资源简介

Teaching Design
Publisher & Edition: People’s Education Press; 2024 Edition Grade: Junior High School Grade 7
Unit: Unit 5 Here and Now Lesson Type & Focus：Grammar- Present Continuous Tense
Duration: 40 minutes Instructor: Audrey
Teaching Principles
Ⅰ. Core Competencies of English Education The curriculum aims to cultivate students' four core competencies, including language proficiency, cultural awareness, cognitive development, and learning ability . Ⅱ. Activity-Based Approach to English Learning The curriculum advocates an integrated learning model guided by thematic meaning and facilitated through activities . Centered on thematic meaning, it designs three interconnected and progressive types of activities, including learning comprehension, application practice, and transfer innovation .
Discourse Analysis
Ⅰ. What: The theme of this lesson revolves around the application of the present continuous tense in various contexts, featuring dialogue examples, fill-in-the-blank exercises, and a postcard. Ⅱ. Why: The text aims to help students master core structures of the present continuous tense, including affirmative sentences, general questions, special questions, and their responses. Activities encourage students to observe forms and identify the structure of the present continuous tense, fostering an understanding of its basic structure, functional meaning, and usage. Activity 3c presents a postcard from a foreign tourist, Beth, sharing her experiences in Pingyao Ancient City, which incorporates aspects of Chinese pleting this text aims to train students to flexibly use the present continuous tense in complex contexts. Activity 3d combines language learning with performance, enhancing engagement and improving students' abilities to express themselves in the target language. Ⅲ. How: The discourse primarily consists of dialogues combined with fill-in exercises and interactive questions and answers, emphasizing interaction and practicality. The content is relevant to students' daily lives, stimulating interest and participation. It is divided into three parts, including examples showcasing the present continuous tense, fill-in exercises reinforcing its usage, and interactive activities aimed at developing students’ language application skills.
Student Analysis
Ⅰ. Know Students have already been exposed to the basic usage of the present continuous tense during their primary school and are able to initially understand and use the structure of "be + V-ing" to
describe actions that are taking place. At the same time, through the study of the first lesson of this unit, students can express what they or others are doing in simple conversations. For example: "I am reading a book." In addition, students have gained a certain understanding of the customs and habits of different regions through travel, the Internet, and other means, which provides points of interest and language materials for integrating real-life situations in the classroom. Ⅱ. Want Students still need to have a solid grasp of the basic formation of the present continuous tense, the rules for changing the verb to the -ing form, and various forms, including affirmative sentences, negative sentences, interrogative sentences, and their responses. Moreover, students want to deal with expanding topics, such as asking about others' activities and describing the actions of multiple people taking place simultaneously. Ⅲ. Learn After learning this lesson, students will be able to skillfully use the affirmative, negative, and interrogative forms of the present continuous tense and correctly answer related questions. They will be able to flexibly use the present continuous tense to describe their own or others' activities in simulated real-life situations, such as when writing a travel postcard.
Teaching Objectives
By the end of the class, students will be able to Ⅰ. Organize and summarize the structure, semantic functions, and usage of the present continuous tense. Ⅱ. Summarize the common formation forms of adding "-ing" to the base form of verbs, and be able to write the "-ing" form of verbs according to the formation rules. Ⅲ. Use the present continuous tense correctly to ask about or describe the activities that people are engaged in and the things that are happening around them in combination with the context.
Key and Difficult Points in Teaching
Ⅰ. Key points Students need to master the function, structure, forms and time markers of the present continuous tense. Ⅱ. Difficult points Students may meet difficulties in using the different forms of the target grammar correctly.
Teaching Procedures
Objectives Activities & Arrangement Purposes Activity Level Effect Evaluation
Students will be able to organize and summarize the structure, semantic functions, and usage of the present continuous tense and rules of adding "-ing" to the base form of verbs. Step 1 Lead in (4 mins) The teacher asks two questions. Q1. Do you still remember Jane Q2. Where is she and what is she doing Students recall that Jane is having a holiday in Guangzhou. Then, teacher asks students to listen to Jane and Beth’s phone call and see what they are talking about. To introduce topics and activate students' background knowledge. Learning and understand- ing Students can pay attention to the use of the present continuous tense, and realize its function.
