人教版英語七年級下冊Unit 6 I’m watching TV

I. Teaching objectives： A. Knowledge objectives： 1. To familiarize students with the form， meaning and use of present progressive tense. 2. To guide students to figure out the differences between the simple present tense and the present progressive tense. 3. To help students master how to change an original verb to its present participle. B. Ability objectives： To enable students to talk about what they are doing using the present progressive tense. C. Affective objectives To encourage students to talk about the things they are doing in English.

II. Teaching focal points： A.To guide students to summarize the form， use and meaning of the present progressive tense. B.To lead students to distinguish differences between the simple present tense and the present progressive tense.

III. Teaching difficult points： To encourage them to express themselves in exchange using the present progressive tense.

IV. Teaching methodology： PPP model.

VI. Teaching procedures：

Step 1. Lead in （5’）

Activity： The teacher plays a song named Sailing to students and asks them to answer the following questions：⑴How do you feel like the song？⑵In the song， what is he doing？ What are they doing？（Purpose of design： Music plays an important role in lowering affective filter. Besides， the song contains many sentences using the present progressive tense， which aims to activate their prior knowledge and lead in the grammar focus.）

Step 2. Presentation （15’）

The teacher guides students to figure out the form， meaning， use of the present progressive tense.

Activity 1： Look at the picture and answer questions.（5’）

T： Show a picture on the slide and ask what persons in the picture are doing now. Then write important sentences on the blackboard until responded with a correct answer.

Ss： Answer the teacher’s question at random.（Purpose of design： The Q&A activity aims to elicit the form of the present progressive tense and attracts students attention on the grammar.）

Activity 2： ?Study the differences between the simple present tense and the present progressive tense. （5’）

T： Introduce the information of Jenny using the simple present tense and the present progressive tense and at the same time shows ?sentences on the slide.

Ss： Work in group of four to discuss the differences between the sentences on the left and the ones on the right. （Purpose of design： This activity aims to practice students cognitive strategy of contrast analysis and learning strategy of cooperative learning.）

Activity 3： Study the negation and question form of the present progressive tense. （5’）（Purpose of design： This activity aims to enhance students’ interest in studying grammar and introduce the negation and question form of the present progressive tense naturally.）

Step 3. Practice（10’）The teacher provide students with specific situations to do controlled drills.

Activity 1： Listen and Guess（5’）

T： Play the record of several kinds of sound for students to guess what he（she/it/they） is （are） doing. Then present sentences with relevant pictures on the screen ?once students give a correct answer.

Ss： Listen carefully and answer quickly.（Purpose of design： This activity aims to offer specific situations for students to practice the use of the present progressive tense. Meanwhile， this activity can also help to arouse their attention and interest.）

Activity 2： Summarize the rule of changing an original verb to its present participle.（3’）

T： Show the verbs in one slide and ask students to figure out the rule of changing an original verb to its present participle.

Ss： Work in group of four to discuss the rule and report to the whole class.（Purpose of design： This activity aims to practice students’ learning strategy on cooperative learning and to teach grammar inductively.）

Activity 3： Describe what people are doing in the given picture.（2’）

T： Show a picture on the screen and ask students to make up conversations to talk about what people are doing in the picture in pairs.

Ss： Do the job.（Purpose of design： This activity aims to offer more practice for students to internalize the use of the present progressive tense.）

Step 4. Production（12’）

The teacher offer students more chances to speak out， meanwhile to internalize the grammar.

Activity 1： Talk about what you are doing with the reference pictures.

T： Hand four different pictures out to each group and ask students to inquire of each other about what they are “doing” now.

Ss： Do the job in group of four.（Purpose of design： This activity aims to provide students with truly communicative activities since the information gap exists.）

Step 5. Sum-up （2’）The teacher offers a clean and clear wrap-up containing the form， meaning and use of the present progressive tense for students to consolidate what they have learned.

【作者簡介】曾芷曦（1995-），女，重慶人，云南師范大學外國語學院，在讀研究生，研究方向：外國語言學及應用語言學。