Unit 6I’m watching TV.Section A 语法课教学设计---高鹏飞

第一篇：Unit 6I’m watching TV.Section A 语法课教学设计---高鹏飞

七年级英语下册

Unit 6 I'm watching TV.Section A 语法课 教学设计

泾川县 高鹏飞

一、教材分析

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。这一话题贴近学生的日常生活,语言素材源于学生生活实际,因此有助于提高学生学习英语的兴趣。遵循任务型教学的教学理念，以学生为主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。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。

二、学情分析：

教学的对象是七年级学生，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦，使各层次的学生都有所收获。

三、教学目标：

1.通过学习本课内容能够自由地运用所学的句型表达自己和身边周围人正在做的事情。

2.掌握现在进行时的肯定句、否定句、一般疑问句及特殊疑问句式结构。3.会区别一般现在时与现在进行时的用法

四、教学重、难点：

现在进行时、一般过去时和一般现在时的用法区别。

五、安排课时：一课时

六、教学用具：多媒体课件、图片、课本等。

七、教学过程： I、展示学习目标。II、预习检测：

翻译下列词汇

1.now 2.on Mondays 3.every night 4.in the mornings 5.clean the house 6.make dinner 7.drink tea 8.on weekends Ⅲ.教师做几个动作，要求学生进行问答练习： A: What is the teacher doing? B: He is running.然后三人活动，一人做动作，另两人进行问答练习。What is he doing? He is playing soccer.Is he playing football? Yes, he is./ No, he isn't.（通过复习，使学生巩固上一节课的主要内容，为本节课进一步学习现在进行时打下基础。）

Ⅳ、合作探究： 根据Grammar Focus句子分组归纳语法,将学生分成六个学习小组，并分配不同的任务：

第一小组：归纳现在进行时肯定句结构并举例； 第二小组：归纳现在进行时否定句结构并举例； 第三小组：归纳现在进行时一般疑问句结构并举例； 第四小组：归纳现在进行时特殊疑问句结构并举例； 第五小组：对现在进行时用法归纳； 第六小组：区分现在进行时和一般现在时。Ⅴ、展示交流、精讲点拨：

现在进行时

1.构成：主语+am/is/are+v-ing 2.v-ing现在分词的构成： ►一般情况+ing eg: eating

►以不发音字母e结尾的单词去e,+ing

eg: riding

►以重读闭音节结尾的单词，末尾只有一个辅音字母时.双写词尾字母+ing eg: cutting 3.现在进行时的基本用法:表示说话时正在进行的动作,常和now连用，有时用一个动词如look（看）、listen（听）来表示now（现在）这一时间概念。

eg: Look！A train is coming.看！火车来了

4.现在进行时的句式结构：

肯定句：主语+am/is/are+v-ing+„„ 否定句：主语+am/is/are+not+v-ing+„„ 一般疑问句：Am/Is/Are+主语+ v-ing+„„? 特殊疑问句：疑问词+一般疑问句？ 5.现在进行时和一般现在时的区分:(一)、概念不同：

一般现在时表示主语经常性和习惯性的动作或存在的状态，也表示说话者 的能力及自然现象。而现在进行时表示说话时（瞬间）正在进行的动作，也表示目前或现阶段一直进行的动作。如：She often does her homework in the evening.（二）、在构成方式上的不同：

一般现在时中谓语动词的构成有以下三种情况：

①be动词的一般现在时形式：am，is，are.②动词have的一般现在时形式：have，has.③其他行为动词的一般现在时形式有动词原形或第三人称单数形式。而现在进行时中谓语动词的构成是：am/is/are+动词的-ing形式（现在分词）。

（三）、时间状语不同：

一般现在时的时间状语主要有：always，usually，often，sometimes，never，every day/week/month/year，on Sundays，in the morning/afternoon/evening等；

现在进行时的时间状语主要有：now，these days，this week，at the moment等，有时句首有“Look！”、“Listen！”或“It’s+时刻”等词、句存在。

