人教七下Unit 6 Im watching TV全英說課稿

1、UNIT 6 Im watching TV ( Section A Period 1 la-2c)Teacher: Guo HanStudents: Grade 7Time Duration: 40 minutesGood afternoon, everyone!It is my honor to be here to present my lesson today. The lesson I am going to talk about is from Go for it Book 2, Unit 6-Im watching TV, Period 1 (la-2c). It is a spe

2、aking and listening class. I will present it from 7 parts: the analysis of teaching material, the analysis of learners, teaching objectives, teaching methods and aids, teaching procedures blackboard design and reflection.The Analysis of Teaching MaterialTo begin with, let me introduce analysis of th

3、e teaching material.The New English Curriculum advocates quality-oriented education and all-round development of students. It lays stress on the interactions between teachers and students. Therefore, teachers should try to active students own knowledge and encourage them to talk. And the topic of th

4、is unit is about how to talk about what people are doing. It is intended to create a relaxing and happy environment for students to learn and communicate. Through observation, listening, and speaking, students are able to use the present progressive tense correctly. In other words, learn by doing.Th

5、e Analysis of LearnersWhile the teaching material is the premise of teaching, the analysis of learners is also crucial. Students are from Grade 7, they have laid a foundation for a certain amount of listening and speaking skills. Some of the words in this unit like watch, clean, exercise are familia

6、r to them. They can understand some simple languages. Most of them are eager to learn English well, but some of them are afraid to speak out. Of course, some may even lose their interest in learning English.Teaching objectivesWith the analysis of the teaching material and learners, I set up my teach

7、ing objectives as follows:Knowledge and skills:students are able to talk about what people are doing by using the words like newspapers, use, soup, wash, watch TV, talk on the phone, and wash the dishes.students are able to use correctly the structures like what is he/she doing? He is.What are you d

8、oing? Vm. What are they doing? They are.while listening, students are able to get some important information and learn to predict before listening.Process and methods:1. students are able to make up a dialogue scaffolded with patterns and situation,and share with each other.Emotion and values:studen

9、ts are able to learn respectively and cooperatively through group work.students are able to know how people in western countries talk on the phone,Important and difficult point:1. students are able to use correctly the structures like what is he /she doing? He is.What are you doing? Vm. What are the

10、y doing? They are.Teaching MethodsIn order to achieve these teaching objectives, the teacher in this class will adopt Task-based Teaching Method. Whats more, considering the characteristics of learners, the teacher will also adopt Visual Teaching Method by using pictures, to simulate the images in s

11、tudents minds. Besides, Cooperative Learning Approach is also highly valued in my lesson because some activities require the students to work in pairs or groups to solve the problem . Finally, to facilitate teaching, Ill use a PPT, a computer and a blackboard.Teaching ProceduresBased on the analysis

12、 above, my teaching procedures are systematically divided into 3 stages as PPP model worksBrainstormingPresentation yLead-inTeaching proceduresStage 1: Presentation-4minsStep 1: Brainstorming-2minsCTeaching proceduresStage 1: Presentation-4minsStep 1: Brainstorming-2minsPractice YLets listenL混為四崛teP

13、ractice YLets guessLets make a phone call Production J , Lets make a reportL HomeworkBy asking the question “what do you do at the weekend? to get the students brainstorm as many verbs as possible which paves the way for the following part.Step 2: Lead-in2minsBy simulating a context where it is eigh

14、t oclock, the teacher leads in the structure I am reading a newspaper and the new words like reading a newspaper, using the computer, making soup and washing the dishes.Stage 2: Practice-20minsStep 1: Lets talk5minsEach student will have a piece of paper, they ask about the other9s content by using

15、“What are you doing? Im Because of the information gap, the students are eager to speak out and know the contents. Then, the teacher gets the students to ask and answer about some pictures by using the structure “what is he/she doing? He/She is.“ what are they doing? They are./9 Thus, the structures

16、 are practiced.Step 2: Lets listen8minsBefore listening, the teacher gets the students familiar with the phrases included in the listening text, like talking on the phone, listening to a CD, by asking them to talk about what people are doing in the Happy house. And in section 2a, the teacher asks th

17、e students to predict what Steve and Jack are doing according to the pictures. Thus, students may learn to predict before listening.Step 3: Lets imitate-一5minsStudents are asked to imitate sentence by sentence in turns and listen to the intonation as well as how people in western countries talk on t

18、he phone. Through imitating in turns, the students are able to identify whose pronunciation is the best and get motivated.Step 4 Lets guess-2minsThe teacher puts some pictures in the PPT. but some parts of the pictures are covered. The teacher divides the class into 5 groups and gets students to gue

19、ss “What is he/she doing? What are they doing?”. Besides, the teacher will induce the students to use the sentence structure “Is he / she. ? Are they.? to lay a foundation for the next class.Stage 3: Production-15minsStep 1: Lets make a phone call-lOminsYou are calling your mom and tell your mom wha

20、t you are doing in Chouzhou Park. As students are familiar with Chouzhou Park, they are motivated to talk about it. And its much easier to ask students to make a dialogue by filling in the chat. Then let some students come to the front, and try to act it out. Others listen carefully and answer the t

21、wo questions given by the actors. Competitions between groups can motivate most of the students to speak out and work respectively and cooperatively in the group. This step activates what students learned.Step 2: Make a report5minsGet the students to make a report according to the dialogue they made

22、 given. It can not only consolidate what they learned, but also lays a foundation for the writing.Step 3: Selective homework-IminLevel A: Write down the report you just made.Level B: Now its 9:00 pm on Thursday, what are you classmates doing in the classroom? Please write down a report.Extra step: L

23、ets chantIf there is still some time left, the teacher gets the students to sing the songs which serve as a summary. Through singing, the students can understand the -form better.Blackboard DesignFinally, lets focus on the last aspect, the blackboard design. First, I will write down the title of thi

24、s unit in the middle. And then, I will divide the blackboard into 4 parts. In the middle part, I will put down the target language and key words here to make students realize the importance of them and have a deeper memory. And the PPT will hang out on the left. The part next to PPT will be used for free writing and scores of each group will be written on the right.Blackboard layoutUnit 6 Im watching TVPPTPPTPPTFreeWritingIm reading a newspaper He is talking on the phone They are exercising.G1G2G3PPTFreeWritingIm reading a newspaper He is talking on the phone They are e