Unit5HereandNow全單元5課時公開課一等獎創(chuàng)新教學設計（6份打包）人教版（2024）英語七年級下冊Unit5HereandNow

Thisunitfocuseson“thelivingconditionsandactivitiesofpeoplenowadays"withthebackgroundoftimeandregionaldifferences，exploringthebehaviourspeopleareengagedinandthelifestylesbehindthemindifferentscenarios.Throughavarietyoftopicsandtexts，suchasdailycommunicationbyphone，realtimescenesofdifferentcities，weekendactivitiesinparks，etc.，thestudentsareguidedtousethepresentcontinuoustenseaccuratelytodepictthepresent，improvetheirlanguageabilitytounderstandandexpresslifesituationsacrosstimeandspace.

UnitContentAnalysis(單元內容分析）

◆VocabularyandSentencePatterns

Vocabulary：Itinvolvesthewordsofvariousactivities(suchasride，workon，race，skate，kick，etc.)，aswellassometelephonephrases(suchasholdon，callback，takeamessage，leaveamessage，etc.).

SentencePatterns：Use“Whatareyou/theydoing？”“Whatishe/shedoing？"toaskothersabouttheactivitiespeoplearedoing，and“I'm/We're/They're/He's/She's＋v.ing…”totalkabouttheactivities；usephoneconversationstofindoutwhatothersaredoing，and“WhattimeisitinChongqing/Shanghai/…？"toaskaboutthetimeindifferenttimezones.

◆VocabularyandSentencePatterns

ListeningActivities：Thelisteningmaterialscontaindiversedialoguesituations，rangingfromfriends'invitationsandfamilycallstodiscussionsonvariousaspectsofurbanlife，trainingstudentstosharplycapturekeyinformationincomplexspeech，accuratelyinterpretcharacters'intentions，anddeeplyempathizewithemotionalattitudes.

SpeakingPractice：Oralpracticeinvolvesactivitiessuchasroleplaying，telephoneimitation，andactivitydescription，whichdrivestudentstousevocabularyandsentencepatternsfluentlyandaccurately，optimizepronunciation，intonation，andrhythm，enhanceconfidenceinoralexpression.

◆ReadingandWriting

ReadingMaterials：Thematerialsincludeintroductionsaboutwhatpeoplearoundtheworldaredoingatthesametime，aimingtoimprovestudents'readingcomprehensionandunderstandingofthetimezones，andsharetheirliveswithothers.

WritingTasks：Studentsarerequiredtofilloutpostcardsaboutone'sactivitiesthatarehappeningandwriteadescriptionofpeople'sactivities，etc.，aimingtocultivatestudents'writingabilityandcreativity.

◆GrammarandPronunciation

Grammar：Systematicallyexplainthegrammaticalrules，structuralchanges，anddetailedapplicationincomplexcontextsofthepresentcontinuoustense；analyzeindetailwithexamplesentences，consolidatethroughexercises，anddeepenunderstandingthroughsituationaldiscrimination.

Pronunciation：Focusonthepronunciationrulesofspecificvowelcombinations(/ju/，/u/，//)andthetechniquesofsentencestressandrhythm，calibratepronunciationnorms，optimizevoicetexture，addlusterandempoweroralexpressionwithprecisepronunciationandbeautifulintonation，andenhancelanguageexpressivenessandauditoryaesthetics.

KeyPoints1.Mastertheconstructionrulesofthepresentcontinuoustenseandthechangesofv．ingform.2．Firmlyrememberarichvocabularyofdailyactivities，situationalcommunicationphrasesandtelephonecommunicationsentencepatterns.3．Beproficientintextreadingskillsandwritingstructure，layasolidfoundationofknowledgeandskillsforlanguagepractice，andopenthedoortofluentandcreativeexpression.

KeyDifficulties1.Understandandapplythepresentcontinuoustensecorrectly.2．Cultivatestudents'writingabilityandcreativitybywritingadescriptionofpeople'sactivities.

1．Masterthewordsofactivities，phonephrases，andsentencepatternsinvolvedinthisunit.

2．BeabletolistentoandunderstandconversationsandphoneconversationsaboutactivitiesandtimezonesinEnglish.

3．Beabletotalkaboutone'sactivitiesinEnglish，haveaphoneconversationandsharetheirliveswithothers.

4．Beabletowriteadescriptionofpeople'sactivitiesinEnglish.

1．Encouragethestudentstolearnaboutdifferenttimezonesandstimulatestudents'lovefortraditionalculture.

2．Guidestudentstorecognizetheimportanceoflocalcultureandthinkabouthowtosharethem.

Learntodiscuss，communicatewithothersaboutactivitiesandexpressandsharetheirownactivitiesandlives.Makereasonablespeculations，andexpressandregardwhatishappeninglogically，dialecticallyandinnovatively.Realizethetransferofknowledgeandthinkingability.

1．Checkpeople'sactivitiesindifferentareasthroughtheInternet，improvingtheabilitytoutilizeresourcesandpreviewlessons.

2．Usemindmapsandcontextmapstobuildknowledge.

3．Monitorandevaluatetheeffectivenessofthelearningprocessandpreciselyadjuststrategiesandmethods.

4．Throughcooperativelearning，comprehensivelytrainautonomous，cooperativeandinquirybasedlearningabilities.

LearningSituationAnalysis(學情分析）

1．Studentsmayhavecertainunderstandingandinterestindailylivesandphoneconversations，buttheirabilitiestoexpresswhatishappeningandusephoneconversationstoinvitefriendstodosomethinginEnglisharelimited.

2．Studentsmayhavedifficultiesinpronunciationandgrammar，requiringtargetedguidanceandtrainingfromteachers.

3．Whenwriting，thestructuremaybeloose.Theuseofconnectingwordstomakethearticlecoherentandfluentisnoteffective.Inaddition，thetargetlanguageofthisunitisnotusedskillfullyandthepresentcontinuoustenseisnotusedcorrectly.

1．Utilizemultimediaresources(suchaspictures，videos，etc.)toassistteaching，stimulatingstudents'interestsinlearning.

2．Adoptasituationalteachingmethodandanactivitymethod，allowingstudentstolearnandapplyEnglishinrealcontexts.

3．Focusonpronunciationandgrammartraining，improvingstudents'languageaccuracythroughrepeatedpracticeandcorrection.

4．Encouragestudentstowritemoreandpractisemore，providewritingtemplatesandmodelessays，guidingstudentstoimitatewritingandcreate.

5．Payattentiontoindividualdifferencesamongstudents，adoptingacombinationoftieredteachingandindividualtutoringtomeetdifferentstudents'learningneeds.

第一課時SectionA【(1a—1d)&Pronunciation1—2】

第二課時SectionA(2a—2e)

第三課時SectionA(GrammarFocus3a—3d)

第四課時SectionB(1a—1d)

第五課時SectionB(2a—Reflecting)第一課時SectionA【(1a—1d)&Pronunciation1—2】

Activity1Warmingupandrevision(感知與注意)

T：TodaywearegoingtolearnUnit5.First，let'slookatthetitleandthepicture.Whatarewegoingtolearninthisunit

Ss：Wearegoingtolearnsomedailyactivities.

T：Yes，you'reright.Wearegoingtolearnaboutwhatishappeningaroundtheworldandshareourlives.Lookatthepictureandsharethreequestionswithme：

Wheredoyouthinkthepeopleinthephotosare？Whataretheydoing

Canyouexplainhowitcanbedaytimeinonecitywhenitisnighttimeinanothercity

Doyouknowwhattimeitisinotherplacesrightnow

設計意圖：通過提問，激發(fā)學生的興趣和好奇心，激活學生的背景知識，引入本單元的主題。同時在導入活動中有意識地教授新詞，為后續(xù)學習掃除障礙。

Activity2Presentation(獲取與梳理)

T：Now，let'sworkon1a.Ihavesomepicturesofactivitieshere.Pleasewritetheactivitiesintheboxunderthepictures.

