現(xiàn)在進(jìn)行時的英語教案

1、現(xiàn)在進(jìn)行時的英語教案【篇一：現(xiàn)在進(jìn)行時教案】現(xiàn)在進(jìn)行時the present progressive tense一、教學(xué)目標(biāo)1 、知識與技能目標(biāo)（ 1 ）理解現(xiàn)在進(jìn)行時的概念（2）掌握現(xiàn)在進(jìn)行時態(tài)中動詞加ing的三種規(guī)律，并能舉一反三應(yīng)用。（3）能夠掌握并應(yīng)用現(xiàn)在進(jìn)行時幾種類型（肯定句、否定句、疑問句）2 過程與方法（1 ）學(xué)生通過自身感受，了解現(xiàn)在完成時的基本概念。（2）通過大量的操練（詞形變換）使學(xué)生熟練掌握動詞 ing形式的變化規(guī)律3 情感與價值培養(yǎng)學(xué)生主動參與的精神，提高學(xué)習(xí)英語的興趣。 二、教學(xué)重、難點1.教學(xué)重點（1 ）現(xiàn)在進(jìn)行時態(tài)中動詞加ing 的三種構(gòu)成規(guī)律。（2）現(xiàn)在進(jìn)行時態(tài)

2、的幾種類型的應(yīng)用2. 教學(xué)難點現(xiàn)在進(jìn)行時態(tài)的幾種類型的應(yīng)用三、教學(xué)過程一、現(xiàn)在分詞的構(gòu)成規(guī)則：1. 一般情況下，直接加ing ，如：cook-cooking、 read-reading、look-looking、 listen-listening 2、以不發(fā)音的e 結(jié)尾，去e 加 ing ，如： make-making, have-having 、write-writing 、skate-skating、smile-smiling、 make-making、taste-tasting 、 close-closing 3 、如果末尾是一個元音字母和一個輔音字母，雙寫末尾的輔音字母，再加ing ，

3、如： run-running,stop-stopping 、 get-getting 、 swim-swimming 、 sit-sitting 、 begin-beginning 4 、以 ie 結(jié)尾的動詞，要把ie 變成 y 再加 ing ，如die f dying , lie Tying、tie-tying 練習(xí)：寫出下列動詞的現(xiàn)在分 詞形式 have 、 talk 、 write 、 smile 、 sit 、 put 、 swim 、 listen 、 sleep 、 lie 概念：現(xiàn)在進(jìn)行時表示現(xiàn)在或當(dāng)前一段時間正在進(jìn)行的動作。可以表示有計劃的未來。（讓學(xué)生聽一首英文歌曲are y

4、ousleeping 然后讓學(xué)生找出應(yīng)用了現(xiàn)在進(jìn)行時的句子）二、現(xiàn)在進(jìn)行時態(tài)構(gòu)成主語+ be 動詞現(xiàn)在式（am 、 is、 are） +動詞 ing 現(xiàn)在分詞形式 三、現(xiàn)在進(jìn)行時的幾種句型：（一）陳述句（肯定句、否定句）肯定句：主語be （am, is, are）+ 現(xiàn)在分詞否定句：（變否定句在be動詞后面加not ）主語be （am, is, are）+not+ 現(xiàn)在分詞練習(xí)：1.jim is singing. （改為否定句）2、 he is reading english. （二）一般疑問句（變疑問句將be 動詞移到句首主語前）be（am, is,are）+ 主語現(xiàn)在分詞練習(xí)：3. tom

5、 is working. （ 分別改成一般疑問句并做肯定和否定回答） 4. they are doing housework .（ 分別改成一般疑問句并做肯定和否定回答） （三）特殊疑問句疑問詞be（am, is, are） 主語現(xiàn)在分詞1. -what are you doing? 你正在干什么？ -i am doing my homework. 我正在做作業(yè)。根據(jù)班上學(xué)生現(xiàn)狀、引出一些常用的進(jìn)行時變化形式：sleeping 、 reading abook 、 playing the mobile phone 、 listening to the music 、 taking notes 、

6、 sending messages 、 talking 、 listening class 肯 定式否定式單數(shù)i am working. you are working. he/she isworking. i am not working. you are not working. he/she is not working. 復(fù)數(shù) we/you/they are working. we/you/they are not working. 一般疑問句和簡略回答人稱單數(shù)復(fù)數(shù)第一人稱am iworking? yes,you are. no,you are not. are we working?

7、 yes,we /you are. yes,we /you are not. 第二人稱are you working? yes,iam. no,i am not. are you working? yes,we are. no,we are not.第三人稱 is he/she/it is working? yes,he/she/it is. no,he/she/it is not. are they working? yes,they are. no,they are not.練習(xí)：由已知句子寫出句子的否定句、一般疑問句、和特殊疑問句。四、現(xiàn)在進(jìn)行時的應(yīng)用1 、表示現(xiàn)在正在進(jìn)行或發(fā)生的動作，

8、當(dāng)句子中有 now, at themoment , its具體點鐘時，常表示動作正在進(jìn)行，這時要用現(xiàn)在進(jìn)行時。如：they are playing basketball now. 現(xiàn)在他們正在打籃球。 i am cleaning my room now. 現(xiàn)在我正在打掃房間。2、以look, listen 開頭的句子，提示我們動作正進(jìn)行，這時要用現(xiàn)在進(jìn)行時。如：look! jack is swimming. 看！杰克正在游泳。listen! sheis singing.聽！她正在唱歌。翻譯下面的句子看！我弟弟正在游泳。 聽！我妹妹正在唱歌。3、表示當(dāng)前一段時間或現(xiàn)階段正在進(jìn)行的動作，且此時有t

