梁子恒语法课(被动语态)设计片段

第一篇：梁子恒语法课(被动语态)设计片段

梁子恒语法课（被动语态）设计片段

教学活动： Step1：

先让学生看一段1.5分钟的关于美国作家海伦与她老师在平常教学当中的一段视频 然后让学生分两人描述在影片当中海伦的家庭教师对海伦干了什么。Step2：

阅读一段关于海伦成长历程与长大做了什么的介绍之短文。并把其中的简单句划出。Step3: 找期中一句写在黑板，让学生说出中文，同时引导学生以不同观察角度进行观察，同样以学生在小学语文课已经学到的被字句与把字句作为“桥”同样教师把黑板上的句子变成被字句并且附上中文在下面。

Step4：让学生四人一小组讨论，把总结到的结构变化写在纸上。讨论完毕后教师提问两个1小组的组长，把他们的意见写在黑板上再对照黑板上句子。

Step5：下面以各个小组为单位把刚才阅读得的一段短文划线句子都变成被动语态句子。Step6：在对答案时再细致讲解一下不同时态的被动语态的句子变法，以及强调的方面。

在以上的教学活动当中首先会用到归纳法

这样能够使得学生对于语法有感性的认识，对于学生的学习总结方面很有好处。同时在教师讲解后又有之前读过的文章进行演绎出来，运用了演绎法。同时有了老师的讲解，避免了漫无边际地乱改。

同时在后面阶段学生分组在纸上把一些不同情况的句子改为被动语态能够使得学生能够马上运用刚学的知识演绎产出目的句子出来。

还有在整个教学活动当中始终贯穿了美国女性作家海伦的故事使得学生便于接受知识。同时脚手架也在阅读与讲解中显现出来在后面的产出方面顺理成章。

第二篇：被动语态教学设计

The Passive Voice 一般现在时和一般过去时的被动语态教学设计

汕头市第六中学 陈婉霞

<1>教学内容分析：本节微课是以新目标英语九年级Units 5-6两个单元的知识点为教学内容。在简要分析了主动语态与被动语态的区别后，进而分析一般现在时与一般过去时两种时态下的被动语态的异同点，最后通过填空题和改错题，讲练结合来巩固所学知识点。<2>教学重难点：1）主动语态变被动语态时主语的变化； 2）主动语态变被动语态时be动词的变化； 3）被动语态中动词过去分词的正确使用； 4）含不同时态的被动语态的句子的辨析。<3>教学步骤： Step 1 Lead-in 引导学习者观察并总结四组句子。（句子设置的规律：每组的第一句都是主动语态形式的句子，而第二句都是改成了相应的被动语态句子。四组间，A,B两组是含一般现在时的句子，C,D组是含一般过去时的句子。）Step 2 Presentation 在给予学习者足够的时间思考之后，开始归纳总结主动语态如何变成相应的被动语态句子。然后，再引导观察各组句子中因使用不同的时间状语，而构成不同时态的被动语态的规律，最后再结合图示，进行本节微课的重难点总结。Step 3 Exercise 在全面归纳总结知识点之后，引导学习者完成填写不规则动词的过去分词的填空练习，以及被动语态易错考点的改错训练（每题给予三分钟解题时间），进而巩固今天所学知识。

第三篇：语法课

语法课课型

以人教版必修三UNIT3为例

红色字体为板书内容

蓝色字体为设计目的黑色字体为口述内容 绿色字体为提示内容

Grammar(板书内容)

教学目标：准确理解相关语法的基本概念，结构，运用。

重点：相关语法的基本概念和结构 难点：以学促考，灵活运用。

Part 1: Independent reading Ex 1:自主阅读Ex 1 部分, 了解名词性从句的用法

T: Good morning, boys and girls.Today, we’ll learn a new grammar style名词性从句Noun clauses.Now please open your book, turn to page 21, book 3 and look at Ex 1.Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）

T: Ok.Stop here!Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手势语：平伸右手，手掌朝上，示意学生回答。做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子！)

S: May we ask what you are doing in this country?

