鲁教版(2024)七年级上
Unit 1 Section A(3a-Self check) 教学设计
学科 英语 年级 七年级 课型 新授课 设计者 孙凯
课题 鲁教版七年级上(2024)Unit 1 Here and now Section A(1a-pronunciation) 课时 第一课时
课标要求 依据《义务教育英语课程标准》（2022年版）要求:语言能力听力方面：能听懂与“Here and now”主题相关的简单对话或指令，如涉及当前场景、活动等内容的句子。口语方面：能够运用所学的词汇和句型，围绕“Here and now”进行简单的日常交流，描述当下的情况，如“This is our classroom here and now.”。语音方面：正确读出与“Here and now”相关的词汇和句子，掌握其中元音、辅音的发音，以及连读、重读等语音技巧。 学习能力 能够通过观察、模仿等方式，自主学习与“Here and now”相关的发音规律和表达方法。 在教师引导下，总结归纳相关语音知识，提高学习效率。 文化意识 了解英语国家中人们在描述当下场景或活动时的文化习惯和表达方式，如不同场合下的用语差异。 思维品质 通过对“Here and now”相关内容的学习，培养观察能力和逻辑思维能力，能够准确描述当前的人、事、物及其关系。
教材分析 本单元的主题围绕 “跨地域实时活动与时间差异（Here and Now）” 展开，结合日常生活场景（如电话邀约、节日活动）和跨文化元素（时区差异、国际城市）。文本特点体裁：听力对话、情景角色扮演文本、语音练习材料语言结构：以现在进行时为语法主线，串联时间状语（at the moment/right now）、活动类动词短语及语音规则（字母 “u” 的多元发音）。核心语法：现在进行时的构成与运用（主语 + am/is/are + 动词 - ing），强调动作的即时性与持续性。功能句式：What is/are 主 doing？主 is/are v- ing 其他.文化元素：时区差异（Time Zones）的具象化呈现（如北京与多伦多的昼夜对比）
国际城市名称的语音文化（Toronto/Moscow 的发音渗透地域特征）
学情分析 一、学生已有基础知识储备: 掌握一般现在时基本结构，积累一定量动作类词汇（play/read/wash 等）; 熟悉日常问候语及简单社交句式（如Hello! What’s up ）.技能水平:能听懂含基础现在进行时的简短对话; 具备初步情景对话表达能力，但语法准确性待提升。二、学习难点与需求难点：语法层面：现在进行时 be 动词与主语的主谓一致（尤其第三人称单数is的正确使用）；动词 - ing 形式的拼写规则（如ride→riding的开音节发音）语音层面：字母 “u” 在不同音节中的发音辨析（/ju /vs./u /vs./ /）认知层面：时区差异的抽象概念理解（如 “时差” 与 “昼夜交替” 的因果关系）需求通过多模态情景（视频 / 图片 / 角色扮演）具象化抽象知识借助游戏化活动（发音竞赛 / 对话改编）提升语言实践趣味性获得分层支持（基础语音卡片 / 时差计算表）突破个体瓶颈三、学习特点与策略年龄特点：七年级学生处于具象思维向抽象思维过渡阶段，对贴近生活的真实语境（如微信通话）兴趣浓厚，但对跨学科概念（地理时区）理解需直观支撑。教学策略建议： 情景沉浸式：创设 “跨国电话”“全球节日活动” 等真实任务场景；视听结合法：利用视频《Around the world》动态呈现时差现象；任务驱动型：通过 “听力问题链 — 对话创编 — 语音归类” 螺旋式任务链推进学习分层任务设计：基础层：完成 “图片 — 活动” 配对、be 动词填空练习提升层：改编电话对话并替换活动地点 / 动作拓展层：结合时差知识撰写 “不同城市此刻活动” 微作文四、潜在问题与应对常见误区：混淆现在进行时与一般现在时（如误说He play volleyball now）字母 “u” 发音受母语负迁移影响（如将cute读作 /k t/
核心素养目标 语言能力：能准确运用现在进行时描述图片中人物活动（如She is washing dishes.），熟练使用功能句式完成电话邀约对话，掌握字母 “u” 的三种发音规则，能正确归类 90% 以上目标单词（如cute/blue/fun）。文化意识：通过 “北京 vs. 多伦多” 案例，理解时区差异对日常活动的影响。思维品质：在听力任务中提取关键信息（如邀约人、活动类型），通过 “时差逻辑分析” 培养空间想象与因果推理能力学习能力：通过小组合作完成对话表演，实现分工明确、互动流畅；借助分层任务自主选择学习路径。
教学重点 1. 现在进行时的结构运用与功能句式的情景化表达2. 字母 “u” 在重读开 / 闭音节中的发音规则。
教学难点 1. 现在进行时主谓一致的精准性（如He is riding a bike.的动词形式）2. 长元音/u /与短元音/ /的发音辨析（如ruler vs. cut）3. 时差概念与跨文化场景关联
教学方法 1.情境教学法：通过播放香蕉奶昔制作视频、展示实物原料（香蕉、搅拌机等），创设真实情境，激发学生表达欲望。2.对比分析法：对比中文与英文制作步骤表达差异，如中文常省略主语，而英文需明确主语或使用祈使句，强化语法意识。3.多媒体辅助法：利用PPT、互动白板标注重点词汇和句型，动态呈现制作步骤，增强视觉记忆。4.分层教学法：针对不同水平学生，设计分层任务，如基础层学生完成步骤填空，提高层学生创新制作配方并描述。
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
环节一Leading in Greeting Watch a video.T:Hello,everyone. I am your new teacher. I work in a countryside school. There are many flowers and plants. Is it beautiful But now I am here. I am talking with you.Look and share:Where do you think the people in the photos are What are they doing In shanghai and Toronto. They are having boat races...Can you explain how it can be daytime in one city when it is nighttime in another city Because they are in different regions and there is a time difference.（时差)Do you know what time it is in other places right now 展示视频Around the world, 了解时差提出大问题：What bring people together Jenny is calling创设打微信电话给朋友Jenny 的情景T: Hello, Jenny. What are you doing Jenny：I’m listening to music now. Do you want to share a song with me 提问:What is Jenny doing right now She is listening to music.Watch a video and pay attention to the verbs.播放Lemon Tree .I am sitting here in the boring roomIt's just another rainy Sunday afternoonI am wasting my time I got nothing to doI am hanging around I am waiting for youBut nothing ever happens and I wonderI am driving around in my carT: What are you doing right now？过渡到课本2页内容T: What are we doing We are having a class.How about other people What are they doing 学生看视频，从而引出标题学生看视频，了解时差的不同。Jenny is calling创设微信通话情境，通过对话示范现在进行时，师生共唱歌曲复现句式，过渡到课本图片描述任务。听歌曲，寻找共同点。 课上看视频，利用学校的视频导入新课， 迅速集中学生的注意力，激发学生对本节课学习内容的好奇心，调节课堂气氛，让学生以最佳的精神面貌迎接这节英语课。课前展示的歌曲内容与本单元内容息息相关，引出本节课谈论的Here and now,自然导入。
环节二 初步感知现在进行时 Work on 1aLook at the picture in 1a. Talk about each picture:What is/are 主 doing？主 is/are v- ing 其他.注意容易出现的问题：riding容易误读成/i/ 而没有读成/ai/，是开音节，强调语音知识Let matchUse 1a to match the activities with the pictures. Let students write the words under the correct pictures.Check the answerplaying volleyballreading a bookriding a bikewashing dishesgardeningshoppingSummary:Structure: Be (am/is/are) + V-ing基本变化规则:一般动词：直接加 -ingplay → playing, read → reading以不发音的 -e 结尾：去 e 加 -ingride → riding, write → writing重读闭音节且末尾只有一个辅音字母：双写辅音字母再加 -ingshop → shopping, run → running以 -ie 结尾：变 ie 为 y 加 -inglie → lying, die → dying 句型：What is/are 主 doing？主 is/are v- ing 其他.过渡：Alright, we've finished discussing 1a—describing pictures and matching activities. Now let's move on to 1b. Next, we'll listen to three conversations. Please answer the questions about the caller, the activity and the number of free friends. Let's start! ①学生个体展示，如有错，他人纠错② 学生结对练习新句式③ 学生班内分享④学生齐读记忆词组。 Work on 1a引导学生观察图片，运用句式 “What’s/are...doing ” 描述画面内容，强调 “riding” 等词的开音节发音（/ai/），纠正语音错误；组织 “活动 - 图片” 配对任务，学生书写单词并核对答案（如 playing volleyball 对应图片场景），教师巡视检查书写与匹配准确性。。
环节三Listening Work on 1bListen to three conversations, then answer the following questions. 1.Who is calling his friends 2.What activity does he want to do with his friends 3.How many of his friends are free to do the activity Check the answers.The answer are: Peter; He wants to play volleyball.Work on 1cPlay the audio again in 1c. Ask students to match the questions with answers.Check the answers.The answer are:C; A; BListening tips:Pay attention to the key words in each question before listening.Work on 1cPlay the audio again in 1c. Ask students to match the questions with answers.Check the answers.The answer are:C; A; BListening tips:Pay attention to the key words in each question before listening对话 1—— 填空（基础层）Listen and fill in the blanks依次播放三段视频和音频对话 2—— 跟读找句式（提升层）任务设计：听力材料：播放教材 1c 中的第二段对话（Teng Fei、Adam、Binbin 的活动）。