现在进行时态教学设计.doc

现在进行时态教学设计 启东市继述中学 徐海红牛津英语七年级上册Unit 8 一 教学内容：译林版牛津英语七年级上册 Unit8 Grammar 1词汇：lie, write to, wait for ,look for 2句型：I am eating. YouWeThey are eating. Ithe she is eating. Im not eating. YouWeThey are not eating .Ithe she is not eating .Am I eating ?Yes , I am. No, I am notI m not . Are you wethey eating ?Yes ,we youthey are. No, we youthey are notarent. Is Ithe she eating ? Yes , hesheit is. No, hesheit is not isnt.二教学目标：*认知目标：1能听懂、会说、会读、会拼写六个表示动作的单词lie, write to ,wait for ,look for； 2 掌握现在进行时态的含义和结构。*能力目标：能正确运用现在进行时态询问别人正在做什么，培养学生用英语交际、用英语解决实际问题的能力。*情感与策略、文化等方面目标：1关注学生在学习过程中积极愉悦的情感体验。培养学生自信开口、积极思维的习惯。2养成学生积极自主地体验、实践、参与、合作的学习方式。3引导学生用丰富多采的课余活动构建自己健康愉快的生活方式。三、教学重难点：1.重点：能听懂、会说、会读、会拼写六个表示动作的单词lie, write to, wait for ,look for ； 掌握句型I am eating. YouWeThey are eating. Ithe she is eating. Im not eating. YouWeThey are not eating .Ithe she is not eating. Am I eating ?Yes , I am .No, I am notI m not . Are you wethey eating ?Yes ,we youthey are. No, we youthey are notarent. Is Ithe she eating ? Yes , hesheit is .No, hesheit is not isnt. 2.难点：现在进行时态的理解、运用；现在分词的常见构成形式及读音。四、教学准备：多媒体课件、单词卡片、习题卷五、教学过程：Step 1 : Warming up1.GreetingsT: Class begins ! Good morning, boys and girls .S: Good morning, Mrs Xu. .T: How are you this morning?S: Fine , thanks .And you ?T: Im very well .Because I have many new friends here, you make me very happy. Thank you .Sit down ,please !(设计意图：课的开始以师生间亲切的问候导入，师生情感互融，迅速营造温馨愉悦的教学氛围,帮助师生以良好的精神状态进入课堂教学。)T: Boys and girls, 2Free talkIm happy, I like singing. Please listen. 师唱“You are my sun shine, my only sun shine ” I like singing. What do you like?S1: I like swimming.T: Oh, a brave boy！ I cant swim.T: Do you like swimming?S2: No, I dont. I like dancing.T: You like dancing！Can you dance for us?S2:Yes.(该生简单跳几个动作)T: Excellent ! (教师带领其他学生鼓掌)T: What do you like?S3:I like .T: By the way, do you like me?S3:Yes, I do.T: Thank you .3. Revisiona.课件出示预习作业交流 一组动词及其“+ing”形式：Look and read:.sing singing dance dancingswim swimmingeat eatinggive giving lie lying.sit sitting write writing close closing listen listening run running wait waiting b. 引导认真读，体味“动词+ing形式”的正确发音;仔细看、找规律并总结。c.课件出示 想一想动词现在分词的构成规则。1.大多数动词在词尾直接加_ing_。2.以不发音的字母e结尾的动词_去词尾“e”加ing_。3.以ie结尾的动词，如lie _变 ie为y加 ing_。4.词尾只有一个辅音字母的重读闭音节，双写词末字母加i ng (设计意图：教师以诙谐流畅的语言和学生就爱好方面进行“寒暄式”交流，贴近学生生活实际,避免强制、机械地操练。同时swimming, dancing, singing等单词的复现以及规律的总结，激活了与新知密切联系的已学知识，为这节课现在进行时态的教学“搭梯”。)Step 2:Presentation & Practice1. 课件一一出示 图片 Picture1:A boy is playing football.T：Hi, xxx. What is the boy doing?(反复两遍 )S1：引导理解并回答“ He is playing football.”板书领读此问答句。Picture2:A girl is dancing.T：Hi, xxx. What is the girl doing?S1：引导回答“She is dancing.”T：Boys and girls. What is she doing?(反复两遍)Ss：引导理解并回答“Shes dancing.”板书领读此问答句。Photo3: A boy is playing the guitar . T: Is the boy dancing reading ?Ss: No , he isnt.T：Hi, What is he doing?S1：引导回答“Hes playing the guitar.”板书在Im下面添上Were .T：Boys and girls. What are you doing?(反复两遍 )Ss：引导理解并回答“Were playing the guitar .”板书领读此问答句。2 再次课件出示2副图片 和句子Tom is playing football. Lucy is reading a book. They are watching TV now. Look!The twins are thinking.3 (设计意图：以 图片导入现在进行时态的教学，一下子便抓住学生的兴奋点与注意力。然后以师生问答的形式进行操练，强化学生对于现在进行时态的感知，为现在进行时态的进一步学习“搭梯”。)4班内汇报总结。i 动词都加了ing. ii句子中有相应的be动词. iii都表示正在做的事情.（设计意图：重视学生的发现与探究，这样的学习过程是学生主动求知、记忆的过程。教学效率要远远高于让学生直接被动地接受知识。高明的教学不仅要让其“知其然”，更重要的是让其“知其所以然”。）5 课件出示 现在进行时基本结构5 课件出示10幅学生感兴趣的生活、娱乐、体育图片：6 a.鼓励学生大声朗读句子. (设计意图：在学生对现在进行时态的构成、语意、现在分词的构成及读音有了一定认识后，以有趣的图片作为载体帮助学生进一步建构自己的所学。至此完成了对知识的感知体验模仿运用的初步认知过程。)出示单词卡片教学stand standingT: What is Miss Gao doing?S: Youre standing.What are you doing?S: Were sitting.T: What are you doing?S1:Im sitting.T: What are you doing?S2:Im sitting.T&S: 同法配合体势语学习另外三个表示动作的单词“walk walking, run running（发现双写）, jump jumping”.T&S: Good job! Shall we play a game? Now follow me, please.(学生跟随教师一起做动作并进行答问“What are you doing?”“Were running walking jumpingsittingstanding.”T: Who wants to try?指名学生来当小老师继续这个游戏。(设计意图：再一次用非常贴近学生学习生活实际的体育课画面,吸引住了学生的注意力。且在观看录象的过程中巧妙地将5个表示动作的单词呈现出来，结合时态进行进一步操练、巩固。进一步加深学生对现在进行时态句式的认识。这个环节中频繁的身体活动也让学生获得了“学中乐、乐中学“的美好情感体验。)T: We did so many sports, so Im very tired. I want to go to bed .Do you want to go?S: Yes, were tired, too.T: The boy is tired, too. What is he doing?8课件出示夜晚，一个小男孩睡觉的情景,引出 sleep sleeping的教学。(设计意图：教师顺着上面一环节刚进行了剧烈运动的实际情况，巧妙设置累了想睡觉的情景，引入了新词sleep sleeping，Hes sleeping.的教学，衔接自然流畅.)9课件出示“Say a chant”Doing, doing, what are you doing?Standing, sitting and sleeping.Doing, doing, what are they doing?Walking, running, and jumping.T&S:教师示范边说边做动作。学生跟随教师做动作并练习说。(设计意图：运用现在进行时态将所学的六个表示动作的单词编串成一段琅琅上口的小诗，学生边说边做，感受学习的成功与快乐。随着那最后一词“jumping”，学生高高跃起，将整个课堂教学推向高潮。)Step 3:Consolidation1课件出示：Look and guess（屏幕上出示本节课所学单词的首字母S、W、R、J）S:根据首字母猜测“What is the boy doing?(课件链接揭示答案，比谁最幸运)T:OK! Lets do some exercises again.2课件出示：练习题（课堂情景再现）Now, we _ _ (have) an English class. The English lesson is so interesting (有趣的). Look, our new English teacher Miss Gao _ (stand) over there . We _ (play) a game. Some students_(sit). Some students _(walk). Some students _ (jump). And some students_( run ) . No one _(sleep) here. Oh. We are really happy today .T：Shall we check the answer?（指名朗读核对答案）Lets read it together.（学生齐读）(设计意图：在游戏中进一步巩固所学单词与句子是学生非常喜爱的学习方式，既培养了其学习兴趣又能提高学习效率。通过一段笔头练习恰到好处地描述了这次课上师生的活动，同时可及时得到学生学习情况的反馈。)3师总结：同学们,通过今天的学习我们已经认识了一位时态朋友，它的名字就叫现在进行时（板书）。4带领学生进行课末小总结，请学生用自己的语言总结出其概念大概意思，基本构成及现在分词的三种形式。5课件出示：时态学习（学生默读，强化理解记忆）现在进行时态： 现在进行时表示说话时正在进行或发生的动作,也可表示当前一段时间内的活动或现阶段正在进行的动作。 它有两个缺一不可的条件：助动词 be ( am / is / are ) ，现在分词（动词+ing). 如： Im reading English. Su Yang is dancing. They re playing football.（设计意图：通过学生用自己的理解来描述，强化学生对所学知识的认识，最后教师规范的小总结帮助学生脑中建构的知识得到梳理、从而清晰明确起来。）Step 3:Goodbye & HomeworkT: The bell is ringing. Class is over. “Goodbye, boys and girls!”S: Goodbye ，Miss xu!Homework:1. 听录音，复习本节课所学单词、句子。2. 听录音，预习A部分课文。3. 抄写B部分单词 。六教后反思 反思自己对于现在进行时态的教学设计过程，期间经历了多次大的改动。笔者个人的对新教学理念的把握也随之得到了进一步的充实与提升。时态的教学对于很多老师来说，确实是教学的一个难点。讲得太直白了，难免有“灌输”之嫌；不讲吧，学生的领悟又不够透彻。时态到底怎样教？教师讲到何种程度？今天以笔者自己的这篇教学设计和广大教师商榷。我觉得这次课最大的亮点、也是给我体会最深的就是：在时态教学中尤其要倡导学生积极自主地体验、实践、参与、合作的学习方式。这样才能帮助学生有效掌握知识，提高能力。