初中英语人教版（2024）七年级下册（2024）Unit 7 A Day to Remember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教案，共17页。

单元主题框架
单元主题分析
本单元紧扣 “难忘的一天” 这一主题,此主题与课标中 “人与自我” 主题范畴下的 “丰富、充实、积极向上的生活” 和 “多彩、安全、有意义的学校生活” 这两个子主题紧密相关。在学习本单元主题内容时,学生将与同学分享难忘的经历,思考是什么让这些经历变得独特和难忘,以及能从中学到什么。
本单元的 Sectin A 围绕 “What was yur special day like？” 这一引导性问题展开。这里分别呈现了Peter和Teng Fei两人反差极大却都令人难忘的周末经历,以及一次学校组织参观污水处理厂的经历。通过这些内容,学生可借助听力理解和对话模仿,学会描述经历并探讨其特别之处。
在 Sectin A 的基础上,Sectin B 进一步围绕 “What did yu learn n that special day？” 这一重要问题展开。此部分的阅读材料是一篇学生参观农场后的游记,从第一人称视角回顾了参观过程,并总结了参观收获。这样的设计不仅能让学生学会记录生活,更能鼓励他们探寻生活经历的价值,从中汲取收获,进而体会生活的意义。
本单元两部分的引导性问题 ——“你特别的一天是怎样的？” 和 “在特别的一天中你学到了什么？” 层层递进,共同指向本单元的核心问题 “是什么让一天变得特别？”(What makes a day special？)通过这些内容,本单元引导学生观察生活、发现生活中的特别之处,同时教导学生记录生活、思考生活,最终让学生理解 “如果你每天都尝试学习新事物,那么你的每一天都将别具意义”(If yu try t learn smething new each day,yu'll make each day special.)这一道理。
单元教学目标
通过本单元学习,学生能够：
1.掌握描述事件或经历的表达。
2.用表示先后顺序的衔接词或短语描述一次经历。
3.掌握一般过去时的用法,并用其描述过去的经历或事件。
4.辨别并正确读出字母及字母组合c,ck,g,x在不同单词中的发音。
5.区分­(e)d在不同单词中的发音。
6.了解日记的书写格式并学写日记。
7.谈论一次特别或难忘的经历,分析其为什么特别或难忘,并思考从中学到了什么。
单元教学重难点
重点：
1.用一般过去时及表示先后顺序的衔接词或短语描述过去的经历；
2.辨别并正确读出字母及字母组合c,ck,g,x在不同单词中的发音；
3.能够掌握日记的书写格式并用一般过去时书写日记。
难点：
1.正确使用一般过去时描述过去的经历；
2.正确读出字母及字母组合c,ck,g,x在不同单词中的发音。
第一课时 Sectin A(1a—1d) & Prnunciatin
学习目标
In this lessn,students will：
1.find ut what Peter and Teng Fei did last weekend and what made their weekend special；
2.talk abut ne f their special days and think abut what makes that day special；
3.prnunce letters and letter cmbinatin c,ck,g and x crrectly.
4.prnunce ­(e)d in different wrds crrectly.
教学建议
Step 1 Lead­in
1.Shw the pht n Page 49 and ask students the questins：
◆Where are the students in the pht?
◆What are they ding？Are they wrking hard?
(Tip：Teach students the expressins “tea garden” and “picking tea­leaves” by answering the abve tw questins.)
◆Optinal：Which city are these students prbably in？Why?
Pssible answer：These students may in Hangzhu r Fuzhu.Because these tw cities are the main tea prducing areas in China.
◆Wuld yu like t try this kind f wrk?
◆Can yu guess why the students are picking tea leaves in a tea garden?
Pssible answer：Maybe they are having a schl trip.
2.Shw students the title f this unit.Ask students t predict what they will learn in this unit.
3.Ask students t read the Big Questin and the leading questins in Sectin A and Sectin B.Make sure students knw the main tpic f this unit.
呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并保证学生了解本单元的学习内容。
Step 2 Listening&Speaking (1a—1d)
Pre­listening
Page 50,1a
1.Shw students the phts in 1a.Ask students t say what peple are ding.
2.Ask students t read the expressins in 1a and then write the activities n the blank line under the pictures.
3.Ask students if they d any f these activities in 1a last weekend.
(Tip：Teacher can teach students mre expressins abut weekend activities.)
