I. teaching material analysis

This lesson is used after students have fully mastered the verb-action vocabulary. The textbook provides relevant situational models for students to follow in the dialogue, so that students can integrate what they have learned in specific situations and apply what they have learned, so that knowledge can form a system in their minds. The teaching content is student-centered, with the activities of the main characters as the main line, and gradually develops around the most commonly used and basic English vocabulary, sentence patterns and communication terms.

Second, the analysis of learning situation

Grade five students are interested in English learning and have strong oral English expression ability. They can use language materials flexibly in class and communicate in virtual situations. The language is fluent, creative and infectious. This course is designed for fifth-grade students' playful nature, integrating the practice of various sentence patterns into various language environments, and encouraging students to develop their comprehensive language skills through experience, practice, discussion, cooperation and inquiry.

Third, the teaching objectives

Knowledge objective: 1. Ask students to master four words: the action verb draw sleep and the adjective quiet.

Understand and be able to use this sentence pattern. What are you doing? I'm singing.

What is he/she doing? He/she is dancing.

Ability goal: Students can describe what they are doing in English skillfully and accurately.

Emotional goal: to cultivate students' ability to actively use the language they have learned to express and communicate, strengthen cooperation and jointly complete learning tasks.

Fourth, the teaching focus: the four words of this lesson: draw a quiet and loud sleep.

Teaching difficulties: The difficulty of this lesson lies in the understanding of the text and the flexible use of sentence patterns.

Teaching process of verbs (abbreviation of verb)

Step 1. Warm up and review

Hello! Boys and girls! Nice to meet you! Would you like to sing a song with me? Ok, let's sing and do it! ("I'm painting") Find a student who can sing well and lead the singer in front. )

(Design intention: Singing is used to enliven the classroom atmosphere on the one hand, and attract students' attention on the other. Let the students have a general understanding of the content of the song while singing, consolidate the words in the song and pave the way for the students to formally enter the learning state. )

Step two. Play guessing games. (Review standing, sitting, walking, pointing and watching)

What am I doing?

Ss: You are standing/sitting/walking …

(Design intention: The new curriculum standard advocates "bringing forth the old and bringing forth the new". In this link, teachers do their own actions, so that students can understand sentences with the help of body language and review the learned behavioral verbs, paving the way for the teaching of this class. )

Step three. Briefing session; exhibition

1, introduction

What am I doing? (Draw a picture on the blackboard)

I am drawing a picture. Draw a picture on the blackboard and read it aloud.

What am I doing?

I am sleeping. (Sleeping on the blackboard and reading)

2. Play games

Listen to the teacher and do the actions.

Read a book! Draw a picture!

Sing a song! Go to sleep!

……

3. Ask and answer

What are you doing?

S 1: reading a book.

S2: I'm sleeping.

S3: I'm sitting.

……

What is he/she doing?

He/she is reading/sitting …

What are you doing? I'm singing. What is he/she doing? He/she is singing. )

(Design intention: this link is naturally introduced by the game, and the two verbs draw and sleep in this lesson are naturally introduced by guessing and combining actions, which can make students easy to understand, let them feel, understand and experience the new language unconsciously, and prepare for learning and practicing the new language; At the same time, input my sentence patterns in __ing to the students through teacher-student questions and answers, and simply penetrate his/her personal transformation in __ing. )

Step four. Practice questions and answers in groups.

Step five. Introduce quiet, loud and practice

1, introduction

T: shh! I am drawing a picture. I am quiet. (Make a drawing action and whisper)

I am singing! Lalala ... I'm loud. (loudly)

(Quiet, read the blackboard loudly, read aloud)

2. Ask and answer

S 1: What are you doing?

I am reading a book. I am quiet.

S2: What are you doing?

T: I am singing. I am very loud.

……

3. Practice questions and answers in groups.

(Design intention: Use the volume of sound combined with action to directly introduce silence and loudness to help students understand the meaning of two new words; Teachers and students, students and students should interact, discuss and talk through group cooperation to strengthen the practice of new knowledge. )

Step six. Consolidation: text learning

Listen to the first part and ask the students to find out the answer.

What is Li Ming doing in the morning?

What is Jenny doing in the morning?

What was Danny doing in the morning?

Who is quiet?

Who's the loudest?

2. Read with the tape

3. Listen to the second part and let the students find out the answer.

What is Li Ming doing in the afternoon?

What is Jenny doing in the afternoon?

What is Danny doing in the afternoon?

Is Danny quiet?

4. Read with the tape

(Design intention: Students listen to the tape recording with questions, get a preliminary understanding of the plot of the dialogue, further experience the new language in the dialogue, and understand the content of the dialogue in the subsequent reading, thus consolidating the knowledge of the new language they have learned and paving the way for students to create language situations. )

Step seven. extend

T: look! What is your friend doing? Are they quiet or noisy? Talk about them with your classmates.

(Design intention: By creating real language situations, students can actively think, communicate and cooperate in activities, give play to their initiative and creativity, and apply what they have learned. )

Step eight. homework

Copy new words.

Read the text after the tape.

(Design intention: Homework is an extension of the classroom. Only through practice can we truly master what we have learned. In this way, it plays a role in checking leaks and filling gaps. )

Teaching reflection: The teaching content of this lesson is "What are they doing?" , Unit 1 On the Train is one of the learning themes. The purpose of teaching is to "correctly master the words of action verb draw sleep and adjective quiet loud, and simply understand the usage of the present continuous tense, and express what you and others are doing in simple language". In order to stimulate students' interest in learning English in classroom teaching, I create certain situations to cultivate students' ability to listen, read, speak, understand and use English; In order to make students master the usage of the present continuous tense more flexibly in this class, I also designed various games and sentence pattern decomposition exercises, so that students can feel English, enjoy English and master language knowledge well in a series of relaxing and interesting activities.

Of course, there are some shortcomings and regrets in the teaching of this course, which triggered my thinking.

1. During the teaching, the activities I designed were relatively simple, and the number of students participating in the performance was somewhat small. In the future teaching, I must design more activities to make more students speak English, so that students can really fall in love with English in the exhibition and communication.

2. Writing is a basic skill that must be mastered in primary school. Therefore, in order to make every student write standardized English, I often arrange copying exercises for students in class to facilitate classroom guidance. Considering that there are many teaching contents in this course, the originally planned keyword copying in class can only be transferred to homework. I believe that if we can arrange it more compactly and arrange some copying in the previous teaching links, the whole class will be more satisfactory.

What are you doing? I hope it helps you.