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Unit5
Language Goal: Talk about what people are doing. Teaching Aims: The present Progressive Key Points: Is he reading Difficult points: ? Yes, he is. /No, he isn't. (结构式:
I'm watching TV.
T: When do you play soccer? S4: …… T: what time do you usually eat dinner? S5: ……
Be + V-ing )
(The teacher should encourage the students after questions.) The teacher ask the students to read these five verbs for several times. Step
  2. Presentation A. Match the words and the activities. Then,the teacher ask questions: What's he doing? (Picture
  1) He's making a telephone call. (Help the students answer the question with body language .) Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.) The Ss read these V-ing words after the teacher. B. Play the video. To make the Ss clear what they are learning in this class. Mr. Gong's words do give the teacher a big hand. (Write down the title of Unit 14 I'm watching TV on the blackboard and ask the Ss to read it.) C.
  1. Teach the Present Progressive. Introduction Ask the students to turn to page 83, and look at the pictures in 1a.
现在进行时的用法和动词 V-ing 形式的构成. Methods: Teaching Methods: 由浅入深,设置场景,对话以及表演来教授新句型. Teaching Aids: 教学图片,教学光盘,VCD 机,录音机 Teaching Procedures: Step
  1. Warming ? up A. Duty report Teacher: How are you, boys and girls? S s : Fine, thank you. Teacher: OK, who's on duty today? (the student who is on duty starts to make a duty report) B. Ask and answer (The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.) T: Usually, what time do you go to school? S1: …… T: When does your father watch TV in the evening? S2: …… T: Do you do your homework in the evening? S3: ……
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Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行 或发生的动作, 它的表现形式为 Be Verbs + V-ing 这也即为它的结构式.)
  2. Tell the difference Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.
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  3.
Listen to the tape. 2 4 1
cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.
  8. Do the exercises. The teacher have the Ss some exercises, and ask the Ss to do at once. <1>--What's Li Lei doing? <2>--What's his mother doing? <3>--What are they doing? <4>--What are David and Mary doing? --They. (have dinner) <5>--What's Jenny doing? --She. ( run ) (In fact, the Ss don't have enough time to finish the exercises, so they can go on and finish these exercises after class. Step
  3. Homework
  1.
  2. Finish the exercises in the class. Make a conversation and act it out with your partner. -- He. ( read ) --She. ( write ) --They. ( play soccer)
Let the Ss get ready to listen to the tape (paper and ball-point pen). Check the answer:
  4. Activities.
The teacher acts several actions and say :"What am I doing?", help Ss answer: "I'm opening the door." (The other actions: look at someone, clean the window) Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined: n n n n n What am I doing? I'm opening the door. What am I doing? I'm looking at him. What am I doing? I'm cleaning the window.
  5. Pairwork. Ask and answer questions about what people are doing in the picture. u u What's he doing? He's reading. The Ss can practice different sentences upon the verbs on the blackboard.
  6. Guessing game. The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.) (The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it's the most important.)
  7. Self-assessment. The teacher prepare for the Ss some listening exercises, and play the
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Step
  4. The end T: You are very good today, boys and girls! And thank you for listening. Bye.
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Unit 5 I am watching tv.说课稿 说课稿
(一)教材的地位及作用 本课是初一新教材第 5 单元的第一部分,教材内容围绕着描述人现在的活动展 开, 让学生学会谈论人人们正在干什么. 本课的教学内容与学生的实际生活密切相关, 易于引发学生运用简单的英语进行交际和交流. 在学习活动中, 学生能通过交换对不 同人物活动的描述,促进学生之间和师生之间的情感交流,增进情谊. (二)教学目标 1,知识目标: What are you doing? I am watching. What is he doing? He is doing homework. Is she reading? No, she is doing her homework. 2,能力目标: (
  1) ,能抓住人物的主要特征来描述人物的外貌,并根据描述画出人像. (
  2) ,能概括人物的外貌特征并根据人物特征推理出某一人物. 3,情感目标: 通过描述同学,教师或自己的偶像的外貌,表达自己的看法,使学生在人际交往 中学会尊重和理解别人,学会交换不同的看法,了解他人的爱好,增进情谊. (三)教学重点及难点 1,掌握并运用描述人物活动和地点的词汇: watching, doing, eating cleaning, playing, reading, swimming, shopping, pool, school, mall, library 2,掌握并运用简单的英语交际句型: What are you doing? I am watching. What is he doing? He is doing homework. Is she reading? No, she is doing her homework. (四).教法设计 对本课我主要采取了如下几种教法:
  1.听录音. 听音是英语学习的重要方法,也是课堂教学的重要步骤.在听中可以感知,可 以模仿.
