当前位置：首页 → 职业资格 → 教师资格 → 小学教育教学知识与能力->根据下列要求，进行教学设计。(1)设计说明①话题：谈论正在进
根据下列要求，进行教学设计。
(1)设计说明
①话题：谈论正在进行的动作。
②适合级别：2级。
③课题说明：PEFC第五册(下)第四单元8部分，选编教学内容。
④课时说明：1课时。
⑤学生情况说明：本案例适合小学五年级学生。
(2)设计要求
①主题明确。
②条理清楚，步骤准确，内容翔实。
[问题1][简答题]
请按上述要求进行教学设计。
PEP Unit 4
Part B What is he doing?
一、Teaching aims(教学目标与要求)
1．Enable the students to use the following sentence patterns to talk about the things.
happening：(学生能用以下句型表述他人正在进行的动作)
What is he doing?What is she doing?
He’s…She’s…
2．Learn to say the following phrases and spell them：(能够听、说、读、写动词短语的一ing形式)
listening to music，washing clothes
cleaning the room，writing a letter，writing an e-mail
二、Important points(教学重点)
重点掌握五个短语动词的一ing形式。
三、Difficult points(教学难点)
以不发音的字母e结尾的动词一ing形式的变化。
四、Teaching aids(教学设备)
CIA。tape recorder，pictures
五、Teaching procedures(教学步骤及说明)
Step l：Warm up
1．Let’s chant：(通过说唱、唱歌等形式，引入课堂)
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.
2．Sing a song：What are you doing?(唱一首歌引入主题)
Step 2：Revision
1．Show students some photos，ask and answer：一What are you doing?(学生通过句型复习五个已学过的动作)
--I’m doing the dishes|drawing pictures|cooking dinner|answering the phone|reading a book．
2．Students write down the phrases on the blackboard and read．
(学生书写词组于黑板上，检查书写、记忆情况)
Step 3：Presentation
1．T：What do you usually do onthe weekend?
S：I usually…(通过对话，直接引出词组)
T：But I usually listen to music．I like listening to music very much．Look，I have 3 radios．Now I’m listening to music．
2．Learn to say and spell“listening to music”．(学生跟读词组，并拼写词组)
3．Show the photos，ask and answer：(从What are you doing句型引出What is he do-ing?句型)
——What’s he doing?
——He’s listening to music．
4．Learn to say the following four phrases and write down the phrases on the blackboard：(继续引出其余四个词组，并将词组写在黑板上，为学生以后的活动做准备)
washing the clothes;cleaning the room
writing a letter;writing an e-mail
Step4：Drill and practice
1．Look at the photos，ask and answer：(通过模糊画面，让学生猜一猜他们在于什么，巩固词组)
Who’s that boy／girl?What is he／she doing?
He’s…
2．Look and guess：(每幅图片上三个动作，看谁记得最快)
There are three actions in the pictures，guess：
Who’s that?What’s he／she doing?
3．Do an action：Students are divided into several groups．One acts teacher and says“Everybody．Do an action．”(做“每个人做一个动作”游戏。让学生切实体会进行时的含义)
Practice the sentence patterns：
“What are you doing?”
“What is he doing?”
Step 5：Consolidation and extension
1．Listen to a short story．(听猫和老鼠的故事，回答猫正在干什么。通过故事练习词组)
(1)Listen to the story twice．
(2)Answer the questions：
What’s the cat doing first／next…?
2．Write and say：What a busy family!(仿造例子写自己一家正在干什么，并以对话的形式表演出来)
(1)Choose the activities the family member’s doing．
(2)Write them down and read it out.
(3)Make a short dialogue according to the chart.
教师职业道德区别于其他职业道德的显著标志就是（ ）。
在教育史上主张“不愤不启，不悱不发”的教育家是（）。
心理学家所说的“危险期”或“心理断乳期”是指（ )。
教育工作中做到“因材施教”、“长善救失”符合年轻一代身心发展的（ ）。
德育过程与品德形成过程的关系是（ ）。
德育过程是培养学生（ ）的过程。
学生从事集体活动、结交好友的场所是（ ）。
教师的工作目的和使命是( )。
直接决定教育目的的因素是（ ）。
