2019版七年級(jí)英語(yǔ)下冊(cè) Unit 6 I’m watching TV教案 （新版）人教新目標(biāo)版.doc

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Unit 6　I’m watching TV. 課　題 Unit 6　I’m watching TV. 課時(shí) 第一課時(shí)Section A(1a-2d) 課型 New 教學(xué) 目標(biāo) 知識(shí) 目標(biāo) 1. 學(xué)習(xí)并掌握下列詞匯、短語(yǔ): newspaper, use, soup, wash, read a newspaper, make soup 2. 掌握以下句型: ①—What are you doing? -I’m watching TV. ②—What’s he doing? -He’s using the puter. ③—What’re they doing? -They’re listening to a CD. 能力 目標(biāo) 能夠運(yùn)用所學(xué)句型談?wù)撊藗冋谶M(jìn)行的活動(dòng) 情感 目標(biāo) 鼓勵(lì)學(xué)生運(yùn)用所學(xué)獲取信息、促進(jìn)溝通與合作, 激發(fā)學(xué)習(xí)興趣和熱情。 教學(xué) 重點(diǎn) Talk about what people are doing by using present progress tense. 教學(xué) 難點(diǎn) 1. The forms of v. -ing. 2. To use present progress tense correctly. 課前 預(yù)習(xí) Preview the new words 教學(xué) 方法 Situational approach; Listening and speaking approach; municative approach 教學(xué)過(guò)程 教學(xué) 環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 1 Warm up and present the new words. 1. Talk with several students: T: What am I doing? Oh, I’m speaking. And what are you doing, xxx? S1: I’m listening (to you). S2: I’m sitting. S3: . . . 2. Show some pictures to present the new words and structures. 1. Talk to the teacher or listen carefully. 2. Look, listen and learn the new words and structures. 1. 通過(guò)師生間的真實(shí)情境交際讓學(xué)生初步感受現(xiàn)在進(jìn)行時(shí)。 2. 利用圖片導(dǎo)入新詞語(yǔ)及現(xiàn)在進(jìn)行時(shí)句型結(jié)構(gòu)。 Step 2 Look and match (1a) 1. Show the Ss the pictures in 1a. 2. Get the Ss to finish 1a 3. Check the answers 4. Ask and answer: T: What’s the boy in Picture d doing? Ss: He’s cleaning. . . . 1. Look and match the activities with the pictures in 1a. 2. Look, listen and answer the teacher’s questions. 在學(xué)生匹配完之后, 進(jìn)行問(wèn)答練習(xí), 即學(xué)即練即用。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 3 Listening (1b) 1. Help the Ss to read the names in 1b. 2. Play the tape twice. 1. The Ss read the names after the teacher. 2. Listen and finish 1b. 如果有必要先領(lǐng)讀1b中的人名。 Step 4 Practice (1c) 1. Ask and answer questions about what people are doing in 1a with several Ss first. 2. Get the Ss to work in pairs. The Ss work in pairs. 此時(shí)教師注意巡視, 隨時(shí)給予學(xué)生幫助、糾正。 Step 5 Listening (2a-2c) 1. Work on 2a T: Jack and Steve are talking on the phone. Well, what are they doing now? Let’s listen to their conversation and match the questions with answers. (Play the tape twice. ) Check the answers: 1. a 2. b 2. Work on 2b Get the Ss to go through the conversation in 2b first. Then play the tape twice again. Check the answers: are, doing, watching TV, listening to a CD, boring, interesting, go to 3. Work on 2c First, get the Ss to role-play the conversation in pairs. Then, get some pairs to act it out before class. 1. Listen and match the answers with the questions. 2. Listen again and fill in the blanks. 3. Role-play the conversation in 2b. 在進(jìn)行2b之前讓學(xué)生瀏覽對(duì)話, 對(duì)空白處所缺失的詞語(yǔ)先做一個(gè)預(yù)判很重要。 