Unit 7 Section B 2a-3c(第5课时)-【绿卡初中创新题】2025-2026学年七年级下册英语同步教案(人教版·新教材)河南专版

该教案聚焦初中英语Unit 7 "A Day to Remember"综合输出，核心为运用一般过去时完成日记写作（含地点、活动、感受、领悟结构）及小组连锁故事创作。课堂导入通过学生分享学校旅行关键词激活记忆，明确写作与故事任务，写作以问题引导、笔记整理、范文为支架衔接知识。 特色在于融合语言能力与思维品质培养，日记写作要求融入情感思考，连锁故事强调时态一致与逻辑连贯。通过范文赏析、小组接龙、同伴互评等方法，提升学生语言表达与协作能力，为教师提供结构化路径，高效落实综合语言运用目标。

HomeworkStep 5 1. Memorize the new words and phrases from this lesson. Retell Sams farm story to your family. 2. Write a short diary entry about your own“A Day to Remember”. 板书设计 Unit 7 A Day to Remember Period 4 Section B（1a—1d） Sams Day on the Farm What He Did: Went → Explored → Learnt → Picked → Cut → Watered → Cooked → Wrote How He Felt & What He Learnt: It was tiring but fun! Farming isnt easy! 教学反思 Period 5 Section B（2a—3c） 教材分析 What: 本课时是单元的综合输出部分，包含两个核心任务：1. 个人写作任务：学生通过笔记整理思路，并独立完成一篇关于学校研学旅行的日记。2. 小组合作项目：学生共同创作一个关于“难忘一天”的连锁故事。 Why: 本课时的目的是引导学生在真实的语境中综合运用本单元所学的核心语言，实现从语言输入到输 出的转化。个人写作任务培养学生的独立思考与书面表达能力；小组连锁故事项目则强调合作、创意与口语交流，使语言学习更具趣味性和交际性。 How: 写作部分采用“问题引导—笔记整理—范文支架—独立写作”的路径，为学生打下了扎实的写作基础。项目部分则通过“头脑风暴—轮流创作—分享展示”的模式，鼓励学生通过协作，完成故事接龙。每个参与者都会根据自己的想象力贡献一部分情节，使故事能够连贯地接续下去。故事接龙有助于培养学生的团队合作精神和个人的想象力。 教学内容 1. 复习并运用一般过去时描述过去的经历。 2. 学习并运用写作策略完成一篇日记。 3. 在小组合作中，共同创作并讲述一个连贯的故事。 教学目标 【知识与技能】 1. 能够熟练运用一般过去时准确描述过去的活动与感受。 2. 能够根据问题提示系统梳理信息，并参照范例完成一篇结构完整、内容丰富的日记。 3. 能够在小组中有效协作，运用目标语言共同创造一个逻辑连贯的连锁故事。 【情感、态度与价值观】 通过记述和创造“难忘的一天”，引导学生关注和珍惜生活中的经历，无论是平凡的还是特殊的，培养学 学科网（北京）股份有限公司 生积极记录生活、分享感悟的习惯，并体验团队合作的乐趣。 教学重难点 重点：1. 指导学生按照“地点—活动—感受—领悟”的结构完成日记写作。 2. 引导学生在连锁故事中保持时态一致和叙事逻辑的连贯性。 难点：1. 学生在写作中能超越简单的活动罗列，融入个人情感和思考。 2. 在小组活动中，确保每位成员都能积极参与并有效贡献。 教学准备 多媒体课件、写作范文海报/幻灯片、小组活动工作表、大白纸和彩笔（用于绘制故事海报，可选）。 教学过程 Lead-in The teacher asks a few students to quickly share one key word about their most memorable school trips.Step 1 T: Weve read about Sams farm trip and Fu Xings visit to the wastewater plant. Everyone has their own days to remember. Today, you will become the writer! First, youll write a diary about a real school trip. Then, youll work together to create an exciting chain story! 【设计意图】快速激活学生关于学校旅行的记忆，明确本课时的两大任务，激发学生的创作欲望。 PresentationStep 2 1. Work on 2a. Let students work individually to complete the notes about their last school trips in 2a. Then let them share their notes with a partner. They can ask follow-up questions to help each other add more details. 2. Work on 2b. （1） The teacher displays the model from 2b and guides students to identify its key components: Beginning: I had a（n）...day today. Our class went on a school trip to... Body: Details of what they did/saw（using the past tense and sequence words）. Ending: Feelings and lessons learned.（What a day!） Language Support: Review useful expressions for feelings（amazing, boring...）and for sequencing（First,... Then...）