資源簡介

Unit 5　Here and Now
This unit focuses on “the living conditions and activities of people nowadays” with the background of time and regional differences，exploring the behaviours people are engaged in and the lifestyles behind them in different scenarios.Through a variety of topics and texts，such as daily communication by phone，real time scenes of different cities，weekend activities in parks，etc.，the students are guided to use the present continuous tense accurately to depict the present，improve their language ability to understand and express life situations across time and space.
Unit Content Analysis(單元內容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It involves the words of various activities(such as ride，work on，race，skate，kick，etc.)，as well as some telephone phrases(such as hold on，call back，take a message，leave a message，etc.).
Sentence Patterns：Use “What are you/they doing？” “What is he/she doing？” to ask others about the activities people are doing，and “I'm/We're/They're/He's/She's ＋v. ing…” to talk about the activities；use phone conversations to find out what others are doing，and “What time is it in Chongqing/Shanghai/…？” to ask about the time in different time zones.
◆ Vocabulary and Sentence Patterns
Listening Activities：The listening materials contain diverse dialogue situations，ranging from friends' invitations and family calls to discussions on various aspects of urban life，training students to sharply capture key information in complex speech，accurately interpret characters' intentions，and deeply empathize with emotional attitudes.
Speaking Practice：Oral practice involves activities such as role playing，telephone imitation，and activity description，which drive students to use vocabulary and sentence patterns fluently and accurately，optimize pronunciation，intonation，and rhythm，enhance confidence in oral expression.
◆ Reading and Writing
Reading Materials：The materials include introductions about what people around the world are doing at the same time，aiming to improve students' reading comprehension and understanding of the time zones，and share their lives with others.
Writing Tasks：Students are required to fill out postcards about one's activities that are happening and write a description of people's activities，etc.，aiming to cultivate students' writing ability and creativity.
◆ Grammar and Pronunciation
Grammar：Systematically explain the grammatical rules，structural changes，and detailed application in complex contexts of the present continuous tense；analyze in detail with example sentences，consolidate through exercises，and deepen understanding through situational discrimination.
Pronunciation：Focus on the pronunciation rules of specific vowel combinations(/ju /，/u /，/ /) and the techniques of sentence stress and rhythm，calibrate pronunciation norms，optimize voice texture，add luster and empower oral expression with precise pronunciation and beautiful intonation，and enhance language expressiveness and auditory aesthetics.
Key Points 1.Master the construction rules of the present continuous tense and the changes of v． ing form. 2．Firmly remember a rich vocabulary of daily activities，situational communication phrases and telephone communication sentence patterns. 3．Be proficient in text reading skills and writing structure，lay a solid foundation of knowledge and skills for language practice，and open the door to fluent and creative expression.
Key Difficulties 1.Understand and apply the present continuous tense correctly. 2．Cultivate students' writing ability and creativity by writing a description of people's activities.
1．Master the words of activities，phone phrases，and sentence patterns involved in this unit.
2．Be able to listen to and understand conversations and phone conversations about activities and time zones in English.
3．Be able to talk about one's activities in English，have a phone conversation and share their lives with others.
4．Be able to write a description of people's activities in English.
1．Encourage the students to learn about different time zones and stimulate students' love for traditional culture.
2．Guide students to recognize the importance of local culture and think about how to share them.
Learn to discuss，communicate with others about activities and express and share their own activities and lives.Make reasonable speculations，and express and regard what is happening logically，dialectically and innovatively.Realize the transfer of knowledge and thinking ability.
1．Check people's activities in different areas through the Internet，improving the ability to utilize resources and preview lessons.
2．Use mind maps and context maps to build knowledge.
3．Monitor and evaluate the effectiveness of the learning process and precisely adjust strategies and methods.
4．Through cooperative learning，comprehensively train autonomous，cooperative and inquiry based learning abilities.
Learning Situation Analysis(學情分析）
1．Students may have certain understanding and interest in daily lives and phone conversations，but their abilities to express what is happening and use phone conversations to invite friends to do something in English are limited.
2．Students may have difficulties in pronunciation and grammar，requiring targeted guidance and training from teachers.
