Unit 3 A Day to Remember Over to you 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聚焦历史事件（五四运动）与个人难忘日子的词汇（如“May 4th Movement”“memorial”）、句型（“took place”“I remember the day when...”）及听说读写技能，通过图片展示节日与历史事件，从中文分享过渡到英文表达，搭建旧知到新知的学习支架。 特色在于融合文化意识与语言能力，借五四运动培育爱国情怀，用词汇游戏、阅读探究、小组分享整合听说读写，分层指导害羞学生。既提升学生综合语言运用与文化认同，又为教师提供完整教学流程与反思改进建议，实用易操作。

Unit 3 A Day to Remember-Over to you This unit “A Day to Remember - Over to You” in Grade Seven of the Shandong Education Press (five - four academic system) English textbook (2024) focuses on commemorating historical events and personal memorable days. Through this unit, students will learn about the May 4th Movement, an important historical event in Chinese history, as well as how to describe personal special days in English. The content includes new vocabulary related to historical events, time expressions, and sentence patterns for narration. It also provides students with opportunities to improve their reading, writing, listening, and speaking skills by exploring the historical background, reading related passages, and sharing their own experiences. 教学目标 1. Knowledge Objectives Students will be able to master new words and phrases such as “May 4th Movement”, “historical”, “memorial”, “celebrate”, “speech”, etc. Students will learn key sentence patterns for describing historical events and personal experiences, like “The May 4th Movement took place in 1919.” “I remember the day when...” Students will understand the historical background and significance of the May 4th Movement. 2. Ability Objectives Students can improve their reading ability by skimming and scanning for specific information in texts about historical events and personal stories. Students will be able to write a short passage to describe a memorable day in their lives, using the learned vocabulary and sentence patterns correctly. Students will enhance their listening skills by listening to dialogues or passages related to historical events or personal memories and answering relevant questions. Students can communicate fluently in English to share their own memorable days with classmates, expressing their feelings and thoughts clearly. 3. Emotional Objectives Cultivate students' interest in learning about history and English at the same time. Inspire students' patriotic feelings through learning about the May 4th Movement. Encourage students to cherish their own experiences and be positive about life. 教学重难点 1. Key Points Mastering new vocabulary and key sentence patterns related to historical events and personal memories. Understanding the historical background and main events of the May 4th Movement. Using the learned language knowledge to describe personal memorable days. 2. Difficult Points Helping students understand the profound historical significance of the May 4th Movement in English. Guiding students to organize their thoughts and write a well - structured passage about a memorable day. Training students to use appropriate words and expressions to vividly describe their emotions and experiences. 1. New Words and Phrases May 4th Movement: The patriotic movement that took place in China in 1919, which had a profound impact on China's modern history. historical: Connected with history or the study of history. For example, “This is a historical building.” memorial: Something that is built or exists to remind people of a person, event, etc. “The statue is a memorial to the heroes.” celebrate: To do something special because of an important event, occasion, etc. “We celebrate National Day every year.” speech: A formal talk that a person gives to an audience. “He gave a wonderful speech at the meeting.” take place: Happen, occur. “The party will take place next Friday.” in memory of: As a way of remembering someone or something. “They held a ceremony in memory of the dead.” 2. Key Sentence Patterns Describing historical events: The + historical event + took place in + time. e.g. The First World War took place in 1914. The + historical event + was a significant event in + place's history. e.g. The Industrial Revolution was a significant event in British history. Describing personal experiences: I remember the day when... e.g. I remember the day when I first went to school. It was a/an + adjective + day for me because... e.g. It was an exciting day for me because I won the first prize. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different festivals or important historical events (such as National Day celebrations, pictures of the signing of the Declaration of Independence) on the PPT. Ask students to look at the pictures and share with their partners what they know about these events in Chinese. Then, randomly invite several students to briefly introduce one of the events in English as much as they can. This activity aims to arouse students' interest in the topic of this class and review some related knowledge they may have known before. 2. Lead - in (5 minutes) After the warming - up, show a picture of the May 4th Movement. Ask students if they know what this event is. If some students know, let them briefly introduce it in Chinese. Then, start to introduce the May 4th Movement in English simply: “The May 4th Movement took place in 1919. It was a very important patriotic movement in Chinese history. Today, we are going to learn more about it and also how to talk about memorable days in English.” This lead - in can smoothly introduce the main content of this unit. 3. Vocabulary Teaching (10 minutes) Present the new words and phrases on the PPT one by one. For each word or phrase, first read it aloud clearly, and then explain its meaning and usage in English as simply as possible. For example, when teaching “historical”, say “‘Historical’ means something is related to history. For example, a historical story is a story that happened in the past.” Let students read the words and phrases after the teacher several times to correct their pronunciation. Use some simple sentences on the PPT to let students practice using the new words. For example, for the phrase “take place”, show the sentence “The school sports meeting will take place next week. Please fill in the blank with the correct form of ‘take place’.” Play a vocabulary game. Divide the class into several groups. The teacher says a word or phrase in Chinese, and the groups race to say the corresponding English word. The first group to answer correctly gets one point. This can help students remember the new words more quickly and actively. 4. Reading Comprehension (10 minutes) Hand out a short passage about the May 4th Movement to each student. The passage can include the background, main events, and significance of the May 4th Movement. First, let students skim the passage quickly for about 1 minute to get a general idea of what the passage is about. Then, ask some general questions, such as “What is the main topic of this passage?” “When did the event in the passage happen?” Next, let students read the passage carefully for 3 - 4 minutes. During this time, ask them to circle the new words and phrases they have just learned in the passage and try to understand the sentences containing them. After that, show some detailed questions on the PPT, such as “Why did the May 4th Movement take place?” “What were the main demands of the students in the May 4th Movement?” Let students answer these questions according to the passage. Check the answers together and explain the difficult sentences in the passage. 5. Speaking Activity (10 minutes) Divide the students into pairs. Ask each pair to talk about a memorable day in their lives. They can use the sentence patterns and vocabulary they have learned. For example, “I remember the day when I went to the zoo for the first time. It was an exciting day for me because I saw so many lovely animals.” Walk around the classroom and listen to the students' conversations. Give them some guidance and encouragement when necessary, such as correcting their pronunciation or suggesting more appropriate words. After 5 - 6 minutes, invite several pairs to come to the front of the class and share their conversations with the whole class. The rest of the students listen carefully and can ask some questions if they are interested. 6. Summary and Homework (5 minutes) Summarize what has been learned in this class with the students. Review the new words, key sentence patterns, and the main content of the May 4th Movement. Assign homework: Ask students to write a short passage about a memorable day in their lives, with at least 80 words. They need to use the learned vocabulary and sentence patterns. Let students collect more information about an important historical event they are interested in and be ready to share it in the next class. 教学反思 After teaching this class, I have the following reflections: Positive aspects: The warming - up and lead - in activities were effective in attracting students' attention and arousing their interest in the topic. Most students were actively involved in sharing their knowledge about festivals and historical events at the beginning. The vocabulary teaching method, including explanation, practice, and games, helped students master the new words relatively quickly. The reading and speaking activities provided students with opportunities to practice using the language, and many students showed improvement in reading comprehension and oral expression. Areas for improvement: When introducing the historical significance of the May 4th Movement, some students seemed a little confused, maybe because the content was a bit difficult for them to understand in English. In the future, I should use more vivid and simple ways to explain historical knowledge, such as showing short videos or using more examples. During the speaking activity, although most pairs were engaged in conversation, a few students were a bit shy and didn't participate actively. I need to find more ways to encourage these students to speak English, like giving more individual guidance and more positive feedback. For the homework, I should provide more specific writing guidelines next time, such as an outline or more example sentences, to help students write better passages. Overall, this teaching process has achieved certain teaching goals, but there are still areas that need to be improved to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $