第一篇:doing 知识小结教学设计
English Grammar: Doing Teaching aims: 1.to enable students be aware of the usage of DOING.2.to make students distinguish its different usage.3.to make students be more confident.Teaching methods: Example and Explanation Teaching time: 40 mins Teaching steps:
语法一:现在分词做状语
现在分词(动词的ing 形式)做状语时,通常都表示主语正在进行的另一动作,其逻辑主语必须与句子的主语保持一致,且必须与句子的主语是逻辑上的主谓关系;动词的ing形式表示的动作是次要动作。现在分词可以做时间,条件,结果,让步,方式等状语。相当于相应的状语从句。作时间,原因或条件时,通常位于主句前面,作方式,伴随或结果状语时,通常位于主句后面。如果分词所表示的动作和谓语的动作同时发生或几乎同时发生,用现在分词的一般式。如果分词动作明显在谓语动词之前发生,用现在分词的完成式。(having done),在作时间状语的分词前,可加连词while, when,介词after, before, on等。一.做伴随状语:分词等于and连接两个动词或分句。
1: The dog came in.It followed its master.=The dog came in, following its master.2:The children ran out of the room, laughing and talking merrily.3:They stood there for an hour, watching the game.二.原因状语相当于as, since, because等引起的原因状语从句,常位于句首,句中或句末。
1.He was a brave man.He decided to return to France.= Being a brave man, he decided to return to France.2:Seeing nobody at home, she decided to leave them a note.3:Not knowing her address, we couldn‟t get in touch with her.4:Being so poor in those days, we couldn‟t afford to send the boy to hospital.5.Having worked among the peasants for many years, he knew them very well.6.Not having received an answer, he decided to write another letter.三.时间状语,相当于when, while ,as 等引导的时间状语从句,常位于句首或句末。
1: First he returned to France.Then he was put into prison.=After he returned to France, he was put into prison.=Having returned to France, he was put into prison.2: Having arrived at the factory, they immediately set to work.Be careful when crossing the street.3: Don‟t mention this while talking to him.4: On arriving in London, he managed to get in touch with her.=As soon as he arrived in London.5: Having read the letter, she got very excited.四.条件状语,相当于一个if 等引导的条件状语从句,常位于句首。1: Working hard, you will succeed.2.If I know anything about it, I will tell you all.=Knowing anything about it, I will tell you all.3.-I could go and get someone to bring the car.-No, thanks.I‟ll be better if walking 五: 结果状语现在分词表示必然结果,前可加thus,不定式表意外的结果,前可加only。1:Her husband died in 1942, leaving her with five children.2:The bus was held up by snowstorm, thus causing the delay.3: He was caught in the rain, thus making himself catch cold.六:让步状语:相当于although, though, even if, even though引起的让步状语从句,常位于句首。
1.Although he had bought a lot of books for the exam, he failed in it because of the learning method.=Buying a lot of books for the exam, he failed in it because of the learning method.2.Though they knew all this, they made me pay for the damage.=knowing all this, they made me pay for the damage.七.方式状语分词等于介词with引起的方式状语 或and并列的两个谓语动词.1.Walking slowly,I approached(靠近)the little = By walking slowly, I approached the little window.window.2.He stood leaning against(靠在..上)the wall.=He stood and leaned against the wall.八:现在分词的完成式指分词所表示的动作发生在主句中谓语动词之前,若分词所表示的动作与主语之间是主谓关系,则用having done, 若是动宾(被动)关系,则用having been done.1;Having worked in the country for three years, he knew how to grow vegetables.2: Having been translated into several languages, the book became famous all over the world.3:Having finished his homework, he went to bed.4: Having lived in New York for years, I know each part of it very well.九:现在分词独立成分的特殊使用:generally speaking:一般来讲,frankly speaking : 坦白地说。exactly speaking,严密地讲,正确地说。judging from / by…,从….可以判断出来。considering ….考虑到…
1: Generally speaking, girls are more interested in literature than boys.2: Judging from her accent, she must come from Arabian countries.十:现在分词与过去分词作状语的区别。
现在分词与过去分词做状语的最主要区别在于两者与所修饰的主语的主动与被动关系的区别。
(1)现在分词作状语时,现在分词的动作就是句子主语的动作,它们之间的关系是主动关系。
1.He went out shutting the door behind him.他出去后将门随手关上。
2.Not knowing what to do, he went to his parents for help.由于不知如何办是好,他去找父母帮忙。
(2)过去分词作状语时,过去分词表示的动作是句子主语承受的动作,它们之间的关系是被动关系.1.Faced with difficulties, we must try to overcome them.在遇到困难的时候,我们必须设法克服。
2.Given more attention, the trees could have grown better.语法二:动词不定式和动名词做宾语的区别。一:.通常只能接不定式作宾语的动词:
agree(同意); offer(提出); intend,plan(打算,计划); demand,ask(要求); promise(答应); help(帮忙); prepare(准备); decide(决定); refuse(拒绝);
