初中英语_Unit6 I am watching TV SectionA 1a教学设计学情分析教材分析课后反思

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、教学重点

1. 词汇、词组搭配和常用表达。

（1）能正确使用下列词汇、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… Newspaper, soup, movie, house, tea, pool, shop, supermarket, man, race, the United states, child, use, wash, drink, study, miss, wish, American, special, any, other, young, delicious, just, tomorrow, still

（2）能正确使用下列常用表达

living room, read a newspaper, talk on the phone, make soup, TV show,eat out, make dinner, drink tea, on weekends, dragon boat race

2. 现在进行时

（1）现在进行时中现在分词的结构及读音，能分辨短语和句子中的重音，并能在朗读中适度把握重音。

（2）能正确使用现在进行时态陈述正在发生的事情并进行回答，并可以熟练掌握句型，变换为否定句、一般疑问句和特殊疑问句。

What are you doing?

I’m watching TV.

What’s she doing?

She is washing the dishes.

Are you doing your homework?

Yes, I am./No, I’m not.I’m cleaning my room.

Is he reading a newspaper?

Yes, he is./No, he isn’t. He is talking on the phone.

（3）能根据动词的变化规律写出正确的现在分词形式

play—playing

make—making

swim—swimming

能根据语境，分辨一般现在时态与现在进行时态。

She is reading a newspaper (now).

She reads a newspaper (every day/ in the morning/ on Monday)

三. 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。 四、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. 板书设计：

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： ①—What’s he/she doing? ② —What are they doing?

—She's/He's washing the clothes. —They are listening to a CD.

—Yes, he is./No, he isn't.

—Yes, they are./ No, they aren't.

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. 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.) ③—Is he reading a newspaper?

④ —Are they using the computer? 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

Ⅰ. 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. Ⅱ. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ① 你在做什么事情？_____________________ ② 我在看电视。 __________________ ③ 她在做什么事情？___________________ ④ 她在洗衣服。 ____________________ ⑤ 他们在做什么？___________________ ⑥ 他们在听CD。 ___________________ ⑦ 你在做作业吗？__________________________ ⑧ 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（说话瞬间）正在进行或发生的动作。例如： 我正在做作业。

I’m _______ my homework now.

他们在操场上踢足球。

They’re ________ 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。 ___________________________________ Ⅲ. 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. Ⅳ. 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. Ⅴ. 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. Ⅵ. 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（说话瞬间）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 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： ① —What time is it in Beijing? —It's eight o'clock in the morning.

② —It's 9:00 a.m. and Zhu Hui's family are at home.

③ —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

Ⅰ. Warming- up and revision

1. Review the knowledge on the present progressive tense. 2. Check the homework and let some Ss read their sentences. Ⅱ. 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. Ⅲ. 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. Ⅳ. 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. Ⅴ. 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. Ⅵ. 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. Ⅶ. 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.

Ⅷ. 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. Ⅸ. Reading 1. Fast Reading

Read the article and answer the two questions.

① Why are Zhu Hui's family watching boat race and making zongzi? ② 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 his dad and uncle his mom and aunt Places New York Shenzhen Time the mother the father Zhuhui

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 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。

Section B 1 1a-2c 1a: 1. library; 2. swimming 3. supermarket, shopping, 4. playground, playing basketball 2b: ① Why are Zhu Hui's family watching boat race and making zongzi? ② Does Zhu Hui like his host family? What about his home in China? time the mother the father Shenzhen New York Zhuhui

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

Ⅰ. 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. Ⅱ. 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. Ⅲ. 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. Ⅳ. 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。 Ⅴ. 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。 Ⅵ. 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: My family are all at home today. My father is cleaning his car outside. My mother is cooking in the kitchen. My sister is playing computer games. My grandparents are watching TV in the living room. Self Check 1: read-reading; draw-drawing; live-living, have-having, save-saving; sit-sitting, shop-shopping, put-putting 学情分析Self Check 2: What are you doing? Let's play soccer. What is Tony doing? Is Steve studying, too?

1.对学生的分析测量：我认为，对学生的了解要和学生谈心、和学生交心，走近他的内心世界。通过对学生作业的批改分析，发现学生的作业只有一少部分真正理解并能灵活运用，但大部分学生理解不全面，、不能运用自如，只有极少数不理解也不能运用。

2.学生认知发展分析：学生在学习本节课时，容易把现在进行时和一般现在时混为一谈， 2.学生Unit 6 I’m watching TV. 通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，或在观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。通过对本单元的任务性活动，我的目的是能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。我们教学的对象是初一学生，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中

