Unit 5 Here and Now Section A (Grammar Focus)教学设计 2024-2025学年人教版七年级英语下册

该初中英语教学设计聚焦现在进行时的核心语法点，以“Here and Now”为主题情境，通过观看导入视频、观察例句结构、归纳动词-ing变化规则、完成填空练习及角色扮演等环节，层层递进地构建语言知识支架，帮助学生从感知到理解再到迁移运用。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，“Observe and think”活动引导学生自主发现时态结构和动词变化规律，培养逻辑推理能力；小组采访任务将语言学习与真实生活场景结合，提升交际能力和跨文化理解力；家庭作业设计为制作vlog，鼓励学生用英语讲述家人周末活动，既落实双减政策又强化语用实践。教师可直接使用此设计开展高效课堂，学生则能在真实语境中发展语言技能，增强学习主动性与表达自信。

Unit 5 Here and Now Section A (Grammar Focus) 教材分析 【What】 本单元的主题是“Here and Now”,主题图通过展示上海的东方之珠与多伦多城市的照片,将学生的视线引向了不同地理位置的同一时刻,内容聚焦于全球各地人们生活方式的差异与联系。本单元的核心问题是“What brings people together?”,旨在引导学生思考尽管地域存在差异,但人们之间仍存在着哪些共通之处和联系。本节课设置一个情境“What are you doing on weekends?”, 课堂环节在这一情境中展开,通过“听说读写看”来完成对现在进行时的学习。在“Observe and think”环节,出示导入视频中出现的例句,引导学生掌握现在进行时的语法知识点,通过拓展习题巩固所学,通过 pair work 和 group work 展示了如何在具体情境中运用语言来询问他人正在做什么以及根据对方的回答作出响应。 【Why】 本单元的主题是“Here and Now”,意在拓宽学生的国际视野,增强他们对全球多元文化的理解和尊重。通过主题图和大问题“What brings people together?”,本单元旨在引导学生认识到,尽管世界各地的人们生活在不同的时间和空间里,但他们仍然可以通过共同的兴趣、活动或情感联系在一起。语篇旨在帮助学生掌握现在进行时的核心句型,包含 陈述句、一般疑问句、特殊疑问句及其答语。“Observe and think”活动主要让学生观察表格中的句型并画出现在进行时的结构,目的是引导学生探究现在进行时的基本结构、功能意义及用法。Observe and classify 活动主要让学生掌握动词变 ing 的规则,fill in the blanks提供了一篇长对话,要求学生选择合适的动词并用正确的形式填空,旨在训练学生在复杂语境中灵活运用现在进行时。Group work 将语言学习与表演结合起来,目的是加强语言学习的趣味性,在愉快的氛围中进一步提高学生运用目标语言进行表达的能力。 【How】 文体特征:结合填空练习和互动问答,具有较强的互动性和实践性。语篇内容贴近学生的日常生活,易于引发学生的兴趣和参与。内容结构:语篇分为三个部分:首先是通过例句展示现在进行时的用法;其次是填空练习,帮助学生巩固现在进行时;最后是互动活动,旨在通过问答形式培养学生的语言应用能力。本课采用了情境模拟和对话互动的方式,使学习过程更加生动有趣。学生能够在实践中学习和掌握语言规则,此外,通过小组合作和班级分享的方式,学生还能培养团队合作能力和信息整合能力,进一步提升自己的语言运用能力和社交技能。 学情分析 学生在小学阶段具备了一定的听说读写基础,也学过现在进行时的基本用法。本单元将进一步对现在进行时进行巩固运用,例如要求学生通过打电话、采访的情境学会如何描 述自己和他人正在做的事情。学生在小学以及本单元的第一课时已经学过基本的打电话用 语,能够运用所学知识进行简单的对话,表达自己正在做的事情。但是学生对于现在进行 时的正确使用仍有一定的困难,例如基本构成和各种句式。 教学重难点 1. 能听懂发音清晰、语速较慢的简短口头表达,获取关键信息。 2. 在语篇中围绕相关主题,在语境中运用所学语法知识描述人和物,进行简单的交流。 3. 在教师的指导下进行简单的角色扮演。 4. 在口语表达中使用较为准确的词语和表达法,语音、语调基本正确。 课时目标 通过本节课学习,学生能够: 1.能够梳理和归纳现在进行时的构成形式、表意功能和用法。(学习理解) 2.能够总结动词原形加-ing 的常见构成形式,并能根据构成规则写出动词的-ing 形式。(应用实践) 3.能够结合语境,正确使用现在进行时询问或描述人们正在进行的活动以及身边正在发生的事情。(迁移创新) 教学策略 情景体验式教学、启发式教学,任务型教学 教学过程 教学环节 教学活动 学习活动 设计意图 Part1: 导入 Watch a video about “Students are doing different things at 10 o’clock a.m. on Saturday. Students should watch the video carefully. 活跃气氛,导入目标语言。 学习评价: 自评,师评。教师观察学生能否积极参与导入活动。通过学生回答预测他们对现在进行时态的掌握情况。 Part 2: 学习理解 1. Ask some questions about the video. (1)—Is Jim doing his homework? (2)—Is Amy singing? (3)—Are Suzy’s grandparents watching TV? (4)—Are Steve and his friends running? (5)—What is Eric doing? (6)—What’s Sarah doing? (7)—What are Lucy and her mom doing? (8)—What are Lily and her friend doing? 2. Observe and think——Find out the structure of sentences (1)Jim is doing his homework. (2)Lily and her friend are dancing. (3)I am having class now. (4)Amy isn’t singing. (5)Steve and his friends aren’t running. 3. Observe and think——Find out the rules of “v. ing”? do do+ing doing dance danc+ing dancing have hav+ing having sing sing+ing singing run run+n+ing running 4. Observe and think——Find out the structure of questions and answers. (1)—Is Jim doing his homework? —Yes,he is. (2)—Is Amy singing? —No, she isn’t. She is playing the piano. (3)—Are Suzy’s grandparents watching TV? —Yes, they are. (4)—What is Eric doing? —He is cleaning his room. (5)—What’s Sarah doing? —She is drawing. (6)—What are Lily and her friend doing? —They are dancing. 1. Do a memory game and ask some questions about the video. 2. Observe and think ——Find out the structure of sentences and finish the structure (1)S. +_+ doing… (2) S. +_+ doing… 3. Observe and think ——Find out the rules of“v. ing” 4. Observe and think ——Find out the structure of questions and answers. Be (am/is/are)+ S. + doing…? Yes,+S. + am/is/are. No, +S. +am/is/are+not. What is/are + S. + doing…? S. + am/is/are + doing… 观察学生能否在语境中理解现在进行时的表意功能,理解其语法现象的形式、意义和用法,并在教师的指导下,能否积极踊跃地回答问题。 