choose(选择,决定); wish,hope,want,expect(希望,想要); fail(不能;忘记); pretend(假装); manage(设法); determine(决心)afford(买得起,但付得起),arrange(安排,准备),aim(以..为目标,目的),beg(恳求,祈求),claim(声称),happen(碰巧,恰巧发生了某事),seem, hesitate(犹豫不决)。
同意提出做计划,要求答应来帮忙。准备决定遭拒绝,敢于选择有希望。
不能做到莫假装,设法做成决心假。恳求安排买得起。恰巧似乎声称目的不犹豫。1: He agreed to apologize to me.2.She offered to help me.3.We intend to get in touch with you through Email.4.He demands to be prized.5.She pretended not to see me when I came in.6.She demands to live alone.7.He promised to keep in touch with me.8.My sister helped me to finish / finish my homework.9.He prepared himself to accept failure.10.He decide to tidy my house.11.The hostess refused to invite her.12.He failed to pass the examination through carelessness.13.He chose not to go home until later.14.She expects to fail the exam.15.The cat manages to pat something invisible.16.They claim to have discovered a cure for the disease.17.We happened to be in the neighbourhood.18.He hesitated to take such a big risk.19.He seems(to be)quite happy.二;通常只能接动名词做宾语的动词:
admit,consider,suggest/advise,承认考虑建议 avoid,delay/ put off,practise避免推迟练习allow/permit,finish,appreciate允许完成感激 forbid,mind,imagine禁止介意想象
escape, quit/give up,enjoy逃避放弃喜欢 deny, risk, miss否认冒险错过
can‟t help, look forward to,禁不住盼望反对
stick to, lead to,,can‟t stand,be accustomed to/ get/be used to,pay attention to坚持导致忍受习惯
1.I appreciate having been given the opportunity to study abroad two years ago.She admitted having done wrong.2.I consider reading this series of books written by Luxun.3.The teacher suggested not violating classmates‟ personal matters.4.He advises coming up to here..5.He always avoids talking to me.6.He delays / put off give a large amount of moner to me.7.We are practicing writing letters.8.We permit / allow you writing here.9.I have finished reading this book.10.The doctor forbids him smoking and drinking.11.Would you mind my opening the window? 12.Can you imagine him becoming famous as an actor? 13.He always escapes coming bake home.14.My father has quit smoking 15.Do you enjoy teaching? 16.He denied having seen these watches before.17.He risked getting caught in a storm yesterday.他昨天冒遭遇风暴之险。18.I miss to seeing her.19.Hearing this good news, I can‟t help laughing.20.I am looking forward to hearing from you.21.He always sticks to finishing his homework alone.22.In given conditions, a bad thing can lead to good results.23.I can‟t stand getting on very well with her.24.I am / get used to teaching you.25.Wherever we are, we must pay attention to behaving well.三:动名词的复合结构有四种形式:①形容词性物主代词+动名词;②名词's+动名词;③代词宾格+动名词;④名词+动名词。动名词的复合结构可在句中作主语或宾语。作主语时,不能用③、④两种形式;无生命名词不能用第②种形式,无论是作主语还是作宾语。动名词的复合结构,实际上是给动名词加了一个逻辑主语。Sb / sb‟s(人称代词的宾格或形容词性物主代词)doing sth.1.Do you mind me / my opening the window? 2.His/Jack's not getting to the station on time made all of us worried.他/杰克没准时到火车站使得我们大家都很担心。
3.Do you mind my/me/Jack's /Jack leaving now ? 我/杰克现在离开你介意吗?
4.I insist on both of them coming in time.我坚持要他们两人准时来。
四: 在动词allow/ permit, advise, forbid, 等后直接跟动名词形式做宾语,如果后面有名词或代词做宾语,其后用动词不定式做宾语补足语,构成复合结构。V +sb + to do sth `1.We allow smoking only in restricted 指定的areas.2: Allow me to introduce Miss Green.3: She advised me to wear my best clothes.4: Do you permit your children to smoke? 五:有些动词后面可以跟v-ing也可以接to do.(1)动词start,begin,continue,后接动词不定式或动名词做宾语意义基本相同,只是书面语中多接动名词,口语中多接不定式。
Eg: ① Tom began to learn / learning how to use a computer.② He continued to walk / walking along the river side.Begin 和 start 在下列情况下一般接动词不定式。1:begin.start 本身用进行时时。
Eg: I was beginning to get angry.2; 主语是物而不是人时。
Eg: The ice began to melt.3; 在begin , start后接
know, understand, realize,等表示感情,思维,和意念这类动词时,Eg; I began to understand the truth.(2):动词like,love,hate,prefer 后接动名词或不定式做宾语意义区别不大,但表示经常性,或习惯性的行为时用动名词,表示具体的行为时用不定式。Eg: I like swimming, but I don‟t like to swim this afternoon.(3)意义区别比较大的。既能接不定式,又能接动词-ing 形式,但意思不同的动词或词组: 即“四„记‟”“力争”“不后悔”。四“记”指“记得、记住(remember)”;“忘记(forget)”“计划、打算(mean)”;“继续(go on)”;力争指“try”;“不”“后悔”指stop与regret。1. remember to do sth 提醒别忘做某事
remember doing sth 记得做过某事(说话的时候动作已经完成)
Eg: ①
Don‟t you remember seeing the man before?你不记得以前见过那个人吗?
