七年級(jí)英語(yǔ)教案unit6
七年級(jí)英語(yǔ)教案unit6
七年級(jí)英語(yǔ)教師上課必須要充分備課,寫(xiě)好英語(yǔ)教案。下面小編給大家分享一些七年級(jí)英語(yǔ)教案unit6，大家快來(lái)跟小編一起欣賞吧。
七年級(jí)英語(yǔ)教案unit6范文
Unit 6 I’m watching TV.
Section A 1 (1a-2d)
一、教學(xué)目標(biāo)：
1. 語(yǔ)言知識(shí)目標(biāo)：
1) 能掌握以下單詞： newspaper, use, soup, wash, movie, just
能掌握以下句型：
?、?—What are you doing? —I'm watching TV.
?、?—What's he doing? —He's using the computer.
③ —What are they doing? —They're listening to a CD.
?、?—This is Jenny. —It's Laura here.
2) 能掌握語(yǔ)法：現(xiàn)在進(jìn)行時(shí)態(tài)的用法。
3) 能運(yùn)用所學(xué)的知識(shí)，描述人們正在干的事情。
2. 情感態(tài)度價(jià)值觀目標(biāo)：
通過(guò)對(duì)本單元的學(xué)習(xí)活動(dòng)，能培養(yǎng)培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的強(qiáng)烈興趣，善于發(fā)現(xiàn)生活中正在發(fā)生的事情，積極思考，樂(lè)于助人，樂(lè)于參加各種活動(dòng)的積極情感，培養(yǎng)學(xué)生團(tuán)結(jié)合作的精神。
二、教學(xué)重難點(diǎn)
1. 教學(xué)重點(diǎn)：
1) 詞匯、詞組搭配和現(xiàn)在進(jìn)行時(shí)的用法。能用現(xiàn)在進(jìn)行時(shí)的各種形式進(jìn)行準(zhǔn)確的描述和表達(dá)正在發(fā)生的動(dòng)作。
2) 能掌握現(xiàn)在進(jìn)行時(shí)態(tài)及一些表示具體動(dòng)作的詞組搭配,如: doing homework, using the computer, watching TV, eating dinner… 等
2. 教學(xué)難點(diǎn)：
現(xiàn)在進(jìn)行時(shí)中現(xiàn)在分詞的結(jié)構(gòu)及讀音，能在交際中準(zhǔn)確地運(yùn)用現(xiàn)在進(jìn)行時(shí)來(lái)描述或表達(dá)正在進(jìn)行的動(dòng)作。
三、教學(xué)過(guò)程
Ⅰ. Warming-up and Lead in
1. Greet the Ss and check the homework.
2. Watch a video program.
?、? 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 …
?、? 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.
?、? 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.
?、? 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.)
?、?What's Laura doing now?
(She's washing her clothes.)
?、?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.
英語(yǔ)閱讀導(dǎo)入法教學(xué)
一、用豐富的主題導(dǎo)入閱讀，深化感知性
閱讀素材都是圍繞一定的表達(dá)主題來(lái)展開(kāi)的，是語(yǔ)言感知思維的活化和外在體現(xiàn)。拓寬主題的內(nèi)涵，不僅能夠便于學(xué)生在閱讀中主動(dòng)加深印象和理解記憶，還能夠使他們?cè)诙鄻踊拖嗨菩缘闹黝}的引導(dǎo)下主動(dòng)參與閱讀，不斷激活自身的內(nèi)在潛能。利用豐富的主題導(dǎo)入閱讀，讓學(xué)生在深化感知的基礎(chǔ)上拓寬思維，更全面地理解文本主題的內(nèi)涵。通過(guò)對(duì)閱讀主題的延伸，能夠使學(xué)生對(duì)文本有著更為獨(dú)特的認(rèn)知感悟，便于在閱讀中帶著深厚的情感和主動(dòng)性來(lái)進(jìn)行理解。