Unit 3 A Day to Remember Section B 教学设计 2025-2026学年鲁教版（五四学制）（2024）七年级英语上册

该初中英语教学设计围绕“难忘的一天”主题，涵盖天气与事件相关新词汇、过去进行时语法及阅读技能。通过展示天气图片导入，联系学生生活经验搭建学习支架，引导从日常经历过渡到用目标语言描述过去事件。 该设计以任务型教学为主线，读中环节通过略读抓主旨、扫读找细节培养思维品质，小组讨论用新词汇和过去进行时分享经历提升语言能力，图片与生活实例激发学习兴趣。助力学生提升综合语言运用能力，为教师提供清晰互动教学流程，高效落实教学目标。

Unit 3 A Day to Remember-Section B This section in Unit 3 of the Grade 7 English textbook (Lujiao Edition, 2024, 5-4 Academic System) focuses on the theme of "A Day to Remember". It presents a reading passage that describes a significant day in the narrator's life. Through this passage, students will encounter new vocabulary related to events, emotions, and daily experiences. The text also provides opportunities for students to practice reading skills such as skimming for the main idea, scanning for specific details, and understanding the sequence of events. Additionally, the section includes grammar points related to the past continuous tense, which is used to describe actions that were in progress at a specific time in the past. 教学目标 A. Knowledge Objectives Students will be able to master the new vocabulary and phrases in this section, such as "rainstorm", "suddenly", "pick up", "strange", "storm", "wind", "light", "report", "area", "wood", "window", "flashlight", "match", "beat", "against", "asleep", "fall asleep", "die down", "rise", etc. Students will understand and be able to use the past continuous tense correctly. They can form sentences like "I was doing my homework at 8 o'clock last night." and use it to describe past ongoing actions. Students will be familiar with the key sentence patterns in the reading passage, such as "What were you doing when the rainstorm came?" and "While Linda was sleeping, Jenny was helping Mary with her homework." B. Ability Objectives Reading Skills Students will be able to skim the reading passage quickly to get the main idea and the general structure of the text. They can scan the passage to find specific information, such as the time, events, and people's actions described in the story. Students will improve their ability to understand the sequence of events in the text and analyze the relationship between different parts of the story. Writing Skills Students will be able to write a short passage about a memorable day using the past continuous tense and the new vocabulary they have learned. They can organize their writing in a logical order, including an introduction, the main body to describe the events, and a conclusion. Speaking Skills Students will be able to talk about past events and their experiences using the past continuous tense in daily conversations. They can communicate with their classmates about what they were doing at a certain time in the past, and ask and answer questions related to past ongoing actions. C. Emotional Objectives Students will develop an interest in learning English through sharing and discussing their own memorable days, which helps them connect English learning with real - life experiences. By learning about different events described in the text, students will enhance their awareness of observing and reflecting on daily life, and cultivate a positive attitude towards life. 教学重难点 A. Key Points The new vocabulary and phrases related to the theme of a day with special events. The correct usage of the past continuous tense, including its formation and application in sentences. Comprehending the reading passage, grasping the main idea, details, and the sequence of events. B. Difficult Points Differentiating between the past simple tense and the past continuous tense. For example, knowing when to use "I watched TV last night." and "I was watching TV at 8 o'clock last night." correctly. Using the past continuous tense to describe two or more actions happening simultaneously in the past, like "While my mother was cooking, my father was reading the newspaper." Helping students to write a well - organized and detailed passage about a memorable day using the past continuous tense and appropriate vocabulary. A. Vocabulary Weather - related words: rainstorm /ˈreɪnstɔːm/n. 暴风雨 storm /stɔːm/n. 暴风雨；暴风雪 wind /wɪnd/n. 风 light /laɪt/n. 光；光线；光亮 Action - related words: suddenly /ˈsʌdənli/adv. 突然；忽然 pick up (= pick up the phone) 接电话 report /rɪˈpɔːt/v. 报道；公布 beat /biːt/v. 敲打；打败 fall asleep 进入梦乡；睡着 die down 逐渐变弱；逐渐消失 rise /raɪz/v. & n. 升起；增加；提高 Other words: strange /streɪndʒ/adj. 奇特的；奇怪的 area /ˈeəriə/n. 地域；地区 wood /wʊd/n. 木；木头 window /ˈwɪndəʊ/n. 窗户 flashlight /ˈflæʃlaɪt/n. 手电筒；火炬 match /mætʃ/n. 火柴 asleep /əˈsliːp/adj. 睡着 B. Grammar: Past Continuous Tense Formation: Affirmative: Subject + was/were + verb - ing + other components. Negative: Subject + was/were + not + verb - ing + other components. Interrogative: Was/Were + subject + verb - ing + other components? Usage: To describe an action that was in progress at a specific time in the past. To describe two or more actions happening simultaneously in the past. C. Key Sentence Patterns What were you doing when the rainstorm came? While Linda was sleeping, Jenny was helping Mary with her homework. I was so busy looking for the umbrella that I didn't see a car coming. 