②
You must remember to leave tomorrow.你可要记着是明天动身。③— Remember to return the bat to me.— But I remember having returned it to you.2. forget to do sth 忘记要去做某事 forget doing sth 忘记已经做过某事
Eg :What a poor memory!I forgot borrowing money from him yesterday.But today I forgot to return the money to him again.3. regret to do sth 很遗憾去做某事(动作还没有发生)
regret doing sth 后悔做过某事(动作已经发生)
Eg : ① I don‟t regret telling her what I thought.我不后悔给她讲过我的想法。(已讲过)
② I regret to have to do this,but I have no choice.我很遗憾必须这样去做,我实在没办法。(未做但要做)
③ I regretted to tell him that he had been fired.To my surprise, he said to me, “I am not sad;I only regret having taken the wrong job.”
4. stop to do sth 停下原来做的事去做另一件事情。stop doing sth停止正在做的事情。
Eg:When the teacher said angrily, “Stop talking, children”, the pupils stopped to write their compositions.作文
5.try to do sth 努力做某事(尽力做某事但不一定能成功)try doing sth 试着做某事
Eg: ①You must try to be more careful.你可要多加小心。
② Let‟s try doing the work some other way.让我们试一试用另外一种办法来做这工作。③The doctor tried to cure the woman of her illness, so he tried treating her with a new medicine.6.go on to do sth(做完一件事)继而去做另外一件事情。go on doing sth 继续(原先没有做完的事情)。
Eg:The teacher asked us to go on reading the text instead of going on to do the exercises.7.mean to do sth 打算,想做某事。
mean doing sth 意味着做某事。
Eg: ① I didn‟t mean to hurt your feeling.我没想要伤害你的感情。
②This illness will mean(your)going to hospital.得了这种病(你)就要进医院。
(4).动词want,need,require以物作主语做需要讲时,其后的宾语用主动式表被动含义或用不定式的被动式。
Eg: 1.Your clothes needs washing(=to be washed).2.The young trees require looking after(=to be looked after).3.The problem wants thinking over仔细考虑(=to be thought over).(5).be worth doing sth = be worthy to be done= be worthy of being done.值得做某事
Eg: The place is worth visiting.= The place is worthy of being visited.= The place is worthy to be visited.= The place is worthy of a visit.
第二篇:What are you doing教学设计
教学设计
PEP 6 Unit4 Part A 第一课时
《Let’s learn》
学校:宁兴学校
姓名:田 振 华
年级:五 年 级
科目:英 语 编号:_______
PEP五年级下册Unit 4 What Are You Doing?
A Let’s learn教学设计
一、教材分析:
本节课是PEP教材五年级下册第四单元What are you doing?的第一课时。本册书的四、五、六单元的主要内容就是现在进行时,而在本节课出现的五个动词短语中,do the dishes是五(上)Unit 4要求四会的词组,read a book, cook dinner在五(上)中学过意思相同的两个短语read books和cook the meals,并且属于四会内容。draw pictures , answer the phone 在前几册中也出现过。总之,五个动词短语的前三个对学生来说比较简单。针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略,以此来降低学生理解及表达的难度。
二、设计理念:
五年级学生,他们已经掌握了一定的英语词汇及简单句型,能使用英语对熟悉的事物进行描述。因而我注重以学生为主体,激发学生的学习兴趣,引导学生积极参与,采用情景法、直观法、多媒体辅助法、全身反映法等教学方法。坚持以话题为核心,以功能、结构为主线,以交际为目的的原则,使学生体会英语与现实世界的紧密联系,注重学生的实践活动,鼓励学生通过自主、合作、探究学习,来增强学生的英语运用能力。
三、学法指导: 在本课中,我努力以课标为指导,以活动为方式,变课堂为生活。通过“打电话”把所有的新知识融合串联起来。坚持“词不离句,句不离章”的教学原则,使学生以生 活为课堂,逐步提高自己的综合语言运用机能,形成自主学习的能力。
四、教学目标:
1.能听,说,读,写动词短语的ing形式: drawing pictures, cooking dinner, reading a book, answering the phone, doing the dishes.并能正确运用现在进行时描述自己和他人的行为和理解主要句型:What are you doing ?并能够用I am doing the dishes/…作答。
2.在参与看图说话的活动中,感知现在进行时的结构及用法,体验用现在进行时描述家庭成员的活动,了解be 动词随人称而变化的 规律,准确运用语言谈论自己和他人行为动作并体验劳动的乐趣。
五、教学重、难点:本课时的重点是掌握五个动词短语的ing 形式,能够理解主要句型:What are you doing ?并能够用I am doing the dishes/…作答。难点:动词短语ing形式的读音。
六、教学准备;:本课时录音、以及课件
七、教学流程: Step 1: Warm-up:(1)Play a game.“Magic eyes” T:Read and act as quickly as you can.Fly/swim/run/jump/eat/drink/read/write/draw.(2)Think about the phrases.(CAI 呈现已学的12 个动词短语,播放两遍后,进行提问。)(设计思路:通过做动作,看图片回忆动词短语,让学生很快进入英语的氛围,不仅大量浮现先学过的动词以及动词短语,又为新课的学习做了铺垫。)
Step 2: Presentation:(1)T: Look at the ppt.Who is he?(展示米奇,画笔以及书本。)Ss: Mickey.T: Yes.He is Mickey.What can he do? Ss: He can sing/dance /draw picture.T: He can do so many things, right? He is helpful, too.T:I can draw pictures.I am drawing picture.(边说边做动作)T: What is he doing now? Let’s ask him.Mickey, Mickey, what are you doing?(板书)T: Let’s listen.What is he doing?(播放: drawing pictures.教师板书。)Ss:I am drawing picture.I am drawing a cat.I am drawing a banana I am drawing ___.(设计意图:由can 引出行为动词,利用旧知引新知,学生在表演,说的过程中感知现在进行时的结构及用法,体验用现在进行时描述正在干某事,降低了学习难度。)(2)T: Mickey is drawing his home.Let’s go to see his home.(展示迪斯尼图片)He lives in Disneyland.He has lots of friends.Let’s visit them one by one.T: Who is he? Ss: Pig.T: What is she doing now? Let’s ask her.Pig, pig…
