人教版（2024）七年级下册Unit 5 Here and Now Section A 1a-1d 教案

Unit 5 Here and Now Section A 1a 1d 教案
Teaching Objectives
1. Language Competency
Students will master the use of the present continuous tense to describe ongoing actions.
Students will acquire vocabulary related to daily activities (e.g., doing homework, watching TV, playing soccer).
2. Cultural Awareness
Students will reflect on the importance of time management by discussing daily routines.
3. Thinking Skills
Students will enhance critical thinking by inferring context from auditory and visual prompts.
Students will practice logical sequencing of events through role play activities.
4. Learning Capacity
Students will collaborate in pairs/groups to complete tasks, fostering teamwork.
Students will utilize listening strategies (e.g., predicting, note taking) to extract key information.
Teaching Procedures
I. Warm Up & Lead In (5 minutes)
Teacher Activity:
Show a short video clip of people performing various actions (e.g., cooking, dancing, reading).
Ask: "What are they doing Let’s describe the actions using ‘ ing’ verbs!"
Student Activity:
Brainstorm verbs (e.g., cooking, dancing). Write answers on the board.
Interactive Q&A:
T: "Maria, what is the girl in the blue shirt doing "
S: "She is reading a book."
T: "Good! How about the boy with the soccer ball "
S: "He is playing soccer."
Purpose: Activate prior knowledge and introduce the target grammar naturally.
II. Presentation (10 minutes)
1. Grammar Focus
Write sentences from the video on the board:
"She is reading." / "They are playing soccer."
Highlight the structure: Subject + am/is/are + verb ing.
Use gestures to mimic actions (e.g., writing), prompting students to chant: "You are writing! He is writing!"
2. Vocabulary Introduction (1a)
Display textbook images (1a) and ask: "What are the people doing Match the phrases to the pictures."
Elicit answers through choral repetition:
T: "Number 1—doing homework. Repeat!"
Ss: "Doing homework!"
Purpose: Reinforce vocabulary and grammar through visual and auditory input.
III. Listening Practice (1b: 10 minutes)
Pre Listening:
Ask students to predict the activities they might hear.
T: "Look at the pictures. What activities will the recording mention "
While Listening:
Play the audio twice. First listening: circle correct answers. Second listening: fill in missing words.
Check Answers:
T: "Who is talking in Conversation 1 "
S: "Tom and Linda."
T: "What is Tom doing "
S: "He is watching TV."
Post Listening:
Role play the dialogues in pairs. Encourage exaggerated intonation for engagement.
Purpose: Develop listening accuracy and contextual understanding.
IV. Speaking Activity (1c 1d: 15 minutes)
1. Controlled Practice (1c)
Students work in pairs to create dialogues using the structure:
A: "What’s he doing "
B: "He’s playing basketball."
Teacher circulates to correct pronunciation/grammar.
2. Creative Extension (1d)
"Guess the Action" Game:
One student mimes an action (e.g., washing dishes).
Others ask: "Are you singing " until the action is guessed.
Reward the fastest guesser with a sticker.
Purpose: Promote fluency and confidence in real life communication.
V. Consolidation & Reflection (5 minutes)
Recap grammar rules and vocabulary via a mind map on the board.
Pose reflective questions:
T: "Why is it important to describe what’s happening now "
S: "To share updates with friends or family."
Assign homework: Write 5 sentences about family members’ current actions.
Teaching Reflection
This lesson aimed to balance language acquisition with student engagement through multimedia, games, and peer interaction. The warm up video successfully captured attention, and students eagerly participated in describing actions. However, timing issues arose during the listening segment; weaker students struggled to catch keywords quickly. In future lessons, I will differentiate tasks by providing a word bank for support.
The "Guess the Action" game energized the class but occasionally veered off task. Clearer instructions and time limits could enhance focus. Additionally, while pair work fostered collaboration, monitoring all groups simultaneously was challenging. Implementing a peer assessment checklist (e.g., "Did your partner use ‘is/am/are’ correctly ") might encourage accountability.
The reflective discussion on time management was briefly touched upon but deserved deeper exploration. Integrating a short video about daily routines across cultures could enrich cultural awareness. Overall, students achieved the core objectives, yet scaffolding for diverse proficiency levels remains a priority.
Future adjustments include:
1. Adding a quick grammar quiz via Kahoot! to assess understanding.
2. Incorporating a think pair share activity before listening to activate schema.
3. Using breakout rooms for online learners to ensure inclusive participation.
This lesson reinforced the value of dynamic activities in language teaching but highlighted the need for adaptive strategies to cater to all learners.