初中英语人教版（2024）七年级下册（2024）Unit 5 Here and Now教案

这是一份初中英语人教版（2024）七年级下册（2024）Unit 5 Here and Now教案，共26页。教案主要包含了单元整体分析，单元教学目标等内容，欢迎下载使用。
主题: Current Activities and Glbal Cnnectins
语法重点: Present cntinuus tense (1)
核心词汇: gardening, riding a bike, playing vlleyball, shpping, reading, washing dishes, making zngzi, n the phne...
核心技能: Describing nging actins; Making and answering phne calls; Reading abut simultaneus activities in different time znes.
二、单元教学目标
By the end f this unit, students will be able t:
1. Describe what peple are ding at the mment using the present cntinuus tense.
2. Make and respnd t simple telephne calls t invite friends r chat.
3. Understand the cncept f time znes and that peple are ding different things at the same time arund the wrld.
4. Write a shrt descriptin f nging activities in a scene.
分课时教学设计
Perid 1: Sectin A Listening & Speaking (What are yu ding?)
教学内容分析:
本课时为单元导入课，核心目标是引入“当前正在进行的活动”这一概念，并初步感知现在进行时。学生将学习描述日常活动的动词及现在分词形式（-ing），并通过观察图片、倾听场景声音，学会使用“What are yu ding?”和“I‘m V-ing.”的句型进行简单交流，为整个单元的语法学习奠定基础。
教学重难点:
重点: Learning verbs fr cmmn activities; Understanding and asking “What are yu ding?”
难点: Frming the `-ing` frm f verbs (especially `riding`, `shpping`, `washing`). The structure f the present cntinuus: `am/is/are + V-ing`.
教学方法与教学准备:
方法：情景导入法（展示多人同时活动的场景图）、视听法、TPR（全身反应法）。
准备：展示各种当前活动的大型场景图（如公园、教室、家庭）、动作单词卡片、教材听力录音。
教学流程:
1. Warm-up & Lead-in (5 mins)
D a simple actin (e.g., writing n the bard). Ask: “What am I ding?” Elicit: “Yu are writing.” D a few mre (stand up, pen a bk).
Transitin: “Right! We use a special tense t talk abut actins happening NOW. Tday we‘ll learn hw t d that.”
2. Vcabulary & Listening (15 mins)
Present activity phrases using pictures r miming. Drill: `reading a bk`, `riding a bike`, etc. D 1a: match phrases t pictures.
Listen t 1b (Peter’s calls). Answer: Wh is calling? What activity des he suggest? Hw many friends are free?
Transitin: “Peter is inviting friends. Nw, let‘s listen carefully t what each friend is ding RIGHT NOW.”
3. Cntrlled Practice (15 mins)
Drill Q&A: “What is Teng Fei ding?” “He is ding his hmewrk.” Fcus n prnun + `am/is/are`.
Chain drill: Student A mimes an actin. Student B asks “What is he/she ding?” Student C answers.
Transitin: “Great! Nw, let‘s practice making ur wn phne calls t invite smene.”
4. Wrap-up & Assignment (5 mins)
Review the `-ing` frm f tday‘s verbs. Assign hmewrk: Draw a family member ding smething nw and write ne sentence: “My ___ is ___ing.”
Transitin: “Talking abut ’nw‘ is useful, especially n the phne.”
Hmewrk:
必做：
1. 抄写并记忆本课学习的动词及-ing形式（如reading, eating, playing等）。
2. 看课本图片，用“He/She is V-ing.”写出3个句子。
选做：
观察你的家人在晚上7点正在做什么，用中文或简单的英文关键词记录，并尝试用“My father is...”说出一句话。
Blackbard design:```
Unit 5 Here and Nw (Perid 1)
What are peple ding?
reading a bk cleaning the rm
watching TV talking n the phne
using the cmputer
Key Sentence:
-- What are yu ding?
-- I‘m (reading).
-- What is he/she ding?
-- He/She is (watching TV).
教学反思关注点:
Did students have difficulty with the `-ing` frm f any verbs?
Culd they crrectly match `am/is/are` t the subject in their answers?
Was the chain drill manageable and did it reinfrce the structure?