T: Look, what is she doing?------cook, cooking, cooking dinner T: Now, I am the little pig.Who can ask me!You, please.S1: Pig, pig, what are you doing? T: Oh, I am cooking dinner.Now who want to be the little pig? Let’s ask him together.Ss: Pig, pig, what are you doing?(3)T: Pig is cooking dinner.What about him? Who is he? Ss: Sheep.T: Yes, he is sheep.What is he doing? Who can help me to ask him? Sheep … S2: Sheep, sheep, what are you doing? S3: Sheep, sheep, what are you doing? T: Let’s see what he is doing.Oh, he is doing the dishes.T: I am doing the dishes.Ss: I am doing the dishes.T: You two, please, ask and answer.S4: Sheep, sheep, what are you doing? S5: I am doing the dishes.I’m doing the dishes.Ss:I’m doing housework.I’m doing _________.T: Sheep is so busy.Let’s go to see another friend.Ss: Dog.T: Yes, a dog.Who can ask him? Dog… T: Look, he is reading a book.T: Look, I am reading a story book.(拿出格林童话)What about you? S6: I am reading a Chinese book.S7: I am reading an English book.…I am reading a/an ___ T: So dog is busy, too.Let’s go to see another friend.Oh, it’s a cat.guess ,what is she doing.? Ask and answer with your partner.I will give you 2minutes.S8: Cat, cat, what are you doing? T: Let’s have a look.Oh, he is answering the phone.(设计意图:从Mickey正在做什么引出句子What are you doing? 再以Mickey的角度引出句子 I am doing ……。在这个过程中让学生学习了drawing pictures这个新词组;并由Mickey在迪斯尼的朋友教授另外四个新词组。小学生对动画人物的钟爱能吸引他们的注意力。然后通过不同的方式来操练新句型和短语。)Step 3: Find the rules T: Please look at the blackboard, read after me.draw drawing drawing pictures read reading reading a book answer answering answering the phone T: Have you fond some rules? Ss: ing T: Yes, they all put on ing.Right? So next, Let’s make a chant.What are you doing? What are you doing? I am drawing pictures.Step 4: Practise: 1.Listen a chant.2.Let’s watch the video.Ask the questions.在打电话时,如何介绍自己: 3.Pair work :A phone call
T: Practice in pairs.Use your books or your pencil-case like this : A:Hello,____.B;Hi!It’s /This is ….What are you doing? A : I am„ What are you doing? B : I am„
(设计意图:观看打电话动画,自然渗透打电话常用语,然后通过小组练习,既是对所学短语的阶段性总结,又渗透下节课Let’talk的内容。)4.Match and answer.(设计意图:学生在说的过程中就发展了发散思维,并拓展了第三人称的现在进行时,让学生练说He/She is „„,为后面的内容做铺垫。)5.Let’s chant(be 动词的作用)be 动词,别小瞧, 连接桥梁的两边, 左是人,右是事, 某人正在做某事,I am , You are, He/She/It is千万别忘ing, 共架一座友谊桥。
(设计意图:创编歌谣,更深层次的了解be动词随人称而变化的规律。)6.Let’s check
(1)I am John.I _____reading.A.is
B.am
C.are(2)____are you doing ?______doing homework.How.I am
B.What ,She is
C.What ,I am(3)My mother___dinner now.A.are cooking
B.is cooking C.cooking(4)What ____Amy doing? She is playng the piano.A is
B.am
C.are
(5)在电话里告诉别人你是Mike,应该说—— A.I am Mike.B.This is Mike.C.You are Mike.(6)He __ ________the phone.(7)_________washing the clothes.(设计意图:当堂检测,学生再次感知现在进行时的结构和用法,尤其是最容易忽视的be 动词随人称的变化规律,让学生有针对性的练习本课时的重点、难点.)Step 5: Group work T: Look at the pictures.Talk about it.This is my family picture.Grandpa is ______.Grandma is _____.My mother is _____.My sister is _____.I am _____.We are busy.(设计思路:通过创设情景,现在进行时描述家庭成员的活动,运用语言积极表达,指导学生在原有现在进行时描述图片的基础上,能以小短文的形式完整的交换信息。)Step 6: Homework T: Ok, class is over.Today’s homework.(作业展示在屏幕上)1.听录音,跟读Let ’learn的短语,并在作业本上书写4次。
2.Try to write sentences.(3—5句)(把你在家,在教室等看到的场景用现在进行时描述出来)eg: This is my family.Look!My mother is cleaning the room.My father is reading a book.I am watching TV.We are busy.Blackboard Design
What are you doing?
