Unit 5 Here and Now全单元5课时公开课一等奖创新教学设计（6份打包）人教版（2024）英语七年级下册

Unit5HereandNow全单元5课时公开课一等奖创新教学设计（6份打包）人教版（2024）英语七年级下册Unit5HereandNow

Thisunitfocuseson“thelivingconditionsandactivitiesofpeoplenowadays"withthebackgroundoftimeandregionaldifferences，exploringthebehaviourspeopleareengagedinandthelifestylesbehindthemindifferentscenarios.Throughavarietyoftopicsandtexts，suchasdailycommunicationbyphone，realtimescenesofdifferentcities，weekendactivitiesinparks，etc.，thestudentsareguidedtousethepresentcontinuoustenseaccuratelytodepictthepresent，improvetheirlanguageabilitytounderstandandexpresslifesituationsacrosstimeandspace.

UnitContentAnalysis(单元内容分析）

◆VocabularyandSentencePatterns

Vocabulary：Itinvolvesthewordsofvariousactivities(suchasride，workon，race，skate，kick，etc.)，aswellassometelephonephrases(suchasholdon，callback，takeamessage，leaveamessage，etc.).

SentencePatterns：Use“Whatareyou/theydoing？”“Whatishe/shedoing？"toaskothersabouttheactivitiespeoplearedoing，and“I'm/We're/They're/He's/She's＋v.ing…”totalkabouttheactivities；usephoneconversationstofindoutwhatothersaredoing，and“WhattimeisitinChongqing/Shanghai/…？"toaskaboutthetimeindifferenttimezones.

◆VocabularyandSentencePatterns

ListeningActivities：Thelisteningmaterialscontaindiversedialoguesituations，rangingfromfriends'invitationsandfamilycallstodiscussionsonvariousaspectsofurbanlife，trainingstudentstosharplycapturekeyinformationincomplexspeech，accuratelyinterpretcharacters'intentions，anddeeplyempathizewithemotionalattitudes.

SpeakingPractice：Oralpracticeinvolvesactivitiessuchasroleplaying，telephoneimitation，andactivitydescription，whichdrivestudentstousevocabularyandsentencepatternsfluentlyandaccurately，optimizepronunciation，intonation，andrhythm，enhanceconfidenceinoralexpression.

◆ReadingandWriting

ReadingMaterials：Thematerialsincludeintroductionsaboutwhatpeoplearoundtheworldaredoingatthesametime，aimingtoimprovestudents'readingcomprehensionandunderstandingofthetimezones，andsharetheirliveswithothers.

WritingTasks：Studentsarerequiredtofilloutpostcardsaboutone'sactivitiesthatarehappeningandwriteadescriptionofpeople'sactivities，etc.，aimingtocultivatestudents'writingabilityandcreativity.

◆GrammarandPronunciation

Grammar：Systematicallyexplainthegrammaticalrules，structuralchanges，anddetailedapplicationincomplexcontextsofthepresentcontinuoustense；analyzeindetailwithexamplesentences，consolidatethroughexercises，anddeepenunderstandingthroughsituationaldiscrimination.

Pronunciation：Focusonthepronunciationrulesofspecificvowelcombinations(/ju/，/u/，//)andthetechniquesofsentencestressandrhythm，calibratepronunciationnorms，optimizevoicetexture，addlusterandempoweroralexpressionwithprecisepronunciationandbeautifulintonation，andenhancelanguageexpressivenessandauditoryaesthetics.

KeyPoints1.Mastertheconstructionrulesofthepresentcontinuoustenseandthechangesofv．ingform.2．Firmlyrememberarichvocabularyofdailyactivities，situationalcommunicationphrasesandtelephonecommunicationsentencepatterns.3．Beproficientintextreadingskillsandwritingstructure，layasolidfoundationofknowledgeandskillsforlanguagepractice，andopenthedoortofluentandcreativeexpression.

KeyDifficulties1.Understandandapplythepresentcontinuoustensecorrectly.2．Cultivatestudents'writingabilityandcreativitybywritingadescriptionofpeople'sactivities.

