人教版（2024）七年级下册英语 Unit 5 Here and Now 教案

第第页人教版（2024）七年级下册英语Unit5HereandNow教案单元主题框架单元主题分析本单元围绕“世界不同国家和地区里人们的生活”这一主题展开,该主题与课标要求的“人与自我”主题范畴中的“丰富、充实、积极向上的生活”子主题密切相关。本单元展示了在同一时刻,世界上同一城市或不同城市、不同国家的人们进行的不同活动。通过本单元的学习,学生将掌握如何利用现在进行时描述自己或他人当前正在进行的活动。同时,学生也将比较生活在世界不同国家的人们生活方式有何差异,感知在不同文化背景下人们生活习惯和生活理念的差异。基于上述内容,学生的全球视野将得到拓宽,跨文化理解和沟通能力也将逐步提高。本单元的大问题是“Whatbringspeopletogether？”,旨在引导学生建立全球意识,感知文化的多样性与共性,思考时间的相对性与人类活动的同步性,进而增进学生对不同文化和人类活动规律的理解。SectionA的引导性问题是“Whatareyoudoingrightnow？”。该部分呈现了日常生活中朋友与朋友、子女与父母之间打电话的场景。通过听力理解和模仿该部分对话,学生能够谈论自己目前正在做什么。SectionB在引导性问题“Howdoweshareourliveswithothers？”的引导下,拓展学生视野,通过介绍同一时刻,重庆、内罗毕、纽约这三个不同地区、不同国家的城市的人们正在干什么,让学生了解不同时区、不同文化背景下的人们的日常生活,同时也引导学生探寻人类生活的共同点。SectionB中教材选取的这三个城市都非常具有特色。重庆是我国西部独具特色的“山城”和“江城”,其夜市文化和美食文化非常突出。内罗毕是肯尼亚的首都,在内罗毕的国家公园人们可以与狮子、大象等野生动物近距离接触。纽约是国际商业和金融中心,人们的生活节奏很快。这些富有特色的选材会增加课文的趣味性和可读性,让学生体验到世界的多元与丰富。单元教学目标通过本单元学习,学生能够：1.说出谈论人们日常生活的短语。2.掌握打电话的礼貌用语。3.掌握现在进行时的用法并使用现在进行时谈论自己或他人正在进行的活动。4.正确朗读含有元音字母u的单词,并掌握元音字母u在不同单词中的发音。5.正确区分和朗读句子中的重音。6.了解世界不同国家和地区人们的生活,并探寻不同时区及文化背景下人们生活的共同点。单元教学重难点重点：1.掌握现在进行时的用法并在日常交际中正确使用现在进行时。2.正确朗读含有元音字母u的单词,并掌握元音字母u在不同单词中的发音。难点：1.掌握现在进行时的使用情境以及现在进行时的一般疑问句和特殊疑问句。2.区分并准确读出元音字母u在不同单词中的发音。第一课时SectionA(1a—1d)&Pronunciation学习目标Inthislesson,studentswill：1.talkabouttheactivitiespeopledointheirdailylives；2.usepoliteexpressionswhenmakingphonecalls；3.describewhattheyaredoingusingthepresentcontinuoustense；4.pronounceletteruindifferentwordscorrectly；5.readthestressedwordsaccuratelyindifferentsentences.教学建议Step1Lead­in1.ShowthephotoonPage33andaskstudentsthequestion：◆Wheredoyouthinkthepeopleinthephotosare?CultureTipsCanadaisacountrylocatedinNorthAmerica.ItscapitalisOttawa.TorontoisthelargestcityinCanada.TheCNTower(加拿大国家电视塔)isafamouslandmarkinToronto.(Tip：TeachercanuseamaptoshowwhereCanadaandTorontoare.TeachercanalsoshowstudentssomephotosofCNToweroravideoaboutToronto.)2.Askstudentstocomparethetwophotosandanswerthequestions：◆Whatarethepeopledoinginthetwophotos?◆Canyouexplainhowitcanbedaytimeinonecityandnighttimeinanothercityatthesametime?◆Doyouknowwhattimeitisinotherplacesrightnow?CultureTipsDifferentplacesaroundtheworldhavedifferenttimes.Theworldisdividedinto24timezones.Thecountriesinthesametimezonegenerallyhavethesametime.Canadaspanssixtimezones.Fromeasttowest,there'sabouta4.5­hourtimedifference.ThetimedifferencebetweenChinaandCanadais12—16hours.(Tip：TeachercanshowstudentsthetimedifferencesbetweenChinaandothercountries.)3.Showthetitleofthisunittostudents.Askthemtopredictwhattheywilltalkaboutinthisunit.4.AskstudentstoreadtheBigQuestionandtheleadingquestionsinSectionAandSectionB.Makesurestudentsknowthemaintopicofthisunit.让学生了解有关时区及时差的背景知识,鼓励学生大胆预测本单元可能谈论的内容,并保证学生了解本单元的学习内容。Step2Listening&Speaking(1a—1d)Pre­listening1.Showstudentsthepicturesin1a.Leadstudentstodescribethepicturesbyusingthepresentcontinuoustense.e.g.T：It's9o'clock.Iamtalkingwithyouintheclassroom.