含有课后反思的Unit Im watching TV.docx

含有课后反思的Unit Im watching TVUnit 6 Im watching TV. 第一课时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： What are you doing? I'm watching TV. What's he doing? He's using the computer. What are they doing? They're listening to a CD. 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 . Warming-up and Lead in 1. Greet the Ss and check the homework. 2. Watch a video program. . 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. . 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 . Listening 1. T: What are Jenny, John, Dave and Mary doing? Now lets 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. . 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. . 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.) . 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. . Role-play 1. Ask Ss to read the conversation in 2d and answer the questions below. Are Jenny and Laura talking on the phone? (Yes, they are.) What's Laura doing now? (She's washing her clothes.) What's Jenny doing? (She's watching TV.) 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. 板书设计： Section A1 (1a-2d) Drills： 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. 2b: are, doing; watching TV. listening to a CD, boring, interesting, go 2d. Are Jenny and Laura talking on the phone?(Yes, they are.) What's Laura doing now? (She's washing her clothes.) What's Jenny doing? (She's watching TV.) When do they meet at Jenny's home? (At half past six.) 课后反思：本节课一开始通过和学生用英语交流来创造英语学习的氛围。学生们配合的比较好。接下来出示几张图片让学生练习现在进行时态，在这个环节中学生们积极发言，锻炼了学生们的思维能力和表达能力，他们的英语水平得到了很大的提高。通过做游戏进行小组比赛激发了学生的学习积极性和合作意识。通过这个任务性活动，提高了他们的观察能力和判断能力，激发他们对英语学习的兴趣和热情，在接近生活常态的交际中乐于模仿，敢于开口，积极参与。接下来通过观察句子的共同点归纳出现在进行时态的结构和用法。然后通过做练习题考查学生们对知识的掌握情况。可以看出学生能很熟练的运用现在进行时态。 第二课时Section A 2 (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 继续练习运用现在进行时态来谈论人们正在做的事情。 2） 掌握现在时行时态的结构及用法。 3）掌握动词的现在分词形式的构成方式。 能掌握以下句型： Whats he/she doing? She's/He's washing the clothes. What are they doing? They are listening to a CD. Is he reading a newspaper? Yes, he is./No, he isn't. Are they using the computer? Yes, they are./ No, they aren't. 2. 情感态度价值观目标： 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，敢于开口，积极参与，主动请教。 二、教学重难点 1. 教学重点： 1) 掌握现在进行时态的结构及用法。 2) 通过不同形式的练习来运用现在进行时态。 2. 教学难点： 1) 掌握现在时行时态的结构及用法。 2) 运用现在进行来描述人们正在进行的活动。 三、教学过程 . Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Let some pairs role-play the conversation in 2b and 2d. . Grammar Focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 你在做什么事情？_ 我在看电视。 _ 她在做什么事情？_ 她在洗衣服。 _ 他们在做什么？_ 他们在听CD。 _ 你在做作业吗？_ 是的。/ 不是。 _ 2. Ss work by themselves and check the answers with each other. 3. Give Ss seven more minutes to remember the sentences. 4. 自主学习有关现在进行时态的语法知识学案 现在时行时态 一、用法：1. 表示现在正在进行或发生的动作。例如： 我正在做作业。 Im _ my homework now. 他们在操场上踢足球。 Theyre _ soccer on the playground. 2. 也可表示当前一段时间内的活动或现阶段正在进行的动作。例如： 这些天来，我们在做一架模型飞机。 We are _ these days 二、句子结构： 1. 陈述句：主语+ be (am, is, are) not + V. ing + 我正在洗衣服。 _ 2. 一般疑问句： Be(Am, Is, Are) + 主语 + V.-ing 她正在弹钢琴吗？ _ 三、常用时间状语： now, right now或表示现在情景的Look, listen等。 格林先生现在正在写一个故事。 四、 与一般现在时态的区别 一般现在时态表示经常性、习惯性的动作；谓语动词为原形或第三人称单数形式； 时间状语常为usually, often, sometimes, on Monday, every day 琳达通常在早上冲个澡。 _ . Practice 1. Work on 3a. Now let's write sentences following the examples. 指导：这个练习题是帮助同学们理解现在时行时态与一般现在时态的区别用法；同学们应根据上述语法学习内容来造句子。首先，应明确一般现在时态的句子结构，和现在进行时态的句子结构。然后，看提示词中的时间状语，确定是用什么时态。然后，写出正确恰当的句子。 2. Ss write the sentences with the help the words and expressions. 3. Check the answers with the Ss. . Practice 1. Work on 3b. Tell Ss to number the sentences in order to make a telephone conversation. Then practice it with a partner. 2. 阅读指导： 首先，应明确这是一个电话会谈，因此应先通读所有的句子。然后，理解大意的基础上，找出首句。然后，顺藤摸瓜，依次找出下面的对话内容。