. （2） Let students use their notes from 2a and the model to write their first draft. 【设计意图】通过整理写作思路，将模糊的记忆转化为具体的信息点。同伴交流则可以丰富写作素材。 Writing practiceStep 3 【写作典例】假如你是李华，请根据下面的内容提示写一篇短文，描述你去农场旅行的经历。 写作提示：（1）上周六，你和老师、同学们去阳光农场（Sunshine Farm）旅行；（2）上午你们参观了蔬菜大棚，还摘了许多新鲜的蔬菜；下午你们在农场散步，和农场主聊天；（3）你们玩得很开心。 · 思路点拨 A school trip 引出话题：Last Saturday, we had a great school trip. 描述上午活动：explored large tents with vegetables; picked vegetables... 描述下午活动：went for a walk; talked with the farmer... 结尾：We learnt a lot and had a great time. 注意事项：（1）本文应以第一人称进行叙述；（2）正确使用一般过去时。 · 范文欣赏 Last Saturday, I went on a school trip to Sunshine Farm with my teachers and classmates. We went there by bus. In the morning, we explored some large tents with vegetables there. We also picked many vegetables. All the vegetables were very fresh. It was interesting to pick them from the plants or dig them out of the earth. In the afternoon, we went for a walk on the farm. We talked with the farmer and he told us something about the farm. We learnt a lot and had a good time on the farm. The trip was tiring but great fun and meaningful! It made me think of the saying:“Every grain comes from hard work.”It was really a day to remember. 【设计意图】通过一篇典型例题的讲解，学生能够了解如何谋篇布局来完成一篇写作。 ProjectStep 4 1. Work on 3a. Students get into groups of 4—5. They discuss and choose a place or situation for their stories. They use the questions in 3a to share ideas. 2. Work on 3b. （1） Each student takes turns adding 1—2 sentences to the story on a group worksheet. They must continue from the last sentence and use the past tense. （2） The teacher can provide a universal story starter on the board, e.g.“It was a day we would never forget...” （3） Students write their chain stories. The teacher provides language support and ensures students participation. （4） Groups practise reading their stories aloud, deciding on intonation and perhaps adding simple actions. 【设计意图】连锁故事活动将写作与口语结合，充满挑战性，锻炼了学生的团队协作和语言表达能力。 Post-writing & Project PresentationStep 5 1. In pairs, students swap their diary drafts and check for: Correct use of the past tense; Clear sequence of events; Real feelings and reflections. 2. Each group presents their chain stories to the class. The class can vote for the“Most Creative Story”or “Most Dramatic Story”. 【设计意图】同伴互评培养学生批判性思维和发现错误的能力。故事展示使学生充满了荣耀感，并实现了交际目的，进一步巩固了学习成果。Step 6 Homework 1. Read and write the new words and phrases in the lesson. 2. Finalize your diary entry based on your partners feedback and hand it in next class. 板书设计 Unit 7 A Day to Remember Section B（2a—3c） Beginning: I had a（n）...day... Body: First,... Then,... Next,... Finally,...（What you did/saw/felt） Ending: I learnt that.../What a day! 教学反思 129 初中创新题备课教案·英语·七年级下（RJ 版） 学科网（北京）股份有限公司 $