课时计划5——6单元第.doc

课 时 计 划 第（ ）页课 题Unit 5Im watching TV班 级七年一七年二教 具录音机时 间课 时1课时教 学目 标1.学生掌握以下词汇（phone, mall, movies, sound, show, boring, library, soccer. watch TV, do homework, eating dinner, talking on the phone）2. 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。重 点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。难 点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。教学过程Step 1 Warming up T：We are having an English class now. What are we doing now? (Help the students to answer: Were having an English class now.)接下来教师要求几个学生做一些动作，让其他学生用英语来猜测。（目的是为本节课的现在进行时作好铺垫）(Section A 1a. 1b ,1c,2c)Step 2 Presentation教师出示几张图片,引出现在进行时的结构和用法。(1)叫一位学生按照老师图片上的提示做动作，教师接着说：T: He/ She is singing now. They are playing football now. T: What is he/ she doing ? He/ Shes playing football now2）然后叫一个学生做动作，另一个学生问，进行问答练习。S1: What are you doing now? S2: Im watching TV. (ect.)sing-singing / watch-watching / play-playing /ect.这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。Step 3 Practice1. Show some pictures and let the students ask and answer in pairs.2. Practice Section A (1a)3. 然后叫学生归纳出现在进行时的结构句型。 主语 + am/ is / are+ 动词的现在分词（培养学生归纳能力，找出记忆的规律。）Step 4 Listening 接下来的任务型听力要求学生对动作作出反应，教师可承接刚开始的话题，引导学生根据所学语言完成以下任务：1.What are the people doing?2.Write numbers from 1a below.3.Check the answers in pairs like this:A: What is Jenny doing? B: He is watching TV.A: What are Dave and Mary doing? B: They are eating dinner.A: What is John doing? B: He is doing homework.(通过听力训练，现在进行时的结构得以很好的落实Step 5 Pairwork 接着教师叫一些学生背向着全班同学来做一些动作，让其他学生来猜他或她正在干什么。（小组比赛，猜对的同学以一颗红星加以鼓励，比一比哪组同学的红星最多。）如：Is LiLei writing? No, he isnt. ect. 直到猜对为止。（在课堂活动中实行鼓励性评价，能促进学生的竞争意识和学习英语的积极性。）然后叫学生看第26页 2C 部分的内容，让学生进行结队练习。本部分要求学生掌握一些固定的词组搭配，如： write a letter, eat dinner, do homework, talk with 等。Step 6 Group work 接下来我设计的任务是要求三个学生为一小组， 进行问答练习。如：What are you doing ? I am talking. What is he/ she doing ?He/ Shes talking. Is he/ she talking? Yes, he/ she is. / No, he/ she isnt.(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。)Homework:1.熟记本课的单词、词组和句型。2.完成Shelf Check 3.3.观察今晚自己一家人做的事。教学后记:课 时 计 划 第（ ）页课 题Unit 5Im watching TV班 级七年一七年二教 具录音机时 间课 时1课时教 学目 标1.能掌握现在进行时态及一些表示具体动作的词组搭配.2.了解西方人是如何表达或描述正在进行的动作。重 点词汇、词组搭配和现在进行时的用法。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。教学过程Step 1 Warming up1. 教师做几个动作，要求学生进行问答练习： What is the teacher doing? She is cleaning the classroom ect. 2、然后三人活动，一人做动作，另两人进行问答练习。 What is he / she doing? He/ She is playing soccer. Is he/ She playing football? Yes, he/ she is. / No, he/ she isnt.（通过复习，使学生巩固上一节课的主要内容，为本节课进一步学习现在进行时打下基础。）Step 2 Presentation 教师要求一位学生做打电话样子，然后问：What is he/ she doing? I am talking on the phone.T: Do you want to go to the movies?S: Sure./ Thats sounds good.Step 3 Practice 1.Ask some students to make a conversation. What are you doing? Do you want to go to the movies?2. Turn to page 26, Section 2b. Put these questions and answers in order to make a conversation. Then listen to the tape carefully. Check the answers.(目的是让学生进一步巩固现在进行时的用法。)Step 3 Listening (2a) 要求学生听一段对话，然后回答一些问题。 检查学生的听力情况。Step 4 Practice1. Show some pictures and ask the students to make a conversation about them( Role play) What are you doing? I am reading. Do you want to go to the movies? Sure. When do you want to go? Lets go at 7:00.2. Turn to books at page 27(3a) . Ask the students to write the number of the picture next to the correct conversation.(利用模拟情景，可以培养学生初步综合运用语言的能力，同时巩固本节课的重点句型，达到学以致用的目的。）Homework:1.熟记本课的单词和重点句型。2、根据今天所学过的重点句型，编一则对话。教学后记 :课 时 计 划 第（ ）页课 题Unit 5Im watching TV班 级七年一七年二教 具录音机时 间课 时The Third Period教 学目 标1. 能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。2. 交际中能乐于模仿，敢于开口，积极参与，主动请教。重 点能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。