(Theteachershowspicturesandstudentswritedowntheactivities：gardening，playingvolleyball，readingabook，ridingabike，shoppingandwashingdishes.Thentheteacherasksstudentstoexpressthepicturesusingthephrasesasquicklyaspossible.Afterthat，theteachercanencouragestudentstoaddmoreactivities.)

設計意圖：通過圖片識別，幫助學生鞏固活動名稱的詞匯，培養(yǎng)學生的觀察(viewing)能力。

Activity3Listening(獲取與梳理)

T：For1b，listencarefullytotheconversationsandanswerthequestions.Paycloseattentiontothedetails，thespeakers'tonesandthekeyinformation.

T：Whoiscallinghisfriends

S1：Peter.

T：Whatactivitydoeshewanttodowithhisfriends

S2：Hewantstoplayvolleyballatthesportspark.

T：Good.Now，let'sanswerthelastquestion.

(Theteachergetsthestudentstoanswerquestionsbasedonthelisteningcontents.Meanwhile，theteacherguidesthemtolearntowritedownkeywordswhiletheyarelistening.)

設計意圖：通過聽力活動，訓練學生捕捉關鍵信息的能力，進一步提升聽力理解能力，同時幫助學生掌握相應聽力技巧。

Activity4Listening(獲取與梳理)

T：Let'sworkon1cnow.Let'slistentotheconversationsagainandmatchthequestionswiththeanswers.

(Playthelisteningrecordingagain；thestudentscompletethematchingquestions.Askthestudentstochecktheanswerstogether.Thentheteacherpractiseswithseveralstudents，like“What'sTengFeidoing？”“Heis…"．)

設計意圖：通過聽力信息匹配，培養(yǎng)學生獲取關鍵信息的能力，進一步理解對話內容，掌握本單元目標語言。師生間小活動能擴大輸入和輸出，幫助學生提高聽力理解和語言表達能力。

Activity5Practice(概括與整合)

T：Let'smoveonto1d.OK，let'stalkaboutwhatishappeningusingphoneconversations.Pleaseusethepresentcontinuoustense(suchas“Whatareyoudoing？I'm＋v.ing.Doyouwantto…？Ofcourse！/…”)toinvitefriendstodosomething.

(Thestudentspractisedialoguesinpairs.Thentheteachergetssomepairstosharetheirconversationswiththewholeclass，asksthemtopayattentiontohowtorefusepolitelyandgivesappropriatefeedbacktostudentstimelybasedontheirperformance.)

設計意圖：通過對話練習，幫助學生學會用電話用語來邀請朋友做事，提高學生口語表達能力。學生在展示過程中，自然運用本單元核心句型，能提升信息整合能力，教師適當評價有利于幫助學生學會反思，樹立學習信心。

Activity6Pronunciation(歸納與應用)

◎Thesoundsofletter“u"

T：Now，let'smoveontoPronunciation.First，let'spractisethesoundsofletter“u”．Listenandrepeatafterme.

T：Good！Now，let'saddonemorewordtoeachgroupandpractiseagain.

(Thestudentsdiscussingroupsandtheteacheraddssomewordslike“uniform"blue”and“duck"．Theteachergetsthemtopronouncethesewordscorrectly.)

◎Learntoreadthestressedwords.

T：Now，let'spractisethepronunciationofstressedwords.Listentotheconversationandunderlinethestressedwordsyouhear.

(Thengetthestudentstocheckanswerstogether.)

T：Good！Let'spractisetheconversationtogetherandpayattentiontothepronunciationofstressedwords.Forexample，inthesentence“I'mwalkingmydog.”，“walking"and“dog”aremainlythestressedwords.

設計意圖：通過發(fā)音練習，幫助學生掌握字母“u"的發(fā)音以及重讀單詞的正確發(fā)音，提升學生的口語表達能力，同時幫助學生明白不同的重讀可以表達不同的含義。

Activity7Homework(分層作業(yè))

必做題：Supposeit's7：00intheevening.Pleasewritedownwhatyourfamilyaredoing.

選做題：Makeupaphoneconversationtoinviteyourfriendstodosomethingandactitout.

