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篇1：Unit5 I'm watching TV教案 (人教版英语七年级)
1.Teaching time: March 10th
2.Teaching object: Grade seven students
3.Teaching content:
Teaching material: People's education press “Go for it”
Teaching unit: Unit5 I'm watching TV
Teaching period: The first class of this unit
Teaching topic: Talk about what people are doing
4.Teaching media: ppt, blackboard, projector
Students analysis:
The object of the lesson is seventh grade students, they already have four years of basic English, and the students of this stage are lively and active, have a high enthusiasm for new things. But some students suffer from a lack of confidence in performance and fear of making mistakes. So teacher should encourage them to open their mouths and speak. This section focuses on the use of the present progressive, and for the students, it is easy to miss the is, am, are, or the formation of the verb ing. Guide the students to use the contrast method to find out the rules and memorize them in contrast.
Instructional objectives:
1. Knowledge objective:
1) Master the following words: clean, read, sure, wait, toy,camera, activity, movie
Master the following sentences:
① -What are you doing? -I'm watching TV.
② -What's he doing? -He's using the computer.
③ -What are they doing? -They're listening to a CD.
2) Talk about what people are doing
3) Master grammar: The present Progressive ( Be + V-ing )
2. Ability objective:
1). Students are able to understand the conversation about what people are doing, and use the sentences to communicate
2). Students are able to read and understand the sentences like “Is she/he doing…/What is he doing?”, and write the sentence about what people are doing correctly.
3. Emotional attitude values objectives:
Based on the study of this unit, students cultivate a strong interest in learning English, finding the happening things in life, positive thinking, willing to help others, willing to participate in various activities with positive emotions, cultivate the spirit of unity and cooperation.
4. Cultural objectives:
Students are able to understand the daily activities of western culture, as well as related inquiries and invitations to deepen understanding of English culture
Teaching content:
Talk about what people are doing with the present Progressive
1. Key points:
1) The use of words, phrases and present progressive tense. Able to accurately describe and express what is happening in various forms of the present progressive tense
2) Master the present progressive tense and some phrases that express the concrete action, such as doing homework, using the computer, watching TV, eating dinner etc.
2. Difficult points: The structure and pronunciation of the present participle in the present tense. To describe and express the ongoing action in communication accurately
Teaching Procedures:
Step1. Warming – up
1. Greet the students.
2. Look some pictures of different activities.
Step 2. Presentation
A. Match the words and the activities.
1. Ask the students to turn to page 25, and look at the pictures in 1a. Then the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
(Help the students answer the question with body language)
2. Ask and answer just like that, and finish 1a. The students read these V-ing words after the teacher.
(students can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
B. Pair work
1. Now, role-play the conversation with your partners in the picture above.
2. Let some pairs to act out the conversation in front of the class.
. (Write down the title of Unit5 I’m watching TV on the blackboard and ask the students to read it.)
C. Teach the Present Progressive.
1. Introduction
Tell the students what the Present Progressive is.
2. V-ing change rule and tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the students to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the students to read them again.
3. Practice.
The teacher shows several picture of actions and ask the students to answer, help students answer: “I am playing computer.”
Write down the three sentences on the blackboard, and ask the students to pay attention to the important words underlined
-What are you doing?
-I am playing computer.
-What is she doing?
-She is singing.
-What is he doing?
-He is swimming.
Step 3. Guessing game.
Ask and answer questions about what people are doing in the pictures.
-What’s he doing?
-He is playing the guitar.
The students can practice different sentences upon the verbs on the blackboard.
Step 4. Self-assessment.
1. The teacher prepare some listening exercises for the students, and play the cassette. Let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.
2. Do the exercises.
The teacher have the students some exercises, and ask the students to do at once.
<1>--What’s Li Lei doing?
-- He_____________. ( read )
<2>--What’s his mother doing?
--She_____________. ( write )
<3>--What are they doing?
--They_____________. ( play soccer)
<4>--What are David and Mary doing?
--They_____________. (have dinner)
<5>--What’s Jenny doing?
--She______________. ( run )
(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class)
Step 5. Homework
1. Finish the exercises in the class.
2. Make a conversation and act it out with your partner.
Step 6. The end
T: You are very good today, boys and girls! And th
篇2：Unit5 I’m watching TV 教案
Unit5 I’m watching TV 教案
Unit5 I’m watching TV Section A 1a-2c 轵城三中 冯艳涛 一．Teaching aims: 1.知识目标： 词汇: clean, read,on,apartment,Tv show 短语：doing homework, watching TV,cleanning,eating dinner,reading,talking on the phone. 2. 能力目标： Talk about what people are doing. 3 .情感目标：通过合作学习谈论正在发生的事，启发学生思维，培养学生的合作精神。 4． 交际用语： （1）-- What are you doing? --Im watching TV. （2）-- Is Nancy doing homework? --No,she isnt. Shes writing a letter. (3 ) --Do you want to go to the movies? --Yes,I do. ― When do you want to go? --Lets go at 7：00. 二、教学重点：The present Progressive 三、教学难点：The present Progressive的应用。 四、Teaching course: Step 1. Warm-up. Give the students two minutes to have free talk . Then ask several groups to show themselves . Step 2.Revision. A. Duty report Teacher: How are you, boys and girls? S s : Fine, thank you. Teacher: OK, who’s on duty today? (the student who is on duty starts to make a duty report) B. Ask and answer (The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.) T: Usually, what time do you go to school? S1: …… T: When does your father watch TV in the evening? S2: …… T: Do you do your homework in the evening? S3: …… T: When do you play soccer? S4: …… T: what time do you usually eat dinner? S5: …… (The teacher should encourage the students after questions.) The teacher ask the students to read these five verbs for several times. Step 3. Presentation A. Match the words and the activities. Ask the students to turn to page 83, and look at the pictures in 1a. Then,the teacher ask questions: ----What’s he doing? (Picture 1) ----He’s making a telephone call. (Help the students answer the question with body language .) Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.) The Ss read these V-ing words after the teacher. B. Teach the Present Progressive. 1. Introduction Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.) 2. Tell the difference Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again. 3. Listen to the tape. Let the Ss get ready to listen to the tape (paper and ball-point pen). Check the answer: 2 4 1 Step 4. Activities. (1) The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.” (The other actions: look at someone, clean the window) Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined: n What am I doing? n I’m opening the door. n What am I doing? n I’m looking at him. n What am I doing? n I’m cleaning the window. (2)Pairwork. Ask and answer questions about what people are doing in the picture. u What’s he doing? u He’s reading. The Ss can practice different sentences upon the verbs on the blackboard. Step 5. Show yourseleves. Guessing game. The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.) (The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.) Step 6. Expanding practice. Students look at 2c and practice 2c ,then make conversations in groups of three people. Step 6. Listening practice. Listen to the tape. Finish 2a,2b. Step7. Check.汉译英 1. 他正在吃晚饭。 2. 我妹妹正在踢足球。 3. 他的妈妈正在打扫卫生 4. 我爸爸正在打电话 5. 他们正在做作业 教后反思： 这节课学生第一次接触现在进行时，我首先通过复习一般现 在时引入现在进行时（教师通过自己的肢体语言，边做动作边帮助学生直观的了解现在进行时），学生学习的兴趣极高，又通过学生小组具体的`动作表演过程中对话练习新时态，学生的学习热情又再一次被掀起高潮，学习效果特别好。但这毕竟是接触新的知识，还需要教师在下节课的学习中多加复习。篇3：Unit5 I'm watching TV说课稿 (人教版英语七年级)
Section A
Good afternoon, dear teachers. I’m Xu Dongchuan, an English major from class2. Today my teaching report content is Section A from Unit5 I'm watching TV of People's education press “Go for it”. Now I am going to give presentation about Textbook analysis, Design concept, Students analysis, Instructional objectives, Teaching content, Teaching Procedures, Teaching method.
Textbook analysis
This textbook is based on the latest Go for it published by Thomsen learning Publishing Group in the United States, is an adaptation of the people's education press and the Thomson learning publishing group. It adopts the (Task-based Language Teaching) pattern, which combines the topic, the communication function and the Language structure, and developed gradual, life-like learning program. Therefore, teaching materials with different level “task” to organize the teaching activities, let students learn by doing things with the language and the use of English, this lesson is through “listening and speaking” to learn and use English.
Design concept
The content of this unit contains the principles of “close to The Times, close to the life, and close to the students”. Topic for everyday activities. Talk about what people are doing with present progressive tense，what questions and yes/no questions and short answers. By using the target language “What are you doing? / What is he/she doing I'm /He's /She's doing my/her/his homework. Is He/she reading? Yes, he/she is./No, he/she isn't”, to complete the listening and speaking level tasks, so as to reach the goal "Use English to do things ”to learn and use English.
Students analysis
The object of the lesson is seventh grade students, they already have four years of basic English, and the students of this stage are lively and active, have a high enthusiasm for new things. But some students suffer from a lack of confidence in performance and fear of making mistakes. So teacher should encourage them to open their mouths and speak. This section focuses on the use of the present progressive, and for the students, it is easy to miss the “is, am, are” or the formation of the verb ing. Guide the students to use the contrast method to find out the rules and memorize them in contrast.
Instructional objectives
a. Knowledge objective:
1) Master the following words: clean, read, sure, wait, toy, computer, activity, and movie.
Master the following sentences:
① -What are you doing? -I'm watching TV.
