Unit 6 Holidays-Lesson 1-ppt课件-(含教案+素材)-外研剑桥版四年级下册(编号：032f7).zip

What are you doing?Hes doing homework.Hes playing football.Hes writing on the blackboard.Theyre having a class.now 1）V.+ing，读i。如go going camp camping现在分词(v.ing)的构成2）不发音e结尾的，V.去e+ing。 come coming make making write - writing3）重读闭音节中以单个辅音字母结尾，双写辅音字母， 再加ing。 如：get getting babysit babysitting 4）y结尾时，V.+ ing。如carrying、playing、studying5）ie结尾的动词，ie改y+ing。diedying lielying但：e结尾，且e发音，V.+ ing。see - seeing be - being注：现在分词用于现在进行时态， 表示正在进行或发生的动作。 1）她正在买东西。辨析句子：She is shopping. (be doing)She is going shopping. (be going doing ) 3）他们在钓鱼。They are fishing. (be doing) 2）她要去买东西。注：现在分词用于现在进行时， 不仅可以表示正在进行或发生的动作，还可以表达将来时，表示计划或打算。4）他们准备去钓鱼。They are going fishing. (be going doing)一般情况下：be doing表将来时 be + doing1, 现在进行时，表示动作正在进行，通常有时间状语如now, look, listen 等2. 现在进行时表示将来表示将要发生的动作，表示对未来的计划和安排，译为“将要.”，“打算.”通常有表将来的时间状语如 tomorrow, next, week 等，或者通过上下语境的暗示He is singing.Whats he doing now?I am visiting my uncle with my mother.They are watching the movies.Im going shopping. going campingvisiting my grandmaspending time with my familyrelaxing at hometaking walks-What are you doing on vacation?going to the beachplaying chess exercising-Implaying volleyballgoing shopping going fishinggoing boatinggoing swimminggoing camping A: What are you doing ? B: Im v.ingLets ask and answer: visit sb. go fishing watch TV play basketball go camping do homework play soccer go shopping do housework play chess go boating babysit sb. play computer go to the beach fly a kite read books exercise/do sports spend time with sb. relax at home go camping 去野营 go sightseeing 去观光 go bike riding 骑车旅行 go hiking 去远足 go skating 去滑冰 go swimming 去游泳 go fishing 去钓鱼 go shopping 去购物 playing basketball 打篮球 watching TV 看电视 babysitting 照看婴儿 seeing the movies cycling 骑自行车 skating 溜冰 traveling 旅行 sailing 航行 surfing 冲浪熟记下列短语：Thank you !Thank you !Thank you !Thank you !现在进行时态教学设计现在进行时态教学设计一教学内容:Unit6 1词汇：stand, sit, sleep, jump, run, walk2句型：What are you doing? Imwere .What are they doing? Theyre .What is heshe doing? HesShes .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 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、会拼写六个表示动作的单词 stand, sit, sleep, jump, run, walk；掌握句型 What are you doing? Imwere .What are they doing? Theyre .What is heshe doing? HesShes . 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 Gao .T: How are you this morning?S: Fine , thanks .And you ?T: Im 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。)2Free talkT: Boys and girls, when Im 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 cant swim.T: Do you like swimming?S2: No, I dont. 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: Whos he?Ss: Hes 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“Im reading a book.”板书领读此问答句。Photo2:A girl is dancing.T: Whos she?Ss: Shes xxx.(学生兴奋地指向该同学)T：Hi, xxx. What are you doing?S1：引导回答“Im 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“Shes dancing.”板书领读此问答句。Photo3:Two boys are playing chess.T: Are they dancing reading ?Ss: No , they arent.T：Hi, the boy(照片中人). What are you doing?S1：引导回答“Were playing chess.”板书在 Im 下面添上 Were .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“Theyre 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.b. Would you please help me to go on telling this funny story?（鼓励学生插上想象的翅膀续编这个故事。）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。)5T: 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 Theyre walking. Theyre running. Theyre jumping. Theyre standing. Theyre sitting.T：播放完毕，画面定格在或坐或站的观众身上。What is she doing? Shes standing.出示单词卡片教学 stand standingT: What is Miss Gao doing?S: Youre standing.T:同法教学 sit sitting（发现双写）What are you doing?S: Were sitting.T: What are you doing?S1:Im sitting.T: What are you doing?S2:Im 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?”“Were running walking jumpingsittingstanding.”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 Im very tired. I want to go to bed .Do you want to go?S: Yes, were 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，Hes 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。学生跟随教师做动作并练习说。(设计意图：运用现在进行时态将所学的六个表示动作的单词编串成一段琅琅上口的小诗，学生边说边做，感受学习的成功与快乐。随着那最后一词“jumping”，学生高高跃起，将整个课堂教学推向高潮。)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 S、W、R、J）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! Lets 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, our new English teacher Miss Gao _ (stand) over there . We _ (play) a game. Some students_(sit). Some students _(walk). Some students _ (jump). And some students_( run ) . No one _(sleep) here. Oh. We are really happy today .T：Shall we check the answer?（指名朗读核对答案）Lets 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）。4带领学生进行课末小总结，请学生用自己的语言总结出其概念大概意思，基本构成及现在分词的三种形式。5课件出示：时态学习（学生默读，强化理解记忆）现在进行时态： 现在进行时表示说话时正在进行或发生的动作,也可表示当前一段时间内的活动或现阶段正在进行的动作。 它有两个缺一不可的条件：助动词 be ( am / is / are ) ，现在分词（动词+ing). 如： Im reading English. Su Yang is dancing. They re playing football.（设计意图：通过学生用自己的理解来描述，强化学生对所学知识的认识，最后教师规范的小总结帮助学生脑中建构的知识得到梳理、从而清晰明确起来。）Step 3:Goodbye & HomeworkT: The bell is ringing. Class is over. “Goodbye, boys and girls!”S: Goodbye ，Miss Gao!Homework:1. 听录音，复习本节课所学单词、句子。2. 听录音，预习 A 部分课文。3. 抄写 B 部分单词 。