Step 6 Role-Play (2d) 1. Let the Ss learn about the conversation and answer the following questions: (1) What is Laura doing? (She is washing her clothes. ) (2) What is Jenny doing? (She is watching TV. ) (3) Are Jenny’s parents at home? (No, the aren’t. ) 2. Get the Ss to read the conversation after the tape twice. 3. Explain the difficulties. 4. Let the Ss read in pairs. 5. Let several pairs of the students role-play the conversation in front of the class. 1. Ss learn about the background of the conversation by going through it quickly and answer the questions. 2. Ss read the conversation together, then in pairs. 3. Role-play it. 在聽(tīng)力練習(xí)和小對(duì)話口語(yǔ)練習(xí)的基礎(chǔ)上, 進(jìn)行角色對(duì)話表演 , 開展有實(shí)際意義的交際運(yùn)用活動(dòng)。 Step 7 Summarize 1. Guide the students to summarize how to make a phone call. 2. Guide the students to summarize what present progress tense is, when people use it and what the structure is like. 1. Summarize how to make an English phone call. 2. To discuss and summarize what present progress tense is, when people use it and what the structure is like. 培養(yǎng)學(xué)生合作探究、歸納總結(jié)能力。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 8 Consolidation 教師設(shè)置鞏固檢測(cè)練習(xí): Ⅰ. 寫出下列動(dòng)詞的-ing形式: watch watching　clean cleaning read reading　talk talking use using 　make making exercise exercising Ⅱ. 句型轉(zhuǎn)換 1. Kate is making soup. (對(duì)畫線部分提問(wèn)) What is Kate doing? 2. He is listening to a CD. (改為一般疑問(wèn)句) Is he listening to a CD? 3. Are the students running? (作否定回答) No, they aren’t. 4. She is talking on the phone. (改為否定句) She isn’t talking on the phone. 5. Mary often reads a newspaper. (用now來(lái)替換often) Mary is reading a newspaper now. 獨(dú)立完成檢測(cè)練習(xí), 進(jìn)行自我評(píng)價(jià)。 通過(guò)檢測(cè)練習(xí), 便于學(xué)生了解自己對(duì)本節(jié)課的詞匯、句型、語(yǔ)法等的掌握情況。 Step 9 Homework 1. Copy and remember the new words and phrases in this lesson. 2. Recite 2d. 板書設(shè)計(jì) Section A (1a-2d) 1. New words: newspaper, use, soup, wash, movie, just 2. Phrases: read a newspaper, make soup, talk on the phone, go to the movies, eat out 3. Sentences: ①—What are you/is he(she)/are they doing? —I’m/He’s/She’s/They’re watching TV. ②—This is Jenny. It’s Laura here. ③ We can eat out. 教學(xué)反思 在本節(jié)課的教學(xué)活動(dòng)設(shè)計(jì), 能夠創(chuàng)設(shè)豐富的語(yǔ)境, 設(shè)置循序漸進(jìn)的學(xué)習(xí)任務(wù), 充分發(fā)揮學(xué)生的主體作用, 引導(dǎo)學(xué)生合作學(xué)習(xí)、自主探究, 初步感知運(yùn)用現(xiàn)在進(jìn)行時(shí)。  課　題 Unit 6　I’m watching TV. 課時(shí) 第二課時(shí)Section A(Grammar Focus-3c) 課型 New 教學(xué) 目標(biāo) 知識(shí) 目標(biāo) 1. 學(xué)習(xí)并掌握下列詞匯、短語(yǔ): house, drink, tea, tomorrow, drink tea 2. 掌握以下語(yǔ)法: ①現(xiàn)在進(jìn)行時(shí) ②現(xiàn)在進(jìn)行時(shí)與一般現(xiàn)在時(shí)的區(qū)別。 能力 目標(biāo) 學(xué)會(huì)運(yùn)用英語(yǔ)談?wù)撊藗冋谧鍪裁? 掌握現(xiàn)在進(jìn)行時(shí)的特殊疑問(wèn)句、一般疑問(wèn)句及其簡(jiǎn)略回答。 情感 目標(biāo) 培養(yǎng)學(xué)生積極活動(dòng)、愛(ài)做家務(wù)的好習(xí)慣。 教學(xué) 重點(diǎn) Present progress tense. 教學(xué) 難點(diǎn) The differences between present progress tense and simple present tense. 課前 預(yù)習(xí) Preview the new words 教學(xué) 方法 Situational approach; municative approach 教學(xué)過(guò)程 教學(xué) 環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 1 Warm up and revise 1. Have a dictation of the new words and expressions. 2. Let some pairs role-play the conversation in 2d. 1. Have a dictation 2. Role-play 2d. 通過(guò)復(fù)習(xí)為今天的語(yǔ)法學(xué)習(xí)作鋪墊; 并通過(guò)角色表演激發(fā)學(xué)生學(xué)英語(yǔ)用英語(yǔ)的興趣。 Step 2 Present the new words To present the new words with following pictures: Look and learn the new words. 利用圖片直觀呈現(xiàn)單詞, 有利于學(xué)生識(shí)記。 Step 3 Grammar Focus 1. To get the Ss to go through the sentences in Grammar Focus and then finish the following conversations. ①—你在做什么事情? —What are you doing? —我在看電視。 —I’m watching TV. ②—她在做什么? —What’s she doing? —她在洗衣服。 —She’s washing her clothes. ③—他們?cè)谧鍪裁? —What are they doing? —他們?cè)诼?tīng)CD。 —They’re listening to a CD. ④—你在做作業(yè)嗎? —Are you doing your homework? —是的, 我在做作業(yè)。/ 不, 我沒(méi)在做作業(yè)。我在打掃我的房間。 —Yes, I am. / No, I’m not. I’m cleaning my room. 續(xù)表 教學(xué)環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 3 Grammar Focus ⑤—他在讀報(bào)嗎? —Is he reading a newspaper? —是的, 他在讀報(bào)。/ 不, 他沒(méi)在讀報(bào)。他在打籃球。 —Yes, he is. /No, he isn’t. He’s playing basketball. ⑥—他們?cè)谑褂秒娔X嗎? —Are they using the puter? —是的, 他們?cè)谑褂秒娔X。/ 不, 他們沒(méi)在使用電腦。他們?cè)隗w育鍛煉。 —Yes, they are. / No, they aren’t. They’re exercising. ⑦她(現(xiàn)在)在體育鍛煉。 She is exercising(now). ⑧她經(jīng)常(每周一/每晚/每天早上)體育鍛煉。 She often exercises (on Mondays/every night/in the mornings/ etc. ) 2. Get the Ss work by themselves and check the answers with each other. 3. To help the Ss to find out the grammar rules: 現(xiàn)在進(jìn)行時(shí)態(tài) 一、用法: 表示現(xiàn)在(說(shuō)話瞬間)正在進(jìn)行或發(fā)生的動(dòng)作。 二、句子結(jié)構(gòu): 1. 陳述句: 主語(yǔ)+ be (am, is, are) (not) + v. -ing +. . . 2. 一般疑問(wèn)句: Be(Am, Is, Are) + 主語(yǔ) + v. -ing. . . 三、常用時(shí)間狀語(yǔ): now, right now或表示現(xiàn)在情景的look, listen等。 四、 與一般現(xiàn)在時(shí)態(tài)的區(qū)別 一般現(xiàn)在時(shí)態(tài)表示經(jīng)常性、習(xí)慣性的動(dòng)作; 謂語(yǔ)動(dòng)詞為原形或第三人稱單數(shù)形式; 時(shí)間狀語(yǔ)常為usually, often, sometimes, on Monday, every day等。 Ss work by themselves and check the answers with each other. The Ss discuss and find out the grammar rules in pairs or groups. 通過(guò)讓學(xué)生研究語(yǔ)料, 討論并總結(jié)歸納出語(yǔ)法規(guī)則, 從而培養(yǎng)學(xué)生的合作探究能力。注意不要直接把語(yǔ)法規(guī)則呈獻(xiàn)給學(xué)生, 然后讓他們?nèi)ニ烙浻脖场? Step 4 Practice (3a) 1. Work on 3a. Now let’s write sentences following the examples. 2. Ss write the sentences with the help of the words and expressions. 3. Check the answers with the Ss. 1. Ss write the sentences with the help of the words and expressions. 2. Check the answers with the teacher or others. 這個(gè)練習(xí)題是幫助同學(xué)們理解現(xiàn)在進(jìn)行時(shí)態(tài)與一般現(xiàn)在時(shí)態(tài)的區(qū)別用法; 同學(xué)們應(yīng)根據(jù)上述語(yǔ)法學(xué)習(xí)內(nèi)容來(lái)造句子。首先, 應(yīng)明確一般現(xiàn)在時(shí)態(tài)的句子結(jié)構(gòu), 和現(xiàn)在進(jìn)行時(shí)態(tài)的句子結(jié)構(gòu)。