2015年七年级英下unit6I_am_watching_TV说课稿

七年级（下）Unit6 I’m watching TV 说课稿尊敬的评委老师，下午好！今天我说课的内容是新人教版七年级英语下册Unit6 I’m watching TV.SectionA（1a－1c），下面我将从说教材、说教法学法、说学生，说教学过程，说课后反思五个大方面进行简要说明。

一、说教材1.教材分析本节课是新目标英语七年级下册unit6 Section A（1a－1c）。

主要围绕“what are you doing?”这一主题展开各种教学活动。

本节课旨在创造一个轻松、愉快的学习、交流环境，主要通过听、说训练来培养学生初步运用现在进行时的能力，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。

Section A 1a－1c部分是本单元的第一课时，从教材的整合来看，本部分是对现在进行时用法的延续，又为后面SectionB现在进行时的综合应用打下基础，具有承上启下的作用；再则这一课时通过常见的一些动词短语引出现在进行时的教学，从本节课来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。

因此，上好本节课，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有重要的意义。

2．教学目标基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。

教学难点为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。

(1)知识目标。

掌握重点短语、句型.(2) 技能目标。

能用现在进行时态准确的描述和表达正在发生的动作。

(3)情感目标。

通过对本单元的任务型活动，我的目的是能培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，乐于合作，培养学生团结合作的精神。

3．教学重难点：重点：重点词汇、词组搭配和现在进行时的用法。

难点：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。

二、说教法学法1．说教法为达到以上的教育教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及学生的实际，我将在教学中采用多媒体辅助教学、任务型教学模式，结合听说法、竞赛法以循序渐进的方式来进行教学。

七年级新目标英语（下册）Unit 6 I’m watching TV.Section B 1 1a-1e 说课稿一、说教材分析我说课的内容是go for it七年级下册Unit 6 I’m watching TV. Section B ( 1a-1e)，主要围绕“everyday activities”这一话题展开听、说、读、写等多种教学活动，其教学内容是“运用现在进行时态谈论人们正在做的事”。

这一话题贴近学生的日常生活，语言素材源于学生生活实际，因此有助于提高学生学习英语的兴趣。

根据教学时间和学生情况，我本节课讲的是Section B （1a-1e）部分，由于有前面三节课的讲授，学生已经了解了现在进行时的用法，构成，为学好本节课的学习起到了很好的铺垫作用。

二、说学情分析经过七年级上学期半年多时间的在校学习，学生已基本掌握一般现在时并初步具备流利朗读简单文段的能力，但缺乏用英语思考及交际的能力。

此外，还有相当一部分学生迷恋网络动画，但并不善于利用网络资源进行学习。

因此，本人充分利用学生对网络的热爱，通过多媒体技术来优化学习环境，将枯燥的语法教学融入其中，努力营造出一种自然、生动、活泼、有序的学习气氛，以吸引学生的注意力，激发学生的学习兴趣。

七年级学生生性好动，好奇心强，求知欲旺盛，但他们对学习英语既感到好奇又担忧，这需要老师正确引导。

因此，我在教学活动中尽量让他们参与到活动中来，努力激励他们大胆开口，通过学生之间合作学习，降低他们的学习难度，使他们体验到成功的喜悦。

三、说教学目标《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是初中英语教学的基本任务。

因此，在认真分析教材的基础上，根据七年级学生的生理、心理特点和学生的实际水平，我将本课时的教学目标及重点、难点确定如下：1、知识目标：①短语和单词：in a pool,at the supermarket, pool, shop, supermarket, man,②句型结构：①—Is the man swimming in a river? —No,he isn’t.He’s swimming in a pool.②—Is Alice playing basketball?—No，she isn’t.She’s buying milk and bread.2、能力目标：学会谈论人们正在做什么和掌握现在进行时一般疑问句及答语。

人教新目标七年级英语下册第六单元I am watching TV说课稿尊敬的各位评委，大家好。

今天我说课的内容是人教版新目标英语七年级下册的第六单元I am watching TV .section A (1a—1c)部分的内容；整个说课我将分六部分进行讲述.一、说教材分析：1、教学内容：本单元是Go for it ( 下) Unit 6。

主要围绕“What are you doing?”这一主题展开各种教学活动，并以这一主题引出,现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。

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”（learning by doing），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。

２、教材的地位和作用：“Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和Self Check　三大版快组成，同时每个版块又由a, b , c 三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的Ｃ部分又是pair work,培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。