最后，全面的读一遍对话，看是否通顺合理。 通过读对话，可知What are you doing? 应是第一句话；这样，I'm reading a book.就是第二句话 3. Ss read all the sentences and number the conversation. 4. Practice the conversation with a partner. . Game 1. Now let's play a game. Work in groups. One student makes an activity. The other students in the groups guess what the activity is. Then take turns make activities and guess. 2. Ss play the game in a group. 3. Teacher can walk around the classroom and give any help students need. . Exercises 1. If time is enough, do more exercises on the big screen. Homework 1. Read the sentences in Grammar Focus. 2. What are your family members doing now? Write five sentences on what they're doing now. 板书设计 Section A 2Grammar Focus-3c 一、现在时行时态： 1. 表示现在正在进行或发生的动作。 2. 也可表示当前一段时间内的活动或现阶段正在进行的动作。 二、句子结构： 1. 陈述句：主语+ be (am, is, are) not + V. ing + 2. 一般疑问句： Be(Am, Is, Are) + 主语 + V.-ing 三、常用时间状语： now, right now或表示现在情景的Look, listen等。 四、 与一般现在时态的区别 一般现在时态表示经常性、习惯性的动作；谓语动词为原形或第三人称单数形式； 时间状语常为usually, often, sometimes, on Monday, every day 课后反思： 本节课在教学过程中，关注学生的生活实际和生活体验，让其贴近生活。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。使学生的学习积极性和语言表达能力得到很大的提高。 第三课时Section B 1 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：pool, shop, supermarket, man, host, study, state, the United States, American, dragon, young, race, say, other, children, miss, wish, delicious, living room 2) 能掌握以下句型： What time is it in Beijing? It's eight o'clock in the morning. It's 9:00 a.m. and Zhu Hui's family are at home. Zhu Hui misses his family and wishes to have his mom's delicious zongzi. 2. 情感态度价值观目标： 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，敢于开口，积极参与，主动请教。了解中西方文化的不同，具有世界观念，了解其他的国家的文化。 二、教学重难点 1. 教学重点： 1) 掌握本课出现生的词及表达方式。 2) 进一步练习运用现在进行时态的句子来描述他人在做的事情。 3) 通过听、说、读的练习，提高学生们的综合运用能力。 2. 教学难点 阅读短文，获得相关信息，完成相关任务。 三、教学过程 . Warming- up and revision 1. Review the knowledge on the present progressive tense. 2. Check the homework and let some Ss read their sentences. . Presentation 1. T: Show some pictures on the big screen. Present some new words and expressions. (pool, shop, supermarket, ) 2. Give Ss some time to remember the new words and expressions. . Writing 1. T: Look at the pictures below. Where are they? What are they doing? Please look at the pictures and fill in the blanks. 2. Ss work in groups. Discuss the pictures about the places and the activities they are doing. Then fill in the blanks. 3. Let some Ss read their answers to the class and check the answers. . Pair work 1. Look at the pictures and ask and answer questions. Give Ss a model: A: Is the man swimming in the river? B: No, he isn't. He's swimming in a pool. 2. Ss work with their partners. Ask and answer about the pictures. (If necessary, give some help to the Ss.) 3. Let some pairs ask and answer about the pictures. . Listening Work on 1c: 1. T: Now I will play a recording of a conversation. This time write the places you hear in the chart. 2. Ss listen and write the places. 3. Play the recording again for the Ss to check the answers. . Listening Work on 1d: 1. This time, please listen to the recording and write the activities you hear in the chart. 2. Play recording and stop the tape if necessary. 3. Play the whole recording and have students write the words they hear in the chart. 4. Check the answers. . Pairwork 1. Now let's make a conversation using the information in the chart. Ask some Ss to give a model: S1: Is Alice playing basketball? S2: No, she isn't. She's 2. Ss work with their partners and make their conversations. 3. Let some Ss act out their conversation. . Presentation 1. Show some photos about Dragon Boat Day and zongzi. Let some Ss tell something they know about the customs of this festival. 