Section A
Good afternoon, dear teachers. I’m Xu Dongchuan, an English major from class2. Today my teaching report content is Section A from Unit5 I'm watching TV of People's education press “Go for it”. Now I am going to give presentation about Textbook analysis, Design concept, Students analysis, Instructional objectives, Teaching content, Teaching Procedures, Teaching method.
Textbook analysis
This textbook is based on the latest Go for it published by Thomsen learning Publishing Group in the United States, is an adaptation of the people's education press and the Thomson learning publishing group. It adopts the (Task-based Language Teaching) pattern, which combines the topic, the communication function and the Language structure, and developed gradual, life-like learning program. Therefore, teaching materials with different level "task" to organize the teaching activities, let students learn by doing things with the language and the use of English, this lesson is through "listening and speaking" to learn and use English.
Design concept
The content of this unit contains the principles of "close to The Times, close to the life, and close to the students". Topic for everyday activities. Talk about what people are doing with present progressive tense，what questions and yes/no questions and short answers. By using the target language “What are you doing? / What is he/she doing I'm /He's /She's doing my/her/his homework. Is He/she reading? Yes, he/she is./No, he/she isn't”, to complete the listening and speaking level tasks, so as to reach the goal "Use English to do things ”to learn and use English.
Students analysis
The object of the lesson is seventh grade students, they already have four years of basic English, and the students of this stage are lively and active, have a high enthusiasm for new things. But some students suffer from a lack of confidence in performance and fear of making mistakes. So teacher should encourage them to open their mouths and speak. This section focuses on the use of the present progressive, and for the students, it is easy to miss the “is, am, are” or the formation of the verb ing. Guide the students to use the contrast method to find out the rules and memorize them in contrast.
Instructional objectives
a. Knowledge objective:
1) Master the following words: clean, read, sure, wait, toy, computer, activity, and movie.
Master the following sentences:
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.
2) Talk about what people are doing
3) Master grammar: The present Progressive ( Be + V-ing )
b. Ability objective:
1). Students are able to understand the conversation about what people are doing, and use the sentences to communicate
2). Students are able to read and understand the sentences like “Is she/he doing…/What is he doing?”, and write the sentence about what people are doing correctly.
c. Emotional attitude values objectives:
Based on the study of this unit, students cultivate a strong interest in learning English, finding the happening things in life, positive thinking, willing to help others, willing to participate in various activities with positive emotions, cultivate the spirit of unity and cooperation.
d. Cultural objectives:
Students are able to understand the daily activities of western culture, as well as related inquiries and invitations to deepen understanding of English culture
Teaching content:
Talk about what people are doing with the present Progressive
1. Key points:
1) The use of words, phrases and present progressive tense. Able to accurately describe and express what is happening in various forms of the present progressive tense
2) Master the present progressive tense and some phrases that express the concrete action, such as doing homework, using the computer, watching TV, eating dinner etc.
2. Difficult points:
The structure and pronunciation of the present participle in the present tense. To describe and express the ongoing action in communication accurately.
Teaching Procedures:
Step1. Warming – up
1. Greet the students.
2. Look some pictures of different activities.
Step 2. Presentation
A. Match the words and the activities.
1. Ask the students to turn to page 25, and look at the pictures in 1a. Then the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
2. Ask and answer just like that, and finish 1a. The students read these V-ing words after the teacher.
B. Pair work
1. Now, role-play the conversation with your partners in the picture above.
2. Let some pairs to act out the conversation in front of the class.
. (Write down the title of Unit5 I’m watching TV on the blackboard and ask the students to read it.)
C. Teach the Present Progressive.
1. Introduction
Tell the students what the Present Progressive is.
2. V-ing change rule and tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the students to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the students to read them again.
3. Practice.
The teacher shows several picture of actions and ask the students to answer, help students answer: “I am playing computer.”
Write down the three sentences on the blackboard, and ask the students to pay attention to the important words underlined:
-What are you doing?
-I am playing computer.
-What is she doing?
-She is singing.
-What is he doing?
-He is swimming.
Step 3. Guessing game.
Ask and answer questions about what people are doing in the pictures.
-What’s he doing?
-He is playing the guitar.
The students can practice different sentences upon the verbs on the blackboard.
Step 4. Self-assessment.
1. The teacher prepare some listening exercises for the students, and play the cassette. Let them finish these exercises at once. Then, check the answer. The students can understand whether they have learned about the Present Progressive.
2. Do the exercises.
The teacher have the students some exercises, and ask the students to do at once.
<1>--What’s Li Lei doing?
-- He_____________. ( read )
<2>--What’s his mother doing?
--She_____________. ( write )
<3>--What are they doing?
--They_____________. ( play soccer)
<4>--What are David and Mary doing?
--They_____________. (have dinner)
<5>--What’s Jenny doing?
--She______________. ( run )
In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.
Step 5. Homework
1. Finish the exercises in the class.
2. Make a conversation and act it out with your partner.
Step 6. The end
T: You are very good today, boys and girls! And thank you for listening. Bye.
Teaching method.
In order to complete the above teaching objectives, I adopt task-based teaching method, let the student experience, practice, participate, communicate, cooperate, achieve mission objectives, feel of success in the process of completing the task.
Students complete their preset goals by taking the task. Through cooperation and communication, we can learn to do things in English, so as to cultivate students' comprehensive language ability.