9、his week, these days 等時間狀語，這時常用現(xiàn)在進(jìn)行時。如：they are planting trees these days. 這幾天他們在種樹 4、有些動詞從結(jié)構(gòu)來看是現(xiàn)在進(jìn)行時，但卻是表示將要發(fā)生的事，而不表示動作現(xiàn)在正在進(jìn)行。這些動詞往往是一些表示位置移動變化的動詞，如：go , come , leave , fly , move, start, begin ,arrive, , stay, return 等?！酒撼踔薪贪敢话悻F(xiàn)在進(jìn)行時】teaching planteaching content: 3a.3b.3c chapter 6: i am watchin

10、g tvstudents: junior 1duration: 45minsi. teaching objectivesa. knowledge objectives:1. to help the students get familiar with the use of the present progressive tense2. to help the students acquire how, when and why the present progressive tense is used;3. to help the students to identify the differ

11、ences between the simple present tense and the present progressive tense;4. to lead the students to master the form of present participle5. to guide the students to the practice of the general questionb. ability objectives :1. to guide the students to get information through the hearing2. to enable

12、the students to express what is happening in different situations;c. affecting objectives:1. to enable students to know the importance of the relationship between friends;2. to elicit students interest in speaking;ii.1.2. teaching key and difficult points: to lead students to acquire the format of t

13、he present progressive tense; to enable students to distinguish the simple present tense and the present progressive tenseiii. teaching methodology:ppp model, inductive approach and deductive approachiv. teaching aidsmulti-mediav. teaching procedures:stage 1 grammar presentation (12 )the teacher eli

14、cits the lesson by showing a picture and asking some questions about the picture.acitivity1: the teacher shows the students one picture andasks questions. t: where are they living?ss: happy departments.(the teacher then guides the students to answer in full sentence)t: what is bob doing?ss: bob is t

15、alking on the phone.t: suppose i am bob, you are jenny. jenny, what are you doing?ss: i am watching tv.t: what are dave and mary doing?ss: they are listening to music.(more q-and-a about the picture)(the teacher writes the sentences on the blackboard.)(purpose of design: this step will arise the stu

16、dents interestsand enable the students to know the form of the presentprogressive tense.)activity2: the teacher asks the students questions with the help of the slide. t: what s the time now?ss: it s eight o clock.t: it s after dinner time now. so, what is she doing?ss: she is watching tv now.t: she

17、 usually goes shopping on weekends. so, where is she now? at the moment, she is in a.(ss: supermarket). so, what is she doing now?ss: she is shopping.activity 3: the teacher asks the students to read the sentenceson the slide and to figure out the tenses.(purpose of design: this step is to strengthe

18、n the studentsability of reading. ) activity 4: the teacher asks the students toconclude what is the present progressivetense and then delivers the correct definitions of these twotenses.(purpose of design: this step is to cultivate the studentsability to think by themselves. )activity 5: the teache

19、r encourages the students to figure outthe form of the present progressive tense.t: think about what is the form of the present progressive tense.ss1: be plus doing.(purpose of design: this step is to make the students have a clear knowledge of the form of the present progressive tense. )stage 2 mea

20、ningful practice (20 )the teacher plays the recording and encourages the students to find the answer. while highlighting the form of v+ing . and then she elicits some meaning activities for her students to practice.activity 1: the teacher have the students to listen and answer questions.t: what is s

21、he doing? (the sound of drinking water).551: she is drinking some water.(the teacher puts emphasize on the v form to the v+ing form .) t: what s he doing?552: he is watching tv.t: what is the girl doing?553: maybe he is riding bike.(the teacher corrects the mistake here.)t: what are they doing?554:

22、they are dancing.(some other examples raised by the teacher.)(purpose of design: this step is to enable the students to use the present progressive tense to describe the different situations. )activity 2: the teacher leads the students to pay attention to the change of the original word to the prese

23、nt progressive word and then gives the students some exercises on the verb form changing.(purpose of design: this step is to ensure the students can write the correct sentence. )activity 3: the teacher gives some words to the students and asks them to combine these words to one sentence.(purpose of

24、design: this step is to give the students more practice . )activity 4: the teacher offers the students the negative form of the present progressive tense.t: (drawing flower on the blackboard) what am i doing?ss: drawing flower.t: yes, i am drawing flower. i am not drawing an egg. i am not drawing a

25、circle. t: what is the boy doing?ss: he is swimming.t: is he running?ss: no, he is not running.t: is he doing his homework?ss: no. (the teacher leads the students to say the correct answer. no,he isn t.)(purpose of design: this step is to inform the students the negative expression of the present pr

26、ogressive tense . )stage 3 production (7 )the teacher enables the students to apply the present progressive tense spontaneously in different situations. activity 1: the teacher permits the students to guess the situations of the pictures. (before practice, the teacher lets the students see the sente

27、nce structure of the q-and-a once again) ss1: is bill eating breakfast?t: i should say, yes ,he is. so, what about tom and mary. now i need you work in pairs ask and answer.(while discussion, the teacher goes amid the students.)t: about mary, who can?551: is he doing his homework?t: no, he isn t.(so

28、me other answers.)interest(purpose of design: this step is to arose the studentsin english grammar and to lean firmly . )activity 2: the teacher provides the students some situations to create conversations. t: pick up the letter under your chair and develop a conversation with the definate situatio

29、n with your partner. (post office, shopping center, playground,classroom) t: now, which pair want to have a try? ss1: what are you doing now?552: i am reading a book.553: are you listening to some music.554: no, i am not.(some more conversations.)(purpose of design: this step is to help the students

30、 to use this sentence structure in the real situations.)stage 4 summing up and homework (2 )the teacher sums up the form, meaning and use of the present progressive tense, and assigns the homework- write down a passage about the picture to describe it. (purpose of design: this step is to consolidate the use of the present progr