Step 2 Present and practice Activity 1 Identify and find (5 mins) Teacher shows the grammar focus and asks students to underline the structures for the present continuous tense. Then lead students to restore the original form of the verbs based on their present participles, then summarize three rules of v-ing formation. Students identify the verbs marked with stars based on the three '-ing' formation rules. Activity 2 Discover and discuss (2 mins) Teacher leads students to work in groups to find something new of the tense based on the table presenting the sentences Jane and Beth said. ①Function ②Structure ③forms ④Time markers Activity 3 Observe and describe (5 mins) Teacher leads students to summarize the affirmative and negative forms of the tense based on the pink part of the table. Then, students describe what people are doing in each picture using the affirmative sentences. Activity 4 Question and answer (5 mins) Teacher leads students to summarize the form of general questions and its answer based on the green part of the table. Then, students turn the affirmative sentences into general questions and answer them according to the pictures with their partners. Activity 5 Ask and answer (5 mins) Teacher leads students to summarize the form of the special question and the time markers of the tense based on the blue part of the table. Then, students ask and answer what the people in the pictures are doing. (All activities in these pictures are related to the Dragon Boat Festival) To stimulate students' learning autonomy and deepen their understanding of the structure of this tense. To lead students to think and share. To help students grasp the affirmative and negative forms. To help students understand the form of general questions and their corresponding answers. To help students grasp the form of the special question and time markers. Learning and understand- ing Applying and practicing Applying and practicing Applying and practicing Applying and practicing Applying and practicing Students can identify the function and structure of present continuous tense accurately, then extract the rules of v-ing formation and use them correctly. Students can find something about the target grammar and share it with their group members. Students can summarize the forms and describe what others are doing correctly. Students can summarize the forms, ask and answer questions using the right sentence. Students can ask what others are doing and answer others’ questions.
Students will be able to use the present continuous tense correctly to ask about or describe the activities that people are engaged in and the things that are happening around them in combination with the context. Step 3 Produce Activity 1 Share your celebration (6 mins) Teacher lead students to imagine they are doing many activities to celebrate the Dragon Boat Festival with their families now. Ss work in groups to share what they and their families are doing during the festival. Activity 2 Write a postcard (5 mins) Teacher tells students Beth is visiting her uncle in Pingyao city, and she needs their help to write a postcard to her pen pal Kate. Students finish the postcard based on what they have just learned. Then, teacher asks students two questions. Q1: Why it’s important to share our life with friends and families. Q2: When we are making zongzi or watching dragon boat races, what are we passing on Students share their ideas on the two questions. To enable students practice the target grammar and stimulate their cultural awareness. To train students' ability to use the present tense correctly in specific context, and lead them to realize the significance of sharing and passing on our culture. Transferring and creating Transferring and creating Students can use the target grammar to talk about their families’ celebration and learn to share. Students can help Beth complete the postcard correctly, and share their thoughts of sharing.
Conclude the lesson. Step 4 Summarize and assign homework (3 mins) T shows the labels, including function, structure, forms and time markers. Students summarize the main points we learn this lesson based on the labels. Assignment: Make a vlog to share what you and your family members are doing at a certain time tonight with your voice. (Make sure to use the present continuous tense) (Optional) Draw a poster to introduce the Dragon Boat Festival. To strengthen students’ memory of the grammar points, and encourage application of knowledge in real life. Transferring and creating Students can seriously reflect on what they have learned from this lesson and complete the video task with right tense.
Blackboard Design
Design Features
Ⅰ. Implementation of the Activity-Based Approach to English Learning This lesson design fully aligns with the three-tiered activity system advocated by the Activity-Based Approach to English Learning, guiding students to progressively build and apply language knowledge through learning and understanding, applying and practicing, transferring and creating. Students are led to actively acquire grammar knowledge in meaningful contexts, consolidate understanding through varied exercises, and flexibly use language skills in creative tasks. Ⅱ. Contextual Introduction and Gamified Teaching to Stimulate Interest The telephone communication scenario serves as a thematic thread throughout the lesson, enabling students to experience language use in authentic contexts and enhancing their motivation and engagement. Besides, gamified learning activities are introduced to stimulate students’ interest, overcome challenging grammar points, and increase active participation and retention. Ⅲ. Student-Centered Discovery of Grammar Rules Through heuristic activities such as observation and discussion, students are encouraged to independently discover the formation and usage of the verb "-ing" form and different sentence forms (affirmative, negative, general and special questions), promoting analytical skills and learner autonomy. Ⅳ. Integration of Cultural Elements Traditional Chinese cultural themes, such as the Dragon Boat Festival, are naturally incorporated into the lesson to enhance their cultural awareness.
Teaching Material

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