I'm-watching-TV教学设计.doc
_Unit 6 Im watching TV(Section A1a-1c )教学设计 二十三中学 周月一、教材分析本单元是 七年级( 下 ) Unit 6.主要围绕“What are you doing?”这一主题展开各种教学活动,并以这一主题引出现在进行时的一般疑问句,否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境,通过听、说、读、写来培养学生综合运用这些知识的能力。并通过有限的课堂实践活动,注意观察别人的行动,能准确地用英语来表达。 第一课时通过常见的一些动词短语引出现在进行时的教学,学好本课对以后的Section B部分的学习起了很好的铺垫作用。二、教学目标1. Language aims: 1)Words and phrases : watching TV, cleaning, listening to a CD, washing the dishes reading a newspaper, talking on the phone, making soup,using the computer 2)Sentences What are you doing ? I'm watching TV. What's he/she doing? He/She's reading. What are they doing ? They're watching TV. 3)Grammar The structure of the Present Progressive Tense The present participle2.Ability aims: Cultivate students listening and speaking abilities. Train Students communicative competence.3.Emotional aims: Cultivate students interest of English Have a good time with classmates. 三、教学的重、难点 教学重点:词汇、词组搭配和现在进行时的用法。 教学难点:现在进行时中现在分词的结构及读音,能在交际中准确地运用现在进行时来描述或表达正在进行的动作。四、学情分析 我所教学的对象是初一学生(以中等生为主),对英语普遍感兴趣,但有很大的不稳定性,好奇心强,求知欲旺盛,他们学习英语既感到好奇又担忧,希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦。提高他们综合运用语言的能力,使各层次的学生都有所收获。五、教学方法1.情景教学法:运用实物和课件创设真实的教学情景,使学生在真实的语境中感知英语。2情景交际法:开展多种类型的任务型活动,如游戏、表演、小组调查等提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究性学习。3多角度练习法:把大多数课堂时间留给学生,使学生在多信息、高密度、快节奏的灵活操练中拓宽学习渠道。六、教学手段 多媒体辅助:将本课所需要的动画、图片、文字制成课件,使抽象的语言变得直观,为学生运用英语进行交际创设情景,实现师生互动,生生互动和人机互动的多向交流.七、教学过程设计Step1: Greeting(为了沟通师生关系,进行相互问候) T:hello, everyone! How are you? Today is a nice day,isnt it? So what do you want to do?And why?(点几名举手的学生进行回答) 再面向全班T:I like watching TV.Because it is very relaxing!Do you like watching TV? (得到肯定回答后)T: now lets go to watch TV.(板书课题) Step2: Presentation1.Lead-in T:I have some pictures.(出示篮球图片) T:Can you play basketball? I can play basketball. I often play basketball on weekends. Look!What am I doing? (出示一张我打篮球的图片) T:(帮助学生回答)m playing basketball.(设计意图:通过一般现在时态句型,自然引入到现在进行时态的学习。)2.(师表演动作,学生用英语说) T:(表演唱歌) S:sing. S:singing. T:Im singing. T:(表演听音乐、弹吉他、画画、刷牙) S:. T: Im dancing/playing the guitar/drawing/brushing teeth. (幻灯片出示what are you doing?Im. )3. T:Can you ask your friend “what are you doing?”(请几组学生展示,每组展示之后,老师问大家“what is she/he doing?”借机转换人称。)4. (出示图片i/h/d) T:What is he/she doing? S:He/She is watching TV/listening to music/cleaning.(出示图片g/b/e/c,让学生练习模仿问句,讲解新单词,新单词用红色出示) T:Look at the pictures,you can ask me and i can answer you. S:What is he/she doing? T:He/She is reading a newspaper/making soup/using the computer/washing the dishes.(讲解新单词,领读,正音(讲解发音规则,朗读技巧)同桌互读纠正读音)(出示图片f/a,同桌之间互问互答) T:Can you talk about these pictures with your partner.