教学的对象是初一学生，积极活跃，勇于表现，对英语普遍比较感兴趣，但有很大的不稳定性，对英语既充满了好奇又容易遇到困难而放弃。他们好奇心强，求知欲旺盛，希望得到他人关注，得到他人肯定。因此，在课堂中要注重学生的参与，多给他们表现的机会，并不断给予鼓励与激励。通过小组合作学习，可以更好地进行思维碰撞，降低学习难度，使每个学生体验到成功的喜悦；同时利用“兵教兵”让每个学生学有所获。多媒体中动画的插入，既增加了课堂趣味性，又为其提供了口语练习的机会，并且通过小组合作，活跃了课堂气氛，提高了学生综合运用语言的能力，使各层次的学生都有所收获。
在第一个学习效果检测环节，主要是看通过教师的引导，语境的创设，学生能否理解现在进行时态的含义。从学生的反馈来看，学生能够体会出并理解其用法。
在第二个学习效果检测环节，学生们都能熟练输出重点词汇和短语，并能结合现在进行时进行简单对话。
在第三个学习效果检测环节，基本上全部同学都可以听懂现在进行时的对话并完成相关听力任务，还能进行简单输出，效果较好。
在第四个学习效果检测环节，多数同学都可以运用现在进行时来描述正在发生的动作，目标达成度较高。
U8 I’m watching TV. Period 1是一节听说课，我自己本身对听说课这一课型把握得不是很好，尤其在学生对话环节，经常对学生缺乏开放性的指导，所以学生的对话练习会显得比较机械。而且由于本节课牵涉到一个全新的时态——现在进行时，所以其难度更大一点。拿到这节课，一开始有些不知所措。尤其是对于如何导入现在进行时这一全新的时态，想了很久。最后确定了以描述Tom and Jerry为线，从一般现在时与现在进行时的对比入手，导入现在进行时。最后以描述Tom and Jerry作为扩展提升，首尾呼应，一气呵成。
下面具体谈一谈自己对于这堂课的感受。
首先，整堂课的氛围不是很活跃。由于不是自己班的学生，第一次和学生们见面，对学生们的具体情况并不是特别了解。学生在理解教师语言方面及师生默契方面可能有所欠缺，整堂课中，学生的参与面并不是很广。积极举手发言的始终是那么一些同学，自己也没有很好的调动起全体学生的积极性，这一点确实做得不好。
其次，自己的重难点有一点没有抓到——V-ing的构成，这个虽然不用细致地讲解，但遇到要给学生点出来。在本节课中，我只是强调了ing，没预设到学生会对exercise-exercising存在疑惑，这个地方应该给学生点出来exercise去e加ing，以及make-making等这样的特殊变法，也要点一点。另外，V-ing的读音也要更加重点突出一下。
然后，板书的设计不合理。本来我是想把动词原形和V-ing形式都一一对应板书出来，后来觉得版面有限，没在板书。这是自己备课不充分的一个体现。应该板书几个有代表性的动词原形和V-ing形式，并板书出功能句型。巧妙利用空间，合理设计板书，要做到美观大方，布局合理，清晰可辨。所以教师在上课之前一定要做到心里有数，什么时候板书，板书在什么地方，怎样板书，都应该有自己的安排。
最后，小组合作效率太低。学校为我们提供了很好的小组合作的平台，但自己没有将其发挥好。主要还是没有带动起学生的积极性。这也是我以后努力的一个方向。
通过这堂课，自己也收获了很多，成长了不少。谢谢整个英语教研组给予自己的支持和帮助，自己也会更加努力，不断提升自己的教学水平。
U8 I’m watching TV.
Section A 1a-2c
Teaching Objectives
Knowledge Objectives
Students shall master the following key words:
newspaper, use, wash, movie
Students shall master the following key phrases:
read a newspaper, make soup, wash the dishes, go to the movies
Students shall master the following key sentences:
—What are you doing?
—I’m watching TV .
—What’s he / she doing?
—He / She is washing the dishes.
—What are they doing?
—They’re listening to a CD.
Students have a rough understanding of Present progressive tense.
Ability Objectives
Through the listening training, Students can understand the listening materials and their listening and speaking skills can get further improved.
