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What are you doing-lesson83

Lesson 83教学设计示例（一）

一、教学内容

　　继续学习现在进行时的用法。

二、教具

　　录音机。

三、教学内容设计

　　1．复习。重复上一课步骤1。然后，叫两位同学到前面，一个表演动作，另一个则问全班同学：

　　What is he/she doing? (表演内容参考第85、86两课插图)

　　2．打开书，学生看图。利用图片教本课生词。放课文第一部分录音，学生跟读两遍。

　　3．看本书彩图插图第iii页。教师先向学生提出以下问题：

　　T：What can you see in the picture? Can you see some women in the picture? How many women can you see in the picture? Where are they? Are there any children in the picture? How many children are there in the picture? How many cats/birds are there in the picture?

　　通过以上提问，复习已学过的句型。

　　4．两人一组，用课本上提供的问题与答案，进行问答练习。

　　5．指导学生做练习册习题。

　　6．布置作业

　　1)      抄写生词；2)完成练习册习题。

 

Lesson 83 教学设计示例（二）

●教学目标

　　1．熟练运用现在进行时进行语言交流

　　2．通过看图对话，学会描述进行中的动作。

●教学用具

　　录音机、投影仪、图片等。

●教学步骤

Step 1  Revision

　　复习What's he/she doing? He/She’s making a cake．叫三名学生到讲台上。A表演动作，B问Is he reading/playing. ..？ C答Yes, he is./No, he isn't．让学生三人一组做类似的练习。

Step 2  Presentation

　　教师通过具体的动作教一些单词，如 talk, talk with, open, close, take photos等。然后用这些单词或词组造句子，反复练习。也可以让几个学生到讲台上表演，然后问同学What's he/she doing? Is he/she opening the door? What’s he/she doing? He/She is closing the window. What are they doing? They are taking photos．

Step 3  Practice

　　＊     打开书23页第一部分， 让学生边听录音边找正确的图片。

　　＊     第二部分，让学生看彩图三，两人一组进行对话练习

Step 4  Consolidation

句型转换：

　　1. We clean our classroom in the afternoon. But we don’t do it now. It’s still early in the morning. (画线部分改为现在进行时)

　　We______ ______our classroom now.  It’s dirty. It needs cleaning.

　　2. They are playing football at school. (画线部分改为否定句)

　　They ______ ______football at school. They’re playing football somewhere else.

　　3. I'm doing my homework now. (画线部分改为一般疑问句并作否定回答)

　　______ ______doing ______homework now? ______, ____________.

　　4. Speak in English. (画线部分改为否定句)

　　  ______ ______in English now. These old men don’t understand English.

　　5. The twins are singing in the room. (对画线部分提问)

　　______are the twins ______in the room?

　　Answers: 1. are cleaning  2.aren’t playing  3. Are you, your. No, I’m not  4. Don’t speak  5. What, doing

Blackboard Handwriting

Blackboard Handwriting

Lesson 83 You aren't talking. He/She isn’t writing. Is he/she opening the door? Yes, he/she is. No, he/she isn’t.

 

 

Lesson 83 教学设计示例（三）

● Teaching aims

“四会”掌握：

　　talk, talk with, open, close, take photos

　　I’m talking. You’re not talking.

　　You’re listening tome. Is he reading?

● Key points

　　I’m talking.

　　You’re not talking.

　　Lily isn't writing.

● Difficult points

　　现在进行时各句型之间的转换。

● Teaching methods

　　以听说为主，反复练习。

● Teaching aids

　　录音机、投影仪、图片、微机、课件等。

● Teaching procedures

Step 1  Revision

1．值日生做Morning report，教师通过提问检验学生听的情况。

2．对话练习。

　　What's he/she doing?

　　Is he/she reading? Yes, he/she is.

　　No, he/she isn't.

3．检查作业情况。

Step 2  Presentation

　　利用媒体资料引出第一部分Find the right picture。[见媒体资料Is he doing.swf 中的Pictures]

　　听过两遍之后，找学生根据图片句子对号入座。

　　在检查完学生的答案之后，再根据图片提出一些问题，如：Lily writing? Is Jim closing the window等。

　　跟读句子，并纠正发音。

Step 3  Words about talk

　　利用所示图片内容，讲解关于”说”的不同词语，再用它们进行造句练习。

say/ speak/ talk/ tell

　　say强调说内容，speak强调动作，speak后还可接某语言作宾语，talk着重指“交谈、谈心”，常与with, about, to等介词连用。如：

　　They are talking about the car. 他们在谈论那辆车。

　　Don’t speak/ talk to him. 别和他讲话。

　　动词tell指“告诉，讲述”。如：He tells me everything. 他把所有的情况都告诉给我。

用法口诀：

　　talk“谈心”，say“内容”， speak“语言”可以用。“告诉”别人某件事，使用tell记心中。

Step 4  Practice

　　让学生看彩图三，两人一组进行对话练习，如：What can you see in the picture? What are the women doing? Is the girl reading a book or drawing a picture？之后让学生把书合上进行问答练习。

Step 5  Watching

　　展示媒体素材What are they wearing.swf中的A good teacher。然后让学生复述动画中的场景。

Step 6  Exercises

　　下面是一些有关运动的图画，请你根据图画分别用现在进行时来完成下列对话，每空一词。

　

　　

Answers:

　　1. playing  2. playing, we, are  3. are  4. is, running  5. isn’t, boating  6. is jumping  7. snowing, skiing  8. playing, volleyball

Step 7  Homework

　　将练习Ex. 2写到作业本上。

Answers2: 1. Liu Ying is not talking. She is singing.

　　　　　2. Liu Hai is not jumping. He is running.

　　　　　3. They are not working.

　　　　　　 They are playing computer games.

　　　　　4. The students are not standing. They are sitting.

　　　　　5. Li Ming is not fishing. He is swimming.

 

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