1．Masterthewordsofactivities，phonephrases，andsentencepatternsinvolvedinthisunit.

2．BeabletolistentoandunderstandconversationsandphoneconversationsaboutactivitiesandtimezonesinEnglish.

3．Beabletotalkaboutone'sactivitiesinEnglish，haveaphoneconversationandsharetheirliveswithothers.

4．Beabletowriteadescriptionofpeople'sactivitiesinEnglish.

1．Encouragethestudentstolearnaboutdifferenttimezonesandstimulatestudents'lovefortraditionalculture.

2．Guidestudentstorecognizetheimportanceoflocalcultureandthinkabouthowtosharethem.

Learntodiscuss，communicatewithothersaboutactivitiesandexpressandsharetheirownactivitiesandlives.Makereasonablespeculations，andexpressandregardwhatishappeninglogically，dialecticallyandinnovatively.Realizethetransferofknowledgeandthinkingability.

1．Checkpeople'sactivitiesindifferentareasthroughtheInternet，improvingtheabilitytoutilizeresourcesandpreviewlessons.

2．Usemindmapsandcontextmapstobuildknowledge.

3．Monitorandevaluatetheeffectivenessofthelearningprocessandpreciselyadjuststrategiesandmethods.

4．Throughcooperativelearning，comprehensivelytrainautonomous，cooperativeandinquirybasedlearningabilities.

LearningSituationAnalysis(学情分析）

1．Studentsmayhavecertainunderstandingandinterestindailylivesandphoneconversations，buttheirabilitiestoexpresswhatishappeningandusephoneconversationstoinvitefriendstodosomethinginEnglisharelimited.

2．Studentsmayhavedifficultiesinpronunciationandgrammar，requiringtargetedguidanceandtrainingfromteachers.

3．Whenwriting，thestructuremaybeloose.Theuseofconnectingwordstomakethearticlecoherentandfluentisnoteffective.Inaddition，thetargetlanguageofthisunitisnotusedskillfullyandthepresentcontinuoustenseisnotusedcorrectly.

1．Utilizemultimediaresources(suchaspictures，videos，etc.)toassistteaching，stimulatingstudents'interestsinlearning.

2．Adoptasituationalteachingmethodandanactivitymethod，allowingstudentstolearnandapplyEnglishinrealcontexts.

3．Focusonpronunciationandgrammartraining，improvingstudents'languageaccuracythroughrepeatedpracticeandcorrection.

4．Encouragestudentstowritemoreandpractisemore，providewritingtemplatesandmodelessays，guidingstudentstoimitatewritingandcreate.

5．Payattentiontoindividualdifferencesamongstudents，adoptingacombinationoftieredteachingandindividualtutoringtomeetdifferentstudents'learningneeds.

第一课时SectionA【(1a—1d)&Pronunciation1—2】

第二课时SectionA(2a—2e)

第三课时SectionA(GrammarFocus3a—3d)

第四课时SectionB(1a—1d)

第五课时SectionB(2a—Reflecting)第一课时SectionA【(1a—1d)&Pronunciation1—2】

Activity1Warmingupandrevision(感知与注意)

T：TodaywearegoingtolearnUnit5.First，let'slookatthetitleandthepicture.Whatarewegoingtolearninthisunit

Ss：Wearegoingtolearnsomedailyactivities.

T：Yes，you'reright.Wearegoingtolearnaboutwhatishappeningaroundtheworldandshareourlives.Lookatthepictureandsharethreequestionswithme：

Wheredoyouthinkthepeopleinthephotosare？Whataretheydoing

Canyouexplainhowitcanbedaytimeinonecitywhenitisnighttimeinanothercity

Doyouknowwhattimeitisinotherplacesrightnow

设计意图：通过提问，激发学生的兴趣和好奇心，激活学生的背景知识，引入本单元的主题。同时在导入活动中有意识地教授新词，为后续学习扫除障碍。

Activity2Presentation(获取与梳理)

T：Now，let'sworkon1a.Ihavesomepicturesofactivitieshere.Pleasewritetheactivitiesintheboxunderthepictures.

