初中七年级Module3 Unit3英语教学案例.doc

初中七年级Module3 Unit3英语教学案例背景：1、使用的教材是九年义务教材（外研版）。 2、学生是64班的全体同学。 （一） 教学目标与要求1、知识目标：能够听、说、读、写动词短语的ing形式。2、能力目标：学生能用句型表述他人正在进行的动作。3、情感目标：使学生学会与他人进行合作、交流。（二）教学重点重点掌握进行时的表达方式和四个短语动词的ing 形式。（三）教学难点:重读闭音节动词现在分词形式的变化。（四）教具准备小黑板、挂图、卡片、录音机（五）教学步骤及说明Step 1: Warm up1. Lets chant： What are you doing? What are you doing? I am sweeping the floor. What are you doing? I am reading a book. What are you doing? I am drawing pictures. What are you doing? I am washing clothes. What are you doing? I am cleaning the window.2. Sing a song: What are you doing?（设计意图：唱歌是学生喜闻乐见的教学形式之一，通过说唱、唱歌等形式，引入课堂,能够调动学生的学习兴趣。）Step 2: Revision1. Show students some photos, ask and answer:-What are you doing? -Im drawing pictures, reading a book, washing clothes, cleaning the dolls.2. Students write down the phrases on the blackboard and read. （设计意图：让学生进行两两合作，一个表演，一个运用句型复习四个已学过的动作，为下面的教学作好铺垫，使学生能更好的掌握所学的句型。）Step 3. Presentation1. T: What do you usually do at the weekend?S:I usually（通过师生对话，直接引出词组）T: But I usually read books at home. I like reading books very much.2. Learn to say and spell “read books”.（学生跟读词组，并拼写词组）3.Show the photos, ask and answer: （从What are you doing句型引出What is he doing?句型）-Whats he doing?-Hes reading books.4. Learn to say the following three phrases and write down the phrases on the blackboard:（继续引出其余三个词组，并将词组写在黑板上，为学生以后的活动做准备）watch TV watching TVsleep sleepingrun runningStep4. Drill and practice:1.Look at the photos, ask and answer: What is he/she doing?Hes/Shes2.Look and guess: There are three actions in the pictures, guess:Whats he/she doing? （设计意图：通过模糊画面，让学生猜一猜他们在干什么，巩固词组，每幅图片上三个动作，看谁记得最快，让小组合作进行说，看哪一组猜得多而准确。学生对猜一猜的兴趣较浓，再用小组竞争的形式让学生进行猜测，这既能调动学生的学习兴趣，又能培养他们的团队的合作精神。）3.Showing the pictures of page 22 , Practise the sentence patterns.(呈现书中第二部分的图片，操练句型)4. Do an action: Students are divided into several groups. One acts teacher and says “Everybody. Do an action.” 叫陆婷群、梁程凤、马福成上讲台各表演一个动作，按他们的动作，其他同学练习以下句型。Practice ：“What are you doing?” “What is he doing?” 叫陆婷群、梁程凤、马福成上讲台表演各一个动作，其他同学练习以下句型。（设计意图：做 “每个人做一个动作”游戏。这样既让学生做了动作，又让学生切实体会进行时的含义。）Step 5. Consolidation and extension: Write and say: What a busy family!1) Choose the activities the family members doing and write them down.2) Make a short dialogue with your partners according to the chart.What a busy family!Look! This is my family. This weekend, We are all very busy. What are we doing?I am_My father is_My mother is_My grandfather is_My grandmother is_Oh! What a busy family!_（设计意图：这样让学生对自己一家人的写自己一家正在干什么，并与学生合作以对话的形式表演出来，既能训练学生编对话的能力，又充分调动了学生的学习积极性，巩固了所学的知识。）板书设计：Unit 6 Doing houseworkWhat is he/she doing?Hes/Shes read books reading books watch TV watching TVsleep sleeping run running三 教学评析： 学生开展合作学习之前，要预先将评价的方式和内容告诉他们，使其知道要完成的任务、可能遇到的问题，使评价成为下一段活动的起点、向导和动力。如教给学生评价的内容：参与学习的态度；掌握方法和技能；资料处理能力；合作学习和交往能力；创新精神和实践能力；探究成果。 在教给学生评价的内容后，也要展示评价的表格，使学生们能在合作和评价时有依可巡，如下面的表1和表2，它们都是每周总结一次，表1是组间互相评议，看谁能拿到最多的“A”，半个月一次总结最优秀的前三个小组就可以被评为“最佳搭档”的合作小组，而获得“最佳搭档”奖的小组成员，每人