七年級英語下冊 Unit 6 I’m watching TV（第6課時）Section B（3a-self check）教案 新人教版

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1、七年級英語下冊 Unit 6 I’m watching TV（第6課時）Section B（3a-self check）教案 新人教版 Teaching and Learning Goals： 一、 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 describ

2、e 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 le

3、t 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.她正在聽收音機。 ____________ 5.他正在為考試而學習。______________ Step1.Review and lead in: T: Boys and girls, do you know the American TV play “Growing P

4、ains”?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 doi

5、ng? 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:

6、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. (設計意圖：由美國的情景喜劇“成長的煩惱” 的圖片導入學生普遍面臨的煩惱——上學的問題，繼而展示幾組對比圖片，讓學生體會

7、到眼前的幸福生活，告訴他們要珍惜現(xiàn)在，從而導入現(xiàn)在進行時。） 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

8、checking the answers ,get the Ss to find out the rules of adding “-ing”. Then get the Ss to finish Self Check 1. (通過具體的詞匯讓學生觀察，歸納現(xiàn)在分詞的構成，解決掉在使用現(xiàn)在進行時的核心障礙問題，做好知識儲備，積累語言素材。) Task 2. Pair work. T: You can write statement sentences now, but do you know how to write questions ?Please do Se

9、lf 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 si

10、ster 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

11、 the form of a letter. Secondly, how to arrange the sentences in order. Thirdly, pay attention to the forms of verbs. （設計意圖：通過對3a課文的閱讀,分析及歸納，使學生思考并完成本課的寫作要點，引導學生確立語篇觀念，為下一步的寫作做好鋪墊。） Step3. While writing T: Now please write a letter to me. Tell me what the people in the pictures

12、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 l

13、etter. The teacher walks around and gives help to the Ss , find out better passages to show in the whole class. （設計意圖：寫作之前，對學生進行更具體的寫作指導，提示應注意的幾點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. C

14、heck 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 shou

15、ld he get? Ss: …… T: I think all of us can get good grades, as long as we work hard! （設計意圖：教師引導學生在分享習作的過程中，讓學生自己發(fā)現(xiàn)錯誤，并能改正，同時展示評價標準，提高學生的鑒賞能力，為下一步學生間互評提供方向性的指導和幫助，使學生知道如何批改作文。） Task 2. Pair work (同位間根據(jù)評價標準互評) T: Now, please check your partner’s letter You can give her/him a grade you like accord

16、ing the evaluation standards. （設計意圖：師生共同分析欣賞學生作品，通過師生、生生評價的方式，依據(jù)評價標準進行合理評價，讓所有學生都參與其中，通過生生評價的方式，可以讓學生互相學習，取長補短，讓學生體驗成功的快樂,促進人際交流。） 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 Progressiv

17、e 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. (設計意圖：通過對本單元重要的知識點的歸納總結，使學生抓住最核心的內(nèi)容，利于他們快速掌握。同時通過對比和提升練習，能

18、很好地幫助學生解決易錯點和易混點，從而使所學的知識相互聯(lián)系，形成系統(tǒng)。) Step 6. Homework: 本課亮點： 1. 整合教材，使所學內(nèi)容結構合理，層次分明。 本節(jié)課是第六單元的最后一課時，既是一堂寫作課，也是一堂自我檢測課。包括對詞匯的檢測，對口頭表達能力的檢測，以及對綜合能力也就是寫作的檢測。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)在進行時為主線，以詞——句——段為呈現(xiàn)順序，由易到難，循序漸進地步步深入，全面而系統(tǒng)的掌握本單元的要點知識，從而培養(yǎng)學生的綜合能力。 教學步驟整體分成三個環(huán)節(jié)：寫前，寫中和寫后。寫前：按照展示目標---熱身導入---積累詞

19、匯 ---連詞成句---句式變換---文體結構分析等依次展開。寫中：讓學生根據(jù)教師指導，逐一落實每個環(huán)節(jié)。并初步自我修改。寫后：典型展示---師生評價---生生互評---歸納總結---拓展提高---布置作業(yè)。每一個環(huán)節(jié)都能充分發(fā)揮學生的積極主動性，利用所學的詞匯、句型進行口頭和筆頭的表達，有效地鍛煉了學生的語言組織能力和表達能力。 2. 歸納和總結簡潔，系統(tǒng)，省時高效。 無論是現(xiàn)在分詞的構成，還是寫作的框架式的概括，以及兩大時態(tài)的對比，都給學生留下了深刻而清晰的印象，易學易記，解決了應用中的難題，省時高效。 3. 寓教于樂，情智并舉。 本堂課充分發(fā)揮小組的合作優(yōu)勢，在競爭，對話和討論中

20、鍛煉運用語言的能力，學得輕松快樂，避免了一言堂的出現(xiàn)。同時，更加關注學生的情商教育，惜時教育，關注人際交往，關注人與自然的和諧相處?？梢哉f不需多言，只需“會心一笑”足已。 使用建議： 1.課前讓學生做好預習，尤其是兩種時態(tài)的對比，否則會很耽誤時間。 2.學生的寫作完成后，學生互相批閱后，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.