【新教材】人教版（2024）七年级下册英语Unit 5 Here and Now 单元教学设计

第第页【新教材】人教版（2024）七年级下册英语Unit5HereandNow单元教学设计一、单元整体分析主题:CurrentActivitiesandGlobalConnections语法重点:Presentcontinuoustense(1)核心词汇:gardening,ridingabike,playingvolleyball,shopping,reading,washingdishes,makingzongzi,onthephone...核心技能:Describingongoingactions;Makingandansweringphonecalls;Readingaboutsimultaneousactivitiesindifferenttimezones.二、单元教学目标Bytheendofthisunit,studentswillbeableto:1.Describewhatpeoplearedoingatthemomentusingthepresentcontinuoustense.2.Makeandrespondtosimpletelephonecallstoinvitefriendsorchat.3.Understandtheconceptoftimezonesandthatpeoplearedoingdifferentthingsatthesametimearoundtheworld.4.Writeashortdescriptionofongoingactivitiesinascene.分课时教学设计Period1:SectionAListening&Speaking(Whatareyoudoing?)教学内容分析:本课时为单元导入课，核心目标是引入“当前正在进行的活动”这一概念，并初步感知现在进行时。学生将学习描述日常活动的动词及现在分词形式（-ing），并通过观察图片、倾听场景声音，学会使用“Whatareyoudoing?”和“I‘mV-ing.”的句型进行简单交流，为整个单元的语法学习奠定基础。教学重难点:重点:Learningverbsforcommonactivities;Understandingandasking“Whatareyoudoing?”难点:Formingthe`-ing`formofverbs(especially`riding`,`shopping`,`washing`).Thestructureofthepresentcontinuous:`am/is/are+V-ing`.教学方法与教学准备:方法：情景导入法（展示多人同时活动的场景图）、视听法、TPR（全身反应法）。准备：展示各种当前活动的大型场景图（如公园、教室、家庭）、动作单词卡片、教材听力录音。教学流程:1.Warm-up&Lead-in(5mins)Doasimpleaction(e.g.,writingontheboard).Ask:“WhatamIdoing?”Elicit:“Youarewriting.”Doafewmore(standup,openabook).Transition:“Right!WeuseaspecialtensetotalkaboutactionshappeningNOW.Todaywe‘lllearnhowtodothat.”2.Vocabulary&Listening(15mins)Presentactivityphrasesusingpicturesormiming.Drill:`readingabook`,`ridingabike`,etc.Do1a:matchphrasestopictures.Listento1b(Peter’scalls).Answer:Whoiscalling?Whatactivitydoeshesuggest?Howmanyfriendsarefree?Transition:“Peterisinvitingfriends.Now,let‘slistencarefullytowhateachfriendisdoingRIGHTNOW.”3.ControlledPractice(15mins)DrillQ&A:“WhatisTengFeidoing?”“Heisdoinghishomework.”Focusonpronoun+`am/is/are`.Chaindrill:StudentAmimesanaction.StudentBasks“Whatishe/shedoing?”StudentCanswers.Transition:“Great!Now,let‘spracticemakingourownphonecallstoinvitesomeone.”4.Wrap-up&Assignment(5mins)Reviewthe`-ing`formoftoday‘sverbs.Assignhomework:Drawafamilymemberdoingsomethingnowandwriteonesentence:“My___is___ing.”Transition:“Talkingabout’now‘isuseful,especiallyonthephone.”Homework:必做：1.抄写并记忆本课学习的动词及-ing形式（如reading,eating,playing等）。2.看课本图片，用“He/SheisV-ing.”写出3个句子。选做：观察你的家人在晚上7点正在做什么，用中文或简单的英文关键词记录，并尝试用“Myfatheris...”说出一句话。Blackboarddesign:```Unit5HereandNow(Period1)Whatarepeopledoing?readingabookcleaningtheroomwatchingTVtalkingonthephoneusingthecomputerKeySentence:--Whatareyoudoing?--I‘m(reading).--Whatishe/shedoing?--He/Sheis(watchingTV).教学反思关注点:Didstudentshavedifficultywiththe`-ing`formofanyverbs?Couldtheycorrectlymatch`am/is/are`tothesubjectintheiranswers?Wasthechaindrillmanageableanddiditreinforcethestructure?Period2:SectionAPronunciation&Dialogue(2a)教学内容分析:本课时结合语音训练与情景对话。重点学习/juː/（如use），/uː/（如computer），/ʌ/（如but）的发音区别。通过2a电话对话，学生在“询问对方正在做什么”的真实交际语境中巩固发音，并深入练习现在进行时的问答句型。对话中自然的交际用语（如Holdon,please.）也是学习重点。教学重难点:重点:Pronouncingsounds/juː/,/uː/,/ʌ/;Understandingandrole-playingaphoneconversationbetweenfamilymembers.难点:Sentencestressinpresentcontinuoussentencesandphonelanguage.Understandingculturalcontext(DragonBoatFestival,zongzi).教学方法与教学准备:方法：对比模仿法、角色扮演法、信息差活动。准备：音标卡片及例词、电话道具或图片、对话录音、角色扮演任务卡。教学流程:1.PronunciationFocus(15mins)Model:`/juː/`(use,cute),`/uː/`(true,ruler),`/ʌ/`(up,cut).Listenandrepeat.Stressthat`u`cansounddifferent.Transition:“Now,let‘slistentoaphonecall.Underlinethewordsyouthinkarestressed.”2.DialogueLearning(20mins)Listento2a(JanecallingherfamilyintheUK).Firstlistening:WhereisJane?Whatisshedoing?Whatareherparentsdoing?Secondlistening:Completethetable(Whataretheydoing?Jane:makingzongzi.Dad:washingthecar.Mum:gardening).Practicereadinginpairs,payingattentiontostressandfriendlyintonation.Transition:“Thisisawarmfamilyconversation.Now,youandyourpartnermakeasimilarcall.OneisinChina,oneisbackhome.”3.Role-play&Expansion(10mins)Pairscreateashortphonecallusingtheframework:Greetings->Ask“Whatareyoudoing?”->Tell“Iam___ing.”->Saygoodbye.Transition:“Phonecallsconnectuswithpeoplefaraway.Didyouknowthatrightnow,ontheothersideoftheworld,peoplearedoingdifferentthingsbecauseoftime?”Homework:必做：1.跟读录音，熟练朗读2a对话，注意语音语调。2.写出对话中出现的现在分词（V-ing形式）并翻译。选做：与同伴模仿2a对话，改编部分活动内容（如将“makingsoup”改为“doinghomework”），并进行排练。Blackboarddesign:```Unit5(Period2)Pronunciation:/juː/use,computer/uː/food,room/ʌ/but,lunchTelephoneTalk(2a):--Hello,Jenny.Whatareyoudoing?--Notmuch.I‘mjust...--What‘sBobdoing?--He‘s...--CanIspeaktohim?--Sure.Holdon,please.教学反思关注点:Couldstudentsidentifystressedwordsinthesentences?Weretheyabletofollowthecross-culturalconversation?Didtheircreatedphoneconversationsusethepresentcontinuousaccurately?Period3:SectionBReading(AroundtheWorldattheSameTime)教学内容分析:本课时为阅读课，文本描述同一时刻（例如周六上午10点）世界不同地方的人们正在进行的活动。目标是训练学生通过快速阅读获取特定信息（地点、人物、活动）的阅读技能，并完成时间轴或地图标注任务。同时，将现在进行时的运用从个人扩展到全球视角，加深对时差和文化的初步感知。教学重难点:重点:Readingaboutwhatpeoplearedoingindifferentcitiesatspecifictimes;Understandingthelinkbetweentimeandactivity.难点:Theconceptoftimezones.Vocabularyrelatedtocitylife(`rushhour`,`subway`,`taxi`,`CentralPark`).教学方法与教学准备:方法：任务型阅读法、图表填充法（表格或世界时钟图）、小组讨论。准备：世界地图、阅读文本、信息整理表格（列有Place,People,Activity）、不同时区时钟图片。教学流程:1.Pre-reading(5mins)Showaworldmaporasimplediagramoftimezones.Explain:“Whenit‘sdayhere,it’snightsomewhereelse.”Lookatclocksin1ashowingdifferenttimes.Ask:“WhattimeisitinChongqing?InNewYork?Whatdopeopleusuallydoatthistime?”Transition:“Let‘sreadandseewhatpeopleinthesecitiesaredoingRIGHTNOWinthisstory.”2.While-reading(20mins)Readthevideoscript.Firstreading:Matchthecities(Chongqing,Nairobi,NewYork)tothemainactivitiesdescribed.Secondreading:Addthespecifictimesfrom1aintothetext.Thenanswerdetailquestions:“WhatfoodinChongqing?WhereseeanimalsinNairobi?”Transition:“So,timeconnectsusallindifferentways.Thegrammarthathelpsusdescribethese’now‘actionsisveryimportant.”3.Post-reading(10mins)Discuss:Whichcitysoundsmostinterestingtoyou?Why?Transition:“Towritegooddescriptionslikethis,weneedtomasterthepresentcontinuoustense.Let‘sreviewandpracticeitdeeplynext.”Homework:必做：1.完成课本上的阅读理解练习。2.根据课文，填写信息表，梳理出至少三个地方人们的活动。选做：假设现在是北京的晚上8点，想象一下纽约（上午）、伦敦（中午）的朋友可能正在做什么，写下2-3个猜测性句子。如：“MaybemyfriendTominNewYorkishavingbreakfast.”Unit5(Period3)RightNowAroundtheWorldPlaceTimePeopleActivityBeijing10a.m.WangLindoinghomeworkSydney12p.m.Susan&TimeatinglunchNewYork9p.m.Davewatchingamovie教学反思关注点:Didthetimezoneintroductionhelpcomprehension,orwasitstillconfusing?Couldstudentssuccessfullyplacethetimesinthecorrectparagraphs?Weretheyinterestedintheglobalperspective?Period4:GrammarFocus(PresentContinuousTense)教学内容分析:本课时系统学习现在进行时的语法规则。包括：1）基本结构（am/is/are+V-ing）；2）现在分词（-ing）的构成规则（直接加、去e加、双写加）；3）现在进行时的疑问句（一般疑问句、特殊疑问句）及其肯定与否定回答。通过大量句型转换和情景造句练习，帮助学生从理解规则到熟练运用。教学重难点:重点:Formingaffirmative,negative,andinterrogativesentencesinthepresentcontinuoustense.难点:Thespellingrulesfor`-ing`forms(doublingconsonantsasin`swimming`,dropping`e`asin`making`).Formingquestions(`Isheswimming?`).教学方法与教学准备:方法：归纳演绎法、句型转换操练、情景造句游戏。准备：语法结构公式卡片、动词原形与分词配对卡片、课堂练习卷、情景图片（用于造句）。教学流程:1.GrammarPresentation(10mins)Writeaffirmativesentencesfromtheunit.Highlight`am/is/are+V-ing`.Showhowtomakenegatives(`isnot->isn‘t`)andquestions(swap`is/are`andsubject:`Heis`->`Ishe?`).Presentkeyspellingrulesfor`-ing`withverbcards(`make->making`,`run->running`,`lie->lying`).Transition:“Let‘ssolidifytheseruleswithpractice.”2.ControlledPractice(15mins)Exercise1:Completesentenceswiththecorrectpresentcontinuousformofgivenverbs.Exercise2:Changeaffirmativesentencestonegativeorquestions.Exercise3:Correctthemistakesin`-ing`spelling.Transition:“Good.Nowlet‘stestyourunderstandinginafun,activeway.”3.GuidedPractice(10mins)Activity:“WhatamIdoing?”Onestudentcomestothefront,picksaverbcard,andactsitout.Theclassasks:“Areyou___ing?”untiltheyguesscorrectly.Transition:“Perfect!Youcannowaskandansweraboutongoingactionsaccurately.Thiswillhelpyouwritevividdescriptions.”Homework:必做：1.