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Unit 8 I’m watching TV.Section B教学设计I. Learning strategies（教学策略）本课使用多媒体、情景创设、小组合作等教学方式，让学生能够通过阅读文本，把握阅读技巧。
并运用核心语言进行交谈和写作。
II. Teaching aims(教学目标)1. Knowledge aims(知识目标)（1）Learn to read with “wh- questions”.（2）Learn to use “present progressive” to write.2. Ability aims (能力目标)(1) Be able to read with the help of reading strategies.(2) Develop listening, reading ,speaking and writing abilities.3. Moral aims (情感态度目标)(1) Interest students in competing with each other in class activities.(2) Encourage students to be confident to speak English.(3) Learn to be grateful to home.III. Teaching methods:TBLT.IV. Learning methods: CLL.V. Key points: read and write with present progressive.VI. Teaching procedures（教学过程）Step 1: Leading-inOne student show and the other students to guess “what he is doing?” .(Purpose: to review “present progressive” and to interest the students.)Step 2: Fast reading1.Where is Zhu Hui from？Where is Zhu Hui now?2.What time is it now?（Purpose: to catch “where ” & “when” questions. ）Step 3: ScanningIn Shen Zhen ActivitiesWhat are Zhu Hui’s mother and auntdoing?What are his father and uncle doing?What is his cousin doing?In New York ActivitiesWhat is the father doing?What is the mother doing?What is Zhu Hui doing?（Purpose: to catch more detailed information. ）Step 4: Mind map--learn to use the mind map to summarize the passage. （Purpose: to learn to use mind map to grasp the key information. ）Step 5: Pair-workMake a phone call according to the passage.A：Hello, this is Zhu Hui speaking.B: Hi, this is ...speaking. What is the father in your host family doing?A: Oh, he is .... What is my mother doing?B: She is...... ...A: I miss you very much. And I want to eat zongzi and watch the boat races.（Purpose: to output the key information. ）Step 6: Think moreDoes Zhu Hui like his host family? What does he think about his home in China?佳句赏析：Zhu Hui likes New York and his host family a lot, but there's still no place like home. （语言背景知识渗透）这是一个谚语，源自1823年英国伦敦寿宴的一部音乐剧中一首名为《家，甜蜜的家》(Home Sweet Home)的歌曲。
Unit8 I’m watching TV!Section B教学设计一：教材分析本单元主要围绕“W hat ar e you doing?”这一主题展开各种教学活动。
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”，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。
二：学情分析初一的学生通过将近一学年的学习，已经具备基本的英语学习技能，听、说、读、写能力已经基本形成。
他们学习英语既感到好奇又担忧，希望能得到他人的肯定。
因此在本节课中我会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。
提高他们综合运用语言的能力，使各层次的学生都有所收获。
三：教学目标1知识目标：学习并掌握以下词汇shop/supermarket/race/miss/delicious/young掌握重要句型：What are you doing?----I’m doing my homework.What time is it in Beijing?----It’s eight o’clock in the morning.（2）掌握重要短语：read a story to…miss his family wish to do sth.Like... a lot2. 能力目标目标：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。
②通过情景中的操练，培养学生的发散思维能力，激发学生的想象力，培养学生的语言交际能力。
3. 情感态度目标①有明确的学习目的，能认识到学习英语的目的在于交流，敢于用英语进行表达。
②通过小组合作来激发学生的学习兴趣，提高学生的合作意识，激发学生们的爱国热情四：教学重难点1.教学重点：掌握好重点句型：What are you doing ? What’s he / she doing ?2.教学难点：如何用所学句型进行综合运用。
Unit 8 I am watching TV section B一、教材分析：本单元是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。
