Unit 5 Section B (1a-1d)-【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) 安徽专版

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. 学科网（北京）股份有限公司 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. T: Now work in groups. Each of you think of an action and then do it in turn. Others guess the activities by using the sentence pattern“Are you...？”You can use the sentence patterns in 3d. （2） Ask two or three pairs to play the game in front of the class. 【设计意图】通过创编对话练习，学生能够对目标语言进行口头训练，培养并提升自己的语言交际能力。 SummaryStep 5 In this lesson, we have learned: sentence structures: 1. —Whats he/she doing？—Shes/Hes washing the clothes. 2. —What are they doing？—They are listening to a CD. 3. —Is he reading a newspaper？—Yes, he is./No, he isnt. 4. —Are they using the computer？—Yes, they are./No, they arent. 【设计意图】通过总结本单元所学的目标语言，学生能够明确并掌握本节课的重难点知识。 HomeworkStep 6 1. Read the sentences in Grammar Focus. 2. Make a conversation using the present continuous tense. 板书设计 Unit 5 Here and Now Grammar Focus Positive sentence: Subject+am/is/are+doing+sth. Negative sentence: Subject+am/is/are+not+doing+sth. Interrogative sentence: Am/Is/Are+subject+doing+sth？ Affirmative answer: Yes, subject+am/is/are. Negative answer: No, subject+am not/isnt/arent. 教学反思 Period 4 Section B（1a—1d） 教材分析 What: 本课时的语篇是一篇描绘全球不同时区生活状态的描述性文章，其核心内容是“世界各地在同一时刻的不同生活场景”。文章分别描述了重庆夜晚的城市风光与夜生活、肯尼亚内罗毕下午的工作与休闲场景以及美国纽约清晨的忙碌与活力。这些描述不仅让学生感受到了时差带来的生活节奏差异，还展现了各地独特的文化和生活方式。 Why: 这篇文章是为了拓宽学生的全球视野，让学生了解并欣赏世界各地在同一时刻的不同生活状态。 通过描绘不同时区的生活场景，文章旨在激发学生对多元文化的兴趣，促进其对不同生活方式的理解和尊重。T: How: 文章采用了生动具体的描写手法，通过场景再现和刻画人物活动来增强文章的感染力和说服力。例如，文章用“Lights are shining brightly across the city...down the river.”来展现重庆的繁华与宁静之美。同时，文章还通过时间线的对比来突出全球时差带来的生活节奏差异。在结尾部分，文章虽然没有明确的总结语句，但通过前面各个时区的描述，已经给学生留下了全球时差下生活多样性的深刻印象。 教学内容 1. 讨论世界各地人们的活动。 2. 谈谈不同地方正在发生的事情。 教学目标 【知识与技能】 1. 掌握以下重点单词及短语： happen、around the world、right now、rush、in a hurry、shine brightly、colourful、slowly、such as、painting、 market、bright、drop、passenger、central、side by side、subway、pick up、drop off、explain、take part in、tour、 sunshine、drive 2. 掌握下列句型： ①—What time is it in...？—Its... ②Lights are shining brightly across the city, and colourful boats are moving slowly down the river. ③Many others are walking in the parks and looking at elephants and giraffes. ④Bright yellow taxis are picking up and dropping off passengers. ⑤Some people are jogging, walking, and riding bikes in Central Park. ⑥Others are drinking coffee and eating breakfast in coffee shops. 3. 学生能够用流畅的语言准确描述在某个时间、某个地点的人们正在做的事情。 【情感、态度与价值观】 让学生学会用全球视野来看待事物、认识世界、了解周边的人和事，学会用推己及人的态度来对待别人，设身处地地为别人着想，从而学会跨文化理解、包容和尊重。 教学重难点 重点：1. 能够掌握大量表示动作的动词来描述人们正在进行的活动。 2. 能够正确使用地点和时间状语，使描述更加具体。 3. 能够按照一定的逻辑顺序描述活动。 难点：当描述涉及多个参与者和活动时，学生能够运用准确的语法来确保主谓一致以及时态的正确使用。 教学准备 PPT、多媒体等。 教学过程 Lead-in Show some pictures and ask some questions:Step 1 T: Its 9:00 in the morning in Beijing. What are you doing？ Ss: We are having a class. What are students doing in New York？Can you guess？ S1: They are watching TV... 【设计意图】通过问答的形式，让学生用现在进行时描述人们的活动，同时用图片引出时差这一概念。 Pre-readingStep 2 Work on 1a. Ask students to look at the clocks and tell the times in different places. T: Look at the clocks here. What time is it in Chongqing？ Ss: Its 8 oclock in the evening. 【设计意图】通过谈论图片让学生感知时差。 While-readingStep 3 Work on 1b. 1. Guide students to look at the pictures in 1b and then ask students: Do you know the places？ 2. Guide students to read the video script quickly and ask: What is the video script about？ 3. Guide students to grasp some reading skills. 4. Guide students to read the video script quickly and complete the table. Place Time What are people doing? Special parts of the city 【设计意图】引导学生阅读文章和快速捕捉关键信息的能力。用表格引导学生关注关键信息，并启发学生思考，激起学生思考与探究的兴趣。Step 4 Post-reading Work on 1c. 1. Ask students to read the video script again and answer the questions. T: What special dishes can people eat in Chongqing？ Where can people in Nairobi see big animals like elephants and giraffes？What are people doing in Central Park？Lets read the script again and find out the answers. 2. Ask students to discuss and share their answers in class. （Students must share with complete sentences.） 【设计意图】通过回答问题，学生能够对文本有更充分的理解并提高抓取关键信息的能力。 SpeakingStep 5 Work on 1d. 1. Ask students to read the script again and write the names of the places in 1d. T: Some people from Chongqing, Nairobi and New York are saying the five sentences. Read the five sentences and find out which place each sentence is about. 2. Check the answers together. 【设计意图】学生能够对文本内容有更充分的理解，提升精准定位、理解具体信息的能力。 HomeworkStep 6 1. Recite the passage and practise with your partner. 2. Finish your task paper. 94 初中创新题备课教案·英语·七年级下（RJ 版） $