资源简介

世界
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　　　　　　　　　　　　　　　　　　　　　　　　　


世界
Section A　What are you doing right now
第一课时 [(1a-1d)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The first conversation takes place between Teng Fei and Peter, the second is a conversation between Mrs Clark and Peter, and the third is a conversation between Binbin and Peter. The three pieces of material are compact and organized, and are related to each other through the character Peter. Activity 1 of the phonics section of this unit focuses on enabling students to master the three different phonemes corresponding to the common letter “u”. Activity 2 lets students learn how to recognize accented words in sentences.
Why:Through a complete chain of listening and speaking tasks, the dialogues in the context of “making a phone call” are used to input the language structure of the present continuous tense, not only to talk about present activities, but also to make a suggestion to carry out some activities together, and the text materials are very close to the students' real life, which can make the students realize the context and usage of the general present tense and the present continuous tense through listening and speaking.
How:Activity 1a helps students relate to real life by showing pictures of everyday activities. Activity 1b requires students to listen to the conversation and answer simple detailed questions to develop the skill of acquiring information through listening. 1c trains students to grasp key information, recognize the characteristics of question and answer sentences. 1d is an oral output session, which allows students to experience “making a phone call” so that they can initially use the language structures they have learned in real communicative situations.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of the class, students will be able to:
1.talk about what is happening by using the present continuous tense;
2.do listening practice with the target language;
3.initially use the present continuous tense in authentic communicative situations;
4.pronounce words with the letter “u”.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about what is happen-ing by using the present continuous tense. Step 1 Lead-in 1.Greetings. 2.Look at pictures and answer: Q1: What are you doing right now Q2: What is he/she doing right now Q3: What are they doing right now Step 2 Learning 1.Show the pictures with words. 2.Finish the task 1a: Write the activities in the box under the pictures. Through several questions close to students' lives, the structure of the present continuous tense is introduced and the tense is initially perceived.
Purpose To help students visually recognize and learn new activity vocabulary, enhancing their memory effectiveness.
2.To do listening practice with the target language. Step 3 Listening Work on 1b: Listen to the conversations and answer the questions.(详见课件资源) Listening tips:阅读听力所给问题,其中的信息能帮助我们更好地预测即将听到的内容。 Work on 1c: Listen again. Match the questions with the answers. ◎Key: 1.C　2.A　3.B Check students' completion status and analyze the types of errors they make in order to provide targeted explanations.
Purpose To exercise students' listening comprehension skills and perceive the linguistic structure of the present continuous tense.
3.To initially use the present continuous tense in authentic communicative situations. Step 4 Pair work Work on 1d: Act out a phone conversation with a partner.Invite him or her to do something with you. 给出引导性句型: A: Hi!It's Peter. What are you doing at the moment B: I'm doing my homework. A: Do you want to play volleyball at the sports park B: Of course!/I'd love to, but I'm working on something important. Ask students to show their conversation and make a comment. Randomly select a few groups to demonstrate, and have their performance evaluated and scored by other students and the teacher.
Purpose To assess students' mastery of the knowledge they have learned and enhance their spoken communication skills.
4.To pronounce words with the letter “u”. Step 5 Listen and repeat Listen and repeat.Add one more word to each group. Which words do you think are stressed Underline them. Then listen and check. Observe whether students have mastered the pronun-ciation rules.
Purpose To enhance students' word spelling and awareness of word stress in sentences.
Homework Required: 1.Read the conversations in 1b and 1c. 2.Add one more word to each sound. Optional: 1.Call your friends and ask about their activities. 2.Write down what your family members are doing.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时 (2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This part presents a conversation between Jane, the main character, and her father and mother in the UK. The dialog centres on the traditional festival—the Dragon Boat Festival, which is familiar to the students, and presents how to ask and answer questions about what each other and other people are doing in daily life.
Why: In the conversation, Jane is away at school in China and her parents are concerned about her life in a different culture. Jane asks her mum and dad what they are doing in England. It's a context that is also logical to life. The illustrations present typical life photos of Jane and Hao Yi making zongzi for the Dragon Boat Festival and her father washing the car, and also show how people's lives look like in their daily lives in different countries.
How: Activity 2a has students listen to the recording and fill in the blanks. Activities 2b and 2c test students' understanding of the content of the dialogues by judging the correctness and completing the table respectively. Activity 2d requires attention to the accented words. Activity 2e makes the language output stage for students, providing telephone phrases and fixed phrases when making a phone call to provide language scaffolding.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of the class, students will be able to:
1.talk about what is happening by using the present continuous tense;
2.do listening practice with the target language, identify the stress patterns and pronounce them properly through listening;
3.learn how to use proper and polite telephone expressions to make and answer telephone calls in real life.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To do listening practice with the target language. Step 1 Lead-in 1.Greetings. 2.Free talk: Q1: What day is it Q2: What are people doing on the Dragon Boat Festival Step 2 Listening Look and predict.Ask the students to predict what festival is in the picture. Work on 2a. Listen to the conversation between Jane and her family back in the UK and fill in the blanks. ◎Key: How are you; How's life in Guangzhou;Is she feeling better; How are you doing Listen to students' answers carefully to check how many words and sentence patterns about the topic they know.
