初中七年级英语下册《unit 6 i’m watching tv》教学设计

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初中英语人教版七年级下册UNIT6 I’m watching TV.教学设计方案

教学设计方案UNIT6 I’m watching TV.SectionA 1a-1c教学目标:1、语言目标：通过学习让学生掌握本单元第一课时的词语和句型，并能灵活运用现在进行时进行对话。

2、技能目标：熟练运用be+v.ing描述某人正在做某事。

3、情感目标：学生发展合作能力，共同完成任务，培养助人为乐，积极上进，热爱生活的情感。

教学重、难点：教学重点：学习现在进行时态教学难点：现在进行时的结构及运用现在进行时进行对话。

教学步骤：Step1:Warm-up询问学生：What do you usually do on weekend?引导学生回答出一些活动（动词短语）导入下一个环节Gussing game.在动作短语中自然教授本课时的4个新单词：newspaper,use,wash,soup。

Step2:Lead-in通过一张动画图片，引出动名词。

接着展示更多动画图片展示多个动词的现在分词形式。

Step3：Presentation1、顺利过渡到现在分词的构成规则，讲授之后再进行简单操练进行巩固。

2、1a.Match the activities with the pictures.Check the answers.3、问一个学生：Can you read the activities from 1--9?当他在读完的时候问：What are you doing now?帮助学生回答：I am reading./I am helping you.同时在黑板上板书。

然后再问几个同学进行操练：T:What are you doing now?S:I am...然后自然过渡到第三人称单数：What is she doing now? She is ...并在黑板上板书：What is she doing now?She is ...然后给出动画图片进行操练。

Step4：Listening1b.第一遍完成1b。

人教版七年级英语下册Unit6I'm watching TV.教学设计

课题：Unit 6 I’m watching TV.教学目标：1.知识目标：1）短语和单词doing homework||， watching TV||， cleaning||， eating dinner||， reading a book||， talking on the phone||，apartment 2）语法The structure of the Present Progressive Tense The present participle2.技能目标：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：doing homework||， watching TV||，eating dinner…等||。

3.情感目标：培养培养学生学习英语的强烈兴趣||，乐于参加各种活动的积极情感||，乐于合作||，培养学生团结合作的精神||。

教学重点：1）词汇、词组搭配2）现在进行时的用法||。

教学难点：1）现在进行时中现在分词的结构及读音||。

第1页/共13页2）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||。

教学准备：课件第2页/共13页第3页/共13页实验中学七年级英语教学设计课题：Unit 6 I’m watching TV.主备人：闫春梅教学时间：2019年月日教学目标：1.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||。

2.技能目标：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||。

第4页/共13页2）能掌握现在进行时态||。

3.情感目标：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||。

人教版七年级英语下册Unit6I'mwatchingTV课教学设计

在心理层面，七年级的学生正处于青春期，好奇心强，求知欲旺盛，对新鲜事物充满兴趣。因此，在本节课的教学过程中，教师应充分利用学生的这一特点，设计丰富多样的教学活动，激发学生的学习兴趣和参与热情。
在认知发展方面，学生的抽象思维能力逐渐增强，但仍然依赖具体形象的支持。因此，教师在教学过程中应注重利用图片、视频等直观教具，帮助学生更好地理解和运用现在进行时。
人教版七年级英语下册Unit6I'mwatchingTV课教学设计
一、教学目标
（一）知识与技能
1.学生能够掌握并熟练运用本节课的重点词汇和短语，如“watch TV”，“play chess”，“read a book”等，以及现在进行时的肯定句、否定句和疑问句结构。
2.学生能够运用现在进行时描述正在进行的动作或活动，并能结合自己的生活实际进行情景交际。
二、学情分析
针对人教版七年级英语下册Unit6 "I'm watching TV"这一课程内容，学生在学习之前已经掌握了基本的英语语法知识，如一般现在时、一般过去时等，具备了一定的语言基础。在此基础上，学生对现在进行时这一时态的了解可能尚不深入，需要通过本节课的学习来巩固和提升。此外，学生在日常生活中已经具备观察和描述正在进行的活动的能力，这为学习现在进行时提供了生活基础。
在交际能力上，学生已经具备一定的英语口语表达能力，但部分学生可能在口语表达时存在紧张、胆怯的情绪。因此，教师应关注这部分学生的情感需求，营造轻松、愉快的课堂氛围，鼓励学生大胆开口说英语，增强他们的自信心。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于学生对现在进行时的肯定句、否定句和疑问句结构的掌握，以及能够运用现在进行时描述正在进行的动作或活动。

新人教版七年级英语下册unit 6 I’m Watching TV教案

unit 6 I’m Watching TV教案教学流程：Step one: Introduction1. The teacher asks students questions about some kind of jobs.2. Then let the students discuss words.Step two: Words1. Read through the words in the box and match the words in the box.2. Here are some new words in this unit.3. Ask the students master the new words.Step three:Please do the exercises and check the answers with each other.教材分析：本单元以“我在看电视”为话题，是围绕“正在做某事”这个话题进行编排的。