2. Present some new words and expressions in the article. . Reading 1. Fast Reading Read the article and answer the two questions. Why are Zhu Hui's family watching boat race and making zongzi? Does Zhu Hui like his host family? What about his home in China? Ss read the article quickly and find the answers to the two questions. Check the answers with the class. 2. Careful Reading Read the article again. What are these people doing now? Then fill in the chart below. Places Time Shenzhen his dad and uncle his mom and aunt Places Time the mother the father Zhuhui New York Ss read the article and fill in the blanks. Then check the answers with the class. 3. Work on 2c Now let's look at the chart in 2c. You should match the verbs in column A with the words in column B. Then use the phrase to write sentences according to the TV report. Make sure Ss know what to do. 阅读指导： 1) 读表格中的词汇，根据短文内容，将左右两栏的内容连在一起。 2）可以先将记得清楚的词汇连在一起，最后连较较为模糊一点的词组。 3）带着这些词组再去读短文，找到相关词组的地方，然后明确所连的词组是否正确。 4）比照课本上的句子，再用这些词组造句子。 学生们按老师指导的思路进行学习活动，最后，将所造的句子写在练习本上，并将相互检查所造句子的正确与否。 Homework 1. Ask Ss retell the article after class. 2. Use the following words to make sentences 1. in the United States 2. live with 3. any other 4. talk on the phone 5. miss 6. wish to do sth. 板书设计： Section B 1 1a-2c 1a: 1. library; 2. swimming 3. supermarket, shopping, 4. playground, playing basketball 2b: Why are Zhu Hui's family watching boat race and making zongzi? Does Zhu Hui like his host family? What about his home in China? time the mother the father Shenzhen New York Zhuhui 课后反思：通过与老师们的交流和学习我认识到一堂精彩，高效的课并不是看PPT做的多花哨，关键是看你如何去充分利用他们来启发学生，引导学生，从而达到想要的语言和知识目的。这样的教研活动，我觉得对自己教学上的成长是有很大帮助的，也希望以后能有更多的学习机会。 第四课时Section B2 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 复习巩固掌握本课出现的生词及表达方式。 2) 进一步练习运用现在进行时态的句子来描述他人在做的事情。 3) 通过不同形式的练习，提高学生们综合运用所学知识的能力。 2. 情感态度价值观目标： 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，敢于开口，积极参与，主动请教。了解中西方文化的不同，具有世界观念，了解其他的国家的文化。 二、教学重难点 1. 教学重点： 1) 能根据相关提示词来描述他人正在做的事情。 2）能运用自己所学的知识来描述一些正在发生的事情。 3）通过做不同形式的练习来熟练运用本单元所学的知识。 2. 教学难点： 运用自己所学的相关知识来描述正在发生的事情。 三、教学过程 . Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Check the homework let some Ss retell the article in the 2b. . Presentation 1. Show a photo of the teacher's family. T: Look! This is a photo of my family. What are my family doing? 2. Ask some Ss ask and answer about the photo. S1: What's our teacher doing? S2: She's reading a book. S1: What's his daughter doing? S2: She's playing with her friends. S1: What's Mrs. Li doing? S2: She's using the computer. . Practice 1. T: OK. Yesterday, I asked you to take a photo of your family to school? Have you got it? (Ss take out their photos.) 2. Now work with your partners. Ask and answer about the pictures. 3. Ss work in pairs. Ask and answer about the pictures as S1 and S2 did. 4. Let some pairs ask and answer their photos. . Writing 1. Let's look at Jim's family photo and read his letter to Bob. Try to fill in the blanks. 2. 写作指导：首先，应阅读信的内容。认真读每一个句子，找出句子的主语， 明确本句话所说的人物；然后，看图画中该人物正在做的事情。用正确的时态写出此人物正在做的事情。 3. 学生们按老师的指导意见，阅读、看图画并补全信件的内容。 4. 相互交换信件，并检测有没有错误。让几名同学读自己的短文，给同学们做一个例子。 . Self Check 1 1. 让学生们看表格，讲一讲每一列所代表的意思。 2. 学生明白本表是讲动词的现在分词的构成方式后，让学生们自己从课本找学过的单词写在表格里。 3. 在大屏幕上呈献更多的单词，让学生们做参考。 . Self Check 2 1. Tell Ss A and B are talking about what they are doing now. Read the conversation and write questions with the help of the words in the bracket. 2. Ss read the conversation and try to make questions with the help of the words in the bracket. 3. Check the answers with the class. 4. Have Ss role-play the conversation. Homework 总结动词现在分词的变化规则，并整理在笔记，做强化记忆。 板书设计： Section B 3a-Self Check 3a: are watching TV; is reading a newspaper, is doing his homework 3b: One possible version: