Review 2
现在进行时态复习课教学设计
一、教学背景分析
本节课是现在进行时态的复习课。学生在学习本课之前已掌握了大量的动词及动词短语，经过老师的教学，也了解了现在进行时态。但因为汉语中没有时态这一概念，学生在实际使用中，对该时态的结构不容易内化，要么遗漏助动词be，要么动词忘记加ing。所以有必要设计有效的活动，给予学生大量练习的机会，让学生在各种实践活动中去感知，进一步熟悉这一语言现象，从而达到运用自如的目的。
二、教学目标
1. 知识和技能目标
(1) 能流利使用以下句型在情景中交流：What are you doing? What is she / he doing?
What are they doing? Are you …?
(2) 掌握现在进行时态的概念，结构并能自如地运用。
2. 情感目标
(1) 激发学生对学习语法的兴趣，给予学生在学习过程中积极愉悦的情感体验。
(2) 培养学生自信开口、积极思维的习惯。
三、教学重点和难点
1. 重点：流利地使用现在进行时态的句式进行表达；
2. 难点：现在进行时态中动词ing的三种构成规律。
四、教学准备
多媒体课件、单词卡等。
五、教学过程
Step One：感知语言
用改编的歌曲《Are You Sleeping?》热身
［设计意图］以英文歌曲营造出良好的英语氛围，同时巩固进行时态的结构，为接下来的复习做好铺垫。
Step Two：熟悉结构
1. 谈论人们在公园中的一些行为引出现在进行时态。
Listen! What are the people doing in the park?
Look! They are flying a kite.
They are rowing a boat.
He is reading.
…
2. 提醒学生关注句子结构。
T：要表示正在做某事，“Be”与“V-ing”两部分缺一不可。
/
3. 练“be”的使用
在“be”旁标上“am、is、are”，然后老师不停变换人称，让学生口头快速说出相应的“be”动词。
T: I Ss: am
T: You Ss: are
T: they Ss: are
T: she Ss: is
T: Mike and Tom Ss: are
T: the boy Ss: is
T: the boys Ss: are …
［设计意图］作为语言，理解了的东西不等于掌握，只有脱口而出，才是真正内化。口头快速反应法利用口头检测的方式，快节奏，有比赛感，能有效激发学生的兴致。它还能在短时间能提供给学生大量的变式练习，巩固语言点，同时让学生真正检测自己的掌握情况。
4. 复习“V-ing”的构成。
(1) 请学生观察给的例子，小组内讨论“V-ing”的构成规律。
(2) 学生将字卡进行归类。
play—playing write---writing run---running
/ / /
(3) 将PPT中的动词原形及V-ing形式读一遍。
［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, 学生的参与积极性会更高，参与面会更广，教学效率要远远高于让学生直接被动地接受知识。
Step Three：围绕结构，听说实践
1. 发散思维练习常用句式
1) T: I’ve got some riddles here. The first one: In this place, you can see the sofa, the table and the TV etc. Where is this place?
Ss: Home.
T: Right. (板书：home同时画上一个小女孩) Look, this is Mary. She’s at home. What is she doing?
S1: She is watching TV.
S2: She is cleaning the house.
S3: She is making a cake.
…
/ What is she doing?
2) T: This is another place. There are many desks and chairs here. Where is it?
Ss: Classroom.
T: Yes. (板书: classroom同时画上一个男孩) Look, this is Ben. He is in the classroom.
What is he doing?
S1: He is writing.
S2: He is talking with his friends.
…
/ What is he doing?
3) T: Here is the third place. It’s very beautiful. You can see many trees and flowers here.
S1: Park.
T: Good. (板书：park同时画上三个孩子) Look, We can see three kids in the park. What are they doing?
S1: They are singing.
S2: They are dancing.
…
/ What are they doing?
［设计意图］以图创设情景，让学生调动自己的知识储备，激活与新知联系紧密的已学知识，在这个基础上发挥想象，进行大量现在进行时态句式的表达与运用，让语言结构在不知不觉中习得。问题逐一呈现，有助于孩子知识的构建，知其然，更知其所以然。
2. 看图编对话，巩固句式
老师将三幅图一一快速闪过，让学生根据所看到的人物组织对话。
T: I’d like you to make dialogues according to the pictures.
S1: What is he doing?
S2: He is playing the piano.
3. 根据“相片”对话，活用句式
课堂上让6位同学走到讲台前，提醒他们老师喊“One, two, three”后立刻各自呈现一个动作，可以是“打篮球，做饭，听音乐”等，要求像木头人一样保持不动。接着让全班两两谈论“What is … doing? He / she is …” 最后以“Are you cooking / fishing / reading?”等句式进行确认。
S1: Look, what is Mike doing?
S2: He is listening to music.
S3: Look, what is Jenny doing?
S4: She is reading.
［设计意图］快速闪动的卡片及谈论“相片”的活动具有游戏的性质，符合小学生喜欢变化的心理，趣味性的练习，让更多学生乐于参与。活动的设计在巩固语言点之余也是为了检测学生对三个问句“What is she doing? What is he doing? What are they doing?”是否运用自如。
Step Four：说写结合促提高
1) 让学生仿照例子，笔头造句。
人称
be
V-ing
I
am
reading
She
They
The boy
The boys
Ben and Lisa
［设计意图］
通过笔头的输出，能让学生进一步确认自己的掌握情况。该环节分栏的设计一方面再次巩固“Be”动词的用法，另一方面也传递给学生一个清晰的概念：进行时态的句式必须有“be”动词与“V-ing”两个关键要素。
2) 以改错突出重难点
出示三个学生容易造的错句，让学生找错。
1) Mary doing her homework.
