滕南张涛U6第三课时 2

学校:滕南中学年级: 七年级 2013年4月25日

第9周星期四第4课时主讲人: 张涛个人手机: 139******** 邮箱: afant2010@https://www.wendangku.net/doc/ed17797311.html,

Unit 6 I’m watching TV.

第三课时Section B (1a-1e )

Teaching Goals:

Enable the students to talk about what people are doing. Make students practice using the target language in conversations, “Is he/she doing…? No, he/she isn’t. ” Listen and get some information about the activities and places. Let the students know we should do beneficial and healthy activities.

(目标引领：明确教学目标，使学生高效学习任务语言和目标语言；提高学生听对话获得信息的能力，理解在适当的场合做合适的事情。) Teaching and learning steps:

Step1. Pre-listening activities.

1. Preview

Ask the students to translate the following Chinese into English. First ask the students to put them into English orally, then write them down without looking at the text.

(1) 打篮球(2) 在游泳池里

(3) 买牛奶(4) 在图书馆

(5) 读书__________ (6) 做作业______________

Ask the students to translate the following sentences.

(1) 她在买牛奶和面包。

_______________________________________

(2)他在做家庭作业吗？

_______________________________________

(3) 她在游泳池里游泳。

________________________________________

（设计意图：了解本节课的基础知识，检查学生的预习情况。使学生在课堂上学习更有针对性，目标更加明确。）

2. Warming up and leading in.

Task1. Ask the students to look at the pictures and fill in the chart.

T: What’s he doing?

Ss: He’s swimming.

T: Where is he swimming?

Ss: In a pool.

T: Look at the other pictures and fill in the chart with the information you can get.

shopping /supermarket reading books/library

playing basketball /school buying vegetables/ supermarket

（【设计意图】:在讨论图片中复习旧知识，呈现新知，导入话题。）Task2. Pairwork.

A: Is the man swimming in a river?

B: No, he isn’t. He’s swimming in a pool.

Ask some pairs to act it out.

（【设计意图】: 使学生练习短对话，用表示地点和做事情的短语，为听力练习创设语境。）

Step2. While-listening activities.

T: Boys and girls, just now we talked about where and what people are doing. Today，we have three new friends, Alice, Mike and Julie. Do you know what they are doing now?

Ss: Sorry, we don’t know.

T: OK.Let’s come to 1c. Please listen to the recording carefully and find out the main idea of the conversations.

1. Listen for the general idea听取大意

Listen and choose the main idea of the conversations.

1)The general idea of the Conversation 1 is that ________.

A.Alice is reading a book at home.

B.Alice is shopping in the supermarket.

C.Alice is playing with her friends.

2)The general idea of the Conversation 2 is that ________.

A.Mike is doing his homework at home.

B.Mike is playing basketball at school.

C.Mike is playing the piano at home.

3)The general idea of the Conversation 3 is that ________.

A.Julie is reading at home.

B.Lisa is reading in the library.

C.Julie is reading in the library.

（【设计意图】:让学生通过听录音整体感知，并找出谈论的主旨大意。听听力之前要对学生进行相关听力策略（在听听力之前先仔细审

题，明确听力任务）的指导。这样能提高学生整体理解听力内容的能力，并能提高学生的听力效能。）

2. Listen for the specific ideas听取细节

Task1. Listen and complete the chart.

T: Class, Alice is at the supermarket. And what is she doing? Listen to the recording and fill in the first line.

Check the answers.

T: Hello, everyone. Where is Mike? What is he doing there? Let’s go on listening and fill in the second line.

Check the answers.

T: Boys and girls, do you know where Lisa is and what she is doing there. Let’s go on listening and fill in the third line.

Check the answers.

The teacher should play the recording twice, the first time, listen and write down the place and the activity. The second time, let them listen and check the answers.

Let the students pay attention to listening to the conversations carefully. Then, ask them to fill in the chart with the memory after listening.

（【设计意图】: 教师把听力任务分解三个小的具体目标，进行第二次听力训练。每个环节听两遍，学生能够印象深刻，并及时核对答案。）Task2. Listen and fill in the blanks.

Conversation 1

A: Hello. Is Alice there?

B: No, she isn’t. She’s at the _________.

A Oh, is she ________?

B: Yes, she is . She’s _________ milk and bread.

Conversation 2

A: Hello. Is Mike there?

B: Sorry, he’s still at school.

A: Oh. Umm, is he________ his homework?

B: No, he isn’t. He’s______basketball.

Conversation 3

A: Lisa?

B: No, this is her sister, Julie.

A: Oh. Is Lisa there?

B: No, she _____. She’s at the library.

A: Oh. Is she _________?

B: Yes, she is.

（【设计意图】:听并填出空缺的单词，让学生更深入的理解对话，注重对听力细节的处理，并加深对现在进行时的记忆，为下一步结对话练习做好铺垫。）

Task3. Listen and repeat.

Let students listen to the recording and repeat after it to get their pronunciation right.

（【设计意图】:跟读部分是为了正音，让学生模仿录音的语音和语调，对培养学生的语速、语调是很有帮助的。）

Step3. Post-listening activities.

Task1. Pairwork.

Role-play the conversations in pairs. Then go to the front of the classroom and perform it to the whole class.

A:Where’s Alice?

B: She’s …

A:Is she buying milk and bread?

B: Yes,she is.

（【设计意图】:用所学的现在进行时，让学生通过对话练习进一步对听力内容进行巩固加深。）

Task2. Retell 1c.

Let the students retell the conversations according to the mind map below.

Alice

Mike

Lisa

（【设计意图】: 让学生根据思维导图进行复述，学生对听力语境有直观的感受，实现了英语学习的最终目的——运用语言，是知识转化为能力进而提高能力的过渡环节。）

Task3. Make a survey.