第一課時SectionA【(1a—1d)&Pronunciation1—2】Keywords：washingdishes，shopping，ridingabike，readingabookKeysentencepatterns：1．—Whatareyoudoingatthemoment？—I'mgardening.2．—Doyouwanttoplayvolleyballatthesportspark—Ofcourse！/Sure./I'dloveto，but…．

Duringtheteachingprocess，itisimportanttoobservestudents'reactionsandparticipationdegree，adjustteachingstrategiesandmethodsintime.Throughthestudyofthislesson，studentsshouldbeabletomastersomedailyactivities，usethepresentcontinuoustensetotalkaboutwhatishappeningandlearnphoneconversationstoinvitefriendstodosomething.Itcancultivatestudents'learninghabitsandobservationabilities.Atthesametime，theteachershouldadjusttheteachingspeedtomakeallthestudentskeepupwithit.第三課時SectionA(GrammarFocus3a—3d)

Activity1Warmingupandrevision(感知與注意)

T：Goodmorning，class.Beforewestarttoday'slesson，let'sreviewwhatwelearnedyesterday.Pleaselookatthetwopicturesonthescreen.Lucyiscalling.Hercousin，Tom，isanswering.(Tom'smotheriscooking.Tom'sfatherisreadinganewspaper.)Now，I'llgetsomeofyoutopractisethecallconversation.

設計意圖：通過復習舊知識，為新課內容做鋪墊，激發(fā)學生的興趣。

Activity2Presentation(獲取與梳理)

T：Todaywe'regoingtolearnGrammarFocus.

(Dividetheclassintotwoparts.Getoneparttoaskthequestions，theotheranswers.TheteacherplaysPPT.Thenaskthemtofindoutwhatthetenseis.

Theteacherexplainshowtoidentifywhatthepresentcontinuoustenseis，andgetsthestudentstopayattentiontotheformofthetense“be＋doing”．)

設計意圖：教師展示與五組小對話相對應圖片的PPT，學生分組朗讀，在這樣的情境中，學生能通過觀察從形式上發(fā)現(xiàn)現(xiàn)在進行時的構成，并能初步感知現(xiàn)在進行時的含義。

Activity3Completethesentences(概括與整合)

T：Now，let'sworkonpletethesentenceswiththecorrectformsoftheverbsinthebox.

(Guidestudentstocompletethedialoguefillinexercises，emphasizingthetimeoftheactivities，andchoosetherightformsoftheactivities.Thenchoosestudentstoreadtheshortconversations，andhelpthemcorrectthemistakesthattheymade.Finally，letstudentspractisetheconversationsinpairs.)

設計意圖：通過填空練習，讓學生在實際語境中體會現(xiàn)在進行時的意義，培養(yǎng)他們綜合運用能力。

Activity4Practice(分析與判斷)

Workon3c.First，letstudentsreadthepostcardtolearnthegeneralmeaningofit.Then，getthemtochoosetherightformsoftheverbstocompletethepostcard，andprovidenecessaryhelpifpossible.Finally，helpthewholeclasstogettherightanswersandunderstandwhytheyusetheseformstofillintheblanks.

Askthestudentstoreadthepostcardinsilencetogetagoodsenseoflanguage.

設計意圖：通過語篇形式幫助學生理解不同時態(tài)表達的意義，懂得語法形式的選擇取決于具體語境。這種練習能幫助學生建立以語言運用為導向的“形式—意義—使用"的語法觀，提高他們的分析能力。

Activity5Pairwork(內化與運用)

T：Nowlet'sworkingroups.Taketurnsmimingdifferentactivitiesandguessingwhattheyare.Youcandotheseactivitiesingroupsoffour.

(First，makeamodelforthem.Theteachermimesanactivityandasksseveralstudentstoguess.)

S1：Areyouswimming

T：No，I'mnot.

S2：Areyouplayingbasketball

T：No，I'mnot.

S3：Areyousinging

T：Yes，Iam.

(Thenaskthemtopractise.Theteachermovesaroundtheclassroomandchecksifthestudentsusethepresentcontinuoustensecorrectly.)