根據(jù)閱讀素材表達(dá)的內(nèi)容，找準(zhǔn)主題，讓學(xué)生在明確目標(biāo)方向的前提下能夠主動(dòng)閱讀;設(shè)計(jì)與閱讀主題相關(guān)的任務(wù)，讓學(xué)生在強(qiáng)化理解記憶的基礎(chǔ)上深入閱讀感知，不斷增強(qiáng)理解的深度和廣度;鼓勵(lì)學(xué)生發(fā)揮自身的想象思維，針對(duì)多元化的主題導(dǎo)入來(lái)表達(dá)自己的觀點(diǎn)，讓他們?cè)谧晕议喿x的過(guò)程中找到更為貼近主題的語(yǔ)言信息。利用豐富的主題來(lái)導(dǎo)入閱讀，能夠讓學(xué)生在理解過(guò)程中降低難度，形成相應(yīng)的輔助觀點(diǎn)，以此來(lái)活化他們的思維感知，能夠讓學(xué)生在深化對(duì)文本理解感知的基礎(chǔ)上，強(qiáng)化識(shí)記，將閱讀學(xué)習(xí)過(guò)程轉(zhuǎn)化為主動(dòng)探究運(yùn)用的過(guò)程。對(duì)閱讀主題的延伸和豐富能使學(xué)生對(duì)閱讀內(nèi)容有更多全面和獨(dú)特的認(rèn)知感悟。
例如，在《牛津初中英語(yǔ)》9AUnit3Teenageproblem“sReadingWhatshouldIdo?”教學(xué)中，可圍繞“Wemeetalotofproblemsinschool”的主題，分別列出：“Inchildhood,whathappythingsdoyouhave?Whenyouare12yearsold,whatunhappythingsdoyoumeet?”以這樣的形式來(lái)引導(dǎo)學(xué)生閱讀，能夠讓學(xué)生在充分感受到文本主題大意的基礎(chǔ)上深化自身的感知，提高綜合閱讀感知的敏銳性和全面性。學(xué)生在這樣的啟發(fā)引導(dǎo)下，一方面，能夠充分考慮文章表達(dá)的多元化內(nèi)容，激活學(xué)習(xí)的內(nèi)生動(dòng)力;另一方面，能夠更好地強(qiáng)化認(rèn)知，促進(jìn)知識(shí)的主動(dòng)生成。
二、用質(zhì)疑啟迪導(dǎo)入閱讀，突出任務(wù)性
“學(xué)起于思，思源于疑。”疑，能激發(fā)學(xué)生的求知欲;疑，能促進(jìn)學(xué)生積極動(dòng)腦思考、探索。英語(yǔ)閱讀中運(yùn)用質(zhì)疑去引導(dǎo)，不僅能夠便于學(xué)生抓住閱讀的重點(diǎn)，更能夠使他們?cè)诿鞔_目標(biāo)任務(wù)的過(guò)程中強(qiáng)化理解。這樣的質(zhì)疑啟迪，能夠使學(xué)生的思維和情感更為豐富。按照學(xué)生閱讀的重點(diǎn)和難點(diǎn)設(shè)計(jì)的啟發(fā)性題目，應(yīng)該貼近閱讀學(xué)習(xí)的內(nèi)容，找出容易引起學(xué)生閱讀興趣的話(huà)題，使其真正融入閱讀學(xué)習(xí)的過(guò)程;布置相應(yīng)的學(xué)習(xí)目標(biāo)，讓學(xué)生在對(duì)照過(guò)程中能夠自覺(jué)參照，讓語(yǔ)言信息的輸出和輸入形成有效循環(huán)，增強(qiáng)閱讀學(xué)習(xí)的主動(dòng)性和積極性。鼓勵(lì)學(xué)生能夠跳出文本閱讀學(xué)習(xí)的固定思維模式，運(yùn)用多樣化的思維模式來(lái)深入學(xué)習(xí)探究，不斷提高綜合運(yùn)用能力。通過(guò)這樣的質(zhì)疑引導(dǎo)，能夠讓學(xué)生形成自主閱讀和主動(dòng)探究的良好習(xí)慣，促進(jìn)知識(shí)技能的不斷內(nèi)化生成。這樣的閱讀導(dǎo)入，能在吸引學(xué)生閱讀興趣的基礎(chǔ)上，激發(fā)他們的內(nèi)在學(xué)習(xí)潛能。
三、總結(jié)
綜上所述，在英語(yǔ)閱讀教學(xué)中找準(zhǔn)導(dǎo)入的時(shí)機(jī)，能在吸引學(xué)生閱讀學(xué)習(xí)注意力的基礎(chǔ)上，增強(qiáng)他們主動(dòng)閱讀的激情和興趣，激發(fā)學(xué)生主動(dòng)學(xué)習(xí)探究的潛能。運(yùn)用多元化的導(dǎo)入，能使學(xué)生的學(xué)習(xí)視野和思維更為豐富和開(kāi)闊，變被動(dòng)的閱讀為主動(dòng)的理解探知，不斷提高學(xué)生的綜合語(yǔ)言表達(dá)能力。
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