难 点能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。教学过程Step 1. Warming up 教师出示几幅图片，要求学生进行问答练习。如：Whats he/ she doing? He/ She is playing basketball. What are they doing ? They are playing football. Is he/ she swimming ? Yes, he/she is. / No, he/ she isnt.Step 2 Presentation接着教师以前面复习的这几幅画，引入本课的现在进行时的各种特殊疑问句，如：Where are they playing football? Who is he/ she talking to? ect.Step 3 Practice 教师在引入新课的前提下，接下来提供以下任务，要求学生去完成。（1）教师出示Section B/ 1a 中的六幅图片，要求学生用现在进行时的各种疑问句进行问答。 （2）要求学生在问答的基础上，完成Section B/ 1a中的表格。（本环节通过各种活动，目的是强化训练，加深印象， 为运用将打下最坚实的基础。）Step 4 Listening 在上面环节的基础上，教师要求学生做以下的听力练习，根据听到的内容，完成下面的表格。（Section B/ 2b）（通过本次的听力练习， 强化学生现在进行时的运用）Step 5 Pairwork 承接上部分听力内容，要求学生在模拟情景中进行交际:如:A: Hello, is Tina there ？ B: No, she isnt.A: Where is she ？ B: She is at home.A: Whats she doing now？B:She is watching TV.A:Does she want to go to the movies? B:Sure. Lets go there at 7:00.(通过学生在模拟情景中交际,目的是培养学生综合运用语言的能力,能在做中学,在学中用.)Homework:1.熟记本节课的重点句型.2.画一张或带一张家庭活动的照片.教学后记:课 时 计 划 第（ ）页课 题Unit 5Im watching TV班 级七年一七年二教 具录音机时 间课 时The Fourth Period教 学目 标1. 学会读、写一篇有关人们正在运动的短文。2. 观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。重 点学会读、写一篇有关人们正在运动的短文。难 点学会读、写一篇有关人们正在运动的短文。教学过程Step 1 Warming up1. 教师出示几张图片,要求学生就图片中的内容进行问答. What is he/ she doing ? Where is he / she playing football? Who is he/ she playing with?2.然后要求学生就图片中的内容,用完整的句子进行介绍.(目的是培养学生观察能力及用英语表达的能力.)Step 2 Reading 1.教师把刚才出示的图片顺序打乱,要求学生根据老师提供的具体内容,一个学生陈述,另一个学生重新排列图片的顺序.2.要求学生读Mike 写给他笔友的信,然后重新排列图片的顺序.(Section B / 3a）（在第一步的基础上，学生会比较容易读懂这封信，对第二步的任务也比较容易完成）Step 3 Group work要求学生出示带来的照片,进行问答练习(Tell the group about your photos.)(这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言.)Step 4 Speaking and writing1. 在上述小组活动的基础上,再要求学生介绍自己照片的内容,目的是为下面的写作作好准备.2.要求学生完成一篇书信(Section B/ 3b)(这是一篇同步完成的书信材料,在以上的学习过程中,学生以具备了阅读和处理相关信息的能力,因此这部分任务交给学生自己完成,以此提供学生运用语言,解决问题的空间.)3.同步写作:写一篇自己家照片的内容的书信体.(写作是学生综合运用语言能力的体现,通过写作能强化语言的运用,同时加深对所学知识的理解,将学与用融合在一起.)Homework:1.熟记本单元的单词,词组和重点句型.3. 注意观察同学在课间的活动,用现在进行时写一篇报道.教学后记:课 时 计 划 第（ ）页课 题Unit 6: Its raining!班 级七 、一七、二教 具录音机时 间课 时2课时教 学目 标1. Students learn to talk about the weather and talk about what people are doing.2.What are you doing? Im watching TVWhats he doing? Hes playing basketball.Whats she doing? Shes cooking.What are they doing? Theyre studying.Hows the weather? Its raining.3.Provides guided oral practice using the target language.重 点Talk about the weather and talk about what people are doing.难 点Talk about the weather and talk about what people are doing.教学过程Section AWrite the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,Im reading a book, and so forth.1 a This activity introduces the key vocabulary.Focus attention on the cities in the picture. Ask, What s the weather like here? If they cant answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, Its raining.Is it raining here today?Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Play the recording the first time. Students only listen.Say, You will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for you. Beijing is written in the picture of sunny weather. It is sunny in Beijing.Correct the answers.1 c This activity provides guided oral practice using the target language.Point out the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the class.2a This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the class.Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.Play the recording and have students fill in the rest of the answers. ,Correct the answers.2c This activity provides guided oral practice using the target language.Call attention to the four people in the picture in activity 2a. Ask students to say something about each person. Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and playing computer games.Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the room monitoring progress and offering assistance, if needed.Ask some pairs to present their conversations to the class.3a This activity introduces more key vocabulary.Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but its also not very bad. Its in the middle.After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answeringquestions as needed.Check the answers.3b This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what Hows it going? means. (It is similar to How are you? or How is everything?)Ask students to practice the conversation in pairs.Move around the room monitoring their progress.Then call attention to the example in the small speech bubbles. Have two students read it to the class.Say, Now well change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.Ask some pairs to present their conversations to the class.4. This game provides oral practice using the target language.Say,Now lets work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please dont look at your part ners picture.Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.As students work, move around the room, monitoring progress and offering assistance as needed.教学后记:课 时 计 划 第（ ）页课 题Unit 6: Its raining!班 级七年一七年二教 具录音机时 间课 时2课时教 学目 标1. More words used to describe weather:cold, hot, cool, warm, humid,Additional materials to bring to class2.Provides read and writing practice using the target language.3.Provides more listening and writing practice using the target language.重 点Provides read and writing practice using the target language.难 点.Provides listening and writing practice using the target language.教学过程Section BNew languageMore words used to describe weather:cold, hot, cool, warm, humidAdditional materials to bring to class:weather map from an English language newspaper1 a This activity introduces more key vocabulary.Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. Its cold in this picture. Is it cold here today?Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides oral practice using the target language.Call attention to the example in the speech bubbles.Read the conversation with a student.Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.2a This activity provides listening and writing practice using the target language.Read the headings on the chart to the class. Point out the answer blanks.Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.Play the tape the first time. Students only listen. Play the tape again and have students write their answers.Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question Hows it going?You may wish to play the tape more than once at this point.Correct the answers.2b This activity provides more listening and writing practice using the target language.Point to and read the second two headings on the chart: What are you doing? Hows the weather?Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.Play the recording. Students fill in the blanks.Correct the answers.2c This activity provides guided listening and speaking I practice using the target language.Point out the example in the speech bubbles. Ask two students to read it to the class.Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.3a This activity provides reading practice using the target language.Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.3b This activity provides reading and writing practice using the target language.Draw attention to the pictures of France and the description below. Read the description to the class or ask a student to do so. Say the word blank each time you come to a blank line.Answer any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any