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【人教2024版七下英语精彩课堂（备课素材+教案）】
Unit 5 Section B
Section B　 How do we share our lives with others
导入一　图片导入
T: Look at these pictures on the screen. (Show pictures.) It's 8:00. Different people are doing different things in different places. Some people are having breakfast. Some are rushing to get home from work. Others are rushing to the subway. Today we will read a video script and learn about what is happening in different time zones around the world.
导入二　问题导入
T: What time is it now What are students doing in Chongqing What about students in Nairobi and in New York And other places Do you wonder why students in different places are doing different things Today we are going to learn more about what is happening in different time zones around the world.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
问题驱动
1.展示图片与问题导入
教师展示语篇中的三张城市图片(重庆、内罗毕、纽约),向学生提问:“What can you see in these pictures ” 引导学生用简单的英语描述他们所看到的内容,例如:“I can see many lights in the picture of Chongqing.”
2.头脑风暴。提出问题:“What do you think people are doing in these cities ” 让学生进行头脑风暴,分享他们对不同城市人们活动的想法,激发学生的兴趣和好奇心。
3.精读
(1)What kind of food do people eat in Chongqing (◎Key: Hot pot and noodles.)
(2)What animals can people see in parks in Nairobi (◎Key: Elephants and giraffes.)
(3)What are people doing in Central Park in New York (◎Key: Jogging, walking and riding bikes.)
让学生以小组的形式讨论并回答问题,教师巡视并给予指导。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破　根据短文内容,判断正(T)误(F)。　(教材原文: Section B 1b)
(　　)1.In Chongqing, all people are in a hurry to get home from work at night.
(　　)2.In Nairobi, people can see elephants and giraffes in the parks.
(　　)3.In New York, people only take the subway to go to work.
(　　)4.The text only talks about people's work-related activities in different cities.
◎Key: 1—4　FTFF
Section B　 How do we share our lives with others
第一课时 (1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This section transitions from describing what we and others are doing in our daily lives to sharing and comparing the lives of people in different parts of the world. The reading text describes the different lifestyles of people in Chongqing, Nairobi, and New York. By creating concrete and authentic contexts, the students can fully realize the linguistic characteristics of the present continuous tense in the discourse.
Why: Read the text through the form of the video script describing the life of three different cities in different time zones. Night lights, river cruises and delicious food in Chongqing depict a typical night map of China's cities. Nairobi and nature are in harmony with the beautiful scenery. New York's traffic and busy urban scene are to make the article richer. Students can be immersed in the scene and learn about different cultures. Students will be able to experience the life under different cultures.
How: The complete chain of reading activities in this section is 1a-1d. 1a introduces the time difference, giving students the background knowledge they need to understand the text before reading. The first three questions in 1c focus on detailed information in the text, and the last two questions are discourse-based extensions. 1d further helps students to understand and dig into the details of the text by presenting a vivid guess of the speaker's city and helping them to summarize key information.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about the times in different places;
2.find the details by careful reading;
3.finish the reading tasks and know more about the video script.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about the times in different places. Step 1 Lead-in 1.Greetings. 2.Create a situation: Now it is morning now. Do you realize that at this very moment, somewhere in the world, it is afternoon A: What time is it in Chongqing B: It's 8 p.m./It's eight o'clock in the evening. A: What time is it in Nairobi B: It's… A: What time is it in New York B: It's… 3.Prediction: Look at the pictures and predict what you are going to read about. Tick (√)the correct answer. A.Different lives in different cities B.The time difference C.The hot pot in Chongqing Observe students' performance in answering questions and learn their vocabulary and sentence pattern reserve about the times.
Purpose To create a situation to introduce the topic so that students can connect it with their daily lives. This will help them understand the concept of the time difference.
2.To find the details by careful reading. Step 2 While-reading 1.Read Paragraph 1 and answer the question. What special dishes can people eat in Chongqing 2.Read Paragraph 2 and fill in the blanks. Different people do different things in Nairobi, Kenya. It's afternoon now. Many people are working hard in their offices. Some people are shopping for gifts in the markets. Many others are walking in the parks and looking at elephants and giraffes. 3.Read Paragraph 3 and try to ask other classmates questions. What time… What are they doing in… Observe whether students can read carefully and correctly understand the life situations described in the text.