Section B　中的３a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运用，又能在此体现出来。

Section B中的3c是任务性教学，体现了语言的交际性和实用性。

３、教材的处理：根据《英语课程标准》（实验稿）关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本节课的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯,本节课的教学内容为Section A (1a-1c),为本单元的第一个课时,主要要求学生整体感知现在进行时态在具体情景中的运用,并通过一系列的教学活动让学生自己总结归纳,现在进行时态的结构,意义,及现在分词的变化规则.二、说教学目标：根据以上我对本单元教材内容的分析，我确定本节课的教学目标如下：(一)知识目标1.学会下列词汇：newspaper, read a newspaper use,soup ,make a soup ,wash.2.学会下列重要句型：A: What are you doing ? I am watching TVB: What is he/she doing? He/She is ……C: What are they doing ? They are ……(二)能力目标1.学会运用目标语言进行听力﹑口语练习2.能用现在进行时的陈述句准确的描述和表达正在发生的动作。

Unit 6 I’m watching TV蒙江一中：黄芳Good afternoon, everyone.I’m Huang Fang.Standing here ,I’m very happy and excited.I’m very pleased to have an opprtunity to talk about some of my teaching ideas.My topic is Go for it七年级下Unit 6 I’m watchin g TV。

Content◆ Teaching Material（教材分析）◆ Students analysis (学情分析）◆ Teaching Aims（教学目标）◆ Teaching Methodology（教学方法）◆Teaching Procedure（教学过程）◆ Blackboard Design（板书设计）一:Teaching Materia 教材分析本节课教材内容围绕着描述人们正在进行的活动展开，内容比较贴近学生的日常生活，易于激发学生的学习兴趣。

在本节课中将学到现在进行时的一般疑问句、否定句及特殊疑问句的表达。

通过本节课的教学，进一步培养学生观察和描述动作及运用英语的能力，使学生体会到学习英语的快乐。

二、Students analysis学情分析：我们教学的对象是初一学生，他们精力旺盛，求知欲强，乐于表现自己。

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。

三、Teaching Aims教学目标：根据以上我对本单元教材内容的分析，我确定以下几个为本单元的教学目标：语言知识、语言技能、情感态度和文化意识四个方面。

1.语言知识：本单元要求学生掌握以下词汇（ doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment）语言结构（日常交际用语）：What are you / they doing ?I'm / We're/ They're watching TV.Is he/ she watching TV?Yes, he/ she is. / No, he/ she isn't.2.语言技能：（1）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。

Unit6 I'm watching TV. SectionA1a－1c说课稿武南镇中畦中学李芎一、教材分析本课是七年级新教材第6单元的第一部分，教材内容围绕着描述人们现在的活动展开，让学生学会谈论人们正在干什么。

本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。

在学习活动中，学生能通过交换对不同人物活动的描述，促进学生之间和师生之间的情感交流，增进情谊。

二、教学目标1、知识目标1）短语和单词watching TV, cleaning, listening to a CD, reading a newspaper, talking on the phone，using the computer, making soup, washing the dishes, exercising.2）句型结构What are you doing? I'm watching TV.What's he/she doing? He/She's reading.What are they doing ? They're watching TV.3）语法The structure of the Present Progressive Tense, The present participle2、能力目标1）能用现在进行时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。

3、情感目标：通过对本课时的任务性活动，能培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，乐于合作; 培养学生团结合作的精神。

三、教学重点及难点基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。

教学难点为现在进行时中现在分词的构成和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、设计理念现在进行时是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学,学了就用）。

