七年級英語教案unit6
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Unit 6 I’m watching TV.
Section A 1 (1a-2d)
一、教學目標：
1. 語言知識目標：
1) 能掌握以下單詞： newspaper, use, soup, wash, movie, just
能掌握以下句型：
① —What are you doing? —I'm watching TV.
② —What's he doing? —He's using the computer.
③ —What are they doing? —They're listening to a CD.
④ —This is Jenny. —It's Laura here.
2) 能掌握語法：現在進行時態的用法。
3) 能運用所學的知識，描述人們正在乾的事情。
2. 情感態度價值觀目標：
通過對本單元的學習活動，能培養培養學生學習英語的強烈興趣，善於發現生活中正在發生的事情，積極思考，樂於助人，樂於參加各種活動的積極情感，培養學生團結合作的精神。
二、教學重難點
1. 教學重點：
1) 詞彙、詞組搭配和現在進行時的用法。能用現在進行時的各種形式進行準確的描述和表達正在發生的動作。
2) 能掌握現在進行時態及一些表示具體動作的詞組搭配,如: doing homework, using the computer, watching TV, eating dinner… 等
2. 教學難點：
現在進行時中現在分詞的結構及讀音，能在交際中準確地運用現在進行時來描述或表達正在進行的動作。
三、教學過程
Ⅰ. Warming-up and Lead in
1. Greet the Ss and check the homework.
2. Watch a video program.
Ⅱ. Presentation
1. Show some pictures on the big screen. Present the new words and expressions.
2. Ss watch and learn the new words and expressions.
3. Give Ss some time and try to remember the new words and expressions.
4. (Show some pictures on the screen and ask some students to perform the actions.) e.g. T: What are you doing?
S: I am doing homework. (Help him/her to answer)
T: What is he /she doing?
Ss: He /she is doing homework.
Teach: watching TV, cleaning, reading a book, eating dinner, talking on the the same way.
5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.
6. Check the answers with the Ss.
Ⅲ. Game (guess)
1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.
(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?
2. Ss watch and guess the actions.
3. Ask and answer about the pictures.
—What's he/she doing?
—He's/She's …
Ⅳ. Listening
1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the right activities from 1a.
2. Play the recording for the Ss twice.
3. Ss listen to the recording and write the numbers from 1a.
Ⅴ. Pair work
1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.
2. Ss make conversations by themselves and practice the conversations.
Ⅵ. Listening
1. Work on 2a;
T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.
(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )
Check the answers.
2. Work on 2b.
Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.
The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)
Ⅶ. Pair work
1. Now, role-play the conversation with your partners.
2. Let some pairs to act out the conversation in front of the class.
Ⅷ. Role-play
1. Ask Ss to read the conversation in 2d and answer the questions below.
① Are Jenny and Laura talking on the phone?
(Yes, they are.)
② What's Laura doing now?
(She's washing her clothes.)
③ What's Jenny doing?
(She's watching TV.)
④ When do they meet at Jenny's home?
(At half past six.)
2. Ss read the conversation and answer the questions above.
3. Check the answers with the Ss.
4. Let Ss work in pairs and role-play the conversation.
Homework:
1. Review the words and expressions in this period.
2. Understand the knowledge about the present progressive tense.
3. Make five sentences on what are you doing now.
英語閱讀導入法教學一、用豐富的主題導入閱讀，深化感知性
閱讀素材都是圍繞一定的表達主題來展開的，是語言感知思維的活化和外在體現。拓寬主題的內涵，不僅能夠便於學生在閱讀中主動加深印象和理解記憶，還能夠使他們在多樣化和相似性的主題的引導下主動參與閱讀，不斷激活自身的內在潛能。利用豐富的主題導入閱讀，讓學生在深化感知的基礎上拓寬思維，更全面地理解文本主題的內涵。通過對閱讀主題的延伸，能夠使學生對文本有着更爲獨特的認知感悟，便於在閱讀中帶着深厚的情感和主動性來進行理解。根據閱讀素材表達的內容，找準主題，讓學生在明確目標方向的前提下能夠主動閱讀;設計與閱讀主題相關的任務，讓學生在強化理解記憶的基礎上深入閱讀感知，不斷增強理解的深度和廣度;鼓勵學生髮揮自身的想象思維，針對多元化的主題導入來表達自己的觀點，讓他們在自我閱讀的過程中找到更爲貼近主題的語言信息。利用豐富的主題來導入閱讀，能夠讓學生在理解過程中降低難度，形成相應的輔助觀點，以此來活化他們的思維感知，能夠讓學生在深化對文本理解感知的基礎上，強化識記，將閱讀學習過程轉化爲主動探究運用的過程。對閱讀主題的延伸和豐富能使學生對閱讀內容有更多全面和獨特的認知感悟。
例如，在《牛津初中英語》9AUnit3Teenageproblem“sReadingWhatshouldIdo?”教學中，可圍繞“Wemeetalotofproblemsinschool”的主題，分別列出：“Inchildhood,whathappythingsdoyouhave?Whenyouare12yearsold,whatunhappythingsdoyoumeet?”以這樣的形式來引導學生閱讀，能夠讓學生在充分感受到文本主題大意的基礎上深化自身的感知，提高綜合閱讀感知的敏銳性和全面性。學生在這樣的啓發引導下，一方面，能夠充分考慮文章表達的多元化內容，激活學習的內生動力;另一方面，能夠更好地強化認知，促進知識的主動生成。
二、用質疑啓迪導入閱讀，突出任務性
“學起于思，思源於疑。”疑，能激發學生的求知慾;疑，能促進學生積極動腦思考、探索。英語閱讀中運用質疑去引導，不僅能夠便於學生抓住閱讀的重點，更能夠使他們在明確目標任務的過程中強化理解。這樣的質疑啓迪，能夠使學生的思維和情感更爲豐富。按照學生閱讀的重點和難點設計的啓發性題目，應該貼近閱讀學習的內容，找出容易引起學生閱讀興趣的話題，使其真正融入閱讀學習的過程;佈置相應的學習目標，讓學生在對照過程中能夠自覺參照，讓語言信息的輸出和輸入形成有效循環，增強閱讀學習的主動性和積極性。鼓勵學生能夠跳出文本閱讀學習的固定思維模式，運用多樣化的思維模式來深入學習探究，不斷提高綜合運用能力。通過這樣的質疑引導，能夠讓學生形成自主閱讀和主動探究的良好習慣，促進知識技能的不斷內化生成。這樣的閱讀導入，能在吸引學生閱讀興趣的基礎上，激發他們的內在學習潛能。
三、總結
綜上所述，在英語閱讀教學中找準導入的時機，能在吸引學生閱讀學習注意力的基礎上，增強他們主動閱讀的激情和興趣，激發學生主動學習探究的潛能。運用多元化的導入，能使學生的學習視野和思維更爲豐富和開闊，變被動的閱讀爲主動的理解探知，不斷提高學生的綜合語言表達能力。
七年級英語