3．When writing，the structure may be loose.The use of connecting words to make the article coherent and fluent is not effective.In addition，the target language of this unit is not used skillfully and the present continuous tense is not used correctly.
1．Utilize multimedia resources(such as pictures，videos，etc.) to assist teaching，stimulating students' interests in learning.
2．Adopt a situational teaching method and an activity method，allowing students to learn and apply English in real contexts.
3．Focus on pronunciation and grammar training，improving students' language accuracy through repeated practice and correction.
4．Encourage students to write more and practise more，provide writing templates and model essays，guiding students to imitate writing and create.
5．Pay attention to individual differences among students，adopting a combination of tiered teaching and individual tutoring to meet different students' learning needs.
第一課時　Section A【(1a—1d)& Pronunciation 1—2】
第二課時　Section A(2a—2e)
第三課時　Section A(Grammar Focus 3a—3d)
第四課時　Section B(1a—1d)
第五課時　Section B(2a—Reflecting)第一課時　Section A【(1a—1d)& Pronunciation 1—2】
Activity 1 Warming up and revision(感知與注意)
T：Today we are going to learn Unit 5.First，let's look at the title and the picture.What are we going to learn in this unit
Ss：We are going to learn some daily activities.
T：Yes，you're right.We are going to learn about what is happening around the world and share our lives.Look at the picture and share three questions with me：
Where do you think the people in the photos are？What are they doing
Can you explain how it can be daytime in one city when it is nighttime in another city
Do you know what time it is in other places right now
設計意圖：通過提問，激發學生的興趣和好奇心，激活學生的背景知識，引入本單元的主題。同時在導入活動中有意識地教授新詞，為后續學習掃除障礙。
Activity 2 Presentation(獲取與梳理)
T：Now，let's work on 1a.I have some pictures of activities here.Please write the activities in the box under the pictures.
(The teacher shows pictures and students write down the activities：gardening，playing volleyball，reading a book，riding a bike，shopping and washing dishes.Then the teacher asks students to express the pictures using the phrases as quickly as possible.After that，the teacher can encourage students to add more activities.)
設計意圖：通過圖片識別，幫助學生鞏固活動名稱的詞匯，培養學生的觀察(viewing)能力。
Activity 3 Listening(獲取與梳理)
T：For 1b，listen carefully to the conversations and answer the questions.Pay close attention to the details，the speakers' tones and the key information.
T：Who is calling his friends
S1：Peter.
T：What activity does he want to do with his friends
S2：He wants to play volleyball at the sports park.
T：Good.Now，let's answer the last question.
(The teacher gets the students to answer questions based on the listening contents.Meanwhile，the teacher guides them to learn to write down key words while they are listening.)
設計意圖：通過聽力活動，訓練學生捕捉關鍵信息的能力，進一步提升聽力理解能力，同時幫助學生掌握相應聽力技巧。
Activity 4 Listening(獲取與梳理)
T：Let's work on 1c now.Let's listen to the conversations again and match the questions with the answers.
(Play the listening recording again；the students complete the matching questions.Ask the students to check the answers together.Then the teacher practises with several students，like “What's Teng Fei doing？”“He is…”．)
設計意圖：通過聽力信息匹配，培養學生獲取關鍵信息的能力，進一步理解對話內容，掌握本單元目標語言。師生間小活動能擴大輸入和輸出，幫助學生提高聽力理解和語言表達能力。
Activity 5 Practice(概括與整合)
T：Let's move on to 1d.OK，let's talk about what is happening using phone conversations.Please use the present continuous tense(such as “What are you doing？I'm ＋v. ing.Do you want to…？Of course！/…”) to invite friends to do something.
(The students practise dialogues in pairs.Then the teacher gets some pairs to share their conversations with the whole class，asks them to pay attention to how to refuse politely and gives appropriate feedback to students timely based on their performance.)
設計意圖：通過對話練習，幫助學生學會用電話用語來邀請朋友做事，提高學生口語表達能力。學生在展示過程中，自然運用本單元核心句型，能提升信息整合能力，教師適當評價有利于幫助學生學會反思，樹立學習信心。
Activity 6 Pronunciation(歸納與應用)
◎The sounds of letter “u”
T：Now，let's move on to Pronunciation.First，let's practise the sounds of letter “u”．Listen and repeat after me.