drawing pictures.cooking dinner.I am
doing the dishes.reading a book.answering the phone.
第三篇:What are you doing教学设计
《Module 2 Unit2 What are you doing?》教学设计
一、教学内容分析: 本课是新标准英语三年级起点第三册Module 2 Unit 2新授课内容,属于会话教学。本课教学内容为句型“What are you doing? I am listening /talking/reading....What’s he/she doing? He’s/She’s playing...”的学习。
课文是通过Sam’mother ,father,Amy,Sam, Tom谈论“正在做什么”展开,教学内容十分贴近学生生活实际,有利于会话教学活动的开展。
本课的教学内容恰好起到了承上启下的作用,一方面引入新知识点What are you doing? I’m„/ What’s he/she doing? He/She’s„”的句型,便于学生学习和掌握,顺其自然地复习并拓展了上一模块的内容,另一方面又为第四模块What are they doing?的教学做好铺垫和迁移,可见教材安排的不一般之处。
二、学情分析:
四年级上学期的学生对于会话的学习有一定感知。在本模块第一单元学生学习了现在进行时的陈述句的表达,为本课现在进行时特殊疑问句的学习提供了一定语言基础。但九岁多的学生初次接触现在进行时语句,对句型结构还欠充分理解,动词短语积累少且运用不熟练,也是影响会话教学的主要因素,教师必须根据学生基础状况和个性特征来组织教学。
三、教学目标:
1、语言知识目标:
(1)能听、说、认读动词listen,talk, read 及其短语listen to music,talk to my friend, read a book.(2)能听懂、并理解以下句子含义What are you doing? I am listening to music/talking to my friend, reading„What’s he/she doing? He/She’s reading a book„„。
2、技能目标:能运用现在进行时就正在发生的事情提问和应答。
3、情感态度目标
1)通过学习能激发学生学习英语的兴趣。
2)通过主动参与课堂实践活动体会合作学习的快乐。
4、学习策略目标:
在游戏活动和小组合作中逐步形成与人交流信息,取长补短的学习策略.四、教学的重点: 掌握和运用现在进行时特殊疑问句What are you doing? What’s he/she doing? 及其回答。
五、教学难点:培养学生在实际情景中运用所学内容进行语言交流的能力。
六、教具:多媒体课件
七、教学过程: Step 1 Warming –up
1、Greetings T: Hello, boys and girls.S: Hello, teacher.T: How are you today? S: I’m fine, thank you.2.A song: “If you are happy”
T: Are you happy? If you’re happy, sing with me。Ok? T&S(sing):(课件出示歌曲If you are happy。)3.Game : I say you do 教师说指令,如play football/ play basketball/ swim/ play table tennis/ read a book等,学生做相应的动作。
设计意图:问候式的开课,能使学生感觉亲切。课前唱If you are happy这首歌既能活跃气氛,抓住学生的注意力,使学生尽快进入到课堂学习中.又通过动作练习复习了一系列的动词短语,为学生新知识的学习奠定了基础。Step2 Presentation.一.Words learning T: look at the screen , what is the girl doing? Listening to music.板书listen to music.分别采用个人读、男生读、女生读、小组读的方式反复训练单词的读音,并采取相同的方法学习talk to my friend/children和China.在学习China的过程中进行情感教育:As a pupil, we should love our country, love China.活动:Let’s chant!