任务要求：学生跟读对话，用 “” 划出电话交际用语（如 “Hi! It’s...”），用 “____” 划出现在进行时句子。 1、学生回答问题，引入课文3.听力练习，提高听力技巧。学生在教师的创景和引导下突破听力。 播放三段对话录音，学生听后回答问题（如 “Who is calling his friends ”），教师通过提问反馈判断听力理解效果；公布答案（Peter；play volleyball），针对错误集中的问题（如第三人称单数信息捕捉）进行二次讲解。Work on 1c复听 1c 音频，学生完成问题与答案匹配（C; A; B），强化听力细节捕捉能力；总结听力策略：听前圈画关键词（如活动、人物），提升信息定位效率。
环节四Conclusion Do you know how to make a telephone conversation now The callerThe receiver打招呼、介绍自己Hi,it's...(speaking)打招呼Hello 请某人接电话May I speak to....please 告诉对方某人不在家I'm afraid...is nothome yet.请求对方告知某人回电话Could you ask...to call me back,please 请求转达信息Can I take amessage 学生学会归纳总结 通过此环节目的是让知识更加直观的总结出来。
环节四Pair work Pair Work 学生分组分角色表演电话对话： A: Hi! It’s XXX. What are you doing at the moment B: I’m... Do you want to... 拓展：替换活动地点（sports park/supermarket）与动作短语。 Show time 学生根据所学习的内容进行实际运用练习。 Pair Work学生分组表演电话对话，替换地点（sports park/supermarket）和动作短语（如 reading a book→shopping），教师巡视指导语法运用（如 be 动词一致性）；小组展示对话，通过互评表记录表达流畅度与内容创新性。
环节四Pronunciation Work on Pronunciation 1-2Watch a short story.Pay attention the letter “U” pronunciation. Then Who is the memory king Have a student come to the front and play a game.Who is Listen and repeat.Add one more word to each group.Explain the rule of Pronunciation of the letter u规则：在重读开音节中，通常发/ju:/;在辅音字母I、r、j后发/u:/;在重读闭音节中，通常发/A/.字母组合ure常发/u /,比如：sure.cure pure分类练习单词发音： /ju /: music, computer, Tuesday /u /: blue, juice, June / /: fun, much, number Play a game：分组竞赛，快速读出单词并归类。朗读挑战 教师领读，学生跟读，重点区分长音/u /与短音/ /。 Ask students underline the stressed words in the conversation of Pronunciation 2.Listen and repeat 学生看视频，关注字母“U”的发音。做游戏看谁是记忆之王。跟读，注意发音练习 Work on Pronunciation 1-2看视频，讲解字母 “u” 发音规则（开音节 /ju /、闭音节 / / 等）；分类朗读练习（/ju /: music；/u /: juice；/ /: fun），通过竞赛游戏巩固发音归类，教师纠正长音 / / 与短音 / / 的混淆（如 ruler vs. cut）；标注对话重音词并跟读，强化语音语调感知。间的合作性学习。同学之间给的建议会促进和提高很大。
总结评价 Emotional educationT: What brings you,other teachers and me together T: What brings people together？Listening to eachOpening your mindVoice your true feelingsEqual to each other 学生小组活动，总结本课所学习内容。 情感教育环节通过主题升华将语言学习与价值观培养结合，引导学生关注跨文化沟通中的情感连接。
分层作业 HomeworkMust do:Copy the key words and phrases (e.g., playing volleyball, riding a bike) and recite the dialogues in plete the pronunciation classification exercise: write 3 new words for each of the /ju /, /u /, and / / sound groups of the letter "u".Choose to do:Make a phone call role - play video with a family member, using the learned sentences like "Hi! It’s... What are you doing at the moment " and upload it to the class group.