T：Good！Now，let's add one more word to each group and practise again.
(The students discuss in groups and the teacher adds some words like “uniform”“blue” and “duck”．The teacher gets them to pronounce these words correctly.)
◎Learn to read the stressed words.
T：Now，let's practise the pronunciation of stressed words.Listen to the conversation and underline the stressed words you hear.
(Then get the students to check answers together.)
T：Good！Let's practise the conversation together and pay attention to the pronunciation of stressed words.For example，in the sentence“I'm walking my dog.”，“walking” and “dog” are mainly the stressed words.
設計意圖：通過發音練習，幫助學生掌握字母“u”的發音以及重讀單詞的正確發音，提升學生的口語表達能力，同時幫助學生明白不同的重讀可以表達不同的含義。
Activity 7 Homework(分層作業)
必做題：Suppose it's 7：00 in the evening.Please write down what your family are doing.
選做題：Make up a phone conversation to invite your friends to do something and act it out.
第一課時　Section A【(1a—1d)& Pronunciation 1—2】 Key words：washing dishes，shopping，riding a bike， reading a book Key sentence patterns： 1．—What are you doing at the moment？ —I'm gardening. 2．—Do you want to play volleyball at the sports park —Of course！/Sure./I'd love to，but…．
During the teaching process，it is important to observe students' reactions and participation degree，adjust teaching strategies and methods in time.Through the study of this lesson，students should be able to master some daily activities，use the present continuous tense to talk about what is happening and learn phone conversations to invite friends to do something.It can cultivate students' learning habits and observation abilities.At the same time，the teacher should adjust the teaching speed to make all the students keep up with it.第三課時　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，class.Before we start today's lesson，let's review what we learned yesterday.Please look at the two pictures on the screen.Lucy is calling.Her cousin，Tom，is answering.(Tom's mother is cooking.Tom's father is reading a newspaper.)Now，I'll get some of you to practise the call conversation.
設計意圖：通過復習舊知識，為新課內容做鋪墊，激發學生的興趣。
Activity 2 Presentation(獲取與梳理)
T：Today we're going to learn Grammar Focus.
(Divide the class into two parts.Get one part to ask the questions，the other answers.The teacher plays PPT.Then ask them to find out what the tense is.
The teacher explains how to identify what the present continuous tense is，and gets the students to pay attention to the form of the tense “be＋doing”．)
設計意圖：教師展示與五組小對話相對應圖片的PPT，學生分組朗讀，在這樣的情境中，學生能通過觀察從形式上發現現在進行時的構成，并能初步感知現在進行時的含義。
Activity 3 Complete the sentences(概括與整合)
T：Now，let's work on plete the sentences with the correct forms of the verbs in the box.
(Guide students to complete the dialogue fill in exercises，emphasizing the time of the activities，and choose the right forms of the activities.Then choose students to read the short conversations，and help them correct the mistakes that they made.Finally，let students practise the conversations in pairs.)
設計意圖：通過填空練習，讓學生在實際語境中體會現在進行時的意義，培養他們綜合運用能力。
Activity 4 Practice(分析與判斷)
Work on 3c.First，let students read the postcard to learn the general meaning of it.Then，get them to choose the right forms of the verbs to complete the postcard，and provide necessary help if possible.Finally，help the whole class to get the right answers and understand why they use these forms to fill in the blanks.
Ask the students to read the postcard in silence to get a good sense of language.
設計意圖：通過語篇形式幫助學生理解不同時態表達的意義，懂得語法形式的選擇取決于具體語境。這種練習能幫助學生建立以語言運用為導向的“形式—意義—使用”的語法觀，提高他們的分析能力。
Activity 5 Pair work(內化與運用)
T：Now let's work in groups.Take turns miming different activities and guessing what they are.You can do these activities in groups of four.
(First，make a model for them.The teacher mimes an activity and asks several students to guess.)
S1：Are you swimming
T：No，I'm not.
S2：Are you playing basketball
T：No，I'm not.
S3：Are you singing
T：Yes，I am.