T:It’s nine o’clock now .We’re having an English class.But where’s your father ? What’s he doing? Let’s make a survey in groups of four.

You can report like this: My father is at school. He’s teaching now. Jack’s father is …

(设计意图：做调查是对语言“生成”的训练，不仅能激发学生的兴趣，而且能够发挥小组合作精神。同时，学生用所学知识解决实际存在的问题，通过讨论交流了解小组同学、伙伴的情况，激发了学生的探究心理。对话后，学生还要自己组织语言准备当堂汇报任务。

本环节亦可实施分层教学，英语成绩较好的同学当堂完成汇报任务，基础一般的同学可根据参与程度进行评价。)

Step4. Inquiry into knowledge by translation.

Is the man swimming in a river?

____________________________

该句是________时态的_________句型。其结构为“Be单词+人称+现在分词+其它成分？”肯定回答结构为：______________否定回答结构为：____________。

Alice在打篮球吗？不，她不是。

_______________________________________

(设计意图：“翻译探究”的主要目的是变老师讲解语言知识为学生自学语言知识。引导学生观察、发现和掌握语言规律，形成有效的学习策略。)

Step5. Teacher’s words: Look! What are they doing?

T: You know an earthquake happened in Lushan,Sichuan Province.

What are the soldiers doing now?

Ss: They’re saving people.

T: Yes! Many people from different places are helping to save the people in danger. We should help others when they need help. Do you think so?

Ss:Yes!

（【设计意图】: 结合武警官兵救助芦山灾民的图片，对学生进行思想教育，教育学生要关爱他人。）

Step6. The end-of- class test当堂检测

一、根据句意和首字母或汉语提示完成句子。

1. Look! Here is a p______ of my family.

2. We can borrow books from the school l_______.

3. Tom and his father are swimming in the p_______ now.

4. Tom’s mother is shopping at the s__________.

5. The students are c________ the classroom now.

二、用所给词的适当形式填空。

1. My father __________ (read) newspapers every day.

2. Do you want _________ (go) shopping with me?

3. He ___________ (cook) in the kitchen. It smells delicious.

4. My brother __________(do) his homework at home now.

5. Mary ___________(watch) TV with her family now.

三、请翻译下列句子。

1. Jack正在游泳池里游泳。

_________________________

2. 你喜欢在图书馆读书吗？

_________________________

3. Ben正在打篮球。

_________________________

4. 妈妈正在超市购物。

_________________________

5. 他正在刷盘子。

_________________________

(设计意图：通过当堂检测，了解哪些知识点学生掌握较好，哪些知识点学生容易出错。仔细分析易错点和易混点，为下一堂课教学确定知识目标。)

Step7. Homework.

1.Read 1c after the recording and recite them.(★)

2.Make a survey about the people you know are doing.

Write a report and read to your classmates in class.(★★)

3.Preview 3a. (★)

(设计意图：分层布臵作业。对大部分学生要求背诵对话，复述大意，进一步形成良好的语感。对学有余力的同学，可进行综合技能的强化训练，完成调查报告并准备课前汇报。)

本课亮点：

1、语境创设贯穿整个课堂教学。从教学的前臵任务至基本的Pairwork练习，教学中都注重了语言环境的创设。使学生在英语的氛围中学，在英语语言氛围下听，讨论，交流，汇报。

2、听力训练凸显层次性。先对听力材料的梗概大意进行听力回答，接着分段完成Where is he/she? 和What is he/she doing?问题。然后深层听录音记录关键性词语，正音等。

3、学生语言训练体现生成性。根据所学的词汇、短语进行编写对话，学以致用所学的知识点和语法。通过小组交流，了解同学及其家人和朋友的信息。用所获得信息自己组织语言进行班级汇报，有效地锻炼了学生的语言组织能力和表达能力。

4、能根据思维导图指导复述听力材料。学生能根据教师提供的简单图释，理解背诵任务和方法。在教师指导下，学生能尝试回忆关键词、句型，进行语言的组织，已达到复述对话的目的。

使用建议：

1、听力训练中的任务设计较为详细、全面，教师可根据实际合理地使用。如：“补全对话”和正音两个环节，为避免听的重复性，

教师可选择合并在一起。

2、本节课的“翻译探究”旨在变老师讲解语法为学生自学语言知识，理解语法的过程。它是学生形成语言技能的关键环节，在教学中教师应加以重视。如：完成翻译探究后，可指导学生总结现在进行时的基本句型。回忆判断现在进行时的标志性词语，以此为书面训练打好基础。

参考答案：

Step1. Pre-listening activities.

1. Preview

Phrases:

(1) play basketball (2) in the swimming pool

(3) buy milk (4) at the library

(5) read books (6) do one’s homework

Sentences:

(1) She is buying milk and bread.

(2) Is she doing his homework?

(3) She is swimming in the pool.

Step2. While-listening

1. Listen for the general idea听取大意

BBB

1.Listen for the specific ideas听取细节

Task1.

Task2.

Conversation 1 supermarket, shopping, buying

Conversation 2 doing, playing

Conversation 3 isn’t, reading

Step3. Post-listening activities.

Step4. Inquiry into knowledge by translation.

那个男的在河里游泳吗？现在进行，一般疑问，Yes，人称+be 动词. No，人称+be not. Is Alice playing basketball? No, she isn’t. Step7.The end-of- class test当堂检测

一、1. photo 2. library 3. pool 4. supermarket 5. cleaning

二、1. reads 2. to go 3. is cooking 4. is doing 5. is watching

三、1. Jack is swimming in a pool.

2. Do you like reading in the library?

3. Ben is playing basketball.

4. Mum is shopping in the supermarket.

5. He is washing the dishes.