pep五年级英语下册第六单元教学设计.doc

第一课时Lets chant A Lets Learn Lets play Lets sing【教材分析】教学重点：1. 听、说、读、写动词短语的ing形式：taking pictures, watching insects, picking up leaves, doing an experiment, catching butterflies2. 听、说、认读“What is Mike doing? Hes watching insects.”3. 学会运用句型“What is he / she doing ? He / Shes ”，替换动词短语。4. 动词的ing形式及发音。教学难点：1. 继续学习现在进行时的用法。2. 以不发音的e结尾的动词的ing形式。x k b 1 .c o m3. 注意单词insects insekt 和experiment ikspermnt 的发音。【学情分析】第四和第五单元的教学重点都是现在进行时，学生已经有所掌握，教师应注意结合前面的单元进行新知识的教学。另外，本单元的多数短语是首次出现，如：“doing an experiment”、“picking up leaves”等，因此，教师要注意反复操练、使学生通过活动感知语言点，从而为句型教学做好铺垫。【教学目标】一、能力目标：学会运用句型“What is he / she doing? He / Shes”，替换动词短语。二、知识目标：1. 听、说、读、写动词短语的ing形式：taking pictures, watching insects, picking up leaves, doing an experiment, catching butterflies2. 听、说、认读句型：What is Mike doing? Hes watching insects.3. 动词的ing形式及发音。三、情感目标：x k b 1.c o m培养学生热爱大自然，学会探究、合作的优良习惯。【教学准备】教师准备录音机和本课磁带，本课词卡、第四和第五单元的词卡，本课挂图，彩笔，画有昆虫的一张图片，多种树叶，放大镜和两只试管，贴画等。【教学过程】一、Warming up/Revision（热身/复习）1. 情绪热身Lets chantwwW .x kB 1.c Om教师播放第五十八页的歌谣，先请学生欣赏一遍，然后教师借助图片稍加解释，最后让学生们试着一起吟唱。注意把握节奏，可以轻敲桌子或拍手。另外， 单词treat可译成“乐事”。【设计意图】在轻松愉快的节奏中，感知短语，并营造了英语课堂的氛围。2. 复习做“动作秀”游戏请一名学生到台前，向他出示一张前两单元的单词卡片，让他做动作。教师问学生们：“Whats he / she doing?” 然后再叫多名学生上台一起表演，教师再问：“What are they doing?”引导他们回答。【设计意图】复习环节复习了所学的短语和教学，为下一步学习奠定了基础。二、Presentation/Practice（新课呈现/操练）（一）分步学习对话中的重点语言Lets learn1. 教学taking pictures请一名同学上台做出照相的动作，教师问：“Whats doing?” 引导学生回答：“ is taking pictures.” 随机出示词卡，让学生跟读，鼓励学生边说边做动作。【设计意图】通过动作自然引出短语，同时运用所学句型加以操练，使学生们加深了理解。2. 教学watching insects教师展示带有如蚂蚁、蝗虫等昆虫的图片，学习单词insects，然后，请几名学生用放大镜一起观察昆虫，教师问：“What are they doing?” 引出watching insects的词卡。教师带读，学生跟读。同位两人读五遍击掌操练。【设计意图】通过放大镜的使用，增强了学生的兴趣，引出短语后，击掌操练调动了学生参与的情绪，利于他们合作习惯的形成。3. 教学picking up leaves新| 课|标| 第|一 |网教师手中出示两三片树叶，问：How many leaves do I have? 引导学生回答：“two”, 教师重复：“I have two leaves.” 板书：leaves，并带读，学生跟读。对于读的好的学生，奖给他们一片树叶，加以鼓励。在黑板上画一棵大树，教师做出采摘树叶的动作，导出picking up leaves的图片，学生跟读。改换另一名学生做采摘动作，教师问：“Whats doing?” 引导同学们回答：“Hes / shes picking up leaves.” 让学生跟读，鼓励学生边说边做动作。【设计意图】树叶导出了短语，作为奖品又调动了学生们的兴趣，可谓一举两得。4. 教学doing an experiment(1) 教师展示所带的试管假装做实验，并用句型：“What am I doing?” 引导出短语，并出示doing an experiment的词卡。教师领读，学生跟读。experiment一词较长，若学生有困难，可分音节拼出。(2) 做“冷暖”游戏，突破难点短语。请一名学生到门外，将准备好的试管藏到讲台某一处，令学生进来寻找，当学生接近试管时，同学们大声读出短语doing an experiment；反之，若远离时，声音变低，直到那名学生找到为止。【设计意图】运用道具和动作引出短语，集中了学生的注意力，用游戏操练方式，突破了难点，使学生的积极性大增，提高了学习效率。5. 