Unit 3 第4课时 Section B (1a-2b)（教学设计）-2025-2026学年鲁教版英语五四学制2024七年级上册

该初中英语教学设计围绕农场旅行日记的读写，聚焦一般过去时运用、劳动词汇（pick, trim等）及劳动意义理解。课堂导入展示农场劳作图片，引导学生用一般过去时分享经历，衔接前几课时基础，借助时间轴和思维导图搭建学习支架。 特色为结构化阅读与任务驱动结合，通过匹配段落主旨、提取情感词提升语言能力，时间轴梳理事件、思维导图整理经历培养思维品质，日记仿写与分享角促进语言输出。分层作业兼顾差异，助力学生提升读写能力与劳动认知，为教师提供清晰教学流程与评价方法。

英语鲁教版五四学制2024七年级上册 Unit 3 第4课时 Section B (1a-2b)（教学设计） 科目 英语 授课教材 鲁教版七年级上册 授课题目 Unit 3 A day to rememberSection B (1a-2b) 课时课型 第 4 课时读写课 主题情境 人与自我 授课教师 语篇研读 【What】本课语篇是一篇记录学生校园农场旅行的日记体文章，核心内容围绕 “农场劳作场景、劳动过程中的体验及劳动后产生的认知转变” 展开。文章通过具体描写采摘草莓、修剪番茄枝、烹饪农场蔬菜等活动，展现劳作中的辛苦与收获喜悦的对照，以及学生对 “劳动价值” 的全新认识，呈现了一次富有意义的农场实践经历。 【Why】该语篇旨在传递劳动教育的核心价值：一方面让读者感受农场生活的真实面貌，理解 “劳作不易” 的道理；另一方面引导读者重视劳动实践的意义 —— 通过亲身参与劳动，不仅能收获技能与成果，更能培养珍惜劳动成果、感恩付出的品质，助力个人成长认知的深化。 【How】文章采用第一人称日记体裁，以时间为线索串联内容，通过细节描写与情感表达增强代入感。例如，用 “At first, I thought picking strawberries was easy, but soon my back started to hurt.” 体现劳作的辛苦；用 “When we ate the salad made with our own vegetables, it tasted extra fresh!” 展现收获的喜悦；用 “I finally get why people say ‘Hard work pays off’.” 直接表达认知转变。结尾以 “Today’s trip taught me more than any textbook.” 总结，强化劳动实践的教育意义，引发读者共鸣。 学情分析 学生在前几课时已掌握一般过去时的基础用法，能简单描述过去的日常活动，但在连贯叙述事件过程、精准运用劳动相关词汇（如 pick, trim, cook）方面存在不足；对 “劳动意义” 的认知较浅显，需通过文本分析深化理解；写作时易出现时态混淆、细节描写不具体的问题，需借助结构化指导提升表达能力。 课标要求  在劳动主题语篇中，运用一般过去时描述过去发生的事件，开展简短交流。 能读懂日记体文本，提取关键信息（时间、活动、感受），概括文本主要内容。 能结合文本范例，仿写简短日记，表达个人经历与感受，语音语调、词汇运用基本准确。 教学目标 通过本节课学习，学生能够：1. 识别文本中农场旅行的时间顺序、主要劳作内容及作者的情感变化，理解劳动带来的成长意义，全面把握日记核心信息（学习理解）。2. 借助时间轴或信息表格梳理农场旅行的关键事件与收获，用目标语言向同伴介绍劳作经历（含活动步骤与个人感受），提升信息整合与口语表达能力（应用实践）。3. 结合自身一次劳动经历，撰写短文描述劳动过程中的具体动作与当时的心情，阐述劳动带来的启示，实现语言知识的迁移运用（迁移创新）。 教学重难点 重点：借助时间轴或信息表格，梳理并概括农场旅行的主要劳作活动及作者的感悟，掌握日记体文本的阅读方法。难点：结合个人劳动经历，用准确的动词和一般过去时描述劳动过程，清晰表达劳动带来的启示，确保写作内容具体、逻辑连贯。 核心语言 【核心词汇】pick（采摘）、trim（修剪）、cook（烹饪）、fresh（新鲜的）、tired（疲惫的）、proud（自豪的）、experience（经历）、lesson（启示）、hard work（努力劳动）、pay off（有回报）【核心句型】We took a school trip to the farm last Friday.I spent two hours picking strawberries with my classmates.Although I felt tired, I was happy because I learned a lot.This experience taught me that hard work makes things more valuable. 教学工具 PPT、教材、练习纸 教学策略 结构化阅读教学法、任务驱动教学法、范例仿写教学法、小组合作学习法 教学过程 教学环节 教学活动 学生活动 Part1：情景导入（3min） 1. Greeting and warm-up: Show pictures of farm work (picking fruits, watering plants) and ask: “Have you ever done these things? What did you feel?”2. Guide students to share short experiences using simple past tense (e.g., “I picked apples last autumn. It was fun.”).3. Introduce the topic: “Today we’ll read Sam’s diary about his farm trip, to see what he did and learned.” 1. Observe pictures and recall personal farm/labor experiences.2. Share experiences with simple past tense, actively participate in interaction.3. Understand the lesson topic and learning focus. 效果评价 观察学生是否能主动分享经历，是否能正确使用一般过去时表达，是否清晰理解本课学习主题。 Part 2：学习理解（10min） 1. Ask students to read Sam’s diary quickly (skimming) and match each paragraph with its main idea (e.g., Para.1: Preparation for the trip; Para.2: Picking strawberries).2. Explain the method of “matching main ideas”: Focus on topic sentences and key nouns (e.g., “strawberries”, “tomato plants”).3. Ask students to read again (scanning) and find 3 key words in each paragraph to describe Sam’s feelings (e.g., excited, tired, proud). 1. Finish skimming and main idea matching, grasp the text structure.2. Learn the method of extracting main ideas, take notes of key points.3. Scan the text to find feeling words, understand Sam’s emotional changes. 效果评价 观察学生是否能准确匹配段落与主旨，是否能快速找到情感关键词，是否理解文本的情感变化线索。 