通过谈论图片帮助学生拓展关于日常活动的表达,并引出听力话题。
While­listening
Page 50,1b
1.Ask students t read the questins in 1b and answer the questins：
◆Can yu predict what these tw cnversatins are abut?
2.Ask students t listen t the tw cnversatins and answer the questins.
Page 50,1c
1.Ask students t listen again and write dwn wh did each activity.
2.Check the answers with the students.
Optinal：
3.Ask students t circle the verbs in 1c.
4.Tell students these verbs are in the frm f simple past tense.
5.Teacher can tell students hw verbs change t the simple past tense.
Page 50,1d
1.Ask students t talk abut ne f the cnversatins in 1b with a partner.
2.Remind students t pay attentin t the verb change when making the cnversatin.
理解听力对话内容、获取细节信息,在听力中学习和理解目标语言。
Pst­listening
Further Thinking
1.D yu think Peter's and Teng Fei's weekends are special？Why r why nt?
2.Can yu share ne f yur special days with yur classmates？Tell everyne what makes that day special.
从对话出发,结合自身经历,探寻让某一天变得特别的原因,引导学生学会观察生活,并思考生活中的点点滴滴。
Summary
1.Ask students t summarise the expressins abut weekend activities in the past：
◆played badmintn,cked fd,met up with friends,went swimming,did hmewrk,visited a science museum,...
2.Ask students t summarise the sentences that can be used t ask abut activities in the past：
◆Hw was ... weekend?
◆Did ... see anything interesting?
◆Where did ... g?
总结本节课需要掌握的重点词汇和句型。
Step 3 Prnunciatin (1—3)
Page 51,1
1.Ask students t read the wrds and prnunciatin by themselves first.
2.Play the recrding.Ask students t listen and repeat and then add ne mre wrd t each grup.
Page 51,2
Play the recrding.Ask students t listen and repeat the wrds.Ntice the prnunciatin f ­(e)d.
Page 51,3
Ask students t read the clured wrds.Then listen t the shrt cnversatins and circle the wrds they hear.
通过边听边跟读练习发音,并通过观察总结发音规则。
Step 4 Hmewrk
1.Create a cnversatin abut ne f yur special days.
2.Finish the exercises
教学反思
第二课时 Sectin A(2a—2e)
学习目标
In this lessn,students will：
1.retell hw a wastewater plant turns dirty water t clean water；
2.knw hw t intrduce an experience using expressins that shw time rder r steps；
3.intrduce ne f their schl trips t a special place.
教学建议
Step 1 Lead­in
1.Shw students sme phts f wastewater and then ask students：
◆Our city makes a large amunt f wastewater every day.D yu knw where the wastewater ges?
2.Shw students a pht f a wastewater plant and ask them：
◆D yu knw where it is?
(Tip：Teach students the expressin “wastewater plant”.Tell students that a wastewater plant can make dirty water clean again.)
通过观察图片引出话题,引起学生的兴趣。
Step 2 Listening&Speaking (2a—2e)
Pre­listening
1.Ask students t read the cnversatin in 2a and answer the questin.
◆Where did Fu Xing g n his schl trip?
2.Ask students t guess what infrmatin they will hear.
引导学生阅读题目说明和对话,把握对话背景信息,并根据对话预测有可能听到的内容。
While­listening
Page 51,2a
1.Ask students t listen t the cnversatin and fill in the blanks.Then check the answers with the students.
2.Ask students t read the cnversatin and answer the questins：
◆Hw did Fu Xing feel abut his schl trip?
◆What did he see?
◆Is it easy t get the clean water?
Page 52,2b
1.Ask students t read the cnversatin again and match the sentence parts.
2.Ask students t draw a flw chart f hw a wastewater plant makes dirty water clean accrding t the cnversatin.
Page 52,2c
1.Ask students t cmplete the summary f the cnversatin in 2a.
2.Ask students t underline the wrds and expressins that shw steps(First,Then,Next,It takes a few mre steps befre...)
3.Tell students that when we intrduce an experience r an event,we can use wrds r expressins which shw time rder r steps.These wrds and expressins can make the lgic clear.
Page 52,2d
1.Ask students t listen t the cnversatin again and pay attentin t the prnunciatin f was,wasn't,did and didn't.
2.Ask students t wrk in pairs and rle­play the cnversatin.
理解听力对话内容、获取细节信息,在听力中学习和理解目标语言。同时,通过听读和角色扮演巩固朗读技巧中的重音练习。
Pst­listening
Page 52,2e
1.Ask students t think abut a special schl trip.Teacher can use the fllwing questins t help them recall their experiences：
◆When was the schl trip?
