Unit 4 In the neighbourhood-C Grammaring 教学设计- 2025-2026学年沪外教版英语八年级上册

该初中英语教学设计聚焦于 present continuous tense 的结构与运用，围绕“邻里生活”主题展开，从问候导入到图片观察自然引出语言点，通过句型归纳、规则讲解和情境练习层层递进，构建清晰的学习支架，帮助学生实现从感知到理解再到输出的完整语言习得过程。 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，在“邻居报告”任务中，学生用目标语言描述真实场景，锻炼表达能力；通过对比中外社区活动差异，增强文化意识；在猜动作游戏中培养逻辑推理与批判性思维。教学环节设计巧妙，如分层练习与小组合作兼顾个体与集体学习需求，既提升学生语言实践力，又为教师提供可复制、易操作的课堂范式，助力高效教学落地。

Unit 4 In the neighbourhood-C Grammaring 1. Content Overview This part of Unit 4 focuses on the present continuous tense, which is used to describe actions happening at the moment of speaking or around the present time. In the context of "In the neighbourhood", students will learn to use the present continuous tense to talk about what people are doing in the community, such as neighbors walking their dogs, children playing in the park, and workers repairing the road. The content includes both the formation of the present continuous tense (be + verb - ing) and its usage in various real - life scenarios related to the neighborhood. 教学目标 2.1 Language Competence Students will be able to correctly form the present continuous tense, including the correct use of the auxiliary verb "be" (am, is, are) and the present participle form of verbs (verb - ing). They can accurately use the present continuous tense to describe ongoing actions in the neighborhood in both speaking and writing. Students will be able to understand and respond to sentences using the present continuous tense when listening to conversations or reading texts about neighborhood activities. 2.2 Cultural Awareness Through learning about the present continuous tense in the context of the neighborhood, students will be aware of different daily activities in local communities. They can compare and understand the cultural differences in community life between their own and other English - speaking countries, for example, how people in different neighborhoods spend their weekends or interact with each other. 2.3 Thinking Quality Cultivate students' logical thinking ability by analyzing the structure and usage rules of the present continuous tense. Encourage students to observe and describe details of neighborhood scenes, which helps improve their critical thinking and descriptive skills. 2.4 Learning Ability Guide students to discover and summarize the rules of the present continuous tense by themselves, enhancing their self - learning ability. Enable students to use the present continuous tense to communicate about neighborhood - related topics in different learning situations, improving their learning transfer ability. 教学重难点 3.1 Key Points The correct formation of the present continuous tense: the conjugation of the verb "be" according to the subject (I - am, he/she/it - is, you/we/they - are) and the correct spelling of the present participle (verb - ing). For example, "I am reading a book.", "He is playing football." The usage of the present continuous tense to describe actions happening now. Students should be able to identify and use this tense in sentences like "The children are flying kites in the park." The understanding and application of the present continuous tense in the context of neighborhood - related activities, such as "The postman is delivering letters." 3.2 Difficult Points Some verbs need special attention when forming the present participle. For example, verbs ending with a silent "e", like "make", should drop the "e" and add "-ing" (making); verbs with a single - vowel + single - consonant ending in a stressed closed syllable, like "run", should double the final consonant and add "-ing" (running). Helping students master these spelling rules correctly is a challenge. Differentiating the present continuous tense from the simple present tense. Students may be confused about when to use each tense. For example, the simple present tense "He plays football every Sunday." describes a habitual action, while the present continuous tense "He is playing football now." describes an action happening at the moment. 4.1 The Formation of the Present Continuous Tense Affirmative sentences: Subject + be (am/is/are) + verb - ing + other components. Examples: I am doing my homework. She is singing a song. They are cleaning the classroom. Negative sentences: Subject + be (am/is/are) + not + verb - ing + other components. Examples: I am not watching TV. He is not eating dinner. They are not playing basketball. Interrogative sentences: Be (Am/Is/Are) + subject + verb - ing + other components? Examples: Are you reading a storybook? Is she dancing in the room? Are they having a party? 4.2 Spelling Rules of Present Participles Most verbs: directly add "-ing". Examples: play - playing, read - reading, walk - walking Verbs ending with a silent "e": drop the "e" and add "-ing". Examples: make - making, write - writing, take - taking Verbs with a single - vowel + single - consonant ending in a stressed closed syllable: double the final consonant and add "-ing". Examples: run - running, swim - swimming, stop - stopping 4.3 Time Expressions Used with the Present Continuous Tense now, at the moment, right now, look, listen. Examples: Look! The birds are flying in the sky. Listen! She is playing the piano. I am busy at the moment. 教学过程 5.1 Warming - up (5 minutes) Greet the students and start a simple conversation. For example, "Good morning, class. How are you today? What are you doing now?" This can naturally lead to the topic of the present continuous tense. Show some pictures of a neighborhood on the PPT. The pictures can include people walking, children playing, and workers building. Ask students some questions like "What can you see in the pictures? What are the people doing?" Encourage students to answer in simple sentences. 