Unit5HereandNowSectionA1a2e教案

TeachingObjectives

1.Languagepetence

Studentswillusepresentcontinuoustensetodescribeongoingactions.

Studentswillexpandvocabularyrelatedtodailyroutinesandtimeexpressions(e.g.,rightnow,atthemoment).

2.CulturalAwareness

Studentswillparehowpeopleindifferentculturesprioritizedailyactivitiesandperceivepunctuality.

3.ThinkingSkills

Studentswillanalyzetimemanagementstrategiesthroughcriticaldiscussions.

Studentswillinfercontextualmeaningsfromlisteningmaterials.

4.LearningAbility

Studentswillcollaborateingroupstocreatedialoguesandpracticepeerfeedback.

Studentswillusevisualaids(e.g.,timelines,schedules)toorganizeideas.

5.LifeSkills

Studentswillreflectontheirowntimemanagementhabitsandproposeimprovements.

TeachingMaterials

Textbook(SectionA2a2e)

Audioclips(2a2b)

Whiteboard,markers,andstickynotes

Projectorfordisplayingasampledailyschedule

Worksheetsforgrouptasks

TeachingProcedures

Step1:WarmUp&LeadIn(5minutes)

Activity:"What’sHappeningNow?"

Teacher:Showspicturesofpeopleengagedinactivities(e.g.,cooking,studying,playingsoccer).Asks:"Whatistheboyinthispicturedoingrightnow?"

Students:Raisehandstoanswerusingpresentcontinuoustense:"Heiscooking!"

Interaction:Teacherwritesresponsesontheboardandhighlightstheingstructure.

Purpose:Activatepriorknowledgeofpresentcontinuoustenseandengagestudentsvisually.

Step2:Listeningprehension(2a2b)(10minutes)

Activity1:PredictBeforeListening

Teacher:Displaysthequestionsin2a(e.g.,WhatisJennydoing?)andasksstudentstopredictanswersbasedonpictures.

Students:Discussinpairsandsharepredictions.

Activity2:ListenandCheck

Teacher:Playstheaudiotwice.Afterthefirstround,asks:"Wasyourpredictioncorrect?"

Students:plete2aindividually,thenpareanswersinpairs.

Teacher:Reviewsanswersandclarifiesmisunderstandings(e.g.,"Whyistheanswer‘studying’insteadof‘reading’?").

Purpose:Developlisteningskillsandcriticalthinkingthroughpredictionandverification.

Step3:GrammarFocus&Practice(2c2d)(15minutes)

Activity1:SentenceTransformationDrill

Teacher:Writessentencesinsimplepresenttense(e.g.,Sheeatslunch)andasksstudentstoconvertthemintopresentcontinuoustense.

Students:Volunteerswriteanswersontheboard:"Sheiseatinglunchrightnow."

Activity2:RolePlay"ADayinMyLife"

Teacher:Dividesstudentsintogroupsof3.Assignsroles:onestudentactsasareporterinterviewingothersabouttheircurrentactivities.

Exampledialogue:

Reporter:"Whatareyoudoingatthemoment?"

Student:"I’mpracticingbasketball.MybrotheriswatchingTV."

Students:Performdialoguescreatively,incorporatingprops(e.g.,imaginarymicrophones).

Purpose:Reinforcegrammarstructuresthroughinteractivepracticeandfostercreativity.

Step4:Culturalparison&Reflection(2e)(10minutes)

Activity:"TimeAroundtheWorld"

Teacher:SharesashortvideoclipshowingdailyroutinesinJapan,Brazil,andGermany.Asks:"Howdopeopleinthesecountriesmanagetimedifferently?"

Students:DiscussingroupsandpleteaVenndiagramparingculturalhabits.

Interaction:Groupspresentfindings.Teacheraddsinsights(e.g.,"InJapan,punctualityishighlyvalued").

Purpose:Enhanceculturalawarenessandanalyticalthinkingthroughmultimediaandcollaboration.

Step5:Consolidation&Homework(5minutes)

Activity:"MyIdealSchedule"

Teacher:Assignshomework:Createatimetableforyourperfectdayusingpresentcontinuoustense(e.g.,"At9a.m.,I’mcyclinginthepark").

Students:Askquestionsaboutthetask.Teacherprovidesexamplesontheboard.

Purpose:Encourageselfreflectionandpracticalapplicationoflanguageskills.

TeachingReflection

Thislessonsuccessfullyintegratedcorepetenciesbybalancinglanguagedrillswithreallifeapplications.Thewarmupactivityeffectivelyengagedvisuallearners,whilethepredictiontaskbeforelisteningstimulatedcriticalthinking.Studentsdemonstratedenthusiasmduringtheroleplay,showcasingtheirabilitytousethetargetgrammarcreatively.

However,timemanagementwasachallenge.Theculturalparisonsegmentneededmoreconciseinstructionstoavoiddelays.Somestudentsstruggledwithrapidspeechintheaudioclip;providingsubtitlesorslowingdowntheplaybackcouldimproveaccessibility.Additionally,whilegroupworkfosteredcollaboration,afewpassivelearnersreliedheavilyonpeers.Implementingindividualaccountability(e.g.,assigningroleslike"recorder"or"speaker")mightensureequalparticipation.

Theinclusionofmultimedia(videoclips)enhancedculturalunderstandingbutrequiredtechnicalpreparation.Infuturelessons,Iwilltestequipmentbeforehandandpreparebackupmaterials.Overall,studentsachievedtheobject