◆Where did yu g?
◆What did yu d?
◆Hw was yur schl trip?
2.Ask students t wrk in pairs and talk abut the special schl trip.
综合运用本节课的目标语言。
Summary
Ask students t summarise the expressins used t talk abut a special trip.
◆Hw was yur schl trip t...？
◆It was really interesting.
◆What did yu see?
◆I used t think it was easy t...
拓展谈论一次旅行的用语,丰富学生的表达。
Step 3 Hmewrk
1.Intrduce ne f yur special experiences.
2.Finish the exercises
教学反思
第三课时 Grammar Fcus(3a—3d)
学习目标
In this lessn,students will：
1.knw the usage and the sentence structures f the simple past tense；
2.knw hw verbs change t the simple past tense；
3.talk abut a trip using the simple past tense.
教学建议
Step 1 Lead­in
1.Teacher tells students what he/she did last night and then asks student what they did last night.
2.Write students' sentences abut what they did last night n the blackbard.
3.Ask students what tense these sentences are and then ask them t think abut when we use the simple past tense：
一般过去时主要表示过去某个时间发生的动作或状态,在句子中由“主语＋动词的过去式”来表达。
通过谈论自己的经历引起学生的兴趣,进而顺利过渡到本节课语法知识的学习。
Step 2 Grammar Teaching (3a—3d)
Page 53,3a
1.Ask students t read the sentences in 3a.Circle the verbs in the simple past tense.
2.Write the verbs in the simple past tense n the blackbard.Ask students if they knw the riginal frms f these verbs.
3.Teach students hw verbs change t the simple past tense.
规则动词的变化
(*老师给学生补充不规则动词的变化。)
be动词的一般过去式
4.Ask students t underline the time expressins fr the past.
常用于一般过去时句子中的时间状语：
yesterday,tw days ag,the day befre yesterday,last year,the ther day,nce upn a time,just nw,in the ld days,when I ld,last weekend,a week ag,...
5.Teach students the sentence structures f the simple past tense.
行为动词的一般过去时
肯定句：主语＋动词的过去式＋其他.
had a gd time yesterday.
否定句：主语＋did nt＋动词原形＋其他.
did nt(＝didn't) have a gd time yesterday.
一般疑问句：Did＋主语＋动词原形＋其他？
he g there?
Yes,he did./N,he didn't.
特殊提问句：疑问词＋一般疑问句？
did yu get up this mrning?
I gt up at 6 'clck.
be动词的一般过去时
肯定句：主语＋be动词的过去式(was/were)＋其他.
e.g.I was very tired last night.
否定句：主语＋be动词的过去式(was/were)＋nt＋其他.
wasn't at schl this mrning.
一般疑问句：be动词的过去式(Was/Were)＋主语＋其他？
she a teacher?
Yes,she was./N,she wasn't.
特殊疑问句：疑问词＋一般疑问句？
were yu yesterday mrning?
I was at schl.
Page 53,3b
1.Ask students t put the wrds in rder and then write the sentences using the crrect tense.
2.Check the answers with the students.
Page 53,3c
1.Ask students t cmplete the passage with the crrect frm f the verbs in the bx.
2.Check the answers with the students.
以讲练结合的方式让学生掌握本节课语法。
P53,3d
1.Ask students t wrk in pairs and ask each ther abut the activities they did yesterday and what time they did thse activities.
2.Invite sme students t tell the class abut their partners' day.
综合运用本单元语法知识。
Step 3 Hmewrk
1.Write a shrt paragraph abut what yur partner did yesterday.
2.Finish the exercises
教学反思
第四课时 Sectin B(1a—2b)
学习目标
In this lessn,students will：
1.talk abut what Sam did n his schl trip and what he learnt frm it；
2.knw hw t intrduce a schl trip；
3.learn the frmat f a diary and write a diary abut a schl trip.
教学建议
Step 1 Lead­in
Page 54,1a
Wrk in grups f fur.Ask students t discuss the questins in 1a with their partners.
◆D yu keep a diary?
◆D yu think it is a gd idea t keep a diary？Discuss yur ideas with yur partners.
(Tip：Ask students t use the pints in 1a t help them.)
