广东版四年级上册Unit 8 Helping at Home-Lesson 3-ppt课件-(含教案+素材)--(编号：61e5d).zip

现在进行时态复习课教学设计 一教学目标 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 they doing? （2）掌握现在进行时态的概念，结构并能较为自如地运用。 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。 二、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 1 : 感知语言 1.歌曲热身 Are You Sleeping? 2.用看动作说英语的活动引入课题。 让一生根据老师的字卡提示一个接一个地做动作，在此过程中向全班发问： “What is he doing ? ” 师生对话如下： T: A ,Come here. Can you look at the cards and do the actions. S1: OK. T: Hi, kids. What is he doing? Ss: He is cooking. T: What is he doing? Ss: He is running. 在大量的感知后，揭示本课课题“The Present Progressive Tense ” 设计意图 英文歌曲和看动作说英语活动能快速地集中学生的注意力，营造出良好的英语氛围， 同时让学生感知进行时态的结构，为接下来的复习做好铺垫。 Step Two 熟悉结构 1.以形象法突出结构 课前在黑板一侧画出一汽车的侧面(简笔画)。提示课题后在汽车的两个轮子上分别填 上“be” 和“V-ing” 。 T: 要表示正在做某事， “Be “与 “V-ing”缺一不可。 am are beV-ing 现在进行时现在进行时 is 2.练习“be”的使用 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: 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。 3.复习“V-ing”的构成。 (1) 在车后画三朵云象征车尾气，与前面的内容连成一个整体。在三朵云上，分别 贴上“play-playing” “write-writing” “runrunning”的字卡。 (2) 请学生观察给的例子，小组讨论“V-ing”的构成规律。 (3) 学生将字卡进行归类。 playplaying write-writing run-running （4）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 place? 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? home 2) T: This is another place. There are many desks and chairs here. Where is it? Ss: Classroom. T: 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, 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 make dialogues according to the pictures. S1: What is he doing? S2: He is playing the piano. (第二幅图 ) S1: What are they doing? S2: They are cleaning the classroom. 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.” S1： Look, what is Mike doing? classroom park 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， 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 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. 3.出示三幅图，让学生用括号内词的正确形式填空，校对后进行德育渗透。 1)Look! The boy_ (play) football in the street. 2)Look! The girl _( draw) on the wall. 3)Look! They _(pick) flowers. T: Can we play football in the street. Ss: No, we cant. T: You are right. Its dangerous. When a car comes, you will be hit. T: Can we do these? Ss: No. （将三幅图分别打上叉） 设计意图 学生们在使用进行时态时，极容易出现遗漏“be”动词等错误，让学生自己找错及填 空，能有效地突出重点，给他们留下深刻的印象。与此同时，安全教育及美育也自然而然 地渗透其中。 Step Five 描述图画， 提高语言综合运用能力 让学生说说图中有什么，人们在干什么。 S1: There is a 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。 The Present Continuous Tense -现在进行时态 The Present Continuous Tense -现在进行时态 现在分词的构成： 1).do-doing 2).make-making taketaking drivedriving ride-riding 3). sit-sitting swimswimming put-putting run-running Lets read: playplaying help-helping plant-planting come-coming take-taking eat-eating climb -climbing build-building wash-washing give-giving 1.Who is calling? _ 2. What is Tom doing ? _ 3.What is Mike doing? _ 4. What are they going to do? _ Listening Test: Mike. Hes playing computer games. Hes watching TV. Play football. Part APart B Homework: Write a composition: A Park A Park _ _ _ _ Look, this is a park. 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 Tom doing ? _ 2.What is Mike doing? _ 3. What are they going to do?_ 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。 。 。 。 。 。) A Park _ _ _ _ _ 人称be V+ing Iam reading She They The boy The boys My father and my mother