Unit 5 Grammar Focus(3a-3d)(第3课时)-【绿卡初中创新题】2025-2026学年七年级下册英语同步教案(人教版·新教材)河南专版

该教案聚焦初中英语现在进行时语法及电话用语，通过电话对话视频导入，引导学生观察总结动作描述，回顾旧知并搭建新知学习支架，梳理现在进行时结构及电话交际句型脉络。 资料特色在于多模态输入（视频、图片、多媒体）与任务链设计，如听力预测、阅读判断提升思维品质，角色扮演、编对话强化语言能力，自主总结与拓展作业培养学习能力，助力学生综合运用语言，也为教师提供高效教学路径。

⑤Would you like to leave a message？ 1. 能根据对话信息提取重点内容，并分类，归纳总结。 【情感、态度与价值观】 能结合语境得体地使用电话用语，同时学会与父母保持密切的联系和良好的沟通。 教学重难点 重点：1. 能够用正确的句型询问或描述人们在做什么。 2. 能够理解现在进行时的基本结构。 难点：能够根据现在进行时结构中主语的单数或复数正确选择be 动词（am/is/are）。 教学准备 图片、音乐、多媒体等。 教学过程 Lead-in The teacher plays a video of a telephone conversation and asks students to summarize what they are doing now. T: Lily is talking to her friends on the phone. Watch the video and find out what they are doing.Step 1 Ss: ... 【设计意图】通过看视频回答问题，引导学生回顾所学单词和短语，并有效地引入主题。 Listening（2a）Step 2 1. Predicting. Ask students to look at the picture in 2a and answer the following questions. （1） How many people are there in the picture？ （2） Where are they and what are they doing？ （3） What may they be talking about？ 2. Look through the conversation quickly. 3. Listen to the conversation and fill in the blanks. T: Jane is calling her parents. What are they talking about？ Now listen to the conversation and fill in the blanks. 【设计意图】通过看图片并回答问题，提高学生的听前预测能力，进一步提升学生的听力技能。 Reading（2b—2c）Step 3 1. Work on 2b. （1） Ask students to read the conversation and circle T for true, F for false or NG for not given. （While reading, the teacher walks around and corrects students pronunciations.） T: Here are five statements describing Jane and her family. Let s read the conversation together. Judge whether these sentences are true or false. Circle T for true, F for false, and NG for not given. （2） Ask students to share the answers and the teacher helps to correct their mistakes if necessary. 2. Work on 2c. （1） Ask students to read the conversation again and complete the table. T: What are they doing now？Lets read again and fill in the blanks. （The teacher shows the key sentence patterns on the PPT: Jane is.../Janes father is.../Janes mother is...） 学科网（北京）股份有限公司 （2） Ask students to share the answers and the teacher helps to correct their mistakes if necessary. 【设计意图】通过回答问题，提高学生的阅读能力。 ConsolidationStep 4 Work on 2d. 1. Ask students to listen to the conversation and pay attention to the stressed words. 2. Ask students to role-play the conversation of 2a. T: Lets role-play the conversation. One will be Jane, one will be Mum and one will be Dad. Here we go. 【设计意图】通过role-play，学生能够逐步掌握目标句型，并提升复述文本的能力。 PracticeStep 5 Work on 2e. 1. The teacher shows the chart of 2e and asks students to read the telephone expressions. 2. Ask students to work in pairs and make up a telephone conversation in pairs. T: Who do you want to call in English？ Now let s make a telephone conversation together. The sentence patterns in 2e may help you. 【设计意图】通过创设情境编对话的形式，学生能够巩固本节课所学的重点句型。 SummaryStep 6 Ask students to make a summary of what they have learned today. 【设计意图】通过总结所学的知识点，学生能够明确本节课所学的重难点知识。 HomeworkStep 7 1. Listen carefully and read the conversation fluently. Finish your task paper. 2. Extended: Search for more expressions about phone calls. 板书设计 Unit 5 Here and Now Section A（2a—2e） Key sentences: ①Could I speak to...？/Is...there, please？ ②Could you tell him/her...？/Who is it？May I ask...？ ③Yes, hold on, please./Sorry, he/she is... ④Can I take a message？