Perid 2: Sectin A Prnunciatin & Dialgue (2a)
教学内容分析:
本课时结合语音训练与情景对话。重点学习/juː/（如use）， /uː/（如cmputer）， /ʌ/（如but）的发音区别。通过2a电话对话，学生在“询问对方正在做什么”的真实交际语境中巩固发音，并深入练习现在进行时的问答句型。对话中自然的交际用语（如Hld n, please.）也是学习重点。
教学重难点:
重点: Prnuncing sunds /juː/, /uː/, /ʌ/; Understanding and rle-playing a phne cnversatin between family members.
难点: Sentence stress in present cntinuus sentences and phne language. Understanding cultural cntext (Dragn Bat Festival, zngzi).
教学方法与教学准备:
方法：对比模仿法、角色扮演法、信息差活动。
准备：音标卡片及例词、电话道具或图片、对话录音、角色扮演任务卡。
教学流程:
1. Prnunciatin Fcus (15 mins)
Mdel: `/juː/` (use, cute), `/uː/` (true, ruler), `/ʌ/` (up, cut).
Listen and repeat. Stress that `u` can sund different.
Transitin: “Nw, let‘s listen t a phne call. Underline the wrds yu think are stressed.”
2. Dialgue Learning (20 mins)
Listen t 2a (Jane calling her family in the UK). First listening: Where is Jane? What is she ding? What are her parents ding?
Secnd listening: Cmplete the table (What are they ding? Jane: making zngzi. Dad: washing the car. Mum: gardening).
Practice reading in pairs, paying attentin t stress and friendly intnatin.
Transitin: “This is a warm family cnversatin. Nw, yu and yur partner make a similar call. One is in China, ne is back hme.”
3. Rle-play & Expansin (10 mins)
Pairs create a shrt phne call using the framewrk: Greetings -> Ask “What are yu ding?” -> Tell “I am ___ing.” -> Say gdbye.
Transitin: “Phne calls cnnect us with peple far away. Did yu knw that right nw, n the ther side f the wrld, peple are ding different things because f time?”
Hmewrk:
必做：
1. 跟读录音，熟练朗读2a对话，注意语音语调。
2. 写出对话中出现的现在分词（V-ing形式）并翻译。
选做：
与同伴模仿2a对话，改编部分活动内容（如将“making sup”改为“ding hmewrk”），并进行排练。
Blackbard design:```
Unit 5 (Perid 2)
Prnunciatin:
/juː/ use, cmputer
/uː/ fd, rm
/ʌ/ but, lunch
Telephne Talk (2a):
-- Hell, Jenny. What are yu ding?
-- Nt much. I‘m just...
-- What‘s Bb ding?
-- He‘s ...
-- Can I speak t him?
-- Sure. Hld n, please.
教学反思关注点:
Culd students identify stressed wrds in the sentences?
Were they able t fllw the crss-cultural cnversatin?
Did their created phne cnversatins use the present cntinuus accurately?
Perid 3: Sectin B Reading (Arund the Wrld at the Same Time)
教学内容分析:
本课时为阅读课，文本描述同一时刻（例如周六上午10点）世界不同地方的人们正在进行的活动。目标是训练学生通过快速阅读获取特定信息（地点、人物、活动）的阅读技能，并完成时间轴或地图标注任务。同时，将现在进行时的运用从个人扩展到全球视角，加深对时差和文化的初步感知。
教学重难点:
重点: Reading abut what peple are ding in different cities at specific times; Understanding the link between time and activity.
难点: The cncept f time znes. Vcabulary related t city life (`rush hur`, `subway`, `taxi`, `Central Park`).
教学方法与教学准备:
方法：任务型阅读法、图表填充法（表格或世界时钟图）、小组讨论。
准备：世界地图、阅读文本、信息整理表格（列有Place, Peple, Activity）、不同时区时钟图片。
教学流程:
1. Pre-reading (5 mins)
Shw a wrld map r a simple diagram f time znes. Explain: “When it‘s day here, it’s night smewhere else.”
Lk at clcks in 1a shwing different times. Ask: “What time is it in Chngqing? In New Yrk? What d peple usually d at this time?”
Transitin: “Let‘s read and see what peple in these cities are ding RIGHT NOW in this stry.”
2. While-reading (20 mins)
Read the vide script. First reading: Match the cities (Chngqing, Nairbi, New Yrk) t the main activities described.
