教學過程IPreparation1.Chant.【設計意圖：通過觀看輕松有趣的視頻，回憶動詞的現在分詞，激發學生的興趣，調動課堂氣氛。】2.Review the verbs.【設計意圖：通過TPR游戲，滾動呈現所學的現在分詞詞組，學生復習和鞏固舊知。】II Input and intake 1Passage 1 3：45 in the park1.Skimming : Get the general idea of the passage. 3:45 in the park Its a quarter to four in the afternoon. The people are having fun in the park. Look, a girl with short hair is taking photos of flowers. Her name is May. Under a big tree, three men are playing chess. The man with glasses is Mr Liu. What about the boy with a hat? Hes fishing by the river. Hes Sam. And the lady in a skirt is singing. Shes Miss Green. Near them, a boy is flying a kite. Can you see three girls? In front of the tree, the girl in a white shirt is reading. Shes Jane. They are having a good time in the park.【設計意圖：讓學生通過快速閱讀，找出與文章內容相符的圖片，考察學生理解文章的能力。】2. Scanning: Get the specific information. Name the people in the picture.【設計意圖：學生閱讀文章，在活動手冊34頁的圖中標出文章提到的人物的名字。通過讀和找的活動，檢測學生正確理解文章句子的能力。】3.Third reading: Combine the words.1singing, the lady, in a skirt, is2. taking photos, is ,with short hair, a girl3.with a hat, fishing, the boy, is【設計意圖：通過連詞成句的練習，檢測學生對句子結構的理解，引導學生關注句式，為后面寫作做鋪墊。】4.Look and retell. 【設計意圖：通過看圖，讓學生復述圖中人物的衣著，外貌及動作，檢測并加強學生正確運用含有形容詞，介詞,動詞現在進行時描述圖片的能力。】III Input and intake 2Passage 2 5:00 at school1. Predicting: Look and talk about the picture.提示：1.What time is it? 2.Who is/are?3.Where is/are? 4.What is/are ing?【設計意圖：通過看圖，用所學句型進行師生交流，引導學生對文章大意進行閱讀前的推測，引起后面學生對文章相關信息點的關注。】 5:00 at schoolIts 5:00 in the afternoon at school. Some children are having lessons, and some children are playing games. They are busy. Look, the cute boy with glasses is Ben. Hes reading a book in the library. He likes reading books. His favourite subject is Chinese. The girl in a dress is Kate. Shes good at dancing. On schooldays, she often dances. Look, shes dancing in the dancing room. What about those children? They are taking exercise. Look, the boys in blue T-shirts are running in the playground. They are Mike and Tom. They run so fast. They look strong.The children are all very happy. 2.Detail reading: Read and match. 【設計意圖：學生細讀文章，根據文章內容，連線。把相應的形容詞，介詞，名詞與活動連接起來，考察學生正確理解文章內容的能力。】3.Look and say. The _with/in is _. _ is/are _ing in/on_. 運用句型： 【設計意圖：根據關鍵詞，運用句型對人物的方位，外貌及動作對圖片人物進行復述，加深學生對句子形式的關注。】4.Answer questions: 1. Whats kate good at? 2. Whats Bens favourite subject? 3. What are Mike and Tom like?【設計意圖：學生通過閱讀，關注文章句式，滾動舊知，為后面寫作做鋪墊。】4. Look and fill in the blank.1. The girl in_ is _. Shes _in the _.2. The boy _is _. Hes _.【設計意圖：學生通過看圖補充完整句子，鞏固地點及動詞現在分詞的書寫以及描述人物外貌，方位和動作的表達方式，為后面寫作做鋪墊。】IV.OutputContinue to write a passage about the school. 5:00 at school Its 5:00 in the afternoon at school. Some children are having lessons, and some children are playing games. They are busy. Look,_ _The children are all very happy. 【設計意圖：學生通過看圖，基于第二篇閱讀文本，綜合運用所學句型，描述學校不同場室里的人物的衣著，外貌及動作，續寫文章。培養學生的綜合運用能力。】V.Assessment 通過