(Theteachershowspicturesandstudentswritedowntheactivities：gardening，playingvolleyball，readingabook，ridingabike，shoppingandwashingdishes.Thentheteacherasksstudentstoexpressthepicturesusingthephrasesasquicklyaspossible.Afterthat，theteachercanencouragestudentstoaddmoreactivities.)

设计意图：通过图片识别，帮助学生巩固活动名称的词汇，培养学生的观察(viewing)能力。

Activity3Listening(获取与梳理)

T：For1b，listencarefullytotheconversationsandanswerthequestions.Paycloseattentiontothedetails，thespeakers'tonesandthekeyinformation.

T：Whoiscallinghisfriends

S1：Peter.

T：Whatactivitydoeshewanttodowithhisfriends

S2：Hewantstoplayvolleyballatthesportspark.

T：Good.Now，let'sanswerthelastquestion.

(Theteachergetsthestudentstoanswerquestionsbasedonthelisteningcontents.Meanwhile，theteacherguidesthemtolearntowritedownkeywordswhiletheyarelistening.)

设计意图：通过听力活动，训练学生捕捉关键信息的能力，进一步提升听力理解能力，同时帮助学生掌握相应听力技巧。

Activity4Listening(获取与梳理)

T：Let'sworkon1cnow.Let'slistentotheconversationsagainandmatchthequestionswiththeanswers.

(Playthelisteningrecordingagain；thestudentscompletethematchingquestions.Askthestudentstochecktheanswerstogether.Thentheteacherpractiseswithseveralstudents，like“What'sTengFeidoing？”“Heis…"．)

设计意图：通过听力信息匹配，培养学生获取关键信息的能力，进一步理解对话内容，掌握本单元目标语言。师生间小活动能扩大输入和输出，帮助学生提高听力理解和语言表达能力。

Activity5Practice(概括与整合)

T：Let'smoveonto1d.OK，let'stalkaboutwhatishappeningusingphoneconversations.Pleaseusethepresentcontinuoustense(suchas“Whatareyoudoing？I'm＋v.ing.Doyouwantto…？Ofcourse！/…”)toinvitefriendstodosomething.

(Thestudentspractisedialoguesinpairs.Thentheteachergetssomepairstosharetheirconversationswiththewholeclass，asksthemtopayattentiontohowtorefusepolitelyandgivesappropriatefeedbacktostudentstimelybasedontheirperformance.)

设计意图：通过对话练习，帮助学生学会用电话用语来邀请朋友做事，提高学生口语表达能力。学生在展示过程中，自然运用本单元核心句型，能提升信息整合能力，教师适当评价有利于帮助学生学会反思，树立学习信心。

Activity6Pronunciation(归纳与应用)

◎Thesoundsofletter“u"

T：Now，let'smoveontoPronunciation.First，let'spractisethesoundsofletter“u”．Listenandrepeatafterme.

T：Good！Now，let'saddonemorewordtoeachgroupandpractiseagain.

(Thestudentsdiscussingroupsandtheteacheraddssomewordslike“uniform"blue”and“duck"．Theteachergetsthemtopronouncethesewordscorrectly.)

◎Learntoreadthestressedwords.

T：Now，let'spractisethepronunciationofstressedwords.Listentotheconversationandunderlinethestressedwordsyouhear.

(Thengetthestudentstocheckanswerstogether.)

T：Good！Let'spractisetheconversationtogetherandpayattentiontothepronunciationofstressedwords.Forexample，inthesentence“I'mwalkingmydog.”，“walking"and“dog”aremainlythestressedwords.

设计意图：通过发音练习，帮助学生掌握字母“u"的发音以及重读单词的正确发音，提升学生的口语表达能力，同时帮助学生明白不同的重读可以表达不同的含义。

Activity7Homework(分层作业)

必做题：Supposeit's7：00intheevening.Pleasewritedownwhatyourfamilyaredoing.