Ⅵ、巩固提升：

一、用所给词的适当形式填空。

1.My parents ____(talk)about me now.2.Look!Three boys ______(run).3.What ___ your mother _____(do)now? 4.____ your dog ______(sleep)now? 5.— ___ you ___(listen)to music? — Yes, I am.二、按要求改写句子： 1.she, the window, open, now(用现在进行时连词成句)__________ 2.The birds are singing in the tree.(就划线部分提问)_________ 3.The children are playing games near the house.(划线提问)____ 4.She is closing the door now.(改成否定句)____________ 5.You are doing your homework.(用“I”作主语改写句子)____ 6.they, the tree, sing, now, under.(用现在进行时连词成句)___ Ⅶ、归纳总结：

现在进行时由“助动词be(am, is, are)+动词-ing形式”构成。肯定式：主语 + am / is / are + 动词-ing +其他。否定式：主语+ am / is / are + not + 动词-ing + 其他。一般疑问句：Am / Is / Are + 主语 + 动词-ing + 其他? 特殊疑问句：疑问词 + am / is / are +主语 + 动词-ing + 其他? Ⅷ、课后巩固

Translate these sentences into English.1.Bob正在听音乐吗？ 2.他正在等公共汽车。

3.那些男孩现在正和老师们打篮球。4.听！你哥哥在弹吉他。5.Tom正在唱歌。

6.孩子们不在房间里。他们在花园里做游戏。

Ⅸ、课后反思：

通过本节课的教学，让学生能通过观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。本节课以展示各种活动开场，引起学生兴 趣，通过读、写、听、说训练，强化语言目标；让学生自主创设情境，表演对话，培养学生的创新能力。

Ⅹ、板书设计

Unit 6 I’m watching TV.Section A 语法课

（一）现在进行时V-ing 1.一般情况 +ing eg: eating

2.以不发音字母e结尾的单词去e, +ing

eg: riding 3.以重读闭音节结尾的单词，末尾只有一个辅音字母时.双写词尾字母+ing eg: cutting

（二）现在进行时句式构成

肯定式：主语 + am / is / are + 动词-ing +其他。否定式：主语+ am / is / are + not + 动词-ing + 其他。一般疑问句：Am / Is / Are + 主语 + 动词-ing + 其他? 特殊疑问句：疑问词 + am / is / are +主语 + 动词-ing + 其他?

第二篇：语法教学设计

人教版：高中英语必修二 Unit1

In search of the Amber Room

语法课教学设计

1.Analysis of teaching materials The non-restrictive attributive clause is the new grammar item of this unit.We will review the Attributive Clause and try to master the relative pronouns better, and learn more about the differences between the restrictive attributive clause and non-restrictive attributive clause.2.Analysis of students The students have learned structure, usage, characters of attributive clauses before.So they can be easy to accept the non-restrictive attributive clause.3.Teaching objectives Knowledge objective

At the end of the class, most of the students can be able to 1)Master the structure of non-restrictive attributive clause.2)Can join two sentences into a sentence using attributive clauses.3)Can divide a non-restrictive attributive clause into two simple sentences.4.Teaching important points The structure of non-restrictive attributive clause 5.Teaching difficult points Distinguish the differences between the restrictive attributive clause and non-restrictive attributive clause.6.Teaching methods PPP Model, TBLT Teaching procedure Step1: Warming up 1.Give students some attributive clauses sentences to recall what they have learnt before, and then let some of the students to describe the characters and what they have known about the attributive clauses sentence.2.Task: at the end of the class you should use the non-restrictive attributive clauses sentences to describe one place which you like best.Step2: Presentation

1.Underline all the attributive clauses in the text.1)This gift was the Amber Room, which was given this name because several tons of ambers were used to make it.2)The amber which was selected had a beautiful yellow-brown colour like honey.3)Frederick William I, to whom the amber room belonged, decided not to keep it.………

2.Compare of all the sentences that you found and notice the use of commas, what are the differences between them? Try to define non-restrictive clauses in your own words.Sa: ………