② -What's he doing? -He's using the computer.
③ -What are they doing? -They're listening to a CD.
2) Talk about what people are doing
3) Master grammar: The present Progressive ( Be + V-ing )
b. Ability objective:
1). Students are able to understand the conversation about what people are doing, and use the sentences to communicate
2). Students are able to read and understand the sentences like “Is she/he doing…/What is he doing?”, and write the sentence about what people are doing correctly.
c. Emotional attitude values objectives:
Based on the study of this unit, students cultivate a strong interest in learning English, finding the happening things in life, positive thinking, willing to help others, willing to participate in various activities with positive emotions, cultivate the spirit of unity and cooperation.
d. Cultural objectives:
Students are able to understand the daily activities of western culture, as well as related inquiries and invitations to deepen understanding of English culture
Teaching content:
Talk about what people are doing with the present Progressive
1. Key points:
1) The use of words, phrases and present progressive tense. Able to accurately describe and express what is happening in various forms of the present progressive tense
2) Master the present progressive tense and some phrases that express the concrete action, such as doing homework, using the computer, watching TV, eating dinner etc.
2. Difficult points:
The structure and pronunciation of the present participle in the present tense. To describe and express the ongoing action in communication accurately.
Teaching Procedures:
Step1. Warming – up
1. Greet the students.
2. Look some pictures of different activities.
Step 2. Presentation
A. Match the words and the activities.
1. Ask the students to turn to page 25, and look at the pictures in 1a. Then the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
2. Ask and answer just like that, and finish 1a. The students read these V-ing words after the teacher.
B. Pair work
1. Now, role-play the conversation with your partners in the picture above.
2. Let some pairs to act out the conversation in front of the class.
. (Write down the title of Unit5 I’m watching TV on the blackboard and ask the students to read it.)
C. Teach the Present Progressive.
1. Introduction
Tell the students what the Present Progressive is.
2. V-ing change rule and tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the students to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the students to read them again.
3. Practice.
The teacher shows several picture of actions and ask the students to answer, help students answer: “I am playing computer.”
Write down the three sentences on the blackboard, and ask the students to pay attention to the important words underlined:
-What are you doing?
-I am playing computer.
-What is she doing?
-She is singing.
-What is he doing?
-He is swimming.
Step 3. Guessing game.
Ask and answer questions about what people are doing in the pictures.
-What’s he doing?
-He is playing the guitar.
The students can practice different sentences upon the verbs on the blackboard.
Step 4. Self-assessment.
1. The teacher prepare some listening exercises for the students, and play the cassette. Let them finish these exercises at once. Then, check the answer. The students can understand whether they have learned about the Present Progressive.
2. Do the exercises.
The teacher have the students some exercises, and ask the students to do at once.
<1>--What’s Li Lei doing?
-- He_____________. ( read )
<2>--What’s his mother doing?
--She_____________. ( write )
<3>--What are they doing?
--They_____________. ( play soccer)
<4>--What are David and Mary doing?
--They_____________. (have dinner)
<5>--What’s Jenny doing?
--She______________. ( run )
In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.
Step 5. Homework
1. Finish the exercises in the class.
2. Make a conversation and act it out with your partner.
Step 6. The end
T: You are very good today, boys and girls! And thank you for listening. Bye.
Teaching method.
In order to complete the above teaching objectives, I adopt task-based teaching method, let the student experience, practice, participate, communicate, cooperate, achieve mission objectives, feel of success in the process of completing the task.
Students complete their preset goals by taking the task. Through cooperation and communication, we can learn to do things in English, so as to cultivate students' comprehensive language ability.
篇4：《I’m watching TV》教案素材
教学目标
1. 语言知识目标：
1) 能掌握以下单词： newspaper, use, soup, wash, movie, just
能掌握以下句型：
① —What are you doing? —I'm watching TV.
② —What's he doing? —He's using the computer.
③ —What are they doing? —They're listening to a CD.
④ —This is Jenny. —It's Laura here.
2) 能掌握语法：现在进行时态的用法。
3) 能运用所学的知识，描述人们正在干的事情。
教学重难点
1. 教学重点：
1) 词汇、词组搭配和现在进行时的用法。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) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner… 等
2. 教学难点：
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。
教学工具
多媒体
教学过程
Ⅰ. Warming-up and Lead in
1. Greet the Ss and check the homework.
2. Watch a video program.
Ⅱ. Presentation
1. Show some pictures on the big screen. Present the new words and expressions.
2. Ss watch and learn the new words and expressions.
3. Give Ss some time and try to remember the new words and expressions.
4. (Show some pictures on the screen and ask some students to perform the actions.)
e.g. T: What are you doing?
S: I am doing homework. (Help him/her to answer)
T: What is he /she doing?
Ss: He /she is doing homework.
Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.
5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.
6. Check the answers with the Ss.
Ⅲ. Game (guess)
1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.
(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?
2. Ss watch and guess the actions.
3. Ask and answer about the pictures.
—What's he/she doing?
—He's/She's …
Ⅳ. Listening
1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the right activities from 1a.
2. Play the recording for the Ss twice.
3. Ss listen to the recording and write the numbers from 1a.
Ⅴ. Pair work
1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.
2. Ss make conversations by themselves and practice the conversations.
Ⅵ. Listening
1. Work on 2a;
T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.
(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )
Check the answers.
2. Work on 2b.
Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.
The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)
Ⅶ. Pair work
1. Now, role-play the conversation with your partners.
2. Let some pairs to act out the conversation in front of the class.
Ⅷ. Role-play
1. Ask Ss to read the conversation in 2d and answer the questions below.
① Are Jenny and Laura talking on the phone?
(Yes, they are.)
② What's Laura doing now?
(She's washing her clothes.)
③ What's Jenny doing?
(She's watching TV.)
④ When do they meet at Jenny's home?
(At half past six.)
2. Ss read the conversation and answer the questions above.
3. Check the answers with the Ss.
4. Let Ss work in pairs and role-play the conversation.
Homework:
1. Review the words and expressions in this period.
2. Understand the knowledge about the present progressive tense.
3. Make five sentences on what are you doing now.
篇5：《I’m watching TV》教案素材
教学目标
一、初步掌握动词现在分词的构
成方法。
二、初步掌握现在进行时的含义
和用法。
三、会谈论人们正在做的事情。
教学重难点
现在进行时的结构以及动词现在分词的构成。
教学过程
Step 1, Revision
1. Greetings.
2. 复习之前学过的一些动词及相关短语
Step 2.Presatation: Lead in
1. 做师生问答练习.例如：
What can you do in PE/music/art lesson?....
2.出示图片引导学生给出更多动词短语搭配，并板书在黑板上
3. 教授新单词和短语.
1)Introduction: Talk about the title of this unit. Show some pictures to introduce the Present Progressive tense.
T: What’s she/he doing?
Ss: She/He is v-ing (Help the Ss to answer the questions and show the sentences)
2) Let the Ss to say what the Present Progressive is.
(现在进行时表示现在正在进行或发生的动作, 它的表现形式为:Be +V-ing ….)
3). 对比发现不同
写下一些常见动词的原型及其-ing形式. 让学生对比发现不同之处. 例如: go and going, watch and watching, do and doing, etc. Then ask the Ss to read them again
Step3.Activity 1a: Match
1. Help the Ss talk about the pictures. The Ss read these V-ing words
After the teacher. Match the words and the activities. Check the answers.
2.同桌问答练习
3. Ask some Ss to do actions and let the class guess what he/she is doing.
Step4.Activity 1b & 1c: Listening and pair work.
1. Play the recording for the Ss to listen. Play again. Ss listen and write the number of the activity each person is doing. Check the answers.
2. A guessing game: Guess the activities according to the Ss’ actions.
Step 5 Summary
Go through the sentences with the Ss. Deal with some language points.
Step 6 Homework:
1. Copy the new words and recite.
2. Make up their own dialogues from1c
课后习题
Who _____ over there now?
A. singing B. are sing
C. is singing D. sing
2. It’s eight o’clock. The students _____ an English class.
A. have B. having
C. is having D. are having
用现在进行时填空 ：
1.My mother _______ ( cook ) supper.
My father ________ ( wash ) the car.
2. They _________ ( run ) over there.
3.Our English teacher ________( talk) with a new student.
4. My aunt _______ ( watch ) TV
5.The boy ________ ( clean ) the room.
6. They _______ ( have ) a meeting .
7. Mr. Green and Mrs. Green ________ ( look ) for their son.
板书
Unit 5 I’m watching TV
section A(1a-1c)
现在进行时
1，定义：表示现在正在进行或发生
的动作。
2，构成：助动词be加动词现在分
词形式。
简记为：be(am/is/are)+v-ing
篇6：《I’m watching TV》教案素材
教学目标
1. Knowledge Objects
Review to talk about what people are doing.
Review the present progressive tense and present tense.
2. Ability Object
Improve students’ ability of listening, speaking, reading and writing skills.
Improve students’ ability of communicative competence.
3. Moral Object
Teach students that they should be brave people.
Be good at watching something and love our lives.
教学重难点
Teaching Key Points
Review the key words and the target language.
Teaching Difficulties
Train students’ ability of communicative competence.
Train students’ integrating skills.
教学工具
课件
教学过程
Step I
1. Greet to students. 1. Greet to the teacher.
2. Ask about date or day. 2. Answer about the date or day.
3.Ask about students favorite sports or other activities such as, watching TV, reading, playing ,computer games, etc.
