Unit7 A day to remember. Section B (1a-2b)教学设计2024-2025学年人教版（2024）英语七年级下册

Unit7 A day to remember. Section B (1a-2b)教学设计 I. Theme Analysis Based on the New Curriculum Standard This lesson belongs to the “People and Society” theme. It focuses on school life and practical experiences. Through Sam’s diary about a farm school trip, students will understand out - of - school activities, feel the value of labor, and see the link between labor and life. It meets the new curriculum standard’s demands for students’ social practice, cultural understanding, and value cultivation, helping them form correct labor views and a sense of social participation. II. Core Literacy Goals 1. Language Ability 1. Students can accurately read and understand farm - related words like “farm”, “strawberries”, “tomato plants” and read the diary smoothly. 1. They can use the simple past tense to describe school trip experiences (e.g., “What did you do? We picked strawberries.”) and write a diary. 2. Cultural Awareness 1. Understand the meaning of “Every grain comes from hard work” and learn that labor creates value. 1. Compare school activities at home and abroad to broaden cultural views and respect different labor cultures. 3. Thinking Quality 1. Improve logical thinking by sorting out diary events and answering questions (e.g., analyzing event order and cause - effect). 1. Develop creative thinking through group discussions and writing (e.g., designing unique diaries). 4. Learning Ability 1. Learn to use “intensive reading + extensive reading” to understand texts and master self - study methods. 1. Actively participate in group work to improve communication and cooperation skills. III. Teaching Key and Difficult Points 1. Teaching Keys 1. Master words, phrases, and the simple past tense. Retell the diary main content. 1. Use what’s learned to describe school trips and write diaries. 2. Teaching Difficulties 1. Deeply understand the cultural meaning of labor and express thoughts on labor value in English. 1. Improve the ability to use the simple past tense flexibly in writing to enrich content and show feelings. IV. Teaching Methods 1. Teaching Methods 1. Situational Teaching: Create a farm - trip situation for students to learn language in immersion. 1. Task - based Teaching: Assign tasks like sorting events and writing to drive active learning. 1. Multimedia - aided Teaching: Use pictures, audios, and videos to present content and arouse interest. 2. Learning Methods 1. Self - study: Students preview, read texts independently to sort out information and train self - study skills. 1. Cooperative Learning: Discuss and complete tasks in groups to improve communication and cooperation. 1. Inquiry - based Learning: Explore labor value and other topics to develop thinking. V. Teaching Procedures (In Table Form) Teaching Stage Teaching Activities Student Activities Design Purpose Warm - up & Lead - in 1. Greet students. 2. Show pictures of school trips (e.g., zoo, park). Ask: “Have you had school trips? Where did you go?” 1. Greet back. 2. Answer questions and share trip experiences. Activate prior knowledge. Arouse interest and introduce the topic. Pre - reading 1. Teach new words (e.g., “farm”, “strawberries”) with pictures and simple definitions. 2. Ask: “Do you keep a diary? What do you write about?” 1. Learn new words through listening, repeating, and matching. 2. Discuss diary - keeping habits. Build vocabulary. Prepare for understanding the diary. While - reading 1. First Reading: Let students read Sam’s diary quickly. Ask: “What’s the main idea? Where did Sam go?” 2. Second Reading: Guide students to read carefully. Complete 1c (flow chart) together. 3. Third Reading: Have students find details to answer 1d questions. 1. Skim for main info and answer simple questions. 2. Scan for details to complete the flow chart. 3. Dig deeper to answer comprehension questions. Develop reading skills (skimming, scanning). Understand text details and structure. Post - reading 1. Group Discussion: In groups, discuss “What did Sam learn? Do you agree food tastes better after working for it? Share your examples.” 2. Writing Task: Guide students to use 2a notes to write a diary (2b). Provide sentence frames (e.g., “I had a... day. Our class went to...”). 1. Discuss in groups, share ideas, and practice speaking. 2. Write diaries using learned structures and vocabulary. Improve speaking and writing. Apply knowledge to real - life writing. Foster teamwork. Summary & Homework 1. Summarize key points: words, past - tense usage, and trip - sharing skills. 2. Assign homework: - Read the diary again and record a reading video. - Share the written diary with family and get feedback. 1. Review and recall key learning. 2. Know homework tasks. Consolidate knowledge. Extend learning to after - class and family interaction. VI. Teaching Reflection 1. Successes 1. The situational teaching effectively aroused students’ interest. The farm - trip pictures and role - playing in discussions made learning lively. 1. Most students mastered new words and past - tense usage. In reading tasks, they could follow steps to understand the text. Group discussions saw active participation, with many sharing creative ideas. 2. Shortcomings 1. Some students struggled with flexible past - tense use in writing, making sentences stiff. 1. Time management in post - reading was a bit tight. Some groups didn’t have enough time for in - depth discussion. 3. Improvements 1. In future lessons, add more past - tense practice activities (e.g., sentence - making games) before writing. 1. Better plan task time. For group work, set clear time limits earlier. Also, provide more writing scaffolds for weak students. 学科网（北京）股份有限公司 $$