Unit 6 I’m watching TV. ( Speaking )
Ⅰ. Analysis of the students
Junior One students have learnt the present progressive tense in the primary school. And they have mastered some words and expressions about this tense. They know how to describe the tense simply, but they still have difficulty in using this tense to speak well by looking at the pictures in the oral English test. Besides, they show great interest in English.
Ⅱ．Analysis of the Teaching Material
The topic is selected from 《Go for it 》7B Unit 6. T The main idea of this unit is to talk about what people are doing. It is close to students` daily life. So it is helpful to raise learning interests of the students and it will be also helpful to improve their spoken English.
Ⅲ．Teaching Objectives:
1. Language goals:
1) Students are able to master the following words and phrases:
newspaper, soup, exercising, making soup, reading a newspaper, using the
computer, washing the dishes, listening to a CD, talking on the phone
2) Students are able to use the following sentence patterns:
What are you/they doing? What is he/she doing? Are you/they eating?
I am/They are cleaning. He/She is exercising. Is he/she dancing.
2. Ability goals:
1) To train students’ ability of speaking skill.
2) To develop the students’ sense of competition.
3) To foster s abilities of communication and their innovation.
4、Moral aim:
Let students remember: It matters not what you want to do, but what you are doing.
Ⅳ. Teaching methods:
Task-based approach, Situational approach, The communicative language teaching, the students-oriented teaching method.
Ⅴ.Teaching aid:
A computer for multimedia use VI. Teaching procedures
VII. The aims of the teaching design:
Step 1Warming up
Teacher: Good morning，boys and girls. Today we are going to practice your speaking skill and use “be doing” sentences. First, let’s enjoy a video and then you should tell me what friends are doing. Pay attention to the verbs of doing. Now let’s enjoy it.
（设计目的：上课一开始便告知学生本节课的教学目的使学生带着目标去上本节课，对这节课的教学内容有个大概的了解，能更自然、自信地去配合老师上好本节课。）
Step 2 Lead-in
T: Just now we enjoyed the video. Can you tell me what friends are doing now?
S: Playing. Dancing. Swimming. Singing. Running.
T: Yes. All right. You did a good job. Now pay attention to all the verbs. All of them have added ing. That is what we will learn today---The present progressive tense.
Do you know its structure?
T：Yes, that is be (am/is/are) doing. So can you answer this question” What is she doing?”
（设计目的：通过观看此录像后回答出5个现在分词，直接引入到本节课所要讲的重点语法---现在进行时。并复习其主要结构。使学生对此时态有更明朗的回忆。）
Step 3 Presentation
T：Now let’s review some new words and phrases.
T: Imagine you are the kid in the picture. How can you answer this question” What are you doing now?”
（设计目的：通过情境引出所要学的单词和短语，通过情境教学改变枯燥学单词和短语的传统模式。通过图片复习本单元第一课时的主要单词和短语，继而通过假设自己是图片中的那个小孩，以第一人称的身份回答其特殊疑问句，这样能使
学生熟练掌握目标语言之一。补充：由于图片都是关于自己英语老师的女儿，所以学生更有兴趣进入到此课堂，参与性更高。）
Step 4 Pairwork
T: Just now, we have practiced the target language. Now let’s consolidate it by pair work. Choose some pictures to practice with your partner. And then I will ask some pairs to show their works.
（设计目的：通过结对练习来进一步了解和掌握重点句型。）
Step 5 Game 1---Who has the quickest eyes
T: Now let’s play the first game. Let’s see who has the quickest eyes. If you know the answer, please stand up and answer the whole sentence.
（设计目的：通过第一个游戏来操练此句型的不同形式。让学生站起来抢答，活跃课堂气氛，并且改变学生老是坐着听课的传统模式教学）
Step 6 Presentation
T: Well, the whole class look at the picture. Is he playing the violin?
T: Is she watching TV?
T；Are they playing football?
（设计目的：通过3个图片和3个问句使学生回答不同人称的此时态的一般疑问句，为下一步的两个游戏做好铺垫。）
Step 7 Game 2 --- Mime and guess
T: Well, let’s play the second game---Mime and guess. Do you know miming? Well, I need a student to come to the front. Who would like to try?
T: Good. You are so active today. Ok, the whole class listen carefully. He will choose an activity in the box and do the action. And your task is to guess what he is doing. You should guess like this,” Are you …? If their answer is right, you should answer, “Yes, you are right.” If their guess is wrong, you should say,” No, I’m not.” And if you know the answer, you should put up your hand. Understand?
（设计目的：通过模仿猜谜游戏巩固前面所学的内容，训练学生语言的输出能力。）
Step 8 Game 3 --- Guessing game
T：Now, let’s play the third game--- Guessing game. If you know the answer, you should put up your hand. And you must guess like this,” Is he/she …?”. Got it? Now, let’s play it. Are you ready?
T: Great! Let’s begin.
(设计目的：再次通过截图猜测游戏巩固现在进行时的一般疑问句，使学生正确运用be动词与不同人称的搭配。)
Step 9 Presentation
T：Congratulations! Well-done. Well, in our oral English test, we will meet this exercise---speaking by looking at the pictures. Can you do this well? If you can’t, don’t worry. It doesn’t matter. Now, let’s do it together first.
（设计目的：通过一个考试的实例引导学生完成看图说话，在师生共同完成过程中，不断培养学生看图说话的思维和提供应试技巧，让学生留意要注意的方面，使其在真正的考试中应付自如。）
Step 10 Game 4 --- Choose an activity you like and finish the task
T: Now, I am sure you can do this exercise well. So let’s do more exercise like this. And we will play the last game. Choose an activity you like and finish the task. Remember, different activities have different points. Do you want to play this game. It’s exciting and challenging.
T: Well, who will be the first one to try? OK, group 1 has more points than group 2(for example), so group 2 first. Any volunteer?
（设计目的：将4个不同层次的看图说话以不同的方式融入到一个刺激的游戏中，并使用计时器，使学生身临其境，在有限的时间内完成任务，这样能提高学生的积极性，在快乐中学习，或许效果更佳。）
Step 11 Summary and Homework
T: Now let’s review what we have learned today. What words and phrases have you learned?
T: What sentence patterns have you learned?
T: Well done. And I hope you remember that it matters not what you want to do, but what you are going to do. Now let’s see which group is the winner.
T: Group 1(maybe). Congratulations! Let’s give them big claps. So they don’t need to do the homework today. But group 2 you have to do. I am so sorry. Now let’s see the homework today. The first one is to summarize all the activities you have learnt and write them down. The second one is to make a phone call to your best friend to ask what he/she is doing. And then make a dialogue. That’s all for today. Thank you for your cooperation.
（设计目的：教师和学生的最后的总结让学生对自己今天学习的知识进行了梳理，又一次强化，加深印象。另外，同时对学生进行情感教育很有必要，因为现在的
学生老是口头禅，口说无凭，计划多多，但最终实践的很少。最后，回归到一开始的竞争机制，赢家可不用做今天的家庭作业，使学生觉得付出才有收获，团结就是力量。）