尽量让他们参与到活动中来，有

更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面

表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获

通过本节课讲解练习，学生能积极参与。各种活动丰富而有实效。测试结果成绩优秀。词组风暴有45人能全部正确，单词正确形式填空有42人全对，其余8人最多错两个。选择对题率不高。期中第4小题错题率最高，主要是对look for和find混淆。书面表达设计为看图写话。出现的问题是学生对现在进行时的用法不熟练，结构易错，判断不准。加ing的规则不熟练。

总体分析，掌握情况良好。下一节课需要在时态的判定上强化练习。通过比较一般现在时态和现在进行时态的关键词，对比讲解。

教材分析

本单元的主题是现在进行时态，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陈述句、一般疑问句、否定句以及特殊疑问句等语言功能。使学生掌握现在进行时的各种形式的用法，正确使用动词的现在进行时和相关的短语，来准确描述和表达正在发生的动作。

本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学

生综合运用这些知识的能力。并让学生能在“做中学”，通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。 词汇教学：采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义并学会运用； 语音教学：让学生进行模仿操练； 口语教学：采取 Pair work 问答式的口语交际活动或游戏等小组活动互相操练； 听力教学：采取图文配对和对话选择的方式； 阅读教学：采取比较差别和寻找关键词的练习； 写作教学：以填词、回答问题、写简单的短文为主； 语法教学：总结规律、抓住特征、模仿操练。

Unit 6 I’m watching TV (学案)Period 1 (Section A 1a-2d)

姓名： 组别： 评价： 时间：

【学习目标】：

1、初步掌握第31-32页的生词和句型；2、初步了解现在进行时 【学习难点】：1.会熟练运用一般现在进行时态描述人们正在做某事。

【学习步骤】Step 1:【自主预习】 一．翻译

1.看电视______________ 2.打扫卫生______________

3.读报______________ 4.通过电话交谈 ______________

5.听CD ______________ 6.用电脑______________

7.做汤______________ 8.洗碗______________

9. 锻炼______________

二、用现在进行时完成下面的句子。

1.Look! The cat____________(run)up the tree.

2. ______ she _________ (sit) in the boat now?

3. ______ you _____________ (ask) questions?

4. We _______________ (play) games now.

5. What are you _________(do) now? I ___________(eat) bread

三.句型转换

1.I am watering the flowers.(否定句) I ____ ____ watering the flowers

2.She’s opening the box now.(一般疑问句) ____She ____ the box now

3.The boys are playing cards.(划线提问) ____are The boys

____?.

4.He is doing his homework.(复数句) ____ ____ ____ ____ ____

四.选择填空.

1.My mother is _____TV.A.looking at B.seeing C.reading D.watching

2.---___you ____a book? ---Yes,I am.

A.Do,read B.Are ,read C.Are ,reading D.Are ,looking

3.Kate _____,the other students _____.

A.sing,listen B.is singing,is listening

C.sing,are listening D.is singing,are listening

4.I ___my eraser,but I can’t ______ it.

A.look for ,finding B.am finding,look for C.am looking for,find D.find,look for

五、看图补全对话

—Hi, Li Xue. What _____ you_____ ?— I’m __________. — What ___ your dad ______? — He’s ________ his car.

— What __ your mom _____?

— She is _________ in the kitchen. — What about your sister?

— She’s _______ my mom.现在分词形式。

六、中考连接

❖ 1.（2016山东济南）----What are you doing? ----I’m ______TV.

❖ A. watch B. watching C. watches D. watched

❖ 2.(2017成都)Look! The boys _____football on the playground.

❖ A. plays B. playing C. are playing D. play 本单元是新目标go for itq七年级下册Unit6 I am watching TV SectionA 1a-2d.围绕着What are you doing?这一话题展开。首先通过陈述句引入现在进行时的基本用法。熟悉人称的变化引起的助动词be的变化。同时进一步延伸到现在进行时的一般疑问句，否定句、特殊疑问句的语言功能。本单元旨在轻松愉快的学习，交流环境，让学生能在做中学。能准确表达别人正在发生的活动。

本节课的设计理念是：1. 遵循任务型教学理念，把教学的每一个环节都融入恰当的活动中，包括1.一口气背诵法，2.小组练习，3.男女竞赛，4.猜谜比赛，5.肢体语言表演、6.changt 7.songs8.头脑风暴等丰富的活动，让学生积极参与。极大地提高了学生的学习兴趣。 不足之处，句型练习密度稍微大点。学生评价应加强。

课标分析

1.课标要求：课标中要求，本节课学生要掌握现在进行时的基本用法，掌握适当的口语表达能力，能参与一些情景活对英语有适度的兴趣。

2.知识体系：本节课主要包括，现在进行时的基本用法，句型结构，不用进行时的动词，现在分词的构成等。

3.本节课有助于培养学生的口语表达能力，在本单元中起到承前启后的衔接作用 4.核心内容：学习本节课主要为了让学生养成参与活动的习惯，培养学生英语学习的兴趣。