(Pointtotheclock)AndthepeopleinpictureAareplayingvolleyball.So,what'sthegirlinpictureBdoing?...2.Givestudentssomephotosofactivitiestheyusuallydoafterschooloratweekends.Supplementexpressionsaboutdailyactivitiestostudentsbytalkingaboutwhattheyaredoinginthepicture.e.g.takingexercise/doinghomework/takingpartinclubactivities/...3.Finish1a.通过用现在进行时谈论图片及课后或周末活动帮助学生拓展关于日常活动的表达。同时,通过谈论自己的日常活动引出听力话题。While­listeningPage34,1b1.Askstudentstoreadthequestionsin1bandthinkaboutthequestions：◆Whoiscallinghisfriends?◆Whatactivitydoeshewanttodowithhisfriends?◆Howmanyofhisfriendsarefreetodotheactivity?2.Askstudentstolistentotheconversationsandanswerthequestionsin1b.Page34,1c1.Askstudentstolistenagainandthenmatchthequestionswiththeanswers.2.Teacherwritesthesentencesin1contheblackboard：Heisshopping.Heiswatchingafilm.Heisdoinghishomework.3.Tellstudents“Subject＋verbbe＋v.­ing”means“Somebodyisdoingsomethingatthemoment”.Teachercanshowstudentsmoreexamplesofthepresentcontinuoustense.e.g.Sheisreadinginthelibrary.Theyareplayingfootballintheplayground.4.Teachercanaskstudentstomakesentencesusingthepresentcontinuoustense.FurtherThinking1.Showthelisteningmaterialstostudents.AskstudentstofindoutwhatPetersayswhen：◆Heinviteshisfriendstoplayvolleyball.◆Hisfriendrefuseshim.◆Hisfriendacceptshisinvitation.◆Hisfriendisnotathome.InvitefriendsWhatareyoudoingatthemoment？/Doyouwantto...instead?I'mthinkingabout...Wouldyouliketocome？RefuseaninvitationNevermindthen.Maybenexttime？AcceptaninvitationLet'smeetat...,OK？NotathomeCanItakeamessage？/Couldyouaskhimtocallmeback,please？2.AskstudentstothinkaboutifPeterispolitewhenhemakesthephonecallandthengivetheirreasons.Possibleanswers：Everyonehasdifferentplans.Peterhadfullyconsideredothers'plansbeforesendingouttheinvitations.Peterusedpoliteexpressionswhenmakingthephonecall.3.Teachersummarisesthethematicmeaningofthisconversation：Beforemakinginvitations,weshouldbepoliteandalsothinkaboutothers'plans.Thisisveryimportantinsocialsituations.理解听力对话内容、获取细节信息,在听力中学习和理解目标语言并理解对话的主题意义。Post­listeningPage34,1d1.Askstudentstoactoutaphoneconversationwithapartner.Invitehimorhertodosomethingwithyou.2.Invitesomestudentstorole­playtheconversation.分组操练本节课的目标语言。Summary1.Askstudentstosummarisetheexpressionsaboutdailyactivities：◆playingvolleyball,readingabook,washingdishes,ridingabike,gardening,shopping,...2.Askstudentstosummarisetheexpressionsthatcanbeusedtomakeaphonecall：◆Hello?◆Hi,...It's...◆MayIspeakto...,please?◆I'mafraidhe'snotathomeyet.◆CanItakeamessage?◆Couldyouaskhimtocallmeback,please?总结本节课需要掌握的重点词汇和句型。

Step3Pronunciation(1—2)Page35,11.WritethewordsinPronunciation1ontheblackboard.Askstudentstoreadthewordsandthinkabout：Howisletterupronouncedineachgroupofwords？usecutetruerulerupcut2.Askstudentstolistenandrepeatthepronunciationandthenaddonemorewordtoeachgroup.通过边听边跟读练习发音,并通过观察总结发音规则。Page35,21.AskstudentstoreadthesentencesinPronunciation2andunderlinethewordsthattheythinkshouldbestressed.2.Playtherecording.Askstudentstolistenandcheck.3.Askstudentstoreadthesentencesfollowingtherecording.通过边听边读感受重音。Step4Homework1.Makeaphonecalltooneofyourclassmatesandinvitehimorhertodosomethingwithyou.2.Finishtheexercises教学反思第二课时SectionA(2a—2e)学习目标Inthislesson,studentswill：1.findoutwhatJaneandherparentsaredoingwhentheyaremakingthephonecall；2.usetelephoneexpressionstomakeaconversation；3.understandthatpeoplefromdifferentculturalbackgroundwillhavedifferentdailyactivities.教学建议Step1Lead­inTeachershowsstudentsthepicturein2a.Askstudentstodescribethepicturebyaskingthemsomequestions：◆Howdothepeoplecontacteachother?◆Whatarethepeopledoing?◆Whichcountrydoyouthinkthepeoplearein?◆Whichfestivaldoyouthinkthetwogirlsarecelebratinginthepicture?◆Whatdoyouthinktherelationshipisbetweenthetwopeopleonthephone?观察图片,辅助学生理解对话内容。Step2Listening&Speaking(2a—2e)Pre­listening1.Askstudentstoreadtheconversationin2aandanswerthequestions.◆WhereisJane'sfamily?◆WhatisthetimedifferencebetweenChinaandtheUK？(7hours)2.Askstudentstoguesswhatinformationtheywillhear.引导学生阅读题目说明和对话,把握对话背景信息,并根据对话预测有可能听到的内容。While­listeningPage35,2aAskstudentstolistentotheconversationandfillintheblanks.Thenchecktheanswerswiththestudents.Page36,2b1.Askstudentstoreadtheconversationandfinishtheexercisesin2b.CircleTfortrue,FforfalseorNGfornotgiven.2.Askstudentstocorrectthefalseinformation.Page36,2c1.Askstudentstoreadtheconversationagainandcompletethetablein2c.2.Checktheanswerswiththestudents.FurtherThinking1.TeacherasksstudentstocompareJane'sandherfamily'sactivitiesandthinkaboutthequestion：◆WhatarethereasonsforthedifferencesindailyactivitiesbetweenJaneandherfamily?Possibleanswers：Janeandherparentsareindifferentcountries.Differentcountrieshavedifferentcustoms,andpeople'sliveswillalsobedifferent.ThetimedifferenceisanotherreasonwhyJaneandherparentshavedifferentactivities.◆Besidestalkingabouttheactivities,whatelsedidJanesaytoherparentsonthephone?Possibleanswer：Sheaskedhermumifshewasfeelingbetter.◆WhatkindofpersondoyouthinkJaneis?Possibleanswer：kind­hearted,caring,thoughtful,...2.Teachersummarisesthethematicmeaningofthisconversation：1)Differentculturesandcustomsmakepeople'sactivitiesdifferent.2)Eventhoughtherearethousandsofmilesapart,theheartsoffamilymembersarealwaysconnected.Page36,2d1.Askstudentstolistentotheconversationagainandpayattentiontothestressedwords.2.Askstudentstorole­playtheconversation.理解听力对话内容、获取细节信息,在听力中学习和理解目标语言并归纳主题意义。同时,通过听读和角色扮演巩固朗读技巧中的重音练习。Post­listeningPage36,2e1.Askstudentstoreadthetelephoneexpressionsin2e.2.Askstudentstoworkinpairsandrole­playatelephoneconversation.Encouragestudentstousethetelephoneexpressionsin2eactivitiesfrom1a－2atohelpthem.3.Invitesomestudentstorole­playtheirconversationsforthewholeclass.综合运用本节课的目标语言。SummaryAskstudentstoworkingroupsandaddmoretelephoneexpressionsinthetablein2e.Teachercangivestudentssomeexamples：◆Thisis...speaking.HowcanIhelpyou?◆Isthat...？◆Canyouhearmeclearly?◆I'msorryyou'vegotthewrongnumber.拓展电话用语,丰富学生的表达。Step3Homework1.Writeatelephoneconversationfollowingtheexamplein2e.2.Finishtheexercises教学反思第三课时GrammarFocus(3a—3d)学习目标Inthislesson,studentswill：1.knowtheusageandthesentencestructuresofthepresentcontinuoustense；2.talkabouttheactivitythatsomebodyisdoingatthepresentusingthepresentcontinuoustense.教学建议Step1Lead­in1.Showstudentssomepicturesandaskthemtodescribewhatpeoplearedoingineachpicture.通过描述图片让学生自然地使用现在进行时,进而顺利过渡到本节课语法知识的学习。Step2GrammarTeaching(3a—3d)Page37,3a1.Askstudentstoreadthesentencesandunderlinethestructuresforthepresentcontinuoustense.2.Checktheanswerswiththestudents.Thenexplaintheusageandthesentencestructuresofthepresentcontinuoustense.现在进行时表示：1)说话人说话时正在进行的动作。e.g.Listen！Heisplayingthepiano.2)现阶段正在进行或从事的动作。e.g.Wearemakingmodelplanesthesedays.现在进行时的结构：1)肯定句主语＋be动词＋动词­ing(现在分词)＋其他.e.g.TheyaretravellinginChinanow.Iamspeakingwithhimonthephone.2)否定句主语＋be动词＋not＋动词­ing(现在分词)＋其他.e.g.Iamnotstudyingrightnow.Joeisn'trunninginthepark.3)一般疑问句be动词＋主语＋动词­ing＋其他？肯定回答：Yes,主语＋be.否定回答：No,主语＋benot.e.g.A：Isshestillstudyingabroad?B：Yes,sheis./No,sheisn't.4)特殊疑问句特殊疑问词＋be动词＋主语＋动词­ing(现在分词)＋其他？特殊疑问句要根据实际情况来回答。e.g.A：Whatareyoureadingnow?B：I'mreadingJourneytotheWest(《西游记》)now.动词的现在分词构成：构成法例词一般加­ingwork—workingstudy—studying以e结尾的动词去e后加­inglive—living以重读闭音节或r音结尾,末尾只有一个辅音字母的词,要双写这个辅音字母,再加­ingstop—stoppingrefer—referring以ie结尾的重读开音节的词,改ie为y,再加­ingdie—dyingPage37,3b1.Askstudentstocompletethesentenceswiththecorrectformsoftheverbsinthebox.2.Checktheanswerswiththestudents.Page37,3c1.Askstudentstocompletethepostcardwiththecorrectformsoftheverbsinthebrackets.2.Checktheanswerswiththestudents.3.Optional：TeachercanchoosetointroducePingyaotothestudents.以讲练结合的方式让学生掌握本节课语法。P37,3d1.Askstudentstoworkingroupsoftwoorfour.Takesturnsmimingdifferentactivitiesandguessingwhattheyare.2.Inviteonestudenttoperformamimeinfrontoftheclassroom.Letotherstudentsguesswhatitis.综合运用本单元语法知识。Step3Homework1.Chooseafamilyphoto.Introducewhateverybodyisdoinginthephotobyusingthepresentcontinuoustense.2.Finishtheexercises教学反思第四课时SectionB(1a—2b)学习目标Inthislesson,studentswill：1.findoutwhatpeoplearedoingatthesamemomentindifferenttimezones；2.thinkaboutwhypeople'slivesaredifferent；3.discusshowpeopleshareliveswithothers.