Unit6 I’m watching TVTeaching aims of Unit61.In this unit students will learn some verbs and talk about “What are they doing ?‟‟ and “ When do you want to go ?”2. Train students‟ listening, speaking, reading and writing skills.3.The key vocabulary.The target language.…What‟ questions and …when‟ questions.4. The present Progressive ( Be + V-ing )Train students‟ listening, speaking, reading and writing skills.Use What and when questions to make conversations.Period 1Step 1. 1a Introduce the key vocabulary:1. doing homework, watching TV, cleaning, eating dinner, reading, talking on the phoneFocus attention on the picture. Ask students to name as many of the activities they see in the picture as they can.Then ask students to match each word or phrase on the list with one of the pictures.Match the words with the things and check the answer.Step 2. 1b Listen and number the conversationsThis activity gives students practice in understanding the target language in spoken conversation.Point to the names of the people with a blank after each. Ask students to read names aloud.write the number of the activity each person is doing. Point out the sample answer.Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to listen and write the number of each activity on the line after that person‟s name.Step 3. 1c PairworkThis activity provides an oral review of the vocabulary and other target language.Say, In this game, one student will pretend to do an activity and the rest of the class will guess what the activity is.Point out the conversation in the picture. Ask two students to read it aloud. Demonstrate the activity. Act out an action such as playing the guitar and ask students to guess what you are doing. If they guess wrong, use the wording in the conversation to continue the questioning.The student who gives the correct answer can do the next activity.Step 4 2a listening practicePoint out the two questions and read them to the class, then ask a student to read them to the class.Say, I am going to play a recording. Please listen carefully. Then answer the two questions.Play the recording the first time. Students only listen.Play the recording a second time. This time students write the answers on the blank lines next to the questions.Step 5 Homework1.Basic:copy the new words.2.Expansion: make conversations about the other animals in the picture. Use thePeriod 2Step 1. 2b listening and writingThis activity provides guided reading and listening practice using the target language.read the four lines to students. Explain that they are in the wrong order. When they are in the right order, they will make a clear conversation.Point out the number 1 in the box in front of the words, “What are you doing?” Say, This is the first part of the conversation. Write numbers 2,3, and 4 in the boxes to complete the message.As students work, move around the room and check their progress.Check the answers by replaying the recording. Ask two students to read the completed conversation.Step 2 2c, 2d oral practice using the target language.Two groups of pictures show what four students are doing at their desks. One group of pictures shows four students are sitting at their desks doing something . the other group of pictures shows clearly what they are doing:Present the first group of pictures to cause the students to think of the actions the four students are doing. Let the students ask and answer in pairs according to the model given above the pictures.Step3 3a reading practiceThis attention to each picture. As you point to each one, ask students, What is he doing ? or What is she doing?Point to Conversation A and Conversation B.Ask students to read the conversations with a partner. Then have them write in the number of the picture that goes with each conversation.Correct the answers.Step4 3b PairworkThis activity provides guided oral practice using the target language.Point to the conversation in 3a. Ask two different pairs of students to read the conversations to the class.Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a.Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the class. Step 5 3c groupworkThis activity provides this activity provides oral practice using the target language.Do the first half of the activity orally with the students, by focusing attention on the pictures one at a time, and asking the class the questions under the pictures. Then have the students work in pairs. They cover the questions and take turns to explain what‟s happening in each picture.Walk around the class offering language support where necessary.Step6 Homework1.Pre-view: SectionB1a-2c2.Basic: write conversations in 3c3.Expansion: Write the report of the interview about the activities.Period 3Step 1. 1a1.Show pictures of different places to the Ss and ask what those places are. Ask Ss about their experiences in those places.2.This attention to each pictures in the book. As you point to each one, ask students, What is he doing ? or What is she doing?3.Guide the students to complete the chart.Step 2. 1b PairworkThis activity provides guided oral practice using the target language.Point to the pictures in 3a. Ask two different pairs of students to make conversations to the class.Ask students to work in pairs. Say, Now you can talk about where the people are and what they are doing.Step4 1c,1d,1e Listening and PairworkPlay the tape first,ask Ss to listen it.Then play it again,have Ss complete 1c,1d.Check the answers.Ask Ss to use the information in the chart to make a conversation,then have some pairs to read their conversations to the class.Step 3 2a, 2b,2c1. Introduce three friends to the students: Tina, Mike and Lisa.Use the pictures to guide the students to pay attention to the places they hear. Pay attention to the activities people are doing in those places.Step4 GroupworkUse the information in the chart to make a conversation. Divide the students into some groups and guide them to make a short play.Step 5 Homework2.Basic: 1a, 1b new words3.Expansion: Learn by heart the pictures in 1aPeriod 4Step 1. 3a reading practiceThis attention to each picture. As you point to each one, ask students, What is he doing ? or What is she doing?Point to the pictures ask the students about the places and activities according to the pictures.Read the letter and underline the activities and circle the places.Number the photos.Explain some important phrases and sentences, listen and follow the tape to read this letter.Step 2. 3bTalk about the family members in the pictureAsk what they are doing one by one, for example: look at the grandpa, what is he doing?Fill in the blanks.Ask some students to read it to the class.Step 3 groupworkThis activity provides this activity provides oral practice using the target language.Show a real family photo of my own and tell the students about my family members and their activities.Work in groups. Talk about your family members and their activities in the photo.Walk around the class offering language support where necessary.Each group sends one person to make a presentation.Step 4 Homework1Pre-view: Selfcheck2.Basic: 3a new words3.Expansion: Learn by heart the article in 3aPeriod 5 self checkStep 1. self check:This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask the students to check all the words they know and find out the meaning of any words they don‟t know.Ask stu dents to find out the meanings of any words they don‟t know. They can do this by reviewing the lesson, asking you, asking classing classmates or using a learner‟s dictionary or bilingual dictionary.Step 2. vocal-builderAsk students to add five new words and phrases to your vocal-builder, and ask them to share their lists with other students.Step 3. vocabularyThis activity provides practice with the target vocabulary, and allows students to recycle vocabulary learned in the previous units using the present continuousStep 4 grammarFocus attention on each picture. Elicit vocabulary from students such as …bird‟, …camera‟, etc.Focus on example, He is looking for …, to illustrate use of present continuous tense.Have students work in pairs or individually to describe what is happening in each picture.Run through answers, drawing attention to constructions such as taking photos. Step 5 Just for funAsk all the Ss to read the dialogue and discuss where the humor comes from. Invite pairs of Ss to present the dialogue to the rest of the class.Step6 Test :Test the words learnt in the unit.Step7 Conclusion:Get Ss to conclude what they have learnt today.Step 8 Homework:1.Pre-view: the next unit.2.Basic: copy the new words3.Expansion: Learn by heart the important things of this unit.。