Purpose To introduce the topic and create a situation to activate students' knowledge about the present continuous tense. Help students perceive the content of the dialogues as a whole and develop their ability to accurately obtain and record key information.
2.To identify the stress patterns and pronounce them properly through listening. Step 3 Reading 1.Work on 2b: Read the conversation. Circle T for true, F for false, or NG for not given. ◎Key: T; NG; F; T; F 2.Work on 2c: Read again and complete the table.(详见课件资源) Step 4 Pronunciation Work on 2d: Listen to the conversation again and pay attention to the stressed words. Then role-play the conversation. Observe whether students can fill in the correct answers and judge the comprehen-siveness and accuracy of the information they have obtained.
Purpose To guide students to use the present continuous tense, paving the way for further application of what they have learned in real-life situations.
3.To learn how to use proper and polite telephone expressions to make and answer telephone calls in real life. Step 5 Pair work and Role-play Work on 2e: Work in pairs. Role-play a telephone conversation. 给出引导性句型: A: Hi,…! How are you doing B: I'm… Thanks! How about you How is life in… A: It's going… I'm…right now! And how is… Could I speak to…too, please B: Yes, hold on, please./Sorry,…is…at the moment. Step 6 Summary Different ways of life in different places make the world colourful! Step 7 Language points (详见课件资源) Randomly select a few groups to demonstrate, and have their perfor-mance evaluated and scored by other students and the teacher.
Purpose To assess students' mastery of the knowledge they have learned and enhance their spoken communication skills.
Homework Required: 1.Read the conversation of 2a loudly and correctly. 2.Pay attention to the letter “u”, and try to find more words with the sound /ju /, /u /, / /. Optional: Make a telephone call with your friend.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时 (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This unit focuses on the present continuous tense, including three aspects: the special interrogative sentences in the present continuous tense and their answers, the general interrogative sentences in the present continuous tense and their answers, and the differences between the present continuous tense and the general present tense in terms of structure and usage.
Why: Students read the Grammar Focus table listing special and general questions and their responses in the present continuous tense. Written exercises allow students to consolidate target language usage through single-sentence and discourse exercises in which they fill in the blanks with appropriate forms of vocabulary. Oral exercises allow students to become more proficient in the use of the present continuous tense.
How:The table in Activity 3a presents special and general questions and their answers in the present continuous tense, taking into account how the predicate verb changes when the subjects are different people. Activity 3b focuses on the structure, function, and meaning of the present continuous tense, and gives students the opportunity to master the structure of the present continuous tense through single-sentence practice. Activity 3c provides a mini-language piece designed to train students to use the verb forms of the present continuous tense correctly in richer contexts. Activity 3d is an open-ended speaking activity designed to help students consolidate general questions and answers in the present continuous tense.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of the class, students will be able to:
1.identify the structure of “be+v.-ing”;
2.learn the rules of the present continuous tense;
3.use the present continuous tense flexibly;
4.use the present continuous tense in real contexts.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify the structure of “be+v.-ing”. 2.To learn the rules of the present continuous tense. Step 1 Lead-in 1.Greetings. 2.Watch the video and answer. 现在进行时的定义: (1)表示现在正在进行和发生的动作 (2)表示当前一段时间内的活动或现阶段正在进行的动作 Step 2 Grammar Focus 1.Let students read the sentences in 3a. 2.Find the structure for the present continuous tense. 结构:is/am/are+v.-ing. 3.Observe these sentences and find the rules 肯定句:主语+be(am/is/are)+doing. Understand students' observation and com-prehension ability, and judge whether they have grasped the target language according to their answers and make a supplement in time.
特殊疑问句和答语: —What+be+主语+doing —主语+be+doing. 一般疑问句和答语: —Be+主语+doing… —Yes,…/No,… Write down the v.-ing form. (详见课件资源)
Purpose Students will observe, think and learn to summarize and generalize, and deepen their memory of the usage of the present continuous tense.
3.To use the present continuous tense flexibly. Step 3 Exercise(详见课件资源) 1.Work on 3b: Complete the sentences with the correct forms of the verbs in the box. 2.Work on 3c: Complete the postcard with the correct forms of the verbs in brackets. Observe whether students can correctly use the grammatical rules and apply them to finish grammar exercises, and guide students to choose correct words through the context.
Purpose To improve students' reading and comprehension skills, and their skill of using grammar correctly in written exercises.
4.To use the present contin-uous tense in real contexts. Step 4 Speaking Work on 3d:Take turns miming different activities in pairs. The others in the group guess what the activities are. 1.每组选派一名成员站在教室最后面来负责做动作; 2.教室其他人背对PPT坐; 3.小组成员做动作,其他成员依次提问:Are you… ; 4.最先猜出来的小组积一分; 5.加大难度可以将提问变成写出来。 Observe students' participation and instruct students to use the grammar knowledge they have learned in this class correctly.
Purpose In practical application, students can internalize what they have learned.
Homework Required: 1.Recite the grammar focus. 2.Write at least 5 sentences using the present continuous tense. Optional: Introduce a photo of your family's special moment about what your family members are doing.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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