教学catching butterflies教师在黑板上画一棵大树，再画一幅一个男孩捉蝴蝶的情景，教师说：“What are they? Yes, they are butterflies. Are they pretty?” 同时，教读butterflies,并板书：其单数形式butterfly，使学生稍作了解。然后，出示词卡，教师领读，学生跟读，并做动作。www .Xkb1 .coM【设计意图】形象的简笔画使学生们加深了对短语的理解，也利于记忆。（二）听录音，做动作1. 教师放录音或VCD，让学生听并跟读，注意模仿语音语调。 2. 听音做动作。让学生根据所听到的短语做动作，然后打乱顺序，教师或学生读，其他学生做动作，最后四人一组，一人读，三人做动作，进行比赛，看谁做得既快又对。【设计意图】通过听读录音，模仿了语音语调；通过Lets do 形式巩固了短语。（三）运用句型操练短语Lets play教师拿一张词卡快速在学生面前闪一下，问学生：Whats he / she doing? 让他们迅速抢答。【设计意图】通过Lets play操练了句型，巩固了短语。三、Consolidation and extension（巩固与拓展）1. Sum up（总结）讨论挂图或课本插图，教师提示用句子“The boys and girls are going on a field trip.”开头，可以说“Mike is watching insects.”等等。【设计意图】通过讨论图片使学生在句子和语篇中，理解了短语和语法。2. Lets sing新课 标 第 一网教师放七十八页的录音，先简单的解释一下歌词，然后让学生跟唱。【设计意图】Lets sing使学生从紧张中放松，从而进入到随堂检测中。3. 随堂检测 Read and choose.（选择正确的答案。）（ ）1. He is _ pictures.A. taking B. take C. takeing （ ）2. Mike is doing _ experiment.A. a B. an C. （ ）3. What _ doing?A. is B. is he C. Is he（ ）4. She _ insects. A. watch B. is watching C. is watch（ ）5. We are _ butterflies.A. catch B. is catching C. catching答案：ABBBC【设计意图】该题加强了对现在进行时结构的理解，使学生对当堂所学有所了解，也使教师得到了及时的反馈，起到了查缺不漏的作用。四、Emotional Theme（情感升华）大自然的美，是我们永远探究和追求的对象。【设计意图】通过学习探讨大自然活动的一些词，陶冶了学生的情操和激发了他们对美丽大自然的追求。五、Homework（家庭作业）1. 抄写本课中的动词短语并造句，如：Mike is watching insects.2. 运用学生词卡或自制词卡来背短语。3. 听录音，复习和预习下一课内容。【设计意图】造句能培养学生用英语书面表达的能力；教师要引导学生学会运用词卡尝试回忆记单词的方法；听读和预习习惯要重视。【板书设计】Unit 6 A Lets learnWhat is doing? Hes -ing.watching insects picking up leaves 几只蚂蚁，taking pictures 大树和小男孩捉蝴蝶的简笔画doing an experimentcatching butterflies第二课时Lets start A Lets try Lets talk Lets play C Good to know【教材分析】新| 课|标| 第|一 |网教学重点：1. 能听懂、会说本课对话。2. 学会情景运用句型“Are they? Yes, they are / No, they arent.”。 教学难点： 1. 掌握句型Are they ? 及其答语。2. 理解单词woods, classmates的读音。【学情分析】学生前面已经学习了现在进行式的单数一般疑问句，教师应借助于学过的知识学习复数的一般疑问句，这能起到事半功倍的效果。【教学目标】（一）能力目标1. 能听懂、会说本课的对话。2.学会运用句型“Are they? Yes, they are / No, they arent.”。（二）知识目标1. 掌握句型“Are they?”的结构及其答语。2. 能听、说、读单词classmates, woods。3. 了解Good to know中有关郊游必带物品的知识。（三）情感目标在集体活动中培养友谊，学会互帮互助。【教学准备】1. 教师准备：录音机和本课磁带、彩笔、本课挂图和词卡、相应的头饰2. 学生准备：自制词卡或学生用词卡【教学过程】一、Warming up/Revision（热身/复习）1. 情绪热身x k b 1.c o mLets chant 边听边吟唱，然后试着用所学的短语进行改编。【设计意图】感知短语，营造英语气氛。2. 复习（1）“单词排序”活动教师出示词卡并朗读，同时学生按词卡的顺序把自制的词卡或学生卡片按顺序排好，完成后，大家一起读两遍。【设计意图】用听音排序的方式复习上节所学的短语，培养学生的听力。（2）Lets start “动作分类”活动打开六十八页讨论这一部分的图画。