Unit 5 Grammar Focus-3a-3d教学设计 2025-2026学年人教版英语七年级下册

Unit 5 Here and Now Section A: What are you doing right now? Period 3: Grammar Focus – The Present Continuous Tense (3a–3d) Class Type: Grammar & Integrated Skills Duration: 45 minutes Grade: Grade 7 I. Teaching Objectives 1. Language Knowledge Objectives • To understand and produce the structure of the Present Continuous Tense: am/is/are + verb-ing. • To apply spelling rules for forming the -ing form of common verbs (basic rules: add -ing, drop -e + ing, double consonant + ing). • To use the tense accurately in affirmative, negative, and interrogative sentences to describe actions happening at the moment of speaking. 2. Language Skill Objectives • Grammar Application: To complete sentences and a short text by selecting and forming the correct present continuous structures. • Integrated Speaking: To describe ongoing actions through a controlled game, using the tense in questions and answers. • Writing: To compose a short, coherent description of simultaneous activities. 3. Emotional & Attitudinal Objectives • To build confidence in using a new grammatical structure to talk about the immediate, observable world. • To experience grammar as a tool for fun, interactive communication. II. Key & Difficult Points • Key Points: 1. The formula: Subject + am/is/are + verb-ing. 2. The basic spelling rules for creating the -ing form. • Difficult Points: 1. Internalizing the ‘Be’ Verb: Choosing the correct form of be (am, is, are) according to the subject. 2. Applying Spelling Rules Automatically: Remembering to double the consonant (e.g., run → running) or drop the -e (e.g., skate → skating) during spontaneous use. III. Teaching Preparation 1. Teacher: • PPT with: clear contrast between simple present and present continuous, animated verb transformations (-ing rules), plenty of example sentences, and game instructions. • A set of activity picture cards for the game (e.g., a person running, swimming, reading, eating). 2. Students: • Worksheet 1: Guided discovery task for the Grammar Focus box and exercises 3a-3c. • Worksheet 2: “Mime & Guess” game prompts and sentence tracker. IV. Teaching Procedures Step 1: Warm-up – Grammar in Action (5 minutes) 1. Teacher Demonstration: • The teacher performs a simple, ongoing action (e.g., slowly walking to the window, opening a book). Ask: “What am I doing RIGHT NOW?” Elicit full sentences: “You are walking.” “You are opening a book.” 2. Introduce the Focus: T: Exactly! We use ‘am/is/are + verb-ing’ to talk about things happening right now. Let’s learn the rules today. Step 2: Discovery & Rule Formation (3a – 10 minutes) 1. Inductive Learning from Examples: • Direct students to the Grammar Focus box. On Worksheet 1, ask them to: 1. Find and highlight all verbs ending in -ing. 2. Look at the words before each -ing verb. What do they find? (am, is, are). • Elicit the formula: am/is/are + verb-ing. 2. Subject-Verb Agreement Practice: • Create a quick substitution table on the board: I ____ reading. He ____ running. They ____ singing. Students fill in am, is, are. 3. Controlled Practice: • Students complete the identification/analysis task in textbook activity 3a to reinforce the pattern. Step 3: Guided Practice – Forming the -ING (3b – 10 minutes) 1. Discovering Spelling Rules: • List verbs from 3b on the board: paint, do, sing, dance, take, learn, kick, have. • Ask: “How do we make the -ing form? Just add -ing?” Have students try. They’ll see take → taking (drop e), but no doubles here. • Introduce the three key rules using clearer examples: Rule 1 (add): look → looking Rule 2 (drop e): make → making Rule 3 (double): sit → sitting 2. Practice in Context: • Students complete the sentences in 3b on Worksheet 1. • Peer Check & Justification: Partners check answers and explain the spelling rule used for each verb. • Class Feedback & Drill: Confirm answers. Do a quick oral drill: say base verb, students say the -ing form. Step 4: Application in Writing (3c – 8 minutes) 1. Contextualized Gap-fill: • Students complete the postcard in 3c on Worksheet 1, applying both the tense structure and spelling rules. 2. Comprehension Check: • After checking answers, ask simple questions about the postcard: “Where is Wei Fen? What is her brother doing?” This ensures they process the meaning, not just the form. Step 5: Production – The “Mime & Guess” Game (3d – 10 minutes) 1. Game Setup & Language Focus: • Demo with a student. Teacher mimes ‘eating’. Student asks: “Are you writing?” T: “No, I’m not.” Student: “Are you eating?” T: “Yes, I am.” • Write the key Q&A on the board: “Are you (verb-ing)?” “Yes, I am.” / “No, I’m not.” 2. Group Game: • In groups of 4, students use picture cards or their own ideas. One mimes, others ask Yes/No questions using the present continuous until they guess correctly. • Worksheet 2 can be used to record successful guesses (e.g., “Li Ming was swimming.”). 3. Quick Showcase: • Ask 1-2 groups to perform a quick mime for the whole class to guess. Step 6: Summary & Homework (2 minutes) • Summary: T: Great work! Remember the golden rule: Now = am/is/are + verb-ing. Use it to talk about this moment! • Homework: 1. 必做 (Consolidation): Complete the “Grammar Summary” section on Worksheet 1, writing 3 original sentences about what your family members are doing right now (as you imagine them). 2. 选做 (Observation): Tonight, observe a family member for one minute. Write one sentence in English about what they are doing (e.g., “My father is watching TV.”). V. Assessment • Formative (Observation & Product): Teacher assesses understanding through the discovery activity on Worksheet 1 and monitors accurate tense use during the game. • Product-based: The completed Worksheet 1 and the sentences produced during the game serve as evidence of learning. VI. Blackboard Design ``` Unit 5 Grammar: The Present Continuous Tense When? Actions happening NOW. How? SUBJECT + AM/IS/ARE + VERB-ING I am writing. He/She/It is running. You/We/They are singing. Making the -ING form: 1. look -> looking (just add) 2. make -> making (drop -e, add -ing) 3. sit -> sitting (double last letter, add -ing) Asking & Answering: Q: Are you (eating)? A: Yes, I am. / No, I'm not. ``` VII. Teaching Reflection (Post-Lesson) • Rule Discovery vs. Explanation: Were students able to deduce the core structure (am/is/are + verb-ing) from the examples effectively, or was explicit instruction still needed? • Spelling Rule Application: Did students struggle more with choosing am/is/are or with forming the -ing spelling? Which spelling rule (drop-e or double consonant) was more challenging? • Game Effectiveness: Did the “Mime & Guess” game successfully encourage spontaneous use of the interrogative form (“Are you…?”)? Was the language used during the game accurate? • Pacing and Clarity: Was the progression from form discovery to spelling practice to contextual application to freer production logical and manageable? Did any stage feel too rushed? • Common Error Patterns: What was the most frequent error (e.g., omitting the ‘be’ verb, incorrect ‘be’ verb choice, wrong -ing form) that needs targeted review in the next lesson? 学科网（北京）股份有限公司 $