Sb: ……… 3.Teacher introduces the non-restrictive attributive clauses sentences and summarizes the differences of them the two.Step3: Practice 1.Pick up the non-restrictive attributive sentences.4.I know nothing that happened last night.5.He was generous with time, for which I was grateful.6.Do you know the people who live over the road? 7.The accident, which took place in Kingston, a town southwest of London, happened because of the fog.8.There are 20 students in this class who are from the north of China.9.There are 20 students in this class, who are from the north of China.2.Join the pairs of sentences using attributive clauses(restrictive or non-restrictive).P4.3 1)Here are the farmers.They discovered the underground city last month.2)Hangzhou is a famous city in China.Many people come to buy tea in that city.…………

3.In groups of four, look at the sentences below.Complete them by adding the restrictive or non-restrictive attributive clauses.EXAMPLE: The king had many beautiful art objects.The king whose palace was decorated in gold and jewels had many beautiful art objects.1)The mother _________________________________was very proud.2)The man ____________________________________was a farmer.3)The wooden box _____________________was made a long time ago.Step4: Production

1.Try to define non-restrictive clauses in your own words.2.Try to divide the non-restrictive clauses into two simple sentences.1)He sold his bike, which surprised me._______________________________________________________ 2)He lost his temper, at which point I decided to leave here._______________________________________________________ 3)Here`s a letter from the Browns, who want to come to Paris.________________________________________________________ 3.Try to use the non-restrictive attributive clauses sentences to describe one place which you like best.(free talk)Step5: Home work Use the non-restrictive attributive clauses sentences to write a short passage about one thing you like best.

第三篇：七下unit6I am watching TV教学设计

Unit 6 I’m watching TV.Section A 1(1a-2d)

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.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.板书设计：

第四篇：九年级英语unit11语法课教学设计

宾语从句教学设计

三维教学目标： 1.知识与能力：

1）知道宾语从句的定义 2）掌握宾语从句的三要素：

引导词 ：（that;if/whether;/w 问词）

语序 ： 主语+谓语+„

时态 ：主句过去，从过去；真理事实一般时。

2过程与方法：以学生为主体，以任务为主线，采用多媒体，运用直观教学法，竞赛法，讨论法，交际法语言教学

3情感、态度、价值观：培养学生关爱他人、合作探究能力及礼貌的向他人询问消息的能力。

教学重难点：1.使学生掌握宾语从句的三要素。

2.使学生掌握Could you tell me„..及if的两种用法

3使学生.掌握一定的答题技巧 4.培养学生输入和输出信息能力。教学过程：

1．准备阶段：课前播放英文歌，活跃气氛，激发学生学习热情，提前进入授课主题。

2．听力导入：每组被抽号的学生听录音重复所听到的句子，教师依次点击鼠标，大屏幕上呈现原句，答对者为本组加1分。教师要求学生齐读大屏幕上的9句话，为下面的宾语从句学习做好铺垫。1.I think we’ll have a bright future.2.We know that they were in Beijing last night.3.Can you tell me when the film will start? 4.She said that Tom was reading a book at 9 yesterday evening.5.He told me that the earth goes around the sun.6.Do you know where he was just now? 7.He asked if he could find the shop.8.Could you tell me how I can learn English well? 9.Mary wanted to know if she could fly to Beijing.（设计说明：以小组竞赛的形式听句子重复，可以调动每一个人的有意注意力，激活学生已有的知识背景,练习听力和快速反应能力，从而自然引出本课语法---宾语从句.）3.学习宾语从句：

1）小组讨论：刚才读的句子叫什么从句？它的注意事项有哪些？ 2).各小组汇报结果。

3）呈现：教师点击鼠标帮助学生总结宾语从句三要素。宾语从句三要素：一定连词：that;（无意义，可省略）if/whether（是否，if不与or not连用,weather 可与or not连用）;w问词（who, whom, whose,where, what, when, how,how many,how old ,how far,how much,）。二看语序：主+谓+„三注时态：主句一般从任意时态，主句过去从过去，事实真理一般时。

