七年級(jí)下學(xué)期unit5imwatchingtv

教學(xué)內(nèi)容Goforit(下)Unit5(P25-26)教學(xué)目標(biāo)語(yǔ)言目標(biāo)語(yǔ)言知識(shí)：要求學(xué)生掌握以下詞匯（cleaning,reading,watchingTV,doinghomework,eatingdinner,talkingonthephone）Whatareyoudoing?I'm/We'rewatchingTV.Ishe/shewatchingTV?Yes,he/sheis.No,he/sheisn't.語(yǔ)言技能:（1）能用現(xiàn)在進(jìn)行時(shí)的各種形式進(jìn)行準(zhǔn)確的描述和表達(dá)正在發(fā)生的動(dòng)作。（2）能掌握現(xiàn)在進(jìn)行時(shí)態(tài)及一些表示具體動(dòng)作的詞組搭配，如：watchTV,readbooks,beboring,gotothemovies,wanttodosth.等。（3）能在日常生活中恰當(dāng)理解和運(yùn)用本單元的話(huà)題范圍內(nèi)的單詞和習(xí)慣用語(yǔ)。2、情感目標(biāo)：培養(yǎng)同學(xué)間的友好合作能力，提高他們的觀察能力和判斷能力，激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣和熱情。3、文化意識(shí)：了解西方人是如何表達(dá)或描述正在進(jìn)行的動(dòng)作。4、學(xué)習(xí)策略：讓學(xué)生在學(xué)習(xí)中善于利用圖畫(huà)等非語(yǔ)言信息理解主題，注意發(fā)現(xiàn)語(yǔ)言的規(guī)律并能運(yùn)用規(guī)律舉一反三；把注意力集中在意思的表達(dá)上，必要時(shí)可借助手勢(shì)，表情等進(jìn)行交流。重點(diǎn)難點(diǎn)1重點(diǎn)：---What’shedoing?---He’sreading.難點(diǎn)：現(xiàn)在進(jìn)行時(shí)的用法和動(dòng)詞V-ing形式的構(gòu)成，在交際中準(zhǔn)確地運(yùn)用現(xiàn)在進(jìn)行時(shí)來(lái)描述或表達(dá)正在進(jìn)行的動(dòng)作。學(xué)生分析1學(xué)生已經(jīng)學(xué)過(guò)詞匯：watchTV,dohomework,talkonthephone,2本單元話(huà)題與學(xué)生的日常生活緊密聯(lián)系在一起，容易喚起學(xué)生的學(xué)習(xí)興趣，這對(duì)于提高學(xué)生的聽(tīng)，說(shuō)，讀，寫(xiě)很有幫助。教學(xué)策略（1）現(xiàn)在進(jìn)行時(shí)是學(xué)生剛剛接觸的一種新的語(yǔ)法項(xiàng)目，而本單元的話(huà)題源自生活，立足這一點(diǎn)，我充分利用學(xué)生已有的知識(shí)和生活經(jīng)驗(yàn)，引導(dǎo)學(xué)生在運(yùn)用語(yǔ)言中學(xué)習(xí)語(yǔ)言，然后在學(xué)習(xí)新的語(yǔ)言知識(shí)后創(chuàng)造性地運(yùn)用語(yǔ)言（為用而學(xué)，在用中學(xué),學(xué)了就用）最后讓學(xué)生總結(jié)歸納現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)形式。（2）開(kāi)展多種類(lèi)型的任務(wù)型活動(dòng)，提供給學(xué)生合作交流的空間和時(shí)間，促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作，為完成任務(wù)進(jìn)行探究性學(xué)習(xí)。教學(xué)媒體ppt課件多媒體教室教學(xué)流程TheFirstPeriodStep1.Warming–uplistentoasongStep2.Pre-task1PresentationT:Whatdoyoudoonweekends?S:…T:Doyouwanttoreadbooks?/Doyouwanttocleanyourroom?Ilikereading.Nowwe’rehavingEnglishclass.I’mspeakingEnglish.Whatareyoudoing?InHAPPYAPARTMENTS,There’resomepeople.Whataretheydoing?Let’slook.2Matchthewordsandtheactivities.Readthewordsin1a.Writetheletterofeachactivityinthepicturenexttothecorrectword.Checktheanswers.Step3During-task1,Task1:ListeningComplete1bT:JennyandBobaretalkingonthephone.Whoaretheytalkingandwhataretheydoing?Listentotherecording.Writethenumbersofeachactivityfrom1aafterthatperson’sname.Checktheanswers.Complete2aT:WhatisStevedoing?DoseStevewanttogotothemovies?Listenandwritetheanswersontheblankline.Complete2bLetstudentsreadthefourlines.Listenandputthemintherightorder.Askstudentstoreadthisconversation.2,Task2:GuessingLookatthescreen,guesswhatthepeoplearedoing.Usethesesentences:What’she/shedoing?Ishe/shedoinghomework?He’s/she’sreading.Yes,he/sheis.No,heisn’t/sheisn’t.Step4Post-task.grammarfocus1）.SummaryLetstudentsingroupsfindsomethingincommonanddifferentinthesesentences.What’she/shedoing?Whatareyoudoing?He/SheisreadingI’mwatchingTv.Ishe/shedoinghomework?Yes,he/sheis.No,heisn’t/sheisn’t.2).Tellthedifferencego-goingrun-runningwrite-writingread-readingsit-sittingdance-dancingAsktheSsingroupstohavealookandfindthedifferencebetweenthem.ThenasktheSstoreadthemagainStep5.HomeworkWr