具体的语言目标如下表：第一课时核心词汇1. 教学目标(1) Lean and master the useful words.(2) Try to understand how to use these words.2. 教学重点clean v. 打扫；清除read v.读；阅读apartment n. 公寓,住宅sure adv. 当然；的确wait v.等待;等候toy n. 玩具shop v. 买东西；购物mall n. 购物商场：商业街poll n. 水池；水塘camera n. 照相机bird n. 鸟3. 教学难点wait一般用作不及物动词，表示某动作发生得”迟、早”，意为”等，等候”。

①单独使用。

例如：Hurry up! I can’t wait. 快点！我等不及了。

②wait后面如果接表示所等的人、物的名词或代词时，与介词for连用。

例如：Please wait for me in the classroom. 请在教室里等我。

七年级下册 Unit6 I ‘m watching TV.教学设计

七年级下册Unit6 I ‘m watching TV.教学设计一、教学目标1、知识目标：(1) 学生会说、会读、会写、会拼单词pool, shop, supermarket。

(2) 学生能正确掌握并运用现在进行时的一般疑问句形式的目标语言进行对“某人正在哪里做某事”的问答。

2、技能目标（1）学生能用现在进行时的一般疑问句形式谈论正在发生的动作。

（2）学生能通过听力听懂某个人在某个地方正在发生某个活动。

3、情感目标学会正常交际中表达人们正在发生的动作。

二、教学重难点教学重点1、掌握新单词pool, shop, supermarket。

2、熟练运用目标语“现在进行时的疑问句式及答语”进行问答。

教学难点如何将目标语“现在进行时的疑问句式及答语”学会并在真实的语境中正确使用。

三、教材分析本课是六单元的Section B部分，主要在目标语中巩固现在进行时的同时提升语言和层次，熟练运用现在进行时的疑问句式来表达正在某个点做某个事情，学习如何讲述正在发生的事情。

四、教学方法激励性评价教学法、游戏教学法、情景教学法、直观教学法及任务型教学法等多种教学法灵活地融入教学中。

五、教学过程Step 1、Warming up: Listen to a song and try to sing it.Are you sleeping ?Are you sleeping?Brother John ,Brother John?Morning bells are ringingMorning bells sre ringingDing,ding,dong.Ding,ding,dong.（设计意图：用歌曲热身吸引学生注意力，及早进入学习状态。

同时，歌曲内容与本课目标语相关，起到复习巩固的作用。

）Step 2、presentation（1）出示语言目标Talk about what and where people are doing谈论人们正在进行的活动和地点（2）复习1.watch--- watching TV2. clean---cleaning3. read---reading a newspaper4. talk---talking on the phone5. listen---listening to a CD6. use---using the computer7. make---making soup8. shop---shopping9. swim---swimmingWhat are they doing?They are swimming.What is he doing? ---He is reading a book.---Is he reading a book ?---Yes , he is.---Is he swimming ?---No , he isn’t.（设计意图：通过对词组和句型的复习为学习新知识做铺垫。

人教版英语七年级下册Unit6I'mwatchingTV全单元优秀教学案例

3. 重点强调：强调本节课的重点和难点，让学生加深对知识的理解。
（五）作业小结
1. 作业布置：布置相关作业，让学生巩固所学知识，如抄写单词、翻译句子等。
2. 作业反馈：要求学生在作业中运用所学知识，教师对作业进行批改和反馈，帮助学生提高。
3. 课堂小结：对本节课的学习内容进行简要回顾，让学生总结自己的学习收获。
在教学评价方面，我采用了多元化评价方式，不仅关注学生的语言知识掌握程度，还注重培养他们的综合素质。通过自评、互评、教师评等多种评价方式，让学生在评价中认识自己，激发学习动力，不断提高自身能力。
二、教学目标
（一）知识与技能
1. 学生能够掌握日常生活中常见的活动词汇，如watch TV, read books, play soccer等。
在案例中，我所在学校是一所农村中学，学生英语基础相对较弱，对英语学习的兴趣不高。为了改变这一现状，我采取了生动有趣的教学方法，注重激发学生的学习兴趣，让他们在轻松愉快的氛围中学习英语。此外，我还关注学生的个体差异，因材施教，使他们在课堂上都能得到充分的锻炼和发展。
在教学内容上，我紧紧围绕教材，以课本为载体，引导学生深入学习、讨论。通过设计丰富多样的教学活动，将语言知识与实际生活相结合，使学生在实践中掌握英语知识，提高运用英语的能力。同时，我还注重培养学生的团队协作精神，让他们在合作中共同成长。
3. 学生能够学会尊重他人，善于倾听和理解他人的观点。
4. 学生能够通过学习英语，提高自己的跨文化交际能力，增进与他人的友谊。
5. 学生能够将所学英语知识运用到实际生活中，提高自己的生活品质。
在教学过程中，我将以学生为主体，关注他们的个体差异，充分调动他们的积极性。通过创设生动有趣的情境，让学生在实践中学习、运用英语。同时，我将注重培养学生的团队协作精神，让他们在合作中共同成长。通过多元化的评价方式，激发学生的学习动力，帮助他们不断提高自身能力。

七年级下Unit6I'mwatchingTV教案

Unit 6I'm watching TV.第一课时Section A (1a-1c)1．重点单词：newspaper，use，soup，wash2．重点短语：read a newspaper，using the computer，making soup3．重点句式：What's he doing?He's using the computer.What are they doing?They are listening to a CD.现在进行时1．现在分词(v-ing)的构成2．能够用现在进行时进行对话一、预习课本P31新单词并识记，完成下面的汉译英。