（设计说明：鲜明的颜色，反差的字体吸引了学生的注意力，大屏幕上的口诀，简单、上口，易与学生记忆。）4.练习：1）情景练习，以抢答形式进行：

情景A:你去塘沽医院，不认路，你该如何求助？大屏幕上飞出提示词a.Do you know where _______________________?(答案：TangGu Hospital is)b.Do you know if_____________________?(答案：I can get to Tanggu Hospital by bus;I can walk there)C.Do you know how_________________________________?(答案：I can get to TangGu Hospital;far TangGu Hospital is)情景B:假如你去商场买T-恤，你如何跟服务员说。教师要求学生造句，句中一定要含有宾语从句，说对者为其小组加1分。学生给出下列答案：

1.Do you know where I can buy a T-shirt? 2.Do you know if I can buy a T-shirt on the second floor? 3.Do you know how much the T-shirt costs? 4.Can you tell me how much the T-shirt is? 5.Could you tell me how much I will spend on the T-shirt? 6.I tell the shop assistant that I will buy a T-shirt for myself.7.I say to him that I ‘d like a T-shirt.8.I ask him if there is a T-shirt for me? 9.I wonder which T-shirt is the cheapest? 教师在电脑上迅速打出学生说的答案，学生们齐读，并在读中体会并与从句的三要素---连词，语序及时态。

（说明：这种开放性和半开放性操练给学生一定的遐想空间，答案不唯一，培养学生多方位、多角度考虑问题能力,快速抢答调动了学生的参与意识和表现欲, 为学生搭建了自我展示的平台。学生说出的句子都来源于现实生活，提高了学生在较为真实的语境中运用英语的能力，实现了从语言的输入和内化到语言成果的输出，宾语从句的模式便牢牢地在学生头脑中定型了 2）答题技巧点拨：

A.教师让学生独立完成小卷上的单选题，小组讨论为什么选这个答案，从哪里得知的？

B.请同学讲解.随着同学的讲解，教师在大屏幕上用红色荧光笔标出关键词，简单总结：从连词、语序和时态三个方面去做宾语从句的单选题。

C单选第六小题是学生的难点。

教师点击大屏幕，请学生读一个小笑话：A man liked a girl very much and asked if the girl could marry him.But the girl didn’t agree.She said ,“even if（即使）there is only one man left, I won’t marry you.” Do you know what the man said？The man said, “ if there is only me left, do you think I will marry you?”= Do you think I will marry you if there is only me left? 通过读故事，学生明白if the girl could marry him从句 用在动词asked后，回答什么，是宾语从句，译成“是否”,if there is only one left从句不是动词marry的宾语，而表示假设，翻译为“假如”，此时从句位置灵活，既可放在句首，也可放在句中。考点为主将从现。（即：主句是一般将来时，从句用一般现在时表达）

教师点击大屏幕，通过学生读句子，感知、体会if在条件句中主将从现的用法及if用在动词tell, ask,know后引导宾语从句的用法。

（大屏幕展示单选题 ：1.Did Ms Wang tell you ____?---Yes,she said she went there last year.A.why did she go to Nanjing B.how she goes to Nanjing C.where she spent her D.when she traveled to Nanjing 2.He asked me__I knew Mary or not.A.if B.weather C.whether D.that 3.My father told me light__faster than sound.A.travels B.travelled C.travel D.will travel 4.Would you please tell me__?---Sorry , I don’t know

A.what is her telephone number B.what was her telephone number C.what her telephone number is D.what her telephone number was 5.—Could you tell me _____ ？I'm going to see him． —Sorry，I don‘t know．