选做题：Makeupaphoneconversationtoinviteyourfriendstodosomethingandactitout.

第一课时SectionA【(1a—1d)&Pronunciation1—2】Keywords：washingdishes，shopping，ridingabike，readingabookKeysentencepatterns：1．—Whatareyoudoingatthemoment？—I'mgardening.2．—Doyouwanttoplayvolleyballatthesportspark—Ofcourse！/Sure./I'dloveto，but…．

Duringtheteachingprocess，itisimportanttoobservestudents'reactionsandparticipationdegree，adjustteachingstrategiesandmethodsintime.Throughthestudyofthislesson，studentsshouldbeabletomastersomedailyactivities，usethepresentcontinuoustensetotalkaboutwhatishappeningandlearnphoneconversationstoinvitefriendstodosomething.Itcancultivatestudents'learninghabitsandobservationabilities.Atthesametime，theteachershouldadjusttheteachingspeedtomakeallthestudentskeepupwithit.第三课时SectionA(GrammarFocus3a—3d)

Activity1Warmingupandrevision(感知与注意)

T：Goodmorning，class.Beforewestarttoday'slesson，let'sreviewwhatwelearnedyesterday.Pleaselookatthetwopicturesonthescreen.Lucyiscalling.Hercousin，Tom，isanswering.(Tom'smotheriscooking.Tom'sfatherisreadinganewspaper.)Now，I'llgetsomeofyoutopractisethecallconversation.

设计意图：通过复习旧知识，为新课内容做铺垫，激发学生的兴趣。

Activity2Presentation(获取与梳理)

T：Todaywe'regoingtolearnGrammarFocus.

(Dividetheclassintotwoparts.Getoneparttoaskthequestions，theotheranswers.TheteacherplaysPPT.Thenaskthemtofindoutwhatthetenseis.

Theteacherexplainshowtoidentifywhatthepresentcontinuoustenseis，andgetsthestudentstopayattentiontotheformofthetense“be＋doing”．)

设计意图：教师展示与五组小对话相对应图片的PPT，学生分组朗读，在这样的情境中，学生能通过观察从形式上发现现在进行时的构成，并能初步感知现在进行时的含义。

Activity3Completethesentences(概括与整合)

T：Now，let'sworkonpletethesentenceswiththecorrectformsoftheverbsinthebox.

(Guidestudentstocompletethedialoguefillinexercises，emphasizingthetimeoftheactivities，andchoosetherightformsoftheactivities.Thenchoosestudentstoreadtheshortconversations，andhelpthemcorrectthemistakesthattheymade.Finally，letstudentspractisetheconversationsinpairs.)

设计意图：通过填空练习，让学生在实际语境中体会现在进行时的意义，培养他们综合运用能力。

Activity4Practice(分析与判断)

Workon3c.First，letstudentsreadthepostcardtolearnthegeneralmeaningofit.Then，getthemtochoosetherightformsoftheverbstocompletethepostcard，andprovidenecessaryhelpifpossible.Finally，helpthewholeclasstogettherightanswersandunderstandwhytheyusetheseformstofillintheblanks.

Askthestudentstoreadthepostcardinsilencetogetagoodsenseoflanguage.

设计意图：通过语篇形式帮助学生理解不同时态表达的意义，懂得语法形式的选择取决于具体语境。这种练习能帮助学生建立以语言运用为导向的“形式—意义—使用"的语法观，提高他们的分析能力。

Activity5Pairwork(内化与运用)

T：Nowlet'sworkingroups.Taketurnsmimingdifferentactivitiesandguessingwhattheyare.Youcandotheseactivitiesingroupsoffour.

(First，makeamodelforthem.Theteachermimesanactivityandasksseveralstudentstoguess.)

S1：Areyouswimming

T：No，I'mnot.

S2：Areyouplayingbasketball

T：No，I'mnot.

S3：Areyousinging

T：Yes，Iam.

