一般现在时VS现在进行时复习课教案

一般现在时VS现在进行时复习课教案
教学过程
Step 1.Warm up
教师用课件呈现自编的chant，引导学生打节拍，做相应的动作，有节奏地吟唱。

Mr Cat, Mr Cat, what do you often do?
I often sleep, sleep, sleep.
What are you doing now?
I am fishing, fishing, fishing. Meow, meow, meow.
Mr Bear, Mr Bear, what does Miss Monkey often do?
She often climbs, climbs., climbs.
What is she doing now?
She is dancing, dancing, dancing. Cha, cha, cha.
[设计意图]
通过吟唱这首集趣味性和知识性于一体的自编歌谣，营造轻松、愉快的英语学习氛围，消除学生的紧张情绪，激发学生的学习兴趣。

同时Chant里面的句型为本节课一般现在时和现在进行时的整合复习做好了铺垫。

Step 2. Presentation and oral practice
1. 教师提出本节课的主线：羊村遇到了灰太郎史无前例的攻击，快支撑不住了. The goats need our help. Do you want to help them save the village? Ss: Yes. T: 你们必须靠自己的努力连闯五关，才能救羊村，有信心吗？ Ss:有！T: Good, let’s go. Ss: Ready, ready, go, go, go!
2. Task 1: Talk about weekends
教师用课件呈现一些动词和动词词组的图片，并说：“I usually listen to music and go shopping on the weekend. Sometimes I go hiking. What do you usually do on the weekend?”要求学生以pair work对话的方式谈论自己的周末活动，并请几对同学表演对话。

在每对学生展示玩对话后，教师提问：“What does… do on the weekend?”要求班上其他同学根据展示对话同学的周末活动来回答。

[设计意图]
询问同学的周末活动和介绍自己的周末活动，是小学生乐此不疲的话题。

该环节的设计旨在让学生在轻松、愉快的氛围中复习一般现在时第一、二人称的用法。

而教师的提问也让学生在不经意中复习了一般现在时第三人称单数的用法。

课件中呈现了学生已经学过的动词词组的图片，为学生的对话提供了参考和提示作用，扫除学生说的障碍。

3. Task 2: Guessing game
教师用课件呈现图片、声音，引导学生根据图片和声音的提示回答以下问题：What are they doing? What is she doing? What does she often do on Sundays? What does he do? Where does he work? How does he go to work? When does he go to work?
[设计意图]
借助多媒体课件创设情境，充分调动学生的感官和常识，让学生带着自己
的知识、体验、思考、灵感、兴致参与课堂活动，融入课堂教学。

通过提问的
方式与学生交谈，既拉近了与学生的距离，又带领学生复习了以what, where, how, when引导的一般现在时和现在进行时的特殊疑问句。

Step 3. Consolidation
1. Task 3: Read and fill
教师把练习卷发给学生，要求学生独立完成，小组交流答案，并在全班讲解。

Mr. Wang ________ my English teacher. He comes from Canada. He ________ reading books and writing stories for kids. He often _______ and
________ on the weekend. Now he is ________ in the study. He _______ two sons, Jack and Ben. They are twins. They look the same, but they like different things. Today is Mr. Wang’s birthday. Mrs. Wang is ________ a big birthday cake for him. The twins _________ drawing a picture. Jack often ________ cars. So he can draw well. But Ben _______. He is not so good .They will give it to their dad as a present. Mr. Wang must like it very much.
[设计意图]
练习设计有层次和梯度，由易到难。

通过填空的方式，让学生根据之前的两个课时的复习，综合地运用，达到综合训练、提高能力的目的。

2. Task 3: Reading and making diaolgues.
(1) T: Now let’s come to Task 3. Please read the paseage and finish the exercises.
阅读下面的短文，根据短文内容，选择合适的答案。

Today is Saturday. It’s eight o’clock now. The Greens are at home. Mr. Green is sitting on a chair in the living room. He is reading newspapers. Mrs. Green is sitting at the desk. She is writing a letter. Jack usually watches TV on Saturday. He likes cartoon very much. But now he is reading English. Kate is only six. She often plays with her toys. But she is drawing a fish now. What’s that beside Kate? It’s a cat. What’s she doing? Oh, she is waiting for the fish. Ha ha! It’s so funny! ( ) 1. What is Mrs. Green doing on the desk?
A. She is sitting . B: She is writing a letter.
( )2.Does Jack often studies English on Saturday?
A. Yes , he does.
B. No, he doesn’t . ( )3.Where is Mr. Green reading?
A. In the study.
B. In the living room. ( )4. Is Kate waiting for the fish?
A.Yes, she is .
B. No, she isn’t.
( )5. What does Jim usually do on Saturday?
A.He watches cartoon.
B. He studies English.
(2) Talk about the passage, using present progressive and simple present.
a. Who has a good memory?
教师请学生再次朗读短文，并要求学生记忆。

半分钟后，请学生把短文盖住，并回答问题：1. What is Mr Green doing? 2. What does Jim usually do on Saturday? 3. Does Kate often play with her toys? 4. Is the cat eating now?
b. Make a dialogue according to the passage.
教师请学生运用刚才老师提问的句型，与同桌合作编关于上面短文的对话。

e.g. A: Good evening. This is John from China Daily. Can I ask you some questions?
Jack: Sure.
A: What are you doing now? Jack: I am reading English.
A: What is your father doing? Jack: He is reading newspapers.
A: Do you often watch TV on Saturdays? Jack: Yes, I do.
A: Thank you. Jack: You’re welcome.
[设计意图]
通过创设情景和句型示范，让同桌学生用角色扮演的方式根据短文内容合作编对话，综合运用一般现在时和现在进行时的特殊疑问句、一般疑问句，培养学生的合作精神和综合语言表达能力。

同时采用角色扮演和训练记忆力的游戏，创设信息沟，使机械的操练变成有趣、有意义的学习活动，让学生在快乐中学习。

Step 4. Extension：writing
1. Listen and tick
录音材料：
2. Task 4: Oral composition: Talk about Lin Shuhao according to the information in the form.
(1) Pair work. (2) Choose some students to perform.
T: You did a good job. Please write down the composition after class. [设计意图]
本环节的设计重视培养学生听、说、写四方面的技能，从听、说上升为写，由易到难，层层递进，引导学生实现口头表达向书面表达的过渡。

这样书面写作难度就有所降低，保护了学生写作的兴趣和自信心。

Step 5. Make a summary
T: Today we review present progressive tense and simple present tense. You finished all the tasks well and saved the Goat’s village. Congratulations! 教师在授课时将林书豪和喜羊羊的图片作为奖品，奖励给课堂表现突出的学生，小结临近结束时，教师提问拿到奖品的学生：“What is Pleasant Goat / Lin Shuhao doing? How doesLin Shuhao go to work? When does Pleasant Goat go to bed?
[设计意图]
小结环节对学生的肯定和表扬既是对学生本节课出色表现的赞赏，更是巩固和激发学生学习英语积极性的有效措施。

此外，该环节的提问充分利用了奖品，让学生在品尝成功喜悦的同时，引导学生利用奖品操练和运用所学的语言知识。

Step 5. Homework
Write down your compositon.
作业是对课堂教学的延伸和补充，作为课堂上写的延伸，可以让学生加深对本节课两个语法点的认识和理解，从而达到灵活运用，更好地锻炼学生的写作能力。