設計意圖：通過小組合作，提高學生參與課堂的熱情度，猜測活動能引導學生自然運用現(xiàn)在進行時態(tài)，加深對該時態(tài)意義的理解，同時也能提升學生的聽說能力。

Activity6Homework(分層作業(yè))

必做題：Makeupfivesentencesusingthepresentcontinuoustense.

選做題：Writeanemailtoyourbestfriendtointroducewhatyourfamilyaredoing.(Supposeit's7：30p．m.now.)

第三課時SectionA(GrammarFocus3a—3d)Keywords：kick，online，exam，hope，skate，callback，lookforwardtoKeysentencepatterns：1．—Isheexercisingatthepark？—No.He'sshoppingatthesupermarket.2．Whatishe/shedoingatthemoment3．Whatareyou/theydoingrightnow？

Duringthislesson，thestudentsactivelyparticipatedinvariousactivitiesbutstillfaceddifficultiesusingthepresentcontinuoustenseinrealconversations.Infutureteaching，Iwillincreasemorepracticaldialoguepracticetohelpstudentsbettermasterandapplythetense.Also，Iwillpayattentiontoindividualdifferencesamongstudentsandprovidemorepersonalizedguidance.第四課時SectionB(1a—1d)

Activity1Warmingupandrevision(感知與注意)

T：BeforewestartSectionB，let'sreviewwhatwe'velearned.Whocantellmesomewordsaboutdailyactivities？Andhowdoweusethepresentcontinuoustense

S1：“Playingfootball”，“readingabook"．Weuse“be＋doing”toshowanactionishappeningnow.

T：Good.Now，thinkabouthowwecanshareourliveswithothers.

S2：Wecanusephotosandvideos，ortellstories.

T：Right.Let'sseehowit'sshowninournewlesson.

設計意圖：通過回顧舊知識激活學生已有知識網絡，強化詞匯與語法記憶。以生活分享話題引導學生思考，激發(fā)探索欲，為新知識學習搭建思維橋梁，自然流暢導入新課，提升學生的參與熱情與主動性。

Activity2Presentation(獲取與梳理)

T：Now，let'sturnto1a.Lookattheclocksandtalkaboutthetimesindifferentplaces.Youcanshareyouranswerswithyourpartnersandexchangethem.

(Studentsengageinpartnerdiscussions.)

T：Fromthepictures，wecanfinddifferentplaceshavedifferenttimes.Wecancallthisthetimezone.Nowpractisethemodelconversationswithyourpartners.

S1：WhattimeisitinChongqing

S2：It's_8_p．m．/It's8_o'clock_in_the_evening．

T：That'sright.Wecanfinddifferentplacesanddifferentzones，sotheactivitiespeopledoaredifferenttoo.

設計意圖：本活動旨在激發(fā)學生合作并分享關于時間的表達，同時也引入時區(qū)這個地理概念，活躍學生思維，同時為下面的語篇學習做好鋪墊。

Activity3Beaquickfinder(獲取與梳理)

T：Now，it'stimetoworkon1b.Wecanfindtherearethreeparagraphsabout3differentplaces.Iwantyoutoreadthemquicklytofindoutwhattheplacesare.Afterthat，addthetimefrom1aintothetext.

(Afterstudentscompletingthework)

T：HowdidyouaddthetimeforChongqing

S：Iwrote“It's8p．m.inChongqing.Somepeopleareenjoyingthecityatnight."

T：Great.Let'schecktheothers.

(Theteacherguidesstudentstocheckwhetherthetimeisaccurateandwhetherthesentencesaresmooth.Checktheanswerstogether.)

設計意圖：學生通過快速閱讀查找地點和填入時間，可以幫助他們掌握恰當的閱讀策略，初步了解文本大意，有利于培養(yǎng)閱讀能力。

Activity4Beacarefulreader(獲取與梳理)

(Askstudentstoreadthevideoscriptcarefullyandcompletethechart.)

PlacesTimeActivities(Peoplearedoing)

Chongqing

Nairobi

NewYork

(Theteachercheckstheinformationbyaskingquestions.)

