初中英语人教版（2024）七年级下册（2024）Unit 7 A Day to Remember集体备课教案

这是一份初中英语人教版（2024）七年级下册（2024）Unit 7 A Day to Remember集体备课教案，共19页。
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Unit 7 A Day t Remember 单元分析
教材分析
本单元主题为“A Day t Remember”，属于“人与自我”主题范畴，涉及“多彩、安全、有意义的学校生活” 。通过本单元一系列的对话、活动和任务，引导学生围绕核心问题 “什么让一天变得特别？”展开探讨，帮助学生回忆并分享难忘经历，掌握一般过去时的运用，培养语言组织、观察和反思能力。
日常对话：模拟同学周末交流场景，如Yaming、Peter和Helen之间的对话，展示不同学生周末有趣或糟糕的经历，涵盖询问和描述过去活动、感受及事件细节的语言结构，助力学生掌握一般过去时用法，提升口语表达和对生活事件的敏感度。
语言实践活动：深化对话内容，通过询问学校旅行经历等任务，巩固拓展一般过去时应用，穿插询问和回答过去活动及感受的语言活动，涉及动词过去式正确使用及表达对过去事件看法和感受的方式，提高学生语言运用和思考反思能力。
学校旅行记叙：描述去农场旅行的经历，记录学生在农场采摘草莓、修剪枝叶、浇水等活动及感受、学到的知识，展现学校旅行对学生生活的丰富作用，强调实践活动中学习成长的重要性，培养学生感恩意识和珍惜劳动成果的态度。
项目式学习任务：要求学生分组创作关于难忘一天的故事链，锻炼想象力和创造力，促进对生活事件的回忆整理，通过分组讨论合作，学会构思故事情节、塑造人物形象和表达情感，分享展示故事链可增强班级凝聚力和集体荣誉感 ，培养团队合作和语言表达能力。
语言知识：围绕一般过去时展开，包括对过去事件的准确描述（如“I visited the science museum.” ），询问和回答过去活动及感受的语言结构（如“Did yu see anything interesting?”和 “I felt very excited.”），强调动词过去式的正确使用和时态一致性。
语篇知识：通过日常对话和项目式学习任务两种语篇形式呈现。日常对话以问答形式组织信息，展示过去活动细节和感受；项目式学习任务以故事链形式呈现，通过情节构思、人物塑造和情感表达加深对难忘经历的理解记忆。
学情分析
1学生兴趣与参与度：学生对单元主题兴趣浓厚，主题图中同学们在茶园采茶叶的场景能引发学生对亲近自然和劳动乐趣的联想。在“Lk and share”环节，学生积极分享学校旅行、家庭聚会等特殊活动或难忘经历，课堂互动活跃，加深对主题理解。对话学习中，学生喜爱角色扮演模拟真实场景，如参观科学博物馆、农场劳动等，提升语言技能和参与体验感。
语言能力与挑战：学生对一般过去时有一定基础，但描述复杂活动或情感变化时，语言组织能力不足。描述参观科学博物馆或学校旅行经历时，难以准确表达所见所闻和内心感受。写作方面，撰写日记条目能力有待提高，项目活动中，如创作难忘一天的故事链，对学生语言组织和创新能力要求较高。
文化背景与认知差异：学生家庭背景和社会环境不同，对“难忘的一天”定义和体验存在差异。部分学生认为学校旅行、社会公益活动难忘，部分学生更看重家庭聚会或个人成就。这种差异为交流提供丰富素材，但教师教学中需注意平衡包容 ，学生讨论时能分享经验看法，拓宽视野，意识到人们追求快乐、成长和进步的心态相通。
单元教学目标
知识目标：学生能够掌握一般过去时的构成和用法，包括规则动词和不规则动词的过去式变化；学会询问和描述过去的活动、感受及事件细节的相关词汇和句型；理解并能运用与学校生活、难忘经历相关的词汇和表达方式。
能力目标：能用准确、连贯的语言描述自己或他人的难忘经历，提高口语表达和书面表达能力；能够在听力材料中识别和理解与过去事件相关的信息，提升听力理解能力；通过阅读相关语篇，获取关键信息，理解文章大意，增强阅读理解能力；学会在小组合作中分享观点、交流想法，提高团队协作和沟通能力。
情感态度与价值观目标：培养学生对生活的观察力和感悟力，引导学生关注生活中的点滴，珍惜经历；通过分享难忘经历，增强学生之间的了解和信任，培养积极向上的情感态度和乐观的生活态度 ；使学生意识到不同经历对个人成长的重要性，学会从经历中汲取经验教训，促进自身成长。
课时分配