(生练习,生展示,评议)5. (Complete 1a) T:Now,open your books on page31,complete 1a in 1 minutes.(集体订正)6. (出示说过的句子,学生观察,小组讨论表示人物活动的时候句子是什么形式) S:be(am/is/are)+动词的ing形式(幻灯片用用红色演示) (学生朗读1a中短语的现在分词,并写出其对应的动词原形。) (分类出示动词原形和现在分词) watch-watching make-making clean-cleaning use-using read-reading exercise-exercising talk-talking listen-listening wash-washing(学生观察,小组讨论并说一说变化,指生汇报) 生: 1)一般情况直接在动词后面加“ing” .watch-watching clean-cleaning 2)动词词尾包含不发音的“e”字母时,去e加ing. make-making use-using(出示跑步的图片) T:What is he /she doing? S:He/She is running(学生板书在黑板上注意 runing,师订正,补充)3) 以重读闭音节结尾的动词,末尾只有一个辅音字母的要双写这个辅音字母,再加ing. run-running swim-swimming小组活动:师准备活动幻灯片,一人做动作表演,其他组员猜。(在规定的时间内,猜并且表达正确的小组获胜)Step3: ListeningT:(让学生阅读1b的活动要求,在观察1a中的图片让学生猜测)Now,we live in an happy apartment.There are many people. Can you guess who Jenny is?Who is john? Who are Dave and Mary?.(让学生带着检验猜测的目的去听,从而为下面的听力活动做好准备)听两遍录音,第一遍只听,第二遍边听边完成1b中的任务。 (出示听力原文,让生分角色朗读对话,集体订正) 根据所填信息两人一组进行问答,具体对话形式如下: A:What is Jenny doing? B:She is watching TV. A:What is John doing? B:. A:What are Dave and Mary doing? B:.设计意图:充分挖掘听力材料,利用其锻炼学生的听说能力,并成功实现转换人称的问答,使学生能了解掌握如何询问其他人正在做什么及其回答。Step4: Practice 1.(出示图片,将学生分为两组,男生提问,女生回答,然后交换角色) A:What is he/ she doing? B:He/Shes. 2. Group work(讨论班级内部同学在进行的活动)A: What are you doing ?B: I am doing homework.A: What is he/ she doing ?C: He/ She's doing homework.A: What are they doing ?D: They are reading.(三组层次不同的学生展示,先让表达能力强的试试起到示范作用,纠错,评价)(设计意图:我设计的任务是要求以小组形式进行问答练习。这样的活动既可以培养学生的合作意识,又能在情景中用现在进行时交际,巩固了本节课的重点,从而突破了难点,促使学生在学习过程中学会细心观察。)3. Guessing game (出示图片)Guess:”What is he /she doing?or What are they doing?”(设计意图:以猜测游戏的形式让学生猜测图中的人物正在干什么,进一步巩固率现在进行时态的用法和练习了学生说的能力,并且也调动了学生的积极性。)Step5: Summary 1.(出示本课学生说过的现在进行时的句子,让学生小组讨论,什么时候用这样的句子) S:.T:今天我们所学的这些句子都是现在进行时,现在进行时态就是表示现在正在进行或发生的动作。结构是be(am/is/are)+ doing(动词的现在分词)2. Exercise T:(假设情景)lets make a survey in your group.What are your friends doing now? I will give you 3minutes.You can ask 4 friends and write down the chart.then make a report.(三分钟之后,每组派一名学生汇报,进行奖励) (设计意图:学习知识就要学以致用,让学生在练习中巩固现在分词的变化规则)3. Test (通过翻译短语 、写出动词的现在分词、用所给词的适当形式填空等形式,以检测学生掌握知识的情况。)Step6: Homework 1. Recite and copy the new words and phrases. 2. Draw a picture about your family,and tell us “What are they doing?”设计意图:设计有趣的作业,让不同层次的学生都有机会表现自己的能力。Blackboard designUnit 6 Im watching TV ( Section A1a-1c ) What are you doing ? I am watching TV . What is he/she doing? He/She is using the computer. What are they doing ? They are listening to a CD.现在进行时结构:主语 + be(am/ is / are)+ 动词的现在分词 clean-cleaning make-making swim-swimming sing-singing dance-dancing run-running(设计意图:将目标句型呈现, 便于学生时刻理解和温习,也引起学生对重点句型的重视,提醒他们正确的使用句型)Welcome ToDownload !欢迎您的下载,资料仅供参考!精品资料