然后, 看提示詞中的時(shí)間狀語(yǔ), 確定是用什么時(shí)態(tài)。然后, 寫出正確恰當(dāng)?shù)木渥印? 續(xù)表 教學(xué)環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 5 Practice (3b) 1. Work on 3b. Tell Ss to number the sentences in order to make a telephone conversation. 2. Check the answers: 5, 8, 2, 7, 4, 1, 3, 6 3. Get the Ss to practice the conversation with a partner. 1. To number the sentences in order to make a telephone conversation. 2. Check the answers. 3. To practice the conversation with a partner. 解題策略: 首先, 應(yīng)明確這是一個(gè)電話會(huì)談, 因此應(yīng)先通讀所有的句子。然后, 理解大意的基礎(chǔ)上, 找出首句。然后, 順藤摸瓜, 依次找出下面的對(duì)話內(nèi)容。最后, 全面的讀一遍對(duì)話, 看是否通順合理。 Step 6 Role-Play (3c) 1. Now let’s play a game. 2. Ss play the game in a group. Work in groups: One student makes an activity. The other students in the groups guess what the activity is. Then take turns to make activities and guess. 通過(guò)游戲開展有實(shí)際意義的交際運(yùn)用活動(dòng)。 Step 7 Summarize 1. Guide the students to summarize the rules of present progress tense. 2. Guide the students to summarize the sentence structures of the present progress tense. 1. To summarize the rules of present progress tense. 2. To summarize the sentence structures of the present progress tense. 培養(yǎng)學(xué)生探究、歸納總結(jié)能力。 Step 8 Consolidation 完成句子 ①—你在做什么事情? —What are you doing? —我在讀書。 —I’m reading a book. ②—他在讀報(bào)嗎? —Is he reading a newspaper? —是的, 他在讀報(bào)。/ 不, 他沒(méi)在讀報(bào)。他在喝茶。 —Yes, he is. /No, he isn’t. He’s drinking tea. ③ 看, 她在洗衣服。 Look! She is washing clothes. ④ 她每晚打電話。 She talks on the phone every night. 獨(dú)立完成檢測(cè)練習(xí), 進(jìn)行自我評(píng)價(jià)。 通過(guò)檢測(cè)練習(xí), 便于學(xué)生了解自己對(duì)本節(jié)課的詞匯、句型、語(yǔ)法等的掌握情況。 Step 9 Homework Revise the sentences structures in Grammar Focus. 板書設(shè)計(jì) Section A (Grammar Focus-3c) 一、現(xiàn)在進(jìn)行時(shí)態(tài): 表示現(xiàn)在(說(shuō)話瞬間)正在進(jìn)行或發(fā)生的動(dòng)作。 二、句子結(jié)構(gòu): 1. 陳述句: 主語(yǔ)+ be (am, is, are) (not) + v. -ing +. . . 2. 一般疑問(wèn)句: Be(Am, Is, Are) + 主語(yǔ) + v. -ing. . . 教學(xué)反思 給學(xué)生一定數(shù)量的語(yǔ)料, 讓他們?nèi)w納總結(jié)語(yǔ)言規(guī)律, 充分發(fā)揮學(xué)生的主體作用, 引導(dǎo)學(xué)生合作學(xué)習(xí)、自主探究, 重視知識(shí)的生成過(guò)程。 課　題 Unit 6　I’m watching TV. 課時(shí) 第三課時(shí)Section B(1a-1e) 課型 New 教學(xué) 目標(biāo) 知識(shí) 目標(biāo) 1. 學(xué)習(xí)并掌握下列詞匯: pool, shop, supermarket, man 2. 掌握以下句型: —Is the man swimming in a river? —No, he isn’t. He’s swimming in a pool. 能力 目標(biāo) 能夠運(yùn)用所學(xué)的句型談?wù)撍苏谶M(jìn)行的活動(dòng)。 情感 目標(biāo) 學(xué)會(huì)關(guān)注周邊的人或事物的活動(dòng)。 教學(xué) 重點(diǎn) Present progress tense. 教學(xué) 難點(diǎn) How to use present progress tense correctly. 課前 預(yù)習(xí) Preview the new words 教學(xué) 方法 Situational approach; Listening and speaking approach; municative approach 教學(xué)過(guò)程 教學(xué) 環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 1 Revise and warm up Free talk: T: What are you doing, XXX ? S1: I’m reading a book. T: Is he reading a book? S2: Yes, he is. … To make conversations with the teacher. 