Unit 5 Section A 1a-1d(第1课时)-【绿卡初中创新题】2025-2026学年七年级下册英语同步教案(人教版·新教材)河南专版

该教案聚焦现在进行时用法、电话邀请与回应表达，以及字母u发音和句子重读。通过展示活动图片提问导入，如“What's she doing?”，激活学生已学活动词汇，搭建从已知描述到新句型学习的支架，为对话练习奠定基础。 特色在于情境化与互动性教学，以三段电话对话为载体，通过听力提取关键信息培养思维品质，pair-work模拟邀请对话提升语言能力，小组合作探究字母u发音规律发展学习能力。助力学生提升口语表达与发音准确性，为教师提供结构化教学流程，增强课堂实效。

授课案例 Period 1 Section A（1a—1d）& Pronunciation 教材分析 What: 本课时主要包含三个小对话及语音练习。在第一个小对话中，Teng Fei 因为比较忙在电话中拒绝了Peter 的邀请。在第二个小对话中，Adam 不在家，Adam 的妈妈接了电话并询问是否需要帮Peter 捎个口信。在第三个小对话中，Binbin 接受了Peter 去打排球的邀请。语音部分任务1 主要介绍了字母u 在一些单词中的发音（/juː/、/uː/和/ʌ/），任务2 介绍了句子中应该重读的单词。 Why: 通过本节课的学习，学生能学会如何打电话邀请朋友并根据对方的回答作出响应，提升口语表达能力。 How: 本课的语篇内容主要通过三段对话来呈现。在对话中，学生通过打电话的方式，展示了如何在实际情境中运用语言来询问和分享正在发生的事情。对话中穿插了现在进行时的使用，让学生在具体情境中学习并掌握这一时态的用法。同时，对话还通过邀请和响应的方式，让学生了解了如何在打电话时表达邀请、接受或拒绝，以及如何根据对方的回答作出适当的回应。本课采用了情境模拟和对话互动的方式，使学习过程更加生动有趣。通过观察和分析主题图、参与对话互动以及分享个人看法，学生能够在实践中学习和掌握语言规则，同时加深对全球联系的理解。此外，通过小组合作和班级分享的方式，学生还能锻炼团队协作能力和信息整合能力，进一步提升自己的语言运用能力和社交技能。 教学内容 1. 谈论不同的活动。 2. 描述我们周围的人在做什么。 3. 掌握字母u 的发音和句子中应该重读的单词。 教学目标 【知识与技能】 1. 掌握以下重点单词及短语：ride、moment、at the moment、work on 2. 掌握下列句型： ①—What are you doing at the moment？—Im doing my homework/working on something important. ②—What is he/she doing right now？—Hes/Shes shopping at the supermarket at the moment. ③—What are you/they doing at the moment？—We are/I am/They are doing... 3. 学生能够总结每种类型的人在特定地点的常见活动，使描述更有条理，能够按照一定的逻辑顺序描述人们的活动。 【情感、态度与价值观】 帮助学生培养学习英语的强烈兴趣，同时，引导他们善于发现生活中正在发生的事情、积极思考，形成乐于助人、积极参与活动的态度，并在此过程中培育团结合作的精神。 教学重难点 重点：现在进行时的用法。 难点：1. 掌握一些动词及动词短语的用法。 2. 能够用现在进行时谈论照片中的人正在做的事。 学科网（北京）股份有限公司 教学准备 图片、音乐、多媒体等。 教学过程 Warming-up and lead-in Show a picture and ask students some questions like these:Step 1 T: Whats she doing？ S1: Shes talking on the phone. T: What are they doing？ S2: Theyre listening to a CD. ... 【设计意图】通过图片导入，调动学生的学习热情，明确本课主题，为新课做准备。 PresentationStep 2 1. Show some pictures and ask students to talk about what the people on the pictures are doing. 2. Let students give their answers. 3. Ask students if they find the words ending with -ing. Check the answers: reading a book; listening to music; talking on the phone; watching TV 【设计意图】通过展示图片，一方面引导学生对单词的学习，一方面锻炼学生的口语表达能力。引导学生总结词语表达的共性，引入现在进行时的结构。Step 3 Pre-listening Work on 1a. 1. Show students the pictures in 1a. Ask them to match the activities with the pictures. 2. Check the answers: playing volleyball; reading a book; washing dishes; riding a bike; gardening; shopping 3. Ask students to read the words and the teacher helps to correct their pronunciations if necessary. 4. Ask students to talk about the activities they want to do. T: Which activity do you want to do now？ 【设计意图】教师通过展示不同的图片导入新课，激发学生的学习兴趣，同时复习已学习的知识。 While-listeningStep 4 1. Work on 1b. （1） Ask students to listen to the conversations in 1b and answer the questions. T: There is someone talking on the phone. Now lets listen to three telephone conversations and find out the answers. Q1: Who is calling his friends？ Q2: What activity does he want to do with his friends？ Q3: How many of his friends are free to do the activity？ （2） Ask students to share their answers. 学科网（北京）股份有限公司 2. Work on 1c. （1） Ask students to listen again and match the questions with the answers. T: What are Teng Fei, Adam and Binbin doing now？Listen again and match the questions with the answers. （2） Ask students to share their answers and the teacher helps to correct their mistakes if necessary. （3） Ask students to make a summary of the sentence patterns in 1c and the teacher shows them on the PPT. 【设计意图】通过听力活动培养学生在语境中获取关键信息，理解对话内容的能力。 SpeakingStep 5 Pair-work and work on 1d. 1. Let students read the listening scripts and identify the sentence patterns used for inviting others to do something with you. Then show the main sentence patterns on the PPT. T: When we want to invite others to do something with us, we can use the sentence patterns: —Do you want to...？—Of course!/Id love to, but... 2. Ask students to act out a phone conversation with a partner and invite him or her to do something together. T: It s Sunday today. You want to invite one of your classmates to do something. Now work in pairs and make a phone conversation. 3. Choose three or four pairs of students to share their conversations. 【设计意图】通过pair-work 的形式，学生能够对目标句型进行充分练习。 PronunciationStep 6 1. Show students the phonetic symbols of the letter“u”in different words. 2. Ask students to read them in groups and find out how the letter“u”is pronounced in each word. （The teacher shows the phonetic symbols one by one.） T: Look at these words. How is“u”pronounced in these words？ Ss: /juː/, /uː/ and /ʌ/. T: Great! 3. Work on 1. （1） Ask students to listen to the recording and repeat after the recording. （2） Ask students to add one more word to each group. T: Do you know other words with the letter“u”that have these pronunciations？Please list one in each group. 4. Work on 2. （1） Ask students to listen to the recording and underline the stressed words. （2） Ask students to read after the recording and pay attention to the words that are stressed. 【设计意图】通过跟读音标及句子中的重读单词，学生能有效地练习发音及句子语调。 SummaryStep 7 1. Ask students to do the exercises about what they have learned today. 2. Ask students to make a summary of what they have learned today. 【设计意图】通过练习和总结，学生能够明确本节课的重难点知识。 HomeworkStep 8 1. Remember the new words and expressions. 2. Describe what your family are doing at 8:00 p.m. 94 初中创新题备课教案·英语·七年级下（RJ 版） $