山東省臨沭縣第三初級(jí)中學(xué)七年級(jí)英語下冊(cè)《Unit 5 I’m watching TV》教案2 人教新目標(biāo)版.doc

unit 5 im watching tv一 教學(xué)目標(biāo)1. 語言目標(biāo)語言知識(shí)：要求學(xué)生掌握以下詞匯（mall, pool, tv show, cleaning ,reading, shopping, swimming, playing, watching tv, doing homework, eating dinner, talking on the phone）語言功能：學(xué)會(huì)談?wù)撊藗冋谧鍪裁? 能就發(fā)生的事做 現(xiàn)場報(bào)道語言結(jié)構(gòu)（日常交際用語）：現(xiàn)在進(jìn)行時(shí)和一般疑問句及簡單的答語what are you / they doing ? im / were/ theyre watching tv/doing homework.is he/ she watching tv? yes, he/ she is. / no, he/ she isnt.do you want to go to a movie ?yes, i do .when do you want to go? at three oclock語言技能:（1）能用現(xiàn)在進(jìn)行時(shí)的各種形式進(jìn)行準(zhǔn)確的描述和表達(dá)正在發(fā)生的動(dòng)作。（2）能掌握現(xiàn)在進(jìn)行時(shí)態(tài)及一些表示具體動(dòng)作的詞組搭配，如：watch tv, read books, play soccer, talk with/ to , be boring, go to the movies, want to do sth.等。（3）能在日常生活中恰當(dāng)理解和運(yùn)用本單元的話題范圍內(nèi)的單詞和習(xí)慣用語。2、情感目標(biāo)：培養(yǎng)同學(xué)間的友好相處，規(guī)范自己的行為，同時(shí)能提高他們的觀察能力和判斷能力，激發(fā)他們對(duì)學(xué)習(xí)英語的興趣和熱情，在接近生活常態(tài)的交際中能樂于模仿，敢于開口，積極參與，主動(dòng)請(qǐng)教。3、文化意識(shí)：了解西方人是如何表達(dá)或描述正在進(jìn)行的動(dòng)作。4、學(xué)習(xí) 策略：通過本單元的教學(xué)，我要求學(xué)生能通過上下文內(nèi)在的邏輯聯(lián)系，或在觀察別人的行為和活動(dòng)時(shí)能用現(xiàn)在進(jìn)行時(shí)來準(zhǔn)確地表達(dá)所發(fā)生或進(jìn)行的動(dòng)作。 二 教學(xué)重點(diǎn)及難點(diǎn)：重點(diǎn)：-whats he doing ?-hes reading.難點(diǎn)：現(xiàn)在進(jìn)行時(shí)的用法和動(dòng)詞v-ing 形式的構(gòu)成在交際中準(zhǔn)確地運(yùn)用現(xiàn)在進(jìn)行時(shí)來描述或表達(dá)正在進(jìn)行的動(dòng)作。 三、教學(xué)策略：（1）充分利用學(xué)生已有的知識(shí)和生活經(jīng)驗(yàn)，創(chuàng)設(shè)生活化的真實(shí)情境，引導(dǎo)學(xué)生在運(yùn)用語言中學(xué)習(xí)語言，然后在學(xué)習(xí)新的語言知識(shí)后創(chuàng)造性地運(yùn)用語言（在做中學(xué),學(xué)了就用）。（2）開展多種類型的任務(wù)型活動(dòng)，提供給學(xué)生合作交流的空間和時(shí)間，促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作，為完成任務(wù)進(jìn)行探究性學(xué)習(xí)。四、教學(xué)過程設(shè)計(jì)the first period step1. warming up1 duty reportthe student who is on duty starts to make a duty report2. ask and answert: usually, what time do you go to school?s1: t: when does your father watch tv in the evening?s2: t: do you do your homework in the evening?s3: t: when do you play soccer?s4: t: what time do you usually eat dinner?s5: 3.lead in4. the teacher asks the students to give more verbs phrases and write them down on the blackboard.(show many pictures to help the ss.) step 2. presentation1 match the words and the activities.the teacher shows the pictures in 1a. then, the teacher asks questions: -whats he doing? (picture 1) -hes making 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.2 teach the present progressive.1）.introductionshow more pictures to introduce the present progressive tense.t: whats she/he doing?ss: she/he is v-ing (help the ss to answer the questions and show the sentences)2) let the ss to say what the present progressive is. (現(xiàn)在進(jìn)行時(shí)表示現(xiàn)在正在進(jìn)行或發(fā)生的動(dòng)作, 它的表現(xiàn)形式為be verbs + v-ing - 這也即為它的結(jié)構(gòu)式.)3). tell the difference write down the v-ing forms by another 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).step 3 practice1.pairwork 1c.2. show some pictures and let the students ask and answer in pairs. talk about “what are the people doing in the picture?”(showing the picture) e.g what are you doing ? i am eating. what is he doing ? he is eating. what are they doing? theyre eating.step4. listening.1b.listen and check. the answer: 2 4 12a and 2b.step5. activities.1. let some ss act several actions and say :“whats he/she doing?” “she/he is cleaning the door.” (help ss answer)is she/he cleaning the door?yes, she/he is. / no, she/he isnt.2. game2c for pairwork.3. group work.1)act, ask and answer in groups(three ss in each group). let the group members guess “whats she/he doing?”he/ shes talking. is he/ she talking?yes, he/ she is. / no, he/ she is