现在进行时态教学设计启东市继述中学徐海红——牛津英语七年级上册Unit 8一．教学内容：译林版牛津英语七年级上册Unit8 Grammar1．词汇：lie, write to, wait for ,look for2．句型：I am eating. You\We\They are eating. It\he \she is eating. I'm not eating. You\We\They are not eating .It\he \she is not eating .Am I eating ?Yes , I am. No, I am not\I 'm not . Are you \we\they eating ?Yes ,we \you\they are. No, we \you\they are not\aren't. Is It\he \she eating ? Yes , he\she\it \ is. No, he\she\it is not \isn't..二．教学目标：*认知目标：1能听懂、会说、会读、会拼写六个表示动作的单词 lie, write to ,wait for ,look for；2 掌握现在进行时态的含义和结构。
*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、会拼写六个表示动作的单词lie, write to, wait for ,look for ；掌握句型I am eating. You\We\They are eating. It\he \she is eating. I'm not eating. You\We\They are not eating .It\he \she is not eating. Am I eating ?Yes , I am .No, I am not\I 'm not . Are you \we\they eating ?Yes ,we \you\they are. No, we \you\they are not\aren't. Is It\he \she eating ? Yes , he\she\it \ is .No, he\she\it is not \isn't..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, Mrs Xu. .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,2．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. 课件出示预习作业交流一组动词及其“+ing”形式：Look and read:.sing singing dance dancingswim swimming eat eatinggive giving lie lying.sit sitting write writing close closing listen listening run running wait waitingb. 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。
c. 课件出示想一想动词现在分词的构成规则。
1.大多数动词在词尾直接加__ing_____。
2.以不发音的字母e结尾的动词__去词尾“e”加ing___。
3.以ie结尾的动词，如lie _变ie为y加ing________。
4.词尾只有一个辅音字母的重读闭音节，双写词末字母加i ng(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. 课件一一出示图片Picture1:A boy is playing football.T：Hi, xxx. What is the boy doing?(反复两遍)S1：引导理解并回答“ He is playing football..”板书领读此问答句。
Picture2:A girl is dancing.T：Hi, xxx. What is the girl doing?S1：引导回答“She is dancing.”T：Boys and girls. What is she doing?(反复两遍)Ss：引导理解并回答“She’s dancing.”板书领读此问答句。
Photo3: A boy is playing the guitar .T: Is the boy dancing\ reading ?Ss: No , he is n’t.T：Hi, What is he doing?S1：引导回答“He’s playing the guitar.”板书在I’m下面添上We’re… .T：Boys and girls. What are you doing?(反复两遍)Ss：引导理解并回答“We’re playing the guitar.”板书领读此问答句。
2．再次课件出示2副图片和句子Tom is playing football. Lucy is reading a book. They are watching TV now. Look!The twins are thinking.3．(设计意图：以图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”。
)4．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”。
）．5 课件出示现在进行时基本结构5．课件出示10幅学生感兴趣的生活、娱乐、体育图片：6．a.鼓励学生大声朗读句子.(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，以有趣的图片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。
)出示单词卡片教学stand standingT: What is Miss Gao doing?S: You’re standing.What are you doing?S: We’re sitting.T: What are you doing?S1:I’m sitting.T: What are you doing?S2:I’m sitting.T&S: 同法配合体势语学习另外三个表示动作的单词“walk walking, run running （发现双写）, jump jumping”.T&S: Good job! Shall we play a game? Now follow me, please.(学生跟随教师一起做动作并进行答问“What are you doing?”“We’re running\ walking\jumping\sitting\standing.”T: Who wants to try?指名学生来当小老师继续这个游戏。
(设计意图：再一次用非常贴近学生学习生活实际的体育课画面,吸引住了学生的注意力。
且在观看录象的过程中巧妙地将5个表示动作的单词呈现出来，结合时态进行进一步操练、巩固。
进一步加深学生对现在进行时态句式的认识。
这个环节中频繁的身体活动也让学生获得了“学中乐、乐中学“的美好情感体验。
)T: We did so many sports, so I’m very tired. I want to go to bed .Do you want to go?S: Yes, we’re tired, too.T: The boy is tired, too. What is he doing?8．课件出示夜晚，一个小男孩睡觉的情景,引出sleep sleeping的教学。
(设计意图：教师顺着上面一环节刚进行了剧烈运动的实际情况，巧妙设置累了想睡觉的情景，引入了新词sleep sleeping，He’s sleeping.的教学，衔接自然流畅.)9．课件出示“Say a chant”Doing, doing, what are you doing?Standing, sitting and sleeping.Doing, doing, what are they doing?Walking, running, and jumping.T&S:教师示范边说边做动作。