Unit 5 Section A 1a-1d 教学设计2025-2026学年人教版英语七年级下册

Unit 5 What are you doing right now? Period 1: Section A (1a-1d) & Pronunciation (1-2) Class Type: Listening & Speaking Duration: 45 minutes Grade: Grade 7 I. Teaching Objectives 1. Language Knowledge Objectives • To recognize, understand, and use key vocabulary for common activities: play volleyball, read a book, wash dishes, ride a bike, do gardening, go shopping, work on. • To understand and use the present continuous tense to describe actions happening at the moment of speaking: “What are you doing?” “I am (I’m) reading.” • To understand and use simple phrases for making and responding to invitations: “Do you want to…?” “I’d love to.” / “I’d love to, but…” 2. Language Skill Objectives • Listening: To extract specific information (who, what activity, availability) from short telephone invitation dialogues. • Speaking: To conduct a simple, guided telephone conversation to ask about current actions and make an invitation. • Pronunciation: To be introduced to the different sounds of the letter u (/ju:/, /u:/, /ʌ/) and to notice stressed words in sentences. 3. Emotional & Practical Objectives • To develop confidence in talking about immediate actions and making simple social plans in English. • To understand the polite formula for accepting or declining an invitation briefly. II. Key & Difficult Points • Key Points: 1. Asking and answering questions about current actions using the present continuous tense. 2. Understanding the basic structure of a short invitation dialogue. • Difficult Points: 1. Forming the present continuous tense accurately (be + verb-ing) in spontaneous speech. 2. Differentiating between the sounds of u, particularly /ʌ/ (as in bus) which is less familiar. III. Teaching Preparation 1. Teacher: • PPT with pictures for all target activities, embedded audio clips, clear grammar charts, and pronunciation examples. • Audio recordings for 1b, 1c, and pronunciation exercises. 2. Students: • Worksheet 1: Vocabulary matching (1a) and listening comprehension guide for 1b/1c. • Worksheet 2: Telephone dialogue frame for 1d. IV. Teaching Procedures Step 1: Warm-up & Context Creation (5 minutes) 1. Teacher Modeling: • The teacher performs simple, silent actions (e.g., writing on the board, looking at a watch, opening a book). After each, ask: “What am I doing right now?” Elicit responses, even in basic English or Chinese. 2. Introduce the Topic: T: Great! You’re talking about actions happening NOW. In English, we use a special tense for this. Today, we’ll learn how to ask “What are you doing?” especially on the phone! Step 2: Vocabulary Presentation & Practice (1a – 7 minutes) 1. Picture-Vocab Association: • Use PPT to show clear pictures for each activity in 1a. Present and drill the phrases: playing volleyball, reading a book, washing dishes, riding a bike, doing gardening, going shopping. • Focus on the -ing form. Use choral and individual repetition. 2. Matching & Personalization: • Students do the matching activity in the book or on Worksheet 1. • Quick Poll: T: Look at the pictures. Which activity do you like? Show me with your fingers. Picture 1 (volleyball) is 1 finger, Picture 2 (reading) is 2… Ready? What’s your favourite? Step 3: Listening I – Gist of an Invitation (1b – 8 minutes) 1. Pre-listening (Set the Scene): T: Peter is calling his friends. What do you think he wants? (Elicit: to play/do something). Let’s listen. 2. First Listening – For Main Questions: • Play the 1b audio. Students answer on Worksheet 1: 1. Who is calling? 2. What does he want to do? 3. How many friends are free? • Pair Check: Students compare answers. 3. Feedback: Confirm answers. Ask: “Is Peter happy? How do you know?” (He finds one friend). Step 4: Listening II – Details & Language (1c – 10 minutes) 1. Pre-listening (Focus on Grammar): • Write on board: What _____ you _____? I _____ my homework. Elicit the missing words (are, doing, ‘m doing). Highlight the be + verb-ing structure. 2. Second Listening – For Specifics: • Students listen again to complete 1c, matching questions with answers. • Post-listening Check & Drill: · Check answers. · Drill the key present continuous sentences from the script: “I’m reading a book.” “I’m working on something important.” Step 5: Speaking – Guided Telephone Talk (1d – 12 minutes) 1. Model and Deconstruct: • Play or act out the model dialogue in 1d. Write the skeleton on the board: A: Hello… Is … there? / Can I speak to…? B: Speaking. A: Hi! What are you doing (right now)? B: I’m (verb-ing). Do you want to (activity)? A: Yes, I’d love to. / I’d love to, but I’m (verb-ing)… • Practice the intonation of the invitation and responses. 2. Controlled Pair Practice: • Students use Worksheet 2 (which has the skeleton and a list of activities) to create and practice their own dialogues in pairs. 3. Performance & Feedback: • Invite 2-3 pairs to perform. Praise the use of the target tense and phrases. Step 6: Pronunciation Focus (8 minutes) 1. Sound Awareness, Not Rules: • Write: use, rule, bus. Ask: “Is the ‘u’ sound the same?” (No). • Play the pronunciation audio. Students listen and repeat. Focus on getting the mouth shape right for /ʌ/ (short, relaxed sound). 2. Word Stress in Context: • Play the sentence from Pronunciation 2. Students clap on the stressed words. Discuss how stress makes the sentence sound more natural. • Practice the sentence chorally. Step 7: Summary & Homework (2 minutes) • Summary: T: Today we learned the ‘right now’ tense – ‘I am doing’. We can use it to ask about actions and make plans on the phone. Good start! • Homework: 1. 必做 (Consolidation): Write down the telephone dialogue you practiced with your partner. 2. 选做 (Application): Tonight, call or text a friend/family member in Chinese. Ask them “What are you doing right now?” Then, write their answer in English (e.g., “My mother is watching TV.”). V. Assessment • Observational: Teacher monitors accuracy of present continuous formation during drills and pair work. • Product-based: Worksheet 1 provides a check for listening comprehension. • Performance-based: The in-class dialogue performances are the primary speaking assessment. VI. Blackboard Design ``` Unit 5 What are you doing right now? Talking about NOW: Question: What are you doing (right now)? Answer: I am (I'm) + VERB-ING. Examples: I'm reading. She's washing dishes. Making an Invitation: "Do you want to (play volleyball)?" -> "Yes, I'd love to." -> "I'd love to, but I'm (working)." New -ING Activities: play volleyball, read a book, wash dishes, ride a bike, do gardening, go shopping ``` VII. Teaching Reflection (Post-Lesson) • Tense Introduction: Was the concept of the present continuous tense introduced in a way that was clear and not overwhelming? Could students consistently produce the “be + verb-ing” structure by the end? • Listening Task Difficulty: Were the two listening tasks appropriately pitched? Did students need the audio played more than once? • Speaking Task Confidence: Did the scaffolded dialogue practice (worksheet, model) give students enough support to create their own conversations? Were they able to focus on fluency rather than just reading a script? • Pronunciation Integration: Was the time spent on the ‘u’ sounds and word stress beneficial at this stage, or would it be better to focus more on grammar fluency? • Pacing: Did the lesson flow smoothly from vocabulary introduction to grammar focus to speaking practice? 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