1．报纸____________ 2.使用____________3．汤______________ 4.洗______________二、认真预习1a，1b，1c，找出下列短语和句型。

1．读报纸__________ 2.用电脑__________3．做汤____________4．在电脑上交谈________________________________________________________________________ 5．他正在做什么？他正在用电脑。

________________________________________________________________________ 6．他们正在做什么？他们正在听一张CD。

________________________________________________________________________Step 1情景导入(Ask some students to do some actions in front of the class) Teacher：What's he doing？He's writing.What's she doing？She is reading a book.Then show some pictures that some people are doing something.The teacher asks and the students answer.Teacher：What' s he doing?Student 1：He's singing.Teacher：What' s he doing?Student 2：He's watching TV...环节说明：通过问题提问引出本节课的知识目标，在师生问答中自然而然导入新课。

七年级英语下册《Unit 6 I'm watching TV》教学设计 (新版)人教新目标版

Unit 6 I’m watching TV.Learning Objectives一、Topics（话题）:Everyday activities二、Functions (功能)Talk about what people are doing三、Structures (结构)1. Present progressive tense2. What questions3. Yes/No questions and short answers四、Target Language (目标语言)What are you doing?I’m doing my homework.What’s she doing?She’s washing her clothes.Is he reading?Yes, he is.What time is it?It’s eight o’clock in the morning.五、Vocabulary （词汇）newspaper, movie, tea, house, pool, supermarket, living room, race, wash, drink, study, miss, wish, young, deliciousread a newspaper, eat out, go to the movies, miss his family, wish to have zongzi 六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）clean her room, wash the dishes, exercise, talk on the phone, at half past six Do you want to …?It’s kind of …Let’s meet at …八、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。

人教版七年级英语下册Unit6I’mwatchingTV

人教版七年级英语下册Unit6I’mwatchingTV.单元整体教学设计
一、教学目标
（一）知识与技能
1.能够正确听、说、读、写以下词汇：watch, read, write, play, do, homework, cook, listen, song, piano, at the moment, now, today, often, usually, often, sometimes, always等，并能在实际情境中灵活运用。
-学生在小组内进行讨论，记录下正在进行的动作。
-各小组代表向全班展示讨论成果，其他同学认真倾听并给予评价。
（四）课堂练习
1.教学活动设计：
-设计各种形式的练习题，如填空、选择、改错等，以巩固学生对现在进行时态和一般现在时的掌握。
-组织学生进行口语练习，如角色扮演、小组对话等，提高他们的口语表达能力。
-学生观看视频后，尝试用现在进行时态回答问题。
-教师邀请学生分享周末活动，引导学生用英语进行表达。
（二）讲授新知
1.教学活动设计：
-通过图片、闪卡等教具，呈现本单元的核心词汇和短语，如：watch TV, read a book, play soccer等。
-结合实例，讲解现在进行时态的构成和用法，引导学生关注动词ing形式的构成。
4.培养学生关注社会、关注环境，提高学生的社会责任感和环保意识。
5.通过学习英语，拓宽学生的国际视野，增强学生的跨文化意识。
本章节教学设计将围绕以上教学目标展开，通过丰富多样的教学活动，使学生在轻松愉快的氛围中学习英语，提高英语素养。
二、学情分析
针对人教版七年级英语下册Unit6 "I’m watching TV."的单元整体教学设计，在进行学情分析时，我们需要关注以下几个方面：

2017-2018学年七年级英语下册 Unit 6 I'm watching TV教案(人教新目标版

2017-2018学年七年级英语下册Unit 6 I’m watching TV教案（人教新目标版）一. 教材分析人教新目标版七年级英语下册Unit 6的主题是关于日常活动，通过描述人们在做什么来练习一般现在时。