(小组合作,用自己喜欢的方式拍手练习)listen, listen, listen to music talk, talk, talk to my friend Children, children, we are children China, China, we love China.通过chant反复练习单词和词组,帮助学生进一步巩固所学的知识。
二、课文学习
1.T:Sam, Amy and Tom are our good friends.Do you want to know what they are doing? Let’s listen to the text and answer my questions.What is Sam doing? He’s......What is Amy doing? She’s......What is Tom doing? He’s......S1:Sam is listening to music.S2: Amy is watching TV.S3:Tom is reading a book.设计意图:利用课件有层次、有变化地播放课文对话,让学生带着由易到难的问题逐步理解课文,检测学生对课文的理解能力。这样较细致的处理过程能尽量关注到四年级学生整体水平。
2、Listen and repeat.3、四人小组分角色朗读。
4、模仿课文创造性地表演对话,开展交际性的会话活动。
5、选几名学生上台表演时,教师参与其中问带头饰的学生What are you doing?/ What‘‘s he/she doing?表演学生根据教师提问做相应回答.设计意图:本篇课文的故事情景特别适合角色朗读和表演,它为学生的口语交际提供一个最直接最真实的语言环境,将学知识与语用能力较好结合。以上几个环节的处理能将教材资源充分利用。拓展活动1.Game: Frozen Man 学生用学过的动词造句I am „ing,有节奏地念句子并做动作。当老师说Freeze, 所有学生都保持原来的动作。教师任意问学生:“What are you doing?”,学生根据自己做的动作回答。学生回答正确后,即可去营救其他冰棍人。在营救的过程中要用“What are you doing? I am„”进行问答。设计意图:游戏活动能活跃课堂气氛,寓教于乐,让学生体会到学习的快乐。更重要的是将语言点由第一人称自然过渡到第三人称单数,组织学生进行语言交流,使每个学生在积极参与的过程中,不知不觉地掌握学习巩固新知,突破难点,口语得到一定地锻炼。2.看图片会话 1.Free-talk T: Look!They are lingling’s friends.What’s lingling’s mother doing? S: She’s cooking.2、布置任务:(四人为一小组,看图片相互问答,如不会说的单词或动词词组可问同学或老师)
3.学生完成任务,教师巡视辅导。4.展示成果
请自愿交流的小组上台展示,获得老师和大家肯定后,评最佳语言奖和进步奖。
设计意图:选择稍有难度的图片会话是依据全体学生最近发展区而确定的,教师放手让学生自己“跳一跳,摘桃子”让不同程度的学生都有所发展;在小组合作中互学、互助,增大了信息交流量,提高会话课堂教学的实效性。Step 3 Homework.1、听并跟读M2U2课文两遍,读熟背诵。
2、运用所学的进行时态的句子写出3个句子,描写正在发生的事情。如: My father is watching TV.设计意图:家庭作业的布置突出本课的重点句型,在关注兴趣的前提下将课内所学与课外所练灵活紧密结合,达到分层巩固、提升的作用。板书设计:
Module 2Unit2 What are you doing? listen to music talk to my friend
children China 课后反思:
1、注重激发兴趣:首先根据学生的年龄特征,教师热情投入,以真情感染学生;在内容上做到低起点引入,创设轻松地教学氛围;选择学生喜欢的“Frizen Man”等游戏,让学生产生积极地情感体验,能自觉主动投入到学习中去。
2、活动设计有效:在每个教学环节都问自己教什么、怎样教、为什么教等问题;思考每个环节坡度是否合适,站在学生角度学习知识感受会怎样。每项活动都立足于最近发展区教学,让学生“跳一跳,摘桃子”,能尽量关注到全体促进学生的发展。
3、教学内容鲜明:依据学生的基础状况,以具体的会话活动为依托,突出两条主线,一是动词短语的学习积累,二是现在进行时特殊疑问句的运用。教学中将两条主线紧密结合循序渐进,突出重难点,即达到“词不离句,句不离词”的教学效果,又逐步落实会话目标。
4教学策略多样:教学中采用情景交际法、TPR教学法、合作学习等,结合多媒体辅助教学,通过听听、做做、说说、玩玩等一系列适合学生个性特征的活动,让学生发展口语交际能力。
第四篇:What are you doing教学设计(范文模版)
What are you doing?教案
一.教学目标:
1. 认知目标:使学生掌握想知道别人正在做什么应该怎样用英语进行问答。
2. 教学目标:使学生能基本掌握现在进行时和现在分词的基本结构和用法。
3. 情感目标:使学生体验学习,参与,合作,竞争的乐趣。4. 创新目标:在认知和技能掌握的基础上,发挥学生的想象力,通过动作表现正在做的事情。
重点:学习四个动作短语并能用现在进行时进行问答。难点:现在进行时的基本句子结构。二.教法和学法:
英语教学倡导互动型教学模式,即让学生在教学活动中参与和完成真实的教学任务,从中体验学习的快乐。因此我采用“教授——巩固——扩展”型教学方法,让学生在有趣,开放式的语言环境中,学会观察,思考,讨论和总结。三.教学过程: 导入:
让学生欣赏一首歌曲:Are you sleeping?引出了本课学习的重点:现在进行时。通过任务设计: I am sleeping.和问题:What are you doing?很好地提出了本课的教学目标。新授:
用多媒体画面展示情景。
大屏幕上,依次出现了四幅画面。我们看到了make a present, drawe a picture, listene to the radio, singe songs这几个动作画面。每个动词词组出现后,紧接着出现“ing”和动词结合成的现在分词,领读这些动词短语及现在分词形式,并将图片用现在进行时的句子描述出来。
然后,请学生总结:现在分词的构成。帮助学生补充总结出现在分词的三种不同的构成方式:一:在动词后面直接加“ing”,二:有些动词要双写最后一个字母再加“ing”,三:以“E”结尾的动词要去掉“E”再加“ing”。巩固练习
老师读listen,look and match部分的句子,让同学们边听边做,老师巡视。然后老师可以用提问让学生来读并翻译这些句子,说出对应的图片。动作秀:
教师展示更多的图片或动作,让同学自愿采用这节课所学句型 “What are you doing?”及“I am… ”进行问答。做Let’s practise部分的练习。总结:
现在分词有三种形式,现在进行时的句子结构:人称+BE+动词的ING形式。
四.教学效果和反思:
通过多媒体展示,学生对现在分词和现进行时有了很深的印象。但在设计中没有充分估计学生在活动中的能动性,所以活动过程稍显凌乱。因此,在设计教学时,就要充分估计教学过程中出现的各种情况,使教学效果得到更大提高。板书设计:
Lesson5 What are you doing? Friday 星期五
make a present 制作一份礼品 draw a picture 画一幅画 listen to the radio 听收音机 sing songs 唱歌 running 跑
What are you doing? I am V.ing.What is heshe doing? He She is V.ing.What are you they doing? WeThey are V.ing.
