资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 5 Here and Now-Section A（Grammar Focus）
教学目标
1.1 Knowledge Objectives Students can master the usage of present continuous tense, including its structure (am/is/are + verb-ing), signal words (now, look, listen, etc.). Students can accurately make affirmative sentences, negative sentences, and interrogative sentences (including general questions and special questions) using the present continuous tense. Students can recognize and correctly use common verbs and their -ing forms (e.g., play-playing, run-running, swim-swimming, write-writing). 1.2 Ability Objectives Students can use the present continuous tense to describe actions happening at the moment in real-life situations. Students can ask and answer questions about ongoing actions with peers, improving their listening and speaking skills. Students can distinguish the present continuous tense from the simple present tense in context, enhancing their language application ability. 1.3 Emotional, Attitudinal and Moral Objectives Cultivate students' awareness of observing the surrounding environment and describing ongoing events in English, stimulating their interest in learning English. Encourage students to actively participate in group activities, develop their cooperation and communication awareness. Help students understand the importance of using appropriate tenses in language communication, fostering their rigorous learning attitude.
重难点
2.1 Key Points The structural formula of the present continuous tense: am/is/are + present participle (verb-ing). The formation of present participles (regular and irregular changes). Making affirmative, negative, and interrogative sentences with the present continuous tense. 2.2 Difficult Points The correct use of am/is/are in different subjects (first person, second person, third person singular/plural). The distinction between the present continuous tense (describing ongoing actions) and the simple present tense (describing habitual actions or facts). The correct spelling of present participles for verbs with special changes (e.g., "sit" → "sitting", "lie" → "lying", "tie" → "tying").
教学过程
教学环节 学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes) Activities Daily Greeting and Quick Question: The teacher greets students with "Good morning, class! How are you today " After students respond, the teacher asks follow-up questions using the simple present tense: "What do you usually do in the morning Do you often read English books " to review the simple present tense. Situational Demonstration: The teacher performs an action in front of the class, such as writing on the blackboard with chalk, and says: "Look! I am writing now." Then, the teacher points to a student who is standing up and says: "He/She is standing." Next, the teacher plays a short audio clip with the sound of rain and says: "Listen! It is raining." Key Word Highlight: The teacher writes "am/is/are + verb-ing" and signal words "look, listen, now" on the blackboard, and asks students: "What do these sentences describe What words help you know the action is happening now " Design Intent The daily greeting and simple present tense review help students build a connection between old and new knowledge, laying a foundation for distinguishing the two tenses later. Situational demonstration is intuitive and vivid, which can quickly attract students' attention and let them perceive the meaning of the present continuous tense in real contexts. Highlighting key structures and signal words guides students to summarize the characteristics of the target language independently, cultivating their observation and induction ability.
Step 2: Presentation (10 minutes) Grammar Structure Explanation: The teacher introduces the definition of the present continuous tense: "We use the present continuous tense to talk about actions that are happening now, at the moment of speaking." The teacher explains the basic structure: "Affirmative sentence: Subject + am/is/are + verb-ing + ..." Then, give examples according to different subjects: "I am singing. You are dancing. He/She/It is running. We/You/They are playing football." The teacher emphasizes the matching of subjects and be verbs: "I → am; You/We/They → are; He/She/It → is." The teacher introduces negative sentences: "Negative sentence: Subject + am/is/are + not + verb-ing + ..." For example: "I am not singing. He is not running." Explain that "is not" can be contracted to "isn't" and "are not" to "aren't", but "am not" has no contraction. The teacher introduces general questions and answers: "General question: Am/Is/Are + subject + verb-ing + ... Yes, subject + am/is/are. No, subject + am/is/are + not." Examples: "—Are you dancing —Yes, I am. / No, I am not. —Is he running —Yes, he is. / No, he isn't." The teacher introduces special questions: "Special question: Special 疑问词 (What/Who/Where/How...) + am/is/are + subject + verb-ing + ... " Examples: "What are you doing Where is he running " Present Participle Formation: The teacher presents three rules for forming present participles with examples: Regular change: Most verbs add "-ing" directly (e.g., play → playing, work → working, talk → talking). Verbs ending in silent "e" drop "e" and add "-ing" (e.g., write → writing, dance → dancing, make → making). Verbs with "consonant-vowel-consonant" structure (short vowel sound) double the final consonant and add "-ing" (e.g., run → running, swim → swimming, sit → sitting). The teacher writes 10 verbs on the blackboard (including regular and irregular changes), such as "read, watch, have, come, put, stop, shop, lie, tie, die", and asks students to work in pairs to change them into present participles. Then, the teacher checks the answers and corrects mistakes, especially emphasizing special cases like "lie → lying" (not doubling the final consonant) and "tie → tying" (dropping "e" because "ie" makes a long vowel sound). Design Intent Explaining grammar structures step by step (affirmative → negative → interrogative) follows students' cognitive laws, making it easier for them to understand and master. Using different subjects in examples helps students remember the matching rules of be verbs, solving the key point of "subject-be verb consistency". Introducing present participle formation with rules and examples, and adding special cases practice, can help students master the spelling of verb-ing forms, laying a foundation for accurate sentence-making.
Step 3: Practice (15 minutes) Activity 1: Fill in the Blanks (5 minutes) The teacher distributes worksheets with fill-in-the-blank questions. The questions include: Look! My mother ________ (cook) dinner in the kitchen. They ________ (not play) basketball now. They are playing football. ________ your father ________ (read) a newspaper —Yes, he is. What ________ the children ________ (do) over there —They are drawing pictures. I ________ (not dance). I am singing. Students finish the worksheet independently in 3 minutes, then the teacher checks the answers with the whole class. For wrong answers, the teacher asks students to explain the reasons and correct them together. Activity 2: Pair Work – Ask and Answer (5 minutes) The teacher shows pictures of different scenes (e.g., a boy riding a bike, a girl listening to music, two students talking, a cat sleeping). The teacher gives a model dialogue: "A: Look! What is the boy doing B: He is riding a bike. A: Is he riding fast B: Yes, he is. / No, he isn't." Students work in pairs to make dialogues according to the pictures. Each pair chooses 2-3 pictures to practice. The teacher walks around the classroom to observe and provide help to students who have difficulties. Invite 2-3 pairs to present their dialogues in front of the class. The teacher comments on their performance, focusing on the correct use of be verbs and verb-ing forms. Activity 3: Distinguish the Tenses (5 minutes) The teacher writes the following sentences on the blackboard: She often sings songs in the morning. She is singing a song now. They usually play football on weekends. They are playing football at the moment. The teacher asks students: "What is the difference between sentence 1 and 2 What about sentence 3 and 4 " Guide students to summarize: "The simple present tense uses 'often, usually' to describe habitual actions; the present continuous tense uses 'now, at the moment' to describe ongoing actions." The teacher gives more examples and asks students to identify the tense and explain the reasons. For example: "He reads books every day. (simple present tense, because of 'every day') / He is reading a book now. (present continuous tense, because of 'now')" Design Intent The fill-in-the-blank activity focuses on the basic structure of the present continuous tense, helping students consolidate the usage of be verbs, negative forms, and interrogative forms through mechanical practice. Pair work of asking and answering combines pictures with language, creating a real communication situation for students. It not only practices students' speaking ability but also tests their ability to use the target language in context. Distinguishing the two tenses solves the difficult point of the lesson. By comparing sentences with different signal words, students can clearly understand the difference between the present continuous tense and the simple present tense, avoiding confusion in use.
Step 4: Consolidation & Application (10 minutes) Activity 1: Group Competition – "Describe and Guess" (7 minutes) Divide the class into 4 groups. Each group selects a representative to come to the front of the class. The teacher shows the representative a card with an action (e.g., "eating ice cream", "watching TV", "playing the piano", "running fast"). The representative performs the action without speaking. Other members of the group need to guess the action using the present continuous tense: "Are you eating ice cream / You are watching TV." The first group to guess correctly gets 1 point. After 3 rounds, the group with the highest score wins. The teacher gives small rewards (e.g., stickers) to the winning group. Activity 2: Write a Short Paragraph (3 minutes) The teacher asks students to look around the classroom and write a short paragraph (3-5 sentences) to describe what their classmates or the teacher are doing now, using the present continuous tense. For example: "Look! My classmate Lily is drawing a picture. Tom and Jack are talking. Our teacher is standing near the blackboard. We are having a good English class." Invite 2-3 students to read their paragraphs aloud. The teacher comments on the content and grammar, and gives positive feedback. Design Intent The group competition activity is interesting and competitive, which can fully arouse students' enthusiasm and participation. It also tests students' ability to quickly respond and use the present continuous tense in oral communication. Writing a short paragraph connects listening, speaking and writing, allowing students to apply the target language in written form. It also cultivates students' ability to observe and describe the surrounding environment, achieving the integration of language learning and real life.
Summary & Homework (5 minutes) Summary The teacher leads students to review the key points of the lesson: The use of the present continuous tense: describing actions happening now. Structure: Subject + am/is/are + verb-ing. Present participle formation: add "-ing", drop "e" + "-ing", double final consonant + "-ing". Difference from the simple present tense: signal words and meanings. The teacher emphasizes: "Remember to use the correct be verb and verb-ing form when talking about ongoing actions!" Homework Basic Homework: Complete the grammar exercises on Page XX of the textbook (including sentence transformation and fill-in-the-blanks) to consolidate the basic structure. Oral Homework: Talk with your family members about what they are doing at 7 PM tonight, and write down 3 sentences to record it. Challenging Homework: Find 5 pictures from magazines or the Internet that show ongoing actions, and write a sentence for each picture using the present continuous tense. Design Intent Leading students to summarize independently helps them sort out the knowledge framework and deepen their understanding of the key and difficult points. Assigning layered homework (basic, oral, challenging) takes into account the differences in students' learning levels, ensuring that all students can consolidate the knowledge and that advanced students can be further improved. Oral homework and challenging homework connect classroom learning with family life and extracurricular resources, expanding the scope of language application.

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