I’m?watching?TV.教学设计（精选13篇）由网友“青山”投稿提供，下面是小编整理过的I’m?watching?TV.教学设计，欢迎您阅读分享借鉴，希望对您有所帮助。
篇1：I’m watching TV.教学设计
I’m watching TV.教学设计
材依据：人教版七年级下册第五单元《I’m watching TV.》Section A Period1设计思想
本单元的话题是谈论谁正在干什么。要求通过学习有关的短语及句型掌握现在进行时的定义及用法，因此，我设计了通过老师及学生做某些动作而导入新的时态的方式。这样学生很自然得就将明白了这个单元将要讨论的话题。对于教材的使用我设计将活动通过小组合作及表演练习的方式对所学的新句型进行理解应用。一方面使所有学生都有机会进行说的练习，另一方面也使学生在问答的过程中能及时纠正错误，尤其是前忘不be后加ing . 在教学过程中，关注学生的生活实际和生活体验，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。
教学分析
本节课围绕着一个话题“谈论现在正在进行或发生的动作”来展开教学活动，主要的教学内容是现在进行时。本节课紧扣教材，而又脱离课本，重新对教材进行编排。先通过描绘图片中人们的活动来学习词汇: doing homework, watching TV, cleaning, reading, eating dinner, talking on the phone……并通过问答“人们正在做什么”来学习句型：What are you doing？ I’m watching TV . 并用同桌合作的方式进一步加强句型的操练。然后通过听力训练和写作训练来加强练习和巩固。
教学目标
1.Knowledge Objects:
(1) New words and phrases
(2) Present progressive tense
2.Ability Objects:
To freely talk about or learn about what they are doing
3.Moral Objects
To be friendly to everyone!
教学重点
1.Key Vocabulary
2.Present progressive tense:
Subject +be+doing +…
教学难点
To master the usage of Present progressive tense:
Subject +be+doing +…
教学方法
Listening writing reading practicing playing games
辅助工具
Ppt tape pictures
教学课时安排
一课时
教学过程
Step1: Warming up and lead-in
(1). I show a basketball and say: look, I like playing basketball. I’m playing basketball now.(I make the action of playing basketball)
T: I’m talking now.
I’m running.
When I make the actions,I ask some students to guess the meaning of the sentences.
（通过老师边做动作边说句子，引出本课的内容，且让学生明了现在进行时的句子构成及表达的意思，还能引起学生对本课的兴趣。）
Step 2.
Match the words and the activities.
I show the pictures in 1a.Then, I ask questions:
----What’s he doing??(Picture 1)
----He’s making a telephone call.
Ask the students to turn to page 25.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.
Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat. 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 and do the following exercises (showing by flash card).
Show the picture in 1a to the students.
T: This is a happy apartment. There are many rooms in it. Look! Many people are in different rooms. They are doing different things. What are they doing? Please look carefully, match
the words with the activities.
T: Now let’s check the answers.
Answer: 1,d 2,a 3, b 4,c 5, f 6, e
The difference between read/watch/see/look
read(读，读书，看报) read newspaper
watch(观看，看电影/电视) watch TV
see(表示看的结果) I can’t see you.
look(表示看的过程，常与at连用)
look at blackboard
homework（U）
E.g.: I have lots of homework to do every day.
（利用各种动作呈现本课新授单词和动词短语进行教学，有利于吸引全部学生的.注意力使他们对新知识产生浓厚的兴趣，而且是学生有表现的欲望。）
Step3: Work on 1b
Ask the Ss to listen to the tape and finish 1b.
Then check the answers: 2 4 1
Make the Ss listen again and repeat. Ask Ss to read the sentences loudly.
（应用多媒体播放听力进行训练，在听完两边后，再复述能够使学生进一步锻炼听力能力，而且同时完成书本教学任务的同时达到能力拔高的目的。） Step4 Let Ss ask and answer in pairs like this: A: What are you doing? B: I’m drawing. What are you doing? A: I’m playing volleyball. Show some pictures to the Ss and present the sentences: A: What is he doing? B: He is playing basketball. A: What is she doing? B: She is singing. A: What are they doing? B: They are watching TV. Ask the Ss to make the new conversations with the new words in pairs. After a few minutes, ask some pairs to act. Then ask some students to make the actions, let other students guess what they are doing. （本环节中，使用名人效应可引起学生的好奇心。通过短篇动画呈现一些名人及家人正做什么，为接下来的口语对话训练创设情景，不仅便于在虚拟情景中操练本课的目标语言，而且话题及情境贴近生活，让学生达到学以致用的目的。）
Step5Sing a song
Use them media to teach S sa song to consolidate what they’re learning this lesson.
The name of the song is“What’s Zhou doing?”(Using the information above)
（通过多媒体播放歌曲，进行教学，使学生感受到英语教学形式多样。其歌词主要是学生刚刚对话过的有关周杰伦及家人正做什么的句子，让学生在歌唱的欢乐气氛中牢记今天所将内容，达到教学目的的同时将课堂气氛推向最高峰。）
Homework:
Make up a conversation about your family members: “what are they doing?”
（课后作业是用现在进行时写对话，它是课堂学习的延伸，属于拓展训练。）
板书设计 Unit 5 I’m watching TV
---What are you doing?
---I’m reading.
---What is he/she doing?
---He/She is cleaning.
