一 教学内容
《义务教育课程标准实验教科书 牛津小学英语》5A第七单元第三教时
（Read and say）

二 教学目标
1 能听懂、会说、会读、会拼写词汇look for, join, study
2 能听懂、会说、会读日常交际用语和句型Classes are over. Perhaps they are. I’ll go and join them. Where are you going? I’m going to …
3．培养学生乐于助人的良好思想品质。

三 教学重难点
1. 四会掌握词汇和句型。
2. 能正确理解掌握并运用日常交际用语。

四 教具准备：
a 课件
b 实物：课题和句子的卡片，练习纸。

五 教学过程
Step 1 Free talk
Talk about the hobbies with the students
T: Hello/ Good morning, …
S1: Hello/ Good morning, Miss Wu.
T: I like … What do you like?
S1: I like …
S2: I like …
……

Step 2 Revision and presentation
1.      Show some pictures and review the sentence patterns.
T: Look at the pictures. What are they doing? Please ask and answer.
You can use these sentence patterns: What is he/she doing? He’s/ She’s …
                              What are they doing? They’re …

2.      Play a guessing game and review the sentence patterns.
1) T: Let’s play a guessing game. Look at the girl. Is she…?
S: (Guess) Is she …?
T: She’s watching TV.
2) T: Is she …?
S: (Guess) Is she …?
  T: She’s reading English.
She’s learning.=She’s studying.
Teach: study (学习)
3) T: Are they …?
  S: (Guess) Are they …?
  T: Perhaps they are.
Teach: Perhaps they are.
  T: Oh, they’re playing football.
I’ll go and join them.
Teach: I’ll=I will   join   I’ll go and join them.
4) Practice
A: Are they …?
B: Perhaps they are.
A: I’ll go and join them.

Step 3 Presentation
1.      T: Oh, they’re watching TV. The name of the TV programme is “Looking for Wang Bing”.
Teach: look for
2.      Show a picture
T: Look at the boy. Who is he? Where is he?
S: He’s Wang Bing. He’s in the classroom.
T: What time is it?
S: It’s three o’clock.
T: It’s three o’clock in the afternoon. Classes are over.
Teach: Classes are over. = School is over.
   T: Classes are over. Wang Bing is going out of the classroom.
Where is he going? Let’s watch the cartoon.
3.      Watch the cartoon and answer the questions
T: Before watching, let’s look at these questions. Please answer them after watching.
Q: 1) What is Gao Shan doing?( He’s looking for Wang Bing.)
  2) Is Wang Bing in the office?( No, he’s not.)
4. Watch the cartoon again and judge.
   T: Let’s watch the cartoon again. Then judge the sentences.
Q: ( F ) Helen is going to the playground.(library)
  ( T ) Su Hai and Su Yang are cleaning the library.
  ( T ) Gao Shan is going to the library to help Su Hai and Su Yang.
5. T: Oh, Gao Shan is a helpful boy.
  送你一句话：Helping others is helping themselves. （帮助别人等于帮助自己。）

Step 4 Presentation
1.      Exercises:
如果当你遇到和我一样的情境，你要去哪里呢？帮我解决一下这些难题吧！
1)      You want to play table tennis. Where are you going? I’m going to the …
Teach: Where are you going? I’m going to the …
2)      You want to read books. Where are you going? I’m going to the …
2.      T: You’re all good children. Thank you for your help.

Step 5 Consolidation
1.      Read the text in different ways.
2.      Do some exercises.
a.       Listen and match
录音内容：
1.      Where is Miss Li? She’s in the office. What is she doing? She’s writing.
2.      Is Mr Green in the classroom? Yes, he is. He’s having a Chinese lesson with his students.
3.      Where is Nancy? She’s in the computer room now. What is she doing? She’s playing computer games.
4.      Helen is in the reading room now. She’s reading.
5.      Where is Mike? He’s in the garden. What is he doing? He’s playing on the slide.

b.      Look, read and complete
1) A: Are they cleaning the library?
B: Perhaps they are.
A: I’ll go and join them.
2) A: Helen is looking for Mike.
B: He’s in the playground.
A: Is he playing basketball?
B: Yes, he is.

Step 6 Homework
1.Listen, read and recite Part A.
2.Do a survey.
Ask your classmates: What are you going after school?

板书设计：            
Unit 7 After school
Classes are over.
Perhaps they are.
I’ll go and join them.
Where are you going? I’m going to …


教学反思：
一直很困惑于语篇教学该怎么上？如何把课文中的重难点分解并让学生很好地掌握，而他们学得又很轻松不感到枯燥乏味？针对这些问题，今天我就5A Unit 7 After school A部分课文的语篇进行了尝试性的教学。
整堂课下来，自我感觉上得比较轻松愉快，和学生的互动也比较好，学生的反应也不错，达到了预期的教学目标和要求，取得了较好的教学效果。
课文中较难读的和较易读错的词句，通过“猜猜看”的游戏，创设合理的情境等形式引出并加以学习巩固，学生学习的兴致极高，参与非常积极，操练得也比较到位。因而到巩固读书环节，学生的朗读已非常顺利了。
当然同时也发现了一些问题，比如课件中的图片应该选用一些让学生能一目了然就明其义的，而不是有可能产生歧义的。这要在以后做课件选图时更慎重一些。
就课堂教学设计来说，也一直在考虑是否在巩固环节再加个 “Make a new dialogue”，把A部分所学语言知识真正运用起来？

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