（水滴系列）七年级英语下册 Unit 6 I’m watching TV（第6课时）Section B（3a-self check）教案 （新版）人教新目标版.doc

课题： unit 6 im watching tv.第六课时：section b 3a - self checkteaching and learning goals：1、 functions： talk about what people are doing with everyday activities. 二、words and expressions：master the new word: living room, help the students to use present progressive tense to describe what people are doing.三、strategies： to use the drill “ sb be doing sth.” to write an article. 四、culture： learn to cherish time and enjoy the time with families and friends.teaching and learning steps:previewlook at p36, first ask the ss to put them into english orally, then let them write english down without looking at the textbooks.1. 这是一张我家人的照片。 _ 2.我正在做作业。 _3.我的父母正在客厅看电视。 _ 4.她正在听收音机。 _ 5.他正在为考试而学习。_step1.review and lead in: t: boys and girls, do you know the american tv play “growing pains”?here is a photo of the family.it tells us many stories about growing. we and they are in different places, but we feel the same. maybe its boring to go to school, but how are you feeling after you see the pictures. please ask and answer the questions in pairs. s1:what are they doing? s2: they are having a class in a classroom.s3:what are they doing? s4: they are having a class in a classroom.s5:what are they doing? s6: they are doing their homework at home.s7:what is he doing? s8: he is doing his homework.s9:what are they doing?s10: they are taking a bus.s11:what are they doing?s12: they are crossing the river.t: now , do you think its boring to go to school? you can see we have a good life. please cherish it. lets learn to use present progress tense.(设计意图：由美国的情景喜剧“成长的烦恼” 的图片导入学生普遍面临的烦恼上学的问题，继而展示几组对比图片，让学生体会到眼前的幸福生活，告诉他们要珍惜现在，从而导入现在进行时。）step2. before writingtask 1. group work. ss talk about in groups, then finish the task.add “-ing” to these words. 1. do_ 2.watch_3.tell_ 4.save_5.have_6. see_ 7.get_ 8. put_ 9. run_ 10.lie_ .after checking the answers ,get the ss to find out the rules of adding “-ing”.then get the ss to finish self check 1. (通过具体的词汇让学生观察，归纳现在分词的构成，解决掉在使用现在进行时的核心障碍问题，做好知识储备，积累语言素材。)task 2. pair work.t: you can write statement sentences now, but do you know how to write questions ?please do self check 2.then act out the conversation.next, talk about the pictures.t: here is a picture of a happy family, jims family. what are they doing?t: what is jim doing?s: he is doing his homework.t:what is jims grandfather doing?s: he is reading a newspaper.t: what is jims sister doing?s: she is talking on the phone.t: what are jims parents doing?s: they are watching tv.task3. complete jims lettert: now please finish jims letter.task4.t: please read the completed passage, and talk about how to write an article like this. firstly, pay attention to the form of a letter.secondly, how to arrange the sentences in order.thirdly, pay attention to the forms of verbs.（设计意图：通过对3a课文的阅读,分析及归纳，使学生思考并完成本课的写作要点，引导学生确立语篇观念，为下一步的写作做好铺垫。）step3. while writingt: now please write a letter to me. tell me what the people in the pictures are doing. make sure the composition must include the following things:*topic sentence: here is a picture of my family.*people: i, my parents, my grandparentshis/her*activities: doing homework/ watching tv*tense: present progressive tensethere will be ten minutes for you to write the letter.the teacher walks around and gives help to the ss , find out better passages to show in the whole class. （设计意图：写作之前，对学生进行更具体的写作指导，提示应注意的几点要求及可能使用的句型。）step4 after writingtask1. share students works.t: have you finished your writing?ss: yes!t: ok, lets share a letter together. check who can find the mistakes in the letter.they can work in groups to discuss the letter first.then the teacher show the answers.show the evaluation standards:t: is the form right?ss: .t: can you find any grammar mistakes or spelling mistakes?ss: t: what kind of grades should he get?ss: t: i think all of us can get good grades, as long as we work hard!（设计意图：教师引导学生在分享习作的过程中，让学生自己发现错误，并能改正，同时展示评价标准，提高学生的鉴赏能力，为下一步学生间互评提供方向性的指导和帮助，使学生知道如何批改作文。）task 2. pair work (同位间根据评价标准互评)t: now, please check your partners letter you can give her/him a grade you like according the evaluation standards.（设计意图：师生共同分析欣赏学生作品，通过师生、生生评价的方式，依据评价标准进行合理评价，让所有学生都参与其中，通过生生评价的方式，可以让学生互相学习，取长补短，让学生体验成功的快乐,促进人际交流。） step 5 summary and improvement.task 1.get the ss to give a summary about present progressive tense.task 2. compare simple present tense with present progressive tense, so that the ss can use them correctly in writing or doing exercises, which is very important. the teacher can help the ss to finish the task.get the ss to read the passage and fill in the blanks. then check the answers.(设计意图：通过对本单元重要的知识点的归纳总结，使学生抓住最核心的内容，利于他们快速掌握。同时通过对比和提升练习，能很好地帮助学生解决易错点和易混点，从而使所学的知识相互联系，形成系统。)step 6. homework: 本课亮点：1. 整合教材，使所学内容结构合理，层次分明。本节课是第六单元的最后一课时，既是一堂写作课，也是一堂自我检测课。包括对词汇的检测，对口头表达能力的检测，以及对综合能力也就是写作的检测。内容比较零散。我思索再三，决定打破教材的出现顺序，以现在进行时为主线，以词句段为呈现顺序，由易到难，循序渐进地步步深入，全面而系统的掌握本单元的要点知识，从而培养学生的综合能力。教学步骤整体分成三个环节：写前，写中和写后。写前：按照展示目标-热身导入-积累词汇 -连词成句-句式变换-文体结构分析等依次展开。写中：让学生根据教师指导，逐一落实每个环节。并初步自我修改。写后：典型展示-师生评价-生生互评-归纳总结-拓展提高-布置作业。每一个环节都能充分发挥学生的积极主动性，利用所学的词汇、句型进行口头和笔头的表达，有效地锻炼了学生的语言组织能力和表达能力。2. 归纳和总结简洁，系统，省时高效。无论是现在分词的构成，还是写作的框架式的概括，以及两大时态的对比，都给学生留下了深刻而清晰的印象，易学易记，解决了应用中的难题，省时高效。3. 寓教于乐，情智并举。本堂课充分发挥小组的合作优势，在竞争，对话和讨论中锻炼运用语言的能力，学得轻松快乐，避免了一言堂的出现。同时，更加关注学生的情商教育，惜时教育，关注人际交往，关注人