T: Very good，sit down, please.Now, who want to say the next? Ok, Lily, please.(同上，写第二个句子！)

S: I didn’t know whether I could survive until morning.T: Very good, sit down, please.Now, who want to share the last one? Ok, Kate, please.(同上，写第三个句子！)

The fact is that I earned my passage by doing sth.（课本上的三个句子）

T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake.Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)

Difficult point 1: What do you think of the bet the brothers have made?

Difficult point 2: What do you think will happen to Henry? Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand.Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手势语：平伸右手，手掌朝上，示意学生回答。)Which sentence do you want to explain to them?(Pause)Ok, the first one.(Pause)Ok, Susan’s explanation is very good!I must say that the bet is very interesting.Sit down, please.T: Now, who can solve the second sentence?(Look around)Research 2: With the teacher’s help to understand the grammar.T: Nobody? Really? Ok, let me help you.You can use “I must say that_____________” Here.Here, can” that” be left out?(Pause)Right!It can not be left out.Does it have any meanings?(Pause)Right.It has no any meaning.（此处用汉语解释语法现象，在讲解时可以在原句上画点记号什么的,目的是帮助，不是全部解决）Now, who can have a try in volunteer? Ok, Linda, please!(Pause)Ok, Linda’s explanation is very good!

I must say that Henry will live a happy life.Sit down, please.T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!

Part 3: The rule of the grammar(写完板书，此时，就下去转一下，回来看练习四，当堂测验)T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名词性从句：缺什么补什么，不缺什么用“that”.(简析语法现象)

And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.The reason was ________________________.4 His concern is__________________________.T: Who will answer in volunteer? Bush and Black!OK!Come to the black board and finish them!(自己写上就OK了)The reason was that he met a strong wind.His concern is whether they can offer him a job.Very good!Quite right!Thank you, go back to your seat and sit down please.Part 4: Homework

T: Ok, so much for this class.After class, please finish Ex 5 on page 21.That’s all for today, see you

Speaking实战讲稿

Step 1: Leading in: by discussion.Hi, boys and girls.We are now living in a highly developed world, with advanced culture and highly developed civilizations.But have you ever thought what are the base of all the culture and civilizations? Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago.No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time.Anyway, we can imagine!So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time.Then I’ll ask some of you to report the results to the whole class.Step 2: role play

T: Good, sit down.Please turn to page 72, look at the SPEAKING part.You should read it with your partner, then, do the roles play.(Teacher writes bb--middle)Making suggestions and giving advice:

1.What can you suggest?

Maybe we/you could …… 2.Can I ask you for some advice?

I suggest(that)…… 3.Can you help me decide?

That’s a good idea.4.What do you have in mind?

Well, but what about……

Have you considered doing……？

T: OK, time is up.In our daily life, we often ask someone for advice when we can’t make a decision.On the other hand, we often give other advice if they come to us for help.How can we ask for and give advice in English? Let’s look at the blackboard.There are several sentences about giving advice, please read it follow me.T: Make sure you can use these sentences when you are making suggestion.Who can give us a dialogue? Any volunteers?

T: x x, you please, you can choose one of the situation in speaking part.T: Excellent

Step 3: Interview

T: We are going to have an interview.You are a host and your partner is Helen.Now give a chat with Helen.I’ll give you several minutes to prepare.T: Time is up.Which pair would like you have a try? Lily, your group please.Q.What skills do you think young people need to succeed in life? A.Set Goals, plan for success, and believe in themselves.Q.In this high-tech world, what’s the most important aspect of education?

A.A well-rounded education with a broad view of the world.Q.Who was the biggest influence in your life? Why?

A.My parents, Sir Edmund Hillary

Q.What’s the toughest part of your job?

A.Finding time to do all that I want.Q.When you were a teenager, what place in the world did you most want to visit, and have you traveled there yet? Was it as wonderful as you thought it would be? Why or why not?

A.The magnetic North Pole was my dream.I am the first woman to walk there alone without support.I wrote a best-selling book about my journey with my polar bear dog Charlie who saved my life from polar bears.When I finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears I had a tremendous feeling of achievement.I didn’t matter that I was first.It mattered that I had a goal, a plan and therefore I stood at the Pole.T: Very good.Thank you.I will ask another two students.Any volunteers?

