初中八年级英语教学设计

初中八年级英语教学设计：Unit 6 I'm watching T.V.

教学基本信息

• 课题: Unit 6 I'm watching T.V. (Section A 1a-1c)
• 教材版本: 人教版 Go for it!
• 授课年级: 八年级上册
• 课时: 第1课时 (共4-5课时)
• 授课教师: [教师姓名]
• 授课日期: [授课日期]

教学目标

根据新课程标准，结合教材内容和学情,设定以下三维目标：

1. 知识与技能目标:

   
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   • 词汇: 学生能够听、说、读、写并运用以下核心词汇：doing homework, watching TV, cleaning, reading a newspaper, talking on the phone, using the computer, washing dishes, making soup。
   • 句型: 学生能够理解并初步运用现在进行时的特殊疑问句及其回答：
     • — What are you doing?
     • — I'm watching TV.
     • — What is he/she doing?
     • — He/She is reading.
   • 语法: 学生能够理解现在进行时的基本概念：表示此时此刻或现阶段正在进行的动作，掌握其基本结构：am/is/are + V-ing。

2. 过程与方法目标:

   • 通过情景创设、图片观察、师生互动、小组合作等方式，引导学生在真实或模拟的语境中感知、理解和运用语言。
   • 培养学生通过观察图片获取信息、进行问答和简单描述的能力。
   • 鼓励学生积极参与课堂活动，大胆开口说英语,体验合作学习的乐趣。

3. 情感态度与价值观目标:

   • 激发学生学习英语的兴趣,培养他们在日常生活中运用英语进行交流的意识和能力。
   • 引导学生观察生活，培养积极健康的生活态度,并学会尊重和理解他人的活动。

教学重难点

• 教学重点:

  1. 核心词汇和短语 doing homework, watching TV, ... 的认读和运用。
  2. 现在进行时的特殊疑问句 What are you/he/she doing? 及其回答。

• 教学难点:

  
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  1. 现在进行时中 am/is/are 的正确使用，特别是第三人称单数 is 的运用。
  2. 动词-ing形式的构成规则（特别是重读闭音节双写辅音字母加-ing，如 run -> running）。
  3. 区分现在进行时与一般现在时的用法（本课时为初步感知，后续课时会系统对比）。

教学准备

• 教师准备: 多媒体课件、单词卡片、人物动作图片/短视频、白板或黑板。
• 学生准备: 课本、练习本、笔。

教学过程

(一) Warming-up & Lead-in (热身与导入) (约5分钟)

1. Greeting (问候):

   • Teacher: Good morning, class!
   • Students: Good morning, teacher!
   • Teacher: How are you today?
   • Students: I'm fine, thank you. And you?
   • Teacher: I'm great, thanks. Let's sing a song together, OK? (播放一首节奏明快的英文歌曲，如 "If You're Happy and You Know It")

2. Review & Lead-in (复习与导入):

   • Review: T: What do you usually do after school? (引导学生用一般现在时回答，如 I usually do my homework. I usually play basketball.)
   • Transition: T: Very good! These are things you usually do. But what are you doing right now? Look at me. (教师做出正在写字的动作) Am I reading a book? (Ss: No.) Am I writing? (Ss: Yes.) Yes, I'm writing on the blackboard. Right now, I am writing. This is our new lesson for today. (板书课题: Unit 6 I'm watching T.V.)

(二) Presentation (新课呈现) (约15分钟)

1. Vocabulary Teaching (词汇教学):

   • Method: Use vivid pictures or short videos to present the new phrases.
   • Process:
     • T: (展示一张“正在做作业”的图片) Look at the picture. What is he doing? He is doing homework. (教师领读，学生跟读，注意发音和语调，板书短语并贴在黑板上。)
     • T: (展示“看电视”的图片) What is she doing? She is watching TV. (同样方式教学，可以配上动作，帮助学生理解和记忆。)
     • 用同样的方法依次教授: cleaning, reading a newspaper, talking on the phone, using the computer, washing dishes, making soup。
     • Game: "Quick Response" (快速反应): 教师做动作，学生说出相应短语；或教师说短语，学生做动作，活跃课堂气氛,巩固词汇。

2. Sentence Pattern Presentation (句型呈现):

   • Method: Create a dialogue between the teacher and a student.
   • Process:
     • T: (走到一名学生面前，指向他/她的书本) Excuse me, [Student's Name]. What are you doing? (教师放慢语速,并配合肢体语言)
     • S1: (在教师引导下) I'm reading a book.
     • T: (对全班) Oh, he is reading a book. (板书句型: What are you doing? I'm... 并将主语从 you 换成 he，动词 am 换成 is)
     • T: (指向另一名正在做笔记的学生) And what is she doing? (引导学生回答)
     • Ss: She is writing.
     • T: Perfect! She is writing. (板书: What is he/she doing? He/She is...)
     • Drill: 教师与多名学生进行一对一问答,确保大部分学生能理解并模仿句型。

