本讲之目的最终是要求学生深刻理解四个时态的定义，从而深刻理解时态的应用，并学会时态的应用。

具体做法如下：

Step 1.游戏：

将班内分为两组，一组为动作组，另一组为猜字组。每次每组各出一名同学，分别给猜词的同学和作动作的同学加分。参考动词有：run, jump, sit, stand, look, listen, draw, cook, drink, eat, walk, swim, write, read, think, sleep, cry, laugh, throw, catch, hit, cut, clap, turn, dance,fly, hop, climb, shake, wash, brush,comb, sweep, watch, sing, amile, touch, knovk, plsy,

Step 2. 总结，并将所有的词汇呈现。

Step 3. Listen to a story :

国标小学英语阅读2-7

Step 4. Repeat the story:

Step 5.Choose ten of the words and make the sentences

eg: swim

He is swimming in the swimming pool.

He always swims in th afternoon.

Step 6. Summary:

programs

present tense

present doing

definition

经常性或习惯性的动作,客观真理，客观存在，科学事实

表示现在( 指说话人说话时) 正在发生的事情

character

always, usually, often, sometimes, never,every year, once a year

now, at 6:00

be doing

do, soes

changing rules

一般情况下加s

一般情况下加ing

以s,x,sh,ch,o 结尾的通常加es

以不发音字母e结尾的动词，去e加ing

不规则变化

以重读闭音节结尾的双写辅音字母加ing

attention

come, go, arrive, leave, start, begin, return的一般现在时表将来。这主要用来表示在时间上已确定或安排好的事情。

意为："意图"、"打算"、"安排"、常用于人。常用词为 come, go, start, arrive, leave, stay等

Step 7. Exercise:

Step 8. Recite:

A carpenter is having a hard time sleeping ,so he sees his doctor about the problem and says, "Doctor, I just can't get to sleep at night!"

"Well," says his doctor, "Did you try counting sheep?"

"That's the problem -- I make a mistake and spend the next six hours trying to find it

以往教师总采用教师总结，辅以练习的形式。而这样的结果是学生没有思考的过程，没有体验到知识的形成，所以学生对时态的理解很差，对一些教师以为重点的东西也并未达到深刻记忆的目的。正堂课下来，教师不宜累乎，而学生却收效甚微。

我以为，教师必须让学生真正参加知识的形成过程，让学生体会知识的真正内涵。从而让知识在他们心中扎根，并养成良好的学习习惯。

具体的体会过程我以为不能单调，必须要充分利用好学生的听说读写基础，从各方面来刺激其感官系统，让其主动思考，形成知识。