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Unit 5 Here and Now Section A 1a 2e 教案
Teaching Objectives
1. Language Competence
Students will use present continuous tense to describe ongoing actions.
Students will expand vocabulary related to daily routines and time expressions (e.g., right now, at the moment).
2. Cultural Awareness
Students will compare how people in different cultures prioritize daily activities and perceive punctuality.
3. Thinking Skills
Students will analyze time management strategies through critical discussions.
Students will infer contextual meanings from listening materials.
4. Learning Ability
Students will collaborate in groups to create dialogues and practice peer feedback.
Students will use visual aids (e.g., timelines, schedules) to organize ideas.
5. Life Skills
Students will reflect on their own time management habits and propose improvements.
Teaching Materials
Textbook (Section A 2a-2e)
Audio clips (2a-2b)
Whiteboard, markers, and sticky notes
Projector for displaying a sample daily schedule
Worksheets for group tasks
Teaching Procedures
Step 1: WarmUp & LeadIn (5 minutes)
Activity: "What’s Happening Now "
Teacher: Shows pictures of people engaged in activities (e.g., cooking, studying, playing soccer). Asks: "What is the boy in this picture doing right now "
Students: Raise hands to answer using present continuous tense: "He is cooking!"
Interaction: Teacher writes responses on the board and highlights the ing structure.
Purpose: Activate prior knowledge of present continuous tense and engage students visually.
Step 2: Listening Comprehension (2a-2b) (10 minutes)
Activity 1: Predict Before Listening
Teacher: Displays the questions in 2a (e.g., What is Jenny doing ) and asks students to predict answers based on pictures.
Students: Discuss in pairs and share predictions.
Activity 2: Listen and Check
Teacher: Plays the audio twice. After the first round, asks: "Was your prediction correct "
Students: Complete 2a individually, then compare answers in pairs.
Teacher: Reviews answers and clarifies misunderstandings (e.g., "Why is the answer ‘studying’ instead of ‘reading’ ").
Purpose: Develop listening skills and critical thinking through prediction and verification.
Step 3: Grammar Focus & Practice (2c-2d) (15 minutes)
Activity 1: Sentence Transformation Drill
Teacher: Writes sentences in simple present tense (e.g., She eats lunch) and asks students to convert them into present continuous tense.
Students: Volunteers write answers on the board: "She is eating lunch right now."
Activity 2: RolePlay "A Day in My Life"
Teacher: Divides students into groups of 3. Assigns roles: one student acts as a reporter interviewing others about their current activities.
Example dialogue:
Reporter: "What are you doing at the moment "
Student: "I’m practicing basketball. My brother is watching TV."
Students: Perform dialogues creatively, incorporating props (e.g., imaginary microphones).
Purpose: Reinforce grammar structures through interactive practice and foster creativity.
Step 4: Cultural Comparison & Reflection (2e) (10 minutes)
Activity: "Time Around the World"
Teacher: Shares a short video clip showing daily routines in Japan, Brazil, and Germany. Asks: "How do people in these countries manage time differently "
Students: Discuss in groups and complete a Venn diagram comparing cultural habits.
Interaction: Groups present findings. Teacher adds insights (e.g., "In Japan, punctuality is highly valued").
Purpose: Enhance cultural awareness and analytical thinking through multimedia and collaboration.
Step 5: Consolidation & Homework (5 minutes)
Activity: "My Ideal Schedule"
Teacher: Assigns homework: Create a timetable for your perfect day using present continuous tense (e.g., "At 9 a.m., I’m cycling in the park").
Students: Ask questions about the task. Teacher provides examples on the board.
Purpose: Encourage selfreflection and practical application of language skills.
Teaching Reflection
This lesson successfully integrated core competencies by balancing language drills with reallife applications. The warmup activity effectively engaged visual learners, while the prediction task before listening stimulated critical thinking. Students demonstrated enthusiasm during the roleplay, showcasing their ability to use the target grammar creatively.
However, time management was a challenge. The cultural comparison segment needed more concise instructions to avoid delays. Some students struggled with rapid speech in the audio clip; providing subtitles or slowing down the playback could improve accessibility. Additionally, while group work fostered collaboration, a few passive learners relied heavily on peers. Implementing individual accountability (e.g., assigning roles like "recorder" or "speaker") might ensure equal participation.
The inclusion of multimedia (video clips) enhanced cultural understanding but required technical preparation. In future lessons, I will test equipment beforehand and prepare backup materials. Overall, students achieved the objective of using present continuous tense accurately, and their reflective homework submissions indicated improved awareness of time management. To deepen learning, next class could incorporate a peerediting session for homework schedules, promoting constructive feedback.

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