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1、過 去 進 行 時
教學設計
一、 指導思想：
新課改要求我們真正地尊重和落實學生的主體地位，充分調(diào)動他們學習的積極性。因此，在設計本課時，我以新課改理論為依據(jù)，結合教學用書中的一些過程與建議，運用多種媒體，引入情景教學、趣味教學等模式，采用游戲比賽、動作演示等方法和手段，充分利用教材中的卡通畫，發(fā)揮學生的想象力，讓學生真正動起來，課堂教學更生動、直觀，使學生在樂中學，真正成為學習的主人。
二、 教學目標：
一） 知識儲備點：
1、 掌握過去進行時的含義，結構和用法。
2、 注意時態(tài)結構中的常見問題。
二） 能力培養(yǎng)點：
1、 培養(yǎng)學生用英語進行交際的能力。
2、
2、培養(yǎng)學生的想象力和角色扮演的合作能力。
三） 情感體驗點：
1、 讓學生從本課的學習中獲得充分的想象力所帶來的新鮮和快樂。
2、 讓學生在相互談論和角色扮演中學會合作、幫助，以獲得共同進步。
三、 教學重點：
1、 was/were +doing的掌握和運用
2、 和時態(tài)有關的常見問題
教學難點：
就過去發(fā)生的事情作出正確的描述
四、教學過程設計與分析
教學過程
一）Lead—in:
T: Hello, boys and girls!
Ss: Hello, Ms. Guo !
3、
T: Do you like watching movie
Ss: Yes.
T: What movie do you like best?
S1:I like ……best.
S2:And I like ……best.
T: Do you like science fiction movie?
Ss: Yes.
T: Do you want to watch it?
Ss: Yes.
T: Ok. Please look at the screen!
[Play the video]
T: Do you like it?
Ss: Yes.
T: What’s
4、 that, do you know?
You may speak in Chinese.
Ss:外星人
T: Does it come from the earth?
Ss: No.
T: Yeah, it comes from another planet.
It is called “alien”
T: How did it arrive?
Ss:……
T: Yeah, it arrived by UFO.
Ok. This class we’ll learn 過去進行時
[What were you doing when ……]
二) Present
5、ation:
1.T: Look at the screen and watch the flash.
[Play the flash]
T: When did the UFO arrive ?
Ss: It arrived on the morning of March 21, 2006.
T: Yeah, let’s see what different people were doing
when the UFO arrived.
T: Look! Where was the boy?
S1: He was in his bedroom.
T: What was t
6、he boy doing when the UFO arrived?
S2The boy was sleeping late when the UFO arrived.
T: Where was the woman?
S3：She was in the kitchen.
T: What was the woman doing when the UFO arrived?
S4：She was cooking dinner when the UFO arrived.
……
2. Watch the flash again and talk about them in anoth
7、er way.
T: What happened while the boy was sleeping late?
S1：While the boy was sleeping late, the UFO arrived.
T: And what happened while the woman was cooking dinner?
S2：While the woman was cooking dinner, the UFO arrived.
……
三) Practice:
1、Free talk:
T: As we know, last week our school
8、 held a sports meeting. Do you remember?
Ss: Yes.
T: Who won?
Ss: Our class.
T: Congratulations. Now look at the
screen, let’s talk about it.
[Show some photos ]
T: Who’s that?
Ss: It’s Liu Jianyong.
T: What was he doing?
Ss: He was running.
……
2、Groupwork:
Look and talk about what pe
9、ople were doing
when the UFO took off. [Show the cartoon]
S1：What was the boy doing when the UFO took off?
S2: The boy was riding his bike when the UFO took off.
S3: While the boy was riding his bike, the UFO took off.
……
3、Play games:
1) Two students act, then three students ask and answer
10、.
The following are needed :
was\were + doing
when\while
2) Guess who and what he\she was doing , the first
one to win will get a small gift.
[Play the videos about some famous actors]
T: Who’s that ?
S1: It’s ……
T: What was he\she doing?
S1: He\she was doing……
教學
11、設計思路與多媒體應用分析
通過自由談話，使學生身體器官動起來，進入接收新信息的積極狀態(tài)。
放映一段影片，既激發(fā)了學生濃厚的學習興趣和強烈的求知欲望，又為下面的學習奠定了良好的基礎。
放映動畫，展示不同人在不同地點做不同的事情，直觀、形象地學習幾個表地點的生詞，并通過對話巧妙地引入was\were + doing 這一結構。
先與優(yōu)生對話，然后進行的操練和反饋由優(yōu)向中、差生依次帶動，使不同層次的學生均有所收獲。
再次看剛才動畫，用另一種方式談論剛才話題，呈現(xiàn)while 與when引導的時間狀
12、語從句在使用上的區(qū)別。同時進行相同的操練（由優(yōu)——中、差）
展示上周運動會的圖片，在活躍的課堂氣氛中，對本課重點was\were + doing進行連鎖操練。
展示卡通畫，使學生在濃厚的興趣中對when \while這一重點進行連鎖操練。
通過做游戲，培養(yǎng)學生用英語交際的能力，對本課重點進行輸出。
放映一些電影明星的片段，讓學生猜測演員的名字以及他們正在做什么，利用有獎.競猜的形式，鼓勵學生積極參與，使課堂氣氛達到高潮。
出示教學目標，對本課作出總結，讓學生對所學知識的認識得到升華。
過去進行時英語教學設計
