广东版四年级上册Review 2-Lesson 1-ppt课件-(含教案+视频+音频+素材)-部级优课-(编号：c12d4).zip

1、现在进行时态复习课教学设计 一教学背景分析 本节课是现在进行时态的复习课。学生在学习本课之前已掌握了大量的动词及动 词短语，经过老师的教学，也了解了现在进行时态。但因为汉语中没有时态这一概念， 学生在实际使用中，对该时态的结构不容易内化，要么遗漏助动词 Be，要么动词忘记 加 ing 。所以有必要设计有效的活动，给予学生大量练习的机会，让学生在各种实践 活动中去感知，进一步熟悉这一语言现象，从而达到运用自如的目的。 二教学目标 1.知识和技能目标 （1）能流利使用以下句型在情景中交流：What are you doing? What is she /he doing? What are the

2、y doing? Are you.? （2）掌握现在进行时态的概念，结构并能自如地运用。 2.情感目标 （1）激发学生对学习语法的兴趣, 给予学生在学习过程中积极愉悦的情感体验。 （2）培养学生自信开口、积极思维的习惯。 三、教学重点和难点 1.重点：流利地使用现在进行时态的句式进行表达 2.难点：现在进行时态中动词 ing 的三种构成规律 四教学准备 多媒体课件、单词卡等。 五教学过程 Step One : 感知语言 用改编的歌曲Are You Sleeping?热身 设计意图 以英文歌曲营造出良好的英语氛围，同时巩固进行时态的结构，为接下来的复习做好 铺垫。 Step Two 熟悉结构 1

3、.谈论人们在公园中的一些行为引出现在进行时态。 Listen! What are the people doing in the park? Look! They are flying a kite. They are rowing a boat. He is reading. 2. 提醒学生关注句子结构。 T: 要表示正在做某事， “Be “与 “V-ing”两部分缺一不可。 am are is 3.练习“be”的使用 beV-ing 现在进行时现在进行时 在“be”旁标上“am, is ,are”, 然后老师不停变换人称，让学生口头快速说出相应的 “be”动词。 T: I Ss: am T

4、: You Ss: are T: they Ss: are T: she Ss: is T: Mike and Tom Ss: are T: the boy Ss: is T: the boys Ss: are 设计意图 作为语言，理解了的东西不等于掌握，只有脱口而出，才是真正内化。口头快速反应 法利用口头检测的方式，快节奏，有比赛感，能有效激发学生的兴致。它还能在短时间能 提供给学生大量的的变式练习，巩固语言点，同时让学生真正检测自己的掌握情况。 4.复习“V-ing”的构成。 (1) 请学生观察给的例子，小组内讨论“V-ing”的构成规律。 (2) 学生将字卡进行归类。 playplayi

5、ng write-writing run-running （3）将 PPT 中的动词原形及 V-ing 形式读一遍。 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, 学生的参与 积极性会更高，参与面会更广，教学效率要远远高于让学生直接被动地接受知识。 Step Three 围绕结构，听说实践 1.发散思维练习常用句式 1)T: Ive got some riddles here. The first one: In this place ,you can see the sofa, the table and the TV etc. Where is this pl

6、ace? Ss: Home. T: Right.(板书：home 同时画上一个小女孩) Look, this is Mary. Shes at home. What is she doing? S1: She is watching TV. S2: She is cleaning the house. S3: She is making a cake. What is she doing? 2) T: This is another place. There are many desks and chairs here. Where is it? Ss: Classroom. home T:

7、Yes. (板书: classroom 同时画上一个男孩) Look, this is Ben. He is in the classroom. What is he doing? S1: He is writing. S2: He is talking with his friends. What is he doing? 3) T: Here is the third place. Its very beautiful. You can see many trees and flowers here. S1: Park. T: Good. (板书:park 同时画上三个孩子) Look,

8、We can see three kids in the park. What are they doing? S1: They are singing. S2: They are dancing. What are they doing? 设计意图 以图创设情景，让学生调动自己的知识储备，激活与新知联系紧密的已学知识，在这 个基础上发挥想象，进行大量现在进行时态句式的表达与运用，让语言结构在不知不觉中 习得。问题逐一呈现，有助于孩子知识的构建，知其然，更知其所以然。 2. 看图编对话，巩固句式 老师将三幅图一一快速闪过，让学生根据所看到的人物组织对话。 T:Id like you to ma

9、ke dialogues according to the pictures. S1: What is he doing? S2: He is playing the piano. 3. 根据“相片”对话，活用句式 课堂上让 6 位同学走到讲台前，提醒他们老师喊“One, two, three”后立刻 各自呈现一个动作，可以是“打篮球，做饭，听音乐”等，要求像木头人一样保 持不动。接着让全班两两谈论“What is doing? He/she is.” 最后以“Are you cooking/fishing/reading?”等句式进行确认。 S1： Look, what is Mike do