观察学生是否能够准确识别表格中每个句子所使用的时态,并确认它们都是现在进行时。观察学生是否能从表 格中提炼出主语与be 动词(am/is/are) 之间的一致性 规律。 观察学生是否能识别出动词-ing 形式的正确构成。 效果评价:这些学习活动的设计意图在于通过明确的学习目标、直观的例句阅读、主动的探索过程以及深入的规律总结,帮助学生全面、系统地掌握现在进行时的使用,提高他们的语法能力和语言运用能力。 Part 3: 应用实践 1. Observe and classify Read the words and put them into the correct box. 2. Fill in the blanks with the right form of the verbs. I _(make)a survey on how students spend their weekend now . It's 10 o'clock in the morning, the students_ (do) different things.Look! Tom _(read). He _(think) it’s interesting. Lily and her friend_(dance) on the stage at the moment. Suzy_ (visit)her grandparents in the countryside. She_(watch)TV with her grandparents now. Eric_(clean) his room. He usually_ ( help ) with housework . Steve and his friends_(play) basketball. Lucy _(shop) in the mall right now. Everyone _(enjoy) their weekend to relax themselves. They are doing different things to spend their weekend. (am making are doing is reading thinks are dancing is visiting is watching is cleaning helps are playing is shopping is enjoying) 3. Listen and choose 1.What is Jim doing now? A. Watching TV. B. Staying at home. C. Watching movies. 2.What does Suzy think of the Talent show? A. Boring. B. Relaxing. C. Funny. 3.What can we learn from the conversation? A. Jim wants to go to the movies. B. Sally will go with Jim. C. Suzy is staying at home (BCA) It’s 11 o’clock now. Jim has finished his homework. And he is calling Suzy. Listen carefully and choose the right answers. 4. Listen and read aloud Jim: Hello, Suzy! What are you doing right now? Suzy: Hi! Jim! I’m just watching TV with my grandparents. Jim: Oh, what show are you watching? Suzy: Talent show, it’s really funny. How about you? Jim: I’m just staying at home. It’s a little boring. A new cartoon is on in the cinema, would you like to go to the movies with me ? Suzy: I'd love to, but I'm afraid I can't. I'm visiting my grandparents in the countryside. Jim: Oh, what a pity! How about Sally? Is she free? Suzy: I guess she can go with you, she likes watching cartoons a lot. Jim: OK, I'll ask her, bye. Suzy: Bye -bye. 1. Observe and classify——Read the words and put them into the correct box. 2. Fill in the blanks with the right form of the verbs. 3. Listen and choose 4. Listen and read aloud 观察学生是否熟练掌握了动词-ing 形式的正确变化。 观察学生在阅读过程中,是否对动词现在分词的变化形式给予了足够的关注,是否能够准确识别并应用这些变 化,以构建符合语境的语法结构。 通过听说读写多种练习方式深化语言知识,在朗读中培养学生语感 效果评价:师评,自评,互评。两个学习活动旨在通过实际练习和教师的指导,巩固学生对现在进行时和动词现在分词变化规则的理解和应用能力,同时提升他们的阅读理解和语言运用能力。 Part 4: 迁移创新 Pair work A: Hello, this is _! What are you doing right now? B: Hi! _! I’m _. A:Is it interesting/relaxing/ ……? B:_. How about you? A:I’m _. It’s a little_. B:Would you like to _? A:I'd love to./ I'd love to, but I'm afraid I can't. …… …… Group work Interview your group member “What are you doing at 11 o'clock on Saturday. Act out phone conversations with deskmate. Interview your group members . 观察学生在实际语境中运用语法知识的能力。 观察学生在班级分享环节,是否能够清晰地表达他们团队成果,这能够评估学生的口语表达能力和语言运用能力。 效果评价:师评、互评、自评。本学习活动旨在通过趣味性和互动性强的方式,加深学生对现在进行时态的理解和应用能力,同时培养他们的团队合作、沟通能力和创造力等多方面的素养。 Part 5: 情感教育 Sharing life and caring for each other bring people together! Read and remember in heart. 希望同学们珍惜当下,享受生活,多和朋友一起做开心而有意义的事情 Part 8: 家庭作业 Must do: Make a vlog about family members ’weekend activities in different time and use present progressive tense to introduce. Choose to do: Write something about your family members’ weekend activities, then share it with your English teacher Write down and finish homework carefully. 作业布置落实双减政策,减量不减质,重视实际场景的交际应用,减轻机械 操练 学科网(北京)股份有限公司 $