Secnd reading: Add the specific times frm 1a int the text. Then answer detail questins: “What fd in Chngqing? Where see animals in Nairbi?”
Transitin: “S, time cnnects us all in different ways. The grammar that helps us describe these ’nw‘ actins is very imprtant.”
3. Pst-reading (10 mins)
Discuss: Which city sunds mst interesting t yu? Why?
Transitin: “T write gd descriptins like this, we need t master the present cntinuus tense. Let‘s review and practice it deeply next.”
Hmewrk:
必做：
1. 完成课本上的阅读理解练习。
2. 根据课文，填写信息表，梳理出至少三个地方人们的活动。
选做：
假设现在是北京的晚上8点，想象一下纽约（上午）、伦敦（中午）的朋友可能正在做什么，写下2-3个猜测性句子。如：“Maybe my friend Tm in New Yrk is having breakfast.”
Unit 5 (Perid 3) Right Nw Arund the Wrld
教学反思关注点:
Did the time zne intrductin help cmprehensin, r was it still cnfusing?
Culd students successfully place the times in the crrect paragraphs?
Were they interested in the glbal perspective?
Perid 4: Grammar Fcus (Present Cntinuus Tense)
教学内容分析:
本课时系统学习现在进行时的语法规则。包括：1）基本结构（am/is/are + V-ing）；2）现在分词（-ing）的构成规则（直接加、去e加、双写加）；3）现在进行时的疑问句（一般疑问句、特殊疑问句）及其肯定与否定回答。通过大量句型转换和情景造句练习，帮助学生从理解规则到熟练运用。
教学重难点:
重点: Frming affirmative, negative, and interrgative sentences in the present cntinuus tense.
难点: The spelling rules fr `-ing` frms (dubling cnsnants as in `swimming`, drpping `e` as in `making`). Frming questins (`Is he swimming?`).
教学方法与教学准备:
方法：归纳演绎法、句型转换操练、情景造句游戏。
准备：语法结构公式卡片、动词原形与分词配对卡片、课堂练习卷、情景图片（用于造句）。
教学流程:
1. Grammar Presentatin (10 mins)
Write affirmative sentences frm the unit. Highlight `am/is/are + V-ing`.
Shw hw t make negatives (`is nt -> isn‘t`) and questins (swap `is/are` and subject: `He is` -> `Is he?`).
Present key spelling rules fr `-ing` with verb cards (`make -> making`, `run -> running`, `lie -> lying`).
Transitin: “Let‘s slidify these rules with practice.”
2. Cntrlled Practice (15 mins)
Exercise 1: Cmplete sentences with the crrect present cntinuus frm f given verbs.
Exercise 2: Change affirmative sentences t negative r questins.
Exercise 3: Crrect the mistakes in `-ing` spelling.
Transitin: “Gd. Nw let‘s test yur understanding in a fun, active way.”
3. Guided Practice (10 mins)
Activity: “What am I ding?” One student cmes t the frnt, picks a verb card, and acts it ut. The class asks: “Are yu ___ing?” until they guess crrectly.
Transitin: “Perfect! Yu can nw ask and answer abut nging actins accurately. This will help yu write vivid descriptins.”
Hmewrk:
必做：
1. 完成语法专项练习卷（重点练习结构、分词变化和句型转换）。
2. 总结现在分词变化的三种规则，并各举2个例子。
选做：
1. “间谍报告”：用现在进行时描述教室里任意三位同学正在做的事情（假设场景），写成一份简短的“报告”。
2. 用一般疑问句“Are yu V-”编写一个包含三个问答的小对话。
Blackbard design:```
Unit 5 (Perid 4) Grammar Fcus: Present Cntinuus
1. Structure: am / is / are + V-ing
I am studying. He/She/It is running. We/Yu/They are playing.
2. -ing Frms:
play -> playing
write -> writing (去e)
run -> running (双写)
3. Questins:
What are yu ding?
Is he reading? Yes, he is. / N, he isn‘t.
```
教学反思关注点:
Which spelling rule caused the mst errrs?
Was frming questins mre difficult than frming negatives?
Did the guessing game engage all students and prvide sufficient practice?