Perid 1 Sectin A 1a-Prnunciatin
Perid 2 Sectin A 2a- 2e
Perid 3 Sectin A 3a-3d
Perid 4 Sectin B 1a-1d
Perid 5 Sectin B 2a-2b
课题
Unit 7 Sectin A 1a - Prnunciatin
授课年级
七年级
主备人
计划课时
1课时
上课时间
授课班级
教材分析
本课时是2024新人教版七年级英语下册第七单元的开篇，单元主题为“A Day t Remember”，属于“人与自我”主题范畴，紧密关联 “多彩、安全、有意义的学校生活”。其核心目的是助力学生回顾并分享难忘经历，熟练掌握一般过去时的运用，全方位培养语言组织、观察以及反思能力。
- 对话内容：模拟同学间周末交流场景，通过Yaming、Peter和Helen等角色的对话，展现不同学生周末的有趣或糟糕经历。涵盖询问和描述过去活动、感受及事件细节的语言结构，帮助学生掌握一般过去时用法，学会在实际交流中运用语言技巧，提升口语表达能力，增强对生活事件的敏感度与描述能力。
- 语言实践活动：进一步深化对话内容，通过询问学校旅行经历、描述参观过程和感受等任务，巩固和拓展一般过去时的应用。穿插询问和回答过去活动及感受的语言活动，涉及动词过去式的正确使用，以及如何运用不同语气和语调表达对过去事件的看法和感受，促进学生对生活事件的深入思考和反思。
- 知识要点：围绕一般过去时展开，包含对过去事件的准确描述，如“I visited the science museum.” ；涵盖询问和回答过去活动及感受的语言结构，如“Did yu see anything interesting?” “I felt very excited.” ；强调动词过去式的正确使用和时态的一致性。通过日常对话的问答形式组织信息，展示过去活动细节和感受，为后续学习奠定基础。
学情分析
- 学生兴趣与参与度：对单元主题“A Day t Remember”兴趣浓厚，主题图中同学们在茶园采茶叶的场景，能引发学生对亲近自然和劳动乐趣的联想。在“Lk and share”环节，学生积极分享学校旅行、家庭聚会等特殊活动或难忘经历，活跃课堂气氛，加深对单元主题的理解。在对话学习中，学生乐于通过角色扮演模拟参观科学博物馆、农场劳动等真实场景，提高语言技能，增强参与感和体验感 。
- 语言能力与挑战：学生在使用一般过去时描述过去发生的事情方面有一定基础，但在描述复杂活动或情感变化时，语言组织能力有待提高。例如在描述参观科学博物馆或学校旅行经历时，难以准确表达所见所闻和内心感受。写作方面，撰写日记条目的能力有待提升，包括清晰记录时间、地点、人物和事件，以及表达个人情感和反思。在项目活动，如“Write a chain stry abut a memrable day”中，综合运用知识、创造性构建故事情节对学生语言组织和创新能力提出较高要求。
- 文化背景与认知差异：学生来自不同家庭背景和社会环境，对“难忘的一天”的定义和体验存在差异。一些学生认为学校旅行或参加社会公益活动难忘，另一些学生则更看重家庭聚会或个人成就。这种差异为交流提供丰富素材，但需要教师在教学中注意平衡和包容，引导学生相互分享经验和看法，拓宽视野，认识到尽管经历和感受各异，但人们追求快乐、成长和进步的心态相通。
教学目标
1. 语言能力目标
学生能够正确理解和运用本单元的重点词汇，如 played badmintn, cked fd, met up with friends 等。
学生能够听懂关于周末活动的对话，并能准确回答相关问题。
学生能够运用一般过去时谈论自己和他人的周末活动。
学生能够掌握本单元的发音规则，如 /k/, /s/, /g/, /dʒ/, /ks/ 的发音以及动词过去式的发音规则。
2. 学习能力目标
通过听力和口语练习，培养学生的语言感知和表达能力。
引导学生通过归纳和总结，掌握动词过去式的发音规律。
3. 思维品质目标
鼓励学生在交流中积极思考，培养逻辑思维能力。
引导学生对周末活动进行评价和反思，培养批判性思维。
4. 文化意识目标
让学生了解不同的周末活动方式，感受文化的多样性。
教学重、难点
1. 教学重点
重点词汇和短语：played badmintn, cked fd, met up with friends 等。
一般过去时的用法及相关句型：Hw was yur weekend? What did yu d?