(Thenaskthemtopractise.Theteachermovesaroundtheclassroomandchecksifthestudentsusethepresentcontinuoustensecorrectly.)

设计意图：通过小组合作，提高学生参与课堂的热情度，猜测活动能引导学生自然运用现在进行时态，加深对该时态意义的理解，同时也能提升学生的听说能力。

Activity6Homework(分层作业)

必做题：Makeupfivesentencesusingthepresentcontinuoustense.

选做题：Writeanemailtoyourbestfriendtointroducewhatyourfamilyaredoing.(Supposeit's7：30p．m.now.)

第三课时SectionA(GrammarFocus3a—3d)Keywords：kick，online，exam，hope，skate，callback，lookforwardtoKeysentencepatterns：1．—Isheexercisingatthepark？—No.He'sshoppingatthesupermarket.2．Whatishe/shedoingatthemoment3．Whatareyou/theydoingrightnow？

Duringthislesson，thestudentsactivelyparticipatedinvariousactivitiesbutstillfaceddifficultiesusingthepresentcontinuoustenseinrealconversations.Infutureteaching，Iwillincreasemorepracticaldialoguepracticetohelpstudentsbettermasterandapplythetense.Also，Iwillpayattentiontoindividualdifferencesamongstudentsandprovidemorepersonalizedguidance.第四课时SectionB(1a—1d)

Activity1Warmingupandrevision(感知与注意)

T：BeforewestartSectionB，let'sreviewwhatwe'velearned.Whocantellmesomewordsaboutdailyactivities？Andhowdoweusethepresentcontinuoustense

S1：“Playingfootball”，“readingabook"．Weuse“be＋doing”toshowanactionishappeningnow.

T：Good.Now，thinkabouthowwecanshareourliveswithothers.

S2：Wecanusephotosandvideos，ortellstories.

T：Right.Let'sseehowit'sshowninournewlesson.

设计意图：通过回顾旧知识激活学生已有知识网络，强化词汇与语法记忆。以生活分享话题引导学生思考，激发探索欲，为新知识学习搭建思维桥梁，自然流畅导入新课，提升学生的参与热情与主动性。

Activity2Presentation(获取与梳理)

T：Now，let'sturnto1a.Lookattheclocksandtalkaboutthetimesindifferentplaces.Youcanshareyouranswerswithyourpartnersandexchangethem.

(Studentsengageinpartnerdiscussions.)

T：Fromthepictures，wecanfinddifferentplaceshavedifferenttimes.Wecancallthisthetimezone.Nowpractisethemodelconversationswithyourpartners.

S1：WhattimeisitinChongqing

S2：It's_8_p．m．/It's8_o'clock_in_the_evening．

T：That'sright.Wecanfinddifferentplacesanddifferentzones，sotheactivitiespeopledoaredifferenttoo.

设计意图：本活动旨在激发学生合作并分享关于时间的表达，同时也引入时区这个地理概念，活跃学生思维，同时为下面的语篇学习做好铺垫。

Activity3Beaquickfinder(获取与梳理)

T：Now，it'stimetoworkon1b.Wecanfindtherearethreeparagraphsabout3differentplaces.Iwantyoutoreadthemquicklytofindoutwhattheplacesare.Afterthat，addthetimefrom1aintothetext.

(Afterstudentscompletingthework)

T：HowdidyouaddthetimeforChongqing

S：Iwrote“It's8p．m.inChongqing.Somepeopleareenjoyingthecityatnight."

T：Great.Let'schecktheothers.

(Theteacherguidesstudentstocheckwhetherthetimeisaccurateandwhetherthesentencesaresmooth.Checktheanswerstogether.)

设计意图：学生通过快速阅读查找地点和填入时间，可以帮助他们掌握恰当的阅读策略，初步了解文本大意，有利于培养阅读能力。

Activity4Beacarefulreader(获取与梳理)

(Askstudentstoreadthevideoscriptcarefullyandcompletethechart.)

PlacesTimeActivities(Peoplearedoing)

Chongqing

Nairobi

NewYork

(Theteachercheckstheinformationbyaskingquestions.)

设计意图：这项活动帮助学生掌握阅读技巧，培养从文本中提取关键信息的能力，同时引导学生进一步理解文本内容。

Activity5Beadeepthinker(概括与整合)

T：Now，let'smoveonto1c.Readthescriptagainandanswerthequestions.

(Theteacherexplainstheinstructionsandliststhequestionsin1c.Thenletstudentsreadthescripttofindtheanswers.Theteachermovesaroundtogivenecessaryhelp.)

T：WhatspecialdishescanpeopleeatinChongqing

S1：Chongqinghotpotandnoodles.

T：Right.Whyisthetimedifferentineachcity

S2：Becauseofthedifferenttimezones.

T：Good.Keepansweringotherquestionsaccurately.

设计意图：学生通过整合相关信息回答特定问题，能进一步加深对文本的理解。最后的开放性问题能发散学生思维，有利于语言能力和思维品质的培养。

Activity6Beasmarttalker(内化与运用)

T：Now，it'stimetoworkon1d.Iwantyoutocompletethetaskswiththeinformationfrom1b.Thiswillhelpusgettherightanswersthroughthelogicalthinkingandinferringabilities.

(Studentsworkindividuallytocompletethetasks.Thenaskthestudentstodescribethecityusingtheinformationinthepassagesand1d.Giveamodellikethis：“IamfromNairobi，Kenya.Inourcity，peoplelivesidebysidewithmanywonderfulanimals！It'sthreeo'clockintheafternoonnow.Lookatthatgiraffe！It'sdrinkingwater.Howwonderful！”

Theteachermovesaroundtogiveproperhelpandthengetsseveralstudentstogiveashorttalk.)

设计意图：本活动旨在激发学生逻辑思维能力和推理判断能力，从而提取正确信息和合理的判断。同时，简短的场景谈论能提供目标语言运用的机会，帮助学生提升语用能力。

Activity7Homework(分层作业)

必做题：Chooseoneof1d(1～5)andwriteashortreport.

选做题：Supposeit's8：00a．m.inyourtownorcityandwriteashortpassagetotalkaboutwhatpeoplearedoing.

第四课时SectionB(1a—1d)Keywords：happen，rush，shine，brightly，colourful，painting，drive，timezone，aroundtheworld，inahurry，sidebyside，dropoff，takepartinKeysentencepatterns：1．—WhattimeisitinChongqing—It's8p．m./It'seighto'clockintheevening.2．Whatishappeningindifferenttimezonesaroundtheworld？

Inthislesson，Iaimedtoengagestudentsinameaningfulexplorationofdifferenttimezonesanddifferentactivities.Throughavarietyofactivities，includingpartnerdiscussionandreadingcomprehension，studentswereabletodeepentheirlogicalthinkingandconclusionabilities.However，infuturelessons，Icouldincorporatemorediverseperspectivesondifferentplacesandtheirtimezonestobroadenstudents'horizons.Additionally，Icouldprovidemoreguidanceonhowtoeffectivelyuselogicalthinkingasatoolforinferringinformation.第二课时SectionA(2a—2e)

Activity1Warmingupandrevision(感知与注意)

T：Goodmorning，everyone！Let'sreviewthepronunciationswelearnedlastclass.Canyoutellmesomewordswiththeletter“u"sounding/ju/，/u/and//

Ss：“Useful”“rule"cup”，etc.

(Showaphotototheclassandaskthestudentstotalkaboutwhattheyaredoing.)

设计意图：通过复习元音发音来巩固语音知识，强化发音感知与辨别能力，为新课听力活动中准确捕捉词汇发音做准备。学生谈论图片内容能激发学生学习的热情，自然导入新课，帮助学生迅速进入学习状态。

Activity2Listening(获取与梳理)

T：Let'sworkon2a.Beforelistening，let'slookatthepictures(Theteachershowsapicturetotheclass.)，andcanyoutellmewhatpeoplearedoinginthepictures

Ss：Themanistalkingonthephone，andtwogirlsaremakingfood.

T：Yeah，you'reright.OneofthegirlwithcurlyhairisJane，andthemanisJane'sfather.Canyoupredictwhatwe'llhearin2aaccordingtotheinstructionsin2aandthepictures

Ss：Perhapstheyaretalkingsomethingthatishappening(onthephone).

T：OK.Nowlet'slistentotheconversationtocheckyourpredictionsandtrytofillintheblanks.Youcanwritethefirstletterofeachwordbecauseoflimitedtime.

(Theteachercheckstheanswersandguidesstudentstodiscusstheinformationinthelisteningmaterial.Ifpossible，letstudentslistenforanothertime.)

设计意图：通过听录音材料并填空的活动，培养学生的听力专注度与获取关键信息的能力。建议学生填空时先写单词首字母，能帮助学生掌握听力策略。复听检查确保信息准确性，可以培养学生严谨认真的学习态度。

Activity3Reading(分析与判断)

T：Nowlet'sworkon2b.Pleasereadtheconversationcarefullyandanswermethesequestions：IsJaneenjoyingherlifeinGuangzhounow？DoesJanealwaysspendtheholidaywithHaoYi？AreJane'sparentspreparingfortheDragonBoatFestivalnow？DoesJanecareabouthermother？IsJane'smumnotfeelingwellatthemoment？(Thesequestionsareshowedonthescreen.)

(Afterreading，checktheanswerstothequestionstogether.Theyare：1.Yes.2.Wedon'tknow.3.Wedon'tknow.4.Yes.5.Yes.)

T：Now，youcancompletethetasksin2beasily.

设计意图：通过阅读理解活动，培养学生结合文本信息进行分析和判断的能力，同时进一步加深对文本信息的理解，为后续学习奠定基础。

Activity4Languagepractice(概括与整合)

T：2crequiresyoutoreadtheconversationagainandcompletethetable.FillintheactivitiesofJaneandherfamilyaccurately.

(Thestudentsfillouttheform.)

T：WhatdidyouwriteforJane'sactivity

S1：Iwrote“makingzongziandwatchingdragonboatraces"．

T：Correct.Whataboutherfather'sactivity

S2：Washingthecar.

T：Welldone.Makesurealltheentriesareprecise.

(Thestudentsreadtheconversationinsilenceandcompletethetable.Withtheteacher'shelp，thestudentscananswerthequestionseasilyafterreadingseveraltimes.)

设计意图：帮助学生梳理文本的关键信息，以表格形式清晰地呈现人物活动，提升信息整合与归纳总结能力。通过填写表格强化学生对文本细节的记忆与运用，培养学生高效提取关键信息的阅读技巧。

Activity5Roleplaytheconversation(内化与运用)

T：Let'sworkon2d.Listenagainandpayattentiontothestressedwords.(Playtherecording.)

(Thestudentsrepeattherecordingandtrytoimitatethepronunciationandintonationheardintherecording.Theteacherguidesstudentstopayattentiontothepronunciationofthestressedwordsintherecording.Then，getthestudentstoroleplaytheconversationwiththeirpartners，andinviteseveralstudentstoshowinthefront.Theteachergivesthemproperhelpifnecessary.)

设计意图：通过模仿和跟读，注意句子中单词重读的变化，提高学生语音和语调的准确性和流利性。角色扮演对话练习能帮助学生运用朗读技能和目标语言，进一步理解对话语篇。

Activity6Languagepractice(迁移创新)

T：Let'sworkon2e.You'velearnedphoneconversations，right？Doyouknowhowtoexpressandtalkonthephone？Whatsentencescanyouremember

S：Hello/Hi，it's…Thisis…speaking./CouldIspeakto…？/Who'sthat？…

T：Now，let'sfirstmakeupaconversationusingtheexpressionsin2e.Supposeit'sSundaymorningnow.Youwanttocallyouruncle'sfamilyandwonderwhattheyaredoing.Thenroleplayatelephoneconversationingroups.

