教学的对象是初一学生，对英语普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲旺盛，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。多媒体中动画的插入，便于他们对话合作学习，活跃了课堂气氛，提高他们综合运用语言的能力，使各层次的学生都有所收获。
在第一个学习效果检测环节，是贯穿整个课堂，第一是指能否使用现在进行时态进行表述，对一般现在时态和现在进行时态的概念有所区别；在第二个学习效果检测环节，学生能在真实交际中自如运用该语言结构。
附学生习作：
In my group, I’m reading a book. I like reading very much. Bob is playing basketball. He plays basketball on the playground every Friday. Look, Mary is dancing. She dances very well. Alice is playing the guitar. She is good at playing the guitar. We’re all very happy.
最初的时候，在备学生和教材时，本人认为语法通常学起来比较枯燥，所以我并不想给学生呈现一堂集中讲解语法的英语课，但要如何去做才能激发学生兴趣，降低语法讲解的难度，我并不是很清楚。通过与同事的交流以及借鉴他山之石，我基本确定了本节课的设计思路：即一方面，以说和写为载体，将语言的使用作为语法课的出发点和落脚点，通过引导学生们free talk, writing来解决生活中遇到的实际问题。另一方面，设置各种情景，让学生在真实语境中感知、解决、练习和运用语法，并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。
于是，在备课时，我设置了几个真实的场景，如卡通世界、班级掠影、电话对话等等，在场景中融入、语法的练习环节和在运用中巩固语法的环节，同时语法的感知环节将语法分解，降低学习难度。之后试讲数遍，课件和教案几经修改，最终成型。
当自己像剥洋葱一样回顾自己的录课视频时，突然发现原来有很多说不出的心酸。依然没有做到真正以生为本，依然有很多环节的处理流于形式，尽管学生已经很喜欢。
比如，某些环节的处理上还略显仓促，在对比一般现在时态和现在进行时态的讲解中，通过几组句子让生进行观察两种时态在结构、用法和时间状语中的区别，学生通过讨论和之前的学习能够得出结论，但对于基础比较差的同学未必能跟上进度，掌握起来就很困难。此环节应放慢速度，在总结完不要直接完成练习，而应多举些例子让学生对比感知。
虽然这堂课有很多遗憾，但为让今后的课堂更加有效，路漫漫其修远兮，我将上下而求索！
U8 I’m watching TV.
Grammar
Section A 2d-3c
Ⅰ.Teaching Objectives
Knowledge Objectives
1. To master the Present Progressive tense (be doing) .
--What are you doing? -- I’m watching TV.
--Are you doing your homework? --Yes, I am. No, I’m reading a book.
2. To master the between the simple present tense and the present progressive tense.
--She’s exercising now.
--She exercises on Monday.
Ability objectives: Students are able to
1. Talk about what people are doing.
2. Use the target language in natural speech.
Moral Objectives
Learn more about each other through communicating more.
II. Teaching Key and Difficult Points
Present progressive tense
III. Teaching Methods
Communicative Language Teaching Methods;
Task-based Language Teaching Methods
IV. Teaching Tools
PPT, blackboard
V. Teaching Procedures
Scene 1— Cartoon World (Grammar learning)
Lead-in
Enjoy a video about the lively cartoon characters to learn what they are doing.
PPT shows some cartoon characters which students are interested.
T: What is heshe doing?
Ss: HeShe is …
T: What are they doing?
Ss: They are…
Summarize the Declarative sentence of the present progressive tense. (主语+ Be + doing.)
I am having an English class.
The dog is playing.
The girl is singing.
The swans are dancing.
To help Ss recognize the target language in natural speech. It can decompose knowledge and reducing difficulties.
Scene2—— Our Class (Grammar learning)
PPT shows three pictures of students from our class who are doing different things.
Summarize the What questions of the present progressive tense.
What is he doing?
What is she doing?
What are they doing?
To help Ss recognize the target language in natural speech.
2. PPT shows some lively pictures to give students some examples to comprehend present progressive tense and at the same time review the new words and phrases.
— What is/are … doing?
— I/ He/ She/ They am/ is/ are …
Ask students to practice the conversations in pairs and other different forms.
PPT shows two pictures of students who are doing different things.
Summarize the Yes No Questions of the present progressive tense.
Is he playing the guitar? Yes, he is.
Are they playing the basketball? No, they aren’t.
To help Ss recognize the target language in natural speech.
3. A guessing game
Use a guessing game to ask students to guess what he/she/they is/are doing to practice present progressive tense.
Use a game to increase students’ interest.
4. PPT shows two pictures of me and another girl who are doing different things to compare the simple present tense and present progressive tense.
Look, I’m playing the guitar. But I don’t play the guitar every day.
She’s exercising now. And she exercises every morning.
现在进行时
一般现在时
用法
构成
时间状语
6. 3a Make sentences with the words and phrases about two tenses. (Grammar practicing)
Jenny clean the house now
Bob make dinner every Saturday
To give Ss the opportunity to use the target language in a controlled manner.
Scene3—— A Phone Call (Grammar practicing)
1. 3b Read the conversation about the phone call and answer two questions.
(These two questions are about the simple present tense and present progressive tense.)
Make a call —— Call a friend in your group.
Practice in pairs and use the present progressive tense.
—Hi, Bob! What are doing?
—Hello, Mary! I’m watching TV. …
To give Ss the opportunity to use the target language in natural speech.
Scene4——John’s Family (Grammar Using)
Help John record the lift of his family.
First enjoy a video about John’s life at home.
Then use the simple present tense and present progressive tense to finish the article about John’s life at home
To give Ss writing practice with the target language.
Analyze the key sentences in the article above.
The sentences of the simple present tense.
Eg. My mother is watching TV in the living room.
The sentences of the present progressive tense.
Eg. My father plays the mobile phone every day.
To ask Ss to master the key structures of the article to record the lift.
Scene5—Your Life at School (Grammar Using)
Groupwork
Work in groups to talk about the partime life.
S1: What are you doing?
S2: I’m…I often…
S3: I’m…
S4: I’m … I like…
Writing
Write an article to record the activities of the students in the group according the conversation talked above.
In my group, I’m reading a book. I like reading very much. Look, Bob is …
Some groups to present their activities to class.
To let Ss use the target language to communicate about themselves and people they know. To practice the target language through wrting,
Don’t forget to record your daily life.(Moral Objective)
Homework: 运用今天所学的句型，询问一下家人他们正在做什么事，并试着写下来。
Blackboard Design:
U8 I’m watching TV.
Grammar
S.A. 2d-3c
be doing
—What are you doing? Boys PK Girls
—I’m watching TV.
课件21张PPT。Grammar
(Section A 2d~3c)Unit 8 I'm watching TV.
2018/10/28Learning Aims 学习目标1.理解并能用Grammar Focus中的句子熟练陈述正在发生的事情并进行回答；
2.能关注到动词的变化规律并写出常用动词的现在分词形式；
3.能根据语境正确使用一般现在时态与现在进行时态表述现在；
4.能正确运用现在进行时对照片、图片或场景进行口头描述。2018/10/28Welcome to the cartoon worldHe is playing.What's he doing?She is dancing.What's she doing?2018/10/28What are they doing?They are running.What are they doing?They are singing.2018/10/28The dog _______________.
The girl ________________.
The swans_______________.
is playingis dancingare singingI am having an English class.现在进行时结构
(陈述句)Grammarbe (am, is, are) 主语+_____________ +_____.doing2018/10/28What is she doing?What is he doing?What are they doing?He is watching TV.She is using the computer.They are talking on the phone .WhatGrammarWelcome to our class2018/10/28Welcome to our classA:What is he/she doing?
B: He/She is..
A: What are they doing?
B: They are...listening to a CDdancingdrawingplaying soccerusing the computer123452018/10/28--Are they playing basketball?
--No, they aren't. They are playing soccer.现在进行时
（一般疑问句）主语+doing?
be(提前)--Is he playing the guitar?
--Yes, he is.Grammar2018/10/28Is he...?Guessing gameHe is reading a book .Is she...?She is doing kung fu.Are they...?They are playing basketball.2018/10/28don'tShe______________now .
And she _________ every morning.Look! 区别下面的几组句子：Look, I the guitar at home.
But I play the guitar every day.exercisesam playingis exercising2018/10/28现在正在进行或发生的动作现在的状态，经常的或习惯性的动作be+________do/does
现在进行时与一般现在时1. Look, I am playing the guitar at home.
But I don't play the guitar every day.
2. She is exercising now .
She exercises every morning.
doingGrammarnowlistenlookevery daymorning2018/10/283a 现在进行时&一般现在时1. Jenny/ clean the house/ now
____________________________________
2. Bob/ make dinner/ every Saturday
____________________________________
3. Mary’s parents/drink tea/after dinner
____________________________________
4. Bill/talk on the phone/now
____________________________________
5. Becky and Bob/watch TV/on weekends
____________________________________
Jenny is cleaning the house now.Bob makes dinner every Saturday.Mary's parents drink tea after dinner.Bill is talking on the phone now.Becky and Bob watch TV on weekends.3a Mary: Hi, Bob! What are you doing?
Bob: Hi, Mary！I’m reading a book.
Mary: Do you want to go to the movies
now?
Bob: No, this book is really interesting.
Mary: Do you want to go tomorrow then?
Bob: Sure, what time?
Mary: Let’s go at seven o’clock.