(Then ask them to practise.The teacher moves around the classroom and checks if the students use the present continuous tense correctly.)
設計意圖：通過小組合作，提高學生參與課堂的熱情度，猜測活動能引導學生自然運用現在進行時態，加深對該時態意義的理解，同時也能提升學生的聽說能力。
Activity 6 Homework(分層作業)
必做題：Make up five sentences using the present continuous tense.
選做題：Write an email to your best friend to introduce what your family are doing.(Suppose it's 7：30 p．m.now.)
第三課時　Section A(Grammar Focus 3a—3d) Key words：kick，online，exam，hope，skate，call back，look forward to Key sentence patterns： 1．—Is he exercising at the park？ —No.He's shopping at the supermarket. 2．What is he/she doing at the moment 3．What are you/they doing right now？
During this lesson，the students actively participated in various activities but still faced difficulties using the present continuous tense in real conversations.In future teaching，I will increase more practical dialogue practice to help students better master and apply the tense.Also，I will pay attention to individual differences among students and provide more personalized guidance.第四課時　Section B(1a—1d)
Activity 1 Warming up and revision(感知與注意)
T：Before we start Section B，let's review what we've learned.Who can tell me some words about daily activities？And how do we use the present continuous tense
S1：“Playing football”，“reading a book”．We use “be ＋ doing” to show an action is happening now.
T：Good.Now，think about how we can share our lives with others.
S2：We can use photos and videos，or tell stories.
T：Right.Let's see how it's shown in our new lesson.
設計意圖：通過回顧舊知識激活學生已有知識網絡，強化詞匯與語法記憶。以生活分享話題引導學生思考，激發探索欲，為新知識學習搭建思維橋梁，自然流暢導入新課，提升學生的參與熱情與主動性。
Activity 2 Presentation(獲取與梳理)
T：Now，let's turn to 1a.Look at the clocks and talk about the times in different places.You can share your answers with your partners and exchange them.
(Students engage in partner discussions.)
T：From the pictures，we can find different places have different times.We can call this the time zone.Now practise the model conversations with your partners.
S1：What time is it in Chongqing
S2：It's_8_p．m．/It's 8_o'clock_in_the_evening．
T：That's right.We can find different places and different zones，so the activities people do are different too.
設計意圖：本活動旨在激發學生合作并分享關于時間的表達，同時也引入時區這個地理概念，活躍學生思維，同時為下面的語篇學習做好鋪墊。
Activity 3 Be a quick finder(獲取與梳理)
T：Now，it's time to work on 1b.We can find there are three paragraphs about 3 different places.I want you to read them quickly to find out what the places are.After that，add the time from 1a into the text.
(After students completing the work)
T：How did you add the time for Chongqing
S：I wrote “It's 8 p．m.in Chongqing.Some people are enjoying the city at night.”
T：Great.Let's check the others.
(The teacher guides students to check whether the time is accurate and whether the sentences are smooth.Check the answers together.)
設計意圖：學生通過快速閱讀查找地點和填入時間，可以幫助他們掌握恰當的閱讀策略，初步了解文本大意，有利于培養閱讀能力。
Activity 4 Be a careful reader(獲取與梳理)
(Ask students to read the video script carefully and complete the chart.)
Places Time Activities(People are doing)
Chongqing
Nairobi
New York
(The teacher checks the information by asking questions.)
設計意圖：這項活動幫助學生掌握閱讀技巧，培養從文本中提取關鍵信息的能力，同時引導學生進一步理解文本內容。
Activity 5 Be a deep thinker(概括與整合)
T：Now，let's move on to 1c.Read the script again and answer the questions.
(The teacher explains the instructions and lists the questions in 1c.Then let students read the script to find the answers.The teacher moves around to give necessary help.)
T：What special dishes can people eat in Chongqing
S1：Chongqing hot pot and noodles.
T：Right.Why is the time different in each city
S2：Because of the different time zones.
T：Good.Keep answering other questions accurately.
設計意圖：學生通過整合相關信息回答特定問題，能進一步加深對文本的理解。最后的開放性問題能發散學生思維，有利于語言能力和思維品質的培養。
Activity 6 Be a smart talker(內化與運用)
T：Now，it's time to work on 1d.I want you to complete the tasks with the information from 1b.This will help us get the right answers through the logical thinking and inferring abilities.
