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Unit 5 What are you doing right now
Period 1: Section A (1a-1d) & Pronunciation (1-2)
Class Type: Listening & Speaking
Duration: 45 minutes
Grade: Grade 7
I. Teaching Objectives
1. Language Knowledge Objectives
To recognize, understand, and use key vocabulary for common activities: play volleyball, read a book, wash dishes, ride a bike, do gardening, go shopping, work on.
To understand and use the present continuous tense to describe actions happening at the moment of speaking: “What are you doing ” “I am (I’m) reading.”
To understand and use simple phrases for making and responding to invitations: “Do you want to… ” “I’d love to.” / “I’d love to, but…”
2. Language Skill Objectives
Listening: To extract specific information (who, what activity, availability) from short telephone invitation dialogues.
Speaking: To conduct a simple, guided telephone conversation to ask about current actions and make an invitation.
Pronunciation: To be introduced to the different sounds of the letter u (/ju:/, /u:/, / /) and to notice stressed words in sentences.
3. Emotional & Practical Objectives
To develop confidence in talking about immediate actions and making simple social plans in English.
To understand the polite formula for accepting or declining an invitation briefly.
II. Key & Difficult Points
Key Points:
1. Asking and answering questions about current actions using the present continuous tense.
2. Understanding the basic structure of a short invitation dialogue.
Difficult Points:
1. Forming the present continuous tense accurately (be + verb-ing) in spontaneous speech.
2. Differentiating between the sounds of u, particularly / / (as in bus) which is less familiar.
III. Teaching Preparation
1. Teacher:
PPT with pictures for all target activities, embedded audio clips, clear grammar charts, and pronunciation examples.
Audio recordings for 1b, 1c, and pronunciation exercises.
2. Students:
Worksheet 1: Vocabulary matching (1a) and listening comprehension guide for 1b/1c.
Worksheet 2: Telephone dialogue frame for 1d.
IV. Teaching Procedures
Step 1: Warm-up & Context Creation (5 minutes)
1. Teacher Modeling:
The teacher performs simple, silent actions (e.g., writing on the board, looking at a watch, opening a book). After each, ask: “What am I doing right now ” Elicit responses, even in basic English or Chinese.
2. Introduce the Topic:
T: Great! You’re talking about actions happening NOW. In English, we use a special tense for this. Today, we’ll learn how to ask “What are you doing ” especially on the phone!
Step 2: Vocabulary Presentation & Practice (1a – 7 minutes)
1. Picture-Vocab Association:
Use PPT to show clear pictures for each activity in 1a. Present and drill the phrases: playing volleyball, reading a book, washing dishes, riding a bike, doing gardening, going shopping.
Focus on the -ing form. Use choral and individual repetition.
2. Matching & Personalization:
Students do the matching activity in the book or on Worksheet 1.
Quick Poll: T: Look at the pictures. Which activity do you like Show me with your fingers. Picture 1 (volleyball) is 1 finger, Picture 2 (reading) is 2… Ready What’s your favourite
Step 3: Listening I – Gist of an Invitation (1b – 8 minutes)
1. Pre-listening (Set the Scene):
T: Peter is calling his friends. What do you think he wants (Elicit: to play/do something). Let’s listen.
2. First Listening – For Main Questions:
Play the 1b audio. Students answer on Worksheet 1: 1. Who is calling 2. What does he want to do 3. How many friends are free
Pair Check: Students compare answers.
3. Feedback: Confirm answers. Ask: “Is Peter happy How do you know ” (He finds one friend).
Step 4: Listening II – Details & Language (1c – 10 minutes)
1. Pre-listening (Focus on Grammar):
Write on board: What _____ you _____ I _____ my homework. Elicit the missing words (are, doing, ‘m doing). Highlight the be + verb-ing structure.
2. Second Listening – For Specifics:
Students listen again to complete 1c, matching questions with answers.
Post-listening Check & Drill:
· Check answers.
· Drill the key present continuous sentences from the script: “I’m reading a book.” “I’m working on something important.”
Step 5: Speaking – Guided Telephone Talk (1d – 12 minutes)
1. Model and Deconstruct:
Play or act out the model dialogue in 1d. Write the skeleton on the board:
A: Hello… Is … there / Can I speak to…
B: Speaking.
A: Hi! What are you doing (right now)
B: I’m (verb-ing). Do you want to (activity)
A: Yes, I’d love to. / I’d love to, but I’m (verb-ing)…
Practice the intonation of the invitation and responses.
2. Controlled Pair Practice:
Students use Worksheet 2 (which has the skeleton and a list of activities) to create and practice their own dialogues in pairs.
3. Performance & Feedback:
Invite 2-3 pairs to perform. Praise the use of the target tense and phrases.
Step 6: Pronunciation Focus (8 minutes)
1. Sound Awareness, Not Rules:
Write: use, rule, bus. Ask: “Is the ‘u’ sound the same ” (No).
Play the pronunciation audio. Students listen and repeat. Focus on getting the mouth shape right for / / (short, relaxed sound).
2. Word Stress in Context:
Play the sentence from Pronunciation 2. Students clap on the stressed words. Discuss how stress makes the sentence sound more natural.
Practice the sentence chorally.
Step 7: Summary & Homework (2 minutes)
Summary:
T: Today we learned the ‘right now’ tense – ‘I am doing’. We can use it to ask about actions and make plans on the phone. Good start!
Homework:
1. 必做 (Consolidation): Write down the telephone dialogue you practiced with your partner.
2. 选做 (Application): Tonight, call or text a friend/family member in Chinese. Ask them “What are you doing right now ” Then, write their answer in English (e.g., “My mother is watching TV.”).
V. Assessment
Observational: Teacher monitors accuracy of present continuous formation during drills and pair work.
Product-based: Worksheet 1 provides a check for listening comprehension.
Performance-based: The in-class dialogue performances are the primary speaking assessment.
VI. Blackboard Design
```
Unit 5 What are you doing right now
Talking about NOW:
Question: What are you doing (right now)
Answer: I am (I'm) + VERB-ING.
Examples: I'm reading. She's washing dishes.
Making an Invitation:
"Do you want to (play volleyball) "
-> "Yes, I'd love to."
-> "I'd love to, but I'm (working)."
New -ING Activities:
play volleyball, read a book, wash dishes, ride a bike, do gardening, go shopping
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VII. Teaching Reflection (Post-Lesson)
Tense Introduction: Was the concept of the present continuous tense introduced in a way that was clear and not overwhelming Could students consistently produce the “be + verb-ing” structure by the end
Listening Task Difficulty: Were the two listening tasks appropriately pitched Did students need the audio played more than once
Speaking Task Confidence: Did the scaffolded dialogue practice (worksheet, model) give students enough support to create their own conversations Were they able to focus on fluency rather than just reading a script
Pronunciation Integration: Was the time spent on the ‘u’ sounds and word stress beneficial at this stage, or would it be better to focus more on grammar fluency
Pacing: Did the lesson flow smoothly from vocabulary introduction to grammar focus to speaking practice Which part felt rushed

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