Lesson 28 Family Picnia第一课时评课稿

授课班级：七（4）班

授课教师：高家伟

课题：Amazing 授课时间：

授课类型：新授课

授课时长:40 分钟 English

教学目标

知识与技能

1、重点单词:picnic, carry, basket, tablecloth, lot, quiet

2、重点词组:go on a picnic, have a picnic, a basket of,lots of,make a salad, put...on, look out 3、重点语法: -- What is/are sb. doing? -- sb.+be (am/is/ are) making a salad.

过程与方法

在课堂对话练习和活动中，培养学生的听说读写能力，会用现在进行时表达野餐活动。

通过寻找身边的英语，引导学生热爱

情感态度与价值观

家庭生活，亲近自然，从中享受英语学习的乐趣。

教学重难点

教学重点

重点单词：picnic, carry, basket, lot, quiet 重点短语：a basket of, there be, put … on …, look out, go on a picnic. 重点语法：现在进行时

教学难点

教学过程

1.Warm up(课前热身) 现在进行时Present continuous tense.

通过师生互动，探讨“在闲暇时，你与家人经常在一起做什么？”，联系生活实际回顾已学知识，同时，为引出本课主题“Family Picnic”构建知识桥梁，导出新词“picnic”（野餐），增强课堂教学的场景性和真实性。

1)What do your family do when you are free? 2)Do you want to have a picnic with your family? 3)What will you carry for a picnic?

2.Lead in(设疑导入)

T:Do you want to go on a picnic with your family? S: Yes, we do. T: OK,what do you want to carry? S: Appkes, T:Do you think English is easy? S:Yes./No. T: Now let’s learn Amazing English. 3. Present(知识呈现) 1)Present new words of this lesson. Teacher says its Chinese meaning and student read it by following the tape. 2)Listen. Finish T or F. Pre-reading.Skim the text and underline the main phrases and sentences, then translate them.（初读课文，简要翻译，找出文中重点短语) there be...

有

lots of = a lot of

许多，大量

look out

小心

3）Reading.Match the words with pictures.(为文中故事找到对应的动作及短语）

go on a picnic 去野餐 make a salad 制作沙拉 put food and drinks on a tablecloth 把食物和饮料放在桌布上

make sandwiches 制作三明治 paint 画画 4)While reading.Read and answer the following questions. (再读课文，并找出下列问题的答案。在课文阅读练习中理解全文内容，通读文意) What’s Jenny’s mother doing? What’s Jenny doing? What’s Jenny’s father doing? What’s Bob and Lynn doing? 5)Summary the rules of practice the present continuous tense.（通过以上练习，引导学生总结发现规律）

结构：主语+be (am/is/are)+动词ing 动词变ing规则

work — working,go-going 一般动词在末尾直接加ing

have — having,make-making put — putting

以不发音字母e结尾的动词，先去掉e，再加ing 以辅音字母结尾的重读闭音节中，先双写这个辅音字母，再加ing

练习：完成课本73页Match the people with the actions.(此练习主要针对现在进行时态结构，目的在于加强学生对于现在进行时态结构：be动词am、is、are+ 动词ing的巩固及记忆) 4.A guessing game（我做你猜）

Make a dialogue. （邀请2-3位同学上台表演，台下同学运用现在进行时进行描述）

A: What is he/she doing? B: He /She is…

5.Summary(重点总结)

去野餐 ____________ 一篮子 __________ 这有 ____________ 许多 ___________ 小心 ____________ 现在进行时结构、及动词变ing规则(此处仅为总结，巩固练习，故不多花费时间) 6.Consolidation（巩固练习，自我提升）

1）The student _____ an English class.

A.have

B. having

C. is having

2）

--- What ___ your sister doing?

--- She _____ cleaning the floor.

A.are, is

B. does, is

C. is, is

按要求改写句子。

3）We are making dumplings. (改为一般疑问句) ___________________________ 4）Lily is laughing. (改为否定句) __________________________ Homework(家庭作业) 1.

动词变ing规则熟记,完成导学案课后练习；练习册28课选择题。

课后练习，写出下列单词的ing形式

draw_______ come_______

shop_______ eat ______

have_______ sit _______ see_______

make _______

play_______ catch_______ walk_______

listen_______

2.

预习29课。

情感升华

通过一段名言，引导学生树立爱家爱自然的意识。

板书设计

Lesson 28 A Family picnic 1.

go on a picnic

去野餐

2.

there be... 有

3.

Lots of = a lot of

许多，大量

4.

Look out 小心

5.

What is/are sb. doing?

--主语+be (am/ is /are)+doing.

动词变ing 规则：

一般情况下直接加ing.如draw-drawing. 以e结尾的（e不发音）去e加ing,如make-making, have-having. 以元音（a,e,i,o,u）+辅音字母结尾的，双写辅音字母加ing,如put-putting

教学反思

This lesson mainly talks about family picnic. From the new curriculum standard, the aims of this lesson are divided into three aspects: knowledge、process and value. As for the knowledge aim, it is mainly about the new words: picnic, carry ,basket, lot and quiet; new phrases: go on a picnic, a basket of, lots of and look out. Besides, the key grammar is the present continuous tense. In short, the new knowledge point is less than the former class, so more attention is paid to the explanation and practice of present continuous tense. And more time and chances are given to students, which respects students’ dominant role in English class. However, there are still some deficiency in this lesson. First, control of time. Because of spending more time on the translation of the text. Second, the coherence of teaching process. For example, between the text’ translation and the practice, the cnt is shown directly without the transition. All in all, the aims of this lesson have achieved, even though the disadvantages still exist, I will update in the following teaching.