Unit 7 Section B(1a－2b)（word教案）-【优翼·学练优】2025-2026学年七年级英语下册同步备课（人教版）

该初中英语教案聚焦日记写作，核心为谈论Sam的学校旅行及所学、掌握日记格式并完成创作。课堂以“Look and Say”展示写日记图片导入，读前引导观察Sam日记图片猜测地点，读中通过扫描完成表格、匹配段落大意、细节阅读（如用思维导图梳理活动），读后用流程图复述，搭建从输入到输出的学习支架。 此资料特色在于融合核心素养，语言能力上通过读写结合提升理解与表达，思维品质上分析日记结构、讨论“Every grain comes from hard work.”含义及唐诗联想培养分析推断能力，学习能力上同伴讨论、分享笔记、互评日记增强主动学习。实例丰富如思维导图梳理活动、写作时用2a笔记和2b表达，助力学生提升综合语言运用与思维，为教师提供清晰教学流程和支架，提升教学效率。

第四课时Section B(1a－2b) 1、 Teaching Objectives In this class, students will: 1. talk about what Sam did on his school trip and what he learned from it. 2. know the format of a diary entry. 3. write a diary entry of their own school trip. 2、 Teaching Advice Lead-in Look and Say Display a picture of a boy writing a diary and ask the students: What is he doing? 1a Have students discuss the questions with a partner and encourage them to give more different answers. e.g. It helps me remember what I did, record my feelings,write down my secrets and so on. Pre-reading Let students look at the picture from Sam's diary and answer the questions: · What can you see in the picture? · Can you guess where Sam went? While-reading Scanning Let students scan Sam's diary entry and complete the table. Read and Match 1. Have students read Sam's diary and match each paragraph with its main idea.(详见优 翼配套教学课件) 2. Check the answers with the students. 1b 1. Have students read again and write a one-sentence summary of what Sam did on that day. 2. Invite some volunteers to share their answers and ask which sentences in the diary helped them make the summary. Read for Details 1. Have students read Paragraphs 18-2 and complete the mind map about what Sam did inthe morning, 2. Let students read Paragraph 2 and find out what Sam did in the afternoon. 3.Ask students to read Paragraph 3 and answer the questions. · What did Sam learn from the trip? · What do you think “Every grain comes from hard work. ”means? Which two lines of · Tang Poetry can this sentence remind you of? · Do you agree with Sam that food tastes better when you work for them? Give an example. Post-reading 1c 1. Have students complete the flow chart with the events from the text. 2. Check the answers with the students. 3. Ask students to retell Sam's school trip using the flow chart with a partner. Writing Diary Entry Format 1. Analyze the format of a diary entry with the students. 2. Have students think about:From what aspects did Sam introduce his school trip? 2a 1. Have students make notes about their last school trip. 2. Ask them to share answers with a partner. 2b 1. Ask students to write a diary entry about the school trip. Remind them to use the notes in 2a and the expressions in 2b for help. 2. Show students a sample writing if necessary. 3. Invite some volunteers to read their diary entries and then give feedback. Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write some useful expressions and the structure of the post on the blackboard. Teaching Reflection The lesson effectively engaged students in reading and discussing Sam's diary, though the writing task required more scaffolding than anticipated. Students demonstrated strong comprehension skills but needed clearer models for structuring their own diary entries.Future lessons will incorporate more guided practice for narrative writing and allocate additional time for peer feedback. 学科网（北京）股份有限公司 $