Unit 5 Here and Now-Section A 2a-2e教学设计 2024-2025学年人教版（2024）七年级英语下册

Unit 5 Here and Now-Section A 2a-2e This part of the teaching material mainly presents a conversation between Jane, who is in Guangzhou, and her family in the UK. Through this conversation, students can learn about different activities that people are doing at the moment, such as making zongzi, watching dragon boat races, washing the car, and gardening. It also involves some common expressions used in daily communication and on the phone, like "hold on", "take a message", and "leave a message". The content is closely related to students' daily life, which helps them better understand and apply the learned knowledge in real - life situations. 教学目标 Students are able to master new words and phrases, including "dragon", "festival", "hold", "voice", "message", "hold on", "take a message", "leave a message". Students can understand and use the present continuous tense "be + doing" to describe actions happening at the present moment, and master its affirmative, negative, and interrogative forms. Students can learn some special interrogative sentences used to ask about specific information, such as "How's life in...", "Is she feeling better", "How are you doing". 教学重难点 1. Key Points The usage of the present continuous tense, including its structure (am/is/are + doing), and how to form affirmative, negative, and interrogative sentences correctly. For example, "I am reading a book." (affirmative), "He is not watching TV." (negative), "Are they playing basketball?" (interrogative). Key vocabulary and phrases related to daily activities and telephone conversations, enabling students to use them accurately in sentences. Mastery of special interrogative sentences and their appropriate responses. 2. Difficult Points Distinguish the present continuous tense from the simple present tense correctly. Students often have trouble understanding the difference between actions happening now (present continuous) and habitual or general actions (simple present). For instance, differentiating between "I am eating an apple now." and "I eat an apple every day." Use the present continuous tense accurately in real - life situations. Students may make mistakes in choosing the correct form of "be" verb according to the subject or in spelling the present participle of verbs. Understand and flexibly use telephone language in practical communication, including appropriate greetings, introductions, and requests on the phone. 1. New Words and Phrases dragon /ˈdræɡən/n. 龙 festival /ˈfestɪvl/n. 节日 hold /həʊld/v. 拿着；抓住；hold on 别挂断电话；等一等 voice /vɔɪs/n. 声音 message /ˈmesɪdʒ/n. 消息；take a message 捎口信；leave a message 留言 2. Present Continuous Tense Structure: be (am/is/are) + verb - ing. The form of "be" verb changes according to the subject: I am + doing... You/We/They are + doing... He/She/It is + doing... Usage: used to describe an action that is happening at the moment of speaking. For example, "The students are having a class now." Negative Form: add "not" after the "be" verb. For example, "She is not singing." Interrogative Form: Move the "be" verb to the beginning of the sentence. For example, "Are you reading a book?" 3. Special Interrogative Sentences How's life in...: used to ask about someone's life or situation in a particular place. For example, "How's life in Guangzhou?" Is she feeling better: This is a present continuous tense question used to ask whether someone's physical or emotional condition is improving. How are you doing: A common greeting used to ask about someone's recent situation or well - being. Responses can be "I'm doing well, thanks." or "Not so good." etc. 教学过程 1. Lead - in (5 minutes) Show some pictures of different festivals, such as the Spring Festival, the Mid - Autumn Festival, and the Dragon Boat Festival on the PPT. Ask students to name the festivals in English and briefly describe what people usually do during these festivals. T: "Boys and girls, look at these pictures. Do you know what festivals they are? And what do people do during these festivals?" Encourage students to answer in English. This activity can arouse students' interest in learning and activate their prior knowledge related to festivals, leading in the topic of this class smoothly. 2. Presentation (10 minutes) Present new words on the PPT one by one. Teach students how to read and pronounce them correctly. For example, when teaching "dragon", pronounce it slowly /ˈdræɡən/ and let students repeat several times. Use pictures or real - life objects (if possible) to help students understand the meaning of the words. Demonstrate the present continuous tense with real - life actions. The teacher can pick up a book and say, "Look, I am reading a book." Then do other actions like writing on the blackboard, drinking water, and let students imitate and make sentences with "I am...". Explain some special interrogative sentences. Write "How's life in...", "Is she feeling better", "How are you doing" on the blackboard. Explain their meanings and usage, and give some examples for students to understand. 3. Listening (10 minutes) Play the recording of 2a for students. Ask them to listen carefully and circle the activities they hear in the conversation. T: "Now, let's listen to a conversation between Jane and her family. While listening, circle the activities you hear, like making zongzi, washing the car, etc." Play the recording again, and this time, let students listen and fill in the blanks in 2b. Check the answers together with the whole class. Explain some difficult points in the listening materials, such as the pronunciation of some words in connected speech and the understanding of key sentences. 4. Speaking (10 minutes) Pair - work: Divide students into pairs. One student acts out an activity, like dancing, running, or drawing. The other student guesses and asks "What are you doing?" The acting student answers "I am...". Encourage students to use a variety of activities and make their conversations as vivid as possible. Group - work: Divide students into groups of four. Give each group a set of cards with different daily activities written on them, such as "cleaning the room", "watching TV", "playing basketball". Each student in the group takes turns to pick a card and describe the activity on the card using the present continuous tense. The other group members can ask follow - up questions, like "Who are you doing it with?" or "Where are you doing it?" 5. Consolidation and Extension (10 minutes) Present some sentences on the PPT. Some sentences are in the present continuous tense, and some are in the simple present tense. Ask students to distinguish and correct the wrong sentences. For example: He play football now. (Wrong, should be "He is playing football now.") I am eat an apple every day. (Wrong, should be "I eat an apple every day.") Role - play a telephone conversation. Divide students into pairs again. Provide them with some situations, like calling a friend to invite him/her to a party or asking about a classmate's homework. Students should use the telephone expressions they learned, such as "Hello, this is...", "Can I speak to...", "Hold on", "Take a message", etc. Let several pairs of students come to the front of the class and show their role - plays. 教学反思 In this 45 - minute class, through a variety of teaching methods and activities, most students showed a high level of enthusiasm and actively participated in class. The lead - in part successfully aroused students' interest, and the presentation of new knowledge in a vivid and intuitive way helped students better understand and remember. In the listening and speaking practice, students' relevant skills have been improved to a certain extent. However, there are still some problems. Some students still had difficulty distinguishing the present continuous tense from the simple present tense during the consolidation exercise. In future teaching, more time should be spent on comparing and practicing these two tenses. Also, in the group - work and pair - work, a few students were a bit shy and did not fully participate. Teachers need to pay more attention to these students and encourage them to be more active in class. Overall, this teaching process has achieved certain teaching goals, but there is still room for improvement in teaching methods and student guidance. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$