利用身邊的人物活動(dòng), 復(fù)習(xí)現(xiàn)在進(jìn)行時(shí)的用法。 Step 2 Present new words Show pictures and teach: pool, shop, man, etc. Look and learn the new words. 利用圖片直觀呈現(xiàn)單詞, 有利于學(xué)生識(shí)記。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 3 Writing and oral practice (1a & 1b) 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 pairs. 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. Answers: 1. supermarket　shopping 2. library　reading 3. pool　swimming 4. Get the Ss to ask and answer 1. Ss work in pairs. Discuss the pictures about the places and the activities they are doing. Then fill in the blanks. 2. Some Ss read their answers to the class and check the answers. 3. To ask and answer. 通過(guò)兩人小組合作完成1a, 從而為1b的ask and answer做好鋪墊。 Step 4 Listening (1c & 1d) Work on 1c: 1. T: Now I will play a recording of a conversation. Write the places and activities you hear in the chart. 2. Ss listen and write the places and activities. 3. Play the recording again for the Ss to check the answers. Answers: Alice supermarket buying milk and bread Mike school playing basketball Lisa library reading 1. To listen and write the places and activities. 2. To check the answers. 在播放聽(tīng)力之前, 要引導(dǎo)學(xué)生通讀表格作好預(yù)判。 Step 5 Pair work(1e) 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. 1. Ss work with their partners and make their conversations. 2. Let some Ss act out their conversation. 通過(guò)利用“信息差”進(jìn)行口語(yǔ)結(jié)對(duì)活動(dòng), 在交流信息過(guò)程中, 進(jìn)行真實(shí)的交際問(wèn)答活動(dòng)。 Step 6 Summarize Guide the students to summarize how to add-ing to the words like shop, swim, etc. To summarize how to add -ing to the words like shop, swim, etc. 培養(yǎng)學(xué)生探究、歸納總結(jié)能力。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 7 Consolidation 教師設(shè)置鞏固檢測(cè)練習(xí): Ⅰ. 寫出下列詞的-ing形式 read reading　buy buying write writing 　use using swim swimming shop shopping Ⅱ. 單項(xiàng)選擇 (C)1. —Is David doing homework now? —No. He is_______ in the river. A. swim　　　　　 B. swims C. swimming D. swiming (B)2. —Where is Jenny _______now? —At a shop near her home. A. buying B. shopping C. buy D. shop (A)3. There is only one _______in this school. A. man teacher B. men teachers C. man teachers D. men teacher (D)4. —Is your brother doing his homework? —_______. He is playing tennis. A. Yes, he does B. Yes, he is C. No, he doesn’t D. No, he isn’t. (C)5. —Where is your father, Tom? —He is swimming _______. A. at the shop B. at the library C. in the pool D. at the supermarket 獨(dú)立完成檢測(cè)練習(xí), 進(jìn)行自我評(píng)價(jià)。 通過(guò)檢測(cè)練習(xí), 便于學(xué)生了解自己對(duì)本節(jié)課的詞匯、句型、語(yǔ)法等的掌握情況。 Step 8 Homework 1. Recite new words. 2. Prepare 2a-2b. 板書設(shè)計(jì) Section B (1a-1e) 1. New words: pool, shop, supermarket, man 2. Structures: —Is he doing. . . . ? —Yes, he is. /No, he isn’t. He’s. . . 教學(xué)反思 本節(jié)課內(nèi)容相對(duì)簡(jiǎn)單, 應(yīng)創(chuàng)設(shè)豐富的語(yǔ)境, 加大學(xué)生的聽(tīng)說(shuō)練習(xí)。同時(shí), 要注意雙寫輔音字母再加-ing的情況, 例如: swim-swimming; shop-shopping 。  