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。
二、语言知识：本单元要求学生掌握以下词汇（phone, mall, movies, sound, show, boring, library, soccer. watch TV, do homework, eating dinner, talking on the phone)语言功能：学会读、写一篇有关人们正在运动的短文。
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.三、教学的重、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结构及读音，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、教学方法1、教法分析：（1）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，创设生活化的真实情境（或半真实情境）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）。
（2）开展多种类型的任务型活动，提供给学生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，为完成任务进行探究性学习。
2、学情分析：我们教学的对象是初一学生，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。
Unit8 SectionA〔Grammar Focus-3c〕精品教案一、教学目标：1. 语言知识目标：1) 继续练习运用现在进展时态来谈论人们正在做的事情。
2〕掌握现在时行时态的构造及用法。
3〕掌握动词的现在分词形式的构成方式。
能掌握以下句型：①—What’s he/she doing? —She's/He's washing the clothes.②—What are they doing? —They are listening to a CD.③—Is he reading a newspaper? —Yes, he is./No, he isn't.④—Are they using the computer? —Yes, they are./ No, they aren't.2. 情感态度价值观目标：培养同学间的友好相处，标准自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
二、教学重难点1. 教学重点：1) 掌握现在进展时态的构造及用法。
2) 通过不同形式的练习来运用现在进展时态。
2. 教学难点：1) 掌握现在时行时态的构造及用法。
2) 运用现在进展来描述人们正在进展的活动。
三、教学过程Ⅰ. Warming- up and revision1. Have a dictation of the new words and expressions.2. Let some pairs role-play the conversation in 2b and 2d.Ⅱ. Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习。
①你在做什么事情？_____________________②我在看电视。
__________________③她在做什么事情？___________________④她在洗衣服。
课堂教学设计U8 I’m watching TV.GrammarSection AⅠ.Teaching ObjectivesKnowledge Objectives1. To master the Present Progressive tense (be doing) .--What are you doing? -- I’m watching TV.--Are you doing your homework? --Yes, I am.\ No, I’m reading a book.2. To master the between the simple present tense and thepresent progressive tense.--She’s exercising now.--She exercises on Monday.Ability objectives: Students are able to1. Talk about what people are doing.2. Use the target language in natural speech.Moral ObjectivesLearn more about each other through communicating more. II. Teaching Key and Difficult PointsPresent progressive tenseIII. Teaching MethodsCommunicative Language Teaching Methods;Task-based Language Teaching MethodsIV. Teaching ToolsPPT, blackboardV. Teaching ProceduresScene 1—Cartoon World(Grammar learning)1.Lead-inEnjoy a video about the lively cartoon characters to learn what they are doing.PPT shows some cartoon characters which students are interested.T: What is he\she doing?Ss: He\She is …T: What are they doing?Ss: They are…2.Summarize the Decla rative sentence of the present progressivetense. (主语+ Be + doing.)I am hav ing an English class.The dog is play ing.The girl is sing ing.The swans are danc ing.To help S s reco gnize the target language in natural speech. It can decompose knowledge and reducing difficulties.Scene2——Our Class(Grammar learning)1.PPT shows three pictures of students from our class who aredoing different things.Summarize the What questions of the present progressive tense.What is he do ing?What is she do ing?What are they do ing?To help Ss recognize the target language in natural speech. 2. PPT shows some lively pictures to give students some examples to comprehend present progressive tense and at the same time review the new words and phrases.—What is/are … doing?—I/ He/ She/ They am/ is/ are …Ask students to practice the conversations in pairs and otherdifferent forms.2.PPT shows two pictures of students who are doing differentthings.Summarize the Yes \No Questions of the present progressive tense.Is he play ing the guitar? Yes, he is.Are they play ing the basketball? No, they aren’t.To help Ss recognize the target language in natural speech.3. A guessing gameUse a guessing game to ask students to guess what he/she/they is/are doing to practice present progressive tense.Use a game to increase students’ interest.4. PPT shows two pictures of me and another girl who are doing different things to compare the simple present tense and present progressive tense.Look, I’m playing the guitar. But I don’t play the guitar every day.She’s exercising now.And she exercises every morning.现在进行时一般现在时用法构成时间状语6. 3a Make sentences with the words and phrases about two tenses. (Grammar practicing)Jenny\ clean the house\ nowBob \make dinner \ every SaturdayTo give Ss the o pportu nity to use the target language in a controlled manner.Scene3——A Phone Call(Grammar practicing)1. 3b Read the conversation about the phone call and answer two questions.(These two qu estion s are about the simple present tense and present progressive tense.)3.Make a call ——Call a friend in your group.Practice in pairs and use the present progressive tense.—Hi, Bob! What are doing?—Hello, Mary! I’m watching TV. …To give Ss the oppor tunity to use the target language in natural speech.Scene4——John’s Family (Grammar Using)1.Help John record the lift of his family.First enjoy a video about John’s life at home.Then use the simple present tense and present progressive tense to finish the article about John’s life at homeTo give Ss writing practice with the target language.2.Analyze the key sentences in the article above.The sentences of the simple present tense.Eg. My mother is watching TV in the living room.The sentences of the present progressive tense.Eg. My father plays the mobile phone every day.To ask Ss to maste r the key structures of the article to record the lift.Scene5—Your Life at School (Grammar Using)1.GroupworkWork in groups to talk about the partime life.S1: What are you doing?S2: I’m…I often…S3: I’m…S4: I’m … I like…2.WritingWrite an article to record the activities of the students in the group according the conversation talked above.In my group, I’m reading a book. I like reading very much. Look, Bob is …S ome groups to present their activities to class.T o let Ss use the target language to communicate about themselves and people they know. To practice the target language through wrting,3.Don’t forget to record your daily life.(Moral Objective)Homework: 运用今天所学的句型，询问一下家人他们正在做什么事，并试着写下来。
Unit 8 I’m watching TV. Section B教学设计一、教材分析：本课教学的内容是鲁教版六年级下Unit 8 I’m watching TV. Section B(1a_2b)。
本节课是本单元的第三课时，是一节听读课。
本单元以“I’m watching TV.”引出话题：谈论人们正在做什么。
使学生们了解并学会如何表述目前的一种状态，即现在进行时。
1a-1e通过谈论活动发生的地点让学生巩固现在进行时的问答，2a-2b阅读教学部分通过时差问题引入世界各地不同人们同一时刻进行不同活动的话题，介绍了中国留学生朱辉的故事，展现了他在中国的家和国外寄宿家庭的生活场面，语篇设计的情景自然真实，不仅介绍了中国的传统节日——端午节，还让学生领略到中西方不同的文化习俗。
本节课的阅读教学为下一节课的写作输出做好铺垫。
二、学情分析：初一学生对英语学习有着浓厚的学习兴趣，学习积极性比较高，但是学生的学习习惯还需要进一步的培养。
因此本节课的教学要循序渐进，以鼓励为主，保护学生学习英语的兴趣和自信心。
同时要关注学生的学习习惯的培养。
三、学习目标：1. 语言知识目标：语法：现在进行时1）What’s he /she doing ?He / She is shopping.2）Where is he/she shopping?He/She is shopping in the supermarket.3）Is he running?Yes, he is / No, he isn’t.2. 语言技能目标：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和发生的地点。
2）通过情景中的阅读，培养学生的发散思维能力，激发学生的想象力，培养学生的语言交际能力。
3. 情感态度目标：1）有明确的学习目的，能认识到学习英语的目的在于交流，敢于用英语进行表达。
2）通过竞猜和小组竞赛激发学生的学习兴趣，提高学生的参与意识，竞争意识与合作意识，使学生获得成功的喜悦。
Unit 8 I'm watching TV.【学习内容】Section A 1a—1c【学习目标】1．学习使用1a中的动词短语;2．学习现在进行时态;3．学会运用常用的动词短语,谈论人们正在做什么.【学习重难点】1．交际中现在进行时的正确运用;2．动词短语的运用.【学习过程】一、回顾已知1．看电视_______________ 2．清洗餐具__________________3．听音乐_________________ 4．他们来自哪里?__________________________ 5．你为什么喜欢猴子?_________________二、自主学习学习任务一:1．学习并熟练掌握本节课的新词汇,写出下列中文意思.newspaper read a newspaper usesoup make soup wash2．认真观察1a中的图片,将活动与图片搭配,小组讨论并核对答案.3．听录音,完成1b,小组讨论核对答案.学习任务二:总结现在进行时态的构成：be动词(am/is/are)+ doing学习任务三:看图片1a,熟练练习、掌握询问他人正在做什么的句型:What’s he/she doing? 和What’re you/they doing?三、点拨提升现在进行时表示正在进行的动作或存在的状态.一般由be动词(am, is, are)加上动词的现在分词(即动词的ing形式)构成.通常句子中常有Look! Listen! It’s two o’clock now.等表示正在进行的时间状语.1．My brother is watching TV. (对划线部分提问)________ your brother ________?2．Tom and I ___ music now.A．are listening B．are listening to C．listening3．Are they having lunch at home now? (用every day 替换now)_______they ________lunch at home every day?4．They’re playing basketball. (划线提问)_______are they _________?【达标检测】（一）单选选择( )1．Look! They _______ games over there.A．is play B．is playing C．are playing( )2．We are doing ___________________.A．our homework B．my homework C．one’s homework( )3．Jim and his teacher ____________ over there.A．is talk B．is talking C．are talking( )4．Lily __________ the blackboard.A．is looking B．is looking at C．looking( )5．They are _________ books.A．seeing B．reading C．watching( )6．_________ are the students doing in the classroom now?A．What B．Where C．When( )7．--- Is the boy using the computer? ---_________.A．Yes, he does B．No, he isn’t C．No, he doesn’t( )8．--What ____ your family doing? --They’re watching TV.A．is B．does C．are( )9．Your idea __________ good.A．listens B．sound C．sounds( )10．It’s twelve o’clock now. The Greens _______lunch at home.A．have B．is having C．are having（二）读短文,回答问题.It’s four thirty in the afternoon. There are many students on the playground. Jim and his friends are playing basketball. Li Lei and other boys are playing football. Miss Gao is watching the games. She is looking after the clothes, too. Where are the girls? They are over there. Some are running, others are jumping. The twins are on duty today. They are in the classroom. Lucy is cleaning the window, Lily is sweeping the floor. They are working hard.1．What time is it? ________________________________________________2．What are Jim and his friends doing? ____________________________________________ 3．What is Miss Gao doing? _____________________________________________________ 4．Where are the twins? ________________________________________________________ 5．Are they working hard? ______________________________________________________。
2018鲁教版英语（五四学制）六年级下课件：Unit 8 Section A 2W 六年级下Unit 8 Im watching TV. Section A Period Twohouse drink tea drink tea tomorrow n. 房子 v. 喝； n. 饮料 n. 茶；茶叶喝茶 adv. 在明天 n. 明天；未来 Words reviewTo learn to use the present progressive tense -- Whats she doing? -- She is washing the dishes. -- Are they using the computer? -- Yes, they are./ No, they arent. Theyre exercising.T: What is she doing? S: Is she? S: Is she? She is drinking.T: What is he doing? S: Is he? S: Is he? He is playing the guitar.T: What are they doing? S: Are they? S: Are they? They are dancing.-- What are they doing? -- Theyre __________________. talking on the phone Look and say-- What ______ doing? -- Hes _____________. making soup is he-- What ____________? -- ______________________. Hes washing the dishes is he doing 现在进行时态 1. 定义：表示现在正在进行的动作 2. 构成：be + v-ing be 随着人称、数的变化而变化 (am is are)* 现在( 说话时) 正在进行或发生的动作 * 当前一段时间内的活动或现阶段正在进行的动作 My father is reading newspapers now. She is studying English these days. 现在进行时 1. 基本用法1) 助动词be (am, is, are) + 动词-ing 形式 * 肯定式：主语 + am / is / are + 动词-ing + 其他 eg.: My mother is cooking dinner in the kitchen ( 厨房). * 否定式：主语+ am / is / are + not + 动词-ing + 其他 eg.: My mother isnt cooking dinner in the kitchen. 2. 构成及句型结构：2) 一般疑问句：Am / Is / Are + 主语 + 动词词-ing + 其他? 肯定回答：Yes, 主语 + am / is / are 否定回答：No, 主语 + am not / isnt / arent eg. ：Is your mother cooking dinner in the kitchen? Yes,she is. / No, she isnt. 3) 特殊疑问句：疑问词 + am / is / are + 主语 +动词-ing + 其他? My mother is cooking dinner in the kitchen. Where isyour mother cooking dinner?1. 表示现在正在进行的动作，时间状语为now 时，通常用现在进行时 Steve is playing soccer now.2. 当句子的开头为Look! 或Listen! 等时，表明说话时动作正在进行，应该用现在进行时时 Look! They are swimming in the river.何时使用现在进行时3. 描述图片中人物的动作时，常用现在进行时，使画面更生动 Look at thepicture! The children are playing games in the park. 4. 当句子前后的语境、时间等暗示动作正在发生时，也通常用现在进行时 Where is Lily? She ison the sofa. She is watching TV.ⅠⅠ. 用所给动词的适当形式填空。
Unit8 I'm watching TV教学设计一．教学理念1.建构主义理论：知识是由个人自己建构的，而不是由他人传授的，这种建构发生在交往的环境中，是社会互动的结果。
这就要求教师在实际操作过程中：1）注重学生的主体作用，提供语料和语境；2）帮助学生理解任务的意义和目标；3）形成控制自己的行为的意识、信心和目标；4）创造适宜的心理环境。
2.任务型课堂教学模式：将英语的教学目标整合到一个或多个具体的活动任务当中，使学生在使用英语完成任务的同时，不知不觉中学会英语，更主要的是培养学生运用英语的能力。
这里，英语只是一种完成任务的工具、一种技能，而不是仅仅作为一门知识来学习。
3. 生活英语理论1）语言要求生动，活泼，以激发学生的兴趣；2）设计的task要贴近我们的现实生活，根据教材和课堂教学实际，适当调整教学内容；3）积极加以引导，降低任务难度。
二．教学目标：1）语言知识目标1. 学生能听、说、读、写课标内单词:house,drink,tea,drink tea, tomorrow。
2. 学生学会运用这些句型：---What are you doing? ---I’m …A: What is she doing?B: Is she…?B: Is she…?3. 学生能正确区分使用be(am,is,are)+Ving这一句式结构。
2）语言能力目标1. 通过对话训练，能用现在进行时对图片动作进行提问和回答；2. 能识别不同句式的语调（陈述句，疑问句）；3. 运用学习策略，能对所所学知识进行初步的语法总结。
3）情感态度目标1. 通过开展任务型活动，激发学生主动参与，与他人合作，激发学生学习英语的兴趣；2. 通过看动作说表达的游戏，培养学生团结协作的良好品质；3. 通过开展小组活动，互相帮助，培养协作意识，培养交际能力。