听力技巧的培养，能够听懂关于周末活动的对话并获取关键信息。
发音规则：/k/, /s/, /g/, /dʒ/, /ks/ 以及动词过去式的发音规则。
2. 教学难点
一般过去时的正确运用，尤其是不规则动词的过去式。
让学生能够流利地用英语描述自己和他人的周末活动。
教学方法
1. 任务型教学法：通过设置不同的任务，如听力任务、口语表达任务等，让学生在完成任务的过程中学习和运用语言。
2. 情景教学法：创设真实的语言情景，让学生在情景中感受和理解语言的使用。
3. 互动教学法：鼓励学生积极参与课堂互动，通过小组讨论、角色扮演等方式提高学生的口语表达能力和合作能力。
教学准备
课件
教学过程
共性教案
个性教案
（一）Warming-up (5 minutes)
1. Greetings
Greet the students and have a brief chat abut the weather and their md tday.
2. Lead-in
Shw sme pictures f different activities n the PPT, such as playing badmintn, cking fd, ging swimming, etc. Ask the students: “What are these activities? D yu like t d them n weekends?”
Then ask a few students t share their favrite weekend activities.
（二）Presentatin (10 minutes)
1. New wrds and phrases
Present the new wrds and phrases in the unit by shwing the pictures and ding actins. Fr example, fr “played badmintn”, shw a picture f peple playing badmintn r act it ut. Have the students repeat after the teacher.
Ask the students t write the activities in the bx under the pictures in 1a. Then check the answers tgether.
Ask the students if they did any f these activities last weekend and have them share with the class.
2. Sentence patterns
Present the sentence patterns “Hw was yur weekend? What did yu d?” n the PPT. Explain the usage f the simple past tense.
Have the students make sentences with the new wrds and phrases using the sentence patterns.
（三）Listening practice (10 minutes)
1. 1b
Play the recrding f the tw cnversatins. Befre listening, ask the students t read the questins in 1b and predict the pssible answers.
Play the recrding twice. Fr the first time, the students just listen. Fr the secnd time, they listen and answer the questins.
Check the answers with the students.
2. 1c
Play the recrding again. Have the students listen and write P fr Peter r TF fr Teng Fei fr each activity.
Check the answers and ask sme students t explain their chices.
（四）Pair wrk (8 minutes)
1. Have the students talk abut ne f the cnversatins in 1b with a partner using the sentence patterns “Hw was Peter's/Teng Fei's weekend? It was... What did he/she d? Well, he/she...”
2. Invite several pairs t present their cnversatins t the class.
（五）Prnunciatin (8 minutes)
1. Listen and repeat
Play the recrding f the prnunciatin part. Have the students listen and repeat the wrds in each grup.
Ask the students t ntice the differences in the prnunciatin f the letters and letter cmbinatins.
Add ne mre wrd t each grup and have the students practice the prnunciatin.