先介绍要求，教师说：“Look at the picture. The boys and girls are going on a field trip. What are they doing? Lets divide them into two groups. One belongs to A(Birds or Animals), the other belongs to B(Plants).”接着讨论，小组互相问答，最后完成填表。参考答案如下：Chen Jie is watching a bird. She belongs to Group A.John is collecting leaves. He belongs to Group B.Amy is picking up leaves. She belongs to Group B.Wu Yifan is taking pictures of the flowers. He belongs to Group B.Mike is catching butterflies. He belongs to Group A.Sarah is drawing pictures of the trees. She belongs to Group B.【设计意图】小组活动复习了短语和句型，是很好的任务型活动。（3）Lets try教师先和学生一起预测插图内容；再放录音两遍；最后核对答案。录音内容如下：Woman: What are Amy and Mike doing? Are they watching insects?Girls: No, they arent. Woman: Are they picking up leaves.Girls: Yes, they are.答案：第一副图片对。二、Presentation/Practice（新课呈现/操练）（一）分步学习对话中的重点语言1.教学Watching my classmates（1）教师在黑板上画上几只蚂蚁，请一名学生上到讲台做专注观察的动作，教师问：What are you doing? 学生回答：“Im watching the ants / insects.” 然后教师再让他打个眼罩，专注的观察全班其他同学，教师问：“What are you doing?” 引导学生回答：“Im watching my classmates.” 板书：watch my classmates。（2）教师示范领读，学生跟读。以one by one方式操练。【设计意图】由学过的watching insects, 通过动作导出短语watching my classmates。2.教学in the woods（1）教师在黑板上画一棵树，说：“Whats this?” 学生回答：“Its a tree.” 教师再画上更多的树，说：“What are they?” 引导学生回答：“They are trees. They are woods.” 在树林里画两个学生，教师问：“Where are they?” 引导学生回答：“Theyre in the woods.”板书：in the woods。（2）教师示范读，学生跟读。以two by two方式操练。3. 呈现句型Are they ?（1） 教师指着黑板上的图画问学生：“Look at the boys and girls. Are they in the woods?” 引导学生回答：“Yes, they are.” 教师把画的两个学生改成正在采摘树叶的动作，教师问：“What are they doing? Are they taking pictures?” 学生回答：“No，they arent. 教师再问： “Are they picking up leaves?”学生活动：“Yes, they are.” 板书句型：Are they ? Yes, they are. / No, they arent.（2） 教师领读，学生跟读。讨论词卡上的图片，教师问：“Are they playing chess?”学生回答：“Yes，they are.” 教师再做一个否定回答的，如：“Are they having a picnic?” 学生回答：“No，they arent.” 然后学生两人一组讨论老师手中的图片。【设计意图】教师通过形象的简笔画，承接上一步，先导出Are they ?句型，再引导出Are they ing? 重点句型。（二）教学对话Lets talk1. 教师先让学生看课本插图或本课挂图，说：“Look at the picture. Whats John doing? Whats his teacher saying? Listen to the tape. / Watch VCD.” 然后学生观看VCD或听录音。2. 学生看完或听完一遍对话后，学生合上课本，再听一遍，回到教师的问题。问题如下：(1) What is John doing?(2) Where are his classmates?(3) Are they catching butterflies?(4) Are they picking up leaves?答案：(1) He is watching his classmates. (2) They are in the woods.(3) No, they arent. (4) Yes, they are.3. 学生完成回答后，学生打开书，再跟读一遍对话，然后两人一组角色朗读对话，最后学生戴上头饰表演对话。【设计意图】学习对话前了解对话背景有利于学生理解对话。合上课本听并回答问题，有利于培养他们集中精力的习惯。角色表演的要求促使他们读熟甚至背过对话。