Unit 5 Section B 1a-2b 教学设计 2025-2026学年人教版英语七年级下册

Unit 5 Here and Now Section B: How do we share our lives with others? Period 4: Section B (1a–2b) – A Moment Around the World Class Type: Integrated Skills (Listening, Reading & Writing Focus) Duration: 45 minutes Grade: Grade 7 I. Teaching Objectives 1. Language Knowledge Objectives • To understand and use key vocabulary for describing city life and activities across time zones: time zone, rush hour, subway, passenger, tour, sunshine, market. • To review and apply the Present Continuous Tense to describe simultaneous actions in different geographical locations. • To learn and practice expressions for telling time and explaining simple cause-effect: “It’s … o’clock in …, so people are …ing.” 2. Language Skill Objectives • Reading & Listening: To extract specific information (time, activities) about daily life in three cities from a video script. • Speaking: To describe a scene of simultaneous activities using the target tense. • Writing: To produce a short, descriptive script (for a vlog or post) about a scene with multiple ongoing actions. 3. Cultural & Conceptual Objectives • To develop a basic understanding of time zones as a reason for differences in daily routines around the world. • To foster curiosity about life in other cultures by “snapshotting” a moment in time globally. II. Key & Difficult Points • Key Points: 1. Using the present continuous tense accurately to describe a variety of actions happening at the same time in different places. 2. Extracting and synthesizing information from a text that links time, place, and activity. • Difficult Points: 1. Grasping the Time Zone Concept: Understanding why the time is different, not just that it is different. 2. Sustained Descriptive Output: Producing extended oral and written descriptions with multiple parallel actions without repetitive sentence structure. III. Teaching Preparation 1. Teacher: • PPT with: a simple world map highlighting the three cities (Chongqing, Nairobi, New York), their times, and iconic images; the video script; key sentence frames; and writing instructions. • A globe and a flashlight (or animation) to visually demonstrate Earth’s rotation and time zones (crucial for the difficult point). 2. Students: • Worksheet 1: “A Global Snapshot” table for 1b/1c (City, Time, What are people doing?). • Worksheet 2: “My Scene Script” writing guide with picture prompts and a paragraph frame. IV. Teaching Procedures Step 1: Warm-up – The “Right Now” Challenge (5 minutes) 1. Personal to Global: T: It’s [current time] here in Hengyang. You’re sitting in class. What’s your best friend doing right now? (Elicit guesses). What about a famous person in Beijing? (More guesses). Now, what if your friend is in London? Would they be sleeping, eating, or studying? 2. Introduce the Core Question: T: To answer that, we need to understand ‘time zones’. Today, we’ll explore what people are doing at the SAME MOMENT in Chongqing, Nairobi, and New York! Step 2: Concept Introduction – Why Different Times? (1a – 7 minutes) 1. Visual Demonstration (Not Just a Map): • Use the globe and flashlight. Darken the room, shine the light on “China.” T: “It’s daytime here.” Rotate the globe to “US.” T: “Now it’s night here. The Earth spins, so the sun shines on different parts at different times. We divided Earth into ‘time zones’ to tell time.” 2. Practice Telling the Time: • Show PPT with clocks for the three cities. Practice: “What time is it in Chongqing? It’s 8 p.m.” • Quick Drill: Point to a city, students say the time in chorus. Step 3: Reading & Listening – A Global Snapshot (1b, 1c, 1d – 15 minutes) 1. First Reading – Skimming for the Big Picture: • Students skim the video script. T: Find the three cities and the time for each. Fill in the first two columns of your Worksheet 1 (‘Global Snapshot’ table). 2. Second Reading – Scanning for Details: • Students read carefully to complete the “What are people doing?” column for each city. • Pair Check: Students compare tables. Encourage them to use full sentences: “In Nairobi at 3 p.m., some people are visiting parks.” 3. Comprehension & Language Focus (1c & 1d): • Discuss the questions in 1c. For Q4 (Why different times?), refer back to the globe demonstration. • Do activity 1d as a quick whole-class check. Step 4: Grammar in Action – From Reading to Speaking (2a – 8 minutes) 1. Describe a Picture: • Show a new, busy picture (e.g., a park, a market square) on PPT. T: “It’s Sunday afternoon here. What’s happening?” 2. Structured Speaking Practice: • Use a sentence ladder on the board to encourage varied descriptions: - Some people are _. - A few are _. - Over there, a man is _. - You can also see people _. • Students describe the picture in pairs for 1-2 minutes. Step 5: Writing – Create Your Own “Snapshot” (2b – 10 minutes) 1. Integrated Writing Task: T: Now, choose a place (a park, a shopping street, our school gate). Imagine it’s a specific time. Write a short script for a video, describing what is happening. 2. Guided Writing: • Provide Worksheet 2 (‘My Scene Script’) with a structured frame: [Greeting] Hi! I’m at [place]. It’s [time] now. [Description] Look around! Some people are… A woman is… Over there, children are… [Closing] It’s a busy/nice/quiet [time of day] here! • Students write their first draft. 3. Peer Share: • In pairs, students read each other’s scripts. Listener’s task: “Tell me one action you heard.” V. Assessment • Formative (Observation & Product): Teacher assesses conceptual understanding during the globe activity and reading comprehension via Worksheet 1. • Product-based: The scene script (Worksheet 2) is evaluated for correct use of the present continuous tense, coherence, and descriptive effort. VI. Blackboard Design ``` Unit 5 Section B: A Moment Around the World Key Concept: Time Zones Earth spins Sun shines on different parts Different clocks Our Global Snapshot (at the same moment): - Chongqing (8 p.m.): People are eating hot pot, rushing home. - Nairobi (3 p.m.): People are visiting parks, painting. - New York (7 a.m.): People are jogging, taking the subway. Describing a Scene (NOW): Some people are (verb+ing)... A few are (verb+ing)... Over there, ... is (verb+ing)... ``` VII. Teaching Reflection (Post-Lesson) • Conceptual Understanding: Did the globe/flashlight demonstration make the reason for time zones clearer than a static map would have? Could students articulate the basic cause? • Skill Integration: Did the lesson successfully integrate reading for information, speaking practice, and descriptive writing around a single grammar point (present continuous)? • Task Engagement: Did the “global snapshot” theme engage students’ curiosity? Was the transition from learning about other cities to describing their own local scene effective? • Scaffolding Effectiveness: Were the worksheets and sentence frames sufficient to support students in completing the reading and writing tasks independently? • Pacing: Was the balance between teaching the new concept (time zones) and practicing the core language (present continuous) effective? 学科网(北京)股份有限公司 $