Purpose To lead students to further understand the article and identify cultural differences around the world.
3.To finish the reading tasks and know more about the video script. Step 3 Post-reading 1.Work on 1c: Read the script again and answer the questions. 2.Work on 1d: People from the places in 1a are saying the sentences below. Write the names of the places. 3.Group work. Each group shows a video. Now it's…o'clock in the…, and I'm at People's Park. Look, the sun is shining! Let's take a look at… Judge students' mastery and expressiveness of the target language based on their comple-tion of exercises.
Purpose To guide students to apply what they have learned in real life.
Homework Required: 1.Recite the video script in 1b. 2.Write a passage to introduce your family's weekend by using the present continuous tense. Optional: Make a video to introduce your weekend.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时 [(2a-2b) Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The writing task of this unit still adopts the way of reading, through understanding the way of life of people in different places and transitioning to learning how to use the present continuous tense to describe different activities in the same place.Project uses a new way to fully mobilize the students' autonomy, designing their own way of describing the things that are happening in each room of the apartment.
Why: Students complete the descriptive writing activity by first observing the details of the pictures and then using the present continuous tense to describe the different activities that are taking place, first speaking and then writing. A complete writing chain helps students to use the present continuous tense correctly by designing the name of the apartment, drawing the details of the apartment, and finally writing activities and evaluating different activities in the apartment in Project.
How: 2a is a pre-writing activity, which is closely related to the previous reading discourse and builds up a writing framework by observing the pictures and orally outputting the vocabulary related to the activity. 2b is a restrictive writing activity, which paves the way for the creative activities afterwards and reduces the difficulty of students' writing. Project, which designs the name of the apartment, depicts the sketch of the apartment and finally introduces the different activities of the apartment at a certain moment. It not only summarizes the knowledge and enhances the ability but also improves students' creativity.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about what is happening by using the present continuous tense;
2.use the present continuous tense neatly;
3.report what people are doing in the flat using the right expressions.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about what is happening by using the present continuous tense. Step 1 Lead-in 1.Greetings. 2.Free talk. Step 2 Pre-writing The time in the park. 1.Work on 2a. It is Sunday and people are doing different things in a park. Describe some of the activities to a partner. 2.Work on 2b. Write a video script by describing what is happening in the park. Now it's ten o'clock in the morning, and I'm at People's Park. Look, the sun is shining! Let's take a look at… Observe whether students can correctly use the present continuous tense to describe people's activities.
The time in the flats. 3.Work on 3a: In groups, draw a group of flats like the one in 3c. Think of a fun name for your flats. Happy Home, Dream House, Wow Wow House 4.Work on 3b: Draw some people doing different activities in the flats.
Purpose To introduce the topic, create a situation and describe the situation in the park. Students will learn to work together to observe and summarize the names of different activities in the park and the expressions in the present continuous tense.
2.To use the present continuous tense neatly. Step 3 While-writing 1.Describe what is happening in each flat. Let's draft. 2.Finish the writing. Focus on whether students have under-stood the main content of the unit.
Purpose To learn to work together and use the target language for writing.
3.To report what people are doing in the flat using the right expressions. Step 4 Post-writing 1.Work on 3c: Present your flats to your classmates. Describe what is happening in each flat. Decide who has the happiest or most interesting flats. 2.Reflecting How well can you do these things Very wellOKNeeds work1.I can describe what the people around me are doing.□□□2.I can use the present continuous tense to describe ongoing actions.□□□3.I can use the right expressions to make and answer telephone calls.□□□4.I can understand how people around the world can be doing different activities at the same time.□□□
Observe students' expression skills, and give help and encouragement.
Purpose To encourage students to find their spark and be a better self.
Homework Required: Review the words and phrases learned in this unit and recite the sentences with the target language. Optional: Present and introduce your snapshot to your family members and record the process.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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