(Students work individually to complete the tasks.Then ask the students to describe the city using the information in the passages and 1d.Give a model like this：“I am from Nairobi，Kenya.In our city，people live side by side with many wonderful animals！It's three o'clock in the afternoon now.Look at that giraffe！It's drinking water.How wonderful！”
The teacher moves around to give proper help and then gets several students to give a short talk.)
設計意圖：本活動旨在激發學生邏輯思維能力和推理判斷能力，從而提取正確信息和合理的判斷。同時，簡短的場景談論能提供目標語言運用的機會，幫助學生提升語用能力。
Activity 7 Homework(分層作業)
必做題：Choose one of 1d(1～5)and write a short report.
選做題：Suppose it's 8：00 a．m.in your town or city and write a short passage to talk about what people are doing.
第四課時　Section B(1a—1d) Key words：happen，rush，shine，brightly，colourful，painting，drive，time zone，around the world，in a hurry，side by side，drop off，take part in Key sentence patterns： 1．—What time is it in Chongqing —It's 8 p．m./It's eight o'clock in the evening. 2．What is happening in different time zones around the world？
In this lesson，I aimed to engage students in a meaningful exploration of different time zones and different activities.Through a variety of activities，including partner discussion and reading comprehension，students were able to deepen their logical thinking and conclusion abilities.However，in future lessons，I could incorporate more diverse perspectives on different places and their time zones to broaden students' horizons.Additionally，I could provide more guidance on how to effectively use logical thinking as a tool for inferring information.第二課時　Section A(2a—2e)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，everyone！Let's review the pronunciations we learned last class.Can you tell me some words with the letter “u” sounding/ju /，/u /and/ /
Ss：“Useful”“rule”“cup”，etc.
(Show a photo to the class and ask the students to talk about what they are doing.)
設計意圖：通過復習元音發音來鞏固語音知識，強化發音感知與辨別能力，為新課聽力活動中準確捕捉詞匯發音做準備。學生談論圖片內容能激發學生學習的熱情，自然導入新課，幫助學生迅速進入學習狀態。
Activity 2 Listening(獲取與梳理)
T：Let's work on 2a.Before listening，let's look at the pictures(The teacher shows a picture to the class.)，and can you tell me what people are doing in the pictures
Ss：The man is talking on the phone，and two girls are making food.
T：Yeah，you're right.One of the girl with curly hair is Jane，and the man is Jane's father.Can you predict what we'll hear in 2a according to the instructions in 2a and the pictures
Ss：Perhaps they are talking something that is happening(on the phone).
T：OK.Now let's listen to the conversation to check your predictions and try to fill in the blanks.You can write the first letter of each word because of limited time.
(The teacher checks the answers and guides students to discuss the information in the listening material.If possible，let students listen for another time.)
設計意圖：通過聽錄音材料并填空的活動，培養學生的聽力專注度與獲取關鍵信息的能力。建議學生填空時先寫單詞首字母，能幫助學生掌握聽力策略。復聽檢查確保信息準確性，可以培養學生嚴謹認真的學習態度。
Activity 3 Reading(分析與判斷)
T：Now let's work on 2b.Please read the conversation carefully and answer me these questions：Is Jane enjoying her life in Guangzhou now？Does Jane always spend the holiday with Hao Yi？Are Jane's parents preparing for the Dragon Boat Festival now？Does Jane care about her mother？Is Jane's mum not feeling well at the moment？(These questions are showed on the screen.)
(After reading，check the answers to the questions together.They are：1.Yes.2.We don't know.3.We don't know. 4.Yes. 5.Yes.)
T：Now，you can complete the tasks in 2b easily.
設計意圖：通過閱讀理解活動，培養學生結合文本信息進行分析和判斷的能力，同時進一步加深對文本信息的理解，為后續學習奠定基礎。
Activity 4 Language practice(概括與整合)
T：2c requires you to read the conversation again and complete the table.Fill in the activities of Jane and her family accurately.
(The students fill out the form.)
