Unit 8 Let's celebrate!（Grammar）教案-2025-2026学年译林版英语七年级上册

该教案聚焦七年级英语Unit 8 Let's celebrate!的语法核心——现在进行时，从节日场景导入，通过图片和视频呈现真实语境，引导学生观察、归纳结构“be + 动词-ing”，再结合规则变化练习，层层递进构建知识支架，实现从感知到理解再到应用的完整学习闭环。 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。导入环节用新年庆祝视频创设情境，激发兴趣并自然引出语法点，体现语言能力培养；在描述不同国家新年习俗中渗透文化对比，增强跨文化理解力，彰显文化意识；通过对比现在进行时与一般现在时的使用差异，训练学生逻辑推理与批判性思维，凸显思维品质提升。教学设计环环相扣，任务驱动明确，既利于学生掌握语法结构，又促进综合语言运用能力发展，也为教师提供可直接使用的优质课堂模板。

教学设计 课程基本信息 学科 英语 年级 七年级 学期 秋季 课题 Unit 8 Let's celebrate!（Grammar） 教学目标 1. Language Ability Students can understand the concept of the present continuous tense, which indicates an action happening at the time of speaking or within a current period. Master the structure of the present continuous tense: “be verb (am/is/are) + verb - ing form”. Be able to use it accurately to form affirmative sentences, negative sentences and interrogative sentences. Correctly identify and write the - ing form of verbs, including the rules for general cases, verbs ending with silent “e”, verbs ending with “ie”, and verbs with a stressed closed - syllable ending. 2. Learning Ability Students can independently summarize the usage and characteristics of the present continuous tense by reading texts, thus improving their autonomous learning ability. Develop the ability to understand grammar knowledge in context, enabling them to flexibly apply the learned grammar to solve practical problems and improve language application ability. 3. Thinking Quality Cultivate students' logical thinking ability by analyzing activities in different scenarios in texts, helping them understand the sequence and causal relationship of events. Guide students to compare the usage of the present continuous tense with other tenses, cultivating their critical thinking ability so that they can accurately choose the appropriate tense for expression. 4. Cultural Awareness Let students understand the importance and celebration ways of New Year's celebrations in different cultures, feel the cultural differences between China and the West, and broaden their cultural horizons. Guide students to understand the cultural connotations carried by New Year's celebrations, such as reunion, joy, and hope, enhance their sense of identity and pride in their own national culture, and at the same time cultivate respect and understanding for other cultures. 重难点 1. Teaching Key Points The meaning and usage of the present continuous tense. The structure of the present continuous tense: “be + verb - ing”. The rules for changing verbs into the - ing form. 2. Teaching Difficult Points Differentiating the present continuous tense from the simple present tense in specific contexts. Correctly using the present continuous tense to describe complex scenarios and accurately express the ongoing actions of multiple people or things. 教学过程 教学环节 学习活动（包含设计意图） Lead - in (5 minutes) Activity: Show students some pictures or short videos of New Year's celebrations, such as people dancing, singing, having a big dinner together, etc. While showing, the teacher says some sentences like “Look! People are dancing happily. They are singing traditional songs. Families are having a wonderful dinner.” Design Intent: By creating a familiar and interesting context of New Year's celebrations, students can perceive the practical application of the present continuous tense, laying a foundation for the subsequent learning of its rules and structures. It enables students to generalize abstract grammar knowledge from specific language phenomena, cultivating their observation and induction abilities. Presentation (12 minutes) Explanation of the Structure: Write the sentence “We are dancing.” on the blackboard. Underline “are dancing” and explain that this is the structure of the present continuous tense: “be verb (am/is/are) + verb - ing form”. Explain the usage of be verbs: “am” is used with the first - person singular “I”; “is” is used with the third - person singular (he, she, it, and singular nouns); “are” is used with the second - person singular and plural (you), and the first - person and third - person plural (we, they, and plural nouns). Give more examples on the blackboard, such as “He is playing football.” “They are cleaning the house.” and ask students to imitate and make similar sentences. Rules of Verb - ing Form: Show some verbs on the PPT, such as “walk”, “come”, “lie”, “run”. Divide them into different groups according to the rules of changing into the - ing form. For general cases, directly add “-ing” to the verb, like “walk - walking”. For verbs ending with a silent “e”, remove the “e” and then add “-ing”, such as “come - coming”. For verbs ending with “ie”, change “ie” to “y” and then add “-ing”, for example, “lie - lying”. For verbs with a stressed closed - syllable ending and only one consonant at the end, double the last consonant and add “-ing”, like “run - running”. Let students practice changing some verbs into the - ing form on the blackboard or in their exercise books. Design Intent: Through clear explanations and vivid examples, students can systematically learn the structure and verb - ing form change rules of the present continuous tense. The step - by - step teaching method helps students better understand and master these key knowledge points. Practice (15 minutes) Oral Practice: Divide students into pairs. One student describes an action they are imagining (using the present continuous tense), and the other student guesses what the action is. For example, Student A says “I am using something to write. It is not a pen.” Student B guesses “Are you using a pencil?” After several rounds, invite some pairs to show their dialogues in front of the class. Written Practice: Give out a worksheet with some exercises. The exercises include filling in the blanks with the correct form of the verbs (using the present continuous tense), changing the given sentences into negative or interrogative forms, and answering the questions. For example: Fill in the blanks: Look! The birds ______ (fly) in the sky. Change the sentence into a negative form: He is reading a book. Answer the question: What are they doing? (They are playing basketball.) Walk around the classroom to monitor students' progress and offer help when necessary. After students finish, check the answers together. Design Intent: Oral practice can improve students' speaking ability and fluency in using the present continuous tense. Written practice helps students consolidate their understanding of the structure and usage of the present continuous tense from different aspects, such as sentence transformation and filling in the blanks, strengthening their knowledge and application ability. Production (10 minutes) Activity: Show students a short video about a school's New Year's party. In the video, there are students singing on the stage, teachers dancing, and other students making decorations. Tasks: Ask students to watch the video carefully and then write down at least 5 sentences using the present continuous tense to describe what they see in the video. After writing, ask several students to read out their sentences in class. The teacher corrects and comments on their sentences, emphasizing the correct usage of the present continuous tense. Then, let students work in groups of four. Each group member takes turns to describe one scene in the video using the present continuous tense, and the other group members listen and add more details if possible. Design Intent: By watching the video and describing the scenes, students can further apply the present continuous tense in a real - life - like context. Group work can not only improve students' language application ability but also cultivate their cooperation spirit and communication skills. Summary and Homework (3 minutes) Summary: Review the key points of the present continuous tense with students, including its structure “be + verb - ing”, the usage of be verbs, and the rules for changing verbs into the - ing form. Use some simple mind - maps or charts on the PPT to help students better remember these knowledge points. Ask students if they have any questions or if there are any points they are still confused about, and answer their questions. Homework: Basic Task: Write at least 5 sentences using the present continuous tense to describe what your family members are doing at a certain moment. Improving Task: Observe a picture with many people's activities (such as a park scene or a school break scene) and write a short passage of no less than 80 words to describe the content in the picture using the present continuous tense. Expanding Task: Choose a festival you are interested in (except New Year), learn about its celebration ways and traditional activities by looking up information or asking others. Then make a hand - written newspaper to introduce the celebration scenes of this festival in different places, including at least 5 sentences in the present continuous tense. Design Intent: The summary can help students review and consolidate the knowledge learned in class. The hierarchical homework tasks can meet the learning needs of different students. The basic task helps students practice the basic usage of the present continuous tense. The improving task can improve students' ability to describe complex scenes. The expanding task not only deepens students' understanding of the present continuous tense but also broadens their cultural knowledge and improves their comprehensive ability. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $