Unit 7 A Day to Remember Section B（备课素材+公开课一等奖创新教案）【人教2024版七下英语精彩课堂】

Unit7ADaytoRememberSectionB（备课素材+公开课一等奖创新教案）【人教2024版七下英语精彩课堂】/让教学更有效___精品试卷|英语学科

【人教2024版七下英语精彩课堂（备课素材+教案）】

Unit7SectionB

SectionBWhatdidyoulearnonthatspecialday

导入一图片导入

Teacher:Lookatthispicture.(Showapictureofafarmwithvariousfruitsandvegetables.)

WhatcanyouseeinthepictureWhatkindofworkdoyouthinkthepeopleonthefarmdoLet'stalkaboutit.

导入二实物导入

Teacher:(Bringsomerealfarmproductslikeatomato,acucumber,andsomestrawberriestotheclass.)Look,Ihavesomethingshere.Cananyonetellmewhattheseare(Letstudentsanswer.)Right,thesearefruitsandvegetables.DoyouknowwheretheycomefromToday,wearegoingtoreadaboutaschooltriptoafarmtolearnhowthesedeliciousthingsareproduced.

导入三问题导入

Teacher:Boysandgirls,haveyoueverbeentoafarmWhatdoyouthinkfarmersdoeveryday(Askafewstudentstoanswer.)

Well,let'slearnmoreaboutfarmworktoday.(Showsomepicturesrelatedtofarmwork.)

活动设计_______________

活动一FarmDayRole-play

将学生分成4人或5人一组。每个小组模拟一次农场实践日,小组成员分别扮演学生、农民等角色,表演在农场一天的活动。

Student1:Todayweareonafarm.Let'sstartwithpickingstrawberries.

Farmer:Becareful.Itseemseasy,butyouneedtopickthemgently.

Student2:Wow,it'snotassimpleasIthought.Itistiringbutfun.

组内其他同学认真倾听,在表演结束后进行简单提问,如“Didyouwatertheplantsafterpickingstrawberries"

每个小组推选一名代表,在全班同学面前展示小组的角色扮演。

活动二农场活动拼图竞赛

游戏准备:教师准备若干套农场活动拼图,每套拼图由4至6块组成,每块拼图上有一部分农场活动的画面(例如:一块拼图上有草莓地,另一块拼图上有学生伸手去摘草莓的动作等),并在拼图背面标上序号。最先完成拼图的小组获胜。教师可以在各小组完成后检查拼图是否正确,并根据完成速度和准确性进行评价。这个游戏可以帮助学生巩固对农场活动相关画面的记忆,同时锻炼他们用英语交流和合作的能力。

阅读突破_______________

突破一根据短文内容,回答下列问题。(教材原文:SectionB1b)

1.Whendidtheschooltriptakeplace

2.Whatdidthestudentsdointhemorning

3.Whatdidthefarmerteachthestudentstodointheafternoon

4.Whatdidthewriterlearnfromthetrip

5.Didthestudentsenjoythefarmwork

◎Key:1.OnFriday,30May.

2.Theyexploredthefarm.

3.Hetaughtthestudentshowtocutbranchesandleavesfromtomatoplants.

4.Helearnedthatfarmingisn'teasy.

5.Yes,theydid.

深层问题

1.Howcanthisfarmtripchangethestudents'dailyhabits

Sample:Thisfarmtripcanchangethestudents'dailyhabitsinseveralways.Afterseeinghowhardfarmersworktogrowfood,studentsmaybecomemorecarefulnottowastefoodathome.Theymayalsostarttoappreciatethefreshvegetablesandfruitsmorewhentheyeatthem.Additionally,theymightbeinspiredtohelpwithgardeningorotherrelatedactivitiesiftheyhavethechance.

2.Ifyoucouldaddonemoreactivitytothefarmtrip,whatwoulditbeandwhy

Sample:IfIcouldaddonemoreactivitytothefarmtrip,itwouldbemilkingcows.Thisisbecauseitisanimportantpartoffarmlifethatmanystudentsmaynothaveexperienced.Itwouldgivethemabetterunderstandingofwheremilkcomesfromandhowhardthefarmersworktoprovidedairyproducts.Itwouldalsobeaninterestingandeducationalactivityforthestudents.

突破二根据短文内容,选出正确选项。(教材原文:SectionB1b)

()1.Whatdidthestudentsdofirstinthemorningonthefarm

A.Theypickedstrawberries.

B.Theyexploredthefarm.

C.Theywateredtheplants.