(三) Practice (练习) (约12分钟)

1. 1a. Matching (教材活动):

   • T: Open your books to Page 31. Look at 1a. Match the words with the activities.
   • 学生独立完成，然后核对答案,教师可以请学生朗读短语并指出对应的图片。

2. 1b. Listening (教材活动):

   • Pre-listening: T: Now, let's listen to the recording. Jenny, Dave, and Mary are doing different things. Please just listen.
   • While-listening: T: Listen again. What are they doing? Write the numbers from the picture next to the names. (播放录音第一遍，学生完成匹配。)
   • Post-listening: T: Check your answers with your partner. Then let's listen again and repeat. (播放录音第二遍，学生跟读，模仿语音语调。)

3. Pair Work (结对活动):

   • Model: T: Now, work in pairs. Look at the picture in 1a. Ask and answer questions like this. (教师示范，与一名学生进行对话)
     • T: What's he doing?
     • S: He's using the computer.
   • Practice: Students work in pairs, using the picture in 1a to ask and answer. The teacher walks around the classroom, offering help and correcting mistakes.
   • Show Time: Ask two or three pairs to come to the front and act out their dialogue for the class.

(四) Production (产出) (约8分钟)

1. Game: "Guessing Game" (猜一猜):

   • Method: One student comes to the front, acts out an action from the vocabulary list without speaking. Other students guess by asking: "What are you doing?"
   • The student at the front answers: "I'm [doing an action]."
   • This活动能极大地调动学生的积极性,并在真实语境中反复运用目标句型。

2. Survey: "What are your family members doing?" (小调查):

   • Method: Students interview at least two classmates about what their family members are doing at home right now.
   • Structure:
     • A: What is your father doing?
     • B: He is reading a newspaper.
   • Students write down the answers in their notebooks.
   • Report: A few students report their findings to the class. "Li Ming's father is reading a newspaper. Zhang Hua's mother is cooking..."

(五) Summary & Homework (总结与作业) (约5分钟)

1. Summary (课堂小结):

   • T: Class, time is up. What did we learn today?
   • (引导学生回顾本课重点词汇和句型，教师进行总结。)
   • T: We learned how to talk about actions happening right now. We use "What are you doing?" and "I'm...". We also learned "What is he/she doing?" and "He/She is...". Great job today!

2. Homework (课后作业):

   • Level 1 (基础): Copy the new words and phrases three times. (抄写单词短语三遍。)
   • Level 2 (巩固): Write 5 sentences about what your family members are doing now. (用现在进行时写5个句子描述家人正在做的事。)
   • Level 3 (拓展): Draw a picture of your family at home and write a short passage to describe it. (画一幅家人在家活动的画，并用英文写一段话描述。)

板书设计

Unit 6 I'm watching T.V. (Period 1)

New Words & Phrases	Key Sentences
doing homework	Ask:
watching TV	— What are you doing?
cleaning	— What is he/she doing?
reading a newspaper	Answer:
talking on the phone	— I'm watching TV.
using the computer	— He/She is reading.
washing dishes
making soup	Right Now!
	(用彩色粉笔突出强调)

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教学反思

本节课的设计力求体现“以学生为中心”的教学理念,通过多种活动形式激发学生的学习兴趣。

• 成功之处:

  1. 情景导入自然: 从学生熟悉的一般现在时入手，通过对比引出本课主题，过渡顺畅,易于理解。
  2. 活动形式多样: 从图片、视频到游戏、调查，层层递进，符合学生的认知规律,保持了课堂的活力。
  3. 注重互动合作: Pair work 和小组活动为学生提供了大量开口说英语的机会,培养了他们的合作精神和沟通能力。

• 待改进之处:

  1. 时间分配: 在Pair Work环节，如果学生讨论热烈，可能会占用较多时间,需要教师灵活控制。
  2. 个体差异关注: 对于基础较弱的学生，可能需要提供更多的支架，如给出句型模板,帮助他们完成对话。
  3. 语法难点突破: 本课只是初步接触现在进行时，对于动词ing的变化规则,可以在后续课中通过专项练习进行强化。

在未来的教学中，可以尝试加入更多真实的生活场景，如让学生拍摄短视频并用英语配音，将课堂学习延伸到课外,真正做到学以致用。