Students can use the target language to talk about what people are doing.
Moral Objectives
Learn more about each other through communicating more.
Teaching Key and Difficult Points
Present progressive tense
Teaching Methods
Communicative Language Teaching Methods;
Task-based Language Teaching Methods
Teaching Tools
PPT, blackboard, a tape recorder
Teaching Procedures
Before listening
Lead-in
Use the comparisons between simple present tense and present progressive tense to lead in the new tense— present progressive tense.
PPT shows Tom and Jerry in which students are very interested.
T: What do they usually do?
Ss: They usually run and fight.
T: What are they doing now?
Ss: They are reading.
Lead in the new content by comparing with the old. It helps students to understand the new content better.
PPT shows some lively pictures to give students some examples to comprehend present progressive tense and at the same time learn the new words and phrases.
What is/are … doing?
I/ He/ She/ They am/ is/ are …
Ask students to practice the conversations in pairs and other different forms.
A guessing game
Use a guessing game to ask students to guess what he/she/they is/are doing to practice present progressive tense.
Use a game to increase students’ interests.
1a Match the activities with the pictures.
Give students a minute to finish the task. Then ask some students to share the answers.
Check the answers in whole sentences, like this: In Picture i, the girl/ she is watching TV. This is to give students more opportunities to practice present progressive tense. T gives an example first.
While listening
1b What are these people doing? Listen and write numbers from 1a.
First, ask students to look at 1b and find out the characters.
Check if they can read the names correctly.
Then listen to the tape once and check the answers.
Check the answers in pairs, like this:
S1: What is Jenny doing?
S2: She is watching TV.
Teacher works with a student to give an example first.
Listen and fill in the blanks. [ Exercise book P114]
Listen to it once and then ask a pair to check the answers.
Then ask students to observe the three sentences and discuss in groups. Lead in the concept of present progressive tense. Ask a student to read it aloud.
1c Pair work.
Teacher asks a student to do pair work as an example.
T: In picture a, what's he doing?
S1: He is talking on the phone.
Then ask students to practice in pairs. Then ask some pairs to show their pair work.
2a Listen and match.
First, ask students to observe 2a and the picture on the PPT. Guess the two boys’ name. (This is to foster students’ good habit of observing the exercises carefully before listening.)
Then listen to the tape once and check the answers.
2b Listen and fill in the blanks.
First, ask students to read the exercises silently before listening to have a rough idea about the listening material. (It’s a good listening habit. Try to develop students’ good listening habits.)
Then listen to the tape twice and then check the answers.
Listening skill: Ask students to try to write the capital letters or some key words or letters when they don’t have time to write the complete answers in listening.
Listen and repeat.
Pay attention to the pronunciation and intonation.
2c Role-play the conversation.
We can have a PK between boys and girls here.
After listening
Watch a video— Tom and Jerry and describe what they are doing.
Students watch the video and then teacher leads students to describe the pictures.
e.g.:
T: Look, what is Jerry doing?
Ss: He is coming.
Then ask students to describe the four pictures together to tell the story.
Group work: Watch another video about Tom and Jerry and ask students to work in groups to describe the pictures.
Then ask some students to share.
This improves students’ abilities to use the target language.
Homework: 运用今天所学的句型，询问一下家人他们正在做什么事，并试着写下来。
Blackboard Design:
U8 I’m watching TV.
S.A. 1a-2c
read—reading
What are you doing?
I’m watching TV.
课件32张PPT。Unit 8I’m watching TV.济宁市实验初中
颜清Section A 1a-2cWhat do they usually do?
They usually run and fight.What are they doing now?
They are _________.reading现在What is he doing?
He is ________________.What are they doing?
They are ________.playing the guitardancingWhat’s he doing?
He’s …reading a newspaper['nju?zpe?p?]making soupWhat’s he doing?
He’s ...[su?p]What’s she doing?She’s … cleaning What’s she doing?She’s …using the computer [ju?z]What’s she doing?She’s …talking on the phone listening to a CD What's it doing?
It is …washing the dishesWhat are they doing?
They’re … [w??]exercisingWhat are they doing?
They’re …cleaning listening to a CD reading a newspapertalking on the phone exercisingmaking soupwashing the dishesusing the computerWhat is she doing?She is washing the dishes.Guessing game What is she doing?She is talking on the phone.What is she doing?She is using the
computer.What is he doing?He is making soup.What is he doing?He is exercising.What are they doing?They are cleaning.Match1. watching TV __
2. cleaning __
3. reading a newspaper __
4. talking on the phone __
5. listening to a CD __
6. using the computer __
7. making soup ___
8. washing the dishes __
9. exercising ___agdihecbf1aa. Jenny ___
b. John ___
c. Dave and Mary ___Listen. What are these people doing? Write the numbers from 1a.1851bThey're listening to a CD.
I'm watching TV.
He's washing the dishes.现在进行时表示现在（说话瞬间）正在进行或发生的动作.
be动词（am, is, are）+ __________V-ing1ceg:
A: In picture a, what's he doing?
B: He is talking on the phone.1. What is Steve
doing?
2. What is Jack
doing?a. He is watching TV.
b. He is listening to a
CD. Listen and match.Listening2a Listen and fill in the blanks.Jack: Hello, Steve.
Steve: Hi, Jack.
Jack: What ________ you ________, Steve?
Steve: I’m ______________. What about you?
Jack: I’m ________________, but it’s kind of ________.
Steve: Yeah, my TV show is also not very _________. Do you want to ______ the movies?
Jack: That sounds good.aredoingwatching TVlistening to a CDboringinterestinggo to2bTom and JerryJerry is coming.He is reading a newspaper.Tom is coming.He is reading a newspaper, too.The bear is coming.
He is eating. Tom and JerryHomefun运用今天所学的句型，询问一下家人他们正在做什么事，并试着写下来。
本节课是鲁教版六年级（下）U8 I’m watching TV. 的第一课时,是一节听说课。本单元以日常活动为话题，主要让学生能够用现在进行时来谈论人们正在做的事情。Section A部分集中呈现了一些家庭日常活动的动词短语，并通过“打电话”的情景对话输入现在进行时的语言结构，训练学生运用该结构来表达和谈论正在发生的事情。
1a-1c展示了日常活动的图片和大量的动作短语，通过创设“打电话”情景自然引出本单元的重点语法结构——现在进行时态，然后让学生根据图片内容尝试运用新的语言结构询问和回答对方正在做的事情。
2a-2c部分延续了“打电话”的情景，不仅仅谈论现在进行的活动，还过渡到两人协商并提出建议一起去进行某些活动。话题更贴近生活实际，能让学生通过听和说感悟一般现在时态和现在进行时态的使用语境及其用法。2a，2b主要训练学生通过听来获取细节的技巧，然后让学生通过分角色操练2b和2c的对话，亲身体验“打电话”，使其在真实的交际情景中初步运用所学语言结构。
该部分的教学重点是让学生在具体语境中感悟、理解和学习现在进行时的用法。教学难点是要让学生对一般现在时态和现在进行时态的概念有所区别，以及把握动词现在分词的构成方法。
