Unit 7 A Day to Remember-Period 2 Section A 2a-2e教学设计2025-2026学年人教版英语七年级下册

Unit 7 A Day to Remember Period 2: Section A (2a–2e) I. Teaching Aims (Based on Core Competencies) 1. Language Ability: ◦ To understand and use key vocabulary related to a special trip (e.g., wastewater treatment plant, process, remove, waste, germ) and descriptive adjectives. ◦ To comprehend and use the simple past tense structures How was...? / It was... and What did you...? / We... to inquire and share past experiences. 2. Learning Capacity: ◦ To extract specific information and follow the sequence of a process (wastewater treatment) through listening and reading. ◦ To summarize the main steps of the treatment process using key words. ◦ To practice and distinguish the pronunciation of past tense auxiliary verbs (was/wasn’t, did/didn’t) in connected speech. 3. Thinking Quality: ◦ To analyze and sequence the steps of wastewater treatment, developing logical thinking. ◦ To compare personal experiences with the listening material, making connections and expressing personal reflections. 4. Cultural Awareness & Life Skills: ◦ To gain awareness of environmental protection and the science behind public utilities, appreciating the work behind clean water. ◦ To learn to describe and share personal memories in a structured and engaging way. II. Key & Difficult Points • Key Points: ◦ Understanding the conversation about the wastewater treatment plant trip. ◦ Using the target past tense Q&A structures to discuss personal trips. • Difficult Points: ◦ Grasping the technical process of wastewater treatment and related vocabulary. ◦ Using weak forms and correct rhythm when pronouncing was/wasn’t, did/didn’t in sentences. ◦ Fluently transferring the language from the textbook to describe one’s own unique experiences. III. Teaching Procedures Step 1: Lead-in – Activate & Predict (7 mins) • Activity 1: Memory Chain Game ◦ T: “Let’s play a quick game! I went to the park last Sunday. I saw flowers.” (Turns to S1) “What did you do last weekend?” ◦ S1: “I played basketball. I was happy.” (Turns to S2) “How was your weekend? What did you do?” ◦ Chain continues for 4-5 students. This activates past tense in a low-pressure way. • Activity 2: Picture Prediction & Topic Launch ◦ Show a picture of a modern, clean building that doesn’t look like a factory. Ask: “Is this a school? A museum? A library?” (Elicit guesses). ◦ Reveal: “It’s a wastewater treatment plant. Why do we need it?” Briefly discuss. Show a very short (30 sec) animated video explaining “Where does the water go?” to build schema. “Today, we’ll listen to students who visited one. Was it interesting? Let’s find out!” Step 2: Listening – Gist to Details (2a) (8 mins) • Pre-listening: Vocab & Prediction ◦ Present the 6 adjectives. Do a quick “Thumbs Up/Thumbs Down” for things that are clean/dirty, easy/hard, etc. ◦ Prediction Task: “Look at the picture in 2a. Which THREE adjectives do you think will describe the wastewater treatment plant or the process?” Students guess and share. This gives them a purpose to listen. • While-listening: 1. First Listen (for Gist): Play 2a audio. Task: “Were your predictions correct? What is the main thing they learned?” 2. Second Listen (for Detail): Play again, pausing after each relevant sentence. Students fill in the blanks. • Post-listening: ◦ Check answers (clean; dirty; large; small; easy; hard). ◦ Concept Check: “So, is the plant large or small? Is the work easy or hard? Why?” Connect adjectives to the correct nouns. Step 3: Reading – Comprehension & Sequencing (2b & 2c) (12 mins) • Activity 1: Jigsaw Match (2b) ◦ Students read and match individually. ◦ Peer Check: In pairs, students do not just share answers, but read the combined full sentence aloud to each other to check for flow and logic. ◦ Check answers (1C, 2E, 3A, 4D, 5B). • Activity 2: Process Summary Challenge (2c) ◦ Before filling in the blanks, ask: “Can you retell the process in YOUR OWN WORDS with a partner, using ‘first, then, next, finally’?” This encourages reprocessing of information. ◦ Then, students complete 2c individually (wastewater; homes; waste; machines; germs; steps). ◦ Visualize on Board: As you check answers, draw a simple 3-step flowchart on the board: 1. Water comes from homes. 2. Screens remove waste; machines kill germs. 3. More steps → clean water. This aids visual learners. Step 4: Pronunciation – Listening & Imitating (2d) (8 mins) • Focus on Connected Speech: ◦ Play the 2d audio. Ask: “Is ‘was’ in ‘How was your trip?’ pronounced strongly like /wɒz/ or weakly like /wəz/?” (Weak). ◦ Highlight the contrast between the positive (was, did) and negative (wasn’t, didn’t) forms. The negative form is usually stressed. ◦ Drill: Use backward buildup drilling for a sentence: “trip?” → “your trip?” → “was your trip?” → “How was your trip?” Focus on rhythm. • Pair Practice: Pairs read the conversation, focusing on natural rhythm, not just accuracy. Use the “listen and repeat” function. Step 5: Speaking – Personalization & Creation (2e) (10 mins) • Beyond the Model: ◦ Provide a “Language Bank” on the board: ▪ Adjectives: amazing, interesting, educational, fun, boring, tiring. ▪ Places: science museum, history museum, farm, mountain, old town. ▪ Activities: saw an exhibition, learned about..., tried making..., climbed, visited. ◦ Model an Extended Dialogue: With a student, demonstrate going beyond 2 lines: T: How was your school trip? S: It was really educational but a bit tiring. T: Where did you go? S: We went to the history museum. T: What did you do there? S: We saw ancient tools and tried writing like people did 1000 years ago! It was cool! • Prepared Pair Work: Give pairs 2 minutes to prepare a similar 4-6 line dialogue about a real or imagined trip, using the Language Bank. • Performance & Feedback: Invite pairs to perform. The class gives feedback: “Was their pronunciation clear? Did they use past tense correctly?” IV. Blackboard Design Unit 7: A Day to Remember Lesson: A Special School Trip Key Q&A: - How was your trip? --> It was (adjective). - Where did you go? --> We went to (place). - What did you do/see? --> We (past tense verb)... The Water Treatment Process (Flow Chart): 1. Wastewater from homes → Plant 2. Screens → Remove large waste 3. Machines → Kill germs 4. More steps → CLEAN WATER! Language Bank for 2e: [Adjectives] [Places] [Activities] (amazing, museum, saw...) V. Homework (Tiered Assignment) • Level 1 (Essential): Write 5 sentences about the wastewater treatment process using the words from 2c. • Level 2 (Extended): Write a short email (6-8 sentences) to a friend describing your best or worst school trip. Use the structures and vocabulary from today. VI. Teaching Reflection (Guiding Questions) • Did the pre-listening video and prediction successfully scaffold comprehension of the technical content? • Were students able to move beyond the model dialogue in 2e to create personalized, extended conversations? • How effective was the flowchart in helping students visualize and recall the process? • Which aspect needs more reinforcement in the next class: vocabulary retention, process description, or fluent Q&A about past events? 学科网（北京）股份有限公司 $