Perid 5: Sectin B Writing (Describing a Scene)
教学内容分析:
本课时是写作课，主题为“描述一个场景中的活动”。学生将观察一幅丰富的场景图（如公园、操场、生日派对），运用现在进行时，有层次地描述图中不同人物正在进行的活动。重点在于学习使用方位词（in the center, next t, under the tree）和连接词（Sme are... Others are...）使描述连贯、有条理。
教学重难点:
重点: Writing a cherent paragraph describing multiple nging activities in a picture; Using subject prnuns and present cntinuus verbs crrectly.
难点: Aviding repetitin f “He is... She is...” by using variety (`Sme peple are...`, `A man is...`, `Tw girls are...`). Describing a scene lgically (frm left t right, r fregrund t backgrund).
教学方法与教学准备:
方法：看图说话、范文分析、过程写作（从句子到段落）、同伴互评。
准备：一幅细节丰富的场景大图、描述性范文、写作框架提示（开头-中间-结尾）、同伴互评清单（检查时态、动词形式、连贯性）。
教学流程:
1. Mdel & Structure (10 mins)
Lk at the park picture in 2b. Brainstrm verbs: `walking`, `flying kites`, `playing ftball`, etc.
Teacher mdels writing 2-3 sentences n the bard, demnstrating different sentence starters.
Transitin: “Nw, let‘s plan ur wn descriptin. First, list what yu see in the picture.”
2. Planning & Drafting (15 mins)
Students wrk in pairs t list at least 5 activities they see in the park picture.
Individually, students use their list t write a shrt paragraph. Prvide a starter: “It is a sunny day in the park. Many peple are here...”
Transitin: “Use yur list t write yur first draft. Try t use different wrds t start yur sentences.”
3. Writing & Peer-check (10 mins)
Students write drafts. Then, swap with a partner t check: 1) Are all verbs in the `-ing` frm? 2) Des every sentence have `am/is/are`? 3) Cunt hw many different sentence starters they used.
Transitin: “A gd writer checks their wrk. Use yur partner‘s feedback t make yur descriptin even better.”
Hmewrk:
必做：
根据提供的场景图或自己选择一幅图，写一篇不少于6句话的短文，描述图中的活动。
选做：
1. 为你的短文画一幅简单的配图。
2. 录制一段1分钟的音频，用英语描述你家窗外或某个你熟悉的公共区域“此时此刻”的景象。
Blackbard design:```
Unit 5 (Perid 5) Writing: A Busy Scene
Title: In the Park / At the Party
Para 1: 总体介绍 (It‘s a sunny day. The park is busy.)
Para 2: 具体描述 (Lk! Under the big tree, an ld man is... Next t him, tw girls are... Over there, sme bys are...)
Para 3: 感受/结尾 (Everyne is having a gd time.)
教学反思关注点:
Did students struggle t generate enugh varied vcabulary fr the scene?
Was subject-verb agreement (`He is`, `They are`) maintained?
Did the peer-check fcus n the key grammatical accuracy pints?
Perid 6: Prject – Draw and Describe a Grup f Flats
教学内容分析:
本课时为项目式学习课，是单元知识的综合创意输出。学生小组合作，绘制一栋公寓楼的剖面图，并为每个窗口内的“住户”设计一个正在进行的活动。完成后，小组需用现在进行时进行口头介绍。此任务融合了美术设计、协作能力与语言综合运用能力，趣味性强。
教学重难点:
重点: Cllabrative drawing and describing; Integrating imaginatin with language prductin.
难点: Prducing extended spken utput t describe multiple apartments. Using prepsitins f place (`n the first flr`, `in flat 101`).
教学方法与教学准备:
方法：项目式学习、合作创作、展示讲解。
准备：A3或海报纸、彩笔、项目任务说明、示范图例、展示评价表。
教学流程:
1. Prject Launch (5 mins)
Shw the example “Sunny Flats” drawing and descriptin. Explain: “In grups, yu will draw a building with 3-4 flats and describe what each persn/family inside is ding NOW.”
Transitin: “First, decide n a fun name fr yur flats and wh lives in each ne.”
2. Grup Wrk (20 mins)
Grups design their building and draw it n a pster. They label the flats (Flat 101, 102...).
They write 1-2 sentences fr each flat describing the nging activity (e.g., “In Flat 101, Mr. Chen is cking.”).
Transitin: “Great designs! Nw, prepare t present yur building t the class. Everyne shuld say ne sentence.”