2) Some boys is swimming.
3) Some children are running.
Step Five：讨论公园中不文明的现象。
1) Look! The man __________ (sleep) on the bench.
2) Look! The girl _____________ (pick) flowers.
3) Look! They ____________________ (climb) the trees.
4) Look! He ____________________ (write) on the tree.
Step Six：听公园中两人的对话，回答问题。
1. What is Lisa doing? ___________________________________
2. What is Ben doing? ____________________________________
3. Is Peter reading under a tree? _________________________
Step Seven：描述图画，提高语言综合运用能力。
让学生说说公园里有什么，人们在干什么。
/
S1: There is a big house near the river.
S2: A woman is writing in the house.
S3: Two boys are playing basketball.
S4: Some children are running. ?
Step Eight：布置作业
完成看图写话的作文《In the Park》
［设计意图］把口头表达与书面表达相结合，先在课堂上让学生口头突破，课后再跟上书写。这个目标的设置坡度不大，有利于提高孩子写作的信心，同时内容上也兼顾了各个层次的孩子，让每个人都有话说。这样的小练笔既是对课堂上内容的一次复习，也是对各种词汇拼写的一种巩固。
六、教学反思
本节课是一节语法复习课。没有过多的讲解，教师由始至终都是在“练”字上做文章，让学生在大量的听说中去感知、熟悉现在进行时态这一语言现象。各种活动设计由浅入深，循序渐进。学生发言踊跃，教学效果理想。本课有以下几个特点：
1. 教学情境化。
老师能积极地创造语言运用环境，激发学生表达思想的欲望，引导学生观察、思考、猜测。如先让学生猜三个地方，然后一一画上人物，提出开放性的问题“她 / 他 / 他们 / 在此地干什么？”根据老师提供的信息，学生“有话可说”，爱说，乐说。因为情境设置合理，贴近实际，学生思维活跃。
2. 教学游戏化。
老师在课堂上不时穿插比赛性质的小游戏，像“看相片”编对话，快速反应说“be”动词等，这使枯燥的语法、句型练习变得简单清晰，趣味无穷。增进了学生学习英语的兴趣和信心，调动了他们的学习热情，还有利于加强学生的参与意识和竞争意识。
3. 教学梯度化
活动由易到难，层层递进，从“be”和“V-ing”的操练到句型的大量练习，再到看图说话，注重培养学生从词到句、从句到篇的口语表达能力。
课件24张PPT。The Present Continuous Tense------现在进行时态Review 2Look! They are flying a kite.Look! They are rowing a boat.Look! He is reading a book.Look! She is painting a picture.
1. She __________ a picture.
2. They __________ a boat.
3. He __________ a book.
4. They _________ a kite.
ispaintingarerowingisreadingareflyingLook!paintsrowreadsflyLet’s read:play—playing
read---reading
sleep---sleepingwrite—writing
dance—dancing
exercise--exercisingrun—running
swim—swimming
cut---cutting3. Some children are runing .2. Some boys is swimming.1. Mary doing her homework.Find out the mistake. (改错）Look! He __________on the tree.is writingLook! He ___________ on the bench.is sleepingLook! They __________ the flowers.are pickingLook! She____________ the tree.is climbing1. What is Lisa doing? _________________________
2.What is Ben doing?
_________________________
3. Is Peter reading under a tree?
_______________________________Listening Test:She is singing.He’s playing basketball.No, he isn’t.Homework:
Write a short passage: A Park
A Park___________________
____________________ ____________________
____________________Look, this is a park.
…Review 2
一．Make similar sentences. (仿照例子，造句)
人称
be
V+ing
I
am
running
She
They
The boy
The boys
My father and my mother
二．Listen and write down the answer. （听录音，写出听到的答案）
1. What is Lisa doing? ___________________________________
2. What is Ben doing? ____________________________________
3. Is Peter reading under the tree? _____________________________
三．Describe the picture. (描述图片: 有什么，他们正在干什么……) Look! This is a park. There is a...
．
A Park
_____________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Review2 阶段测试卷
一、看图写单词。
1. s_______
2. c_______
3. c_______
4. g_______
二、根据图意从方框中选择正取的单词，用其正确的形式填空。
open close touch
(1) _______ your legs.
(2) _______ your mouth.
(3) _______ your eyes.
(4) _______ your nose.
(5) I’m _______ my arms.
(6) She’s _______ her ears.
三、看图，仿照例子写句子。
例：She is drawing.
(1) He .
(2) He .
(3) We .
(4) They .
四、看图，完成对话。
1. A: _______ Ms. Black exercising?
B: _______, she _______. She’s _______.
2. A: _______ _______ she want?
B: She _______ a _______.
3. A: _______ he want a _______?
B: No, he _______. He _______ a toy plane.
4. A: What do you do on _______?
B: I play _______ after class.
参考答案
一、
1. sweep 2. mouth 3. color 4.guitar
二、
1. Touch 2. Open 3. Close 4. Touch 5. opening 6. touching
三、
(1) He is sweeping the floor.
(2) He is cleaning the window.
(3) We are playing ping-pong.
(4) They are talking.
四、
1. Is; No; isn’t; writing
2. What does; wants; guitar
3. Does; drum; doesn’t; wants
4. Wednesday; tennis