2. -(e)d prnunciatin
Play the recrding f the -(e)d prnunciatin. Have the students listen and repeat the wrds.
Explain the rules f the -(e)d prnunciatin: when the verb ends in a viceless cnsnant (e.g. /p/, /k/, /t/, /f/, /s/, /ʃ/, /θ/), the -(e)d is prnunced as /t/; when the verb ends in a viced cnsnant (e.g. /b/, /g/, /d/, /v/, /z/, /ʒ/, /ð/, /m/, /n/, /ŋ/, /l/, /r/) r a vwel, the -(e)d is prnunced as /d/; when the verb ends in /t/ r /d/, the -(e)d is prnunced as /ɪd/.
Give sme examples and have the students practice the prnunciatin.
课堂小结
Summarize the key pints f this lessn, including the new wrds, phrases, sentence patterns and prnunciatin rules.
Encurage the students t review what they have learned after class.
作业布置
Ask the students t write a shrt passage abut their wn weekend activities using the simple past tense.
Ask the students t practice the prnunciatin f the wrds and sentences learned in this lessn.
板书设计
教学反思
课题
Unit 7 Sectin A 2a - 2e
授课年级
七年级
主备人
计划课时
1课时
上课时间
授课班级
教材分析
学情分析
教学目标
1. 语言能力目标
学生能够正确听、说、认读单词和短语：wastewater plant, germ, piece, remve 等。
学生能够运用形容词准确描述事物，如：interesting, dirty, clean 等。
学生能够熟练运用一般过去时谈论过去的经历和活动。
2. 学习能力目标
通过听力和阅读练习，培养学生获取关键信息和总结归纳的能力。
鼓励学生积极参与角色扮演和小组讨论，提高口语表达和合作学习能力。
3. 思维品质目标
引导学生思考水资源净化的过程，培养逻辑思维能力。
激发学生对环境保护和资源利用的思考，培养创新思维。
4. 文化意识目标
了解水资源净化的重要性，增强环保意识。
培养学生珍惜水资源、节约用水的习惯。
教学重、难点
1. 教学重点
掌握本部分的重点词汇和句型，如：Hw was yur schl trip? It was... 等。
理解并能够复述听力材料中关于废水处理厂的净化过程。
2. 教学难点
准确运用一般过去时描述过去的经历和感受。
理解并正确运用 等短语。
教学方法
1. 任务型教学法：通过布置各种任务，让学生在完成任务的过程中学习和运用语言知识。
2. 情景教学法：创设真实的语言情景，让学生在情景中感受和理解语言的运用。
3. 合作学习法：组织学生进行小组合作学习，培养学生的合作意识和交流能力。
教学准备
课件
教学过程
共性教案
个性教案
Step 1: Warming up (5 minutes)
1. Greet the students and have a free talk.
Ask students if they have ever been n a schl trip and what they remember mst abut it.
2. Shw sme pictures f different places (such as a factry, z, museum, etc.) and ask students t guess where they are.
Step 2: Presentatin (10 minutes)
1. Play the audi f 2a fr the first time. Students just listen and try t get the main idea.
2. Play the audi again. Students listen and fill in the blanks with the crrect adjectives and wrds.
Check the answers tgether and explain the key pints and difficult pints.
3. Present the summary f the cnversatin in 2c n the PPT. Students read it tgether and understand the cleaning prcess f the wastewater plant.
Step 3: Practice (10 minutes)
1. Play the audi f 2a fr the third time. Students listen and pay attentin t the prnunciatin f "was", "wasn't", "did", and "didn't".
2. Ask students t rle-play the cnversatin in pairs. One acts as Helen and the ther acts as Fu Xing. Encurage them t imitate the prnunciatin and intnatin.
3. Invite several pairs t perfrm in frnt f the class and give psitive feedback.
Step 4: Prductin (15 minutes)
1. Shw sme pictures f different places (such as a theatre, factry, z, museum, etc.) n the PPT and ask students t chse ne place they want t talk abut.