本单元的主要语言点是一般现在时的陈述句和疑问句的结构，以及如何用现在进行时来描述正在进行的动作。

本节课将围绕这些语言点展开，通过各种教学活动帮助学生掌握和运用这些知识。

二. 学情分析学生在之前的学习中已经接触过一般现在时和现在进行时，对本节课的主题有一定的了解。

但部分学生对一般现在时的疑问句结构掌握不牢固，需要在本节课中进行针对性的练习和巩固。

同时，学生需要提高在日常对话中运用英语进行交流的能力。

三. 教学目标1.知识目标：–掌握一般现在时的陈述句和疑问句结构。

–学会用现在进行时描述正在进行的动作。

–理解Unit 6的课文内容，掌握关键词和短语。

2.能力目标：–能够用英语进行日常交流，描述自己的日常活动。

–提高听、说、读、写的综合语言运用能力。

3.情感目标：–培养学生的团队协作精神，鼓励积极发言，提高自信心。

四. 教学重难点•一般现在时的陈述句和疑问句结构。

•现在进行时的运用。

•课文内容的掌握。

•一般现在时的疑问句结构。

•用现在进行时描述正在进行的动作。

五. 教学方法采用任务型教学法、情境教学法和交际法进行教学。

通过设定各种真实的语境，让学生在完成任务的过程中运用英语，提高学生的学习兴趣和积极性。

六. 教学准备1.教材：人教新目标版七年级英语下册。

2.多媒体设备：投影仪、电脑、音响等。

3.教学素材：图片、卡片、视频等。

4.课件：根据教学内容制作相应的课件。

七. 教学过程1.导入（5分钟）利用课件展示一些日常活动的图片，如watching TV、eating、reading等，引导学生用中文描述这些活动。

然后告诉学生今天我们要用英语来描述这些活动，从而引出本节课的主题。

2.呈现（10分钟）播放课文动画，让学生初步感知一般现在时和现在进行时的区别。

人教新目标版英语七年级下册Unit6I'mwatchingTV.单元整体教学设计

作业布置原则：
1.针对不同学生的学习需求，适当调整作业难度，确保作业既有挑战性，又能让学生感到成就感。
2.鼓励学生在完成作业的过程中，主动思考、探究和运用所学知识。
3.家长参与监督和鼓励，为学生提供一个良好的英语学习环境。
4.作业完成后，教师及时批改和反馈，帮助学生发现并改正错误，巩固所学知识。
三、教学重难点和教学设想
（一）教学重难点
1.知识点：本单元的重点在于掌握现在进行时的结构及其运用，以及相关词汇和短语的掌握。在此基础上，以下是教学的重难点：
-动词-ing形式的正确运用。
-现在进行时与一般现在时的区分。
-在实际情境中灵活运用现在进行时进行交流。
2.能力点：提高学生的听说能力，特别是听力理解能力和口语表达能力。
-鼓励学生自我评价和同伴评价，培养他们的自主学习能力和批判性思维。
5.巩固拓展，提高运用能力：
-设计课后作业，让学生在课后对所学知识进行巩固。
-鼓励学生在日常生活中观察和运用现在进行时，提高他们的实际运用能力。
6.情感教育，培养跨文化意识：
-通过介绍不同国家和地区的文化活动，让学生了解文化差异，培养跨文化意识。
4.小组合作：设计一些情景剧，让学生分组进行表演，用现在进行时进行对话。
（五）总结归纳
在总结归纳环节，我将进行以下操作：
1.邀请学生回顾本节课所学的内容，分享他们在学习现在进行时过程中的收获和困惑。
2.针对学生的问题，进行解答和梳理，强调现在进行时的关键点。
3.总结本节课的重点词汇和短语，让学学习需求进行分层教学，提高他们的自信心和积极性。
2.创设丰富的语言环境，让学生在真实语境中感知、运用现在进行时，提高他们的口语表达能力。
3.设计有趣、富有挑战性的教学活动，激发学生的学习兴趣，提高课堂参与度。

