Unit1HereandNowSectionA1.ContentOverviewdoing...doing...NowoftheGrade7Englishtextbook(LujiaoEdition,45yearsystem,2024)focusesonhelpingstudentsdescribetheircurrentsituationsanddailyactivities.SectionAmainlyincludesvocabularyrelatedtodailyroutines,suchasgettingup,havingbreakfast,goingtoschool,etc.,aswellassimplesentencepatternsforexpressingactionsinthepresentcontinuoustense,like“Iamdoing...”and“He/Sheisdoing...”.Thesectionalsocontainsdialoguesandlisteningmaterialsthatprovidestudentswithreallifescenariostopracticeusingthesewordsandsentencepatterns,aimingtoimprovestudents'listening,speaking,reading,andwritingskillsinthecontextofdailylife.教學目標2.1KnowledgeObjectivesStudentswillbeabletomasterthekeyvocabularyrelatedtodailyroutines,suchas“getup”,“brushteeth”,“washface”,“havebreakfast/lunch/dinner”,“gotoschool/work”,“dohomework”,etc.e.g.entswillunderstandandbeabletousethepresentcontinuoustensecorrectlytodescribeactionshappeningatthepresentmoment.Theyshouldbeabletoformaffirmative,negative,andinterrogativesentencesinthepresentcontinuoustense,e.g.,“Iamreadingabook.”“Heisn'twatchingTV.”“Areyoudoingyourhomework?”2.2AbilityObjectivesImprovestudents'listeningabilitybyhavingthemlistentodialoguesaboutdailyactivitiesandansweringrelatedquestions.Developstudents'speakingskillssothattheycandescribetheirownandothers'currentactionsfluentlyandaccuratelyinEnglish.Enhancestudents'readingskillsthroughreadingshorttextsaboutdailyroutines,enablingthemtounderstandthemainideaandkeydetails.Trainstudents'writingskillstomakethemcapableofwritingshortpassagesabouttheirdailyactivitiesusingthepresentcontinuoustense.2.3EmotionalObjectivesCultivatestudents'interestinlearningEnglishbyconnectingthelearningcontentwiththeirdailylives.EncouragestudentstomunicatewitheachotherinEnglish,andenhancetheirconfidenceinusingthelanguage.教學重難點3.1KeyPointsThekeyvocabularyfordailyroutines.Teacherscanusepictures,reallifedemonstrations,orflashcardstohelpstudentsrememberthesewordsvividly.Forexample,whenteaching“brushteeth”,theteachercanbringatoothbrushandmakebrushingteethgestures.Thecorrectusageofthepresentcontinuoustense.Thiscanbetaughtthroughaseriesofexamples,explanations,andpracticeexercises.Teacherscanstartwithsimpleactionsthatstudentscanobserveintheclassroom,like“Theteacheriswritingontheblackboard.”andthengraduallyguidestudentstomaketheirownsentences.3.2DifficultPointsDifferentiatingbetweenthepresentsimpletenseandthepresentcontinuoustense.Studentsmayeasilyconfusethetwotenses.Teacherscanuseparativeexamples,suchas“Iusuallygetupat7:00.(presentsimple,ahabitualaction)”and“Iamgettingupnow.(presentcontinuous,anactionhappeningatthemoment)”toclarifythedifferences.e.g.e.g.gthespellingandpronunciationchangesofverbswhenformingthepresentcontinuoustense,especiallyforverbsendingwith“e”(e.g.,“makemaking”)andverbswithastressedclosedsyllablefinal(e.g.,“runrunning”).Teacherscandesignspecialspellingandpronunciationpracticeactivitiestohelpstudentsoverethisdifficulty.4.1VocabularyDailyroutineverbs:getup(起床)brushteeth(刷牙)washface(洗臉)havebreakfast/lunch/dinner(吃早飯/午飯/晚飯)gotoschool/work(去上學/去上班)dohomework(做作業(yè))watchTV(看電視)playgames(玩游戲)readbooks(讀書)cleantheroom(打掃房間)listentomusic(聽音樂)Adverbsoffrequencyrelatedtodailylife:always(總是),usually(通常),often(經常),sometimes(有時),seldom(很少),never(從不)4.2GrammarPresentContinuousTenseForm:Affirmativesentence:Subject+be(am/is/are)+verbing+otherponents.Negativesentence:Subject+be(am/is/are)+not+verbing+otherponents.Interrogativesentence:Be(Am/Is/Are)+subject+verbing+otherponents?Usage:Todescribeanactionthatishappeningatthemomentofspeaking.Forexample,“Thebirdsaresinginginthetree.”Toexpressanactionthatisinprogressaroundthepresenttime,notnecessarilyhappeningexactlyatthemomentofspeaking.Forexample,“IampreparingformyEnglishtestthisweek.”教學過程5.1Warmingup(5minutes)GreetthestudentsasusualandthenplayashortEnglishsongaboutdailyactivities,suchas“TheDailyRoutineSong”.Whileplayingthesong,theteachercanencouragestudentstoclaptheirhandsandmovetheirbodiesfollowingtherhythm.Afterthesong,askstudentssomesimplequestionsrelatedtothesong,like“Whatcanyouhearinthesong?”