七年级英语教案unit6
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七年级英语教案unit6范文
Unit 6 I’m watching TV.
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： 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) 能掌握语法：现在进行时态的用法。
3) 能运用所学的知识，描述人们正在干的事情。
2. 情感态度价值观目标：
通过对本单元的学习活动，能培养培养学生学习英语的强烈兴趣，善于发现生活中正在发生的事情，积极思考，乐于助人，乐于参加各种活动的积极情感，培养学生团结合作的精神。
二、教学重难点
1. 教学重点：
1) 词汇、词组搭配和现在进行时的用法。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: doing homework, using the computer, watching TV, eating dinner… 等
2. 教学难点：
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。
三、教学过程
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 phone...as 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.
英语阅读导入法教学
一、用丰富的主题导入阅读，深化感知性
阅读素材都是围绕一定的表达主题来展开的，是语言感知思维的活化和外在体现。拓宽主题的内涵，不仅能够便于学生在阅读中主动加深印象和理解记忆，还能够使他们在多样化和相似性的主题的引导下主动参与阅读，不断激活自身的内在潜能。利用丰富的主题导入阅读，让学生在深化感知的基础上拓宽思维，更全面地理解文本主题的内涵。通过对阅读主题的延伸，能够使学生对文本有着更为独特的认知感悟，便于在阅读中带着深厚的情感和主动性来进行理解。根据阅读素材表达的内容，找准主题，让学生在明确目标方向的前提下能够主动阅读;设计与阅读主题相关的任务，让学生在强化理解记忆的基础上深入阅读感知，不断增强理解的深度和广度;鼓励学生发挥自身的想象思维，针对多元化的主题导入来表达自己的观点，让他们在自我阅读的过程中找到更为贴近主题的语言信息。利用丰富的主题来导入阅读，能够让学生在理解过程中降低难度，形成相应的辅助观点，以此来活化他们的思维感知，能够让学生在深化对文本理解感知的基础上，强化识记，将阅读学习过程转化为主动探究运用的过程。对阅读主题的延伸和丰富能使学生对阅读内容有更多全面和独特的认知感悟。
例如，在《牛津初中英语》9AUnit3Teenageproblem“sReadingWhatshouldIdo?”教学中，可围绕“Wemeetalotofproblemsinschool”的主题，分别列出：“Inchildhood,whathappythingsdoyouhave?Whenyouare12yearsold,whatunhappythingsdoyoumeet?”以这样的形式来引导学生阅读，能够让学生在充分感受到文本主题大意的基础上深化自身的感知，提高综合阅读感知的敏锐性和全面性。学生在这样的启发引导下，一方面，能够充分考虑文章表达的多元化内容，激活学习的内生动力;另一方面，能够更好地强化认知，促进知识的主动生成。
二、用质疑启迪导入阅读，突出任务性
“学起于思，思源于疑。”疑，能激发学生的求知欲;疑，能促进学生积极动脑思考、探索。英语阅读中运用质疑去引导，不仅能够便于学生抓住阅读的重点，更能够使他们在明确目标任务的过程中强化理解。这样的质疑启迪，能够使学生的思维和情感更为丰富。按照学生阅读的重点和难点设计的启发性题目，应该贴近阅读学习的内容，找出容易引起学生阅读兴趣的话题，使其真正融入阅读学习的过程;布置相应的学习目标，让学生在对照过程中能够自觉参照，让语言信息的输出和输入形成有效循环，增强阅读学习的主动性和积极性。鼓励学生能够跳出文本阅读学习的固定思维模式，运用多样化的思维模式来深入学习探究，不断提高综合运用能力。通过这样的质疑引导，能够让学生形成自主阅读和主动探究的良好习惯，促进知识技能的不断内化生成。这样的阅读导入，能在吸引学生阅读兴趣的基础上，激发他们的内在学习潜能。
三、总结
综上所述，在英语阅读教学中找准导入的时机，能在吸引学生阅读学习注意力的基础上，增强他们主动阅读的激情和兴趣，激发学生主动学习探究的潜能。运用多元化的导入，能使学生的学习视野和思维更为丰富和开阔，变被动的阅读为主动的理解探知，不断提高学生的综合语言表达能力。
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