Unit 7 Section A (1a-1d) & Pronunciation-【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) 安徽专版

该初中英语教案聚焦“谈论过去的活动或经历”，核心知识点包括描述过去经历的词汇、一般过去时句型（如How was...? What did...do?）及规则动词过去式-ed发音。课堂导入通过快速问答游戏激活学生日常经历，自然引入过去时语境，搭建新旧知识学习支架。 此教案亮点显著，采用积极与消极经历的对比对话呈现目标语言，助力学生理解情感形容词，提升语言理解与表达能力。分层听力任务（预测、捕捉信息、复述）培养学生信息处理能力，发展思维品质。发音环节结合游戏归纳-ed发音规则，增强学生主动调适学习策略的意识，提升学习能力。同时引导学生分享经历、体谅他人，涵养文化意识。该设计既帮助学生扎实掌握语言知识，又为教师提供清晰教学路径，提升课堂效率。

授课案例 Period 1 Section A（1a—1d）& Pronunciation 教材分析 What: 本课时主要包含两段对话。第一段对话是Yaming 和Peter 关于Peter 周末参观科技馆的交流；第二段对话是Helen 和Teng Fei 关于Teng Fei 糟糕的周末经历的交流。两段对话围绕“谈论过去的活动或经历”这一核心功能展开。 Why: 通过本节课的学习，学生将掌握描述过去经历的词汇和核心句型，特别是如何用一般过去时询问和评价他人的周末或特殊经历。对话内容贴近学生生活，能有效激发学生的表达欲望，引导他们学会分享个人经历并理解他人的感受，培养积极乐观的生活态度。 How: 本节课采用两段情景真实、内容对比鲜明的对话来呈现目标语言。第一段对话展示了积极的经历，第二段对话展示了消极的经历。这种对比能帮助学生理解和运用不同的情感类形容词。对话中使用了大量一般过去时的疑问句和陈述句，如“How was...？”“What did...do？”“Did you see...？”等，以及规则动词和不规则动词的过去式，让学生在语境中自然感知和初步运用一般过去时。 教学内容 1. 学习与周末活动相关的动词短语及其过去式。 2. 学习使用一般过去时询问和描述过去的经历与感受。 3. 学习和掌握动词过去式-（e）d 的发音规则。 教学目标 【知识与技能】 1. 掌握以下重点单词及短语：museum、exhibition、direction、meet up 2. 掌握下列句型： ①—How was your weekend？ —It was great/terrible. ②—What did you do？ —I visited the science museum. ③—Did you see anything interesting？ —Yes, there was.../No, there werent... 3. 能够运用目标语言简单询问和描述自己或他人过去的经历；能够初步辨认和朗读动词过去式-（e）d 的三种发音。 【情感、态度与价值观】 通过谈论积极和消极的经历，引导学生学会分享生活、倾听他人，培养在面对不顺时保持乐观、理解和体谅他人的态度。 教学重难点 重点：1. 学会使用一般过去时的特殊疑问句和一般疑问句进行提问。 2. 学会使用一般过去时的陈述句描述过去的活动或经历。 难点：1. 一般过去时的疑问句中助动词did 的正确使用及其答语。 2. 规则动词过去式的构成以及常见的不规则动词过去式（如was/were、left）的认读和初步使用。 教学准备 图片、音频、多媒体课件等。 学科网（北京）股份有限公司 教学过程 Lead-inStep 1 The teacher fires off a series of quick questions at students about their day or their recent school day experiences and activities. T: How is your day today？ S1: Its fine. T: How was your morning？ S2: It was OK. T: What did you do before this class？ S3: I talked with my friend. ... 【设计意图】通过游戏迅速吸引学生注意力，激活学生的已有知识，并自然引入一般过去时的语境。 PresentationStep 2 1. Use pictures and actions to guide students to learn the verb phrases in 1a, emphasizing their past tense forms. 2. List descriptive adjectives like great, good, OK, boring, terrible, and amazing on the blackboard, accompanied by emojis to help students understand. 【设计意图】通过直观方式输入本课核心词汇和短语，为后续的听力理解扫清障碍。 Work on 1aStep 3 1. Students ask and answer with their partners:“Did you...last weekend？”“Yes, I did./No, I didnt.” 2. Students complete the task in 1a independently by matching the phrases with the pictures. 3. Check the answers. Answers: A. visited a science museum B. cooked food C. went swimming D. did homework E. played badminton F. met up with friends 【设计意图】巩固新学的短语，并在简单的交际中初步运用一般过去时的一般疑问句。 ListeningStep 4 1. Pre-listening Guide students to look at the questions in 1b and predict the listening content. Review the wh-words like what, where, when and why. 2. While-listening（1b—1c） （1） Play the recording for the first time and have students answer the four questions in 1b. Check the answers: 1. It was great. 2. He liked the special rooms（that looked like parts of a space station） and the robots. 3. It was terrible. 4. He felt worried. （2） Play the recording a second time and have students complete the task in 1c by matching the activities to the character（Peter or Teng Fei）. Check the answers: P: visited a museum, went to an exhibition, learnt how astronauts live and work, talked to robots; TF: lost a book, took the wrong bus, tried to help tourists, gave directions. 3. Post-listening Guide students to retell Peters and Teng Feis weekend experiences based on the information from 1b and 1c. 、T: Lets talk about Peter. How was his weekend？What did he do？ 【设计意图】通过分层听力任务，培养学生捕捉关键信息和处理具体信息的能力。听后复述活动帮助学 学科网（北京）股份有限公司 生内化和梳理目标语言。 Pair-workStep 5 1. Students choose Conversation 1 or Conversation 2 to practise the dialogue with a partner. 2. Invite several pairs to present their dialogues. 【设计意图】在控制性练习的基础上，过渡到半开放性的交际活动，鼓励学生运用目标语言进行真实表达。 PronunciationStep 6 1. Work on 1. （1） Listen and conclude. ①Play the pronunciation of the following words: cook, catch, nice and bicycle, and let students repeat. T: What pronunciation does“c”have in the words？ Ss: /k/ and /s/. T: Great. Now, add one more word to the two groups. ②Conclude the other pronunciations /k/, /g/, /dʒ/ and /ks/ in the same way. （2） Practise. Show the pictures of the words: cook, catch, nice, bicycle, pick, clock, game, give, age, large, six and next. Let students say out their pronunciations quickly. The teacher can divide students into two groups and the faster group wins the game. 2. Work on 2. （1） Listen and repeat. Notice the pronunciation of -（e）d. talked picked moved climbed wanted visited （2） Conclude the rules. 在清辅音后发清辅音/t/，在浊辅音和元音后发浊辅音/d/，如果动词以/t/或/d/结尾，则-ed 发音需要加一个元音，即发/Id/。 3. Work on 3. Read the coloured words. Then listen to the short conversations and circle the words you hear. Notice the pronunciation rules of negative contractions with linking verbs, auxiliary verbs, and modal verbs. 在英语中，系动词、助动词、情态动词的否定缩略式与其肯定式相比，有的音节数没有变化，有的音节数 发生了变化，由一个音节变成两个音节，如下表所示。 动词形式 音节数没有变化 音节数有变化 肯定式 are were do can is was did could should have has 否定式 arent werent dont cant isnt wasnt havent hasnt didnt couldnt shouldnt 【设计意图】通过学生跟读和归纳总结，提升学生的参与感。 HomeworkStep 7 1. Memorize the verb phrases and their past tense forms learnt in this lesson. 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 $