初中英语人教版七年级下册Unit 6 Im watching TV! .docVIP

Unit 6 Im watching TV! ( Section A 1a--1c)教学设计 Language goals: talk about what people are doing Target language: What are you doing? Im doing... What is he/she doing? He/shes doing... Important and difficult points How to use present progressive tense.. The structure of present progressive tense and the present participle. Add to the education of legal system during the teaching. Teaching aids Pictures, multi media etc. Teaching procedures Step 1 Greeting Greet the students in English. Step2 Revision T:Do you like pandas? S1:Yes,I do. T:Why do you like pandas? S1:Because they are ... T:Yes,animals are our friends, we should protect them. Step3 Leading Sing an English song:“What are you doing?” Step4 Presentation Present the Ss the structures of this lesson. What are you doing? Im doing... What is he/she doing? He/shes doing... Show some pictures on the screen and ask some students to answer the questions. Step5 Practice 1. Ask the Ss to match the words with the people in the pictures in 1a and check the answers and then listen to conversations in 1b .2. Pair work, ask and answer questions about the pictures in 1c . Step6 Game Do a guessing game and make more students participate the teaching . Step7 Consolidation Students consolidate what they have learnt today by practicing. Step8 Homework Learn to sing the song of “What are you doing?” Finish the exercise of lesson one. Blackboard design Unit 6 Im watching TV! What are you doing? Im doing... What is he/she doing? He/shes doing... 课后反思 本课时学生参与面广，不同层次的学生均有所获。 基础较差学生能运用所学句型进行简单的交际练习，英语能力较强的学生则进行了大量的游戏、做报告、编歌曲等口头练习，语言能力拓展达到一定深度和广度。 通过本节课的教学实践，我认识到教学成功与否，学生掌握程度如何，关键在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感；面对不同的学生群体，任务的难度系数（深度）是可以调控的；而面对同一群体里的不同程度的学生，教师可以在任务设置时注意不同角色的设定，做到有针对性，使每一层面的学生皆有所得。教师要有意识地积极引导学生以教材上的简单东西为媒介向他们熟悉的生活发散开去，大胆地用英语去了解生活中的各类简单事物，解决生活中的各种简单事情。教师要善于活化教材,对其精加工, 在给定的语言材料基础上进行适度挖掘和拓展,使其更好服务于教学目的。 Unit 6 Im watching TV! ( Section A 1a--1c)教学设计 安顺市实验学校：孙刚 2017年5月9日