2. Students wrk in pairs and have a cnversatin abut a schl trip they tk t the chsen place.
Use the sentence patterns: "Hw was yur schl trip?" and "It was... Where did yu g?"
3. Circulate arund the classrm t prvide guidance and supprt.
4. Invite several pairs t share their cnversatins with the whle class.
课堂小结
Summarize the key pints f this lessn, including vcabulary, sentence patterns, and the prcess f turning dirty water int clean water.
作业布置
Preview the next part f the unit.
板书设计
教学反思
课题
Unit 7 Sectin B 1a-1d
授课年级
七年级
主备人
计划课时
1课时
上课时间
授课班级
教材分析
学情分析
教学目标
1. 语言能力目标
学生能够正确理解和运用与日记、农场经历相关的词汇和句型，如：diary, explre, strawberry, branch, tired 等。
学生能够读懂并理解 Sam 的日记内容，获取关键信息，回答相关问题。
学生能够模仿日记的形式，简单描述自己的一次经历。
2. 学习能力目标
通过阅读和听力练习，培养学生获取、概括和处理信息的能力。
引导学生通过小组讨论和合作学习，提高交流和解决问题的能力。
3. 思维品质目标
培养学生的逻辑思维能力，能够根据日记内容进行推理和判断。
鼓励学生发表自己的观点和想法，培养创新思维。
4. 文化意识目标
让学生了解农场生活和农业劳动的重要性，培养珍惜粮食的意识。
教学重、难点
1. 教学重点
掌握与农场经历相关的词汇和句型。
理解 Sam 的日记内容，能够回答相关问题。
学会用英语描述自己的一次经历。
2. 教学难点
如何引导学生理解并运用日记中的复杂句子结构。
如何让学生在讨论和表达中深入思考，培养批判性思维。
教学方法
任务型教学法、情景教学法、合作学习法
教学准备
课件
教学过程
共性教案
个性教案
(I) Lead in (5 minutes)
1. Shw sme pictures f the farm, including crps, animals, farm tls, and ask the students, " What can yu see in these pictures?"Guide the students t answer the questins in English, such as" I can see cws, tmates, tractrs..."
2. Ask the students: " Have yu ever been t a farm?"If a student has been there, invite them t share their experiences.
3. The theme f this lessn is "Tday we are ging t read a diary abut a schl trip t a farm. Let's see what happened n that day."
(II) 1a discussin (8 minutes)
1. Ask students in grups t discuss the fllwing questins:
D yu keep a diary?
D yu think it is a gd idea t keep a diary?
2. Give sme prmpt pints, such as "remember what happened", "recrd thughts and feelings", "imprve writing skills" and "write dwn new ideas", t help students rganize the language.
3. Invite several grups f students t share their discussin results, and the teachers t make cmments and summaries.
(3) 1b Reading and generalizatin (10 minutes)
1. Students shuld read Sam's diary quickly, and then the teacher guides the students t summarize the main cntent f the diary and write a ne-sentence summary.
2. Invite students t share their generalizatins, and ask teachers t crrect and supplement them.
3. Emphasize the general key pints, such as grasping the key events, the main feelings, etc.
(IV) 1c cmplete flw chart (7 minutes)
1. Students read the diary carefully again, cmpleted the flw chart f 1c, and cmbed thrugh the rder f Sam's activities n the farm.
2. Cmmunicate the answers in the grup and crrect each ther.
3. The teacher shws the answers and explains the key wrds and phrases.
(5) 1d answer questins (8 minutes)
1. Students read the diary and answer the questins in 1d.
2. Discuss the answers in the grup and share them thrughut the class.
3. Fr mre difficult questins, such as " What d yu think 'Every grain cmes frm hard wrk' means?"Teachers guide and explain t help students understand the value and meaning f labr.
(VI) Language utput (5 minutes)
1. Let the students imitate Sam's diary and write a shrt article abut an unfrgettable experience, including the cntent f the activity, feelings and harvest.