七年级英语下册《Unit 6 I'm watching TV》教学设计

七年级下册Unit6_I'm_watching_TV教案

Unit6 I’m watching TVTeaching aims of Unit61.In this unit students will learn some verbs and talk about “What are they doing ?‟‟ and “ When do you want to go ?”2. Train students‟ listening, speaking, reading and writing skills.3.The key vocabulary.The target language.…What‟ questions and …when‟ questions.4. The present Progressive ( Be + V-ing )Train students‟ listening, speaking, reading and writing skills.Use What and when questions to make conversations.Period 1Step 1. 1a Introduce the key vocabulary:1. doing homework, watching TV, cleaning, eating dinner, reading, talking on the phoneFocus attention on the picture. Ask students to name as many of the activities they see in the picture as they can.Then ask students to match each word or phrase on the list with one of the pictures.Match the words with the things and check the answer.Step 2. 1b Listen and number the conversationsThis activity gives students practice in understanding the target language in spoken conversation.Point to the names of the people with a blank after each. Ask students to read names aloud.write the number of the activity each person is doing. Point out the sample answer.Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to listen and write the number of each activity on the line after that person‟s name.Step 3. 1c PairworkThis activity provides an oral review of the vocabulary and other target language.Say, In this game, one student will pretend to do an activity and the rest of the class will guess what the activity is.Point out the conversation in the picture. Ask two students to read it aloud. Demonstrate the activity. Act out an action such as playing the guitar and ask students to guess what you are doing. If they guess wrong, use the wording in the conversation to continue the questioning.The student who gives the correct answer can do the next activity.Step 4 2a listening practicePoint out the two questions and read them to the class, then ask a student to read them to the class.Say, I am going to play a recording. Please listen carefully. Then answer the two questions.Play the recording the first time. Students only listen.Play the recording a second time. This time students write the answers on the blank lines next to the questions.Step 5 Homework1.Basic:copy the new words.2.Expansion: make conversations about the other animals in the picture. Use thePeriod 2Step 1. 2b listening and writingThis activity provides guided reading and listening practice using the target language.read the four lines to students. Explain that they are in the wrong order. When they are in the right order, they will make a clear conversation.Point out the number 1 in the box in front of the words, “What are you doing?” Say, This is the first part of the conversation. Write numbers 2,3, and 4 in the boxes to complete the message.As students work, move around the room and check their progress.Check the answers by replaying the recording. Ask two students to read the completed conversation.Step 2 2c, 2d oral practice using the target language.Two groups of pictures show what four students are doing at their desks. One group of pictures shows four students are sitting at their desks doing something . the other group of pictures shows clearly what they are doing:Present the first group of pictures to cause the students to think of the actions the four students are doing. Let the students ask and answer in pairs according to the model given above the pictures.Step3 3a reading practiceThis attention to each picture. As you point to each one, ask students, What is he doing ? or What is she doing?Point to Conversation A and Conversation B.Ask students to read the conversations with a partner. Then have them write in the number of the picture that goes with each conversation.Correct the answers.Step4 3b PairworkThis activity provides guided oral practice using the target language.Point to the conversation in 3a. Ask two different pairs of students to read the conversations to the class.Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a.Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the class. Step 5 3c groupworkThis activity provides this activity provides oral practice using the target language.Do the first half of the activity orally with the students, by focusing attention on the pictures one at a time, and asking the class the questions under the pictures. Then have the students work in pairs. They cover the questions and take turns to explain what‟s happening in each picture.Walk around the class offering language support where necessary.Step6 Homework1.Pre-view: SectionB1a-2c2.Basic: write conversations in 3c3.Expansion: Write the report of the interview about the activities.Period 3Step 1. 1a1.Show pictures of different places to the Ss and ask what those places are. Ask Ss about their experiences in those places.2.This attention to each pictures in the book. As you point to each one, ask students, What is he doing ? or What is she doing?3.Guide the students to complete the chart.Step 2. 1b PairworkThis activity provides guided oral practice using the target language.Point to the pictures in 3a. Ask two different pairs of students to make conversations to the class.Ask students to work in pairs. Say, Now you can talk about where the people are and what they are doing.Step4 1c,1d,1e Listening and PairworkPlay the tape first,ask Ss to listen it.Then play it again,have Ss complete 1c,1d.Check the answers.Ask Ss to use the information in the chart to make a conversation,then have some pairs to read their conversations to the class.Step 3 2a, 2b,2c1. Introduce three friends to the students: Tina, Mike and Lisa.Use the pictures to guide the students to pay attention to the places they hear. Pay attention to the activities people are doing in those places.Step4 GroupworkUse the information in the chart to make a conversation. Divide the students into some groups and guide them to make a short play.Step 5 Homework2.Basic: 1a, 1b new words3.Expansion: Learn by heart the pictures in 1aPeriod 4Step 1. 3a reading practiceThis attention to each picture. As you point to each one, ask students, What is he doing ? or What is she doing?Point to the pictures ask the students about the places and activities according to the pictures.Read the letter and underline the activities and circle the places.Number the photos.Explain some important phrases and sentences, listen and follow the tape to read this letter.Step 2. 3bTalk about the family members in the pictureAsk what they are doing one by one, for example: look at the grandpa, what is he doing?Fill in the blanks.Ask some students to read it to the class.Step 3 groupworkThis activity provides this activity provides oral practice using the target language.Show a real family photo of my own and tell the students about my family members and their activities.Work in groups. Talk about your family members and their activities in the photo.Walk around the class offering language support where necessary.Each group sends one person to make a presentation.Step 4 Homework1Pre-view: Selfcheck2.Basic: 3a new words3.Expansion: Learn by heart the article in 3aPeriod 5 self checkStep 1. self check:This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask the students to check all the words they know and find out the meaning of any words they don‟t know.Ask stu dents to find out the meanings of any words they don‟t know. They can do this by reviewing the lesson, asking you, asking classing classmates or using a learner‟s dictionary or bilingual dictionary.Step 2. vocal-builderAsk students to add five new words and phrases to your vocal-builder, and ask them to share their lists with other students.Step 3. vocabularyThis activity provides practice with the target vocabulary, and allows students to recycle vocabulary learned in the previous units using the present continuousStep 4 grammarFocus attention on each picture. Elicit vocabulary from students such as …bird‟, …camera‟, etc.Focus on example, He is looking for …, to illustrate use of present continuous tense.Have students work in pairs or individually to describe what is happening in each picture.Run through answers, drawing attention to constructions such as taking photos. Step 5 Just for funAsk all the Ss to read the dialogue and discuss where the humor comes from. Invite pairs of Ss to present the dialogue to the rest of the class.Step6 Test :Test the words learnt in the unit.Step7 Conclusion:Get Ss to conclude what they have learnt today.Step 8 Homework:1.Pre-view: the next unit.2.Basic: copy the new words3.Expansion: Learn by heart the important things of this unit.。

人教版七年级英语下册Unit6I'mwatchingTV.教学设计

2.学生反馈：邀请学生分享他们在课堂学习中的收获和困惑，针对问题给予解答，帮助学生巩固所学知识。
3.教学评价：对学生在课堂上的表现给予积极的评价，鼓励他们继续努力，提高英语水平。同时，针对学生的个别差异，给予个性化的建议和指导，帮助他们更好地发展。
五、作业布置
为了巩固本节课所学知识，培养学生的自主学习能力和语言实际运用能力，特布置以下作业：
1.口语作业：录制一段2-3分钟的短视频，要求学生运用现在进行时态描述自己正在进行的日常活动，如：eating dinner, doing homework等。鼓励学生在视频中尝试使用本节课所学的词汇和句型，提高他们的口语表达能力。
2.写作作业：根据以下情景，运用现在进行时态编写一段对话，不少于6句话。
人教版七年级英语下册Unit6I'mwatchingTV.教学设计
一、教学目标
（一）知识与技能
1.能够准确理解并运用现在进时态描述正在进行的动作，掌握“be+动词ing”结构，如：“I'm watching TV.”；
2.能够熟练运用本节课所学词汇和句型，如：watch, read, write, talk, listen to, play, do homework等，进行日常交流；
难点：引导学生主动参与课堂活动，充分发挥他们的主体作用，提高课堂互动效果。
（二）教学设想
1.创设情境：利用多媒体设备，展示各种日常活动的图片或视频，让学生在直观的情境中感知现在进行时态，激发他们的学习兴趣。
2.任务型教学法：设计各种听说任务，如：小组讨论、角色扮演、采访等，让学生在实践中运用所学知识，提高他们的语言实际运用能力。
3.句型练习：设计一些包含现在进行时态的句子，让学生进行替换练习，如：“I'm watching TV. You are _______.”，让学生填充合适的动词ing形式，巩固所学语法和词汇。