教学过程 A. Lead - in (5 minutes) Greet the students and show them some pictures of different weather conditions, such as sunny days, rainy days, and stormy days. Ask them: "What's the weather like in these pictures? Do you like different kinds of weather? Why or why not?" Then, show them a picture of a person looking worried during a rainstorm. Ask: "What do you think happened to this person? What was he/she doing when the rainstorm came?" Lead the students to think about events that might occur on a special day, especially during extreme weather, and introduce the topic of this section - "A Day to Remember". B. Pre - reading (8 minutes) New Vocabulary Teaching Present the new vocabulary words one by one on the PPT. Use pictures, actions, or short sentences to explain their meanings. For example, when teaching "rainstorm", show a picture of a heavy rain with strong wind; for "pick up", make a gesture of answering the phone. Let the students read the words after the teacher several times, paying attention to the pronunciation. Divide the students into pairs. Each pair takes turns to read the words to each other and correct the pronunciation if there is any mistake. Prediction Show the title of the reading passage "A Storm Brought People Closer Together" and the pictures related to the passage on the PPT. Ask the students to predict what the passage might be about. Guide them to think about questions like "What kind of storm is it?", "How did the storm bring people closer together?", and encourage them to share their predictions with the class. C. While - reading (15 minutes) Skimming Ask the students to read the passage quickly without stopping to look up new words. They need to find out the main idea of the passage and the general structure. After they finish reading, ask some students to share their understanding of the main idea. The main idea is that a rainstorm hit a city, and different people were doing different things when it happened, and the storm finally brought people closer. Guide the students to find out the paragraphs that describe different people's actions during the rainstorm, and help them understand the general structure of the text, which is divided into several parts according to different people's experiences. Scanning Ask the students to read the passage again carefully and answer some detailed questions on the PPT. For example: "What was the weather like before the rainstorm?" "What was the girl doing when the rainstorm came?" "What did the neighbors do after the storm?" Let the students work individually first, and then check their answers with their partners. Finally, invite some students to share their answers with the whole class. D. Post - reading (12 minutes) Grammar Explanation Pick out some sentences from the reading passage that contain the past continuous tense, such as "When the rainstorm suddenly came, I was waiting for the bus at the bus stop." Write these sentences on the blackboard. Explain the formation and usage of the past continuous tense to the students. Use simple and clear examples to help them understand. For example, draw a timeline on the blackboard to show an action in progress at a certain time in the past. Let the students make some sentences using the past continuous tense by themselves. Ask several students to write their sentences on the blackboard, and then check and correct them together. Group Discussion Divide the students into groups of four or five. Give each group a topic: "Share a memorable day in your life. What were you doing? What happened?" Let the students discuss in their groups, using the past continuous tense and the new vocabulary they have learned. Encourage them to ask each other questions and listen carefully to their group members' stories. After the discussion, ask each group to choose a representative to share their group's most interesting story with the whole class. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary, the past continuous tense, and the main content of the reading passage. Ask the students to recall what they have learned in this class. Emphasize the importance of using English to describe past events and share experiences in daily life. Homework Ask the students to write a short passage about a memorable day in their lives. They should use at least five new words and three sentences with the past continuous tense. Tell the students to preview the next part of this unit, which may include new vocabulary, grammar, or reading materials. 教学反思 In the teaching process, the use of pictures and real - life examples in the lead - in and vocabulary teaching part can effectively arouse students' interest and help them better understand new words. However, in the future, more interactive activities can be designed to make the vocabulary learning more vivid and impressive, such as vocabulary games. During the reading part, most students can master the skimming and scanning skills to some extent, but a few students still have difficulties in quickly finding the key information. In the following classes, more targeted reading practice should be provided for these students to improve their reading speed and comprehension ability. The grammar explanation of the past continuous tense seems a bit abstract for some students. Although examples and timelines are used, more practice exercises with different levels of difficulty are needed to strengthen their understanding and application. In the next class, more sentence - making, translation, and filling - in - the - blanks exercises related to the past continuous tense can be arranged. The group discussion activity is quite successful in promoting students' speaking ability and communication in English. But in some groups, there are a few students who are less active. In the future, more encouragement and guidance should be given to these students to ensure their full participation in group activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $