Unit 5 Section A 2a～2e 教学设计 2025-2026学年人教版七年级英语下册

Unit 5 Here and Now Section A: What are you doing right now? Period 2: Section A (2a–2e) Class Type: Listening & Speaking (Functional Focus: Telephone Conversations & Festivals) Duration: 45 minutes Grade: Grade 7 I. Teaching Objectives 1. Language Knowledge Objectives ◦ To understand and use key vocabulary for a cultural context: Dragon Boat Festival, dragon boat race, make zongzi, hold on, take a message. ◦ To comprehend and practice functional language for telephone conversations: ▪ Identifying oneself: “Hello, it’s [name].” ▪ Asking to speak to someone: “Could I speak to…?” ▪ Asking about current actions: “What are you doing right now?” ▪ Giving reasons (festival/holiday): “We’re having a holiday here.” ◦ To notice and practice sentence stress in short conversational turns. 2. Language Skill Objectives ◦ Listening: To extract specific information (people’s activities, reasons) from a phone call dialogue. ◦ Speaking: To role-play a simple telephone conversation, integrating learned expressions and descriptions of current activities. ◦ Reading for Detail: To scan a dialogue to verify specific pieces of information. 3. Emotional & Cultural Objectives ◦ To gain basic cultural knowledge about the Dragon Boat Festival within an English-language context. ◦ To build confidence in simulating a common, practical life scenario: a cross-cultural phone call. II. Key & Difficult Points • Key Points: 1. Understanding the sequence and key phrases in a simple telephone dialogue. 2. Using the present continuous tense to describe what people are doing in a specific (festive) context. • Difficult Points: 1. Integrating Multiple Elements: Combining telephone etiquette, present continuous tense, and cultural information smoothly in a role-play. 2. Natural Delivery: Using appropriate stress and intonation to sound conversational rather than robotic. III. Teaching Preparation • Teacher: ◦ Multimedia PPT with: pictures of Dragon Boat Festival activities, audio of the conversation, clear breakdown of the dialogue flow, a “Telephrase Toolbox,” and role-play instructions. ◦ A short (1-min) video clip showing dragon boat races and zongzi making (optional but effective). • Students: ◦ Worksheet 1: Listening guide for 2a (gap-fill) and a simple T/F activity for 2b. ◦ Worksheet 2: “Who is doing what?” table for 2c and a structured role-play planner for 2e. IV. Teaching Procedures (Total: 45 minutes) Step 1: Warm-up – Cultural & Contextual Hook (5 minutes) • Activity 1: Picture Prediction (3 mins) ◦ Show the picture from 2a. Ask: “Where is Jane? (Hint: Look at the flag). Where are her parents? What special day might it be in China?” Elicit “Dragon Boat Festival.” • Activity 2: Quick Culture Share (2 mins) ◦ Show a short video or pictures of dragon boat races and zongzi making. T: “During the Dragon Boat Festival, people often make zongzi and watch dragon boat races. Jane is calling her family in the UK. What do you think she will tell them?” This connects the cultural context to the main activity. Step 2: Listening I – Understanding the Call (2a & 2b – 12 minutes) • Activity 1: First Listening – For Gist and Key Phrases (2a) (5 mins) ◦ Pre-listening: T: “Listen to Jane’s call. What is the main reason for her call?” (To say hello during the festival). ◦ Listening Task: Play the audio. Students complete a gap-fill exercise on Worksheet 1 with key phrases from the dialogue (e.g., "hold on", "take a message"). ◦ Post-listening: Check answers and review the phrases. • Activity 2: Second Listening – For Specific Details (2b – Adapted) (7 mins) ◦ Task Adjustment: Use a simple True or False activity instead of T/F/NG for this level. Statements on Worksheet 1 could include: 1. Jane is in China. (T) 2. Jane’s mother is making zongzi. (F) 3. Jane's father is watching the dragon boat race. (F). ◦ Listening & Check: Students listen again to mark statements. Then, in pairs, they compare answers and justify them by finding evidence in the dialogue. This encourages detailed listening and peer learning. Step 3: Reading & Consolidation – What is Everyone Doing? (2c – 8 minutes) • Activity 1: Information Transfer (5 mins) ◦ Students read the dialogue in their books or on Worksheet 2 to complete a “Who is doing what?” table (Jane / Parents). ◦ Class Check: Build the table on the board. Reiterate the present continuous structure: "Jane is making… Her parents are washing…" • Activity 2: Language Focus – The ‘Why’ (3 mins) ◦ Highlight the sentence: “We’re having a holiday here.” T: “This is the reason they are at home doing these things. We can give reasons in our conversations too.” Step 4: Pronunciation – The Music of Conversation (2d – 5 minutes) • Activity: Stress for Meaning ◦ Play the line: “I’m MAking ZONGzi.” Ask: “Which words are strong and clear?” (Making, Zongzi). Explain that we usually stress important information words (content words). ◦ Practice: Use a clapping technique (clap on stressed words) or highlighting on the PPT to practice stress in 2-3 key sentences from the dialogue. Step 5: Speaking – Creating Your Own Call (2e – 13 minutes) • Activity 1: Situational Setup & Structured Preparation (5 mins) ◦ T: “Now, imagine you are calling a friend in another country during a Chinese festival (like Mid-Autumn Festival or Spring Festival). What would you tell them you are doing?” ◦ Students work in pairs using Worksheet 2 (Role-play Planner). They decide: roles (caller/receiver), the festival, their activities (1-2), and choose 2 expressions from the PPT ‘Telephrase Toolbox’ (e.g., “Hello, it’s…”, “Could I speak to…?”, “What are you doing?”, “We’re having a… here.”). This scaffolding supports differentiated learning. • Activity 2: Practice and Performance (8 mins) ◦ Pairs create and practice a 4-6 line call. Teacher circulates to provide help. ◦ Invite 3-4 pairs to perform. Encourage them to use gestures as if holding a phone. Provide positive feedback on language use and pronunciation. Step 6: Summary & Homework (2 minutes) • Summary: T: “Great job today! You practiced listening to a call about the Dragon Boat Festival, talked about ongoing actions, and even made your own cross-cultural call. Remember, asking 'What are you doing?' is a great way to start a conversation!” • Homework: 1. Compulsory (Consolidation): Write down the 4-6 line phone conversation you practiced with your partner. 2. Optional (Culture Connection): Draw a picture of one Dragon Boat Festival activity (making zongzi OR a dragon boat race) and label it in English. V. Assessment • Observational: Teacher assesses listening comprehension through Worksheet 1. Monitors accurate use of present continuous tense and telephone language during pair work. • Performance-based: The in-class role-play serves as the primary speaking assessment. VI. Blackboard Design Unit 5 Section A: A Festival Phone Call Key Words & Culture: Dragon Boat Festival make zongzi, watch the dragon boat race Talking on the Phone: - Start: Hello, it's... / Could I speak to...? - Ask: What are you doing (right now)? - Explain: We're having a [holiday/festival] here. Grammar in Action (Now): I am (I'm) making zongzi. She/He is (She's/He's) washing the car. They are (They're) watching the races. Stress the IMPORTANT word: I'm MAKING zongzi. VII. Teaching Reflection (Post-Lesson) • Cultural Context: Did the introduction of the Dragon Boat Festival provide a meaningful and engaging context, or did it distract from the core language goals? • Task Design: Were the listening tasks (adapted T/F) appropriate? Did the structured role-play planner effectively bridge the gap between the textbook dialogue and students’ own creative output? • Integration: How well did students combine telephone phrases, the present continuous tense, and the cultural element? What was the most common challenge? • Pacing & Flow: Was the transition from listening/reading analysis to speaking practice smooth? Did the 45-minute duration feel sufficient for all activities? • Differentiation: Were the activities and supports (like the role-play planner) effective in catering to students at different proficiency levels? 学科网（北京）股份有限公司 $