七年级英语下册第五单元教案2.docx

1、七年级英语下册第五单元教案2Unit 5 Im watching TV一、教材分析：本单元主要围绕“What are you doing?”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。、教材的地位和作用：“Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和 S

2、elf Check三大版快组成，同时每个版快又由a, b , c 三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的部分又是pairwork,培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。Section B中的a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运用，又能在此体现出来。Section B中的3c是任务性教学，体现了语言的交际性和实用性。1.语言知识： 本单元要求学生掌握以下词汇（phone, mall, movies, sound, show, boring, librar

3、y, soccer. watch TV, do homework, eating dinner, talking on the phone) 语言功能： 学会读、写一篇有关人们正在运动的短文。 语言结构（日常交际用语）：What are you / they doing ? Im / Were/ Theyre watching TV.Is he/ she watching TV? Yes, he/ she is. / No, he/ she isnt.2.语言技能：（1）能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。（2）能掌握现在进行时态及一些表示具体动作的词组搭配，如：wat

4、ch TV, read books, play soccer, talk with/ to , be boring, go to the movies, want to do sth.等。（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。3、学习 策略：通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，或在观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。 4、情感态度：通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于

5、开口，积极参与，主动请教。5、文化意识：了解西方人是如何表达或描述正在进行的动作。三、教学的重、难点： 基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。 教学难点为现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。四、教学方法 1、教法分析： （1）现在进行时是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在 运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学， 在用中学,学了就用）。（2）开展多种类

6、型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。2、学情分析：我们教学的对象是初一学生（以中等生为主），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。The First Period(Section A 1a. 1b ,1c,2c)Step 1 Warming up T：We are having

7、 an English class now. What are we doing now? (Help the students to answer: Were having an English class now.)Step 2 Presentation教师出示几张图片,引出现在进行时的结构和用法。(1)叫一位学生按照老师图片上的提示做动作，教师接着说： T: He/ She is singing now. They are playing football now. T: What is he/ she doing ? He/ Shes playing football now2）然后叫

8、一个学生做动作，另一个学生问，进行问答练习。S1: What are you doing now? S2: Im watching TV. (ect.)sing-singing / watch-watching / play-playing /ect.这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。Step 3 Practice1. Show some pictures and let the students ask and answer in pairs. e.g What are you doing ? I am eating. What is he doing ? He

9、 is eating. What are they doing? Theyre eating.2. Practice Section A (1a)3. 然后叫学生归纳出现在进行时的结构句型。 主语 + am/ is / are+ 动词的现在分词（培养学生归纳能力，找出记忆的规律。）Step 4 Listening 接下来的任务型听力要求学生对动作作出反应，教师可承接刚开始的话题，引导学生根据所学语言完成以下任务：1.What are the people doing?2.Write numbers from 1a below.3.Check the answers in pairs like

10、this:A: What is Jenny doing? B: He is watching TV.A: What are Dave and Mary doing? B: They are eating dinner.A: What is John doing? B: He is doing homework.(通过听力训练，现在进行时的结构得以很好的落实Step 5 Pairwork 接着教师叫一些学生背向着全班同学来做一些动作，让其他学生来猜他或她正在干什么。（小组比赛，猜对的同学以一颗红星加以鼓励，比一比哪组同学的红星最多。）如：Is LiLei writing? No, he isnt

11、. ect. 直到猜对为止。（在课堂活动中实行鼓励性评价，能促进学生的竞争意识和学习英语的积极性。）然后叫学生看第26页 2C 部分的内容，让学生练习。本部分要求学生掌握一些固定的词组搭配，如： write a letter, eat dinner, do homework, talk with 等。Step 6 Group work 接下来我设计的任务是要求三个学生为一小组， 进行问答练习。如：What are you doing ? I am talking. What is he/ she doing ?He/ Shes talking. Is he/ she talking? Yes,

12、 he/ she is. / No, he/ she isnt.(这样的活动既可以培养学生的合作意识，又能在情景中用现在进行时交际，巩固了本节课的重点，从而突破了难点，促使学生在学习过程中学会细心观察。)Homework:1.熟记本课的单词、词组和句型。2.完成Shelf Check 3.3.观察今晚自己一家人做的事。The Second Period( Section A / 2a , 2b , 3a, 3b)Step 1 Warming up1. 教师做几个动作，要求学生进行问答练习： What is the teacher doing? She is cleaning the class

13、room ect. 2、然后三人活动，一人做动作，另两人进行问答练习。 What is he / she doing? He/ She is playing soccer. Is he/ She playing football? Yes, he/ she is. / No, he/ she isnt.（通过复习，使学生巩固上一节课的主要内容，为本节课进一步学习现在进行时打下基础。）Step 2 Presentation 教师要求一位学生做打电话样子，然后问：What is he/ she doing? I am talking on the phone.T: Do you want to g

14、o to the movies?S: Sure./ Thats sounds good.Step 3 Practice 1.Ask some students to make a conversation. What are you doing? Do you want to go to the movies?2. Turn to page 26, Section 2b. Put these questions and answers in order to make a conversation. Then listen to the tape carefully. Check the an

15、swers.(目的是让学生进一步巩固现在进行时的用法。)Step 3 Listening (2a) 要求学生听一段对话，然后回答一些问题。 检查学生的听力情况。Step 4 Practice1. Show some pictures and ask the students to make a conversation about them( Role play) What are you doing? I am reading. Do you want to go to the movies? Sure. When do you want to go? Lets go at 7:00.2.

16、Turn to books at page 27(3a) . Ask the students to write the number of the picture next to the correct conversation.(利用模拟情景，可以培养学生初步综合运用语言的能力，同时巩固本节课的重点句型，达到学以致用的目的。）Homework:1.熟记本课的单词和重点句型。2、根据今天所学过的重点句型，编一则对话。The Third Period( Section A 4 -Section B/ 1a-2c)Step 1. Warming up教师出示几幅图片，要求学生进行问答练习。如：W

17、hats he/ she doing? He/ She is playing basketball. What are they doing ? They are playing football. Is he/ she swimming ? Yes, he/she is. / No, he/ she isnt.Step 2 Presentation接着教师以前面复习的这几幅画，引入本课的现在进行时的各种特殊疑问句，如：Where are they playing football? Who is he/ she talking to? ect.Step 3 Practice 教师在引入新课的

18、前提下，接下来提供以下任务，要求学生去完成。（1）教师出示Section B/ 1a 中的六幅图片，要求学生用现在进行时的各种疑问句进行问答。 （2）要求学生在问答的基础上，完成Section B/ 1a中的表格。（本环节通过各种活动，目的是强化训练，加深印象， 为运用将打下最坚实的基础。）Step 4 Listening 在上面环节的基础上，教师要求学生做以下的听力练习，根据听到的内容，完成下面的表格。（Section B/ 2b）（通过本次的听力练习， 强化学生现在进行时的运用）Step 5 Pairwork 承接上部分听力内容，要求学生在模拟情景中进行交际:如:A: Hello, is

19、Tina there ？ B: No, she isnt.A: Where is she ？ B: She is at home.A: Whats she doing now？B:She is watching TV.A:Does she want to go to the movies? B:Sure. Lets go there at 7:00.(通过学生在模拟情景中交际,目的是培养学生综合运用语言的能力,能在做中学,在学中用.)Homework:1.熟记本节课的重点句型.2.画一张或带一张家庭活动的照片.The Fourth Period( Section B / 3a-4)Step 1

20、 Warming up1. 教师出示几张图片,要求学生就图片中的内容进行问答. What is he/ she doing ? Where is he / she playing football? Who is he/ she playing with?2.然后要求学生就图片中的内容,用完整的句子进行介绍.(目的是培养学生观察能力及用英语表达的能力.)Step 2 Reading 1.教师把刚才出示的图片顺序打乱,要求学生根据老师提供的具体内容,一个学生陈述,另一个学生重新排列图片的顺序.2.要求学生读Mike 写给他笔友的信,然后重新排列图片的顺序.(Section B / 3a）（在第一

21、步的基础上，学生会比较容易读懂这封信，对第二步的任务也比较容易完成）Step 3 Group work要求学生出示带来的照片,进行问答练习(Tell the group about your photos.)(这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言.)Step 4 Speaking and writing1. 在上述小组活动的基础上,再要求学生介绍自己照片的内容,目的是为下面的写作作好准备.2.要求学生完成一篇书信(Section B/ 3b)(这是一篇同步完成的书信材料,在以上的学习过程中,学生以具备了阅读和处理相关信息的能力,因此这部分任务交给学生自

22、己完成,以此提供学生运用语言,解决问题的空间.)3.同步写作:写一篇自己家照片的内容的书信体.(写作是学生综合运用语言能力的体现,通过写作能强化语言的运用,同时加深对所学知识的理解,将学与用融合在一起.)Homework:1.熟记本单元的单词,词组和重点句型.2.注意观察同学在课间的活动,用现在进行时写一篇报道.The Fifth Period(Revision)Part 1、Key sentences in Units 1-51. Where is your pen pal from? Hes from Australia.2. Where does she live? She lives

23、in Sydney.3. What language does she speak? She speaks French and a little Chinese.4. I want a pen pal in Canada.5. I think Japan is an interesting country.6. I like going to the movies with my friends and playing sports.7. My favorite subject in school is biology.8. Please write and tell me about yo

24、urself.9. Does she have any brothers and sisters? No, she doesnt.10. Is that your new pen pal? Yes, it is.11. Is there a restaurant in the neighborhood? Yes, there is. Its on Bridge Street on the right.12. Wheres the supermarket? Its between the hotel and the library.13. Go straight and turn left. I

25、ts next to a supermarket.14. Take a walk through the park on Center Avenue.15. Next to the hotel is small house with an interesting garden.16. This is the beginning of the garden tour. 17. Bridge Street is a good place to have fun.18. If you are hungry, you can buy some food in the supermarket.19. M

26、y house is on a busy street. 20. I know you are arriving next Sunday. 21. Let me tell you the way to my house. 22. You pass a bank on your right and then go down Long Street.23. When you see a big supermarket, turn left.24. I hope you have a good trip. 25. Do you want to come over to my house?26. Le

27、ts see the pandas first.27. Why does he like koalas? Because theyre kind of cute.28. What other animals do you like? I like dolphins, too.29. Shes very shy, so please be very quiet.30. She likes to play with her friends and eat grass.31. He sleeps during the day, but at night he gets up and eats lea

28、ves.32. He usually sleeps and relaxes 20 hours every day!33. Giraffes and elephants are from Africa.34. Theyre beautiful. But theyre also kind of shy.35. Theyre over there on the left, just across from the koalas.36. What does your mother do? Shes a reporter at a TV station.37. What does your uncle

29、want to be? He wants to be a policeman.38. Where does she work? She works in a hospital.39. People give me their money or get their money from me.40. I wear a white uniform.41. Sometimes I work in the day and sometimes at night.42. My work is interesting but kind of dangerous.43. I meet interesting

30、people every day and ask them questions.44. Im very busy when people go out to dinners.45. Does she work in a restaurant? No, she doesnt.46. If your answer is “Yes”, then we have a job for you as a waiter.47. Do you want to be in school play?48. We are an international school for children of 5-12. 4

31、9. We also want a music teacher to teach violin. 50. He always has a lot of new thingPart 2、Exercises本单元我们的教学设计理念：1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）。3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。