3. Presentatin & Sharing (15 mins)
Each grup shws their pster. Grup members take turns describing ne flat each.
Class vtes fr “The Mst Interesting Building” r “The Best Descriptin”.
Transitin: “Yu are all great architects and strytellers! Yu‘ve shwn yu can describe many nging actins at nce.”
Hmewrk:
必做：
与小组成员共同完成公寓楼剖面图的绘制和至少4个房间活动的设计。
选做：
1. 担任小组“讲解员”，为你们的公寓楼撰写一段完整的英文介绍稿。
2. 为其中一个房间的住户，编写一段他/她正在打电话的短对话。
Blackbard design:```
Unit 5 (Perid 6) Prject: Life in the Apartment
Our Apartment Building
Flr 3: The Smiths are cking in Rm 301.
A girl is playing the pian in Rm 302.
Flr 2: ...
Flr 1: ...
It‘s a busy and interesting building!
教学反思关注点:
Did the drawing activity lwer anxiety and supprt language prductin?
Were grup presentatins balanced, r did strnger students dminate?
Was the target language (present cntinuus, prepsitins) used effectively?
Perid 7: Review & Extended Reading
教学内容分析:
本课时进行单元综合复习与拓展。通过“你演我猜”、“句子快拍”等游戏活动，高效复习现在进行时的核心词汇与句型。拓展阅读部分提供一篇旅行见闻日记的节选，作者用现在进行时生动描述旅途中的即时观察，让学生在更丰富的语境中巩固时态运用，并完成相关的阅读理解任务。
教学重难点:
重点: Reviewing the present cntinuus tense and unit vcabulary; Applying reading skills t new texts abut travel.
难点: Fllwing multiple, shrt first-persn narratives in the extended reading.
教学方法与教学准备:
方法：游戏竞赛法、任务型阅读法。
准备：复习游戏材料（动作卡片、句子拼图）、拓展阅读文本（日记体）、阅读理解题、单元综合小测卷。
教学流程:
1. Review Game (15 mins)
Game: “Fast Flash”. Quickly flash activity pictures. Students must say a full sentence in present cntinuus within 3 secnds. “She is riding a bike!”
Quick phne language review: Give prmpts (“Answer the phne”, “Ask fr smene”), students say the line.
Transitin: “Quick thinking! Nw let‘s read abut sme peple wh are visiting exciting places right nw.”
2. Extended Reading (20 mins)
Read “Visiting New Places” (three shrt vide scripts). First reading: Match the persn (Sandra, Liu Meng, Alex) t their lcatin (Paris, Niagara Falls, Thailand).
Secnd reading: Wh said it? Read qutes and match t the persn.
Discuss: Which place wuld yu like t visit? What wuld yu be ding there?
Transitin: “Using English, we can share ur experiences as they happen, just like these travelers.”
3. Unit Wrap-up & Mini-check (5 mins)
Quick quiz: 1) Fill in the blank with present cntinuus verb. 2) Unscramble a phne dialgue line. 3) True/False abut the extended reading.
Transitin: “Excellent wrk n Unit 5! Yu can nw talk abut the ’here and nw‘ anywhere. Next, we‘ll see hw the weather affects what we d.”
Hmewrk:
必做：
1. 系统复习Unit 5的笔记和错题。
2. 完成拓展阅读后的理解练习题。
选做：
1. 模仿拓展阅读的日记风格，用现在进行时写3-4句话，描述你当前所在的教室或环境。
2. 制作一张现在进行时的“知识小报”，总结结构、标志词、例句。
Blackbard design:```
Unit 5 (Perid 7) Review & Extensin
Review Bx:
[] [am/is/are + V-ing]
[-ing frms] [Questins & Answers]
Extended Reading:
A Travel Diary
“Right nw, I‘m sitting in a cafe in Paris. Peple are walking by... A man is playing the vilin...”
```
教学反思关注点:
Did the fast-paced review game assess true mastery r just speed?
Culd students distinguish between the three narratrs in the extended text?
What did the mini-check reveal abut the retentin f the cre grammar?
Place
Time
Peple
Activity
Beijing
10 a.m.
Wang Lin
ding hmewrk
Sydney
12 p.m.
Susan & Tim
eating lunch
New Yrk
9 p.m.
Dave
watching a mvie