()2.Whatdidthefarmerteachthestudentstodointheafternoon

A.Pickstrawberries.

B.Cutbranchesandleavesfromtomatoplants.

C.Watertheplants.

()3.Howdidthestudentsprobablyfeelwhentheypickedstrawberries

A.Bored.

B.Interestedbutfoundittooksomeeffort.

C.Tired.

()4.Whatcanweinferaboutthestudents'understandingoffarmingbeforethetrip

A.Theyknewalotaboutfarmingbecausetheyoftenvisitedfarms.

B.Theythoughtfarmingwaseasy.

C.Theyhadnointerestinfarmingatall.

()5.Whatisthemainideaofthistext

A.Thestudentshadatiringbuteducationalschooltriptoafarm.

B.Thestudentslearnedhowtogrowstrawberriesonafarm.

C.Thestudentsweretaughthowtocookwithfarm-grownvegetables.

◎Key:1—5BBBBA

SectionBWhatdidyoulearnonthatspecialday

第一课时(1a-1d)

StudyoftheText_______________

What:Thereadingtextisadiaryaboutaschooltrip,whichfocusesonSam'sdescriptionsandfeelingsaboutatriptoafarm.Studentscanlearnhowtowriteacompletepersonaldiarybyusingthesimplepasttense.

Why:Afterreadingthisarticle,studentswillunderstandthetextstructureandlanguagecharacteristicsofadiary.Throughthisarticle,studentswillbeguidedtoknowhowtousethediarytorecordtheirdailylife.Atthesametime,throughSam'sattitudetowardstravelandthediscoveryofthebeautyoflifeandthejoyoflabour,andSam'sfeeling“Everygraincomesfromhardwork”,thearticleguidesstudentstomaintainapositiveandoptimisticattitudetowardslife.

How:Thisreadingtextisadiaryaboutaschooltrip.1aintroducesthetopicofthediarybyaskingstudentsquestionssuchas“Doyoukeepadiary"tosetthestagefortherestofthetext.1cgivesstudentsagoodframeworkforrecordingthechronologicalorderofeventsandsetsthestageforlaterwriting.1dprovidesquestionstogetthedetailsofthetext.

LearningObjectives_______________

Inthislesson,studentswillbeableto:

1.usethesimplepasttensetotalkaboutwhathappenedinthepast;

2.readandwritediaryentriesabouttheschooltrip;

3.sharehowyoufeltandwhatyoulearnedfromyourspecialexperiences.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Toidentifyrelevantkeydetailsbysearchingandskim-mingthroughthediary.Step1Lead-in1.Greetings.2.Freetalk:WhatdidyoudoyesterdayWerethereanyspecialthingsthathappenedHowtorememberthethingsthathappenedinthepastStep2Pre-reading1.Workon1aanddiscussthequestions.(1)Doyouknowtheadvantageofkeepingadiary(2)WhichonedoyouagreewithDoyouknowmore2.Studentslookatthepicturesandguess.(1)Whatcanyouseeinthispicture(2)WheredidSamgoforhisschooltripStep3While-readingTask1ReadSam'sdiaryentryandwriteaone-sentencesummaryofwhathedidonthatdayandanswerthefollowingquestions.(详见课件资源)(1)Whatkindofpassageisit(2)WhenisSam'sschooltripTask2ReadParagraph1andanswerthefollowingquestions.1.Wheredidtheygo2.Whatdidtheydo3.Whatdidtheysee4.Howdidtheyfeelaboutthetrip◎Key:1.Theywenttoafarm.2.Theyexploredthefarm.3.Theysawlargetentswithtomatoes,cucumbers,andmanyotherfruitsandvegetables.4.Tiringbutgreatfun.Task3ReadParagraph2andfillintheblanks.Observeifstudentscangiveananswertothequestion.Learntheiropinionsonkeepingadiaryentry.

Observewhetherstudentscanreadthearticlequicklyandfindoutthekeywordsorkeyinformationtojudgestudents'readingability.

First,wepickedsomestrawberries.Intheafternoon,welearnedhowtocutbranchesandleavesfromtomatoplants.Finally,wewateredtheplants.Task4ReadParagraph3andanswerthequestion.Whatdidtheylearntoday◎Key:Farmingisn'teasy!Everygraincomesfromhardwork.Task5Finish1cCompletetheflowchartwiththeeventsfromthetext.◎Key:Explored,fields,tables,Picked,Cut,Watered,CookedFromstudents'comple-tionofthetasks,understandstudents'learningandinternaliza-tionofthetext.