三、Consolidation and extension（巩固与拓展）1. Fill in the blanks. ( 填空。)(1) Amy: What are you doing? Chen: _ doing homework.(2) Tom: Are they picking up leaves?John: Yes, _ _. (3) Sarah: Are they watching insects? Mike: No, _ _.(4) Jack: What is Tom doing? John: _ _ taking pictures.答案：1. Im 2. they are 3. they arent 4. He is【设计意图】该题练习学生对现在进行时不同人称的用法。2. 做“猜动作，练句型”游戏Lets play教师请一名学生上来背对大家，再请两名学生上来，面向大家并向台下的学生展示一个短语，然后一起做卡片上的动作，如：catching butterflies，台下的学生一起问：“What are they doing?” 站在前面的学生用“Are they ?”句型来猜卡片上的短语。教师及时表扬奖励。【设计意图】该游戏使学生情绪高涨，其中，动作表演复习了短语，学生的猜测和回答的活动，充分复习了句型。3. Good to know教师说：If we go on a field trip, what do we need? , 引导学生思考，然后让学生打开课本第七十八页，和学生一起讨论郊游所带的物品。【设计意图】教师告诉学生出游时应做有心人，把要带的东西准备好，避免出游不便事情的发生。四、Emotional Theme（情感升华）珍惜友谊，尊敬师长。【设计意图】本课是老师和学生去郊游时的对话，在对话中，体现了老师对学生的关怀，所以借机对学生们进行尊敬师长的教育很有必要。五、Homework（家庭作业）1. 将今天所学的对话读给或背给爸爸和妈妈听。2. 听本节课的录音并预习下一节的内容。3. 做实验：每人模仿七十六页表格，做主题为“蚂蚁吃什么”的实验，材料为：水果，蔬菜，糖果（sweets）和蜂蜜（honey）。【设计意图】使学生养成听读和预习的好习惯；实验为下一节学习做了准备。【板书设计】Unit 6 A Lets talkin the woods watching my classmates 相关简笔画Are they ? Yes, they are.No, they arent.第三课时B Read and Write Listen and write C Good to know【教材分析】教学重点：1. 能够听、说、认读Read and write部分对话，完成相应的阅读练习题。2. 能听、说、读、写下列句子“Are you eating lunch? No, we arent. Are they eating the honey? Yes, they are.”。3. 能听、说、认读下列短语“eat lunch, have a look at, sweet food, do an experiment on”。4. 能够运用所学语言较好完成Task time部分的活动。教学难点：1. 学会运用句型“Are you? Yes, we are / No, we arent.”。2. 掌握四会句子“Are you eating lunch? No, we arent. Are they eating the honey? Yes, they are.”。3. 能够听、说、认读句型“What do ants like to eat? They dont like it?”。【学情分析】在上一节已经初步学习了句型“Are they ? Yes, they are. No, they arent.”,本课应加大对该句型的操练，使学生能熟练运用。【教学目标】一、能力目标1. 能够听、说、认读Read and write部分对话，完成相应的阅读练习题。2. 能听、说、读、写下列句子“Are you eating lunch? No, we arent. Are they eating the honey? Yes, they are.”。二、知识目标1. 能听、说、认读下列短语：eat lunch, have a look at, sweet food, do an experiment on 2. 学会在情景中运用句型“Are you? Yes, we are / No, we arent.”。3. 正确理解句型“What do ants like to eat? They dont like it?”。三、情感目标培养学生乐于探究的精神和在活动中与他人合作的意识。【教学准备】教师准备录音机和磁带、彩笔、该部分的VCD或挂图、相应的词卡、John和Wu Yifan的头饰等。【教学过程】一、Warming up/Revision（热身/复习）1. 情绪热身Lets chant 放第六十八页录音，让学生们吟唱， 板书：We can watch the ants and see what they eat. 引导学生理解其含义。【设计意图】通过吟唱，营造英语氛围，同时引出新对话的主题，为学习做好铺垫。2. 复习新 课 标第 一 网“闪电记忆”活动教师在学生面前快速闪动上一课的单词词卡，用句型“Are you? Yes, we are / No, we arent.”来讨论它们。【设计意图】该活动不仅复习了短语，又复习了句型，并培养了学生的记忆和反应能力。二、Presentation/Practice（新课呈现/操练）（一）分步学习对话中的重点语言1.教学句型“Are you ? Yes, we are / No, we arent.”（1）教师请两名学生到台前持续表演照相的动作，进行下面的对话。T：Are you taking pictures?S1: Yes, I am.T: Are you taking pictures?S2: Yes, I am.T: Are you taking pictures?S1, 2: Yes, we are. 教师板书并领读句型：Are you taking pictures? Yes, we are. T：Are you eating lunch?S1: No, Im not.T: Are you eating lunch?S2: No, Im not.T: Are you eating lunch?S1, 2: No, we arent. 教师板书并领读句型：Are you eating lunch? No, we arent. （2）教师把黑板上的句型领读一遍，学生跟读一遍。接着四人一组表演并操练该对话。【设计意图】这个句型是本课的难点，因此通过以动作引出句型，再以小组活动的方式，进行了突破。2. 教学三会句型：What do ants like to eat? They dont like it? They like sweet food - sweet things.（1）教师请学生们出示课下完成的实验表格，问：“What do ants like to eat?” 板书该句型，进行下面的对话。T: Do they eat bread? S: Yes, they are.T: Do they eat cake?S: Yes, they are.T: Do they eat apples?S: No, they arent.T: Do they eat vegetables?S: No, they arent.T: Do they eat sweets?S: Yes, they are.T: Do they eat honey?S: Yes, they are.教师板书并领读单词：sweets和honey，并告诉学生：“sweets means sweet things.” 板书并解释。（2）教师示范领读单词sweets, honey 和sweet things。并完成实验报告。Ants Favourate FoodFoods they likeFoods they dont likebread, cake, sweets, honeyapple, vegetable【设计意图】通过师生问答做过的实验报告，引出生词和新句型，非常自然。（二）Chant操练难点Ants. Ants. What do you like to eat?I know. I know. You like sweet thingsVegetable, vegetable. You dont like it.But honey, honey. Its your favourite.【设计意图】通过琅琅上口的chant,复习巩固了难点单词和句型。（三）教学Lets read and write1. 教师出示挂图或让学生看课本插图，教师问：“What are John / Wu doing?” 学生回答：“They are doing an experiment.” 教师问：“What experiment? Is it interesting? Lets listen. / Lets watch.” 教师放磁带或让学生观看VCD，初步了解对话。2. 再听或看一遍内容，让学生画出三会句型和单词（已板书），并跟读。3. 然后再默读让学生们回答问题，再核对答案。答案：(1) Yes, they are. (2) Yes, they are. 4. 对于四会句型，让学生们口拼，书空，记忆句型。教师问学生是否还有不明白的问题。如“Do an experiment on me, please?” 这句话怎么理解？吴一凡真想在他身上做实验吗？5. 学生两人一组进行分角色朗读，并戴上头饰进行表演。【设计意图】通过先了解对话背景，初步读，排除难点读，回答问题读，最后表演等一系列读的过程，掌握对话。三、Consolidation and extension（巩固与拓展）1. 巩固四会单词的练习。(1)What are you _（do）?(2) Look, she is _ （catch）butterflies now.(3)Are they _（swim）.(4) Amy is _（eat）lunch.(5) Are they _（pick）up leaves now?答案：doing, catching, swimming, eating, picking【设计意图】该题通过ing形式的练习巩固现在进行时各种句式的用法。2. Listen and write（1） 教师画出两个一模一样的男孩，并说：“This is Xiao Ming. This is Da Mao. They are twins.” 并板书：twins，学生跟读。（2） 让学生们打开课本七十二页，教师说：“Look at the twins. They are Dalin and Xiaolin, Zhang Shu and Zhang Ren, Mingming and Liangliang. What are they doing? Listen and write.” 