設計意圖：這項活動幫助學生掌握閱讀技巧，培養(yǎng)從文本中提取關鍵信息的能力，同時引導學生進一步理解文本內容。

Activity5Beadeepthinker(概括與整合)

T：Now，let'smoveonto1c.Readthescriptagainandanswerthequestions.

(Theteacherexplainstheinstructionsandliststhequestionsin1c.Thenletstudentsreadthescripttofindtheanswers.Theteachermovesaroundtogivenecessaryhelp.)

T：WhatspecialdishescanpeopleeatinChongqing

S1：Chongqinghotpotandnoodles.

T：Right.Whyisthetimedifferentineachcity

S2：Becauseofthedifferenttimezones.

T：Good.Keepansweringotherquestionsaccurately.

設計意圖：學生通過整合相關信息回答特定問題，能進一步加深對文本的理解。最后的開放性問題能發(fā)散學生思維，有利于語言能力和思維品質的培養(yǎng)。

Activity6Beasmarttalker(內化與運用)

T：Now，it'stimetoworkon1d.Iwantyoutocompletethetaskswiththeinformationfrom1b.Thiswillhelpusgettherightanswersthroughthelogicalthinkingandinferringabilities.

(Studentsworkindividuallytocompletethetasks.Thenaskthestudentstodescribethecityusingtheinformationinthepassagesand1d.Giveamodellikethis：“IamfromNairobi，Kenya.Inourcity，peoplelivesidebysidewithmanywonderfulanimals！It'sthreeo'clockintheafternoonnow.Lookatthatgiraffe！It'sdrinkingwater.Howwonderful！”

Theteachermovesaroundtogiveproperhelpandthengetsseveralstudentstogiveashorttalk.)

設計意圖：本活動旨在激發(fā)學生邏輯思維能力和推理判斷能力，從而提取正確信息和合理的判斷。同時，簡短的場景談論能提供目標語言運用的機會，幫助學生提升語用能力。

Activity7Homework(分層作業(yè))

必做題：Chooseoneof1d(1～5)andwriteashortreport.

選做題：Supposeit's8：00a．m.inyourtownorcityandwriteashortpassagetotalkaboutwhatpeoplearedoing.

第四課時SectionB(1a—1d)Keywords：happen，rush，shine，brightly，colourful，painting，drive，timezone，aroundtheworld，inahurry，sidebyside，dropoff，takepartinKeysentencepatterns：1．—WhattimeisitinChongqing—It's8p．m./It'seighto'clockintheevening.2．Whatishappeningindifferenttimezonesaroundtheworld？

Inthislesson，Iaimedtoengagestudentsinameaningfulexplorationofdifferenttimezonesanddifferentactivities.Throughavarietyofactivities，includingpartnerdiscussionandreadingcomprehension，studentswereabletodeepentheirlogicalthinkingandconclusionabilities.However，infuturelessons，Icouldincorporatemorediverseperspectivesondifferentplacesandtheirtimezonestobroadenstudents'horizons.Additionally，Icouldprovidemoreguidanceonhowtoeffectivelyuselogicalthinkingasatoolforinferringinformation.第二課時SectionA(2a—2e)

Activity1Warmingupandrevision(感知與注意)

T：Goodmorning，everyone！Let'sreviewthepronunciationswelearnedlastclass.Canyoutellmesomewordswiththeletter“u"sounding/ju/，/u/and//

Ss：“Useful”“rule"cup”，etc.

(Showaphotototheclassandaskthestudentstotalkaboutwhattheyaredoing.)

設計意圖：通過復習元音發(fā)音來鞏固語音知識，強化發(fā)音感知與辨別能力，為新課聽力活動中準確捕捉詞匯發(fā)音做準備。學生談論圖片內容能激發(fā)學生學習的熱情，自然導入新課，幫助學生迅速進入學習狀態(tài)。

Activity2Listening(獲取與梳理)

T：Let'sworkon2a.Beforelistening，let'slookatthepictures(Theteachershowsapicturetotheclass.)，andcanyoutellmewhatpeoplearedoinginthepictures

Ss：Themanistalkingonthephone，andtwogirlsaremakingfood.