PurposeTocreateasituationtointroducethethemesothatstudentscanthinkoftheirdailylivesandtalkabouttheirschooltrip.

2.Tofindthestructureofthediarybycarefulreading.Step4Post-reading1.Retellthediary.2.Workon1d:Readthediaryentryagainandanswerthequestions.Thinking1.Doyouknowthemeaningof“Everygraincomesfromhardwork”2.DoyouagreewithSamthatvegetablestastebetterwhenyouworkforthemGiveanexample.3.Retellthediary.(详见课件资源)Observewhetherstudentscanprovidein-depthquestionsbasedonthebasiccontentofthediary.Observestudents'thinkingandfeedbackontheproblems,andjudgetheirthinkingability.

PurposeStudentsareguidedtofurtherunderstandandorganizethediarygenre.

HomeworkRequired:1.Retellthestoryaccordingtothepictures.2.Writeadiaryentryaboutyourschooltriporyourlife.Optional:Developagoodhabitofkeepingadiary.

TeachingReflection_______________

第二课时[(2a-2b)Writing&Project]

StudyoftheText_______________

What:2a-2bisawritingtasktowriteaboutaschooltrip.3aasksstudentstothinkofaplaceorasituationwherethestorytookplace.3basksstudentstowriteachainstorytogether.3cistosharethestoryinclass.

Why:ThecontentisthewritingsectionofSectionB.3aasksstudentstothinkofaplaceorasituationwherethestorytookplaceandleadsstudentstothinkabouttheirmotivationsforchoosingorparticipatinginschooltrips.3basksstudentstowriteachainstorytogether.3cistosharethestoryinclassandguidestudentstothinkaboutthesignificanceoftheexperienceforpersonalgrowth,suchasimprovingself-careskillsandfosteringteamwork.

How:Studentstrytowriteachainstorytogetherbyusingtheimportantelementofastorysuchaswhen,what,who,whyandhow.Studentslearnhowtousethesimplepasttensetotalkaboutthepasteventswithvividadjectives,adverbs,andrhetoricaldevicestomakedescriptionsmorevividandvisual.Emphasizinglogicalcoherence,studentsareinstructedtousethechronologicalorder,causeandeffect,andotherconnectingdevicestomaketheirwritingwell-organized.

LearningObjectives_______________

Inthislesson,studentswillbeableto:

1.usethesimplepasttensetodescribeone'sownorothers'pasteventsorexperiences;

2.masterthewritingmethodofadiaryentry;

3.shareyourwritingandreflect.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tousethesimplepasttensetodescribeone'sownorothers'pasteventsorexperiences.Step1Lead-in1.Greetings.2.Freetalk:(1)Whendidyougoonyourschooltrip(2)Wheredidyougo(3)Whatdidyoudothere(4)Whatdidyouseethere(5)HowdidyoufeelaboutthetripStep2Pre-writingMakenotesaboutyourlastschooltrip.(1)Wheredidyougo(2)Whatdidyoudo/see(3)Howdidyoufeelaboutthetrip(4)WhatdidyoulearnObservewhetherstudentscanusethesimplepasttensetodescribeone'sownorothers'pasteventsorexperiences.Judgestudents'masteryofkeysentencepatternsandvocabularybasedontheirexercises.

PurposeTointroducethetopicandcreatesituations.

2.Tomasterthewritingmethodofadiaryentry.Step3While-writingWorkon2b:Writeadiaryentryabouttheschooltrip.Useyournotesin2aandtheexpressionstohelpyou.Step4Project1.Createasituation:Writeachainstoryaboutamemorableday.2.Workon3aThinkofaplaceorsituationwherethestorytookplace.Shareanyinterestingorspecialexperience.Usethequestionstohelpyou.(1)Whatdidyouseeordothere(2)Howdidyoufeel(3)Didyoulearnanything3.Workon3bWriteachainstorytogether.Taketurnstoaddoneortwosentenceseach.Youcanuseyourexperiencesfrom3atohelpyou.Observestudents'abilitytosummarizethestructureandcontentfeaturesofadiaryentry.Observehowwellstudentsworkingroupsandhelpstudentswhoarenotactivetogetinvolved.

PurposeToimprovestudents'writingskillsanddeepenthetargetlanguage.

3.Toshareyourwritingandreflect.Step5Post-writing1.Shareyourdiaryentryandgetevaluationfromyourself,yourclassmatesandteacher.Checkyourarticleaccordingtothechecklistbyyourselves.Readyourstorytotheclass.ChecklistYesNo1.Aclearstructure(beginning,body,ending)2.Therighttense(thesimplepast