初中英语人教版七年级下册unit6 SectionA(1a-2d).docx

Unit 6 Im watching TV Section A(1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：watchingTV,cleaning,listeningtoaCD,washing the dishes readinganewspaper,talkingonthephone, making soup,using the computer just能掌握以下句型： What are you doing? Im watching TV. Whats he doing? Hes using the computer. 来源:学.科.网 What are they doing? Theyre listening to a CD. This is Jenny. Its Laura here.来源:学_科_网2) 能掌握语法：现在进行时态的用法。3) 能运用所学的知识，描述人们正在干的 事情。2. 情感态度价值观目标：通过对本单元的学习活动，能培养培养学生学习英语的强烈兴趣，培养学生团结合作的精神。二、教学重难点1. 教学重点：词汇、词组搭配和现在进行时的用法。能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。2. 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。三、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。四、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.五、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：Listening1)T:(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）2)听两遍录音，第一遍只听，第二遍边听边完成1b中的任务。 3)(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:.4)T:Listen and match the answer the questions.Finish the task in2a.(可以让学生朗读一遍2a的问题与答语。）5)T:Listen again,and fill in the blanks(做完后让学生读一遍2b的对话）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:Whatishe/shedoing? B:He/Shes. 2.Groupwork(讨论班级内部同学在进行的活动)A:Whatareyoudoing?B:Iamdoinghomework.A:Whatishe/shedoing?C:He/Shesdoinghomework.A:Whataretheydoing?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）Step5: Role-play1. Ask Ss to read the conversation in 2d and answer the questions below. Are Jenny and Laura talking on the phone? (Yes, they are.) Whats Laura doing now? (Shes washing her clothes.) Whats Jenny doing? (Shes watching TV.) When do they meet at Jennys home? (At half past six.)2. Ss read the conversation and answer the questions above.3. Check the answers with Ss.4. Let Ss work in pairs and role-play the conversation.Step6: Guessinggame （出示图片）Guess:”What is he /she doing?or What are they doing?”Step7：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. 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。）Step8:Homework1.Reciteandcopythenewwordsandphrases.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。BlackboarddesignUnit6ImwatchingTV(SectionA1a-2d) Whatareyou