第五篇:What are you doing教学设计
《What are you doing》教学设计
西湾小学 陈正玉
一、教学目标:
(一)、知识目标:
1、能过听、说、读、写动词短语和其ing 形式:drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone。
2、能过听说、认、读句型 “What are you doing?”和其回答 “I’m doing the dishes/….”。
(二)、能力目标:
1、能过简单表述自身正在干什么,如:I am cooking dinner.2、能过用What are you doing?询问他人正在干什么。
3、提高同学的听、说、读、写能力,和培养同学的合作精神。
(三)、情感态度:
1、使同学养成热爱学习的好习惯。
2、培养同学热爱生活的美好情感。
四、教学重、难点:
重点:掌握五个动词短语的-ing 形式,理解下一节课的主要句型 What are you doing ? 并能用 I am ….来作答。
难点:a、如何引导同学感知、理解现在进行时所表达的含义。b、动词-ing形式的读音,特别是加-ing 之后的连读。
五、教、学具准备:
1、教师准备卡片
2、教师准备本课时所需课件。
六、课时布置:一课时
七、教学过程:
Step1 Warming-up and Revision(热身互动,自然导入)
① Greeting and Sing a song:《I can help》.投影出示歌词,老师做动作示范,师生一同演唱。② Game:Act and guess 边做动作边找同学猜。
如:read/ write/ draw/ swim/ fly(T: Wonderful!Let’s go on.)cook dinner/ draw pictures./do the dishes./answer the phone/read a book Step 2 Presentation and Practice(引入新知,操练巩固)Let’s learn
1、教师展示着动词卡片说:I can draw a tree.Now, I am drawing a tree.边说边在黑板上画一棵树,并强调I am drawing a tree now.用彩色粉笔强调ing。鼓励同学做画画的动作,边做边说I am drawing a tree /an apple/….同时教师要播放课件。
内容为本课时动词图片和短语拼写,每次出一幅图和其相配的短语的英文拼写和短语的发音。
2、教师出示洗碗的动作卡片,同学听发音后,教师说:I am doing the dishes.此时可作为扩展知识,告诉同学洗碗有两种表达方法,即I am doing the dishes.或 I am washing dishes.继续播放课件。用相同的方法让同学理解、认读:drawing pictures, cooking dinner, reading a book, answering the phone。教师注意同学动词ing 形式的读音,必要时多练习几遍,并纠正同学的发音。
3、T::Boys and girls.Here’s a ping-pong.Do you like playing ping-pong.(做动作)Please look at me? What am I doing now?(边托球边解释:现在,我正在干什么?)You can ask me: What are you doing?(拿词卡边领读边板书)
教师回放课件内容,同学再次跟读。同时教师询问:What are you doing? 鼓励同学说完整句,如:I am doing the dishes.I am reading a book.I am cooking dinner.…
教师播放Let’s learn 局部的录音,同学边听边指边读,力争做到“眼到、手到、口到、心到”。Step 3 Practise
1、Play a guessing game.一名同学从词卡中挑出一张出示给全班同学,另一名同学背对这位同学,猜一猜自身正在干什么,全班同学问:What are you doing ?猜的同学边做动作边用I'm _ing来回答。
2、Listen to the tape.Listen, point and repeat.3、看课件中的图片,回答问题。如:What are you doing? I am writing.(遇到不会答时,可播放课件中相应的录音。)Step4 Consolidation and extension
1、写出动词短语的ing形式,指导书写和拼读。
2、看课件中的图片造句或造句。
3、Sing a song:My favourite music.唱“I’m.I’m(cooking dinner).This is.What are you doing?” Step 5 Homework 做自身力所能和的家务活动或课外运动,边做边用动词-ing的形式来说
《What are you doing》教学设计
西湾小学 陈正玉
一。说教材:
我今天说课的内容是《开心学英语》第三册第九课。本课将学习现在进行时,现在进行时是一个重要的时态,常用于日常生活对话中。通过学习这个时态,学生将提高用英语进行交流的能力。