完成语法专项练习卷（重点练习结构、分词变化和句型转换）。2.总结现在分词变化的三种规则，并各举2个例子。选做：1.“间谍报告”：用现在进行时描述教室里任意三位同学正在做的事情（假设场景），写成一份简短的“报告”。2.用一般疑问句“AreyouV-ing...?”编写一个包含三个问答的小对话。Blackboarddesign:```Unit5(Period4)GrammarFocus:PresentContinuous1.Structure:am/is/are+V-ingIamstudying.He/She/Itisrunning.We/You/Theyareplaying.2.-ingForms:play->playingwrite->writing(去e)run->running(双写)3.Questions:Whatareyoudoing?Ishereading?Yes,heis./No,heisn‘t.```教学反思关注点:Whichspellingrulecausedthemosterrors?Wasformingquestionsmoredifficultthanformingnegatives?Didtheguessinggameengageallstudentsandprovidesufficientpractice?Period5:SectionBWriting(DescribingaScene)教学内容分析:本课时是写作课，主题为“描述一个场景中的活动”。学生将观察一幅丰富的场景图（如公园、操场、生日派对），运用现在进行时，有层次地描述图中不同人物正在进行的活动。重点在于学习使用方位词（inthecenter,nextto,underthetree）和连接词（Someare...Othersare...）使描述连贯、有条理。教学重难点:重点:Writingacoherentparagraphdescribingmultipleongoingactivitiesinapicture;Usingsubjectpronounsandpresentcontinuousverbscorrectly.难点:Avoidingrepetitionof“Heis...Sheis...”byusingvariety(`Somepeopleare...`,`Amanis...`,`Twogirlsare...`).Describingascenelogically(fromlefttoright,orforegroundtobackground).教学方法与教学准备:方法：看图说话、范文分析、过程写作（从句子到段落）、同伴互评。准备：一幅细节丰富的场景大图、描述性范文、写作框架提示（开头-中间-结尾）、同伴互评清单（检查时态、动词形式、连贯性）。教学流程:1.Model&Structure(10mins)Lookattheparkpicturein2b.Brainstormverbs:`walking`,`flyingkites`,`playingfootball`,etc.Teachermodelswriting2-3sentencesontheboard,demonstratingdifferentsentencestarters.Transition:“Now,let‘splanourowndescription.First,listwhatyouseeinthepicture.”2.Planning&Drafting(15mins)Studentsworkinpairstolistatleast5activitiestheyseeintheparkpicture.Individually,studentsusetheirlisttowriteashortparagraph.Provideastarter:“Itisasunnydayinthepark.Manypeoplearehere...”Transition:“Useyourlisttowriteyourfirstdraft.Trytousedifferentwordstostartyoursentences.”3.Writing&Peer-check(10mins)Studentswritedrafts.Then,swapwithapartnertocheck:1)Areallverbsinthe`-ing`form?2)Doeseverysentencehave`am/is/are`?3)Counthowmanydifferentsentencestarterstheyused.Transition:“Agoodwritercheckstheirwork.Useyourpartner‘sfeedbacktomakeyourdescriptionevenbetter.”Homework:必做：根据提供的场景图或自己选择一幅图，写一篇不少于6句话的短文，描述图中的活动。选做：1.为你的短文画一幅简单的配图。2.录制一段1分钟的音频，用英语描述你家窗外或某个你熟悉的公共区域“此时此刻”的景象。Blackboarddesign:```Unit5(Period5)Writing:ABusySceneTitle:InthePark/AtthePartyPara1:总体介绍(It‘sasunnyday.Theparkisbusy.)Para2:具体描述(Look!Underthebigtree,anoldmanis...Nexttohim,twogirlsare...Overthere,someboysare...)Para3:感受/结尾(Everyoneishavingagoodtime.)教学反思关注点:Didstudentsstruggletogenerateenoughvariedvocabularyforthescene?Wassubject-verbagreement(`Heis`,`Theyare`)maintained?Didthepeer-checkfocusonthekeygrammaticalaccuracypoints?Period6:Project–DrawandDescribeaGroupofFlats教学内容分析:本课时为项目式学习课，是单元知识的综合创意输出。学生小组合作，绘制一栋公寓楼的剖面图，并为每个窗口内的“住户”设计一个正在进行的活动。完成后，小组需用现在进行时进行口头介绍。此任务融合了美术设计、协作能力与语言综合运用能力，趣味性强。教学重难点:重点:Collaborativedrawinganddescribing;Integratingimaginationwithlanguageproduction.难点:Producingextendedspokenoutputtodescribemultipleapartments.Usingprepositionsofplace(`onthefirstfloor`,`inflat101`).教学方法与教学准备:方法：项目式学习、合作创作、展示讲解。准备：A3或海报纸、彩笔、项目任务说明、示范图例、展示评价表。教学流程:1.ProjectLaunch(5mins)Showtheexample“SunnyFlats”drawinganddescription.Explain:“Ingroups,youwilldrawabuildingwith3-4flatsanddescribewhateachperson/familyinsideisdoingNOW.”Transition:“First,decideonafunnameforyourflatsandwholivesineachone.”2.GroupWork(20mins)Groupsdesigntheirbuildinganddrawitonaposter.Theylabeltheflats(Flat101,102...).Theywrite1-2sentencesforeachflatdescribingtheongoingactivity(e.g.,“InFlat101,Mr.Cheniscooking.”).Transition:“Greatdesigns!Now,preparetopresentyourbuildingtotheclass.Everyoneshouldsayonesentence.”3.Presentation&Sharing(15mins)Eachgroupshowstheirposter.Groupmemberstaketurnsdescribingoneflateach.Classvotesfor“TheMostInterestingBuilding”or“TheBestDescription”.Transition:“Youareallgreatarchitectsandstorytellers!You‘veshownyoucandescribemanyongoingactionsatonce.”Homework:必做：与小组成员共同完成公寓楼剖面图的绘制和至少4个房间活动的设计。选做：1.担任小组“讲解员”，为你们的公寓楼撰写一段完整的英文介绍稿。2.为其中一个房间的住户，编写一段他/她正在打电话的短对话。Blackboarddesign:```Unit5(Period6)Project:LifeintheApartmentOurApartmentBuildingFloor3:TheSmithsarecookinginRoom301.AgirlisplayingthepianoinRoom302.Floor2:...Floor1:...It‘sabusyandinterestingbuilding!教学反思关注点:Didthedrawingactivityloweranxietyandsupportlanguageproduction?Weregrouppresentationsbalanced,ordidstrongerstudentsdominate?Wasthetargetlanguage(presentcontinuous,prepositions)usedeffectively?Period7:Review&ExtendedReading教学内容分析:本课时进行单元综合复习与拓展。通过“你演我猜”、“句子快拍”等游戏活动，高效复习现在进行时的核心词汇与句型。拓展阅读部分提供一篇旅行见闻日记的节选，作者用现在进行时生动描述旅途中的即时观察，让学生在更丰富的语境中巩固时态运用，并完成相关的阅读理解任务。教学重难点:重点:Reviewingthepresentcontinuoustenseandunitvocabulary;Applyingreadingskillstonewtextsabouttravel.难点:Followingmultiple,shortfirst-personnarrativesintheextendedreading.教学方法与教学准备:方法：游戏竞赛法、任务型阅读法。准备：复习游戏材料（动作卡片、句子拼图）、拓展阅读文本（日记体）、阅读理解题、单元综合小测卷。教学流程:1.ReviewGame(15mins)Game:“FastFlash”.Quicklyflashactivitypictures.Studentsmustsayafullsentenceinpresentcontinuouswithin3seconds.“