七年级下册Unit6I'mwatchingTV教案unit6i'mwatchingTV

A teaching plan of Unit 6 I’m watching TV.(Section A 1a-1c, and 3c)PartⅠAnalysis of the Teaching Material1. Status and FunctionThe topic of Unit 6 is about everyday activities. In this unit students learn to talk about what people are doing. This is an interesting topic for students. This kind of topic is closely related to students’ daily life, so all the activities in this unit are helpful to raise learning interests of students. This lesson, I’ll teach Section A form 1a to 1c, and 3c. All the activities introduce the key vocabulary and the target language. These activities can help students learn how to talk about what people are doing with the Present Progressive Tense.2. Teaching Aims and Demands(1) Knowledge ObjectsTo make the students learn some new words and useful expressions.To understand the structures of the Present Progressive Tense.To make the students know how to talk about what people are doing by learning.To catch the information and views by listening practice.To describe the pictures with the Present Progressive Tense(2) Ability ObjectsTo i mprove students’ listening and speaking ability by reading and practicing the dialogue.To train students’ communicative ability by learning.(3) Moral ObjectTo teach students to make good use of time.To lead students to do something interesting and meaningful.3. Teaching Key Points(1) Words and expressions:newspaper, soup, use, washread a newspaper, use the computer, make soup, wash the dishes, talk on the phone(2) Target languages:What is he/ she dong? What are you/ they doing?He/ She is ... I am…/ They are…(3) To understand the structures of the Present Progressive Tense.(4) To master the usage of the different forms of “be” in the target language.4. Teaching DifficultiesTo understand and use the learned phrases and the Present Progressive Tense to talk about what people doing.5. Teaching AidsMultimedia computer; overhead projector; software: PowerPoint.PartⅡAnalysis of the studentsStudents of Grade7 in our school have learned English for half a year, they are active, In this lesson, students will learn how to talk about what people doing. However, they don’t know the structures of the Present Progressive Tense. So this is what I teach in this lesson.PARTⅢ Teaching Methods1. Task-based Language teaching method2. Listening and speaking methods3. Cooperating method4. Oral practice methodPart ⅣStudying Ways1. Take notes to catch the key words while listening.2. Remember the words with the help of phonetic symbols.3. Sum up the knowledge by thinking.4. Teach the students how to be successful language learners.PART ⅤTeaching ProceduresStepⅰGreeting and lead-in (2 minutes)1. Greet to the class as usual. Tell students what they will learn today, and write the topic of this unit” I’m watching TV” on the blackboard.2. Show a picture of “Home with kids”, and ask the students some questions: Who’s this? Do you know them? How many people are in this family? Then show more details about this comedy.StepⅱPresentation (15 minutes )1. Show a picture of the family. Ask students to guess what they are doing at the weekend.2. Ask students to match the person and the activities.3. Show some pictures to check the answers. Lead students to say the actions in the new drill, making sure they can make excellent sentences.4. Show more pictures. Ask students to talk about what people are doing. For example:What is he doing? He’s using the computer.What are they doing? They’re listening to a CD.What is she doing at twenty past six?5. Guessing game: Ask students work in groups. One performs, the others guess.A student pretends to read something.A: What is she doing?B: Is she reading a newspaper?A: Yes. / No.If they can say the sentence correctly, they will get a lucky apple for present.6.Show 1a’s picture on the screen, ask students to talk about what people are doing and match the words with the activities. Then check their answers. Later ask students to read them together.StepⅲListening Practice (8 minutes)1. Read 1b’s statements to the class. Explain this task to make sure all students understand what to do next. Ask them to guess: Who’s John? Who’s Jenny? Who are Dave and Mary?2. Play the recording for three times. For the first time, students only listen to understand the whole general meaning of the conversation. For the second time, students finish activity 1b.3. Check the answers. Play the recording the last time, and ask students to look at listening material and read after the tape. Ask students to demonstrate their pronunciation.StepⅳOral-practice (12 minutes)1. Each group will get an envelop. Ask and answer questions about what people are doing in the pictures. If their performs are pretty good, I’ll give them a lucky apple as present.A: What’s she doing?B: He’s using the computer at seven.C: What are they doing?D: They’re listening to a CD at a quarter to nine.2. Ask students to do some exercises:A. 英汉互译。

人教版七年级下册 Unit6 I'm watching TV 教案设计(共5课时)

Unit 6 I’m watching TV教材分析本单元的主要话是谈论日常活动，并围绕“谈论人们正在做的事”开展各种教学活动，学习现在进行时的构成、含义及问答，并掌握现在进行时中动词-ing的构成，同时复习一般现在时的问答。