At the same time, teacher may write these verb phrases on the blackboard or put up the pictures about these. 1. Tell the teacher and other students about your favorite things.
eg: play basketball / soccer. watch TV, read stories, go shopping, clean rooms, swim, do homework, write letters, etc.
Step II
1. Show some pictures with some activities in them to students.
T: What do they do?
What does she/he do?
What does he like doing? 1. Look at the pictures and try to talk about these pictures.
S: They clean the house.
He watches TV.
She likes reading.
2. Teacher leads to ask and answer:
-What are they doing?
-They are eating.
-What’s he doing?
-He is reading. 2. Try to think over and answer teacher’s questions as many as possible.
3. Teacher may write these words on the black board , then ask students to add-ing to the words.
Show:
1) play-playing watch-waching
clean-cleaning read-reading
talk-talking do-doing
2) have-having write-writing
3)stop-stopping swim-swimming 3. Read and remember the words and then add-ing to them.
Students may try to find the changing rules. Work in groups. Then tell other how to change a verb into-ing forms.
Step II 4.
Teacher shows another group of verbs:
Lie-lying tie-tying die-dying 4.Try to find the rules.
Then read and remember.
They may look up the dictionary and find the meanings.
Step III
1.Task1
Ask four students to sit in the front of the class.
Try not to let others find what he or she is doing.
Guess what the students are doing.
Language needed:
1. -***, are you reading?
-No, I’m not.
2. –Is *** eating?
-No, he isn’t..
-Are they doing their homework?
-Yes, they are.
2.Ask students to finish the guessing game one by one. Try to make more chances to practice speaking English for students.
Step IV
Have a listening practice.
Listen, look and say.
Step V Homework:
1. Finish self-check 1.2.
2. Write more than ten sentences according to the pictures of 2c on Page26.
3. Make a survey:
After school, please ring up your families or friends,See what they are doing at that moment.
time names What they are doing
7:50 p.m.
9:00
课后小结
学了这节课，你有什么收获?
课后习题
完成课后练习题。
板书
Unit 5 I’m watching TV
篇7：I’m watching TV说课稿
I’m watching TV说课稿
各位领导，各位老师：
今天我说课的内容是义务教育课程标准实验教科书七年级英语下册Unit 5 I’m watching TV，下面我将从教学目标，教学重难点，教学工具，教学过程和教学反思五方面进行简要说明。
一、教学目标
1．知识目标：
1）词汇
Clean, on, read, apartment
watching TV, eating dinner, cleaning, shopping, reading, doing homework, talking on the phone
2）语法 现在进行时(Present progressive tense)
3）句子
What are you doing? I’m watching TV.
What’s he doing? He’s doing his homework.
What are they doing? They’re cleaning the room.
2. 能力目标：学会用英语谈论人们正在做什么
(To freely talk about or learn about what they are doing)
3. 文化目标：培养用英语获取信息，与人合作的能力。激发他们学习英语的兴趣和热情，在接近生活常态的'交际中乐于模仿，敢于开口，积极参与。
二、教学重难点
教学重点
基于对教材和教情的分析，我确定本节的教学重点为现在进行时的用法。
To grasp the structure of present continuous tense : What are you doing ? I’m watching TV. What’s she/he doing ? She/he’s ……
教学难点
①现在进行时中现在分词的结构。（The structure of the verb adding “ing”）
②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。（Using this tense to describe and communicate）
三、教学工具---多媒体的运用
本节课我采用多媒体课件（PPT）进行教学，创设英语学习情境，调动学生学习兴趣。首先，我利用多媒体播放一段英文歌曲，创造英语教学环境，并引出本节课的学习内容。然后，我通过多媒体出示图片，引领学生进行学习、操练现在进行时。接着，进行一段听力训练，对所学知识进行检查和练习。然后，让学生进行模仿表演和猜测，活跃课堂气氛，调节学生的兴趣，操练所学句型。
四、教学过程
Step 1 leading-in（听音乐创设情境）
1. Greetings.(为了沟通师生关系，进行相互问候)
2.回顾上节课内容，抽学生在黑板上写出现在进行时结构
3. 本节课学习目标展示。
Step 2 结合教材，展示图片学生完成1a，各组依次说出答案。
Step 3 Practice
1. Show some pictures and let the students ask and answer (各组轮流进行).
e.g What are you doing ? I am reading.etc.
2. Get some pairs to practise in class.
Step 4 Presentation
(1) 出示图片，教师问：“What is he/she doing?”并帮助学生回答“He/She is…….
(2)然后出示图片,进行问答练习。老师领读。
A: What is he/she doing?
B: He/She is……. (ect.)
Step 5 Game
1. 猜动作Show a picture and get the students to guess what he is doing.
2. 接着教师叫一些学生面向全班同学来做一些动作，让其他学生来猜他或她正在干什么。直到猜对为止。
Step6 Listening （目标听和精听结合）
1.say:There are many people living in the apartment. Do you know “what they are doing?”. Please listen to the tape and find out “What is Jenny doing? What are Dave and Mary doing? What is John doing?”
2.Check the answers in class like this:
A: What is Jenny doing? B: He is watching TV.
A: What are Dave and Mary doing? B: They are eating dinner.
A: What is John doing? B: He is doing homework.
(通过听力训练，现在进行时的结构得以很好的落实)
Step 7
“how to add –ing to verbs”in class. And do some exercises.
Step8学习目标回顾
Step9 Homework:
五、教学反思
学生在本节课中的表现总体不错，教学计划进行的比较顺利，但也存在一些小的瑕疵。
简单有以下几点：
l 我在课堂上习惯一句话或一个知识点多次重复，有无意的也有特意的，本想通过重复来强化学生的记忆，可事实上，会让学生感到枯燥无味，所以这一点，在以后的教学过程中应该注意。
l 课堂上学生名字有时点中文名有时英文名，如果能全部用上英文名，英语情景的气氛更浓一些。所以要尽快记住学生的英文名，在英语课堂上尽量提问学生的英文名字。
l 在学生表演-猜动作的环节中，学生有的使用的汉语，如果课堂上教师点拨一下，告诉他如何用英语表达，这样更好些。
当然还有很多不足之处，我会在今后的教学过程中，慢慢摸索，弥补不足，更好的提高英语课堂的效率，提高自己的英语教学水平。
篇8：《I’m watching TV 》教学反思
《I’m watching TV 》教学反思
在教学初二 Unit 1 ： I’m watching TV？时，我充分利用情景图，把学习内容和生活有效的整和起来。让学生在看，听，读的同时，会说，敢说，能灵活的运用所学知识 ， 注意引导学生的口语表达能力，使学生的创新能力，合作探究能力得到发展 。
这堂课的重点是让学生较好地掌握“现在正在进行时”的句法。从传统的教学来看，会把重点放在语法的教学上，这对于四年级的`学生来说，是很枯燥的，而且容易让孩子失去学习英语的兴趣。因此我在教学过程中，有意识地淡化语法教学，抓住孩子们好动，爱表现的特点，充分利用body language，让生边做边说，在反复操练中，体会What are you doing？ I’m… What is he/she doing？ He’s/She’s…What are they doing？ They’re…这些句型的意义，使学生顺利地完成了学习任务。
为了使学生愉悦、顺利地完成学习任务，我首先通过“Free talk”引出学过的知识“ play football/sing a song/fly a kite…”等动词短语，然后通过“Game”的形式，直观地巩固这些短语。这两个环节的设计直接为新知识的学习做好了铺垫。接着教授句型“What are you doing？ I’m… What is he/she doing？ He’s/She’s…”并通过practice、listen to the tape、sing songs、language expanding等环节加强对新知识的巩固。根据小学生的生理、心理特点，在课堂教学中，我紧紧围绕教学目标，运用多种活泼的教学形式：Listen and do， Act， groupwork/pair work，Competition，Listen to the tape and follow，Show， Interview 等，在玩的过程中乐于动脑、动口，整个课堂教师不再是灌输者、教说者，而是组织者、引导者，学生在玩中产生说的欲望，从而达到了创造性地运用语言的目的。这样可以营造一个宽松的课堂氛围，学生获得相当大的主动权，提高了教学质量，引领学生走进新知识的殿堂。其中探究的学习方式，提高学生主动参与学习的过程。课堂中没有教师生硬的讲解与演示，而是让学生在组内讨论交流，在动手动口中体会和掌握知识。学生真正成为学习的主人，而教师则是学生活动的组织者、引导者与合作者。
总之，身为一线课改教师，深受课改新思潮的冲击，我将关注学生在每一节课的学习过程，关注他们投入了多少情感，洒下了多少努力，迸发了多少创新，启迪了多少想象，提高了多少能力，激发了多少兴趣，获得了多少成功。所以，本节课我以“学生的发展为本”设计。在这样的教学设计中，学生不光学到了知识，其动手能力、交流合作技巧也得到了发展。
篇9：新课标七年级上Unit 14 I'm watching TV
单元教学建议
1．教师在设计和组织对话活动时，应更加注意现在进行时在情景选择上的得体性和典型性。
2．本单元语法教学项目是现在进行时态，时态教学可以分为两部分：时态的构成与时态的用法。在时态的构成上，学生需要熟悉构成形式和转换形式两项内容。本单元的主要任务是通过不同形式的操练，逐步掌握现在进行时的构成形式，初步学会转换：把陈述句变为带有“what”的疑问句。
3．在教进行时态时，教师应特别注意矫正学生的下列不良习惯：
（1）在进行时的构成上忘记写be（is, are, am），如：
I working near the house.（×）
（2）忘记写-ing形式。
She is stand near a tree.（×）
（3）忘记某些动词-ing形式的特殊变化。
He is siting in a boat.（×）
Unit 14 I'm watching TV案例二
Period 2
I. Teaching goals:
1. Topic: Everyday activities
2. Function: Talk about what people are doing
II. Structures:
1. Present progressive tense
2. Yes/No questions and short answers
III. Target language:
1. --- What are you doing?
