Unit 5 Pronunciation-2e(第2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句型、电话用语、邀请表达及字母“u”发音规则，通过视频导入回顾旧知，结合听力预测、信息提取等活动，搭建从基础句型到真实语境应用的学习支架，衔接前后知识脉络。 特色在于语境化教学与分层活动设计，如电话对话视频、听力匹配关键信息、pair-work角色扮演邀请场景，提升语言能力，培养思维品质中的分析推断能力，发音分组探究“u”的不同发音强化学习策略，助力学生综合语言运用，为教师提供清晰教学流程。

1. 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. 学科网（北京）股份有限公司 板书设计 Unit 5 Here and Now Section A（1a—1d）& Pronunciation Key words and phrases: gardening、riding a bike、playing volleyball、shopping、reading a book、 washing dishes Key sentence patterns: ①—What are you doing at the moment？—Im... ②—What is he/she doing right now？—Hes/Shes...at the moment. ③—What are you/they doing at the moment？—Were/Im/Theyre doing... 教学反思 Period 2 Section A（2a—2e） 教材分析 What: 本课呈现的语篇是一段家人之间的电话交流对话，主要涉及Jane 与其父母之间的通话内容。对话中，Jane 分享了她与Hao Yi 一起制作粽子的活动，并提及了观看龙舟赛的情况。父亲则透露了自己正在洗车，而母亲在进行园艺工作。对话包含了家庭成员间的问候、对健康状况的询问以及对彼此活动的兴趣表达。 Why: 本课通过一段贴近学生日常生活的家庭电话对话，让学生在真实的语境中学习和掌握关于家庭交 流、节日习俗以及日常活动的词汇和表达方式。此外，通过对话中的互动，学生还能够提升听力理解能力和口语表达能力，培养交际能力和社会适应能力。 How: 电话对话的形式使得语言学习更加贴近生活。对话中使用了大量家庭交流时常用的词汇，如 holiday、zongzi、Dragon Boat Festival、gardening、her cold is gone 等。这些词汇在对话中的自然运用，能帮助学生培养语感，提升口语表达的地道性。 教学内容 1. 谈谈Jane 和她的家人在做什么。 2. 掌握现在进行时的基本用法。 教学目标 【知识与技能】 1. 掌握以下重点单词及短语： hold on、voice、race、somebody、could、take a message、leave a message、call back 2. 掌握下列句型： ①Its/This is...speaking. ②—Could I speak to...？—Yes, hold on, please. ③—Is...there, please？—Sorry, he/she is... ④Can I take a message？ ⑤Would you like to leave a message？ 3. 能根据对话信息提取重点内容，并分类，归纳总结。 【情感、态度与价值观】 能结合语境得体地使用电话用语，同时学会与父母保持密切的联系和良好的沟通。 教学重难点 重点：1. 能够用正确的句型询问或描述人们在做什么。 2. 能够理解现在进行时的基本结构。 难点：能够根据现在进行时结构中主语的单数或复数正确选择be 动词（am/is/are）。 教学准备 图片、音乐、多媒体等。 教学过程 Lead-in The teacher plays a video of a telephone conversation and asks students to summarize what they are doing now. T: Lily is talking to her friends on the phone. Watch the video and find out what they are doing.Step 1 Ss: ... 【设计意图】通过看视频回答问题，引导学生回顾所学单词和短语，并有效地引入主题。 Listening（2a）Step 2 1. Predicting. Ask students to look at the picture in 2a and answer the following questions. （1） How many people are there in the picture？ （2） Where are they and what are they doing？ （3） What may they be talking about？ 2. Look through the conversation quickly. 3. Listen to the conversation and fill in the blanks. T: Jane is calling her parents. What are they talking about？ Now listen to the conversation and fill in the blanks. 【设计意图】通过看图片并回答问题，提高学生的听前预测能力，进一步提升学生的听力技能。 Reading（2b—2c）Step 3 1. Work on 2b. （1） Ask students to read the conversation and circle T for true, F for false or NG for not given. （While reading, the teacher walks around and corrects students pronunciations.） T: Here are five statements describing Jane and her family. Let s read the conversation together. Judge whether these sentences are true or false. Circle T for true, F for false, and NG for not given. （2） Ask students to share the answers and the teacher helps to correct their mistakes if necessary. 2. Work on 2c. （1） Ask students to read the conversation again and complete the table. T: What are they doing now？Lets read again and fill in the blanks. （The teacher shows the key sentence patterns on the PPT: Jane is.../Janes father is.../Janes mother is...） 94 初中创新题备课教案·英语·七年级下（RJ 版） $