英语人教版七年级下册一般现在时被动语态微课教学设计.doc

现在进行时态教学设计一教学内容：七年级下册Unit61词汇：carry, eat, make, paint, put, .2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：1能听懂、会说、会读、会拼写五个表示动作的单词stand, sit, sleep, jump, run, walk. 2 初步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：能听懂、会说、会读、会拼写五个表示动作的单词stand, sit, sleep, jump, run, walk；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、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, Miss Miao .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. 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（教师课前抓拍的授课班级学生课间活动场景）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”。）4课件出示一幅缺失了一半的图：（几个可爱的小动物庆贺万圣节的场景图）a.鼓励学生根据提示先模仿练说故事的前半部分。There is a Halloween party. The pandas_ _(eat) a very big cake on the bed. The pigs _ _(make) pumpkin lanterns. The rabbit _ _(cook) in the kitchen. Look ! The bears_ _(dance) over there.They look so funny.T: Good job! The story is so funny. How lovely the animals are! (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，以有趣的童话故事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。)5T: Do you like this story and these lovely animals?S:Yes.T: Do you like sports? PE lessons?Shall we see a movie about a PE lesson? And please listen to my questions carefully.“ What are they doing?”6课件播放一节体育课的录象片段（内容为学生在教师口令调动下齐步走跑步走原地跳打小篮球赛其他学生或坐或站着喊加油）。S:观看体育课录像。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.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C、M、E、P）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, 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。)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 Gao!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. 抄写单词 。六教后反思在本节课探究式学习过程中，学习的内容通过贴近学生生活实际的材料来呈现，如抓拍的授课班级学生课间