Lily, your group please.… … Blackboard design:

Speaking Step 1 Discussion

Step 2: Role play 1.What can you suggest? Maybe we/you could …… 2.Can I ask you for some advice? I suggest(that)……

Step 3: Interview

词汇课课型试讲教案

Teaching Plan for Module 1(SEFC Book 1)Unit 1 “My first day at senior high” The Third Period, language points I.Teaching Objectives 1.Language Objectives(1)Help students know the collocation and meanings of the following words and phrases: embarrassed, instruction, far from, nothing like, looking forward to etc.(2)Help students acquire the use of adjective ending –ing and –ed.(3)Help students know the use of present continuous tense 2.Ability Objectives(1)Enable students to use these new words correctly in speaking and writing.(2)Enable students to use adjective ending –ing and –ed correctly in daily life to describe sth.II.Important Points 1.Master some phrase, and some new words 2.Master the use of adjective ending –ing and-ed III.Difficult Points Analyze components of a sentence IV.Teaching Methods 1.Practice, discover, Asking and Answering, Explaining 2.Teaching Aids: text book V.Teaching Procedures Step I Reading(1 minute)T: Good morning, boys and girls.First let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarrassed, description, amazed)OK.Very good!Step II Lead-in(1 minute)T: Everybody, after we have studied this passage(My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school.In this class let’s study some useful words and phrases.Phrases(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)Step III Careful analyzing(8 minutes)（此处挑两个讲即可）

OK.Well done!Now let’s look at some of the difficult points in the text!

1.The first one: 1.the classrooms in li kang’s school are amazing/ some students were embarrassed at first.Fellows we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the sentences.Two minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exercise we have done in page 7.ok it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some students were embarrassed at first)

The next one, 2„and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.（the sentence under the picture）Nothing like means , “丝毫不象”in Chinese.Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.The third, 3.I'm looking forward to doing it!

look forward to sth./doing sth.In this structure to is used as a preposition I look forward to hearing from you as early as possible.（do you remember some other this kind of phrases）There are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases look forward to 盼望…… turn to 求助于；转向；翻到……pay attention to 注意…… stick to 坚持get down to 开始认真干……object to 反对point to 指向see to 处理，料理devote…to… 贡献……给…

Pay attention to ____(walk)along this risky bridge.There is not much time , lets get down to ___(walk)on this research.Teachers’whole life is devoted to_____(teach)We should object to ___(tell)lies.Step V Summary(1mins)T: In this class we have learned some useful phrases and words.do you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and –ing.Step VI Homework Assignment(1 mins)T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book.So much for this class, bye!VI.Blackboard Design

写作课课型 四色笔 讲稿模板

红色字体为板书内容 蓝色字体为设计目的 黑色字体为口述内容 绿色字体为提示内容

写作课：Writing class : Healthy eating（健康饮食） Teaching Objectives（教学目标）：

一、知识技能目标： 1.认识并掌握有关食物及健康饮食习惯的单词、词组；

2.用英语表达哪些是健康食物，哪些是垃圾食物，以及为什么；解决句式问题。3.总结平衡膳食的定义，并且能提出一些健康建议。

二、情感态度目标：了解有关营养饮食的基本常识和培养健康的饮食习惯。 教学重难点：

1.教学重点:如何区分健康食品以及垃圾食品并且会用英语表达;.2.教学难点: 教会学生如何自如表达自己的意见和建议并且帮助学生总结出平衡膳食的定义。

 教学方法：

1.Pair work and Group work（小组合作，交流式教学）2.Discussion and cooperative learning（自主探究、合作探究）3.Task-based approach（任务式教学） 教学步骤：

Part 1 导入（Warming up）

1.以一句话：“Everybody needs foods, so do I”及麦当劳、肯德基的相关饮食引入话题。(1 分钟)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板书的内容)“.We have three meals everyday.Everybody needs foods, so do I.I want to know the following questions.The first question: Have you had lunch or breakfast in McDonald’s or KFC? The second question: Do you like the food there? The third question: Which one do you prefer?”(The purpose of this part is to stimulate Ss’ interest and call their attention to the topic.)Part 2 小组练习（Pair works）（3分钟）