--- I’m doing my homework.
2. --- Do you want to go swimming?
--- Yes, I do.
3. --- When do you want to go?
--- At three o’clock.
4. --- Where do people play basketball?
--- At school.
5. --- Hello! Is Tina there?
--- No, she isn’t. She’s shopping at the mall.
IV. Key point:
The difference between Simple present & Present progressive
V. Vocabulary:
1. 正在进行的动作：watching, doing homework, eating, cleaning, playing basketball, swimming, shopping, reading
2. 地点：pool, school, mall, library
VI. Recycling:
1. Structures: Do you want…?
Let’s….
This is my brother Scott.
2. Describing words: boring, interesting
3. Time expressions
VII. Teaching & learning strategies: Cooperating
VIII. Teaching aids: Recorder, computer, handout, etc.
IX. Teaching processes:
Step 1. Talk about the places where activities take place.
Look at the pictures and complete the chart. (Section B-1a)
Ask and answer questions on the information in the chart, using the structures:
--- Where do people play basketball?
--- At school.
Step 2. Listen and practice more structures on places and activities.
Listen and complete the chart with the words in the box. (Section B-1a&b)
Ask and answer questions on the information in the chart, using the structures:
--- Hello! Is Tina there?
--- No, she isn’t. She’s shopping at the mall.
Listen or talk about the pictures with places and activities. (pp. 42~44 from SBS 1)
Recycling: --- Who is he?
--- He’s my father.
--- What’s his name?
--- His name is Paul.
--- Where is he?
--- He’s in Paris.
Extended words and phrases: in Paris, in New York, at the beach, at our house, sitting on a bench, feeding the birds
Step 3. Read the passage and learn to follow the model.
Read the letter in 3a on page 87, and try to comprehend it with the help of the pictures, paying attention to the places and activities.
Follow the model, and fill in the blanks in 3b.
Step 4. Write a passage after discussing a picture from SBS 1, page 29.
Discuss the picture and express the activities, using the structures learned in this unit.
Write down what have been discussed, with the title “A busy day”, beginning with “Everybody at 210 Main Street is very busy today”.
课后反思：
不足之处：1. 由于本课话题的关系，尽管回避了旧传统式的语法讲解，但仍无法完全 避免走老路。因此，涉及到语法现象的教学，还有待于研究、探讨。
2. 虽说课堂上以学生为主体了，但老师的主导作用也需体现：本节课教师 启发的还不完全到位；激情不够。
可取之处：全方位的训练了学生的听、说、读、写的能力。
篇10：unit 5 I'm watching TV 学案设计(新课标版英语七年级)
Teaching Plan
Unit5 I’m watching TV
Background information:
Students:40 junior middle school students,Grade1
Lesson duration:45 mins
Teaching aims:
1、Learn and use the new construction of sentence “ what are you doing?” I’m watching TV..
2、learn the new words: shopping、pool、read、clean、camera、wait、sure、toy、bird
3、Students are proficient with using the new words and sentences ,when talk with classmates
Teaching contents:
new words
sentences:What’s she doing? She is reading.
What’s he doing? He is waiting
What’re you doing ? I’m watching TV
what’re they doing? They are shopping
Teaching aids: blackboard、PPT、pictures、prop、games、
Type of the lesson: communication、speaking、exercise
Teaching procedure:
step1:warm up(10mins)
1、make students know the teaching aims,and ask students what are their parents’ job , and guess what they are doing, now.
(Teacher:1#Good afternoon, boys and girls .I believe that this class will be very interesting. Because we will know how to answer one question. What is the question? Yes, sometimes, at home, your mother often goes to your room, and ask you“你在做什么”，and you maybe answer“我没做任何事，只是在看书而已”。However, how to express it in English? Don’t worry. This class we will learn it.
2#Before we beginning the class, we need know the teaching aims. Look at the picture, please. Who can read it for us?
Student:*one student stands up,and reads it*
3#Ok, very good. Thank you. now, Who can translate it for us? If you don’t know the meaning of some words, I can help you.)
*one student stands up,and translate it*
4#Ok, please, sit down .let’s look at the first picture.
5#look, Who is she? *she is Song Zhu Ying*
What dose she do? *she is a singer*
Yes, she is a singer. what’s she doing, now? *she is singing*
6#You are so clever. now, I want to ask you what dose your parents do. and let’s imagine what are they doing now.
7#Linda, what dose your mother do? Please. You can speak Chinese.-
*my mother is a teacher.*
8#wow,Your mother is a teacher! Your mother must be very patient. now, look at the time. it’s 2 pm. please guess what’s your mother doing, now.
*I guess she is working*
9#yes,please sit down.wait for a minutes ,I will tell you the task,which you need to do . now, Bob, what dose your father do?
*my father is a policeman*.
10# Your father is a policeman? he must be very brave! I believe that you’re also a brave boy. now, guess what’s your father doing, now.
*he is talking *
11#Linda,and Bob, when you go home after school, asking your parents what were they doing at 2pm,and please tell us the resultant tomorrow .ok? It’s must be very interesting.)
step2:learn the new words and sentences using PPT(20mins)
1、use pictures and actions to introduce the sentences and words
(1#look at the picture , I will teach you some new words and sentence practice.
2#what is he doing? He is playing guitar. please pay attention to the read remark.In the end of the verb adding “ing”, yes,it’s the grammar and the rule of the new sentence.
3#look at the next ppt. what are they doing ?*they are watching TV.* 4#pay attention to the”ing”
5#what’s she doing?*she is talking on the phone.*
2、ask students to make sentences with the help of pictures
(1#Yes, it’s the time to exercise. look at the picture. it contains lots of actions. you have to make a complete communication using one of them.now,I make an example,first.
2# What’s he doing? he is walking. Understand? who wants to try?
*One student stands up,and teacher ask him“what’s he doing?”. He answers“He’s walking” .Several students make sentence according to the picture.*
step3:more practice(15mins)
1、play a guessing game:
(1#we have learn the words and sentence. now ,we will play a guessing game. who wants to enjoy the game? volunteer? ok, now. look at the picture, and you have to guess the action after I finishing the question, who answers it right and quickly. who will be the winner.
2#what’s she doing?....
*Linda answers it more quick than Bob.*
3#who is more quick? Ok, Linda is winner.
4#ok, next question.ready?go on! What’s he doing?....who is more quick?...
5#the final picture.who will be the winner?we don’t know…ok,what are they doing?
6#ok, ok. Linda is the winner. let’s me print a little flower on her book.)
2、Play an interesting memory game: five fingers present five actions. and let students memory five second. and using new sentences describe it
.(1#I bring five actions to the class. where are they? yes, they are in my hand. look, dancing, reading, swimming, walking, watching TV. now, all of you can enjoy the game.
2#now,stand up ,please.if you answer wrong,you should sit down.let’s see who can stand until the final time
3#what’s he doing?(teacher points the third finger)、
what’s she doing?(teacher points the first finger)、
what’re they doing?(teacher points the second finger)
4#it’s really an interesting game. yes?).
3、look a picture, describe it using present progressive
(1#the final task of the class. let’s do it .look at the picture.
2#What’s the father doing?
*he is reading *
3#what’s the mother doing?
*She’s working*
4#what’s the child doing?
*He’s watching TV*
5#This class is very interesting. I expect the next class time. ok, please finish the homework in time.)
Homework:
1、finish the “self-check” part
2、recite the first article P29
3、review the next unit
After class reflection:
篇11：Unit 6 I'm watching TV sectionA 教案教学设计(新课标版英语七年级)
学科年级 7年级英语下 课题 Unit 6 I’m watching TV sectionA
教学媒体 CAI real objects
教
学
目
标
知识目标 1.掌握以下词汇newspaper ,read a newspaper, use, soup make soup ,wash ,movie,go to the movies, just， eat dinner, talk on the phone
2）语言结构
-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.
能力目标 1）能正确运用现在进行时来学会讨论人们正在做什么及能就发生的事做现场报道。
2）开展任务型听力活动，获得理解，识别和处理相关信息的能力。
教学重点 1 掌握本节课的重点词汇和语言结构及动词的现在分词构成规则
-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能正确运用现在进行时来学会讨论人们正在做什么及能就发生的事 做现场报道。
教学难点 1 部分动词的现在分词构成
2 现在进行时的构成及句式变化
教学流程 学生活动 方法
Step one Warming up (Let’s enjoy)
Enjoy a video about activities, the answer one question :What activities can you remember?
Step two Presentation ( Let’s learn )
1 Take out a picture and ask ss T : “ what is this in English?” Help ss answer : “ It’s a newspaper ”.
T: newspaper, reading a newspaper I’m reading a newspaper and other words and phrases . Let ss read together.
2 Teach some new words and phrases with the pictures on screen.
3 Brainstorm :remind other activities quickly and remember in 2minutes
Step three Play a game (Let’s guess)
One plays,the other guess,see who can guess the most activities ,each activity 3marks.
Step four Practice ( Let’s talk in pairs)
1 Teacher asks one student: “What are you doing ?”Help student answer : “I’m watching TV”. Get the ss to practice it quickly in pairs.
2 .Ask another student A: What’s he/she doing?
B: He’s /She’s playing basketball.
A: What are they doing ? B They are eating dinner
Let ss practice these sentence patterns orally in groups
Step five Listening (Let’s listen)
1 Listen and write the numbers from 1a,check the answer together
2 Read the listening material together ,then have a match
3 Choose the best group
Step 6 sum up (Let’s find out)
1 Read these sentences ,what can you get?
I’m playing the computer She is singing.
He is swimming.They are dancing.
2 Look at the words ,what rules can you know?
talk talking watch watching
write writing dance dancing
swim swimming run running begin beginning
Step seven Writing practice (Let’s write)
It’s 8:00 at night,describe what Tom’s family members are doing according to the chart.
father Read a newspaper Mary
grandmother Watch TV play games
mother Clean the room
Tom Do homework
Step eight Exercise
Look at the exercise carefully ,then finish off,let’s see group is the most active one Answer this question singly
Read and repeat the new words with pictures
Remember the words and phrases,the play the game
One asks,the other answers,work in pairs/groups
Remember the dialogue by competing
Sum up the present progressive tense, the rules of verb-ing form
Write a short passage with the tense,pay attention to your handwrting
Think over and compete Watch with one question
Learn new words and phrases with pictures.
Play a game,choose the best group
Work in group
CompetingThe 1st pair gets 20 marks,the 2nd 15 marks.
Discuss in groups and sum up the rules
Write down the sentences
Compete answering questions
板
书
设
计 Unit 6 I’m watching TV sectionA
reading a newspaper I’m reading a newspaper
make making soupHe’s swimming
washing the disheswhat are you doing ?
What is she /he doing?
篇12：Unit 5 I'm watching TV period2(新课标版八年级英语上册教案教学设计)
The Second Period
初一 张巧玲
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary: doing homework, watching TV, cleaning, eating dinner, talking on the phone
Target language: What’s Steve doing? ---He’s watching TV.
Does he want to go to the movies? ---Yes, he does.
Is Nancy doing homework? ---No, she isn’t.
2. Ability Objects
Train students’ listening and speaking skills.
Train students’ communicative competence.
3. Moral Objects
Be good at watching something and love our lives.
Teach students how to cooperate.
II. Teaching Key Points
Master the key vocabulary.
The present progressive tense.
III. Teaching Difficult Point
Oral practice using the target language.
Make a conversation.
IV. Teaching Methods
Task-based teaching method.
Illuminating teaching method.
Pairwork
V. Teaching Aids
A projector.
A tape recorder.
VI. Teaching Procedures
Step1 Warm-up
T: Good afternoon, boys and girls. At the beginning of our class, let’s learn an English song “ Are you sleeping”. Please look at the screen and sing after the song. (Play the flash twice and let students sing aloud)
Step2 Revision
1. T: Now, let’s do some speaking. I’ll ask one of you to come to the front and act out some activities, and others guess what she is doing, understand? Amy, come here, please. (Ask the student to pretend to eat, read a book, clean the blackboard…Guide the student to practice some activities, then ask the class to ask and answer.)
2. Show some pictures of activities on the screen, let Ss practice the sentence structure.
T: Now, class, look at the screen please. What is he doing?
S: He is reading a book.
T: This picture, Lifeng, you two, please. (Ask pairs of students to practice the target language.)
Step3 Pairwork 2c
1. Ask Ss to read the sample conversation. Let Ss look at the first group of pictures, and ask them to guess what the people are doing.
T: Look at this picture, please. This is Nancy. She is sitting at the desk. Do you know what she is doing? Is she dancing eating? Can you guess?
S: No, she isn’t. She is writing a letter.(show the pictures) Now, please open your books, turn to page 26. Look at Activity 2c. There are three pairs of pictures left, right? Match the pictures first. Then imitate the sample conversation, work in pairs. Students A look at the first row, and guess what the people are doing. Students B look at the second row and answer the questions. For example, A: Is Mary writing? B looks at the picture and answers yes or no. Understand? OK, let’s begin…
2. After that, ask three pairs to present to the class.
3. Show Ss another two pictures, ask Ss to guess what they are doing, and answer the question.
Step 4 Listening 2a & 2b
1. T: So much for speaking. Do you want to do some listening? Look at this picture, please. What are they doing? ( S: They’re talking on the phone.) Peter, read the two questions, please…Good, thank you. Now, I’ll play a recording. Please listen and write your answers on your books. (Play the recording and ask Ss to fill in the answers, then show the answers on the screen.)
2. Ask Ss to listen to the conversation again and put the sentences in the correct order. Read the conversation together.
T: Look at the sentences in the box, they are in the wrong order. Let’s listen to the conversation again and put the sentences in order……Read the conversation together.
3. T: You did a good job. Let’s do another listening exercise. Listen to the passage and fill in the form. (Show the form on the screen.)
Step5 3a
1. T: Look at Activity 3a. There are two conversations below. (Ask two students to read the conversations.) Look at the three pictures. Picture1, what is the boy doing? (He is reading.) Picture2, 3…Now, please match the conversations with the pictures, and one picture has no conversation. Which picture is matched to Conversation A? (Check the answers.) Class, let’s read the conversations together. Conversation A. begin…
2. Ask Ss to look at Picture 1, work in pairs and make a conversation.
T: OK. You read very well. Now look at picture1 in 3a. pretend you are the people in this picture. Imitate Conversation A and B, make a conversation with your partner. Work in pairs. (As they work, move around the classroom offering help and answering questions as needed.)
3. T: Now, please make a conversation by your own. Then I’ll ask some pairs to come to the front and present to the class. (4 pairs)
Step6 Exercise
1. Competition --- Add –ing to the verbs.
T: Do you know how many patterns to add –ing? (Three. Give examples) let’s have a competition. You’re divided into four groups. Every group choose one to come to the Bb.(When they finish, check and give scores.)
2. T: You know, the present progressive tense is different from the simple present tense. Can you tell me when we use this tense? (Now, look, listen…)Give some examples.
3. Put these Chinese sentences into English.
Step7 Summary
Ask some Ss to summary what we learned today. At last, ask Ss to watch a video.
Step8 Homework
1. Workbook Unit5
2. Recite the conversation
3. Preview SectionB
篇13：人教版新目标七年级下Unit5单元教案
教案示例
UNIT 5 How Was Your Weekend?
清华附中 周喆
● W5C1
● 1. Vocabulary (Past Simple Tense)
A). Ask Ss to write down all the phases in P25 (picture 1A) under the time axis.
B). Ask Ss to write down the past tense of the verbal phrases.
C). After a small discussion, Ss find out the rules by themselves.
D). Teach them the rules of verbs in past simple tense.
1). regular verbs: + ed. /id/. y i +ed
2). Irregular verbs:
is / was are / were do / did go / went buy / bought
3). 过去时无人称和数的变化。
2. P25 Section A 1A; P28 Section B 1A Read the new phrases and practice.
3. Listening. P26 Section A 2A, 2B.
A). “Above are all the things about weekend activities. What would you say if you want to ask others about their weekend?” elicit the main sentences:
e.g.: How was your / his / her weekend?
It was great / boring / pretty good / …
What did you / he / she do over the weekend?
How about you?
B). “First, let’s listen to other people’s weekend. They are Anita, Ben and Sonia. Let’s see how did they spend their weekend.” Listen to the tape twice. 2a; 2b.
(Then do P29 Section B 3a.)
C). “Now, please work in pairs and tell your partner what did you do over the weekend and how did you feel.”
Interview your partner and take notes.
Name Feeling What you did Time
You
D). Change your partner and take notes.
(Work in groups of four.)
E). Ask four people (a group) come up to the front and do the memorizing activity. Other people take notes. Then let two Ss ask questions about what the people do in the front over the weekend.
4. Homework.
Copy the new phrases. (4 times)
Workbook. 1,2,5.
Make at least ten pieces of weekend activity phrases (include the 7 new ones in the book). Cut them into small pieces.
● W5C2
1. Revision. (P27 Section A 3a)
2. Listening (P25 Section A 1b)
A). “Today, let’s listen to a girl’s weekend activities. Her name is Lucy. What you should do is to tell me what do you think about her weekend. Do you like it?”
Before listening, Ss first guess what did Lucy do over the weekend. (Pair work)
Prediction (Guess) Reality (Tape)
Feeling
Saturday Morning
Afternoon
Evening
Sunday Morning
Afternoon
Evening
B). Listen to the tape twice. And fill in the chart.
C). Stick the little pieces in the chart and check the answers with the partner.
D). Check the answer together. Ask someone to give a report
e.g.: On Saturday morning, Lucy played tennis. And she did her homework…
E). “Do you like her weekend or not? Why?”
3. Task: “The Best Weekend Plan”
A). “Please work in pairs and find out who has got the best weekend plan. Who both did their work and had fun.” Ask your partner about their weekend plan and take notes. Draw or in the chart.
You P1 P2 P3
Feeling
Saturday Morning
Afternoon
Evening
Sunday Morning
Afternoon
Evening
B). Change your partner and take notes.
