初中英語《Grammar Present continuous tense》教學(xué)設(shè)計牛津譯林版-七年級英語教案

7AUnit8GrammarPresentcontinuoustense

【教學(xué)目標(biāo)】

1.Allthestudentscanidentifywhentousepresentcontinuoustenseaccordingto

temporaladverbials.

2.Allthestudentscanconcludetherulesofformingpresentparticiplesthrough

observingthesampleverbs.

(l)AIIthestudentscanwritethepresentparticiplesthathaveappearedinthetext

books.

(2)Moststudentscanwritepresentparticiplesfreely

3.Allthestudentscanusesentencesinpositive,negativeandY/Nquestionforms.

4.Moststudentscandescribearealcontextwithpresentcontinuoustenseproperly.

【教材分析】

Thisgrammarlessonisfrom7AUnit8Fashion.Thisunitismainlyaboutafashionshow

andhowtodescribeone'sfashiondesign.Thefashionshowhasbeencoveredliveat

schoolwiththepresentcontinuoustenseinthepreviouslesson.Differentdescriptions

ofclotheshavealsobeendiscussed.Thisgrammarlessonwillfocusonencouraging

studentstousethepresentcontinuoustensetotalkaboutthingsthatarehappening

now.Thestudentswillalsotrytomakepositiveandnegativesentencesusingthe

presentcontinuoustense,whichmaybedifficultforsomestudentswhoarenotgood

atEnglish.Andthepresentparticipleofverbsmaybeharderforseveralstudentswho

havetroubleintheirbasiclanguageabilities.

【學(xué)情分析】

ThisisaGrade7class.Thenumberofthisclassis31.Mostofthemarechildrenof

migrantsfromcountryside,whodon'thaveagoodprimaryEnglisheducation

background.Theydon'thaveenoughvocabularyandgrammarknowledgetogetused

tolearningofmiddleschoolEnglish.Moreover,theydon'thaveconfidencetospeak

Englishinfrontofotherclassmates.Therestofthestudents(about8students)are

fromthelocalneighborhood.TheyhavelearntEnglishforthreeyears,whichhelp

themstarttheirstudyinmiddleschooleasily.Thosestudentsarethecaptainsof

groupsoffourtohelpstudentswhoareweakatEnglish.

Inthisunit,theyhavegotintouchwithsentencesinpresentcontinuoustensein

Readingperiod.Theyarefamiliarwiththecontextofschoolfashionshow.Theycan

understandthesentencesfromthetextbook.Someofthemcanrepeatthesentences

withChinesetranslation.

【教學(xué)過程與方法】

Step1revisionandleadin

1.PresentthepicturesofthefashionshowfromReading.

Askstudentstodescribethepictureswithtwoquestionsbeneaththem.

(l)Look,whoiswearingsportsclothes?

(2)Whoarecomingnow?

2.Writedowntheanswersontheblackboardasexamples.

［設(shè)計意圖］UsethesentencesfromReadingtoactivatestudents,knowledgeabout

presentcontinuoustense.Studentsmaynotrememberthesentencesclearly,

sotheteachercangivequestionsbeneaththepictures“Look,whoiswearing

sportsclothes?”"Whoarecomingnow?”Helpthemusethesentencesfrom

Readingtoanswerthequestions.

Step2temporaladverbial

1.Leadstudentstopayattentiontoexpressionsabouttimeinpresentcontinuous

tense.

Underline"look""now"

2.Givemoreexpressions.

(1)PresentthepictureofSandy.Ask“whereisSandy?”〃Oh,sheiscoming/

Putthequestionandtheanswerbeneaththepicture.

(2)Askstudentsabouttime.Writedowntheanswerontheblackboard.Askstudents

todescribewhatblousesheiswearingnow.

3.Conclude.

Wetalkaboutthingsnowwith"now""look""Whereis4o'clock"

4.Trueorfalse.

PresentablogdiaryofSandy,wheretherearedifferenttenses.Askstudentstojudge

trueoffalseofeachsentencewiththehelpoftemporaladverbials.

［設(shè)計意圖］Leadstudentstopayattentiontoexpressionsabouttimeintwoexample

sentencesontheblackboard.Usetwomorequestionsaboutthefashionshowfor

studentstofindouttwomoretemporaladverbials.

Thetrueorfalseexercisecanbeusedheretotestwhetherstudentstelldifferences

fromtemporaladverbialsaboutpresentcontinuoustensefromothertimeadverbs.

Step3presentparticiples

1.Inthesentencesontheblackboardverbsaredifferent.Askstudentswhatis

different.Theycananswer"ing"isused.

(1)Teachercanwritedownfourrules:Family"+ing”,Family“-e+ing”,Family

ie+ying,“Family“XX+ing“ontheblackboard.

(2)Leadstudentstoputwalk,comeaftertworules.

(3)Presentthepicturesofmodelsbehindthestagepreparing.Askstudentstodescribe

twomodels'action.

A.Picture1Amodelissitting.Picture2Somemodelsarelying.

B.Leadstudentstoputlieandsitaftertherulesaccordingly.

2.Game:findyourfamily

Groupwork.EachgrouptakeoutthecardswithverbsonthemfromtheEnvelopV.

(1)Discusswhichrulesofpresentparticipleformstheverbsshouldapply.Writedown

thepresentparticiplesunderthethebaseform.

(2)Onememberfromeachteamsticktheverbsandtheirpresentparticiples.

(3)Checkouttheanswersandreadtogether.

［設(shè)計意圖］Givetherulesinsimpleways.ThestudentsthatarebetteratEnglishcan

helpotherteammemberstoclassifyverbstodifferentrules.Allthestudentscan

strengthentheirmemoryfromcheckingtheverbsandtheirpresentparticiple

formsontheblackboard.Moreover,theycangetfulluseofthecardsonthe

blackboardwhentheyusethoseverbslater.

Step4sentencestructure

1.Usethesamplesentencesontheblackboardtoleadstudentstodiscussthe

structureofsentencesinpresentcontinuoustense.

2.Writetheruleunderthesentencesontheblackboard.

3.Helpstudentsfinishrulesaboutauxiliaryverbs(be)onPage98.

3.Activity:Whoiswearingthecap?

Studentmodelsaretryingdifferentclothesforthefashionshow.Herearesomenice

caps.Manystudentsaretryingthem.Letusseewhoiswearingit.

(1)Theteacherwearsacapandsays“Iamwearingacap.”

(2)Putthecapsondifferentstudents/heads.Leadstudentsusedifferentsubjectsin

sentences''am/is/arewearacap/caps.”

［設(shè)計意圖］Enoughin-putenablesstudentstoconcludethesentencestructurein

presentcontinuoustense.Manystudentsusuallyomitauxiliaryverbs(be)inpresent

continuoustense.Theactivitycanofferthemachancetopracticethesentence

structureandconcentrateonsubject-verbconcord.

Step5exerciseonPage97

1.Finishexerciseonpage97

2.Checktheanswer.

3.Readthesentencestogether.

［設(shè)計意圖］Testwhetherstudentsgraspwhattheyhavelearnedinthisclasstillnow.

Step6negativeandquestionformsinpres6ntcontinuoustense

Context:Artandsportsdayofschool

1.Presentpicturesofsports.Imitatequestionformandnegativeform.

(1)Lookatthefirstpictureandreadthesampledialogue.

-Isherunning?

-No,heisnotrunning.Heisjumping.

(2)Picture2

-shejumping?

-No,shejumping.

(3)Picture3

-sheplaying(play)volleyball.

-No,she.

(4)Picture4(notplayvolleyball)

2.Studythesentencestructureofquestionformandnegativeform.

(1)Studythesamplesentenceontheblackboardanddiscussthestructureingroups.

(2)Writedowntheconclusionofstudents/discussion.

Negative:Sb+am/is/arenotdoing

Y/Nquestion:Are/lssbdoing?

3.Charades

Givestudentsflashcardswithactionsthattheymustmimeinfrontoftheclass.Break

theclassroomupintogroupsoffour.Giveonepointtoagroupforeachcorrectguess

butonlyifitisinthecorrecttense.Forexample,astudentmaysay,"Isheplaying

basketball?"or"Arethelaughing?"

［設(shè)計意圖］Charadesisasuitableactivityforteachingthepresentcontinuoustense.It

canmaketheclassmorelively.

Step7exerciseonPage98

1.FinishexerciseonPage98.

2.Checkouttheanswerandreadtheconversationtogether.

3.Leadstudentstopayattentiontothewh-quesitonintheconversationandleaveit

tostudentstothinkoverafterclass.

［設(shè)計意圖］Usetheexercisetotestwhetherstudentsgraspwhattheyhavelearnedin

thisclass.

Step8asmalltest

l.用詞的適當(dāng)形式填空

1.—What'sMrWudoingthesedays?

—Hecaughtabadcoldlastweek.He(lie)in

bednow.Ihopeheisbetter.

2.Look,they(run)afterabusnow.

3.-Whereareyou?

-I(look)aftermysisteratthemoment.

4.It/s12o/clock,allthestudents(have)lunch.

5.Listen,thetwoboys(talk)

aboutourEnglishteacher.

［設(shè)計意圖］Students'knowledgeandcapabilitycanbetestedinthisexerciseandthey

canskillstoanalyzethetenseinasentencecanbetrainedaswell.

II.根據(jù)括號中的要求改寫句子。

l.Thegirloftengoesshoppingwithherparents.(用now改寫這個句子)

Thegirlwithhermother

2.Look,studentsareflyingkitesintheplayground.(改成否定句)

Thestudentskitesintheplayground.

3.Thegirlsaresingingrightnow.(改成一般疑問句，