  2.重点解释,个别操练. 在每一堂教学中,学生总会遇到一些难以理解的词,句型,短语,句子或某一 语法现象.如本课出现的一般过去时的用法等都需要教师个别解释甚至创设语言 情境进行操练和举例,以扫除自由交际过程中的"拦路虎",为语言的进一步学习 奠定基础.
  3.指导学生展开情景对话. 在第一部分和第二部分的教学过程中,要想办法使人人开口,使人人都有成
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功感.通过对话逐步达到对教材内容的全部操练..第三部分问答游戏时,猜中 的同学老师给予鼓励,激励更多的同学参与进来
  4.学生独立操作. 首先要求学生根据师生示范独立对话, 随后叫几组分别站起来表演. 这是深化 课堂教学的重要举措.
  5. 我在教学过程中设计了填表和动词填空的练习,以检查学生对本课的掌握情 况.在整个教学活动中,我还采用了幻灯片,对顺利开展教学活动起到了很好的 辅助作用. (五).学法指导: 我所采用的教法有助于学生掌握如下学法:
  1.养成听的习惯. 学生要经常听录音,听教师讲英语,听同学们讲英语,这对学好英语大有好处.
  2.科学储备大量知识. 学生不掌握丰富的知识就不可能进行很好的语言交流. 所以学生必须了解语言规 律,掌握丰富的词汇,熟知语法规则,会熟练表达由各个话题而展开的交际内容. 要学会在实践中学,在应用中学,这样学来的知识记忆深刻,灵活度大.
  3.及时巩固,反复记忆. 凡教师在课堂上所讲到的语言难点,学生应及时整理,再次认识并积极使用.对 前面已学过的课文,学生要有安排地经常复习,否则常常是学了新的,忘了旧的.
  4.积极操练,重在口头. 在课堂上,学生要积极参与教师设计的每个教学活动,要大胆开口,创造性地 说自己想说的话.课后和其他同学及时进行英语交流.只有这样,才能将书本知识 变成自己的知识和语言能力;也只有这样,才能实现脱口说英语的目的. (六)教学设计 在上新课之前先复习动词的 ing 形式, 和上节课的重点句型. 通过对重点句型的 变形导入新课.安排猜谜游戏帮助学生巩固新知之新知识.然后翻开课本学习 2c, 这样可以降低学生学习难度,有利于学生更好的掌握新知识.接下来再讲 2a 和 2b, 之后是 3a 和 3b.讲解 4 时,难度再次加大,因为需要学生用自己的语言讲解图片. 于是我利用教材所给的图片和问题进行引导, 先让学生观察图片, 在就图片回答问题. 问题有答案之后,要求他们讲述图片,这个难度就大大降低了.最后我在就学生的讲 述进行适当的引导和补充.下课前布置作业,结束课堂.在整个教学过程当中,我有 意识的降低教学难度,为学生更好的学习创造良好条件. 本课以素质教育为目的,结合教材重点,难点及英语学科特点,利用多媒体辅助 教学,以任务性教学为主,从视,听,说等方面使学生得到锻炼,在愉快,轻松的氛 围中温故而知新,达到初步运用英语交际的能力.由于缺少经验,在教学过程中难免 会出现不足,敬请各位专家老师不吝赐教,谢谢大家!
 

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