Unit 6 Rain or Shine-Section A Grammar Focus 教学设计 2024-2025学年人教版英语七年级下册

Unit 6 Rain or Shine-Section A Grammar Focus This section mainly focuses on two important verb tenses: the simple present tense and the present continuous tense. It provides a series of sentences related to weather conditions and people's activities, helping students distinguish and correctly use these two tenses in different contexts. The Grammar Focus part presents the basic sentence structures and usage rules of these two tenses in a concise way, which serves as the core knowledge for students to master. 教学目标 Students will be able to understand the concepts, structures, and usage of the simple present tense and the present continuous tense. Master the rules of verb changes in the third - person singular form of the simple present tense and the formation of the -ing form of verbs in the present continuous tense. Remember the adverbs and time expressions often used with these two tenses, such as “usually,” “always,” “now,” “at the moment,” etc. 教学重难点 The structures and usage of the simple present tense and the present continuous tense. Simple present tense: For the affirmative form with a be - verb: Subject + am/is/are + predicative (adjective, noun, etc.). For example, “You are happy.” For the affirmative form with a main verb: Subject (non - third - person singular) + verb in base form + object; Subject (third - person singular) + verb in -s/-es form + object. For example, “I play basketball every day.” “He plays football after school.” Negative form: Subject + don't/doesn't + verb in base form + object (for main verbs); Subject + am/is/are + not + predicative (for be - verbs). General question form: Do/Does + Subject + verb in base form + object? (for main verbs); Am/Is/Are + Subject + predicative? (for be - verbs). Present continuous tense: Affirmative form: Subject + am/is/are + verb - ing + other components. For example, “She is reading a book now.” Negative form: Subject + am/is/are + not + verb - ing + other components. General question form: Am/Is/Are + Subject + verb - ing + other components? A. Simple Present Tense Concept: Represents habitual or regular actions. For example, “I usually get up at 7:00 every morning.” Expresses general truths and facts. For example, “The earth moves around the sun.” Sentence Structures: Affirmative Sentences: When the verb is a be - verb: Subject + am/is/are + predicative. When the verb is a main verb: Non - third - person singular subject: Subject + verb in base form + object. Third - person singular subject: Subject + verb in -s/-es form + object. Negative Sentences: When the verb is a be - verb: Subject + am/is/are + not + predicative. When the verb is a main verb: Subject + don't/doesn't + verb in base form + object. General Questions: When the verb is a be - verb: Am/Is/Are + Subject + predicative? When the verb is a main verb: Do/Does + Subject + verb in base form + object? Special Questions: Special question word + general question (starting with do/does for main verbs or be for be - verbs). Adverbs and Time Expressions: “usually,” “always,” “often,” “sometimes,” “every day/week/month/year,” “on Sundays,” etc. B. Present Continuous Tense Concept: Describes an action that is happening at the moment of speaking. For example, “He is having lunch now.” Represents an action that is in progress during a temporary period. For example, “These days, we are preparing for the exam.” Sentence Structures: Affirmative Sentences: Subject + am/is/are + verb - ing + other components. Negative Sentences: Subject + am/is/are + not + verb - ing + other components. General Questions: Am/Is/Are + Subject + verb - ing + other components? Special Questions: Special question word + general question (starting with am/is/are). Adverbs and Time Expressions: “now,” “at present,” “at the moment,” “look,” “listen,” etc. 教学过程 A. Warming - up (5 minutes) Greet the students and have a short free talk. For example, ask students, “How are you today? What did you do yesterday?” Show some pictures of different weather conditions (sunny, rainy, snowy, cloudy, etc.) on the PPT. Ask students to describe the weather in simple sentences, such as “It's sunny.” “It's rainy.” This activity can review the vocabulary related to weather learned before and lead in to the topic of this class. B. Presentation (15 minutes) Simple Present Tense Write some sentences on the blackboard, such as “I play basketball on weekends.” “She goes to school by bike every day.” “The sun rises in the east.” Ask students to observe these sentences and think about the common features. Explain the concept of the simple present tense: It is used for habitual actions and general truths. Then introduce the sentence structures, especially the third - person singular form changes. Give more examples to illustrate, and write the rules on the blackboard: Add - s to most verbs. Add - es to verbs ending in s, x, ch, sh, o. Change y to i and add - es for verbs ending in consonant + y. Use some flashcards with verbs to practice the third - person