C). Work in groups of four and find out whose weekend plan is the best. The group leader should give us a report. We need reasons.
e.g.: Jim helped her mother clean the house on Saturday morning. (We think) It was good! Because he can help others…He both had fun and did his homework. That’s pretty good.
D). Design a best weekend plan
(groups of four).
4. Homework
Workbook: 3, 4
Design a best weekend plan and write the reasons.
Each group leader prepares 12 pieces of paper. Write 6 groups of regular and irregular verbs on them.
● W5C3
1. Revision (Porker Game)
Give each group (groups of four) 12 blank cards and some markers. Help students write out pairs of cards with a present tense of a certain verb on one and the past tense of the same verb on the other. The students mix up the cards and give each student three cards. Players choose a card from the student on the right. The object of the game is to find the other (past or present tense) verb cards that match the ones you are holding and place the cards face up on the table. The first student to match up all their cards is the winner.
2. Section B 1b, 2a, 2b.
3. Role-play.
Work in pairs. Student A is a famous person in the world, (e.g.: Jackie Chen). Student B is a TV reporter. Student B should interview A about how he or she spent his or her weekend.
4. Homework
Survey: Interview at least ten people in our class and write a report about how many people did the same thing at the same time over the weekend.
Workbook: 6.
● W5C4
1. Reading 3a, 3b
2. Self-check
3. Class presentation
4. Supplementary Reading
5. Quiz 5
6. Homework
Workbook: 7.
Challenging Activity: Interview your grandparents and your parents about what they did over the weekend when they are at your age. And then write down what you did over the weekend and please predict what the children will do over the weekend in year 2050. This is a letter for them to read and to find out the great changes during these 100 years.
Students’Handout
UNIT 5 How Was Your Weekend?
Task 1 (调查汇报上个周末做了什么)
Interview your partner and take notes.
Name Feeling What you did Time
You
Task 2
Prediction (Guess) Reality (Tape)
Feeling
Saturday Morning
Afternoon
Evening
Sunday Morning
Afternoon
Evening
Task 3
Ask your partner about their weekend plan and take notes. Draw or in the chart. Design a best weekend plan
Feeling Saturday Sunday
Morning Afternoon Evening Morning Afternoon Evening
You
P1
P2
P3
The Best
教案点评：
此案例包括本单元四课时的教学设计，结合任务型的教学模式，在每课时都适当设计了学生的调查活动。本单元学习一个重点语法现象：一般过去时，本设计先展示各种活动，让学生感知这种语法现象，然后在情景交际中反复运用，并通过学生的相互调查活动反复操练，最终通过写报告，落实到笔头训练，使学生掌握本单元目标语言点的运用。
篇14：三年级英语精选教案一： I’m Sam
模块分析：
Unit1为学生展示了学校生活中学生打招呼，告别及自我介绍的情景。教师应充分利用与教材相配套的辅助材料让学生看、听、说故事，使学生理解语言意义和语言情境。在这一单元可以让学生大量的模仿，为熟练运用打基础。Unit2主要是让学生能够自如的说和运用语言来打招呼、问好、自我介绍和告别。教师应在课堂中创设情境让学生边说边演，教师还可以通过让学
生上学、放学时用英语和同学、老师打招呼、问好及告别的真实任务来提高
学生的英语运用能力。歌曲的学习和游戏可以巩固本模块的重点内容。在学生学会唱的基础上教师应让学生动起来唱。做游戏时则要考虑让同学们都能参与进来。在教学中教师应注意任务的真实性或相对真实性，并要结合学生年龄特点注意活动的趣味性，使学生能积极主动的参与到活动中
Unit1I’mSam
教学目标：
1、能够利用Hello，Hi与同学打招呼。
2、能够简单的介绍自己的姓名
3、能够利用今天学习的内容与同学再见。
教学重点：如何运用英语与别人打招呼并介绍自己。
教学难点：介绍自己是本课的难点。
教学用具：录音机，人物头饰，单词卡
教学步骤：
准备导入：
1.教师在走进教室时热情地向同学们打招呼说：“Hello.”或Hi.与近处的同学握手，向远处的同学挥手。表扬那些用英语向师打招呼的同学说：“Verygood!Welldone!”或“Cleverboy/girl!”
2.用英语告诉学生本人名字，说:I’mMsJia.并将名字写在黑板上。
活动1：听音指图
1.打开并举起书，让学生看到练习。指着各幅图用中文问学生图中的情景(校园中Sam，Daming，Amy和Lingling在介绍他们自己;在离开学校时，他们互相道别)。
2.放录音或读对话。学生看书听录音。放录音时教师要举起书指着图上说相应话语的人物。再放录音，要求学生们指着相应的说话的人物。
活动2：听音说话
1.读出前两幅图的对话，要求学生跟读。
2.向学生解释老师将以故事中不同人物的身份来介绍自己。每次老师说：“Hello，I’m(人物的姓名)他们要回答：“Hel1o，(同一人物的姓名)。”
举例：
老师：Hello，I’mLingling.
学生：Hello，Lingling.
3.用Sam和Amy做更多的例子。每个名字练习多次。
4.向学生说明Hi和Hel1o是一样的。重复这一活动，用Hi代替Hello，读出剩下的对话，每句都要停顿，让学生跟读。向学生说明Goodbye和Bye，bye是一样的。
活动3：向同学问候及道别
1.让学生们看书。告诉他们老师是A，他们是B。老师将会说：“Hel1o，class.”他们必须说：“Hi，(老师的姓名)”。用Goodbye做同样的练习。和学生单独做练习。
2.要求学生向身边的人说“Hello。”和“Goodbye”。”让他们参照书中的例子。一个学生做A另一个做B。当他们说“Hel1o”时，必须握手，当他们说“Goodbye”时，必须互相挥手。和学生做一些例子。要求他们介绍自己，至少向班上四个同学说“Goodbye?”
作业：1、听录音两遍并背诵课文。
2、利用学习的内容与同伴进行对话。
三年级英语教案二：How are you ?
教学目标：
1、掌握句型：Howareyou?I’mfine,thankyou.
2、能利用新学的句型与同学、老师进行对话
教学重点：掌握句型
教学难点：重点句型中单词的发音
教学用具：录音机图片单词卡
教学步骤：
准备导入：
1.复习问候与道别的方式。
活动1：听音，指图，说话
⑴.让学生看前两幅图。用中文提问。图中角色叫什么?(在第一单元已经介绍了他，学生应该记住了他的姓名)这是一天中的什么时候?他在和谁说话?
⑵.放录音，要求学生在听录音时指出相应的图。再听录音，每句话后暂停，让学生跟读。
2.在教室内走动，向一个学生说：Goodmorning,_x..让_x回答：Goodmorning，MsJia.
3.让学生对坐在身旁的同学说Goodmorning和Hello.
4.在黑板上写出下列句型：Howareyou?I’mfine，thankyou.
5.告诉学生老师要点两个学生到教室前。他们握手，第一个学生说：Howareyou?,第二个学生说：I’mfine,thankyou.然后他们回到座位上。
6.让其他组的学生继续练习。
活动1：游戏
1.让学生看图，两人一组朗读对话。
2.让三个学生到黑板前面来。让一个学生背对着另两个学生。他们中的一个说Hello!Howareyou?这个学生转过身，对那个他认为说话的学生说：I’mfine,thankyou.然后提问这个学生Howareyou?那个同学回答：I’mfine,thankyou。做几个例子，教师要解释游戏方法。
3.让学生四人或五人一组进行活动。
4.邀请一组到前面来表演。
补充活动：
1.学生师将边做动作边说。他们必须要判断表演与说的动作是否一致。教他们英语单词Yes和No.
2.让学生两人一组进行活动。
作业：1、听录音两遍并背诵课文。
2、利用学习的内容与同伴进行对话。
篇15：三年级英语精选教案一： I’m Sam
教学目标：
1、功能：问候和道别/自我介绍
2、掌握语言：Goodafternoon，boysandgirls
3、掌握词汇：too，boy，gir1，Ms，goodafternoon
4、理解复数的概念。
教学重点：如何利用新学的句子扩展对话
教学难点：在原来学习的基础上再增加语言的量比较难。
教学用具：录音机单词卡图片
教学步骤：
准备导入：
1.复习第一模块的语言点。在黑板上写出下列对话：
A：Hello，Howareyou?
B：I’mfine，thankyou.
2.告诉学生老师要说：“Hello。”他们要参照黑板上的例子回答。
3.在教室四处走动，向一个学生问好，他/她要以B的身份回答。多做一些例子。
4.让学生分组做练习。要求他们与身边的三个同学练习。
活动1：听音指图
1.让学生打开书看图。指着图用中文问他们是否能说出图中人物的姓名(Sam，Daming，Lingling，Amy)。
2.用中文就故事提问，如：孩子们在哪?为什么老师要叫Daming“Ming”?孩子们为什么笑?
3.放录音。再放一次录音，要求学生边听录音边指着相应的对话泡。
4.举起师的书，指着书上的人物，让学生说出他们的姓名。
教学技巧：
让学生做一个自己的名字牌，如果可能，让他们放在桌上或粘在校服上。向不同的同学问候，打招呼。比如：“Hello…。”现在把学生分成小组，让他们互相打招呼。可以让他们按角色名字来表演，而不用他们自己的名字。
活动2：听音说话
1.让学生看第二幅图的对话。放录音，每句后停顿，让学生跟读。解释“too”与“also”意思相同。别人说：“I’mfine.”时，我们要说：“I’mfine，too.”