/Would you like to leave a message？ ⑤No problem. 教学反思 Period 3 Grammar Focus 教材分析 What: 语法内容主要介绍现在进行时的相关用法。语篇是不同场景下的现在进行时的应用。学生可以 直观地理解现在进行时的语法规则，并学会在实际交流中灵活运用。对话中的疑问句如“Are you watering a flower？”和“What are the people next door doing？”直接展现了现在进行时的疑问句式，而“She is having an online class in her room.”和“My family and I are visiting my uncle.”等句子则展现了现在进行时的肯定句式。 Why: 学生须掌握现在进行时的语法规则，并理解其在描述正在发生的动作或事件中的功能，增强他们的语言感知能力和表达能力。 How: 本课时首先通过对话直接向学生展示现在进行时的疑问句式，并引导学生识别并模仿这些句式。在书信部分，在“I am writing to you from Pingyao!”和“My family and I are visiting my uncle.”等句子中，教师则引导学生关注现在进行时的肯定句式，并理解其在描述旅行活动中的应用。 教学内容 学生能够通过观察和分析例句，深入理解并准确辨析现在进行时的表意功能。 教学目标 【知识与技能】 1. 掌握以下重点单词及短语：kick、online、exam、hope、skate、look like、look forward to 2. 掌握下列句型： ①—Is he exercising at the park？—No. Hes shopping at the supermarket. ②—Are you making zongzi for the Dragon Boat Festival？—Yes. Were watching the races on TV too. ③—What are you doing right now？—Im doing my homework. ④—What is he doing at the moment？—Hes watching a film. ⑤—What are they doing？—Theyre having breakfast. 3. 学生能够正确使用现在进行时描述正在做的事情。 【情感、态度与价值观】 培养学生与他人友好相处的习惯，同时能提高他们的观察能力和判断能力，激发他们学习英语的兴趣和热情。 教学重难点 重点：1. 掌握现在进行时的结构及用法。 2. 能灵活运用现在进行时的肯定句、否定句、一般疑问句及其肯定回答和否定回答、特殊疑问句及答语。 难点：1. 掌握现在进行时的结构及用法。 2. 运用现在进行时描述人们正在进行的活动。 教学准备 图片、音乐、多媒体等。 教学过程 Review & Lead-in Ask students to describe what he/she is doing. T: Look! What is Jack doing at the moment？ Ss: He is watching a film.Step 1 T: What is Daisy doing right now？ Ss: She is... T: Today lets talk about the grammar of the present continuous tense together. 【设计意图】通过让学生看动作并描述的形式导入新课，让学生复习已学的知识，为接下来的学习做铺垫。 PresentationStep 2 1. Learn the new words by PPT. 2. Work on 3a. （1） Let students read Grammar Focus and summarize the characters of present continuous tense. （2） Check the answers and explain the grammar points. 【设计意图】通过观察总结，学生能够理解现在进行时的各种陈述句式及疑问句式。 Knowledge timeStep 3 1. Look through the sentences in 3a and conclude the different sentence patterns about be verbs. 表示现在（说话时）正在进行的动作或存在的状态。动词-ing 形 式的构成 定义 也可表示当前一段时期或现阶段正在进行的动作或存在的状态。 构成 由“助动词be（am/is/are）+动词-ing 形式”构成。 肯定句：主语+be+动词-ing 形式+其他. *He is playing under the tree. 否定句：主语+be+not+动词-ing 形式+其他. *He isnt jogging in the park. 句式 一般疑问句：Be+主语+动词-ing 形式+其他？*Is he jogging in the park？ 结构 肯定回答：Yes, 主语+be. *Yes, he is. 否定回答：No, 主语+be+not. *No, he isnt.现在 进行时 特殊疑问句：特殊疑问词+be（+主语）+动词-ing形式（+其他）？*Where is he jogging？一般情况下，直接加-ing。*ask→asking go→going 以不发音的字母e 结尾的动词，去掉e，再加-ing。*make→making 以重读闭音节结尾的动词，末尾只有一个辅音字母，双写词尾的辅音字母，再加-ing。*sit→sitting run→running 以ie 结尾的动词，变ie 为y，再加-ing。*lie→lying tie→tying 句中有look、listen、now 等标志词时。*Look! He is jogging in the park. 使用 场景 2. Work on 3b. 通过上下文提示可知动作正在进行。*Be quiet! Your little brother is sleeping. 表示当前一段时间内正在进行的动作或现阶段正在进行的动作。 *He is learning French these days. （1） Ask students to complete the sentences with the correct forms of the verbs in the box. （2） Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary. 【设计意图】通过做练习，学生能够对目标语法进行充分理解和掌握。 PracticeStep 4 1. Work on 3c. （1） Ask students to complete the postcard with the correct forms of the verbs in brackets. T: Look! Here is a postcard from Beth in 3c. Complete the postcard with the correct forms of the verbs in brackets. （2） Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary. 2. Work on 3d. （1） Ask students to work in groups and take turns miming different activities and guessing what they are. 94 初中创新题备课教案·英语·七年级下（RJ 版） $