T: Now, two students in pairs to ask each other about the above three questions, and then I’ll ask some of you to practice the dialogue in front of all of us.Now, let’s begin.(下去转转)T: Ok.Now, which pair wants to act this dialogue in volunteer?(Pause)Tom and Kate, please.Good!Sit down please.T: Any other pair?(Pause)Well, Linda and Susan, please.(Pause，pretend to be listening)Good!Sit down please.Part 3 头脑风暴（Brain storming）3分钟

1.Now, I will divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two.Let’s compete between the two groups.One student will be the leader to collect the names of the food.Let’s see which group will get more names of the food.Who will be the leader? Ok!Tom and Kate.Ready? Go!(Pause)Ok!Now, let’s show the two sheets.（展示两张纸，写点对应的内容就行，一会好念，提前备课时就写好）Group One win the game!Well done!(把学生分成两组竞赛，看哪组的同学收集的食物单词多，然后教师教导朗读(2-3分钟)Part 4 句型练习（Sentence structure practicing）（2分钟）

Now, I’ll show some of the names of food on the black board,(读其中的一些食物名称)let’s discuss which are junk food and which are healthy food? You can use the sentence structure” I think that(or the food name)is junk/healthy food because….” And you can talk about “What is the name of the food? / What nutrition does it mainly contain?” Four students in a group, and let’s begin.(Pause, Junk food VS Healthy food,板书完成后，此时可下去转转)老师先展示如何使用句型：“I think that(or the food name)is junk/healthy food because….”来描述什么是健康食品，什么是垃圾食品。然后把学生按4人分成一组进行讨论练习，老师给出了对话该涉及的内容范围：What is the name of the food? / What nutrition（营养物质）does it mainly contain?（2分钟）

Part 5: Activity task----make a survey活动任务---做调查报告(2分钟)T: Now I’ll give you a sheet.Ask 3 students around you about their dieting habits, and offer them some advice.You can use the sentence structure as” You should take less…, and you should have more….”(Pause，可以下去转转)给学生发一张表格，引导学生按照表格询问周围3个左右的同学，了解同学间的饮食习惯，并能提出一些健康建议。

调查的表格如下:(可忽略不备)Name（名字）Breakfast（早餐）Snacks（零食）Lunch（午餐）Dinner（晚餐）

Part6.布置作业（1分钟左右）

T: Ok, let’s see the food Pyramid map together.（稍微暂停）From this picture you may well understand how to keep a balanced diet in our daily life.After class, write a composition about “Healthy Eating”.Ok, so much for this class.Class is over, see you!老师在课件上展示食物金字塔图，让学生了解饮食的营养应如何平衡，然后布置作业：让学生自己写一篇健康饮食的作文。板书设计

Healthy Eating 1.Junk food VS Healthy food 2.Balanced diet

Reading Step 1 Lead-in 导入 Brainstorm Class begins.Good morning, boys and girls.Today we will learn a new unit together.First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Do you know the meaning of natural disaster? Yes, it means自然灾害, for example, the earthquake happened in Ya’an last month, which caused great damage.Besides earthquake, what other kinds of natural disasters do you know? Please brainstorm and try to think of as many natural disasters as you can.Suggested answers: typhoon 台风/ volcanic eruption 火山爆发/thunderstorm 暴风雨 Flood 洪水/tsunami 海啸/ drought 干旱/ hurricane(tornado)飓风，龙卷风

Guys, you’ve done a great job.Have you experienced any natural disaster we mentioned just now? You please.Suggested answers: You have experienced flood in summer.What did you see? The flood water covered the whole city and you had to stay at home.Can you describe your feelings at that time? You felt frightened and nervous.Step 2 Reading 1)Skimming/Listening Yes, I totally agree with you.In most cases, natural disasters can be very frightening.Today we will read a passage about natural disasters.Please take out your handout and listen to the tape.After listening, please tell me the main idea of this passage and in what order this passage is organized.You only have 2 minutes.Ready? Go!Time is up.Who would like to tell us the main idea? Tom, would you please have a try? Suggested answers: This passage talks about Tangshan earthquake, the largest earthquake of 20th century.Very good? Can you tell me in what order this passage is developed? In order of time.How do you know that? Because the writer first describes strange things in the first part and then tells us the city was destroyed by the earthquake.Lastly, he says the army came after earthquake.Yes, you are right.2)Scanning In the first part, the writer tells us strange things happened before the earthquake.We know that before some natural disaster, there are sometimes warning signs from nature.If we have such kind of knowledge, we can reduce the damage.Please go through the first paragraph quickly and try to figure out what signs did the author mention? You only have one minute.Here we go!Now let’s read for more details.Let’s go through the whole passage and try to find the answers to the following three questions.Step 2 Fast reading 泛读

Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of pressure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree useless: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.Step 3 post-Reading 1.Discussion Suppose an earthquake happens now, what should we do to keep ourselves safe? Please discuss natural wonders in groups and your discussion should be based on the two questions.This time, the group leader should take down your group members’ ideas and sum them up in your own words.Later, we will share your ideas with all of us here.Understand me? Time is up.Any group would like to share your idea with us? Suggested answers: 1.Don’t be nervous and keep calm.2.Don’t try to run out of the classroom at once.3.Protect your head by putting your school bag on your head.4.Squat under your desk.5.Leave the classroom after the earthquake.2.Interview Have you noticed that news reporters and interviewers play an important role in keep us informed after Ya’an earthquake happened? Next, please choose a paragraph and act out an interview between a reporter and survivor from the Tangshan earthquake.Make a dialogue with your partner.I will give you three minutes and then I will invite some of you to act it out.Step 4 Summary and assiagnment We have done a lot of things today.Firstly, we have talked about….Then, we discussed.Next, we learned some useful words and expressions.Here comes your assignment: 1.Retell the passage.2.Search the Internet to find more information about earthquake.

第四篇：被动语态复习课

被动语态复习课(教学设计)

一、教学内容:被动语态

二、教学对象：普通班学生

二、课型：复习课

三、教学目标：（1）知识目标：明白被动语态的用法，学会使用被动语态。

（2）能力目标：会运用语法结构排除一定的干扰，提高解题能力，提高中考

被动语态题目的答对率。

四、教学重点：被动语态各种时态的结构。

五、教学难点：情态动词和现在完成时的被动语态，以及如何分辩中文的句子应 采用何种语态。

六、教学辅助： ppt和学案

七、教学过程：

Step 1:读句子,看看不同在哪里？

① I use the telephone.② My mother cooks breakfast everyday.③ Jim collects stamps.① The telephone is used by me.② Breakfast is cooked by my mother everyday.③ Stamps are collected by Jim.学生细心观察后发现前三句为主动语态，后三句为被动语态。

教师提问：被动语态的结构和标志？ 学生回答：be+p.p和by+sb.教师与学生口头复习p.p.的构成。

Step 2:小组讨论：什么情况可以用被动语态？

学生自由发言，教师总结被动语态的基本用法： • 不知道动作的执行者是谁时； e.g.The glass was broken.• 由于某种原因不必提到动作的执行者时； e.g.Football is played all over the world.• 强调动作的承受者而不是动作的执行者时。e.g.The Great Wall was built long long ago.Step 3:举例子，分析题目（时态，单复数），发现规律，使用学案作总结。1.一般现在时：

They make shoes in that factory.→Shoes are made(by them)in that factory.总结: 一般现在时被动语态结构为am/is /are +p.p.完成《学案》选择题1、2 2.一般过去时 They bought ten computers last term．

→Ten computers were bought(by them)last term.总结: 一般过去时被动语态结构为was /were +p.p.完成《学案》选择题3、4

3.一般将来时（含will）

They will finish the work tomorrow.→The work will be finished(by them)tomorrow.总结: 一般将来时被动语态结构为will+be +p.p.完成《学案》选择题5、6 4.现在完成时：(have/has+p.p.)Danny has finished the project.→The project has been finished(by Danny).总结: 现在完成时被动语态结构为have/has+been +p.p.完成《学案》选择题7、8 5.含情态动词（must, should, may, can, could, might…）Amy can make a cake ． →A cake can be made(by Amy).总结: 含情态动词被动语态结构为情态动词+be +p.p.完成《学案》选择题9、10 Step 4:教师提出：take place, happen, belong to无被动语态；商场开业（open）无须用被动语态。

Step 5:完成句子练习。

1.昨天的会上问了很多问题。（10年中考）

Many questions ________ _________ in the meeting yesterday.2.去年我们学校建了一个新的游泳池。（09年中考）

A new swimming pool _______ ________ in our school last year.3.这些花必须天天浇水，否则就会枯死。（08年中考）

All the flower _________ __________ _________ everyday, or they will die.4.今年街道两边种了很多树。

Many trees ________ _________ on both side of the street this year.5.下周三我们学校将举办一场关于电脑的讲座。

A talk on computer ________ ________ ________ in our school next November.学生到黑板上完成，交叉批改，再次巩固被动语态结构用法。Step 6:布置作业。

第五篇：语法课教案

泰州学院 外国语学院 09英教

（五）学号：09952014 张茜

语法课教案 Unit 4 I.Teaching Objectives

1.Perception objective: a)The Ss can hear, read and use the main sentences patterns “What are you doing? I‟m…/We are…”

b)The Ss can understand and read the conversation of the lesson.2.Ability objectives: a)The Ss can use the sentence pattern of talking in telephone.b)The Ss can use the pattern to express their thoughts in the proper scene.3.Emotion objective: By completing the task, the Ss increase their interest and set up self-confidence in language study.II.Difficult Points The students can use the sentence pattern to chat with others and can make simple dialogues.III.Teaching Methods

1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based teaching method

IV.Teaching Tools

Pictures, ppt

V.Teaching Time 45 minutes

VI.Teaching Process

Step 1.Warming up a)Free talk

T：How are you? S：I‟m fine.Thank you.T：What‟s the weather like today? S：It‟s sunny.b)Review the new words and phrases in this unit, such as “sweep the floor” “wash the clothes”.Step 2.Presentation a)First, show some pictures and give the primary form of verb phrases at the same time.Then show the present participle of the words.泰州学院 外国语学院 09英教

（五）学号：09952014 张茜

For example, the teacher shows a picture and gives the primary form “read a book”.Then show the present participle “reading a book”.b)Second, give the form of present participle

c)Third, show pictures and ask Ss talk with her and guide Ss to use these sentences pattern “what are you doing? I‟m …/We‟re …”.For example, “what are you doing? I‟m reading a storybook”.d)After presentation, ask Ss “what we have learnt today?” and give them five

minutes to discuss together.Then sum up: 1.the sentence pattern “what are you doing? I‟m …/We‟re …”.2.Be(am/is/are)+ 动词ing 用来表示正在发生的事和进行的动作，这种表达形式就是现在进行时。动词ing形式就是现在分词

Step 3.Drills(Task time)

Task 1: Say out and spell First, ask Ss to say out primary form and present participle of these words and spell them.For example, show the word „stand‟, the Ss should read first, then say out „standing‟ and spell it „s-t-a-n-d-i-n-g‟.Task 2: Make a telephone call Design a real situation about calling and let Ss work in pairs to make a telephone call like this: A: Hello, is that…? B: Yes.A: What are you doing now? B: I‟m…

Task 3.Read and translate Give the Ss some incomplete sentences and ask them to fill in the blanks by using the sentences pattern and phrases.Task 4.Play a game The game is „look and guess‟.The teacher asks one student to draw in front of the stage and do the corresponding actions.Other students will guess what he/she is doing now.Step 4.Consolidation and extension

a)Fill in the blanks, then answer Ask Ss to fill in the blanks and then answer questions like this: T: What are you doing ? S1: I‟m…

T: What is your English teacher doing? S1: He/She is…

b)Find and say 泰州学院 外国语学院 09英教

（五）学号：09952014 张茜

Show a picture about a park and ask Ss work in group to point out what are they doing and use sentences we learnt today.For example, Susan and Sam are running.Step 5.Homework 1.Copy the new words in Part B.2.Write about the pictures in Part C.3.Review some other verbs.Step 6.Blackboard design

Unit 6

running

swimming sweeping

What are you doing?

I‟m …/We‟re

cleaning 3