板书设计
教学反思 一）情境创设生动 在1a部分引入环节，我借助多媒体展示了校园不同场景的图片， 许多学生能积极主动地根据图片内容开口表达，课堂参与度较高 。（二）教学方法多样 1.任务驱动：在1b听力练习时，设置了不同层次的任务，先是简单地听关键词，再到填写关键信息，逐步引导学生掌握听力技巧，提高听力理解能力。2.小组合作：1c部分的对话练习采用小组合作形式，让学生两两一组进行角色扮演，模仿对话场景交流。小组合作不仅增加了学生开口说英语的机会，还培养了他们的团队协作和沟通能力。从课堂表现来看，大部分小组能够积极互动，且能灵活运用所学句型进行交流。（三）发音教学扎实 在pronunciation环节，运用了拆分音节、对比发音等方法帮助学生掌握发音规则。同时，借助音频材料让学生反复跟读模仿，学生对重点词汇和句子的发音准确性有了明显提升 。
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）(共27张PPT)
Unit 1
Here and Now
Section A (1a-Pronunciation)
Look and share
the Oriental Pearl TV Tower
Shanghai, China
Toronto, Canada
中国上海东方明珠
加拿大多伦多
Because they are in different regions,
and there is a time difference(时差).
What brings people together
What are they doing
They are phoning.
I am sitting here in the boring room
It's just another rainy Sunday afternoon
I am wasting my time I got nothing to do...
I am hanging around I am waiting for you
But nothing ever happens and I wonder
I am driving around in my car
What is she/he/are they doing right now
She is gardening.
He is reading a book.
They are riding bikes.
He is washing dishes .
They are playing volleyball.
She is shopping .
Different people are doing different activities right now.
playing volleyball
reading a book
washing dishes
riding a bike
gardening
shopping
Write the activities in the box under the pictures.
1a
gardening playing volleyball reading a book
riding a bike shopping washing dishes
A：What ... doing right now/now/ at the moment
B: He/She/They...
现在进行时，表示此时此刻正在做的事情
结构：主语 + _____ + _______ +其他
时间标志词有：now， right now, at the moment…
be
do-ing
doing(v-ing)
我们叫它“现在分词”
Tips: 1.be动词后面动词的现在分词形式一般情况下直接+ing，
read— reading sing — singing;
2.以不发音的e结尾要去e+ing,
ride — riding take — taking;
3.以重读闭音节结尾且末尾只有一个辅音字母的，双写这个字母再加-ing, shop — shopping sit — sitting;
Pair work
While-listening
Here are three telephone conversations.
Listen to the tape and fill in the blanks.
Who makes the phone
Who answers the phone
What activity does he want to do with his friends
Conversation 1: ________ ________
Conversation 2: ________ ________
Conversation 3: ________ ________
caller
answer
I’m calling my friends.
Peter
Peter
Peter
Teng Fei
Mrs Clark
Binbin
He wants to __________ with his friends.
play volleyball
Listening tip: Pay attention to the key words in each question before listening.
Listen and match
Listen again.Match the questions with answers.
Peter is calling his friends. What are they doing
1. What is Teng Fei doing A. He is shopping.
2. What is Adam doing B. He is watching a film.
3. What is Binbin doing C. He is doing his homework.
Tip:
Pay more attention
to the names and activities.
Listen and imitate 模仿
Conversation 1
Teng Fei: Hello
Peter: Hi, Teng Fei. It’s Peter! What are you doing at the moment
Teng Fei: Hi, Peter. I’m doing my homework.
Peter: Do you want to play volleyball at the sports park instead
Teng Fei: I’d love to, but I’m working on something important.
Peter: Never mind then! Maybe next time
Teng Fei: That sounds good!
Tip:
Pay attention to the sentence stress
and tones.
Do you want to do sth. …
用于提出建议
doing
Listen to conversation 2 .