T：What did you write for Jane's activity
S1：I wrote “making zongzi and watching dragon boat races”．
T：Correct.What about her father's activity
S2：Washing the car.
T：Well done.Make sure all the entries are precise.
(The students read the conversation in silence and complete the table.With the teacher's help，the students can answer the questions easily after reading several times.)
設計意圖：幫助學生梳理文本的關鍵信息，以表格形式清晰地呈現人物活動，提升信息整合與歸納總結能力。通過填寫表格強化學生對文本細節的記憶與運用，培養學生高效提取關鍵信息的閱讀技巧。
Activity 5 Role play the conversation(內化與運用)
T：Let's work on 2d.Listen again and pay attention to the stressed words.(Play the recording.)
(The students repeat the recording and try to imitate the pronunciation and intonation heard in the recording.The teacher guides students to pay attention to the pronunciation of the stressed words in the recording.Then，get the students to role play the conversation with their partners，and invite several students to show in the front.The teacher gives them proper help if necessary.)
設計意圖：通過模仿和跟讀，注意句子中單詞重讀的變化，提高學生語音和語調的準確性和流利性。角色扮演對話練習能幫助學生運用朗讀技能和目標語言，進一步理解對話語篇。
Activity 6 Language practice(遷移創新)
T：Let's work on 2e.You've learned phone conversations，right？Do you know how to express and talk on the phone？What sentences can you remember
S：Hello/Hi，it's…This is…speaking./Could I speak to…？/Who's that？…
T：Now，let's first make up a conversation using the expressions in 2e.Suppose it's Sunday morning now.You want to call your uncle's family and wonder what they are doing.Then role play a telephone conversation in groups.
(After practising，invite several groups to act it out and give them help if necessary.)
設計意圖：通過電話會話，引導學生運用所學知識來積極表達自己，提高語言組織能力和表達能力。學生之間的小組練習能促進溝通交流，互幫互助，有利于樹立自信，培養學生的學習能力。
Activity 7 Homework(分層作業)
必做題：Recite the full text of 2a.Write down the conversation in Activity 6.
選做題：Call your best friend and ask what his/her family are doing；then write it down.
第二課時　Section A(2a—2e)Key words：festival，hold on，race，somebody，take/leave a message Key sentence patterns： We're having a holiday here. We're having fun in China. Hello.This is…speaking. Who's this？/May I ask who's calling Could I speak to…？ Would you like to leave a message？
In this lesson，students actively participated in various teaching activities，showing high learning interests and passion in English learning.Through role playing and group discussions，students' oral expression and language application skills were effectively enhanced.With the process of reading and phone conversations，students' cultural awareness has got increased，and it also developed the students' awareness of patriotism.第五課時　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，everyone！Before we start，let's do a quick review of what we've learned so far.
T：Can you talk about what we learned in previous lessons
S1：I remember we talked about the activities using the present continuous tense.
S2：And we also learned the phone conversations to invite friends to do something.
…
T：Great！Now，let's move on to Section B，2a，which is about “What's happening in a park？”
設計意圖：通過復習舊知識，激活學生已有的相關知識儲備，為新課的學習做好鋪墊，同時也能發散學生的思維，激發他們的興趣和好奇心。
Activity 2 Presentation(獲取與梳理)
T：In 2a，it's Sunday and people are doing different things in a park.Look at the picture and imagine the scene.Describe the activities you see people doing to your partner.Use vivid words and the present continuous tense.
(Students present the conversations，and others listen to them carefully.The teacher corrects them in time if there are any mistake.)
S1：I see some people running and laughing.
S2：A man sitting on the bench is playing the guitar quietly.
T：Great descriptions.What else
S3：A woman is walking the dog happily.
T：Well done.Keep sharing.
…
設計意圖：通過觀察，培養學生觀看“viewing”的能力，學生利用圖片中的信息談論人們正在做的事，能幫助他們鞏固和強化對現在進行時的理解和掌握，有利于提高語言運用能力。
Activity 3 Practice(內化與運用)
T：Now，let's move on to 2b.You need to write a video script by describing what is happening in the park.You can use the information in 2a.There are lots of people in the park doing lots of different activities.What are they
T：Let's speak out the activities together.Think about what other activities you can think of.
