人教版七年级下册 Unit 6 I'm watching TV. Section B 1a-1e 教案

Unit 6 I’m watching TV. Section B (1a-1e)
教学设计
一、 教材分析
1、Section B中1a-1e部分通过谈论回答发生的地点让学生巩固现在进行时的一般疑问句及其回答，同时呈现了以重读闭音节结尾的动词如何构成动词ing形式。
2、学情分析：学生在学习完Section A后，基本了解了现在进行时的构成及句型，但是还不能正确熟练地运用，运用时可能忘了be动词或动词忘了加ing，所以还要通过各种活动来练习目标句型。
二、教学目标分析：
1.知识目标：掌握pool、shop、supermarket、man等单词以及swimming pool、at the supermarket等词组。
2.能力目标：学会正确使用现在进行时的一般疑问句谈论活动发生的地点，能够构成以重读闭音节结尾的动词-ing形式。
3.情感目标：培养在学习的过程中积极参与，并能够结合自己正在进行的事情进行语言训练、运用所学的句型。
三、Teaching Key Points(教学重点)：
1. Vocabularies: pool、supermarket、swimming、shopping、man.
2. Sentence patterns: --Is he/she +v-ing…
--No, he/she…
四、Teaching Difficult Points（教学难点）：
1.v-ing form: swimming、shopping、stopping、etc.
2. Using the target sentences.
五、Teaching Aids(教具)：pictures; PPT
六、Teaching Procedures(教学过程)：
Step 1. Warm up
Warm up by asking what people are doing in the pictures.
T:What’s he doing
S:He’s listening to music.
T:What’s she doing
S:She’s cleaning.
…
T:OK. Next I’ll show you some pictures by PPT for only 1 second. You have to look at them carefully and remember what they are doing. Then stand up quickly and say out the answers.
【教学设计说明】通过展示图片与学生进行现在进行时的对话，复习学过的短语，再通过猜图片的游戏调动学生学习的兴趣以及运用现在进行时的句型。
Step 2. Lead in
T:Look at this picture. What is he doing
S:He is swimming.
T:Where is he swimming
S:He is swimming in the pool.
…
Let ss know the phrases: in the pool、at the supermarket、at the library.
T:Pay attention to “swimming”、“shopping” ing form, double m、p and then add ing. For example: stop-stopping、let-letting.
【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，谈论图片上的事情和地点，帮助学生将词汇的意思与具体图像建立联系，为最后语言的输出扫清学习障碍。
Step 3. 1a
T:Look at 1a.Finish the chart. I’ll give you one minute.
One minute later, ask ss to check the answers.
【教学设计说明】由之前的导入，学生很容易掌握做某事的地点。
Step 4. Pair work
T:What’s this (show one picture to ss)
S:It’s a river.(put it on the blackboard)
T:Is he swimming in the river
S:No,he isn’t. He is swimming in the pool.(write it on the blackboard)
T:OK.What’s this
S:It’s a park.
T:What’s this
S:It’s a classroom.
T:Now two ss one pair, practice the conversation with your partner. I’ll give you 2 minutes.
【教学设计说明】通过小组合作让学生练习现在进行时的一般疑问句以及否定回答，能表达出某人正做某事的正确地点。
Step 5. Listen 1c
T:Listen three conversations. They are talking on the phone. This time, you have to find out two questions. Question 1:Where is Mike Question 2:Where is Lisa Are you clear
S:Yes.
Ask ss to check the answers.
【教学设计说明】通过分解听力任务，让学生第一遍能较容易完成任务，对听力任务的完成产生信心，更好地完成下一步的听力任务。
Step 6. Listen 1d
T:Listen again. This time, you have to find out three questions: What is Alice doing What is Mike doing What is Lisa doing Are you clear
S:Yes.
Ask ss to check the answers.
【教学设计说明】带着任务听，听后进行问答练习，有说有听，达到听说训练的目的。
Step 7. Role play
T:Look at the conversation. Hello, Is Alice there
S:No, she isn’t. She is at the supermarket.
T:Oh, is she watching TV
S: No, she isn’t.
T:What is she doing
S:She is shopping.
T:Practice it with your partner. They are talking on the phone, when you show the conversation ,you have to use your hands to make calling gesture. Are you clear
S:Yes.
T:I’ll give you three minutes. And then ask ss to act it out in the front of the classroom.
【教学设计说明】通过角色扮演，模拟打电话，使学习更有趣，帮助学生更自然地运用现在进行时的句型。
Step 8. Report
T:Now let’s make a report. Look at this picture, you can report like this: This is Tom. He is watching TV in the room. Are you clear
S:Yes.
Show the first picture.
S:This is Sun Yang. He is swimming in the pool.
…
【教学设计说明】通过做现场报道这个活动，使学生更熟练地运用目标句型。
Step 9. Sentence game
T:Let’s play a sentence game. Choose one number from each group and use the words or phrases to make sentences. For example: Tom is watching TV in the room.
【教学设计说明】通过玩造句游戏，让学生把单词或短语连词成句，其中有些句子让人忍俊不禁，课堂气氛活跃，学生在玩中学，掌握目标句型。
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