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? I’m\we’re ….What are they doing? They’re ….What is he\she doing? He’s\She’s ….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? I’m\we’re ….What are they doing? They’re ….What is he\she doing? He’s\She’s ….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: I’m 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, wh2．Free talkI’m 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 can’t swim.T: Do you like swimming?S2: No, I don’t. 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: Who’s he?Ss: He’s 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“I’m reading a book.”板书领读此问答句。
Photo2:A girl is dancing.T: Who’s she?Ss: She’s xxx.(学生兴奋地指向该同学)T：Hi, xxx. What are you doing?S1：引导回答“I’m 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“She’s dancing.”板书领读此问答句。
Photo3:Two boys are playing chess.T: Are they dancing\ reading ?Ss: No , they aren’t.T：Hi, the boy(照片中人). What are you doing?S1：引导回答“We’re playing chess.”板书在I’m下面添上We’re….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“They’re 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。
)5．T: 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They’re walking. They’re running. They’re jumping. They’re standing. They’re 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! Let’s 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）Let’s 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）。