教学案例Unit 6 I'm watching TV一、教材分析Unit 6 I'm watching TV.这个单元的主要话题就是谈论人们正在干的事情。

这个话题对初一学生来说非常贴近生活，因此学生们应该对本课感兴趣。

通过科学合理的教学设计，使学生掌握本课的主要内容，要为学生创设较真实的语言环境，引导学生在情境中学习语言。

开展多种类型的任务活动，为学生提供合作交流的空间和时间，促使学生为完成任务和同学进行合作，培养学生的合作意识。

通过对本单元的学习，要求学生能熟练地描述自己和他人正在做的事情。

二、学情分析学生以前学过一些动词，和以what where开头的特殊疑问句，为本单元的学习做好了铺垫，本单元主要谈论正在做的事情，学生对这个话题比较感兴趣，这样就激发了学生的求知欲。

这一点很重要，它有利于本单元的教学内容的展开。

(一）语言知识目标1、掌握一些动词和动词短语。

3、掌握并会运用目标语4、掌握以what开头的特殊疑问句。

(二)能力目标能够熟练地谈论自己和他人正在做的事情。

然后再从课本中走出来谈论同学和家人正在做的事情。

(三）情感目标1、通过本单元学习，要培养学生会合理安排自己的时间，什么时间做什么事。

做时间的主人，自己的事情自己做。

四、教学重点、难点1、重点掌握一些动词及动词短语。

2、掌握现在进行时的用法。

3、能够用现在进行时谈论照片中的人正在干的事。

五、教学方法充分利用简笔画、教学图片、多媒体等教学的手段和工具，尽量多创设教学情境，使学生有话可说，让学生多动口说、多动手写，培养学生听、说、读、写的综合能力。

六、学习方法充分利用多媒体、录音机来激发学生学习英语的兴趣和求知欲望，让学生们在接近真实的环境中互相交流、互相合作，利用做游戏、猜谜语等多种学习方法，让学生大胆张口说，给学生充分展示的舞台。

七、教学流程Step1 Leading-in首先展示一副图片，然后老师说: Let's talk about the pictures.l老师再问:What's he doing?学生回答:He's talking on the phone.很自然导入新课，教师再询问学生T: What's she doing?s: She is cleaning.T: What are they doing?s: They are listening to a CD.(设计意图:利用多媒体以及图片来导入新课，比较形象、直观，可以激发学生的学习兴趣)Step2 Presentation老师让一个男学生站起来做个游泳的动作，老师问:T: What's he doing?S s :He’s swimming.老师再让一一个女学生站起来做个看书的动作，老师问T: What's she doing?S s: She's reading a book.(设计意图:利用动作教学动词短语，这样，学生学起来不觉得乏味，使他们对所学内容感兴趣，兴趣是最好的老师，使学生在快乐的氛围中获得知识。