2.让学生合上书。指着自己书上的人物，挡住对话泡，看学生能否记住人物说的话。让学生五人一组，朗读课文。
5、利用男孩，教读boy再利用多个男孩教读boys让孩子们感知复数。同理可教授girl.
6、学生表演对话。
作业：1、听录音两遍并背诵对话。
2、与同学表演对话。
三年级英语教案一： I’m Sam
篇16：Unit5 What Does She Do? 教案教学设计(人教版英语七年级)
第一课时
一、基本教学理念
新课程标准强调，英语教学要重视对学生实际语言运用能力的培养：倡导体验、实践、参与、交流与合作的学习方式，强调学生能用英语做事情。提倡任务型教学模式，把语言综合运用能力的培养落实在教学过程中。面向全体学生，突出“以人为本”的素质教育思想，使语言教学的过程同时成为提高人文素养、增加实践能力、培养创新精神的过程。
二、学生分析
小学六年级学生，经过三年的英语学习，已经对英语有较浓的兴趣，也有一定的英语基础。他们喜欢表演英语对话和英语歌曲，养成了良好的小组合作的习惯。教师要通过各种有趣的活动帮助学生将枯燥的语言变得生动而又易于记忆，让学生在感知、体验和参与中获取知识，形成能力。
三、内容分析
本课时是在PEP四年级上册Unit 6 Meet My Family 基础上的提升。在那一单元学生学习了家庭成员的称呼（father、mother、brother、sister、grandfather、grandmother）、职业（如：farmer、doctor、driver、baseball player ）、询问职业句型（What’s your …?、What do you want to be ?）这一课时继续学习表示职业的单词（singer、writer、actress、artist、TV reporter)、询问别人职业的表达方法（What does your mother do ？）及句型What are you going to be ? I’m going to be….__is going to be….来询问他人的理想，并给出相应的回答。并在此基础之上培养学生热爱劳动、尊重他人劳动的情感。本课内容是本单元的基础。因此，在教学过程中，我应尽量运用直观教学手段，注意新旧知识的衔接并努力做到单词教学与句型操练相结合，以利于学生发展语言技能，提高实际运用语言的能力。
四、教学目标分析
1. 知识目标
（1）能够听、说、读、写本课单词：singer, writer , actor, actress, artist, TV reporter
（3）能够理解、认读白体句子:What does your father/mother do? He’s/She’s a…
（4）能听懂、会唱歌曲“My Family”
2. 能力目标
学生能用英语表达自己喜欢的职业，并能简单表达自己的理想
3. 情感目标
使学生了解更多的职业，热爱生活，尊重他人劳动。
五、教学重难点分析
重点：掌握A Let's learn部分的五种职业的英文表达，并能简单问答、介绍，表达自己的理想。
难点：正确区分运用冠词an和a，如：an actress，a writer。
六、教法、学法分析
教法：整堂课围绕“以学生为主体，教师为主导”的教学理念，通过直观卡片、教具等辅助教学，教学设计环环相扣，让学生在具体的情景中学习新单词、新句型，然后再运用于语言交流，使整个教学源于生活，又用于生活，创设了真实的生活场景，使学生学有所用，体验成功的喜悦。具体采用以下几种方法：1、直观演示法；2、全身反应法(TPR)；3、任务型教学法；4、小组合作法；5、游戏法；6、多媒体教学法。
学法：1、使学生认识到预习的重要性，学会利用现有资料；2、充分利用已学的知识利用学习正迁移作用，为本课的学习做铺垫；3、在会话教学中鼓励学生大声说，说清楚并配以丰富的表情和适当的手势，采用委婉有礼貌的语调，有感情，有条理的说，培养学生口头表达能力。
七、教学资源与工具设计
多媒体资料， PPT课件，单词卡片。
八、教学过程
step1：热身（Warm-up）
1、Greetings
2、Let’s sing
PEP四年级上册Unit 6 C Let’s sing“ My father is a doctor”
（设计意图：通过唱歌调动了学生的兴趣，活跃了课堂气氛，又让学生了解今天的学习内容。学生在旧知的基础上认识学习新知识，难度小，掌握效果也好。）
Step 2：复习(Preview)
“指手画脚”活动
教师把doctor，teacher，nurse，driver，farmer，baseball player等单词卡片面朝下放在桌上。一名学生抽一张卡片，用动作表演卡片上的职业，其他学生猜职业名称。第一个猜出的学生抽下一张卡片继续做游戏。
（设计意图：小学生学英语快，忘得也快，采用由旧知导入新知，为学生的学习降低了难度，使整个教学过程更趋简单、容易，让学生易接受新知，也让学生对一系列的知识有一个整体的认知。）
Step 3：新课呈现(Presentation)
Let's learn
呈现singer 的图片。并问 : What does she /he do ? 让学生回答 She /He is a …. 让学生说出更多的明星的名字。并且说句子 : She/He’s a singer .
学习singer，并让学生做动作。
出示词卡，拼读，评价.
（播放课件：分别出示王菲、周杰伦的照片）
2、用同样的方法学习TV reporter 和writer。
3、猜单词活动
T：I’ll introduce some jobs,please guess “what does he/she do?”
①He writes stories.The story is wonderful.What does he do?
②She reports news.The news is great.What does she do?
③He sings songs.His voice is very good.What does he do?
④He draws pictures.The picture is beautiful.What does he do?
4、学习artist
(接上面猜职业单词的环节④，引出artist这个单词)
（课件出示吴道子、顾恺之两个画家的图片，练习句型问答。）
出示词卡，拼读，评价. （an 用红色的笔写，醒目，提醒学生注意，用无声的方法提醒学生，在潜移默化中开始突破难点）
5、学习actress
T：What does she do? Ss：She is an actress.
多次强调 “an” ，学生都知道赵薇她是一个女演员
（课件出示赵薇的图片，练习句型问答。）
6、学习actor
①再看PPT周杰伦的图片，Picture 1 , Zhou Jie lun is singing. Picture 2 He is acting. So he is an actor, too.引出actor的教学。再次强调an,让学生进一步掌握冠词an的用法。
7、课件出示Let’s learn 的内容，学生跟读，找生读。
（设计意图：采用直观教学的方法，借助多媒体音、形、色、图、文并茂的优势，用学生所熟悉的名人图片，激发学生极大的学习兴趣，符合学生的年龄特点，在单词多的情况下，学完三个之后，进行谜语练习，既巩固了所学知识，为后面的巩固延伸中的练习做准备，又能以不同的方式引入新单词，使学生的兴趣一直保持，不感到枯燥。）
Step 4：Practice
1、Let’s sing
学生跟唱歌曲“My Family”。
（设计意图：众所周知，注意力长时间地高度集中，容易使人感到疲劳，理解接受能力减弱，学生学习的积极性也必然下降，游戏活动可让学生稍作休息，为使学生能以最佳的状态进入下一阶段的学习作一铺垫。）
2、Group work
（1）教师戴上Amy, Chen Jie 等人物头饰
T：I am Amy. I am going to be an artist. I am Chen Jie. I am going to be a/ an….
What are you going to be?
引导学生回答：“I am going to be a/ an…. ”
（2）出示句型，领读句子之后，让学生运用I’m going to be ….句型来表达自己的理想。
（3）T: Excellent !You have so many wonderful dreams for your future job . Let’s see what is the most popular job in our class .
调查全班最受欢迎的职业，并完成表格。
（设计意图：英语学习的目的就是要在交际活动中学以致用。调查活动的设计是对本课教学内容的有效巩固与运用，人人参与活动体现了教学面向全体，关注个体的教学理念。同时，学生积极主动地参与相互间信息的交流使他们的合作意识和合作能力都获得了进一步的锻炼。）
Step 4：Homework
T: How can you make your dream come to true ? What can you do for your dream ? Please remember : Where there is a will , there is a way .
(1) Talk about your dream job with your parents
(2) 抄写四会单词。
板书设计：
Unit 5 What does she do ?
A. Let’s learn
what does she/he do?
She /He isasinger TV reporter writer
anartist actoractress
九、教学设计说明
本课时是人教版小学六年级上册Unit5 What Does She Do?
A Let’s learn第一课时。
这节课是一节典型的词汇教学课。课的开始用一首欢快的song引出并复习职业词和寻问职业的句型What’s your father/mother do?因此在设计的时候首先采取以旧引新的方法。复习四年级上册学过的的关职业的单词；teacher ，farmer ，doctor ，nurse， driver等。同时也为本节课作为铺垫。取到了复习旧知引出新知的效果。第二我采取了直观教学法。运用了学生比较喜欢的明星图片作为切入口，引出新知。这样比较直观的呈现新知，让学生一看到图片就知道他们的职业，有效的提高了教学效果，又给学生一种视觉的享受，增添了学习兴趣。
第三我用Amy的理想引导孩子说说自己的理想。了解了同学们的愿望和梦想。教育学生为自己的梦想去努力奋斗，相信有志者事竟成！
这节课的重点在学练结合，培养学生的语言运用能力。
篇17：unit5 It's cold in winter. 学案设计(人教版英语七年级)
Unit 5 It’s cold in winter. 教案
设计人：10英教2班 梁惠仪
教材版本：Friends with English (开心版)
课题名称：Book 5 Unit 5 It’s cold in winter.
