Unit 7 A Day to Remember Section B 2a·2b教学设计-2025-2026学年人教版七年级英语下册

Unit 7 A Day to Remember Section B 2a-2b What did you learn on that special day? 语篇解读 Section B 2a-2b 研学日记写作课，目标是让学生掌握日记文体、用一般过去时完成写作、体悟实践价值。教学过程分四步：热身用 AI 视频导入，回顾日记要素；写作准备环节围绕 “去了哪、做了什么、感受如何、学到什么”，通过填空、选词辨析复习语言点；然后展示写作框架，让学生对应素材；最后学生独立写作，完成后同伴互评。 教学目标： 基础目标：通过 “视频回顾 + 头脑风暴”，学生能清晰说出日记的核心要素（date, weather, feelings, events）；结合 2a 的四个问题梳理素材时，学生能准确区分日记与其他文体的差异（如第一人称、一般过去时），完全达成基础目标。 发展目标：写作前通过 “动词过去式填空”“连词辨析”“形容词选词填空” 等活动，夯实了日记写作的语言基础；教师提供的 “研学日记框架”（主题 — 活动与感受 — 总结）明确了写作逻辑，学生能独立完成 80-100 词的研学日记，且多数学生能正确使用一般过去时和时间连词，目标达成度高。 创生目标：写作后通过分析日记中的 “研学收获”（如 “实践得真知”），结合学生自身的写作内容，引导学生体会 “平凡生活中的不平凡时刻”，部分学生在日记结尾能主动写下 “通过摘茶叶，我知道了劳动的辛苦” 等真实感悟，实现了情感目标的升华。教学重点：能够掌握日记的文体特征，基于内容框架和语言支架，完成研学日记的写作任务. 教学重难点： 如何通过填空复习 “see-saw” “think-thought” 等核心动词过去式；如何通过文本分析明确“and /then/ after that” 的衔接作用；如何通过选词填空区分 “exciting/ excited” 等易混形容词，解决了写作中的 “语言障碍”；如何以 2a 的四个问题（Where did you go? / What did you do?/ How did you feel? / What did you learn?）为线索梳理素材，每个问题的训练均指向写作的核心部分：“地点” 对应日记开头的场景引入，“活动” 对应中间的事件叙述，“感受” 和 “收获”对应结尾的情感与总结。 教学过程 一、 热身与导入 (约 5 分钟) 活动 1：视频回顾 播放 AI 制作的学校旅行日记小视频。 提问："What did you see in the video? What is a diary like?" 活动 2：头脑风暴 引导学生回忆阅读课中 Sam 的日记。 提问："What parts does a diary have?" (date, weather, feelings, events) 板书学生答案，明确日记的文体特征。 2a Make notes about your last school trip. My School Trip 1. Where did you go? _______________________ 2. What did you do/see? _______________________ 3. How did you feel? ___________________________ 4. What did you learn? _________________________ 二、 写作素材与技能准备 (约 15 分钟) 围绕 2a 的四个问题，分步引导学生提取素材并复习语言点。 What did you do there? We ___ (pick) apples and _____(water) the plants. We ____ (try) on some uniforms from the past. We ____ (see) many famous paintings there . We ____ (walk) along the mountain roads. We _____ (think) about the past. There ____ (are) special rooms. They ____(look) like parts of a space station 参考答案 picked watered tried saw walked thought were looked 灵活运用各种连词 We had a picnic with delicious food. But I lost my hat when we were playing around. However, it didn’t matter because we had so much fun. The park was beautiful, with colorful flowers and tall trees. We took lots of photos, sang songs on the bus ride and played games together. Using the time order In the morning/ afternoon/ evening; At night/ noon • Before/ After/ During breakfast/ lunch/ dinner • At 9 o’clock/ 9 a.m./ 5 a.m. (具体时间) • First of all/ First/ Then/ After that/ Next/ Finally/ Following that/ Meanwhile A: How did you feel? B: How was it ? relaxed excited interested amazing terrible tiring boring unforgettable meaningful worried 问题 1：Where did you go? 展示图片，引导学生用完整句子回答。 例如："I went to a tea garden/nature park/farm." 问题 2：What did you do there? 动词复习：以填空形式，复习核心动词的过去式。 例如：see-saw, think-thought, pick-picked, 连词与时间：呈现一段连贯文本，让学生找出并体会 and , then , after that 的作用。 提供时间状语： in the morning , at noon , in the afternoon 问题 3：How did you feel? How was it? 形容词辨析：设计选词填空，辨析 exciting / excited , interesting / interested 等。 语境体会：完成句子 "I wasn't __ at all. It was ___ but great fun." 引导学生思考填入 bored 和 tiring 等词，理解其在语境中的含义。 问题 4：What did you learn? 句子复习：通过英译汉，回顾本单元关于研学收获的核心句子。 例如：1.I used to think it was easy to get clean water, but now I realize it is too hard. 2. I was very interested because I usually only see them in the supermarket. 三、 写作框架与指导 (约 5 分钟) - 展示研学日记写作框架，将刚才准备的素材对应到框架中。 四、 学生写作 (约 15 分钟) 学生根据框架和准备好的素材，独立完成日记写作。 2b Write a diary entry about the school trip. Use your notes in 2a and the expressions to help you. Friday, 7 June I had a really good day today. Our class went on a school trip to a natural history museum. When I walked into the museum, I was amazed by what I saw. There were huge dinosaur skeletons. They looked both scary and interesting. I also saw some models of planets. The colours and details of those planets were so great. I was very interested and excited during the whole visit. I also learnt some interesting facts about dinosaurs and planets. This trip to the natural museum was really fun. What a day! 教师巡视，对有困难的学生进行个别指导。 五、 同伴互评 (Peer-editing) (约 10 分钟) 示范批改：选取一篇有代表性的学生习作（可提前准备），在全班进行示范批改。 分发评价量表，引导学生从内容完整性、语法准确性、连词使用等方面进行评价。 同位互批：学生交换习作，根据评价量表进行批改并给出反馈 Homework Must do Polish your diary according to your partners’ advice. Choose to do Turn it into a script and make a short video with AI. 学科网（北京）股份有限公司 $