2. Invite several students t read their passages, and ther students t evaluate them.
课堂小结
The teacher will summarize the key cntents f this lessn, including vcabulary, sentence patterns and reading skills.
作业布置
Assign hmewrk: let students imprve their essays and preview the next part f the cntent.
板书设计
教学反思
课题
Unit 7 Sectin B 2a-2b
授课年级
七年级
主备人
计划课时
1课时
上课时间
授课班级
教材分析
学情分析
教学目标
1. 语言能力目标
学生能够正确运用一般过去时描述学校旅行的经历。
学生能够理解并运用与旅行相关的词汇和短语，如“went n a schl trip”“an art museum”等。
2. 学习能力目标
通过阅读和写作练习，培养学生的阅读理解和书面表达能力。
引导学生学会运用笔记和提纲来组织写作内容。
3. 思维品质目标
鼓励学生对学校旅行进行思考和回忆，培养逻辑思维和批判性思维。
激发学生的创新意识，在写作中展现个性化的想法和感受。
4. 文化意识目标
让学生了解不同形式的学校活动和文化，拓展文化视野。
教学重、难点
1. 教学重点
掌握一般过去时的用法，尤其是动词的过去式形式。
能够运用相关词汇和句型描述学校旅行的经历和感受。
2. 教学难点
如何引导学生将笔记内容有条理地转化为一篇完整的日记。
帮助学生克服在写作中可能出现的语法错误和表达不清晰的问题。
教学方法
1. 任务驱动教学法：通过布置一系列任务，引导学生在完成任务的过程中学习和运用语言知识。
2. 情景教学法：创设学校旅行的情景，让学生在真实的语境中感受和运用语言。
3. 合作学习法：组织学生进行小组合作，共同完成阅读、讨论和写作任务，培养学生的合作意识和能力。
教学准备
课件
教学过程
共性教案
个性教案
（I）Leading in (5 Minutes)
1. The teacher interests the students, and then asks: " Have yu ever gne n a schl trip?Where did yu g?Hw did yu feel?”
2. Invite several students t share their schl travel experiences, and the teachers t recrd key infrmatin, such as lcatin and feelings, n the blackbard.
(II) Pre-reading (8 minutes)
1. The teacher presented the 2a frm, and asked the students t discuss in grups and cmplete the frm, recrding the relevant infrmatin abut their latest schl trip, including where t g, hw they felt, and what they learned.
2. Invite several grups f student representatives t share their discussin results, and the teachers t make cmments and supplements.
(III) White-reading
1. Quick reading (3 minutes)
The teacher asked the students t read 2b's diary quickly and answer the questin: " Where did the writer g n the schl trip?”
After the students answer the questins, the teacher guides the students t summarize the key reading skills f the article, such as the title, the first and last paragraphs f the article.
2. Read carefully (7 minutes)
The teacher asked the students t read the diary carefully and cmplete the fllwing tasks:
Find ut the wrds and sentences that describe yur travel feelings.
T summarize what the authr has learned during his trip.
After the students cmplete the task, the teacher checks the answers tgether with the students, and explains the key wrds and sentence patterns.
3. Read alud (5 minutes)
The teacher plays the recrding, and the students read it alng, imitating the prnunciatin and intnatin.
Students read alud in grups, and teachers inspect and give guidance.
(IV) Pst-reading (10 minutes)
1. The teacher guides the students t review the table f 2a and the diary f 2b t summarize the ideas and structure f the writing, such as the time and place f the trip at the beginning, the travel experience and feelings in the middle, and summarize the harvest f the trip at the end.
2. Teachers prvide sme wrds and sentence patterns related t schl travel, such as "visited", "saw", "had a great time", "It was interesting / exciting...". Let students write a diary abut schl travel accrding t their wn cmpleted frm in 2 A.
3. In the prcess f writing, teachers patrl and give individual guidance t help students slve grammar and vcabulary prblems.
(V) Prductin (5 minutes)
1. After the students finished writing, the teacher invited several students t read their diaries n stage. Other students listened carefully and evaluated the cntent, grammar, vcabulary and ther aspects.