三．教学重点1. 掌握现在进行时的用法；掌握一般疑问句及肯、否定回答；2. 正确区分使用be动词和现在分词的构成形式。
Unit8 SectionB（1a-2c）精品教案一、教学目标：1. 语言知识目标：1) 能掌握以下单词：pool, shop, supermarket, man, host, study, state, the United States, American, dragon, young, race, say, other, children, miss, wish, delicious, living room2) 能掌握以下句型：①—What time is it in Beijing?—It's eight o'clock in the morning.②—It's 9:00 a.m. and Zhu Hui's family are at home.③—Zhu Hui misses his family and wishes to have his mom's delicious zongzi.2. 情感态度价值观目标：培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
了解中西方文化的不同，具有世界观念，了解其他的国家的文化。
二、教学重难点1. 教学重点：1) 掌握本课出现生的词及表达方式。
2) 进一步练习运用现在进行时态的句子来描述他人在做的事情。
3) 通过听、说、读的练习，提高学生们的综合运用能力。
2. 教学难点阅读短文，获得相关信息，完成相关任务。
三、教学过程Ⅰ. Warming- up and revision1. Review the knowledge on the present progressive tense.2. Check the homework and let some Ss read their sentences.Ⅱ. Presentation1. T: Show some pictures on the big screen. Present some new words and expressions. (pool, shop, supermarket, …)2. Give Ss some time to remember the new words and expressions.Ⅲ. Writing1. 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 groups. 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.Ⅳ. Pair work1. Look at the pictures and ask and answer questions. Give Ss a model:A: Is the man swimming in the river?B: No, he isn't. He's swimming in a pool.2. Ss work with their partners. Ask and answer about the pictures. (If necessary, give some help to the Ss.)3. Let some pairs ask and answer about the pictures.Ⅴ. ListeningWork on 1c:1. T: Now I will play a recording of a conversation. This time write the places you hear in the chart.2. Ss listen and write the places.3. Play the recording again for the Ss to check the answers.Ⅵ. ListeningWork on 1d:1. This time, please listen to the recording and write the activities you hear in the chart.2. Play recording and stop the tape if necessary.3. Play the whole recording and have students write the words they hear in the chart.4. Check the answers.Ⅶ. Pairwork1. 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.Ⅷ. Presentation1. Show some photos about Dragon Boat Day and zongzi. Let some Ss tell something they know about the customs of this festival.2. Present some new words and expressions in the article.Ⅸ. Reading1. Fast ReadingRead the article and answer the two questions.①Why are Zhu Hui's family watching boat race and making zongzi?②Does Zhu Hui like his host family? What about his home in China?Ss read the article quickly and find the answers to the two questions.Check the answers with the class.2. Careful ReadingRead the article again. What are these people doing now? Then fill in the chart below.Ss read the article and fill in the blanks. Then check the answers with the class.3. Work on 2cNow 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.阅读指导：1) 读表格中的词汇，根据短文内容，将左右两栏的内容连在一起。
