? 举例说明： 1.整合话题:
围绕单元话题，设计综合性的对话，让学生整体感知语言，整体输出语言，训练学生综合运用语言的能力，完成交际应用的最高任务。
2.分层训练:
针对不同年级，不同学情，进行不同形式的交际训练；a. 教师创设语境，呈现对话(形式多样)。b. 合作学习(practise形式多样)。c. 学生展示(check形式多样)。d. 替换练习(以单元的主句型和单词进行替换应用，密切联系生活实际。)
Step 3 交际应用 (10分钟) A.Hello.
B.Hi,Liu Ling.It’s Chen Ying. A.Hi,Chen Ying.What are you doing? B.I’m reading a book.What are you doing? A.I’m drawing pictures.
1.教师创设打电话的情景，询问同学，家人或朋友正在做什么。根据学情，分层训练，逐步增加到三人或小组对话，注意打电话用语的使用和人称代词的变换，运用前面所学的动词词组进行大量的替换。
A.Hello.
B.Hi,Yingying.This is Dingding.What are you doing? A.I’m talking to you .
B.Come on,Yingying.What are you doing? A.I’m doing the dishes.What are you doing? B.I’m washing clothes.Can I speak to your mom?
A.She’s cleaning the room.Hold on ,please.Mom,there is a call for you.
C.I’m coming.Who’s that?
????..
2. 教师创设a nature park or in a zoo的情景, 运用前面所学的动词词组进行大量的替换。
A.Look at the monkeys. A.what is it doing? ??????
(根据时间和学情,可以选择应用.) 四．评价检测：
针对易混易错的题目，查漏补缺,，设计诊断性补偿练习，重点是考查语音的归类和发音，语法的点拨和应用，,强化记忆，达到熟能生巧，自由运用的程度。
1.知识积累:重点是单词和重点句型的单项练习(形式多样,分层要求);例如:单词认
读:match,number,circle,listen,draw,complete,spell,translate,make up a sentence ,choose the best answer 等.达到认知的目的.
2.整合训练：重点是句子和短文;
例如: 根据上下文填空, 根据上下文选择, 阅读理解，阅读判断正误，阅读选择,
听短文填空，听短文判断，听短文选择等(story-time,dialogue,text) 3.话题应用: 重点是对优等生和高年级学生。
根据单元话题，联系生活，口头描述；围绕单元话题，联系生活体验，写短文。
Step 4 评价检测 (分值:100分 时间15分钟) 1.根据例子完成单词(20分) 例:do-----doing
1.wash----- 2.cook----- 3.write------ 4.answer-----
5.speak----- 6.climb----- 7.swim----- 8.run----- 9.swing---- 10.fly-----
2.Listen and tick. (20分)
( ) ( ) ( ) ( ) ( )
What is/are it/they doing? It’s?They’re ------. 3.根据上图完成句子(30分)
(1)Look at the monkeys,what are they doing? They are . (2)I see panadas. ? They are climbing.
(3)What do you see? I see two elephants. ? .
(4) Look at the lions. . 4.读短文,判断正(T)误(F) (30分)
We are in the nature park.The park is so big.Look at the boys .What are they doing?They are watching the animals.What are they?They are kangaroos.They are jumping so fast.Look there!The elephant is drinking water with its trunk.Here come two tigers.They are swimming.That’s cute.
( )1.The boys are watching animals. ( )2.The kangaroos are jumping very fast. ( )3.The elephant is drinking with its mouth. ( )4.The tigers can’t swim. ( )5.We are in a nature park.
五．家庭作业：1.总结评价 2.作业布置3.课外延伸 (2分钟)
回顾话题，体现主体，形成体系；家庭作业的设置应具有针对性，可操作性和实效性；低年级可以设置听读看诵等作业;高年级设置仿抄写编等作业；根据
学校实际，开展丰富多彩的课外活动，以祢补英语课时的不足，保证学生每天都有练习英语的时间和机会。
Step 5 Homework
1 A.口头描述图片,写成短文. B.根据图意,编对话. C.口头做对话.
2. 日记:描述家人的活动.
3. 编写英语板报或举行各类比赛活动。
Unit 4 Part A与Part B（五年级下册）总复习教案 I.教学目标与要求：
1.能简单地问他人或描述自己及他人正做什么。如：What are you doing? I’m ?What is ?doing? He’s/She’s?
2.能听懂、会说：This is ?Can I speak to?please? Please hold on. There is a call for you. 等句子并能在实际情景中运用。
3.能掌握A、B部分Let’s learn, Read and write中的四会短语和句子。 II.教学重难点分析：
1.重点掌握现在进行时的问答及短语。
2.难点：am, is, are 的运用及ing 的动词形式。 III.课前准备： 1.课件或相关图片。 2.单词卡。
3.Am/ is/ are练习题。 IV.教学设计： Step1 Warm-up
1.将学生分成男女两组，分角色表演唱: “What are you doing?” （设计思路: 活跃气氛，并通过分角色表演唱刺激现在进行时的问答形式。） 2.课件展示兔兔一家的忙碌画面，出现兔兔接电话的声音： Tutu: Hello, This is Tutu.
Uncle: Hello, how are you, Tutu? And how’s everybody doing? Tutu: We are all busy. I am reading a book in my own room. My mother is cooking dinner in the kitchen. My brother is watching TV in the living room. My sister is doing homework in the study. And my father is writing an e-mail.
Uncle: Oh, where’s your grandpa? What is he doing? Tutu: He’s cleaning the room. Uncle: Can I speak to him, please?
Tutu: Sure, hold on, please. Grandpa, there is a call for you. Grandpa: I am coming.
学生讨论、回答：What is Tutu/ mother/ father??doing? 并重现图片及短语。
（设计思路: 通过课件整体呈现语言，让学生在听听、看看、说说的整体语言教学中习得知识，并引入本单元的教学重点—现在进行时，再次刺激学生对现在进行时的理解。）
Step2 Revise the words and phrases 1.闪亮拼读
将学生分成男女两组，进行比赛。利用卡片复习下列两组动词： A: read clean draw listen do B: cook answer wash write have
方法：将每个单词亮3分钟，开火车检查学生迅速拼读，拼对的给本组加小标志，每拼完一个重新亮出单词，让全班齐读，检查正误，并将词卡贴在黑板上。