Part 3：应用实践（11min） 1. Distribute time-axis templates and ask students to read the diary carefully (third reading) to fill in the template: “Time” (e.g., 9:00 a.m.) → “Activity” (e.g., pick strawberries) → “Key detail” (e.g., back hurt but filled 2 baskets).2. Organize group discussion: “What did Sam learn from the trip? List 2-3 lessons.”3. Invite groups to share their time axes and discussion results, guide students to supplement and correct. 1. Fill in the time axis with details, sort out the text’s time sequence and key events.2. Discuss in groups, summarize Sam’s lessons from the trip.3. Share group results, listen to others and supplement their own ideas. 效果评价 观察学生时间轴填写的完整性与准确性，是否能积极参与小组讨论，是否能清晰表达 Sam 的劳动启示。 Part 4：迁移创新（11min） 1. Guide students to make a “Personal Labor Experience Mind Map” in groups: Include “Time”, “Activity”, “Actions (e.g., I held a basket, I pulled weeds)”, “Feelings”, “Lessons”.2. Provide a diary example (simplified) and remind students to use simple past tense and labor-related words.3. Ask students to write a short diary (80-100 words) based on the mind map.4. Organize “Diary Sharing Corner”: Invite 3-4 students to read their diaries, and others give positive feedback (e.g., “I like your detail ‘My mom praised my salad’”). 1. Cooperate in groups to make mind maps, sort out personal labor experiences.2. Learn from the example, clarify the diary writing requirements.3. Write diaries independently, focus on specific actions and true feelings.4. Share diaries and give feedback, improve expression and listening skills. 效果评价 观察学生思维导图的逻辑性与完整性，日记中是否能准确使用一般过去时和劳动词汇，是否能具体描述劳动过程与感受，分享时是否条理清晰。 Part 5：回顾总结（2min） 1. Use PPT to show the “Text Structure & Key Points” chart: “Genre (Diary)” → “Time Sequence” → “Main Activities” → “Core Lessons”.2. Guide students to review together: “What did we learn about reading diaries? What did we practice in writing?” 1. Follow the chart to review the text structure and key knowledge.2. Answer the teacher’s questions, consolidate the lesson content. Part 6：考点速递（5min） 1. Explain key language points: (1) Simple past tense of irregular verbs (e.g., take-took, feel-felt); (2) Usage of “although” (e.g., Although it rained, we still enjoyed the trip).2. Give 2-3 example questions (e.g., Fill in the blank: “She ______ (pick) 5 apples yesterday.”) and guide students to solve them. 1. Take notes of key language points, understand the usage rules.2. Solve example questions, apply the knowledge to specific exercises. Part 7：随堂小练（3min） Distribute short exercise papers: 1. Fill in the blanks with the correct form of verbs (simple past tense); 2. Choose the right word to complete sentences (e.g., tired/proud). Ask students to finish in class. 1. Complete exercises independently within the time limit.2. Check answers with the teacher after finishing. Part 8：家庭作业 基础作业：1. Correct the 随堂 exercise with the textbook; 2. Recite 5 core words and 2 core sentences.进阶作业：Revise the class diary, add 1 more detail (e.g., “My friend helped me when I couldn’t reach the high strawberries”).拓展作业：Interview a family member about their favorite labor experience, write 3 sentences to record it (using simple past tense). 1. Record homework requirements clearly.2. Choose appropriate homework according to personal level and finish it on time. 板书设计 教学反思 优点：1. 采用 “时间轴 + 思维导图” 的可视化工具，帮助学生梳理文本逻辑与个人经历，有效提升信息整合能力；2. 设计 “分享劳动经历” 导入与 “日记分享角” 输出环节，实现 “输入 - 内化 - 输出” 的闭环，激发学生参与热情；3. 分层作业兼顾不同水平学生，注重语言知识与生活实践的结合，符合 “双减” 要求。改进方向：1. 部分学生写作时劳动动作描写较笼统（如 “did farm work”），后续需补充 “劳动动作词库”（如 dig, pull, wash）并提供例句示范；2. 迁移创新环节的日记写作时间稍紧，可适当压缩小组讨论时间，预留更多写作时间；3. 可增加 “同伴互评表”（从 “时态准确性”“细节丰富度”“情感真实性” 评分），提升写作反馈的针对性。后续计划：制作 “劳动主题词卡” 与 “日记写作模板”，帮助基础薄弱学生提升表达能力；设计 “班级劳动日记集” 展示活动，增强学生写作成就感。 学科网（北京）股份有限公司 $