T：Yeah，you'reright.OneofthegirlwithcurlyhairisJane，andthemanisJane'sfather.Canyoupredictwhatwe'llhearin2aaccordingtotheinstructionsin2aandthepictures

Ss：Perhapstheyaretalkingsomethingthatishappening(onthephone).

T：OK.Nowlet'slistentotheconversationtocheckyourpredictionsandtrytofillintheblanks.Youcanwritethefirstletterofeachwordbecauseoflimitedtime.

(Theteachercheckstheanswersandguidesstudentstodiscusstheinformationinthelisteningmaterial.Ifpossible，letstudentslistenforanothertime.)

設計意圖：通過聽錄音材料并填空的活動，培養(yǎng)學生的聽力專注度與獲取關鍵信息的能力。建議學生填空時先寫單詞首字母，能幫助學生掌握聽力策略。復聽檢查確保信息準確性，可以培養(yǎng)學生嚴謹認真的學習態(tài)度。

Activity3Reading(分析與判斷)

T：Nowlet'sworkon2b.Pleasereadtheconversationcarefullyandanswermethesequestions：IsJaneenjoyingherlifeinGuangzhounow？DoesJanealwaysspendtheholidaywithHaoYi？AreJane'sparentspreparingfortheDragonBoatFestivalnow？DoesJanecareabouthermother？IsJane'smumnotfeelingwellatthemoment？(Thesequestionsareshowedonthescreen.)

(Afterreading，checktheanswerstothequestionstogether.Theyare：1.Yes.2.Wedon'tknow.3.Wedon'tknow.4.Yes.5.Yes.)

T：Now，youcancompletethetasksin2beasily.

設計意圖：通過閱讀理解活動，培養(yǎng)學生結合文本信息進行分析和判斷的能力，同時進一步加深對文本信息的理解，為后續(xù)學習奠定基礎。

Activity4Languagepractice(概括與整合)

T：2crequiresyoutoreadtheconversationagainandcompletethetable.FillintheactivitiesofJaneandherfamilyaccurately.

(Thestudentsfillouttheform.)

T：WhatdidyouwriteforJane'sactivity

S1：Iwrote“makingzongziandwatchingdragonboatraces"．

T：Correct.Whataboutherfather'sactivity

S2：Washingthecar.

T：Welldone.Makesurealltheentriesareprecise.

(Thestudentsreadtheconversationinsilenceandcompletethetable.Withtheteacher'shelp，thestudentscananswerthequestionseasilyafterreadingseveraltimes.)

設計意圖：幫助學生梳理文本的關鍵信息，以表格形式清晰地呈現(xiàn)人物活動，提升信息整合與歸納總結能力。通過填寫表格強化學生對文本細節(jié)的記憶與運用，培養(yǎng)學生高效提取關鍵信息的閱讀技巧。

Activity5Roleplaytheconversation(內化與運用)

T：Let'sworkon2d.Listenagainandpayattentiontothestressedwords.(Playtherecording.)

(Thestudentsrepeattherecordingandtrytoimitatethepronunciationandintonationheardintherecording.Theteacherguidesstudentstopayattentiontothepronunciationofthestressedwordsintherecording.Then，getthestudentstoroleplaytheconversationwiththeirpartners，andinviteseveralstudentstoshowinthefront.Theteachergivesthemproperhelpifnecessary.)

設計意圖：通過模仿和跟讀，注意句子中單詞重讀的變化，提高學生語音和語調的準確性和流利性。角色扮演對話練習能幫助學生運用朗讀技能和目標語言，進一步理解對話語篇。

Activity6Languagepractice(遷移創(chuàng)新)

T：Let'sworkon2e.You'velearnedphoneconversations，right？Doyouknowhowtoexpressandtalkonthephone？Whatsentencescanyouremember

S：Hello/Hi，it's…Thisis…speaking./CouldIspeakto…？/Who'sthat？…

T：Now，let'sfirstmakeupaconversationusingtheexpressionsin2e.Supposeit'sSundaymorningnow.Youwanttocallyouruncle'sfamilyandwonderwhattheyaredoing.Thenroleplayatelephoneconversationingroups.