A．where does Mr Li live B．where did Mr Li live C．Where Mr Li lives D．where Mr Li lived 6.Sam, do you know if Alice ______to my party next month?----I think she’ll come if she_____ free.A.comes, is B.comes, will be C.will come, is D.will come, will be）（设计说明：学生讲题，语言更适合学生实际，自己总结的答题思路印象深刻，可以增强学生本人的自信心，也为其他人起到示范引领作用，教师配以电脑辅助讲解，清晰、直观、明了。）3）小卷练习： 4．总结及板书设计。

主+谓W问词主一般，从任意主句过去，从过去If/whether语序时态连词事实真理一般时that知识树 5．作业布置：作业是课堂学习的深化、补充和延伸。学生根据自己实际选择2）或3）题。

1）编对话：如果你从图书馆出来去大剧院，该怎么走？（必做题）

2）把课上编的对话写出来。3）背unit 1对话。

作业1）行走路线方向与课上所讲方向相反，为下节课做铺垫。

作业2）使说的成果得以巩固。说是写的基础，写是说的升华。6．教学反思：

1）用口诀、顺口溜和知识树等手段教学语法，学生记忆深刻，效果好。

2）教师为学生营造语言情境，让学生在语境暗示下自然造句，有利于增强学生语用意识和英语语感。3）在今后日常教学中，还应精心研究教材，根据不同语法项目特点，寻找挖掘和活化语法教学途径，让学生在“用中学”，在“学中用”，为学生提供更多运用语法的机会。3.不足：

第五篇：七年级英语下册Unit6I’mwatchingTV口语教学设计

山东省滨州市邹平实验中学七年级英语下册 Unit6 I’m watching TV

口语教学设计

本 学 期 第 课 时 本 单 元 第 课时 上 课 日 期：________ 知识目标：

1.Learn the new words and phrases: 1.newspaper 2.read a newspaper 3.use 4.soup 5.make soup 6.wash 7.movie 8.go to movies9.just 10.eat out 2.掌握下列句型：

What are you doing? I’m watching TV.What is he doing ? He is washing his clothes.What is she doing ? She is washing her clothes.What are they doing? They are listening to a CD.Is he washing his clothes? No, he isn’t.He is playing basketball.能力目标： 1.能够掌握现在进行时态的用法。2.能够掌握what 引导的特殊疑问句。情感目标：谈论自己和他人正在做的事情。

Step 1: Show some pictures（PPT）to learn some new words: 1.newspaper2.read a newspaper 3.use 4.soup 5.make soup 6.wash 7.movie 8.go to movies9.just 10.eat out Step2: learn 1a: Match the activities with the people.First read the words, then match.Check the answers.1--.i 2—d3—g4—a(i), 5—h ,6—e ,7—b;8.---c 9--f Step3.Presentation Learn the following sentences by PPT: 1.What are you doing? I’m watching TV.2.What is he doing ? He is washing his clothes.3.What is she doing ? She is washing her clothes.4.What are they doing? They are listening to a CD.5.Is he washing his clothes? No, he isn’t.He is playing basketball.Step4: Listen to 1b and number the conversations.First let the Ss listen carefully..Then check the answers.a—1;b---8;c----5 Step5: Pairwork: According to 1b—Practice the conversations like this: A: What is he doing ?B: He’s using the computer.A: What are they doing?B: They are listening to a CD.Step6: Listening 2a Listen to 2a and match the answers.Check the answers.1.Steve---a;2.Jack---b Step7:Listening: Listen again.Complete the sentences.are doing;watching TV;listening to a CD;boring;interesting;go to Step8: Role-play the conversation in 2b Step 9: Summary 1.What are you doing? I’m watching TV.2.What is he doing ? He is washing his clothes.3.What is she doing ? She is washing her clothes.4.What are they doing? They are listening to a CD.5.Is he washing his clothes? No, he isn’t.He is playing basketball.Step10.Test 1.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 3.Listen!The baby _____ in the next room.A.crying B.cried C.is crying D.cries 4.Look!The twins _____ new sweaters.A.are wearing B.wearing C.are wear D.is wearing 5.Don’t talk here.Grandparents _____.A.is sleeping B.are sleeping C.sleeping D.sleep 教学后记：