singular form changes. For example, show a card with “study,” ask students to change it to the third - person singular form “studies.” Present Continuous Tense Play a short video clip showing people doing different activities, like a boy playing football, a girl reading a book, etc. While playing the video, ask students to pay attention to what the people are doing. After the video, write some sentences on the blackboard according to the video content, such as “The boy is playing football.” “The girl is reading a book.” Explain the concept of the present continuous tense: It is used for actions happening now. Introduce the sentence structure: Subject + am/is/are + verb - ing. Teach the rules of forming the -ing form of verbs: Add - ing directly in most cases. Remove silent e and add - ing for verbs ending in silent e. Double the final consonant and add - ing for verbs with a 重读闭音节 ending and only one consonant at the end. Use some action - verb flashcards to practice the -ing form changes. For example, show a card with “run,” ask students to say “running.” C. Practice (15 minutes) Group Work 1: Tense Identification Divide the students into groups of four. Give each group a set of cards with sentences written on them, some in the simple present tense and some in the present continuous tense. For example, “I eat an apple every day.” “He is singing a song now.” Ask the group members to discuss and classify the sentences according to the tenses. Then each group chooses a representative to come to the front of the class and share their classification results. The teacher gives feedback and explanations. Group Work 2: Sentence Making Each group gets two sets of cards. One set has subjects (e.g., “I,” “he,” “my parents”), and the other set has verbs or verb phrases (e.g., “play basketball,” “watch TV,” “cook dinner”). Group members take turns to pick one subject card and one verb/verb - phrase card. Then they make sentences in both the simple present tense and the present continuous tense. For example, if a student picks “I” and “play basketball,” they can make “I play basketball every Saturday.” and “I am playing basketball now.” After making the sentences, group members can practice reading them aloud to each other. D. Consolidation (8 minutes) Oral Practice The teacher shows some pictures on the PPT again, this time pictures with more complex scenes, such as a family having a picnic in the park on a sunny day. Ask students to describe what each person in the picture is doing and what they usually do in such situations using both tenses. For example, “The father is cooking food now. He usually cooks delicious meals for the family on weekends.” Invite several students to stand up and describe the pictures in front of the class. Other students listen carefully and can ask questions if there are any unclear points. Written Practice Hand out a worksheet to each student. The worksheet contains some fill - in - the - blank exercises, sentence - transformation exercises, and a short writing task related to the two tenses. For example: Fill in the blanks with the correct form of the verbs: “He ____ (go) to school by bus every day. Look! He ____ (wait) for the bus now.” Transform the sentence: “They play football in the playground. (Change it to the present continuous tense)” Writing task: “Describe your family's activities on a Sunday. Use both the simple present tense and the present continuous tense.” Students do the exercises individually. After they finish, the teacher goes through the answers with the whole class. E. Summary and Homework Assignment (2 minutes) Summary Briefly review the key points of the simple present tense and the present continuous tense, including their concepts, structures, and usage. Ask students if they have any questions or need further clarification. Homework Assignment Ask students to write a short passage about their own activities in the morning. They should use both the simple present tense to describe their daily routine and the present continuous tense to describe what they are doing at a certain moment this morning. Encourage students to pay attention to the tenses when they are speaking English in their daily life and try to use the correct tenses as much as possible. 教学反思 After this class, students should have a better understanding of the simple present tense and the present continuous tense. However, during the teaching process, some students may still have difficulties in distinguishing the two tenses, especially in complex contexts. In future teaching, more real - life examples and interactive activities can be designed to help students strengthen their understanding and application ability. Also, for students who have a hard time grasping the knowledge, individual tutoring can be provided to ensure they keep up with the teaching progress. Additionally, it might be beneficial to incorporate more listening and speaking materials related to these two tenses in the next class to further improve students' language skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$