10、ing? S2: He is listening to music. S3: Look, what is Jenny doing? S4: She is reading. 设计意图 快速闪动的卡片及谈论“相片”的活动具有游戏的性质，符合小学生喜欢变化的心理， classroom park 趣味性的练习，让更多学生乐于参与。活动的设计在巩固语言点之余也是为了检测学生对 三个问句“What is she doing? What is he doing? What are they doing?”是否运用自 如 Step Four 说写结合促提高 1） 让学生仿照例子，笔头造句。 人称beV-ing

11、 Iamreading She They The boy The boys Ben and Lisa 设计意图 通过笔头的输出，能让学生进一步确认自己的掌握情况。该环节分栏的设计一方面再 次巩固“Be”动词的用法，另一方面也传递给学生一个清晰的概念：进行时态的句式必须 有“be”动词与“V-ing”两个关键要素。 2).以改错突出重难点 出示三个学生容易造的错句，让学生找错。 1）Mary doing her homework. 2）Some boys is swimming. 3）Some children are runing. Step Five 讨论公园中不文明的现象。 1)Look!

12、 The man_ (sleep) on the bench. 2)Look! The girl _( pick) flowers. 3)Look! They _(climb) the trees. 4)Look! He _(write) on the tree. Step Six 听公园中两人的对话，回答问题。 1. What is Lisa doing?_ 2. What is Ben doing?_ 3. Is Peter reading under a tree?_ Step Six 描述图画， 提高语言综合运用能力 让学生说说公园里有什么，人们在干什么。 S1: There is a

13、 big house near the river. S2: A woman is writing in the house. S3: Two boys are playing basketball. S4: Some children are running. Step Six :布置作业 完成看图写话的作文In the Park 设计意图 把口头表达与书面表达相结合，先在课堂上让学生口头突破，课后再跟上书写。这个 目标的设置坡度不大，有利于提高孩子写作的信心，同时内容上也兼顾了各个层次的孩子， 让每个人都有话说。这样的小练笔既是对课堂上内容的一次复习，也是对各种词汇拼写的 一种巩固。 六教

14、学反思 本节课是一节语法复习课。没有过多的讲解，教师由始至终都是在“练”字上做文章， 让学生在大量的听说中去感知、熟悉现在进行时态这一语言现象。各种活动设计由浅入深， 循序渐进。学生发言踊跃，教学效果理想。本课有以下几个特点： 1. 教学情境化。 老师能积极地创造语言运用环境，激发学生表达思想的欲望，引导学生观察、思考、 猜测。如先让学生猜三个地方，然后一一画上人物，提出开放性的问题“她/他/他们/在此 地干什么？”根据老师提供的信息，学生“有话可说” ，爱说，乐说。因为情境设置合理， 贴近实际，学生思维活跃。 2. 教学游戏化。 老师在课堂上不时穿插比赛性质的小游戏，像“看相片”编对话，快速

15、反应说 “be”动 词等，这使枯燥的语法、句型练习变得简单清晰，趣味无穷。增进了学生学习英语的兴趣 和信心，调动了他们的学习热情，还有利于加强学生的参与意识和竞争意识。 3. 教学梯度化 活动由易到难，层层递进，从 “be “和 “V-ing”的操练到句型的大量练习，再到看图说 话，注重培养学生从词到句、从句到篇的口语表达能力。 一一Make similar sentences. (仿照例子，造句仿照例子，造句) 二二Listen and write down the answer. （听录音，写出听到的答（听录音，写出听到的答 案）案） 1. What is Lisa doing ? _ 2

16、.What is Ben doing? _ 3. Is Peter reading under the tree?_ 三三Describe the picture. (描述图片描述图片: 有什么，他们正在干什么。有什么，他们正在干什么。 。 。 。 。 。) Look! This is a park. There is a. A Park _ _ _ _ _ 人称be V+ing Iam running She They The boy The boys My father and my mother The Present Continuous Tense -现在进行时态 Look ! Th

17、ey are flying a kite. Look! They are rowing a boat. Look! He is reading a book. Look! She is painting a picture. 1.She _ a picture. 2. They _ a boat. 3. He _ a book. 4. They _ a kite. is painting are rowing isreading are flying paints row reads fly Lets read: playplaying read-reading sleep-sleeping

18、writewriting dancedancing exercise-exercising runrunning swimswimming cut-cutting 人称be V+ing Iam reading She They The boy The boys My father and my mother 3.Some children are runing . 2. Some boys is swimming. 1. Mary doing her homework. Find out the mistake. (改错） Look! He _on the tree. is writing L

19、ook! He _ on the bench.is sleeping Look! They _ the flowers. are picking Look! She_ the tree. is climbing 1. What is Lisa doing ? _ 2.What is Ben doing? _ 3. Is Peter reading under a tree? _ Listening Test: She is singing. Hes playing basketball. No,he isnt. Homework: Write a short passage: A Park A Park _ _ _ _ Look, this is a park.