通过本单元的学习，学生能就发生的事做现场报道陈述，能用现在进行时描述图片上发生的内容，并具有初步的描述图片故事的能力。

本单元sentionA部分集中呈现了一些家庭日常活动的动词短语，并通过打电话的情景对话输入现在进行时的语言结构，训练学生运用该结构来表达和谈论正在发生的事情。

从SectionA现在进行时的简答问答到SectionB语篇中的综合运用，循序渐进，逐步扩展深化。

本单元重点是让学生在具体语境中感悟、理解和学习现在进行时的用法。

难点是要让学生对一般现在时态和现在进行时态的概念有所区别，以及把握动词-ing的构成方法。

Period1（SectionA1a-2c）Learning objectives:1.Learn and practice the new words and phrases:Cleaning/ Reading a newspaper/Talking on the phone/Listening to a CD/Using the computer/Making soup/Washing the dishes/go to the movies2.Learn and practice the target sentences:What are you/they doing? —I am v-ing/ They are v-ingWhat is he/she doing? —He/She is v-ing3.Learn to talk about everyday activitiesImportant and difficult points:1.Learn and practice the new words and phrases:Cleaning/ Reading a newspaper/Talking on the phone/Listening to a CD/Using thecomputer/Making soup/Washing the dishes2.Learn and practice the target sentences:What are you/they doing? —I am v-ing/ They are v-ingWhat is he/she doing? —He/She is v-ingTeaching methods:TBL, speaking methodTeaching aids:PPT, TextbookTeaching procedures:Step1. GreetingT greets Ss as usual.Step2. Revision and leading- inT guides Ss to do some revision and leads in the topic through showing a picture of a famous star and a series of questions:1.Who is he?2.What does he look like?3.He is singing. Then how about this boy? What is he doing?4.What is she doing?Step3. Presentation1.T presents the picture in 1a and asks Sswhat the people are doing, so as to learn the newwords and practice the sentences.2.After the presentation, T can ask Sswhat they are doing now.Step4. PracticeSs finish 1a/1b/2a/2b and check the answers.(ifSs can’t listen for the correct answers, T can guide Ss to listen to the sentences one sentence by sentence.)Step5. ProductionSs role-play the conversation in 2bE.g. J: Hi, SteveS: Hi Jack.J: What are you doing, Steve?S: I’m watching TV? How about you?J: I’m listening to a CD, but it’s boring.S: Oh, so do you want to go to the movies?Ｔ：Ｔｈａｔｓｏｕｎｄｓｇｏｏｄ．Ｌｅｔ＇ｓｇｏ．Step5. Summary and homeworkT guides Ss to make a summary and assigns the homework: Recite the words learned today. Bb design:Unit6. I’m watching TV.Cleaning What are you/they doing? —I am v-ing/ They are v-ingReading a newspaper What is he/she doing? —He/She is v-ingTalking on the phoneListening to a CDUsing the computerMaking soupWashing the dishesGo to the moviesPeriod2（Section2d-3b）Learning objectives:1.Learn and practice the new words and phrases:House/ drink/ drink tea2.Learn and practice the target sentences:Are you v-ing?/Are they v-ing?/ Is he/she doing?3.Practice the conversation in 2d4.Find out the rules in grammar focus.Important and difficult points:Practice the conversation in 2dFind out the rules in grammar focus.Teaching methods:TBL, speaking methodTeaching aids:PPT, TextbookTeaching procedures:Step1. GreetingT greets Ss as usual.Step2. RevisionT guides Ss to review what they learned in the last lesson through asking what the people are doing in the picture.Step3: Is he/she v-ing?T guides Ss to be familiar with the general question in present progressive tense through asking Ss “Is he/she v-ing?” about the people in 1a.Step4. 2d1.Ss read the conversation and answer the following questionsWhat is Jenny doing?What is Laura doing?2.T explains some language points:1). This is Jenny. (T explains the point through the question:where does the conversation take place?2) not much3) join sb. for dinner4) I’d love to3. Ss imitate the conversation after recording.Ss role-play the conversation in groupsSs role-play the conversation with partnersThree pairs make a presentation.Step5. Grammar FocusSs read the sentences in grammar focus and find out the rules. (T should ask Ss to pay attention to the last two sentences.)Step6. 3a/3bSs finish the exercise in 3a and 3b.Step6. Summary and homework1.T guides Ss to summarize the rules they find2.T assigns the homework: 1) Recite the words learned today.•2). Recite the conversation in 2d.3). Copy 2d and grammar focus for once onlyBb designUnit6. I’m watching TV.This is Jennynot muchjoin sb. for dinner Be (not) + doingI’d love toPeriod3(SectionB1a-1e)Learning objectives:1.Learn and practice the new words and phrases:pool/ supermarket/ library2.Learn and practice the target sentences:She is swimming in a pool.They are shopping in the supermarket.He is reading (a book) in the library3.Practice listeningImportant and difficult points:Practice listeningTeaching methods:TBL, speaking method, listeningTeaching aids:PPT, TextbookTeaching procedures:Step1. GreetingT greets Ss as usual.Step2. RevisionT guides Ss to review what they learned through some pictures on PPTStep3. New words1.T guides Ss to learn the new words supermarket/library/pool through pictures.2.T presents some pictures about some people doing some things in this places and letSs describe what they are doing.3.Ss finish 1aStep4. ListeningSs finish 1cStep5. Practice1.Guessing game2.Practice what are Alice, Mike and Lisa doing according to the information in 1c. Step6: Summary and homework1.T guides Ss to summarize what they learned today2.T assigns homework:1.Recite the words learned today.2. Practice the conversation with your partner after class.3.. Preview 2b.Bb designUnit6. I’m watching TV.SupermarketLibrary She is swimming in a pool.They are shopping in the supermarket.He is reading (a book) in the librarySwimming poolPeriod4(SectionB2a-2c)Learning objectives:1.Learn and practice the new words and phrases:The United State,American, Dragon Boat Festival, young, children, delicious.2.Review and practice the sentences: Sb. be+ v-ing3.Practice reading4.Learn about the cultural differences in different countries.Important and difficult points:Practice readingTeaching methods:TBL, speaking method,readingTeaching aids:PPT, TextbookTeaching procedures:Step1. GreetingT greets Ss as usualStep2. Pre-reading1.What time is it in Beijing?T guides Ss to finish 2a to let Ssknow the different time in different places2.T presents two pictures in 2b and asks Ss:1). What are they doing?2). What is this?3) When do we usually have zongzi?3. Ss look at the pictures and guess what the passage is about.Step3. While-reading1. Ss read the passage and answer the questions one by one:1). Where is Zhu Hui from? Where is he now?2). What is Zhu Hui doing now?3). What are Zhu Hui’s family doing now?4). Why are Zhu Hui’s family watching aboutrace and making zongzi?5). What are Zhu Hui’s host family doing now?6). Does Zhu Hui like his host family? What does he think about his home in China?After finishing the questions T can guides Ss to conclude the main idea of the passage:The passage is about what zhuHui, Zhu Hui’s family and Zhu Hui’s host family are doing onDragon Boat Festival.And then T asks Sswhy they are doing different things on Dragon Boat Festival.2.Ss finish 2cStep4. Post-readingT explains some language points.Step5. Summary and homework1.T guides Ss to review what they learned today2.T assigns homework: 1)Recite the words and phrases learned today.2). Read the passage after class.Bb DesignPeriod5(SectionB3a-self-check)Dragon Boat Festival Main idea:Dragon Boat what arezhuHui, Zhu Hui’s family and Zhu Hui’s host family doing onDragon Boat Festival?Boat racePeriod5Learning objectives:1.Review and practice the target sentences2.Practice writing3.Self- check about what they gain in this unitImportant and difficult points:PracticewritingTeaching methods:TBL, speaking method,readingTeaching aids:PPT, TextbookTeaching procedures:Step1. GreetingT greets Ss as usualStep2. RevisionT presents some pictures and asks what they are doing.Step3. 3a1.T presents the pictures in 3a and lets Ss describe what the people are doing in the picture.2.Ss finish 3a.Step4. Writing1.T presents some photos of Jim’s and lets Ss describe them in third pronoun.2.T presents some Ss’ writingStep5. Self-checkSs finish self-check and check the answers.Step6. Summary and homework1.Ss summarize how to describe what the people are doing in a picture.2.T assigns homework: Rewrite the passage in your writing book.Bb design:Unit6. I’m watching TV.I’m v-ing.He/She is v-ing.。