課　題 Unit 6　I’m watching TV. 課時(shí) 第四課時(shí)Section B(2a-Self Check) 課型 New 教學(xué) 目標(biāo) 知識(shí) 目標(biāo) 1. 學(xué)習(xí)并掌握下列詞匯、短語(yǔ): race, host, study, state, American, dragon, any, other, young, child(children), miss, wish, delicious, still, the United States, Dragon Boat Festival, living room 2. 掌握以下句型: ①What time is it in Beijing? ②What does he think about his home in China? ③His dad and uncle are watching the boat races on TV. ④. . . so it’s like any other night for Zhu Hui and his host family. ⑤The mother is reading a story to her young children. ⑥Zhu Hui misses his family and wishes to have his mom’s delicious zongzi. ⑦. . . but there’s still “no place like home”. 能力 目標(biāo) ①能夠理解時(shí)間表達(dá)法 ②掌握一定的閱讀技巧 ③能夠運(yùn)用現(xiàn)在進(jìn)行時(shí)進(jìn)行寫作 情感 目標(biāo) 通過(guò)描述日常生活中人們正在做的事, 激發(fā)學(xué)生愛(ài)國(guó)愛(ài)家的思想。 教學(xué) 重點(diǎn) 1. To master the key words and expressions in 2b. 2. To understand and master the structures of present progress tense in 2b. 教學(xué) 難點(diǎn) The key words and expressions in 2b. 課前 預(yù)習(xí) Preview the new words and learn the background of Dragon Boat Festival. 教學(xué) 方法 Situational approach; Task-based approach 教學(xué)過(guò)程 教學(xué) 環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 1 Revise and warm up(2a) 1. T: What’s the time now? / What time is it? 2. To present the time differences: A: Hi, David ! I’m calling from Sydney. B: Sydney? What time is it there? A: It’s 10: 00 p. m. B: It’s 4: 00 a. m. here in Los Angeles! A: Oh, I forgot about the time differences. Sorry. Go back to sleep! I’ll e-mail you later. 3. Get the Ss to read and answer: ①What time is it in Sydney? ②What time is it in Los Angeles? 1. Answer the teacher’s question. 2. Read and answer the questions. 通過(guò)對(duì)話復(fù)習(xí)現(xiàn)在進(jìn)行時(shí), 引入如何詢問(wèn)時(shí)間以及時(shí)差問(wèn)題, 激發(fā)學(xué)生的學(xué)習(xí)興趣。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 2 New words To show some pictures of Dragon Boat Festival and teach new words and expressions: T: It’s 9: 00 in Beijing. What are they doing? S1: They are having dragon boat races/ making zongzi. . . S2: . . . To learn the new words. 在語(yǔ)境中呈現(xiàn)和導(dǎo)入目標(biāo)語(yǔ)言。 Step 3 Reading (2b & 2c) 1. Fast Reading Read the article and answer the two questions. ① Why are Zhu Hui’s family watching boat race and making zongzi? (Because it’s Dragon Boat Festival today. ) ② Does Zhu Hui like his host family? What about his home in China? (Yes, he does. He likes his home in China best. ) 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 Shenzhen Time 9∶00 a. m. his dad and uncle watching the boat races on TV his mom and aunt making zongzi Places New York Time 9∶00 p. m. the mother reading a story to her young children the father watching a soccer game on TV 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. 1. Ss read the article quickly and find the answers to the two questions. 2. Ss read the article and fill in the blanks. Then check the answers with the class. 