教学建议Step1Lead­in1.Showavideoofpeople'slivesinChongqing,NairobiandNewYorktostudents.Askthemtodescribewhattheyseeineachphoto.2.Askstudentstoretellwhattheysawinthevideo.3.Introducealittlebitaboutthethreecities.CultureTipsChongqingChongqingisacityinsouthwestChina.Itisfamousforitsdelicioushotpotanduniquenightviews.Chongqingalsohasenergeticnightmarketsandanactivenightlife.Peoplecanenjoyvarioussnacksandhavefuninthebusynightscenes.Thecityisfullofenergyandcharm.NairobiNairobiisthecapitalcityofKenya.ItisalsothelargestcityinEastAfrica.Itisacityrichinwildlife.Peoplecanseeelephants,giraffesandmanyotherwonderfulanimalsinparks.Therearealsocolorfulmarketswherevarioushandicraftsandbagsaresold.Nairobiisauniqueandcharmingplace.NewYorkNewYorkisaworld­famouscity.It'sabusyplacewithmanytallbuildings.Itisaninternationalcentreforbusinessandfinance.Manypeopleareinarushtowork.Therearealsocafeswherepeopleenjoycoffeeandbreakfast.It'sacityfullofenergy.通过视频和背景知识介绍引起学生的兴趣,增加对本节课语篇将要介绍的三座城市的了解。Step2ReadingComprehension(1b—1d)Pre­readingPage38,1aShowstudentsthethreeclocksin1aandaskthemtoreadandcomparethetimesindifferentplaces.认读时间,为学生理解语篇中不同地区的国家存在时差,人们进行的活动不同做准备。While­readingPage38,1b1.Askstudentstoreadtheinstructionof1bandtellthegenreofthepassage.2.Askstudentstoreadthescriptagain.Answerthequestionsbycompletingatable.CityTimeWhatarethepeopledoing？Chongqing8：00p.m.1.rushingtogethomefromwork2.enjoyingthecityatnight3.eatingdeliciousfood,e.g.ChongqinghotpotandnoodlesNairobi3：00p.m.1.workinghardintheoffice2.shoppingforgifts3.walkingintheparksandlookingatelephantsandgiraffesNewYork7：00a.m.1.rushingtothesubway2.taxisarepickingupanddroppingoffpassengers3.jogging,walkingandridingbikesinCentralPark4.drinkingcoffeeandeatingbreakfastincoffeeshopsFurtherThinkingAskstudentstoanswerthefollowingtwoquestionsbasedonthetable.◆Canyouusesomeadjectivestodescribeeachcity?e.g.Chongqing：lively,delicious,charming.Nairobi：colourful,natural,unique.NewYork：busy,diverse,energetic.◆Whatkindoflifedoyouthinkpeopleineachcityhave?Possibleanswers：InChongqing,peoplehavealifethatisamixofworkandenjoyment.Theycantastedeliciousfoodandenjoythebeautifulnightscenes.InNairobi,peoplehavealifethatcombinesworkandnature.Theycanshopandseewildanimalsintheparks.InNewYork,peoplehaveabusylife.Theyarealwaysrushingtoworkordoingactivities.Page23,1c1.Askstudentstoreadthescriptabouteachcitymorecarefullyandthenanswerthequestions.Chongqing◆Lookatthephoto.Doyouknowthenameoftheriverinthephoto?◆WhatdoestheJialingRiverlooklikeatnight?◆WhatspecialdishescanpeopleeatinChongqing?Nairobi◆Whatgiftscanpeoplebuyinthemarket?◆WherecanpeopleinNairobiseebiganimalslikeelephants?(Tip：TeachercanintroduceNairobiNationalParktostudents：NairobiNationalParkistheonlyrealwildlifeparklocatedinanationalcapitalintheworld.Theparkisopenandanimalscancomeandgofreely.Peoplecanseevariouswildanimalsthereandexperiencethebeautyofnatureclosetothecity.)NewYork◆HowdopeoplegotoworkinthemorninginNewYork?◆Whatarepeop