英语人教版五年级下册现在进行时.doc

现在进行时态教学设计黑龙江省七台河市勃利县抢垦乡明德小学 孟宪平一句型：What are you doing? Imwere . What are they doing? Theyre . What is heshe doing? HesShes .二教学目标：*认知目标： 掌握现在进行时态的概念、构成、用法等。 *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：掌握句型What are you doing? Imwere .What are they doing? Theyre .What is heshe doing? HesShes . 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、习题卷五、教学过程：Step 1 : Warming up1.GreetingsT: Class begins ! Good morning, boys and girls .S: Good morning, 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, wh2Free talkIm happy, 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.课件出示一组动词及其“+ing”形式：Look and read:sing singing read reading do doingwrite writing dance dancing make makingjog jogging swim swimming shop shoppingb. 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。i 直接在动词后加“s”. ii去词尾“e”加“s”. iii双写词末字母加“s”. (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. 课件一一出示照片Photo1:A boy is reading a story book.T: Whos he?Ss: Hes xxx.(学生兴奋地指向该同学)T：Hi, xxx. What are you doing?(反复两遍，张贴句子卡片至黑板)S1：引导理解并回答“Im reading a book.”板书领读此问答句。Photo2:A girl is dancing.T: Whos she?Ss: Shes xxx.(学生兴奋地指向该同学)T：Hi, xxx. What are you doing?S1：引导回答“Im dancing.”T：Boys and girls. What is she doing?(反复两遍，张贴句子卡片至黑板)Ss：引导理解并回答“Shes dancing.”板书领读此问答句。Photo3:Two boys are playing chess.T: Are they dancing reading ?Ss: No , they arent.T：Hi, the boy(照片中人). What are you doing?S1：引导回答“Were playing chess.”板书在Im下面添上Were .T：Boys and girls. What are they doing?(反复两遍，张贴句子卡片至黑板)Ss：引导理解并回答“Theyre playing chess.”板书领读此问答句。 (设计意图：以授课班级内学生有趣的活动照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”。)2小组活动：练读黑板上的句子并讨论自己的发现。3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”。）T：教师适时暂停并问“What are they doing?”引导学生答Theyre walking. Theyre running. Theyre jumping. Theyre standing. Theyre sitting.4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, This is a family picnic .Bob _ (carry)a big basket of food. Mom _ (make) a salad. Jenny_(put) the food and drinks on a tablecloth. Their dog Rover _(eat) the meat. Bob and Lynn _ (paint). They are quiet .Father_( make ) sandwiches. Oh. They 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。)5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）。6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。7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