《人教版七年级下册第五单元《I’m_watching_TV》Section_A_Period1》由会员分享，可在线阅读，更多相关《人教版七年级下册第五单元《I’m_watching_TV》Section_A_Period1（5页珍藏版）》请在金锄头文库上搜索。
1、人教版七年级下册第五单元Im watching TV.Section A Period1教学上的互联网搜索教学设计辽宁省铁岭县腰堡学校 陈爱丽设计思想本单元的话题是谈论谁正在干什么。要求通过学习有关的短语及句型掌握现在进行时的定义及用法，因此，我设计了通过老师及学生做某些动作而导入新的时态的方式。这样学生很自然得就将明白了这个单元将要讨论的话题。对于教材的使用我设计将活动通过小组合作及表演练习的方式对所学的新句型进行理解应用。一方面使所有学生都有机会进行说的练习，另一方面也使学生在问答的过程中能及时纠正错误，尤其是前忘不be后加ing . 在教学过程中，关注学生的生活实际和生活体验，树立以学生
2、为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。教学分析本节课围绕着一个话题“谈论现在正在进行或发生的动作”来展开教学活动，主要的教学内容是现在进行时。本节课紧扣教材，而又脱离课本，重新对教材进行编排。先通过描绘图片中人们的活动来学习词汇: doing homework,watching TV,cleaning, reading,eating dinner,talking on the phone并通过问答“人们正在做什么”来学习句型：What are you doing？ Im watching TV . 并用同桌合作的方式进一步加强句型的操练
3、。然后通过听力训练和写作训练来加强练习和巩固。教学目标1.知识目标：学会doing homework等短语和单词，掌握What are youdoing?Im watching TV.等句型。（让学生查找互联网，http:/ 表达思想。培养学生的逻辑思维能力、快速反应能力，并在模仿过程中拓展写作能力。3.情感目标：通过多种形式愉快地完成本课中各环节的任务，树立合作意识，培养独立的个性；激发学生学习英语的强烈兴趣。教学重点1.Key Vocabulary2.Present progressive tense:Subject +be+doing +教学难点To master the usage o
4、f Present progressive tense:Subject +be+doing +教学方法Listening writing reading practicing playing games辅助工具Ppt tape pictures教学课时安排一课时教学过程Step1: Warming up and lead-in(1). I show a basketball and say: look, I like playing basketball. Im playing basketball now.(I make the action of playing basketball)T:
5、 Im talking now.Im running.When I make the actions,I ask some students to guess the meaning of the sentences.（通过老师边做动作边说句子，引出本课的内容，且让学生明了现在进行时的句子构成及表达的意思，还能引起学生对本课的兴趣。）Step 2.Match the words and the activities. (http:/ show the pictures in 1a.Then, I ask questions:-Whats he doing?(Picture 1)-Hes mak
6、ing a telephone call.Ask the students to turn to page 25.Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)The Ss read these V-ing words after the teacher.Tell the differenceWrite down the V-ing forms by anothe
7、r lines of go, watch, do, play and eat. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then ask the Ss to read them again and do the following exercises (showing by flash card).Show the picture in 1a to the students.T
8、: This is a happy apartment. There are many rooms in it. Look! Many people are in different rooms. They are doing different things. What are they doing? Please look carefully, matchthe words with the activities.T: Now lets check the answers.Answer: 1,d 2,a 3, b 4,c 5, f 6, eThe difference between re
9、ad/watch/see/lookread(读，读书，看报) read newspaperwatch(观看，看电影/电视) watch TVsee(表示看的结果) I cant see you.look(表示看的过程，常与at连用)look at blackboardhomework（U）E.g.: I have lots of homework to do every day.（利用各种动作呈现本课新授单词和动词短语进行教学，有利于吸引全部学生的注意力使他们对新知识产生浓厚的兴趣，而且是学生有表现的欲望。）Step3: Work on 1bAsk the Ss to listen to th
10、e tape and finish 1b.Then check the answers: 2 4 1Make the Ss listen again and repeat. Ask Ss to read the sentences loudly.（应用多媒体播放听力进行训练，在听完两边后，再复述能够使学生进一步锻炼听力能力，而且同时完成书本教学任务的同时达到能力拔高的目的。）Step4Let Ss ask and answer in pairs like this:A: What are you doing?B: Im drawing. What are you doing?A: Im pla
11、ying volleyball.Show some pictures to the Ss and present the sentences:A: What is he doing?B: He is playing basketball.A: What is she doing?B: She is singing.A: What are they doing?B: They are watching TV.Ask the Ss to make the new conversations with the new words in pairs. After a few minutes, ask
12、some pairs to act.Then ask some students to make the actions, let other students guess what they are doing.（本环节中，使用名人效应可引起学生的好奇心。通过短篇动画呈现一些名人及家人正做什么，为接下来的口语对话训练创设情景，不仅便于在虚拟情景中操练本课的目标语言，而且话题及情境贴近生活，让学生达到学以致用的目的。）Step5 do some exercises (http:/ sum up 1、 Let students sum up what they have learnt2、 Let
13、 students get more knowledge. (http:/ up a conversation about your family members: “what are they doing?”（课后作业是用现在进行时写对话，它是课堂学习的延伸，属于拓展训练。）板书设计 Unit 5 Im watching TV-What are you doing?-Im reading.-What is he/she doing?-He/She is cleaning.主语+be+ving+(主语正在干)教学反思： 本课利用多媒体进行教学，充分发挥了多媒体声音、图像、文字、动画为一体的优势，呈现直观，让视听有机结合，能使学生自然地将英语学习直接与现实生活中的事物建立联系，有助于培养学生用英语思维的能力。此外，在教授语法的过程中将传统的填鸭式教法转变成教师引导、学生看图自主归纳，这样更能凸现学生的主体地位。整节课我不仅激发学生的学习兴趣，活跃了课堂气氛，而且循序渐进地落实了各教学步骤，取得了较好的教学效果。