2. Teachers shuld summarize and give feedback n students 'writing and evaluatin, affirm students' advantages, pint ut existing prblems, and put frward suggestins fr imprvement.
课堂小结
Teachers and students will review the key cntents f this lessn, including vcabulary, sentence patterns, reading and writing skills.
作业布置
Ask the students t mdify their diary and cpy it int the exercise bk.
Let the students prepare fr the next lessn.
板书设计
教学反思
课题
Unit 7 Sectin B Prject
授课年级
七年级
主备人
计划课时
1课时
上课时间
授课班级
教材分析
学情分析
教学目标
1. 语言能力目标
学生能够掌握与难忘经历相关的词汇和短语，如 memrable, thunder, lightning 等。
学生能够运用一般过去时描述过去发生的事情。
学生能够读懂并模仿所给的示例故事，共同创作一个连锁故事。
2. 学习能力目标
通过小组合作，培养学生的沟通协作和问题解决能力。
培养学生的阅读和写作技巧，提高语言综合运用能力。
3. 思维品质目标
鼓励学生发挥想象力，创造性地构思故事情节。
引导学生在故事创作中进行逻辑思考，使故事连贯合理。
4. 文化意识目标
让学生了解不同文化背景下人们对难忘经历的感受和分享方式。
教学重、难点
1. 教学重点
掌握一般过去时态的用法，能够准确描述过去的事件和感受。
运用所学词汇和句型进行故事创作，培养学生的语言表达能力。
2. 教学难点
如何引导学生在故事创作中合理运用连接词和过渡句，使故事连贯、有条理。
帮助学生正确理解和运用本单元的重点短语和句型，避免语法错误。
教学方法
任务型教学法、情景教学法、小组合作学习法
教学准备
课件
教学过程
共性教案
个性教案
（一）Warming-up (5 minutes)
1. Greetings and free talk
Greet the students and have a shrt cnversatin with them abut their weekends.
Ask sme questins like: Hw was yur weekend? What did yu d?
2. Lead-in
Shw sme pictures f memrable days, such as a birthday party, a schl trip, r a family gathering.
Ask the students: What d yu see in these pictures? D yu have a memrable day like this?
（二）Presentatin (10 minutes)
1. Present the target language
Write sme sentences n the blackbard using the simple past tense, such as: I went t the park yesterday. We had a great time.
Explain the usage f the simple past tense and the rules f verb frms.
2. Vcabulary learning
Present the new wrds and phrases f this unit, such as memrable, at first, then, and lightning.
Use pictures and examples t help students understand the meanings f the wrds.
（三）Grup discussin (10 minutes)
1. Divide the students int grups f fur r five.
2. Give each grup the questins in 3a: What did yu see r d there? Hw did yu feel? Did yu learn anything?
3. Ask the students t share their interesting r special experiences in the grup. Encurage them t speak freely and take ntes.
（四）Stry writing (15 minutes)
1. Ask each grup t write a chain stry tgether based n their discussins. Remind them t take turns adding ne r tw sentences each.
2. Circulate arund the classrm and ffer help and guidance when needed.
3. After the grups finish writing, invite sme grups t share their stries with the class.
（五）Reflectin and summary (5 minutes)
1. Shw the reflectin questins n the PPT: Hw well can yu d these things?
I can talk abut special experiences f the day.
I can read and write diary entries abut schl trips.
I can use the simple past tense t talk abut what happened in the past.
I can share what I learnt frm past experiences.
2. Ask the students t rate themselves n a scale f 1 t 3 (1 = Needs wrk, 2 = OK, 3 = Very well) fr each questin.
课堂小结
Summarize the key pints f this lessn, including the usage f the simple past tense and the imprtance f sharing memrable experiences.
作业布置
1. Ask the students t rewrite and plish their grup stries at hme.
2. Ask them t share their stries with their parents r friends and get feedback.
板书设计
教学反思