课件23张PPT。七下unit6 I’m watching TVSection B
3a---Self Check
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 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.
PairworkWhat are they doing?What are they doing?What are they doing?What is he doing?What are they doing?What are they doing?写出下列动词的现在分词形式 1. do______ 2.watch______3.tell_______
4.save______5.have_______6. see______
7.get_______ 8. put________ 9. run______
10.lie_______
学科网zxxkwdoing watching telling saving having seeinggetting putting running lying 现在分词构成口诀:
现在分词用途多，进行时态不可缺；
它的构成很好记，动词后缀-ing。
词尾者有哑音e,去e再加没问题。
一辅重读闭音节，这个字母要双写。
还有一点要注意，改ie为y再加-ing。Then write at least five sentences using the words.
_______________________________.
(2) ________________________________.
(3) ________________________________.
(4) ________________________________.
(5) ________________________________ .Self Check 1 Add more words in the chart . Jack is playing basketball now.Self Check 2
Write questions to complete the conversation on page 36.Answers:
A: Hey, Bob! What are you doing? (what)
B: I’m listening to the radio.
A: Do you want to play soccer with me? (play soccer)
B: Sounds good, but this talk show is interesting.
A: What is Tony doing?(what, Tony)
B: Oh, he’s studying for a test.
A: Is Steve studying for a test,too? (Steve, too)
B: No, he’s not. I think he can play soccer with you. Complete Jim’s letter. Dear Bob,
Here is a picture of my family. We are all at home now. I am doing my homework. My parents ______________in the living room. My grandfather
______________________.
My sister ____________
_________.
Jim are watching TVis talking onis reading the newspaperthe phone3aSb + be (am/is/are)+doing sth.正文1.总2.分3.总Here is a photo of…family.
We/They are all at home.I am doing sth.
He / She/It is doing sth.
We/They are doing sth.We/They are all happy.
(busy)核心句型：写前箴言开头：称呼语 Dear…结尾：落款（人名）3b WritingHere is a photo of Jeff’s family. Jeff is doing his homework now. What about his family? Dear teacher,
These are photo of my family. This is my
mother. She’s useing the computer. This is my
father. He’s watching TV. These is my sisters
Jane and Lisa. Jane’s doing she homework
and Lisa’s talking on the phone. This is my
brother Bob. He’s playing the basketball. This
is my dog Tina. She’s sleepping. This is me.
I’m playing guitar. Tom练练你的火眼金睛:你能找出几处错误？photosusingareherthe去掉sleeping加上the学科网zxxkw评价标准
1.书信格式正确。(1分）
2.文章脉络清楚，层次感强。（2分）
3.拼写和语法正确，书写规范，标点、大小写
正确。（5分）
4.内容充实。不少于60 个词。（2分）主语现在进行时+ be+ doing（现在分词）be 要根据主语作人称和数的变化。Summary一般现在时和现在进行时的区别10/21/201820用所给动词的适当形式填空。
Jack is from the USA. He lives in New York. He _________(study) in a school. Every day he _______(go) to school at 8:30 by bus and gets there at 8:50.The first class starts at 9:00 o’clock. Now it _______(be) 8:25 in the morning. He ________(run) to the bus stop and his friends _________(wait) for him there.improvement studiesgoes isis runningare waitingThere’s no place like home.Homework
在一座大森林里，有一户人家和一群动物，他们和谐相处，发挥想象，描述他们现在正在做什么。23Thank you !
zxxkw
课题： Unit 6 I’m watching TV.
第六课时：Section B 3a - Self Check
Teaching and Learning Goals：
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.
这是一张我家人的照片。 ______________
2.我正在做作业。 _____________
3.我的父母正在客厅看电视。 ___________
4.她正在听收音机。 ____________
5.他正在为考试而学习。______________
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.
(设计意图：由美国的情景喜剧“成长的烦恼” 的图片导入学生普遍面临的烦恼——上学的问题，继而展示几组对比图片，让学生体会到眼前的幸福生活，告诉他们要珍惜现在，从而导入现在进行时。）
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.
(通过具体的词汇让学生观察，归纳现在分词的构成，解决掉在使用现在进行时的核心障碍问题，做好知识储备，积累语言素材。)
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. Complete Jim’s letter
T: Now please finish Jim’s letter.
Task4.
T: Please read the completed 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.
（设计意图：通过对3a课文的阅读,分析及归纳，使学生思考并完成本课的写作要点，引导学生确立语篇观念，为下一步的写作做好铺垫。）
Step3. While writing
T: Now please write a letter to me. Tell me what the people in the pictures are doing.
make sure the composition 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. （设计意图：写作之前，对学生进行更具体的写作指导，提示应注意的几点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!
（设计意图：教师引导学生在分享习作的过程中，让学生自己发现错误，并能改正，同时展示评价标准，提高学生的鉴赏能力，为下一步学生间互评提供方向性的指导和帮助，使学生知道如何批改作文。）
Task 2. Pair work (同位间根据评价标准互评)
T: Now, please check your partner’s letter You can give her/him a grade you like according the evaluation standards.
（设计意图：师生共同分析欣赏学生作品，通过师生、生生评价的方式，依据评价标准进行合理评价，让所有学生都参与其中，通过生生评价的方式，可以让学生互相学习，取长补短，让学生体验成功的快乐,促进人际交流。）
Step 5 Summary and improvement.
Task 1.Get the Ss to give a summary about Present Progressive Tense.
Task 2. Compare 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.
(设计意图：通过对本单元重要的知识点的归纳总结，使学生抓住最核心的内容，利于他们快速掌握。同时通过对比和提升练习，能很好地帮助学生解决易错点和易混点，从而使所学的知识相互联系，形成系统。)
Step 6. Homework:
本课亮点：
整合教材，使所学内容结构合理，层次分明。
本节课是第六单元的最后一课时，既是一堂写作课，也是一堂自我检测课。包括对词汇的检测，对口头表达能力的检测，以及对综合能力也就是写作的检测。内容比较零散。我思索再三，决定打破教材的出现顺序，以现在进行时为主线，以词——句——段为呈现顺序，由易到难，循序渐进地步步深入，全面而系统的掌握本单元的要点知识，从而培养学生的综合能力。
教学步骤整体分成三个环节：写前，写中和写后。写前：按照展示目标---热身导入---积累词汇 ---连词成句---句式变换---文体结构分析等依次展开。写中：让学生根据教师指导，逐一落实每个环节。并初步自我修改。写后：典型展示---师生评价---生生互评---归纳总结---拓展提高---布置作业。每一个环节都能充分发挥学生的积极主动性，利用所学的词汇、句型进行口头和笔头的表达，有效地锻炼了学生的语言组织能力和表达能力。
归纳和总结简洁，系统，省时高效。
无论是现在分词的构成，还是写作的框架式的概括，以及两大时态的对比，都给学生留下了深刻而清晰的印象，易学易记，解决了应用中的难题，省时高效。
寓教于乐，情智并举。
本堂课充分发挥小组的合作优势，在竞争，对话和讨论中锻炼运用语言的能力，学得轻松快乐，避免了一言堂的出现。同时，更加关注学生的情商教育，惜时教育，关注人际交往，关注人与自然的和谐相处。可以说不需多言，只需“会心一笑”足已。
使用建议：
1.课前让学生做好预习，尤其是两种时态的对比，否则会很耽误时间。
2.学生的写作完成后，学生互相批阅后，再上交至老师，由老师批阅。
参考答案：
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.