(Afterpractising，inviteseveralgroupstoactitoutandgivethemhelpifnecessary.)

設計意圖：通過電話會話，引導學生運用所學知識來積極表達自己，提高語言組織能力和表達能力。學生之間的小組練習能促進溝通交流，互幫互助，有利于樹立自信，培養(yǎng)學生的學習能力。

Activity7Homework(分層作業(yè))

必做題：Recitethefulltextof2a.WritedowntheconversationinActivity6.

選做題：Callyourbestfriendandaskwhathis/herfamilyaredoing；thenwriteitdown.

第二課時SectionA(2a—2e)Keywords：festival，holdon，race，somebody，take/leaveamessageKeysentencepatterns：We'rehavingaholidayhere.We'rehavingfuninChina.Hello.Thisis…speaking.Who'sthis？/MayIaskwho'scallingCouldIspeakto…？Wouldyouliketoleaveamessage？

Inthislesson，studentsactivelyparticipatedinvariousteachingactivities，showinghighlearninginterestsandpassioninEnglishlearning.Throughroleplayingandgroupdiscussions，students'oralexpressionandlanguageapplicationskillswereeffectivelyenhanced.Withtheprocessofreadingandphoneconversations，students'culturalawarenesshasgotincreased，anditalsodevelopedthestudents'awarenessofpatriotism.第五課時SectionB(2a—Reflecting)

Activity1Warmingupandrevision(感知與注意)

T：Goodmorning，everyone！Beforewestart，let'sdoaquickreviewofwhatwe'velearnedsofar.

T：Canyoutalkaboutwhatwelearnedinpreviouslessons

S1：Irememberwetalkedabouttheactivitiesusingthepresentcontinuoustense.

S2：Andwealsolearnedthephoneconversationstoinvitefriendstodosomething.

…

T：Great！Now，let'smoveontoSectionB，2a，whichisabout“What'shappeninginapark？”

設計意圖：通過復習舊知識，激活學生已有的相關知識儲備，為新課的學習做好鋪墊，同時也能發(fā)散學生的思維，激發(fā)他們的興趣和好奇心。

Activity2Presentation(獲取與梳理)

T：In2a，it'sSundayandpeoplearedoingdifferentthingsinapark.Lookatthepictureandimaginethescene.Describetheactivitiesyouseepeopledoingtoyourpartner.Usevividwordsandthepresentcontinuoustense.

(Studentspresenttheconversations，andotherslistentothemcarefully.Theteachercorrectsthemintimeifthereareanymistake.)

S1：Iseesomepeoplerunningandlaughing.

S2：Amansittingonthebenchisplayingtheguitarquietly.

T：Greatdescriptions.Whatelse

S3：Awomaniswalkingthedoghappily.

T：Welldone.Keepsharing.

…

設計意圖：通過觀察，培養(yǎng)學生觀看“viewing"的能力，學生利用圖片中的信息談論人們正在做的事，能幫助他們鞏固和強化對現(xiàn)在進行時的理解和掌握，有利于提高語言運用能力。

Activity3Practice(內化與運用)

T：Now，let'smoveonto2b.Youneedtowriteavideoscriptbydescribingwhatishappeninginthepark.Youcanusetheinformationin2a.Therearelotsofpeopleintheparkdoinglotsofdifferentactivities.Whatarethey

T：Let'sspeakouttheactivitiestogether.Thinkaboutwhatotheractivitiesyoucanthinkof.

(Studentsspeakouttheactivitiesloudly，andtheydiscussotheractivitiesingroupsandshareideas.)

T：Now，it'stimetowriteyourscript.Remembertousethepresentcontinuoustenseandincludealltheimportantactivities.

(Studentsindependentlywritescriptsaboutwhat'shappeninginthepark.Theteachersupervisesandprovidesguidance，encouragingstudentstobecreativewhilepayingattentiontotheaccuracyoftheirlanguagewriting.Thenstudentsimprovethescriptthroughselfevaluationandmutualevaluation