人教版七年级英语下册Unit6I'mwatchingTV课优秀教学案例

4.学生能够运用所学知识，进行写作练习，如写一篇关于自己日常活动的短文。
（二）过程与方法
1.通过观察、模仿、实践等方法，让学生在真实情境中学习并掌握动词短语的用法。
2.采用任务型教学法，让学生在完成具体任务的过程中，提高英语听说读写能力。
3.运用合作学习法，让学生在小组活动中，互相交流，共同进步。
4.利用多媒体教学资源，如视频、音频等，激发学生的学习兴趣，提高学习效果。
人教版七年级英语下册Unit6I'mwatchingTV课优秀教学案例
一、案例背景
本案例背景以人教版七年级英语下册Unit6 "I'm watching TV"为例，本节课主要围绕日常活动进行展开，通过学习本节课，学生能够掌握动词短语的用法，如watch TV, read books, clean the room等，并能够运用这些短语进行简单的交流。同时，学生还能够通过本节课的学习，提高自己的听说读写能力，培养良好的学习习惯和兴趣。
（二）问题导向
1.引导学生通过观察、思考、讨论等方式，发现动词短语的用法和规律。
2.设计富有挑战性的问题，激发学生思考，提高他们的问题解决能力。
3.通过提问、回答等方式，检查学生对课文内容的理解程度，帮助学生巩固知识点。
4.鼓励学生提出问题，培养他们主动探究、积极思考的学习习惯。
（三）小组合作
1.采用小组讨论、分享等形式，让学生在团队合作中，共同完成学习任务。
2.问题导向：教师在教学过程中设计了具有启发性和挑战性的问题，引导学生主动思考、讨论和探究，培养了学生的解决问题的能力，提高了课堂的思维密度。
3.小组合作：本节课充分利用小组合作学习，让学生在团队合作中完成任务，培养了学生的团队协作能力和沟通能力，提高了课堂的互动性和实效性。