高星老师：（教师代表发言）
颜老师这节课设计思路清晰，循序渐进，每个环节的设计都注意了以学生为中心，充分关注学生了的认知规律。在课堂中，颜老师也时刻关注学生，并根据学生实际反馈来调节课堂，对课堂的把控能力很强。本节课的目标达成度很高，学生能较好的理解和运用现在进行时，是一节成功的课堂。
首先，这节课以新知带旧知，通过一般现在时与现在进行时的对比，导入现在进行时，有助于学生更好地理解现在进行时。而且，课堂开头以Tom and Jerry的活动导入，最后以描述Tom and Jerry 的活动作为拓展提升而结束，首尾呼应，一气呵成。而且，Tom and Jerry是学生喜欢的卡通人物，学生兴趣浓厚，参与的积极性很高。
然后，本节课通过很多生动的图片来展示现在进行时，给学生大量的语言输入和情景体验，使学生在轻松愉悦的氛围中就不断掌握了现在进行时。语言，应该让学生从体验中学习，从运用中提高，本节课真正做到了这一点。
另外，本节课听说训练充分，给学生创造了很多口语练习的机会，形式丰富而不枯燥，像小组合作，师生合作，男女生合作等，使学生扎扎实实地理解和掌握了现在进行时的基本用法。
印象最为深刻的是颜老师对于学生耐心机智的引导。当学生回答不出问题的时候，颜老师亲切地给予启示和鼓励，充分发挥了教师的引导作用。学生感到有难度的地方，就是教师更需要关注的地方。
最后，拓展延伸设计出彩。既和开头相呼应，又让学生在语境中练习了现在进行时。学以致用，是整个课堂的一个升华。
曹露露老师：（教师代表发言）
颜老师这节课关注学生，环节流畅。整节课是现在进行时的一个入门，要求学生能够理解并初步掌握现在进行时。优点颇多，不再赘述。下面我针对我所观察的学生的听说活动这一维度，来谈谈这节课。
本节是一节听说课，所以学生的听说活动必不可少。从一开始的感知到听力材料的训练到最后扩展活动的输出，颜老师为学生提供了很多口语练习的机会。而且在1a, 1b活动中，在核对答案时，颜老师引导学生用完整的句式（In Picture a, he is…）来回答，这一点做得很好，我认为值得提倡。
王丹丹老师：（教师代表发言）
我从小组合作维度来说一下这节课。本节课的pair work, group work进行的比较充分。我仔细观察了学生的小组合作情况，发现大部分学生都能参与到小组合作中去，还是比较不错的。但有个别学生参与积极性不是很高，我们在课堂上应该多关注。
吴玖香老师：
我从目标的达成度来说一说。本节课的知识技能目标是让学生掌握read a newspaper等短语和在语境中感知理解现在进行时，情感目标是通过加强交流，增进相互间的了解。从最后的输出来看，学生很好的达到了本节课的目标。
周景梅老师：（英语教研组组长）
这节课是学生第一次接触现在进行时，所以本节课的目标是让学生在初步感知现在进行时。颜老师通过Tom and Jerry 创设了语境，既激发了学生兴趣，又让学生在语境中理解了现在进行时的含义。所以这堂课总的来说是成功的。其实每一单元的第一课时都很重要，它是一个单元的开始，对这个单元的学习起着至关重要的作用。而且，一般来说，这一课时的内容比较多，所以老师们在第一课时切记抓得面面俱到。第一课时的听说课，最重要的就是让学生感知这一单元的目标语言，尤其是像这节课一样，有新的时态出现，这样更应该创设语境，让学生在语境中一步步感知，理解，最后能够掌握其基本的目标语言并能简单运用。
这堂课，教学设计层次性比较强，各部分之间衔接紧密，过渡自然，首尾呼应，浑然一体。
当然，这节课也有不足之处。首先，学生的小组合作可以更多一点。在听力任务中，核对答案时，可以让学生先小组内进行核对，在进行全班核对。然后，本节课中V-ing的读法也是一个重点，应该再突出一下，注意学生的发音。最后，V-ing的变化规则，虽然不用细致讲解，但改点的仍要点出来，比如exercise—exercising，学生就会有疑问，为什么没有e了？是PPT上出错了吗？所以这样的问题一定要给学生指出来。遇到问题就顺带把问题很自然的解决掉，但不用过多的讲解。毕竟本节课最重要的是让学生感知现在进行时，切记讲太多的语法，点到为止即可。
U8 I’m watching TV Period 1这堂课的学习效果检测分为两个部分。第一，能否掌握本节重点词汇和短语；第二，能否理解现在进行时态并简单运用现在进行时来谈论人们正在做的事情。
新课程标准指出：在听力方面，学生能借助图片，图像，手势听懂简单的话语或录音材料；能听懂简单的配图小故事；能听懂课堂活动中简单的提问；能听懂常用指令和要求并做出适当的反应。在说方面，学生能在口头表达中做到发音清楚，语调基本达意；能就所熟悉的个人和家庭情况进行简短对话；能运用一些最常用的日常用语（如问候、告别、致谢、道歉等）；能就日常生活话题作简短叙述；能在教师的帮助和图片的提示下描述或讲述简单的小故事。