關(guān)于2c: (1) 讀表格中的詞匯, 根據(jù)短文內(nèi)容, 將左右兩欄的內(nèi)容連在一起。 (2)可以先將記得清楚的詞匯連在一起, 最后連較為模糊的詞組。 (3)帶著這些詞組再去讀短文, 找到相關(guān)詞組的地方, 然后明確所連的詞組是否正確。 (4)比照課本上的句子, 再用這些詞組造句子。 學(xué)生們按老師指導(dǎo)的思路進(jìn)行學(xué)習(xí)活動(dòng), 最后, 將所造的句子寫在練習(xí)本上, 并相互檢查所造句子的正確與否。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 備課札記 Step 4 Writing (3a&3b) 1. The teacher show the Ss the picture in 3a and then ask: Can you find Jim in the picture? What is he doing? 2. Get the Ss to ask and answer in pairs like this: S1: What’s Jim’s sister doing? S2: She’s talking on the phone. What’s Jim’s grandfather doing? S1: He’s reading newspaper. 3. Get the Ss to go through the letter in 3a and plete it. 4. Check the answers. 5. Get the Ss to take out their own photos and talk about them in groups/pairs, and then write about them. S1: Is this your family, S2? S2: Yes, we are all in the park. S1: Oh, what’s your mother doing? S2: She’s eating snacks. S1: . . . S2: . . . 6. Show some of the students’ articles in class. 1. Look and answer the teacher’s questions. 2. Ask and answer in pairs. 3. Talk about their own photos and write about them. 4. Appreciate others’ articles. 學(xué)生能否順利完成寫作, 關(guān)鍵在于老師能否引導(dǎo)他們打好寫作的“支架”。先讓學(xué)生七嘴八舌談?wù)撜掌? 后面學(xué)生就會(huì)有話可寫了。 Step 5 Self Check 1. Get the Ss to finish Self Check by themselves first. 2. Check the answers. Finish Self Check and check the answers. 讓盡可能多的同學(xué)起來(lái)說(shuō)答案。 Step 6 Consolidation 教師設(shè)置鞏固檢測(cè)練習(xí): Ⅰ. 用所給詞的適當(dāng)形式填空 1. Kate is an American (America) girl and she is from New York. 2. The children (child) are playing soccer on the floor. 3. Stop talking! Grandpa is sleeping (sleep) now. 4. I wish to buy (buy) a big house for my parents. 5. Here are (be) some photos for you. Ⅱ. 句型轉(zhuǎn)換 1. The children clean their classroom after school. (改為現(xiàn)在進(jìn)行時(shí)) The children are cleaning their classroom now. 2. The students are singing in the hall. (對(duì)畫線部分提問(wèn)) What are the students doing in the hall? 3. Tom is playing the piano now. (改為一般疑問(wèn)句并作否定回答) Is Tom playing the piano now? No, he isn’t. 4. What’s the time in Beijing? (改為同義句) What time is it in Beijing? 獨(dú)立完成檢測(cè)練習(xí), 進(jìn)行自我評(píng)價(jià)。 通過(guò)檢測(cè)練習(xí), 便于學(xué)生了解自己對(duì)本節(jié)課的詞匯、句型、語(yǔ)法等的掌握情況。 續(xù)表 Step 7 Homework 1. Retell 2b. 2. Revise this unit. 板書設(shè)計(jì) Section B (2a-Self Check) 1. New words: race, host, study, state, American, dragon, any, other, young, child(children), miss, wish, delicious, still 2. Structures: ①What time is it in Beijing? ②What does he think about his home in China? ③His dad and uncle are watching the boat races on TV. ④. . . so it’s like any other night for Zhu Hui and his host family. ⑤The mother is reading a story to her young children. ⑥Zhu Hui misses his family and wishes to have his mom’s delicious zongzi. ⑦. . . but there’s still “no place like home”. 教學(xué)反思 本節(jié)課是閱讀寫作課, 閱讀的關(guān)鍵在于任務(wù)的設(shè)置, 寫作的關(guān)鍵在于“支架”的搭建與模仿。