录音内容如下：Miss White: Dalin, Xiaolin. What are you doing?Boy: Were taking pictures of the ants.Miss White: What are the ants doing?Boy: They are eating the bread.Miss White: What about Zhang Shu and Zhang Ren? Are they catching butterflies?Boy: Yes, they are.Miss White: What are Mingming and Liangliang doing? Are they picking up leaves?Boy: No, they arent. theyre drawing pictures.答案：They are taking pictures of the ants.They are catching butterflies?They are picking up leaves? x k b 1.c o m【设计意图】通过听一听，写一写的方式，培养了学生的听力和造句能力。四、Emotional Theme（情感升华）培养学生乐于探究的精神和在活动中与他人合作的意识。【设计意图】联系对话，引导学生建立探索大自然奥秘的勇气和兴趣。五、Homework（家庭作业）1. 听、读、背复习本节录音。2. 听、读预习下一节内容。3. 完成Task time的实验活动（任选其一）【设计意图】养成学生听读和预习的习惯；实验活动培养了学生动手及观察的能力。【板书设计】Unit 6 A Read and writeWhat can watch the ants and see what they eat.Are you taking pictures? Yes, we are. Are you eating lunch? No, we arent.sweets, honey “Sweets” means sweet things. Unit 6 A field trip第四课时B Lets learn Lets play【学习内容】B Lets learn Lets play【教材分析】本节课主要学习四会短语 have a picnic, count insects, write a report, play chess, collect leaves 的现在进行时形式：having a picnic, counting insects, writing a report, collecting leaves, playing chess, 以及现在进行时的提问：What is John doing? Hes playing chess.【学情分析】在本册书第四单元，学生学习了如何用现在进行时描述自己和他人的日常活动，在第五单元中学习了用现在进行时描述动物正在做什么，在本单元的Part A 部分，学生学习了如何用现在进行时的陈述句和一般疑问句描述及提问同学在野外考察正在进行的活动，学生对动词ing形式的构成已经很熟悉。本节课将继续学习更多的野外考察活动的动名词形式：having a picnic, counting insects, writing a report, playing chess, collecting leaves, having a picnic. 学生已经学过短语have a picnic, play chess, 和单词write，可利用复习这些词组或单词引入新课，起到以旧引新的作用。另外学生对What is doing? Hes ing 句型十分熟悉，因此句型教学难度不大。【教学目标】一、 知识与技能目标：1. 能听、说、认、读单词：picnic, count insects, report, collect, 掌握固定短语：having a picnic, counting insects, writing a report, collecting leaves, playing chess.2. 能熟练运用句型 “What is he / she doing? He / Shes” 替换动词短语, 描述其他同学正在做什么。3. 了解知识点：动词ing形式的构成规则及发音。4. 语篇提升：The students are having a field trip. Look!Chen Jie and Amy are _ing. Mike is _ing. Wu Yifan is _ing. Sara is _ ing. John and Zhang Peng are _ing. They are happy. 二、情感目标：鼓励学生走进大自然，观察大自然，享受大自然的乐趣。【学习重点、难点】 学习重点： 听、说、读、写下列动词短语的ing形式： having a picnic, counting insects, writing a report, playing chess, collecting leaves.学习难点：1. 听说读写四会短语：having a picnic, counting insects, writing a report, playing chess, collecting leaves.2. Collecting, counting insects和report 的正确读音以及having和writing的正确拼写。