新概念英语57课教案

教学目标的确定

本节课是五年级下册第四单元的第一课时，五年级下册四、五、六单元的主要内容就是现在进行时，而本节课是学生学习现在进行时的第一节课，因此，对学生接受现在进行时的概念，理解现在进行时的用法显得尤为重要。针对本节课的特殊情况，既学生第一次接触一种新时态：现在进行时，我确定了三个教学目标。

（1）通过具体而典型的情景，体会现在进行时的用法，能够运用句子What are you d oing ? 询问别人正在做什么，并用 I'm ___ing . 这一陈述句来做答。

（2）初步认识现在分词的构成，能够听、说、读、写五个动词短语的 ing形式。

（3）通过说唱Let's chant部分的歌谣，巩固复习 Let's learn 部分的短语和句子。

3．教学重点、难点的确立

（1）本节的重点区分一般现在时和正在进行时

4．教具准备

二、教学过程

1．复习动词：（边做动作边说）

eat/ drink/read/ write/ draw/ jump/ run/ swim/ fly（T: Wonderful! Let’s go on.）

2．复习词组：

go to school, stay at home, go to the shop, drink tea, do homework,

play, read newspaper, read a book.

Step 1：Listen and choose.

老师通过图片复习课文，读完课文，学生回答问题。（拿着卡片提醒）

导入及板书。

Step 3.Presentation

击鼓传花

（设计思路：由Free talk 引出do the dishes ,由学生熟悉的词组入手，通过传盘子

的游戏集体练习、重点突破主句型 What are you doing ?）

3．read a book. [注意与read books的比较]

T: Wonderful. Please come here. This is for you.（把故事书奖励给学生） Plea se sit on the chair and read it. （师指正在读书的学生说）read a book . 板书并领读。

T:（师蹲下去问）What are you doing?

（引导学生试着加ing,并读出） Please add-ing and try to read it.

（师画连字符号）Who can help her? Wonderful. This is for you[发奖品]

T: I have many books here.

（师边说边走下去将书分给学生） Please read it! 引导学生用句型来问答

T: （师启发学生说出具体的书目）You’re reading a Chinese book.

（设计思路：当学生读到picture book时，老师用实物投影仪展示pictures，并且问学生 Can you draw pictures ？然后老师在黑板上画画示范，边画边说：I am drawing p ictures .自然将 drawing pictures引出，接着让学生来画画，亲身体验现在正在进行的这一动作）

4．draw pictures

T: You’re reading a picture book. Let’s see. （老师在实物投影上展示，边翻书边说：pictures,

beautiful pictures.（板书pictures）Can you draw pictures.（师边说边画，然后板书、领读。）

T: Can you draw pictures? Let’s finish the picture together. Please draw o ne thing. You can draw a tree, a path, grass, flowers，an apple and so on .

（设计思路：学生边画边说句子,几位同学画完之后，老师对画做简单的评价，并适当给画添加一些东西，使之更加完美。）

5．answer the phone

T:（电话铃声响起）I’m sorry. Please wait a minute. Let me answer the phone.（老师拿起听筒）

Hello. It’s Miss Lu. I’m having English class. I’m very busy. Bye.

（放下电话教学词组answer the phone ）

Practice:

A、做Hide and seek游戏，把电话藏起来，通过一名学生找电话，全班同学用高低声提示，巩固这一动词词组。当学生找到电话，电话铃声再次响起，让学生试着加ing并读出。

B、T: Next, practise in pairs. Use your books, like this.（老师把英语课本卷起，作为电话听筒，并出示下面的对话。）

A: Hello.

B: Hi. It's ________ . What are you doing?

A: I'm answering the phone. What are you doing?

B: I'm _________ （drawing pictures /doing the dishes /cooking dinner / rea ding a book ）

（设计思路：老师接电话时说：Hello! It's Miss Lu.自然渗透打电话的日常用语，然后做Hide and seek 游戏，以此来练习这一短语。紧接着让学生将书卷起做为电话，出示对话提示，小组练习。借助这个短语即可以对前面的四个短语做一阶段性总结，又可渗透下节课 Let's talk的内容。）

Step 4 Practise

1．Listen to the tape. Listen, point and repeat.

2．Look at the blackboard and read after me .（do---doing---doing the dishe s）

3．T:（师生分工读）Ss: What are you doing? What are you doing?

T: I’m doing the dishes. （教师边做动作边说）What are you doing?

4．Let’s chant.（投影出示P44的Let’s chant.边说边做）

5．Play a guessing game.

一名学生从词卡中挑出一张出示给全班同学，另一名学生背对这位同学，猜一猜自己正在干什么，全班同学问：What are you doing ?猜的同学边做动作边用I'm _ing来回答。

（设计思路：听录音之后看板书领读，领读过程中，通过动词原形与现在分词的对比，使学生进一步理解现在分词的构成，紧接着师生分工读，自然引出Let's chant的内容，在Let's chant之后，我设计了一个猜单词的游戏，这是一个常规性的游戏，无多少技巧隐含其中，时间够了就做，不够就略去，这是机动处理的部分。）

Step 5 Consolidation and extension

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在本句中，需要注意的一个知识点：在英文表示某一种商店的短语中，shop这个词往往可以省略，如文中的the butcher′s 其实就是the butcher′s shop的省略，另外像文中的the greengrocer′s 其实就是 the greengrocer′s shop 的省略，另外的例子还有the hairdresse r′s (shop )等等，shop 的省略不影响句义，就是一种表达的习惯。 2、how is jimmy today?吉米今天怎么样？ 在本句中我们继续复习关于询问人或事物状况的几个重要的句型： How is/are+主语、、、怎么样？例： How are you today?你今天可好？ How is Tom today?汤姆今天可好？ 另外What is the matter with、、、？经常用来询问人和事物的状况，常作“是否有问题”“是否有麻烦讲”例如： What is the matter with Tom? 汤姆怎么了啊？ What is the matter with this bike? 这辆自行车怎么了啊？ What is the matter with the book? 这本书怎么了？ 3、Was he absent from school last week? 上周他没上学吧？

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narrow escape：九死一生 escape doing sth alive 做定语时一定要放在被修饰词后面 living sth live（adj）：现场的；表“活着的”永远不和人连用text Haroun Tazieff the Polish scientist, has spent his life-time studying active vol-canoes and deep caves in all parts of the world. In 1948, he went to lake Kivu in the Congo to observe a new volcano which he later named Kituro. Tazieff was able to set up his camp very close to the volcano while it was erupting violently. Though he managed to take a number of brilliant photographs, he could not stay near the volcano for very long. He noticed that a river of liquid rock was coming towards him. It threatened to sur- round him completely, but Tazieff man- aged to escape just in time. He waited

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