“Canyounamesomeoftheactionsinthesong?”Thisactivitycanquicklydrawstudents'attention,createarelaxedEnglishlearningatmosphere,andintroducethetopicofdailyroutines.5.2Presentation(12minutes)Vocabularypresentation:ShowaseriesofpicturesonthePPT,eachpicturepresentingadifferentdailyroutineaction,suchasapictureofaboygettingup,agirlbrushingteeth,etc.PointtoeachpictureandsaythecorrespondingEnglishphraseclearly,forexample,“Lookatthispicture.Theboyisgettingup.Getup,getup,getup.”Thenaskstudentstorepeatthephraseseveraltimes.Afterpresentingallthevocabulary,playavocabularyguessinggame.Theteachermakestheactionofoneofthedailyroutineverbs,andstudentstrytoguesstheEnglishphraseandsayitout.Grammarpresentation:First,showashortvideoclipofaclassroomscenewheresomestudentsarereadingbooks,somearewriting,andtheteacheriswalkingaround.Pausethevideoatdifferentmomentsandsaysentenceslike“Look,thisstudentisreadingabook.Heisreading.Andthatstudentiswriting.Sheiswriting.Iamwalkingaroundtheclassroom.”Writethesesentencesontheblackboard.Thenexplainthestructureandusageofthepresentcontinuoustense.Usedifferentcolorchalkstomarkthesubject,thebeverb,andtheverbingpart.Forexample,in“Iamwalkingaroundtheclassroom.”,mark“I”inonecolor,“am”inanothercolor,and“walking”inathirdcolortomakeitclearforstudents.5.3Practice(15minutes)Listeningpractice:Playadialoguerecordingonthetextbook.Thedialogueisabouttwostudentstalkingaboutwhattheyaredoingatthemoment.Beforeplayingtherecording,askstudentstolookatthepicturesinthetextbookrelatedtothedialogueandpredictwhattheymighthear.Thenplaytherecordingforthefirsttime,andstudentsjustlisten.Playitforthesecondtime,andaskstudentstoanswersomesimplequestionsonthetextbook,suchas“Whatistheboydoing?”“Whatisthegirldoing?”Afterthat,checktheanswerswiththewholeclass.Speakingpractice:Dividestudentsintopairs.Eachpairtakesturnstodescribewhattheyaredoingatthemoment.Onestudentstarts,forexample,“Iamsittingonthechair.Iamtalkingtoyou.”Thentheotherstudentrespondsandalsodescribeshis/herownactions.Theteacherwalksaroundtheclassroom,listeningtostudents'conversationsandprovidingguidanceandcorrectionwhennecessary.Afterafewminutes,invitesomepairstoetothefrontoftheclassandperformtheirconversationsforthewholeclass.Writingpractice:is...am...entstowriteashortpassageaboutwhattheyandtheirfamilymembersaredoingnow.Providesomekeywordsandsentencepatternsontheblackboardtohelpthem,suchas“Myfather/mother/brother/sisteris...Iam...”Afterstudentsfinishwriting,askthemtoexchangetheirpassageswiththeirdeskmatesandcheckeachother'swork.Thenaskseveralstudentstoreadtheirpassagesaloudtotheclass.5.4Consolidation(10minutes)Groupactivity:Dividetheclassintogroupsoffourorfive.Giveeachgroupasetofcardswithdifferentdailyroutineactionswrittenonthem.Eachgroupmembertakesturnstopickacard,andthenthewholegroupmakesupastoryusingthepresentcontinuoustensebasedontheactiononthecard.Forexample,ifthecardsays“cleantheroom”,thegroupmaycreateastorylike“Now,mymotheriscleaningtheroom.Sheissweepingthefloor.Myfatherishelpingher.Heismovingthefurniture.Iamalsocleaningthewindows.Weareallverybusy.”Eachgrouppresentstheirstorytotheclass.Summary:Summarizethekeyvocabularyandgrammarpointsofthisclasswiththestudents.Writetheimportantwordsandsentencepatternsontheblackboardagainandaskstudentstocopythemintotheirnotebooks.Emphasizethekeypointsanddifficultpointsthatstudentsneedtopayattentionto.5.5HomeworkAssignment(3minutes)Askstudentstowriteashortpassage(about80100words)aboutwhattheyandtheirfriendsaredoingonaweekendafternoon.Theyshoulduseatleastfivesentencesinthepresentcontinuoustense.EncouragestudentstorecordashortvideoofthemselvestalkingabouttheirdailyactivitiesinEnglishandsendittotheclassgroupchat.教學反思Afterthisclass,IfoundthatthewarmingupactivityofplayingtheEnglishsongwasveryeffectiveinattractingstudents'attentionandarousingtheirinterest.However,duringthevocabularypresentation,somestudentshaddifficultyin