课 时：第一课时（新授课）
授课年级：小学五年级
授课时间：40分钟
一、学生分析
由于现在小学从一年级开始学习英语，通过五年的学习，学生具备了一定的语言基础，口语表达能力强，产生了对学习英语的兴趣，树立了对英语学习的自信心，愿意通过英语学习的舞台来展示自己的才华；同时愿意通过学习来促进与同学间的交流与沟通，并展开竞争，增强竞争意识和合作精神。针对五年级孩子的生理特性以及学习习惯，结合《英语课程标准》指出的以学生的发展为宗旨，着重培养学生的学习习惯，学习自信心，为学生提供自主学习和相互交流的机会以及充分表现自我发展的空间。
二、教材分析
本节课所用教材是广东开心版小学英语书本。本节课的内容是Book 5 Unit 5 It’s cold in winter.（关于天气的单词，句型熟练）。这是第一课时，因此，本课时我借助“任务型”教学采用多样化的教学手段将听、说、玩、演、唱溶于一体，同时将单词和句型进行整合，使学生活学活用，帮助学生获得初步的语感和用英语进行简单的日常交流的能力，从而激发学生对学习英语的兴趣。
三、教学目标
1、认知目标：
①使学生能够准确地、熟练地听、说、认读和写出表示季节的单词spring ,summer, fall ,winter和表示气候的单词sunny、rainy，weather.
②能听懂、会说、认读表示气候的单词windy和cloudy。
③能听、说、认读和写出功能句“What’s the weather like in …(季节或地方)？/What’s the weather like …(时间)？”询问天气情况及用“It’s +形容词+介词（in）+季节（地方）。/It’s +形容词.”进行回答。
④能听、说、认读和写出功能句“Is it …in …?Yes, it is.
No, it isn’t.”讨论天气情况。
⑤能完成配套的练习“Practice 2”和补充的笔头练习。
2、能力目标：
①能运用学到的单词和句型询问和答出有关四季天气情况。
②能初步用英语表达自己城市的天气情况和不同季节的特征。
③培养学生的综合运用语言的能力。
3、情感目标：
①创设情景，为学生理解、操练运用功能句提供半真实的语言环境，激发学生爱好学习英语的情感。
②培养学生敢于开口，积极参与的学习态度，使学生能够体验成功的喜悦，建立学习的自信心。
③引导学生了解天气的变化，并根据天气的变化对生活、学习作出相应的安排。
四、教材分析和重难点
本课时是九年义务教育六年制广东开心版小学英语教科书《Friend With English》Book 5第五单元的第一课时。本单元以讨论一年四季的天气为主题，从而学习本单元的重点词汇：表示季节名称的单词spring、summer、fall、winter及表示气候的单词cold、hot、sunny、rainy、windy、cloudy及weather；重点句型是：What’s the weather like in...?/What’s the weather like today? It’s ...以及Is it ...?及回答。难点在于功能句中What‘s the weather like+介词(in)+季节/地方？跟What’s the weather like+某天？两者学生易于混淆。由于所学的知识与学生生活息息相关，通过多媒体课件、听说训练、情景操练、游戏等有效的活动进行词汇、句型操练，做到句型与情景相结合，增强学生学好本课知识的信心。
五、教法与学法
（一）教法设计：
1、口语法。 2、视听法。
3、TPR教学法。
4、运用游戏教学法，激发学生的兴趣，活跃课堂气氛。
5、情景教学法。
（二）学法设计：
1、学生进行合作学习，互动交流，引导学生有效地运用语言。
2、TPR学习方法。
六、教学准备
CAI、word cards 、sentence cards和练习，PPT。
七、教学过程
Step 1. 热身
1、Greetings.
T: Hello! Good morning！How are you?
Ss: Fine, thanks. What about you, miss?
T: I’m fine, too.
step2.导入
T: What day is it today? Ss: It’s Friday.
T: How do you feel today? Ss: It’s cold.
T: Do you like this weather? Ss: Yes, I do. No, I don’t.(学生纷纷发表自己的见解，调动了学生的积极性)
T: OK, let’s learn a new lesson “unit 5 It’s cold in winter.”
(设计意图：通过师生的交谈，既拉近了师生的距离，活跃了课堂气氛，又为后面的教学做了铺垫，激发了学习英语的兴趣。)
Step3. 呈现
PPT展示图片，有关冬天的画面引入，
T: What can you see in this picture? Ss: Snow. Trees. Snowman…
T: Oh, good. It’s so cold. It’s cold in winter. W-i-n-t-e-r, winter, winter(全班齐读三次)单词卡贴在黑板板书 Ss: w-i-n-t-e-r, winter, winter…
T: What’s the weather like in winter? (引出句型)句型板书
Ss: It’s cold.
T: What else? Ss: …
T:It’s cloudy. It’s cold and cloudy in winter. C-l-o-u-d-y, cloudy, cloudy(全班齐读三次)单词板书 Ss: c-l-o-u-d-y, cloudy, cloudy…
T: Excellent.
同样的方法引出有关夏天的单词和句型。
T: Look at this picture. What can you see in this picture? Ss: The sun. The beach…
T: the sun is so big. It’s hot.单词板书 hot hot hot Ss: hot hot hot
T: It’s hot in summer. S-u-m-m-e-r, summer, summer…单词板书
Ss: S-u-m-m-e-r, summer, summer…
T: What’s the weather like in summer? Ss: It’s hot.单词板书
T: And it’s sunny. S- u-n-n-y, sunny, sunny…单词板书
Ss: S- u-n-n-y, sunny, sunny…
同样的方法引出有关秋天和春天的单词和句型。
T: Excellent. Let’s read these new words and sentences.
What’s the weather like in wintersummer…?
It’s cold and cloudy. It’s hot and sunny. ….
Ss: What’s the weather like in wintersummer?
It’s cold and cloudy. It’s hot and sunny. (全班齐读三次)
Step4. 玩游戏
T: Ok, do you want to play a game? Ss: Yes.
T: Attention. When I read the words that have bombs, you should keep silent, or you’ll be bombed. Understand? Ss: Yes.
cold
T: OK, let’s go. Follow me.
hot
summer
sunny
winter
cloudy
当老师读出相应的单词时，学生跟着老师读，如果老师独到有炸弹的单词时，学生要保持安静，否则就要站起来卑其他的学生扔炸弹。
Step5. 练习
Pair work：PPT呈现图片,两两之间进行对答，对句型和单词进行练习，（巩固这节课的重要内容）。
Exercises：补充句子（更深入对句型单词的运用）
Step6. 总结
把新课的单词和句型读三遍，加以运用。
Step7. 作业
1.做一名天气预报的小记者，运用本节课的句型和单词回家向父母介绍天气状况，明天上课检查。2.跟录音读书。3.抄写单词和句型一次。
Step 8. 评价
（设计意图：教师的评价贯穿了整一节课，合理的评价有利于激发学生学习热情，增加了师生关系的和谐发展。）
八、板书设计
Unit 5 It’s cold in winter.
What’s the weather like in.../ today? A B C D
It’s...
Is it rainy in fall? No, it’s not. It’s windy.
Spring rainy /cloudy warm
Summer sunny hot
Fall windy cool
Winter snowy cold
篇18：I'm more outgoing than my sister. 教案教学设计(人教版英语八年级)
Teaching content: 3a, 3b and 4 on Page 33.
Teaching aims:
Aims of basic knowledge:
1.Be able to use the following vocabulary to compare or fill in the blanks:
look the same. both. hers. chemistry
2.Be able to use these target language to communicate:
We both have black eyes and black hair.
She’s a little more outgoing than me.
We’re both quiet.
Aims of abilities:
1.Be able to talk about personal traits: a person’s appearance and character.
2.Be able to skim, scan, read carefully to answer questions and fill in the table.
3.Able students can retell the passage.
4.Be able to compare themselves and their partners.
Aims of emotion and evaluation:
Have more confidence in ourselves.
Learning strategies:
Mind-map. Classifying
Teaching major:
Help the students compare two persons.
Teaching difficulty:
Help the students improve the ability to skim, scan and read carefully.
Teaching procedures:
Revision, lead-in:
Introduce myself and review how to describe a person’s appearance and character.
Practice:
1． Describe what Chris Lee looks like and what Bi Fujian is like, then describe themselves..
2． Compare some famous stars and themselves.
Chant:
Sing a chant made by myself to cultivate.
Look! Look!
We are different.
You are younger .
I am smarter.
She is thinner.
He is calmer.
Oh, Oh!
We’re different.
It’s great!
Skimming:
Skim 3a and answer these two questions.
1. Who writes this letter?
2. Who is this letter to?
Scanning:
Read it quickly and answer these questions.
1. Who is Liu Li’s twin sister?
2. Do Liu Li and Liu Ying look the same or look different?
Careful reading:
Read it carefully to fill in the table.
Which are the same? Which are different?
Proficient reading:
1. Read the passage loudly to the partners.
2. Fill in the blanks according to the passage.
3. Fill in the blanks to complete the conversations.
Study reading:
1.. Retell the story with the help of the table.
We can begin like this:
Liu Li and Liu Ying are twin sisters. In some ways they look the same. They both…
2.If time permitted, show pictures of two girls and offer a short passage about them, then let the students tell them from each other quickly.
Homework:
Write an article about the same and different between you and your friends or partners.
You can begin like this:
Wei Fang is my partner/friend. In some ways we look the same…
★ 人教版六年级作文
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