通过讨论与写日记相关的问题,引起学生对写日记益处的思考,并自然引入本课话题。Step 2 Reading Cmprehensin (1b—1d)
Pre­reading
Shw students the picture in 1b.Tell students that it's a picture frm Sam's diary which is abut ne f his schl trips.
◆Lk at this picture.Can yu guess where Sam went n his schl trip?
◆Can yu guess what he did there?
观察图片,预测语篇信息。
While­reading
Page 54,1b
1.Ask students t read Sam's diary entry and write a ne­sentence summary f what he did n that day.
2.Ask students t summarise the main idea f each paragraph.
Paragraph 1：Sam visited the large tents f fruits and vegetables n the farm.
Paragraph 2：Sam tried a lt f farm wrk n his schl trip.
Paragraph 3：The things Sam learnt frm his schl trip.
3.Ask students t answer mre questins：
◆In what rder Sam intrduced his schl trip？(In time rder.)
◆Can yu underline the expressins which shw time rder？(In the mrning,In the afternn,First,Slwly,Finally)
Page 55,1c
1.Ask students t cmplete the flw chart with the events frm the text.
2.Check the answers with the students.
Page 55,1d
Ask students t read the script mre carefully and then answer the questins.
Paragraph 1
◆Where did Sam g fr his trip?
◆What did Sam see in the large tents?
◆What did Sam learn frm the farmer?
Paragraph 2
◆What did Sam d in the afternn?
◆Hw did he feel abut the trip?
Paragraph 3
◆What did Sam learn frm the trip?
◆What d yu think “Every grain cmes frm hard wrk” means?
◆Further Thinking：Which tw lines f Tang petry can the abve sentence remind yu f?
Wh knws that every grain in ur fd,
Cmes frm the hard wrk f the peasants.
(Frm the pem Sympathy fr the Peasants(《悯农》) by Li Shen in the Tang Dynasty.)
◆D yu agree with Sam that fd tastes better when yu wrk fr them？Give an example.
通过完成阅读任务,学生能够充分理解文本,并且提高抓取关键信息的能力。
Pst­reading (2a—2b)
Writing(以读促写)
1.Teacher can ask students t summarise hw Sam intrduced his trip.
◆Frm which aspects did Sam intrduce his schl trip?
Sam intrduced his schl trip frm fur aspects：
Where did he g?
What did he see/d?
Hw did he feel?
What did he learn?
2.Teach students the frmat f a diary.
Page 55,2a
1.Ask students t make ntes abut their last schl trips.
2.Ask students t share what they write with a partner.
Page 55,2b
Ask students t write a diary entry abut the schl trip.Tell them that they can use their ntes in 2a and expressins in 2b t help them.
这是一个基于阅读语篇的拓展写作练习。学生们通过仿写,对目标语言进行充分练习和巩固。
step 3 Language Pints
recrd的用法
◆recrd作动词,意为“记录”。如：
I like t recrd my ideas in a ntebk.我喜欢把我的想法记录在笔记本上。
◆recrd作名词,意为“记录”,是可数名词。如：
Tm brke the recrd fr the lng jump in the sprts meeting.汤姆在运动会中打破了跳远纪录。
teach v.教
◆teach sb.sth.教某人某事 如：
My mther taught me sme English wrds at hme.我妈妈在家教我一些英语单词。
◆teach sb.(hw) t d sth.教某人(如何)做某事 如：
Mrs Li taught us (hw) t play the pian in the art club.李老师在艺术俱乐部教我们(如何)弹钢琴。
agree v.赞成；同意
◆agree t d sth.同意做某事
◆agree with sb./sth.赞成某人的意见/赞成某事 如：
I quite agree with yur idea.我十分赞成你的想法。
◆agree n sth.就某事达成一致意见或协议 如：
We agreed n the price f the car.我们就车价达成了一致。
从到
连接两个时间或地点。如：
frm 7 9 a.m.从上午7点到9点
frm schl t hme从学校到家
Step 4 Teaching Reflectin
1.Finish r plish yur writing in 2b.
2.Finish the exercises
教学反思
构成法
例词
一般加­ed
wrk—wrked
以e结尾的词加­d
live—lived
以“辅音字母＋y”结尾的词,改y为i,再加­ed
cry—cried
以“元音字母＋y”结尾的词,直接加­ed
play—played
以重读闭音节或r音结尾,末尾只有一个辅音字母的词,要双写这个辅音字母,再加­ed
stp—stpped
主语
一般过去式
I
was
he,she,it
was
yu
were
we,they
were