(Afterpractising，inviteseveralgroupstoactitoutandgivethemhelpifnecessary.)

设计意图：通过电话会话，引导学生运用所学知识来积极表达自己，提高语言组织能力和表达能力。学生之间的小组练习能促进沟通交流，互帮互助，有利于树立自信，培养学生的学习能力。

Activity7Homework(分层作业)

必做题：Recitethefulltextof2a.WritedowntheconversationinActivity6.

选做题：Callyourbestfriendandaskwhathis/herfamilyaredoing；thenwriteitdown.

第二课时SectionA(2a—2e)Keywords：festival，holdon，race，somebody，take/leaveamessageKeysentencepatterns：We'rehavingaholidayhere.We'rehavingfuninChina.Hello.Thisis…speaking.Who'sthis？/MayIaskwho'scallingCouldIspeakto…？Wouldyouliketoleaveamessage？

Inthislesson，studentsactivelyparticipatedinvariousteachingactivities，showinghighlearninginterestsandpassioninEnglishlearning.Throughroleplayingandgroupdiscussions，students'oralexpressionandlanguageapplicationskillswereeffectivelyenhanced.Withtheprocessofreadingandphoneconversations，students'culturalawarenesshasgotincreased，anditalsodevelopedthestudents'awarenessofpatriotism.第五课时SectionB(2a—Reflecting)

Activity1Warmingupandrevision(感知与注意)

T：Goodmorning，everyone！Beforewestart，let'sdoaquickreviewofwhatwe'velearnedsofar.

T：Canyoutalkaboutwhatwelearnedinpreviouslessons

S1：Irememberwetalkedabouttheactivitiesusingthepresentcontinuoustense.

S2：Andwealsolearnedthephoneconversationstoinvitefriendstodosomething.

…

T：Great！Now，let'smoveontoSectionB，2a，whichisabout“What'shappeninginapark？”

设计意图：通过复习旧知识，激活学生已有的相关知识储备，为新课的学习做好铺垫，同时也能发散学生的思维，激发他们的兴趣和好奇心。

Activity2Presentation(获取与梳理)

T：In2a，it'sSundayandpeoplearedoingdifferentthingsinapark.Lookatthepictureandimaginethescene.Describetheactivitiesyouseepeopledoingtoyourpartner.Usevividwordsandthepresentcontinuoustense.

(Studentspresenttheconversations，andotherslistentothemcarefully.Theteachercorrectsthemintimeifthereareanymistake.)

S1：Iseesomepeoplerunningandlaughing.

S2：Amansittingonthebenchisplayingtheguitarquietly.

T：Greatdescriptions.Whatelse

S3：Awomaniswalkingthedoghappily.

T：Welldone.Keepsharing.

…

设计意图：通过观察，培养学生观看“viewing"的能力，学生利用图片中的信息谈论人们正在做的事，能帮助他们巩固和强化对现在进行时的理解和掌握，有利于提高语言运用能力。

Activity3Practice(内化与运用)

T：Now，let'smoveonto2b.Youneedtowriteavideoscriptbydescribingwhatishappeninginthepark.Youcanusetheinformationin2a.Therearelotsofpeopleintheparkdoinglotsofdifferentactivities.Whatarethey

T：Let'sspeakouttheactivitiestogether.Thinkaboutwhatotheractivitiesyoucanthinkof.

(Studentsspeakouttheactivitiesloudly，andtheydiscussotheractivitiesingroupsandshareideas.)

T：Now，it'stimetowriteyourscript.Remembertousethepresentcontinuoustenseandincludealltheimportantactivities.

(Studentsindependentlywritescriptsaboutwhat'shappeninginthepark.Theteachersupervisesandprovidesguidance，encouragingstudentstobecreativewhilepayingattentiontotheaccuracyoftheirlanguagewriting.Thenstudentsimprovethescriptthroughselfevaluationandmutualevaluation