2018鲁教版英语（五四学制）六年级下课件：Unit 8 Section B 1W 六年级下Unit 8 Im watching TV. Section B Period Onepool shop supermarket man n. 游泳池；水池 v. 购物 n. 商店 n. 超市 n. 男人; 人 Words reviewTo learn to talk about what people are doing in certain places --What is the man doing? --He is swimming. --Is the man swimming in the river? --No, he isnt. Hes swimming in a pool.Whats she doing? Shes shopping. Where is she shopping? Shes shopping at the supermarket. Look and sayWhats he doing? ________________. _______is he swimming?__________________________. Hes swimming Where Hes swimming in the poolWhats he doing? ______________. ______ ___he________?___________________________. Hes reading Where is reading Hes reading at the libraryWhat____ they_______? They ____________________.________________________? ________________________________. are doing are playing basketball Where are they playing Theyre playing basketball at schoolLook at the pictures. Complete the chart. Place Activities 1. at school playing basketball 2. 3. 4. library pool swimming supermarket shopping reading (books) 1aLook at the pictures in 1a. Then ask and answer questions. 1b Are people shopping at the toys store. Yes, they are.Where are you doing the dishes? Im doing the dishes at home. Practice 1 2 3 4 5 What is she doing? She Wheres she...? SheWhats he/she doing? He/She is Where is he/she ? He/ Shes...Name Place Activities Alice supermarket Mike Lisa school library readingshopping playing basketball 1c Listen and complete the chart. Listenagain. Check your answers in 1c. 1dPair work Using the information in the chart to make a conversation. 1eName Place Activities Alice supermarket Mike Lisa school library readingshopping playing basketball -- Is Alice go shopping at the supermarket?-- Yes, she is.1. shop ①①作名词，商店，与store 同义②②作动词，买东西、购物go shopping : 去买东西、去购物【链接】】mall mall = shopping mall （多用于美式英语中）购物中心、商业街通常一个shopping mall 里有很多shopat the mall 在购物商场 Lets go shopping this afternoon.注注: 另附word 文档。
Unit8 名师教材解读1.0Textbook Analysis教材解读本单元以“日常活动（Everyday activities）”为话题，围绕功能“能谈论人们正在做的事情（Talk about what people are doing）”，开展各种教学活动，学习现在进行时态的构成、含义，掌握动词-ing的构成，能使用现在进行时态来表述正在发生的事情并进行回答，能根据语境使用一般现在时和现在进行时恰当地表述现在的活动。
教材围绕话题创设的情景有利于学生了解如何在自然真实的语境中使用恰当的时态，话题与情景均与学生日常生活密切相关，学生有话可说，容易激发学生学习兴趣。
Section A主要围绕“日常活动”展开，以住在一栋楼里的邻居每家每户正在做的一些家庭日常活动呈现单元话题牵引下的动词短语，以邻居朋友间“打电话”询问对方正在做什么自然真实地输入现在进行时的语言结构，避免了传统的看见对方正在做某事却依然询问对方“What are you doing?”这种缺乏信息沟、明知故问的机械对话情景。
通过“打电话”这种自然真实的情景输入现在进行时态的表意功能，学生能够感知、理解谈论某人正在干什么，使用了不同于一般现在时的动词形式，让学生在具体语境中感悟、理解、学习现在进行时的意义和用法，理解和区别一般现在时和现在进行时的意义和用法，掌握动词现在分词的构成方法。
加强对话题和功能句型在意义和结构、流利与精准上的综合理解和运用，为Section B话题的拓展和更进一步的综合理解和运用打下基础。
Section B 继续围绕“日常活动”这一话题谈论活动发生的地点，巩固现在进行时态的一般疑问句，呈现重读闭音节结尾动词构成动词-ing的形式，通过阅读主题为时差问题引入世界各地人们在同一时刻正在做的事情得语篇材料，起到学科融合，引入中国传统节日—端午节，领略中西方文化的不同，完成单元在发展听、说、读、写技能以及语言综合素养的培养和提升的学习目的。
1.1Section A 1a 活动1a是一个基于单元话题的主要词汇和基本句型引入活动，利用美国或中国常见的住在一栋楼里的邻居每家每户在某一时刻正在做的一些家庭日常活动的情景，呈现单元话题牵引下的动词短语，以邻居朋友间“打电话”询问对方正在做什么自然真实地输入现在进行时的语言结构，起到话题牵引下词汇的情景化引入、自然真实的打电话情景实现功能句子的意义和结构的初步呈现和感知。
同时1a的主题词汇是直接以动词-ing词块的形式呈现的，其中watch TV, clean one’s room, wash the dishes, exercise是对前面单元动词词块的循环复习，有利于学生建构从动词原形到动词-ing的形式和意义。
1.2Section A 1b-1c 活动1b-1c是Listening and speaking部分。
通过1a主题图激活了学生的话题背景、功能结构背景后，1b活动通过1a的图片领居间打电话的情景，听第一段电话谈论邻居一家人正在干什么，让学生进一步熟悉使用进行时态来谈论某人正在做某事，自然呈现现在进行时态的特殊疑问句“What are/ is sb. doing?”来询问对方正在干什么。
通过听音理解，看图将语义与图片配对，也符合学生的学习特点，1a中1-9有动词-ing词块，1b听力材料呈现了be+ doing现在进行时完整的结构，通过听来感知、理解现在进行时态的完整语言结构。
1c让学生根据1a 图片中不同人物的活动，根据1b的听的输入和说的朗读训练，模仿1c 的示范对话，尝试运用现在进行时态的特殊疑问句来询问图片中的人物正在进行的日常活动，在操练的过程中要尽量提供机会让学生说出现在进行时态的完整句子，帮助学生掌握该时态的完整结构，突破现在进行时态学生容易漏掉be和动词-ing发音不准的难点。
1.3 Section A 2a-2c 活动2a-2c是Listening and Speaking部分。
听力继续沿用打电话的自然真实情景，打电话不仅询问对方正在干什么，还讨论根据对方在做什么和感受来协商并提出建议共同去进行某些活动，话题更贴近生活实际，能让学生通过听说感悟一般现在时态和现在进行时态的使用语境及其用法。
2a-2b听的内容是一样的，但是听力活动的目的是不一样的。
2a重点要求学生通过阅读两个含有现在进行时态的特殊疑问句和具体的回答，预测到对话的基本内容，训练学生带着问题去听并指向性地获取信息的能力，有了1a-2a对于现在进行时态的听说初步感知、理解与运用，学生基本能够理解和清楚现在进行时态的结构，尤其是be动词后动词-ing的变化。
2b再次通过听力理解，进一步在笔头上巩固现在进行时态的完整结构，突破动词-ing的构成，和在谈论日常活动过程中的真实感受，能够根据对话空出的信息的基础上预测听力内容，通过听力使用速记的技巧获取精准细节的理解能力。
2c是基于2a-2b听力输入后的模仿性半控制性口语输出，这是听说的第二次输出，较第一次基于主题图的看图说话，增加了更为自然真实的谈话内容，通过体验打电话谈论彼此正在做什么事情及其感受的同时，可以协商共同去做某事，更容易激发学生使用目标语言交流的兴趣，在积极交流的过程中，进一步实现在真实的交际情景中初步运用单元话题、与功能牵引下的语言结构。
1.4 Section A 2d 活动是Section A 关于单元话题与功能基本输入后的一个口语范例，对话依然采用打电话的自然真实情景。
1a-1c第一轮听说初步感知在电话的自然正式情景中询问邻居正在干什么；2a-2c第二轮对话循环巩固现在进行时态的特殊疑问句，同时感知、理解现在进行时态的一般疑问句，重点突破be+动词-ing的完整结构，同时理解一般现在时和现在进行时态在语义和结构上的区别，进行第二轮的听说输入输出；2d依然在打电话的情景中，重点突出在情境中理解电话用语和套语，又一次循环出现通过电话询问对方正在干什么，共同协商一起去干什么的谈话内容，在自然真实的交际中理解电话用语、现在进行时态和一般现在时的灵活运用。
自此关于单元话题和功能的句型基本呈现、感知、理解和进行了初步的运用，为后面语法学习和综合应用的准确性打下了基础。
确认学生理解对话后，引导学生发现值得关注的语言知识，播放录音，要求学生有感情地跟读录音，然后work in pairs, 分角色集体朗读对话，关注辅音连缀、分辨短语和句子中的重音，能在朗读和口语运用中把握句子重音，注重训练准确、流利的语音语调，展示表演对话。
表演对话时，要求学生“理解对话的情景：打电话-根据角色（朋友）使用的恰当的语言-注意电话情景的口语化语言特征-根据不同的话语逻辑使用不同的时态（现在进行时态和一般现在时）进行有效交流”等。
评价学生能够基于单元话题和功能，创设符合语境的角色表演，并进行有效的角色对话表演口语活动，鼓励并培养学生的创新性思维，培养学生社交的恰当与得体能力。
1.5 Section A 3a-3c 是对本单元语法要点的梳理和巩固性训练。
GrammarFocus列出本单元出现的关键句型，学生通过1a-2d的听说输入-内化-输出，能够理解话题“日常活动”的词汇、功能“谈论人们正在做的事情”语法的意义和结构后，能够根据例句归纳所学语言结构和规律，通过对比、观察，独立总结或讨论梳理出。
Grammar Focus：现在进行时态以What引导的特殊疑问句以及其回答，现在进行时态一般疑问句及其回答，兼顾了不同人称做主语时谓语人称的变化，现在进行时态和一般现在时态常见的时间状语、在结构与用法上的差异。
3a是控制性练习，让学生连词成句，通过一看时间状语，确定时态：一般现在时态或现在进行时态，二看主语确定动词人称的变化，三要注意两种时态在结构上的区别，关注到目前为止学习到的两个基本常用时态结构的精准性。
3b的句子排序活动，再次创设情境：自然真实的打电话的情景，再次让学生熟悉在电话中如何谈论正在进行的活动，如何根据正在进行的活动来协商邀请对方共同去做某项活动，在情景中正确运用一般现在时和现在进行时态。
3c通过动作表演和竞猜结合的游戏让学生操练和运用现在进行时态的一般疑问句和回答，通过学生感兴趣的生动活泼的游戏来发挥学生的想象力和创造力，锻炼学生的思维和肢体表现力。
通过不同形式的由控制-半控制-自由的语言应用活动，指向语言理解和语言精准性。
能够为Section B 对单元话题和功能的拓展和听说读写能力综合训练打下基础。
1.6 Section B 1a-1e 活动1a-1e是Listening and Speaking部分。
将Section A通过打电话和朋友谈论正在进行的日常活动转移到打电话找朋友、朋友不在家，进而询问朋友在哪里、在干什么的自然真实的情景，增加了电话交谈中想要找的某个人刚好不在在家，询问某人正在某处干某事的地点，丰富了电话情景和现在进行时态的句子结构，同时呈现了以重读闭音节结尾的动词双写辅音字母+ing的动词形式，突破动词-ing 构成的难点。
1a是让学生看图填写出日常活动的地点和日常活动，填写时可以让学生填写介词短语表示地点，动词原形词块表示日常活动，呈现新词汇：shop, supermarket, swim, swimming pool,接着让学生试着看图将词块用现在进行时态将完整的句子说出来，引导学生注意现在进行时态的be +doing的结构，再次巩固be动词的人称变化和doing的构成的两个学习重难点，同时观察swimming, shopping两个动词ing 的构成特点，同时教师可以有意识地循环Unit1-6的动词或动词词块“get up, get dressed, get to, get lost, stop, forget, put, cut”，引导学生观察这些动词的音节、重读，帮助学生归纳出“重读闭音节末尾只有一个辅音字母，双写这一辅音字母再加in g”的构成方法。
1b是一个延续1a的口语活动，学生可以pair work也可以chain drilling，使用一般疑问句+活动地点进行问答练习，重点巩固现在进行时一般疑问句对于某人是不是在某个地方正在干某事进行有信息差的口语练习。
1c &1d的听力内容，依然是三个打电话的情景，根据学习内容的拓展，拓展了打电话找人“Is sb. there? Sb?”,要找的人不在家“No/Sorry, sb. isn’t here. No, this is sb.”的电话用语，自然地询问要找的人在哪里？正在干什么，训练学生听力中捕捉关键信息的能力：具体地点，具体的活动，要求学生使用听写速记的技巧完成1c,使用在听复查确保信息准确和书写语言精准的听力技巧完成1d任务。