Conversation 2
Mrs Clark: Hello
Peter: Hello. May I speak to Adam, please It’s Peter.
Mrs Clark: Hi, Peter. I’m afraid he’s not home yet.
Peter: Oh, is he still exercising at the park
Mrs Clark: No, he is shopping at the supermarket at the moment. Can I take a message
Peter: Yes, please. Could you ask him to call me back, please
Mrs Clark: Sure.
Peter: Thanks, Mrs Clark. Bye.
请找…接电话，好吗？
Underline the sentences about how to make a phone.
Binbin: Hello
Peter: Hey, Binbin. It’s Peter. What are you doing right now
Binbin: Nothing much! I ___________ a film, but it’s quite boring.
Peter: That’s too bad. I____________ about playing volleyball
at the sports park. ________ you ________ to come
Binbin: Of course.
Peter: Let's meet at the sports park at ten, OK
Binbin: Cool! See you then!
Fill in the blanks
am watching
am thinking
Would
like
Look and say
Do you know how to make a telephone conversation now
The answer The caller 打招呼 打招呼、介绍自己
告诉对方某人不在家 请某人接电话
请求转达信息 请求对方告知某人回电话
Hello
Hi,it’s.../This is…
I’m afraid...is not home yet.
May I speak to..., please
Could you ask...to call me back, please
Can I take a message
Hello. / Hi, ... It’s ...
May I speak to ..., please
See you then. / Bye.
Greeting
Activities
-What are you doing ... -I’m ...ing ...
Invitations
-Do you want to ...
-I’d love to, but ...
-Maybe next time
-That sounds ...
-I’m thinking about ...
Would you like to come
-Of course.
-Let’s meet at ..., OK
A: Hello. It’s _______.
B: Hi, it’s ______. What are you doing
A: I’m ______. What are you doing
B: I’m ______.
A: Do you want to_________
B: Sure, ______./Sorry, ______.
Pair work
nd with a kind goodbye, clear and sweet.
otice intonation fall and down.
pinions shared with respect.
ear the other side, don't cut in.
olite words start the chat.
PHONE
When we our friends,
what should we pay attention to
P
H
O
N
E
There is a cute girl, Lucy. She has a ruler. The ruler is blue. Now Lucy is using her blue ruler to draw. Suddenly, her cup drops and breaks. When she tries to pick it up. It cuts her hand. "Ouch!" she cries. Her mom runs quickly. She gives Lucy a kiss and a big hug.
A short story
Listen and remember the pronunciation of the letter "U"-- /ju:/、/u:// /
/ju:/
/ju:/
/u:/
/u:/
/ /
/ /
/ /
/ /
Who is the memory King
（谁是记忆之王）
Look and say
Listen and repeat.
1
元音字母 u读音归类
u /ju:/ use cute
/u:/ true ruler
/ / up cut
1.元音字母u在重读开音节中最常见的发音是字母本音/ju:/，如music、student、
introduce等;有时可以发/u:/，如blue、glue等。
3.元音字母u还可以发/ /，特别是在爆破音/p/或/b/后，如put、pull、push等。
2.元音字母u在重读闭音节中一般发/ /，如but、just、husband等。
A: What are you doing
B: I’m walking my dog.
A: Would you like to play football with me at the
sports park
B: Yes, I’d love to. When shall we meet
A: Let’s meet at three o’clock.
B: Sure.
Listen and underline the stressed words.
Which words do you think are stressed
A: What are you doing
B: I’m walking my dog.
A: Would you like to play football with me at the
sports park
B: Yes, I’d love to. When shall we meet
A: Let’s meet at three o’clock.
B: Sure.
当一个单词在句子中被重读时，它通常承载着重要的信息。
在这段对话中，一般实词（名词、动词、形容词、副词等）需要重读 ，虚词（冠词、连词、介词等）一般不重读。
单词重读
What brings you,other teachers and me together
Let's talk about
What brings people together
Homework
Must do:
(1) Copy the key words and phrases (e.g., playing volleyball, riding a bike) and recite the dialogues in 1b.
(2) Complete the pronunciation classification exercise: write 3 new words for each of the /ju /, /u /, and / / sound groups of the letter "u".
Choose to do:
Make a phone call role - play video with a family member, using the learned sentences like "Hi! It’s... What are you doing at the moment " and upload it to the class group.
Thank you !
