Unit 5 Section B Project 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 5: Project – A Snapshot of Our Apartment Building (3a–3c) & Reflecting Class Type: Project-Based Learning (PBL) Duration: 45 minutes Grade: Grade 7 I. Teaching Objectives 1. Language Objectives • To fluently and accurately use the Present Continuous Tense (am/is/are + verb-ing) to describe a variety of simultaneous, imagined activities within a shared community space (apartment building). • To employ descriptive vocabulary related to homes, daily routines, and emotions (e.g., apartment/flat, floor, cooking, reading, playing, happy, busy, together). 2. Skill & Competency Objectives • Collaborative Creation: To negotiate, design, and produce a visual representation of a community (apartment building) as a team. • Descriptive Presentation: To deliver a short, structured oral presentation describing the scene, using target grammar and vocabulary. • Peer Evaluation: To give and receive simple, constructive feedback based on clear criteria (creativity, clarity of description). 3. Emotional & Social Objectives • To experience collaborative creativity and appreciate diverse ideas within a group. • To reflect on the concept of community and shared spaces through imaginative storytelling. II. Key & Difficult Points • Key Points: 1. Collaborating to create a coherent visual design that provides a clear context for language use. 2. Producing sustained, accurate oral descriptions using the present continuous tense. • Difficult Points: 1. Generating Rich Descriptions: Moving beyond simple lists (“He is cooking.”) to include more detail (“In Flat 3B, Mr. Chen is happily cooking dinner while listening to music.”). 2. Balancing Artistic and Linguistic Goals: Ensuring the drawing activity effectively serves as a scaffold for language production rather than becoming an end in itself. III. Teaching Preparation 1. Teacher: • PPT with: project mission statement, clear phases and timer, examples of simple apartment layouts, a “Language Bank” of verbs and descriptive phrases, and presentation/feedback guidelines. 2. Students (per group of 3-4): • Project Kit: A3 paper, markers. • Worksheet 1: “Our Building Plan” – guides brainstorming (Building Name, 3-4 Flats, Activity Ideas). • Worksheet 2: “Our Presentation Script” – structured frame for planning the speech. • Peer Feedback Sticky Notes (2 per student). IV. Teaching Procedures Step 1: Project Launch – The “Community Snapshot” Mission (5 minutes) 1. Hook – Imagine a Building: • Show a simple line drawing of an apartment building cross-section. T: Look at this building. At this very moment, what’s happening inside? Let’s guess! 2. Introduce the Mission: T: Your mission: Create a ‘Snapshot’ of your own apartment building! Design it, name it, and show us what everyone is doing RIGHT NOW inside. Then present it as if you’re giving a video tour. Step 2: Phase 1 – Plan & Design (15 minutes) 1. Brainstorm & Sketch (3a): • Groups use Worksheet 1 to plan: 1. Building Name: (e.g., “Sunshine Tower”, “Happy Homes”) 2. Apartments: Decide on 3-4 flats (e.g., “1A”, “2B”). 3. Activities: For each flat, decide: Who is inside? What are they doing? (e.g., “In 1A, a grandmother is reading a book to her grandson.”) • Language Support on PPT: Provide a word bank of common activities (cooking, cleaning, playing games, doing homework, watching TV, playing music, exercising). 2. Draw Your Building (3a continued): • Groups transfer their plan to A3 paper, creating a simple drawing. Emphasize that drawing is to support their story, not to be perfect art. • Teacher circulates, prompting with language: “What is this person doing? Can you describe it in a sentence?” Step 3: Phase 2 – Prepare Your “Tour” (3b – 8 minutes) 1. Script Your Presentation: • Groups use Worksheet 2 to prepare a 1-minute “video tour” script. • Script Frame: “Welcome to [Building Name]! Let’s look inside right now. On the first floor, in Flat 1A, [description]… Upstairs in Flat 2B, [description]… We think our building is [happy/busy/interesting] because…” 2. Rehearse: • Groups practice their script. Each member should have a speaking part (e.g., one introduces, others describe flats). Step 4: Phase 3 – The “Building Tour” Fair & Reflection (3c & Reflecting – 15 minutes) 1. Gallery Walk & Tours (12 mins): • Groups display their posters around the room. • First: Silent “Gallery Walk” for 2 minutes to view all buildings. • Second: Each group gives their 1-minute “tour” presentation in front of their own poster. • Peer Feedback: Listeners write one thing they liked on a sticky note and place it near the poster. 2. Reflection & Connection (3 mins): • Bring class together. T: We saw so many different ‘right now’ moments. In a real city, at this exact time, what are people in different buildings doing? This connects to our time zone idea—everywhere has its own ‘right now’. Step 5: Project Wrap-up & Homework (2 minutes) • Conclusion: T: Excellent work, architects and storytellers! You created vibrant communities and described them perfectly in the ‘now’ tense. Well done! • Homework: 1. Individual Writing: On your worksheet, write 2 sentences about your favorite apartment from another group’s building. (e.g., “In ‘Happy Tower’, a girl is playing the piano. It looks fun.”) 2. Teacher’s Note: Collect the posters to create a classroom display titled “Our Here and Now.” V. Assessment • Process-Oriented: Teacher observes teamwork, use of target language during planning, and effort in poster creation. • Product-Oriented: The group poster and the 1-minute presentation are assessed using a simple rubric (e.g., Clarity of Design, Accuracy & Fluency of Description, Teamwork). • Peer & Self-Assessment: The sticky note feedback and homework task promote active viewing and personal reflection. VI. Blackboard Design ``` Unit 5 Project: A Snapshot of Our Building Our Goal: Show "RIGHT NOW" in our apartment building. Steps: 1. PLAN: Name, Flats (1A, 2B...), Activities. 2. DRAW: Your building snapshot. 3. TOUR: "Welcome to [Name]! In Flat 1A..." Language Help: - He/She is (cooking/reading/singing...). - They are (playing games/watching TV...). - It looks (happy/busy/quiet). ``` VII. Teaching Reflection (Post-Lesson) • Project Flow & Timing: Did the three-phase structure (Plan & Design → Prepare Tour → Tour Fair) work within the time limit? Was the balance between creating and presenting effective? • Language Output Quality: During presentations, did students use the present continuous tense accurately? Did they attempt to add any descriptive details beyond the basic verb? • Scaffolding Effectiveness: Did Worksheets 1 & 2 provide sufficient structure for planning and scripting? Did they help keep groups focused on the language objective? • Collaboration Dynamics: How well did groups work together? Were all members involved in both the creative and linguistic aspects of the task? • Real-World Connection: Did the reflection successfully link the imaginative project back to the unit’s real-world theme of simultaneous, diverse experiences? 学科网（北京）股份有限公司 $