2019-2020年七年級(jí)英語(yǔ)下冊(cè) Unit 6 I’m watching TV（第6課時(shí)）Section B（3a-self check）教案 新人教版.doc

《2019-2020年七年級(jí)英語(yǔ)下冊(cè) Unit 6 I’m watching TV（第6課時(shí)）Section B（3a-self check）教案 新人教版.doc》由會(huì)員分享，可在線(xiàn)閱讀，更多相關(guān)《2019-2020年七年級(jí)英語(yǔ)下冊(cè) Unit 6 I’m watching TV（第6課時(shí)）Section B（3a-self check）教案 新人教版.doc（9頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年七年級(jí)英語(yǔ)下冊(cè) Unit 6 I’m watching TV（第6課時(shí)）Section B（3a-self check）教案 新人教版 Teaching and Learning Goals： 1、 Functions： Talk about what people are doing with everyday activities. 二、Words and expressions： Master the new word: living room, help the students to use Present progressive tense to describe what people are doing. 三、Strategies： To use the drill “ Sb be doing sth.” to write an article. 四、Culture： Learn to cherish time and enjoy the time with families and friends. Teaching and learning steps: Preview Look at P36, first ask the Ss to put them into English orally, then let them write English down without looking at the textbooks. 1. 這是一張我家人的照片。 ______________ 2.我正在做作業(yè)。 _____________ 3.我的父母正在客廳看電視。 ___________ 4.她正在聽(tīng)收音機(jī)。 ____________ 5.他正在為考試而學(xué)習(xí)。______________ Step1.Review and lead in: T: Boys and girls, do you know the American TV play “Growing Pains”?Here is a photo of the family. It tells us many stories about growing. We and they are in different places, but we feel the same. Maybe It’s boring to go to school, but how are you feeling after you see the pictures. Please ask and answer the questions in pairs. S1:What are they doing? S2: They are having a class in a classroom. S3:What are they doing? S4: They are having a class in a classroom. S5:What are they doing? S6: They are doing their homework at home. S7:What is he doing? S8: He is doing his homework. S9:What are they doing? S10: They are taking a bus. S11:What are they doing? S12: They are crossing the river. T: Now , do you think it’s boring to go to school? You can see we have a good life. Please cherish it. Let’s learn to use Present Progress Tense. (設(shè)計(jì)意圖：由美國(guó)的情景喜劇“成長(zhǎng)的煩惱” 的圖片導(dǎo)入學(xué)生普遍面臨的煩惱——上學(xué)的問(wèn)題，繼而展示幾組對(duì)比圖片，讓學(xué)生體會(huì)到眼前的幸福生活，告訴他們要珍惜現(xiàn)在，從而導(dǎo)入現(xiàn)在進(jìn)行時(shí)。） Step2. Before writing Task 1. Group work. Ss talk about in groups, then finish the task. Add “-ing” to these words. 1. do______ 2.watch______3.tell_______ 4.save______5.have_______6. see______ 7.get_______ 8. put________ 9. run______ 10.lie_______ .After checking the answers ,get the Ss to find out the rules of adding “-ing”. Then get the Ss to finish Self Check 1. (通過(guò)具體的詞匯讓學(xué)生觀(guān)察，歸納現(xiàn)在分詞的構(gòu)成，解決掉在使用現(xiàn)在進(jìn)行時(shí)的核心障礙問(wèn)題，做好知識(shí)儲(chǔ)備，積累語(yǔ)言素材。) Task 2. Pair work. T: You can write statement sentences now, but do you know how to write questions ?Please do Self Check 2.Then act out the conversation. Next, talk about the pictures. T: Here is a picture of a happy family, Jim’s family. What are they doing? T: What is Jim doing? S: He is doing his homework. T:What is Jim’s grandfather doing? S: He is reading a newspaper. T: What is Jim’s sister doing? S: She is talking on the phone. T: What are Jim’s parents doing? S: They are watching TV. Task3. plete Jim’s letter T: Now please finish Jim’s letter. Task4. T: Please read the pleted passage, and talk about how to write an article like this. Firstly, pay attention to the form of a letter. Secondly, how to arrange the sentences in order. Thirdly, pay attention to the forms of verbs. （設(shè)計(jì)意圖：通過(guò)對(duì)3a課文的閱讀,分析及歸納，使學(xué)生思考并完成本課的寫(xiě)作要點(diǎn)，引導(dǎo)學(xué)生確立語(yǔ)篇觀(guān)念，為下一步的寫(xiě)作做好鋪墊。） Step3. While writing T: Now please write a letter to me. Tell me what the people in the pictures are doing. make sure the position must include the following things: *Topic sentence: Here is a picture of my family. *People: I, my parents, my grandparents…His/her… *Activities: doing homework/ watching TV… *Tense: Present Progressive Tense There will be ten minutes for you to write the letter. The teacher walks around and gives help to the Ss , find out better passages to show in the whole class. （設(shè)計(jì)意圖：寫(xiě)作之前，對(duì)學(xué)生進(jìn)行更具體的寫(xiě)作指導(dǎo)，提示應(yīng)注意的幾點(diǎn)要求及可能使用的句型。） Step4 After writing Task1. Share students’ works. T: Have you finished your writing? Ss: Yes! T: Ok, let’s share a letter together. Check who can find the mistakes in the letter. They can work in groups to discuss the letter first. Then the teacher show the answers. Show the evaluation standards: T: Is the form right? Ss: ……. T: Can you find any grammar mistakes or spelling mistakes? Ss: …… T: What kind of grades should he get? Ss: …… T: I think all of us can get good grades, as long as we work hard! （設(shè)計(jì)意圖：教師引導(dǎo)學(xué)生在分享習(xí)作的過(guò)程中，讓學(xué)生自己發(fā)現(xiàn)錯(cuò)誤，并能改正，同時(shí)展示評(píng)價(jià)標(biāo)準(zhǔn)，提高學(xué)生的鑒賞能力，為下一步學(xué)生間互評(píng)提供方向性的指導(dǎo)和幫助，使學(xué)生知道如何批改作文。） Task 2. Pair work (同位間根據(jù)評(píng)價(jià)標(biāo)準(zhǔn)互評(píng)) T: Now, please check your partner’s letter You can give her/him a grade you like according the evaluation standards. （設(shè)計(jì)意圖：師生共同分析欣賞學(xué)生作品，通過(guò)師生、生生評(píng)價(jià)的方式，依據(jù)評(píng)價(jià)標(biāo)準(zhǔn)進(jìn)行合理評(píng)價(jià)，讓所有學(xué)生都參與其中，通過(guò)生生評(píng)價(jià)的方式，可以讓學(xué)生互相學(xué)習(xí)，取長(zhǎng)補(bǔ)短，讓學(xué)生體驗(yàn)成功的快樂(lè),促進(jìn)人際交流。） Step 5 Summary and improvement. Task 1.Get the Ss to give a summary about Present Progressive Tense. Task 2. pare Simple Present Tense with Present Progressive Tense, so that the Ss can use them correctly in writing or doing exercises, which is very important. The teacher can help the Ss to finish the task. Get the Ss to read the passage and fill in the blanks. Then check the answers. (設(shè)計(jì)意圖：通過(guò)對(duì)本單元重要的知識(shí)點(diǎn)的歸納總結(jié)，使學(xué)生抓住最核心的內(nèi)容，利于他們快速掌握。同時(shí)通過(guò)對(duì)比和提升練習(xí)，能很好地幫助學(xué)生解決易錯(cuò)點(diǎn)和易混點(diǎn)，從而使所學(xué)的知識(shí)相互聯(lián)系，形成系統(tǒng)。) Step 6. Homework: 本課亮點(diǎn)： 1. 整合教材，使所學(xué)內(nèi)容結(jié)構(gòu)合理，層次分明。 本節(jié)課是第六單元的最后一課時(shí)，既是一堂寫(xiě)作課，也是一堂自我檢測(cè)課。包括對(duì)詞匯的檢測(cè)，對(duì)口頭表達(dá)能力的檢測(cè)，以及對(duì)綜合能力也就是寫(xiě)作的檢測(cè)。內(nèi)容比較零散。我思索再三，決定打破教材的出現(xiàn)順序，以現(xiàn)在進(jìn)行時(shí)為主線(xiàn)，以詞——句——段為呈現(xiàn)順序，由易到難，循序漸進(jìn)地步步深入，全面而系統(tǒng)的掌握本單元的要點(diǎn)知識(shí)，從而培養(yǎng)學(xué)生的綜合能力。 教學(xué)步驟整體分成三個(gè)環(huán)節(jié)：寫(xiě)前，寫(xiě)中和寫(xiě)后。寫(xiě)前：按照展示目標(biāo)---熱身導(dǎo)入---積累詞匯 ---連詞成句---句式變換---文體結(jié)構(gòu)分析等依次展開(kāi)。寫(xiě)中：讓學(xué)生根據(jù)教師指導(dǎo)，逐一落實(shí)每個(gè)環(huán)節(jié)。并初步自我修改。寫(xiě)后：典型展示---師生評(píng)價(jià)---生生互評(píng)---歸納總結(jié)---拓展提高---布置作業(yè)。每一個(gè)環(huán)節(jié)都能充分發(fā)揮學(xué)生的積極主動(dòng)性，利用所學(xué)的詞匯、句型進(jìn)行口頭和筆頭的表達(dá)，有效地鍛煉了學(xué)生的語(yǔ)言組織能力和表達(dá)能力。 2. 歸納和總結(jié)簡(jiǎn)潔，系統(tǒng)，省時(shí)高效。 無(wú)論是現(xiàn)在分詞的構(gòu)成，還是寫(xiě)作的框架式的概括，以及兩大時(shí)態(tài)的對(duì)比，都給學(xué)生留下了深刻而清晰的印象，易學(xué)易記，解決了應(yīng)用中的難題，省時(shí)高效。 3. 寓教于樂(lè)，情智并舉。 本堂課充分發(fā)揮小組的合作優(yōu)勢(shì)，在競(jìng)爭(zhēng)，對(duì)話(huà)和討論中鍛煉運(yùn)用語(yǔ)言的能力，學(xué)得輕松快樂(lè)，避免了一言堂的出現(xiàn)。同時(shí)，更加關(guān)注學(xué)生的情商教育，惜時(shí)教育，關(guān)注人際交往，關(guān)注人與自然的和諧相處?？梢哉f(shuō)不需多言，只需“會(huì)心一笑”足已。 使用建議： 1.課前讓學(xué)生做好預(yù)習(xí)，尤其是兩種時(shí)態(tài)的對(duì)比，否則會(huì)很耽誤時(shí)間。 2.學(xué)生的寫(xiě)作完成后，學(xué)生互相批閱后，再上交至老師，由老師批閱。 參考答案： Preview 1.Here is a picture of my family. 2. I’m doing my homework. 3.My parents are watching TV in the living room. 4.She is listening to the radio. 5.He is studying for a test.