主语+be+ving+…(主语正在干……)
习题巩固
1.clean_____ 2.work______
3.watch_______ 4. eat_______
5. read______ 6. wait_____
7.talk_____ 8. go_______
1. What are you doing now? I ___________ (clean) the windows.
2.. I like _________ (swim) very much.
3. It’s time __________ (play) football
教学重难点解决措施：通过老师引导、学生识图、听力配对和口语问答能力拓展训练等措施使学生逐一突破教学重难点。
教学手段：采用多媒体
教学准备：教师在课前收集并下载有关图片和资料制作成课件。
教学反思：本课利用多媒体进行教学，充分发挥了多媒体声音、图像、文字、动画为一体的优势，呈现直观，让视听有机结合，能使学生自然地将英语学习直接与现实生活中的事物建立联系，有助于培养学生用英语思维的能力。此外，在教授语法的过程中将传统的填鸭式教法转变成教师引导、学生看图自主归纳，这样更能凸现学生的主体地位。整节课我不仅激发学生的学习兴趣，活跃了课堂气氛，而且循序渐进地落实了各教学步骤，取得了较好的教学效果。
篇2：《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3：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4：Unit 5 I am watching tv.说课稿
（一）教材的地位及作用
本课是初一新教材第5单元的第一部分，教材内容围绕着描述人现在的活动展开，让学生学会谈论人人们正在干什么。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：
What are you doing? I am watching.
What is he doing? He is doing homework.
Is she reading? No, she is doing her homework.
2、能力目标：
（1）、能抓住人物的主要特征来描述人物的外貌，并根据描述画出人像。
（2）、能概括人物的外貌特征并根据人物特征推理出某一人物。
3、情感目标：
通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。
（三）教学重点及难点
1、掌握并运用描述人物活动和地点的词汇：
watching, doing, eating cleaning, playing, reading, swimming, shopping, pool, school, mall, library
2、掌握并运用简单的英语交际句型：
What are you doing? I am watching.
What is he doing? He is doing homework.
Is she reading? No, she is doing her homework.
（四）．教法设计
对本课我主要采取了如下几种教法：
1．听录音。
听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以模仿。
2．重点解释，个别操练。
在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的一般过去时的用法等都需要教师个别解释甚至创设语言情境进行操练和举例，以扫除自由交际过程中的“拦路虎”，为语言的进一步学习奠定基础。
3．指导学生展开情景对话。
在第一部分和第二部分的教学过程中，要想办法使人人开口，使人人都有成功感。通过对话逐步达到对教材内容的`全部操练。。第三部分问答游戏时，猜中的同学老师给予鼓励，激励更多的同学参与进来
4．学生独立操作。
首先要求学生根据师生示范独立对话，随后叫几组分别站起来表演。这是深化课堂教学的重要举措。
5． 我在教学过程中设计了填表和动词填空的练习，以检查学生对本课的掌握情况。在整个教学活动中，我还采用了幻灯片，对顺利开展教学活动起到了很好的 辅助作用。
（五）．学法指导：
我所采用的教法有助于学生掌握如下学法：
1．养成听的习惯。
学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。
2．科学储备大量知识。
学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。
3．及时巩固，反复记忆。
凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则常常是学了新的，忘了旧的。
4．积极操练，重在口头。
在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力；也只有这样，才能实现脱口说英语的目的。
(六)教学设计
在上新课之前先复习动词的ing形式，和上节课的重点句型。通过对重点句型的变形导入新课。安排猜谜游戏帮助学生巩固新知之新知识。然后翻开课本学习2c，这样可以降低学生学习难度，有利于学生更好的掌握新知识。接下来再讲2a和2b，之后是3a和3b.讲解4时，难度再次加大，因为需要学生用自己的语言讲解图片。于是我利用教材所给的图片和问题进行引导，先让学生观察图片，在就图片回答问题。问题有答案之后，要求他们讲述图片，这个难度就大大降低了。最后我在就学生的讲述进行适当的引导和补充。下课前布置作业，结束课堂。在整个教学过程当中，我有意识的降低教学难度，为学生更好的学习创造良好条件。
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，以任务性教学为主，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。由于缺少经验，在教学过程中难免会出现不足，敬请各位专家老师不吝赐教，谢谢大家！
篇5：《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6：《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7：《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8：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9：新初一Unit 5 I am watching TV.教案
新初一Unit 5 I am watching TV.教案
Section A Period One
Aims
Recycling
Verbs: do, watch, eat, read, talk, go, play, write, etc.
The following forms: I’m=I am What’s=What is
He’s=He is She’s=She is
What, when, where, who questions, etc.
Do you want…? That sounds good.
This TV show is boring.
Functional aims
Present Progressive Tense; Yes/No questions and short answers
Target Language
What are you doing? I am watching TV.
What’s he doing? He is reading.
What’s she doing? She is reading.
What is Steve doing? He is watching TV.
Is Nancy doing homework? Yes, he is./No, he isn’t.
Vocabulary
clean, read, happy, apartment, TV show, sure, wait
Learning Strategies
Cooperating
[1] [2] [3] [4] [5] [6] 下一页
篇10：watching tv 教学设计
一、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。
2. 情感态度价值观目标：
通过对本单元的学习活动，能培养培养学生学习英语的强烈兴趣，善于发现生活中正在发生的事情，积极思考，乐于助人，乐于参加各种活动的积极情感，培养学生团结合作的精神。
二、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。
三、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.
篇11：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12：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13：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。
★ Unit5 I'm watching TV教案 (人教版英语七年级)
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