本课的教学目标 :根据《新课标》中的阶段性目标和中年级儿童的年龄特点,我制定了以下的教学目标 :
1.认知目标:使学生掌握想知道别人正在做什么应该怎样用英语进行问答。
2.教学目标 :使学生能基本掌握现在进行时和现在分词的基本结构和用法。
3.情感目标:使学生体验学习,参与,合作,竞争的乐趣。
4.创新目标:在认知和技能掌握的基础上,发挥学生的想象力,通过动作表现正在做的事情。
本课重点:学习八个现在分词并能用现在进行时进行问答。
本课难点:三种不同形式的现在分词的特点和现在进行时的基本句子结构。
二。说教法和学法:
《新课标》倡导任务型教学模式,即让学生在教学活动中参与和完成真实的教学任务,从中体验学习的快乐。因此我采用“任务——探究——创造”型教学方法,让学生在有趣,开放式的语言环境中,学会观察,思考,讨论和总结,把学生培养成为思想健康积极,有创造性的人材。
三。说教学过程 :
新课标特别强调关注每个学生的情感,激发他们的兴趣,通过感知,体验,实践,参与和合作等方式,实现任务目标。
因此,我设计第一环节:导入 ——巧妙引导
在美丽的大海画面中,学生欣赏到一首着名的歌曲:I am sailing。歌词:“我在航行,我在飞翔” 引出了本课学习的重点:现在进行时。通过任务设计: I am sailing.I am flying.和问题:What are you doing?很好地提出了本课的教学目标。
第二环节:新授——创设语言环境,激发学生兴趣
这一环节是本课的重难点,我使用形象生动的多媒体画面来展示,使现在分词和现在进行时的结构变得生动有趣。
大屏幕上,Gogo来到一个大房间,这个房间里有三扇门,Gogo依次打开了三扇门。在第一个门里,Gogo看到了sleeping, studying, painting, playing and eating这几个动作画面。为了让学生对现在分词和现在进行时有深刻的印象,我设计当每个动词出现在各图画的下方时,字母“ing”从右面慢慢向动词移动,当“ing”和动词结合成现在分词时,播放单词和句子的发音。
在第二个门里,Gogo看见一个妇女在购物,他问:“What's she doing?”,“ing”从右边慢慢向“shop”这个词移动,当组成“shoping”时,一个商品从货架上跳下来挤进“shop”和“ing”之间,并变成字母“p”不
停地闪烁。另一单词“running”也以同样的方法呈现。
在第三个门里,Gogo看到一个人在写字,这次“ing”从上面向“write”移动,在字母“E”上跳动并踩落了它,字母“E”慢慢向下移走并消失。
观看了有趣的动画后,请学生总结:Gogo进去的三个门有什么不同?进而帮助学生总结出现在分词的三种不同的构成方式:一:在动词后面直接加“ing”,二:有些动词要双写最后一个字母再加“ing”,三:以“E”结尾的动词要去掉“E”再加“ing”。
如果教师用传统的方法来教学现在分词的结构,时间一久,很容易忘记。但是动画效果使学生感知迅速,记忆深刻。他们能清楚地记得现在进行时的用法。我用这个方法突破了本课的难点。
第三环节:看看,猜猜——巩固所学
八个新单词的图画再次出现在屏幕上,学生选择正确的现在分词形式。这个练习是为基础薄弱的学生设计的。
第四环
节:比比,赛赛——合作学习
以小组为单位,教师给每个小组一张纸,纸上分别有三扇门,代表三种不同的构词形式,小组合作,看哪个小组在规定的时间里写出最多的三种不同形式的现在分词。小组合作学习,培养学生合作和竞争意识。
第五环节:动作秀——语言交际
教师将学生分成三人大组:模特团,记者团,观众团。模特团的同学们在迪斯科音乐响起时伴着音乐以时装步走到教室中间,做各种
动作,如:做饭,跑步,洗衣,睡觉,踢足球,打乒乓球,读书等。记者团的同学们用这节课所学句型去采访模特团的同学,“What are you doing?”,模特团的同学也用本节课所学句型进行回答。观众团的同学在观众席上也用本节课所学的句型就模特们的动作进行讨论“What is he she doing? What are they doing?”“He She is sleeping.They are playing”。
这一环节的设计贴近生活实际,创造了一个开放的语言交际环境,并能充分发挥学生的主体性,让学生动起来,对所学的句型也能进行充分的练习,让学生感受到学以致用的乐趣。
第六环节:总结:
教师启发学生总结本课:
现在分词有三种形式,现在进行时的句子结构:人称+BE+动词的ING形式。
四。说教学效果和反思:
通过巧妙的多媒体展示,学生对现在分词和现进行时有了很深的印象。他们能在对话中正确使用现在进行时。所有的学生都参与到教学活动中,对这些活动很感兴趣。我相信学生们真正地从学习中感受到了快乐。
本节课教学过程 自然,流畅,多媒体在教学中的巧妙使用是本节课的亮点,多媒体的展示使本节课的重难点在不知不觉中突破,教学环节的设计充分发挥了学生的主体作用,学生在合作中愉快学习。
在这节课中,“动作秀”这一环节设计新颖独特,并且使语言的交
际功能得以充分实现,但教师在设计中没有充分估计学生在活动中的能动性,所以活动过程 稍显凌乱。因此,教师在设计教学时,就要充分估计教学过程 中出现的各种情况,使教学效果得到更大提高。