Bob: OK. See you tomorrow evening!
1. What is Bob doing?
2. When do they go to the movies? 3bRole play the conversation 2018/10/28Be doing-- Call a friend in your group.S1: Hello,... S2: Hi, ... S1:…, What are you doing? S2: Oh, …
S1: Do you want to …?
S1: Yeah.../Sorry, I’m really busy.
S2: …
…2018/10/28Welcome to John's familyJohn2018/10/28 We are all at home tonight. I am doing my homework. But my mother_________________
in the living room. She _________________(非常喜欢看电视) very much. I think it's _________. My father ___________(play) the mobile phone now. He ______ the mobile phone every day. He says it's interesting. This is my funny family...is watching TVlikes watching TVboringis playingplays1. 现在进行时be doing2.一般现在时dodoes What does his mother like?
When does his father play the mobile phone?Record(记录) John's life at home.2018/10/28Record(记录) your life at school.1. Interview the classmates in your group .S1:What are doing at playtime?
S2:…
S3:…
S4:… In my group, I am reading. Bill is ... He likes ...2. Write down what you are doing. 2018/10/28Don't forget to record your life. Finish the article about the partime at school. (必做)2. Write an article to record what your family members are doing at home.
（选做）HomeworkThank you!
主要围绕“What are you doing?”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。Section A 2d- 3c部分是本单元的第二课时，是一节语法课，本课时主要是围绕现在进行时（正在进行的动作）这个题材开展多种教学活动，现在进行时是一个新的语法。这单元的重点是让学生学会如何表达正在进行的动作。通过学习（Be+doing），进一步加深对现在进行时这个语法现象的理解和运用。提高学生听、说、读、写综合素质能力。?
郑：马老师执教的以说和写为载体的语法复习课, 将语言的使用作为语法课的出发点和落脚点，通过引导学生们free talk, writing来解决生活中遇到的实际问题，真正突破了传统观念上对于语法课的模式印象，也为我们进一步地探讨语法课输出环节的设置提供了一种很好的模板。各种情景的设置，能让学生在真实语境中感知、解决、练习和运用语法，并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。从而更多地激发了学生们的学习积极性，对他们的任务完成也起到了积极的促进作用，增强了他们的学习自信心。
整个教学过程流畅，过度比较自然，但某些环节的处理上还略显仓促，比如在对比一般现在时态和现在进行时态的讲解中，通过几组句子让生进行观察两种时态在结构、用法和时间状语中的区别，学生通过讨论和之前的学习能够得出结论，但对于基础比较差的同学未必能跟上进度，掌握起来就很困难。此环节应放慢速度，在总结完不要直接完成练习，而应多举些例子让学生对比感知。
梁：教师用动画视频导入，有趣生动，符合低年级学生对趣味性的需求，很能吸引学生的眼球。但在此，对于重点句型应该重点板书，可以使学生印象更深刻。另外一个视频是班上一个小男孩的家庭生活，学生观看的津津有味。由此来引出写作部分输入的环节，能激发学生对写作的兴趣，降低学生对写作的恐惧感。group work环节和最后的写作合二为一，教师创设了记录学校生活的场景，对于重点句型练习更充分，学生的思维更广阔，另外，谈论的话题也与学生生活相关，学生参与度高，且能让学在一定的情境中运用英语。但指令有些不明确，部分学生不明白活动要求。
仲：马老师的这节语法课，情境非常丰富，而且每个环节的情境设置都恰到好处，真正做到了寓教于乐。教师本着以学生为本的原则创设了这节课，并未集中处理语法知识，而是采用了分散语法的教学方式，降低了语法习得的难度，使学生不再感觉很枯燥，记忆也比较深刻！同时，教师的指导比较到位，每次练直接可习和展示之前都有示范，让学生知道怎么做。
这堂课的学习效果检测分为两个部分。第一是指能否使用现在进行时态进行表述，对一般现在时态和现在进行时态的概念有所区别；第二，学生能在真实交际中自如运用该语言结构。
本节课是一节语法课，英语课程标准五级对六年级学生的听说方面有具体的描述。根据本课时的内容和学生的实际，学生能达到课标所要求的以下内容。听力方面，学生能根据语调变化，体会句子意义的变化；能识别语段中句子之间的联系；能听懂有关熟悉话题的语段。说的方面，学生能在课堂活动中用简短的英语进行交际；能利用所给提示简单描述一件事情；能在教师的指导下进行简单的角色表演。读的方面，学生能正确地朗读课文；能理解并执行有关学习活动的简短书面指令；能读懂简单的故事和短文并抓住大意。写的方面，学生能正确地使用常用的标点符号；能参照范例写出或回复简单的问候和邀请；能用短语或句子描述系列图片，编写简单的故事。