(Students speak out the activities loudly，and they discuss other activities in groups and share ideas.)
T：Now，it's time to write your script.Remember to use the present continuous tense and include all the important activities.
(Students independently write scripts about what's happening in the park.The teacher supervises and provides guidance，encouraging students to be creative while paying attention to the accuracy of their language writing.Then students improve the script through self evaluation and mutual evaluation.Finally，the teacher asks some students to share their scripts.)
設計意圖：通過寫作練習，提高學生的寫作能力和語言組織能力。學生的自評和互評能有效培養學生反思和合作意識，能促進核心素養的落實。
Activity 4 Project(描述與闡釋)
T：Let's work on 3a.Class，now let's dive into our project—Draw a group of flats.We'll work in groups.In groups，draw a group of flats like the one in 3c.Think of a fun name for the flats.
(Each group draws a picture of flats，using their imagination to draw beautiful ones.The teacher moves around to encourage them to be brave and creative.At the same time，students learn to name the flats with their own ideas.)
設計意圖：本活動旨在鞏固學生對公寓的描述和命名，通過小組合作和互動，學生練習溝通技巧并加深對事物的了解。
Activity 5 Drawing a group of flats(描述與闡釋)
T：Now，let's move on to 3b.Based on the flats you've drawn and named in 3a，draw some people doing different activities in the flats.You can work in groups.Each can draw what people are doing in different rooms on the same floor.Think about how to make the atmosphere harmonious，happy and interesting.
(The teacher encourages the students to be brave and open.While the students are working，the teacher moves around and gives proper help if necessary.)
設計意圖：這個活動鼓勵學生通過繪畫來展示自己的思想，有利于培養繪畫能力，提升審美能力；學生要使圖片有趣、有創造力，并與他人分享，能培養他們創造性思維。
Activity 6 Presenting the flats(內化與應用)
T：Let's work on 3c.Alright，now it's time to show your pictures，which you drew in 3a and 3b.In the pictures，there are flats with interesting names and people doing different activities.Now present your flats to your classmates，and describe what is happening in each flat.
(Each group chooses a leader to present their flats.)
Group 2：Our “Dreamland Flats” has a rooftop garden.People are gardening and enjoying the fresh air.There's also a study room where students are reading quietly.
T：Impressive.Now，let's vote.Which flat do you think is the best
T：Alright，it's time to vote for the happiest and most interesting flats.Please raise your hand for the group you think has done the best job.
(After the students vote for the selection，the teacher summarizes and comments，affirms the creative highlights，and puts forward suggestions for improvement.)
T：Congratulations to Group Two！You've received the most votes，and your team is truly impressive.Great job to all the groups for your creative and thoughtful designs.
設計意圖：本次活動旨在提升學生對活動描述的能力，通過小組合作和互動游戲，激發學習興趣，培養合作意識，并加深對現在進行時的掌握程度。
Activity 7 Reflecting(分析與評價)
Encourage the students to evaluate their performances in this unit.They can describe themselves how well they did according to the evaluation scale.
They can express like this：I can describe what the people around me are doing.I can use the present continuous tense to describe ongoing actions…I think I should ask my teacher and classmates for help when I meet problems.
設計意圖：通過量表，學生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。這樣能幫助學生養成反思習慣，提升思維品質，有利于培養他們的學習能力。
Activity 8 Homework(分層作業)
必做題：Write a short passage based on the flats you drew in today's class，describing what is happening in each flat.
選做題：Observe the flats near your house and draw some people doing different activities in the flats.
第五課時　Section B(2a—Reflecting) Key sentences： Now it's ten o'clock in the morning. Look，the sun is shining! Let's see what everyone is doing! Draw a group of flats.(Display a picture) Liangliang lives in Flat 101 with his family. He's painting.
The students actively participated in the discussion in class and showed a strong interest in the topic of activities.Through the activity of drawing a group of flats and describing what is happening，the students not only consolidated the vocabulary and the tense learned but also exercised their creativity.In the future class，we will continue to explore more topics and activities related to what's happening to stimulate students' interest in learning and creativity.

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