【教学准备】1. 教师准备：录音机和本课磁带、第四单元和第五单元及本课的词卡、本课挂图或VCD、中国和国际象棋各一副、一袋树叶、大转盘2. 学生准备：自制词卡或学生用词卡【教学过程】一、热身（Warm-up）（此环节用时5分钟）说唱玩赛，激情引趣（一）歌曲、歌谣中情绪热身教师播放三年级上册第五单元Lets sing部分歌曲，“Lets Have a Picnic Today”。学生跟录音演唱歌曲。 教师板书：have a picnic，并示范朗读。学生跟读（二）复习旧知中知识热身做“四拍读”游戏教师引导学生打四拍子节奏，拍拍手，再拍拍腿。学生拍腿时，教师说短语的第一个单词，如：watching，学生在第二轮打拍子过程中说出完整短语，如：watching insects。（三）评价分组中注意力热身Divide the students into four groups. 在黑板上设计评价栏，在教学的各个环节中以组为单位，进行活动，获胜者得一面小红旗，最后获得小红旗多的组为获胜组。二、呈现（Presentation）（此环节用时10分钟）（一）话题交流，导入新课老师问学生：Do you like climbing mountains? Do you like going hiking? Do you like nature? We are going hiking and be close to the nature today.（二）情景创设，理解词意1.教师出示一袋子树叶，问学生：what are these? 学生答：These are leaves. 教师把树叶洒落到地上，然后一一捡起，问： What am I doing?教授： Im picking up leaves. 板书，学生跟读，然后教师用单词collecting遮盖住picking up，放在leaves的前面。教师请学生试着读出新的单词短语。教师带读该短语。2. 教师手指讲台上的树叶，问：“How many leaves do we have? Lets count.” 板书单词：count，并领读。教师一边数：“one, two, three” 一边问：“What am I doing?” 引导学生回答：“counting leaves” 然后教师在黑板上画几只蚂蚁，问：“How many ants do we have? Lets count.” 教师出示counting leaves的词卡，领读，学生跟读。学生两人一组就教师出示的词卡进行句型操练，即：What are they doing? They are counting leaves.3. 出示国际象棋，教师问学生：What is that？引导学生回答“chess”如果没有学生知道，教师可以出示单词chess，请同学试着根据拼读规律读出单词。出示谢军在国际象棋比赛中的图片，教师问：What are they doing？引导学生回答： They are playing chess.教师带读单词。4. 出示一群人野营的图片，教师引导学生说出having a picnic。教师带读单词。同样的方法学习其余的词组。（三）句中学习，领读词卡1巩固短语记忆，反复领读词卡。教师领读，男生女生读、分组读，个别学生读，“小老师”领读等多种方式相结合，让学生在角色转换和反复训练中加深对词汇的感知。2. 学生对短语有了初步了解和记忆后，将短语融入句子和具体情景中，进行语言交际训练。（四）版式呈现，视听正音1通过板书呈现重点单词和句型。Unit6 What is he /she doing？Count insect He /she is counting insectsCollect leaves collecting leavesWrite a report writing a reportPlay chess playing chessHave a picnic having a picnic。单词短语对应的图片2教师放录音或VCD，让学生听并跟读，并做动作，注意模仿语音语调。三、练习（Practice）（此环节用时10分钟）（一）跟读模仿，听做强化1跟读录音，男女声分角色问答练习，强化模仿。2听音做动作。让学生根据所听到的短语做动作，然后打乱顺序，教师或学生读，其他学生做动作，最后四人一组，一人读，三人做动作，进行比赛，看谁做得既快又对。（二）游戏巩固，任务落实1.锁链游戏 教师在黑板上贴一张短语卡片，如：playing chess，请第一名学生A站起来说：A is playing chess.然后教师继续在第一张卡片的下面再贴第二张短语卡片，如：writing a report，请第二名学生B在重复学生A说过的句子后再说出新的句子，如：A is playing chess. B is writing a report.依次类推。【当堂测试题】www .Xkb1 .coM Read and choose.（选择正确的答案。）（ ）1. They are _ a picnic.A. have B. having C. haveing （ ）2. John _ playing chess.A. am B. is C. are （ ）3. I am _ a report.A. writing B. write C. writeing （ ）4. _ is he doing? He is running. A. When B. Why C. W