5.2 Presentation (12 minutes) Write some sentences on the blackboard, such as "I am reading a book.", "He is playing football.", "They are watching TV." Point to the sentences and explain the structure of the present continuous tense: subject + be (am/is/are) + verb - ing. Explain the conjugation of the verb "be" according to different subjects. Use a chart to make it more clear: | Subject | Be Verb | | ---- | ---- | | I | am | | He/She/It | is | | You/We/They | are | Then, introduce the spelling rules of present participles. Use some examples on the blackboard to illustrate each rule, and ask students to give more examples for practice. After that, show some time expressions used with the present continuous tense on the PPT, like "now", "at the moment", "right now", "look", "listen", and explain how to use them in sentences. 5.3 Practice (15 minutes) Activity 1: Sentence transformation Give students some sentences in the simple present tense on the PPT, such as "He plays basketball." "They watch TV." "I read a storybook." Ask students to transform these sentences into the present continuous tense. Invite some students to come to the blackboard to write their answers, and then check and correct the answers together. Activity 2: Guessing game Divide the class into groups of four. One student in each group makes a gesture of an action (for example, running, dancing, eating), and the other three students in the group guess what he/she is doing by asking questions like "Are you running?" "Are you dancing?" The student making the gesture can only answer "Yes, I am." or "No, I'm not." This activity can help students practice the interrogative and affirmative/negative forms of the present continuous tense. Activity 3: Describe the pictures Show some new pictures of neighborhood scenes on the PPT. Each picture shows different people doing different things. Ask students to describe what they see in the pictures using the present continuous tense. For example, "The old man is sitting on the bench. The kids are riding their bikes." Let students work in pairs to describe the pictures, and then ask some pairs to share their descriptions with the whole class. 5.4 Production (10 minutes) Task: Neighborhood report Divide the students into groups of five. Ask each group to imagine they are reporters. They need to make a report about what is happening in a neighborhood. Each group can use some pictures of the neighborhood they have seen before or draw some simple pictures themselves. Students in the group should take turns to describe different scenes in the neighborhood using the present continuous tense. For example, "In this neighborhood, we can see that a woman is watering the flowers. Some boys are playing basketball in the playground. A man is walking his dog along the street." After each group finishes their discussion, invite one representative from each group to come to the front of the class and give their neighborhood report. The other groups listen carefully and can ask questions if they have any. 5.5 Summary and Homework (3 minutes) Summary: Review the key points of the present continuous tense with the students, including its formation, spelling rules of present participles, and common time expressions. Ask students to recall what they have learned in this class and summarize it briefly. Homework: Ask students to write a short passage about what they and their family members are doing at 7:00 p.m. tonight. They should use at least five sentences with the present continuous tense. Encourage students to pay attention to the people and activities in their own neighborhood when they go home, and try to describe them in English using the present continuous tense. 教学反思 After this class, it is necessary to reflect on the teaching process. First, in the warming - up stage, the pictures of the neighborhood effectively attracted students' attention and engaged them in the initial discussion. However, in the future, more interactive ways could be added, such as asking students to share their own experiences in the neighborhood related to the pictures. During the presentation of knowledge, the use of blackboard writing and PPT was helpful for students to understand the structure and rules of the present continuous tense. But for some students, the spelling rules of present participles might still be a bit confusing. In the next class, more exercises and examples can be provided to strengthen their memory. The practice activities were generally well - received by students. The sentence transformation activity helped them solidify the understanding of the tense conversion. The guessing game and picture - describing activity made the learning process more interesting. However, in the guessing game, some students were a bit shy to make gestures in front of the class. More encouragement should be given to these students in the future. For the production task, most groups actively participated and completed the neighborhood report well. But some groups had problems with language fluency. In the following classes, more speaking practice opportunities should be provided to improve students' oral English ability. Overall, through this class, students have initially mastered the present continuous tense, but there is still room for improvement in teaching methods and student practice. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $