Unit 7 Happy Birthday! Section B(2a-2b)教学设计 2026-2027学年人教版英语七年级上册

Unit 7 Happy Birthday! Section B(2a-2b) 一、基础信息 （一）核心基础信息 项目 内容 课题 人教版（2024）初中英语七年级上册 Unit 7 Happy Birthday! Section B(2a-2b) 课时 1 课时（45 分钟） 授课年级 初一年级 课型 新授课 授课教师 授课时间 （二）课标要求 1. 掌握生日主题相关词汇与短语，能口头与书面描述生日庆祝活动，熟练使用目标句型进行交流表达。 1. 能梳理信息并完成思维导图的填写，学会整合已有语言素材，有条理地组织语言。 1. 能读懂写作指导与范文，按“开头—主体—结尾”的结构写出一则论坛回帖，介绍自己的生日与庆祝计划。 1. 了解中外不同的生日习俗，对比文化差异；尊重多元文化，拓宽国际视野，建立跨文化理解与文化共情意识。 二、教学设计依据 （一）教材分析 本节英语写作课，以 “Happy Birthday!” 为主题，围绕 “How do you make your birthday meaningful?” 话题，依托论坛回帖的写作情境，通过完成生日思维导图、学习回帖结构与写作句型、赏析范文等一系列任务，帮助学生运用一般现在时与一般将来时完成介绍个人生日庆祝安排的帖文回复。 · 核心内容：以 “My Birthday Plan” 为主题，通过 Look and share（生日话题交流）、Writing（2a 完成生日思维导图、How to reply to a post 回帖结构梳理、写作指导：话题分析、文本体裁、人称与时态、语言技巧、写作句型：开头—主体—结尾、两篇范文赏析、2b 独立写作）等任务，完成一则介绍生日庆祝安排的论坛回帖。 · 教学价值：本课是单元读写链条的输出环节。教材以思维导图为支架帮助学生梳理写作要素（时间、同伴、准备、活动、地点、感受），再通过回帖范例引导学生搭建写作框架，训练学生按要素组织语篇、准确运用时态的能力；同时借助中外生日习俗的对比，培养学生尊重多元文化的意识。 （二）学情分析 1. 知识基础：学生在 Section B 1a-1d 已学习生日庆祝活动的词汇与常用表达，掌握了一般现在时的基本用法；但写作中一般将来时的使用、时间介词的选择以及写作要素的完整性仍易出问题。 1. 能力特点：学生能描述单个生日活动，但按要素有条理地组织成篇的能力较弱，写作时常出现内容零散、缺少连接词的问题。 1. 认知规律：学生更易接受“思维导图梳理—范例引路—框架搭建—仿写输出”的写作路径；课堂适宜采用头脑风暴、导图填写、句型支架、范文赏析、同伴互评等方式，降低写作难度。 三、教学目标与重难点 （一）教学目标 1.语言能力：掌握生日主题相关词汇与短语；能口头与书面描述生日庆祝活动，熟练使用目标句型进行交流表达。 2.学习能力：能梳理信息并完成阅读与写作任务；学会整合已有语言素材，有条理地组织语言，清晰表达个人想法与观点。 3.思维品质：引导学生结合已有信息梳理思路，自主构思、完成主题短文写作，学会理性思考与创意表达。 4.文化意识：了解中外不同的生日习俗，对比文化差异；尊重多元文化，拓宽国际视野，建立跨文化理解与文化共情意识。 （二）教学重难点 教学重点 在写作全过程中，复习巩固生日话题词汇、句型等基础知识；通过写作训练与拓展习题，提升学生的英语书面表达能力。 教学难点 激发学生想象力与创造力，训练多角度的发散思维；引导学生灵活迁移本课学到的单词、句型与表达，在写作中学以致用。 四、教学准备 1. 多媒体课件：生日话题交流页、2a 生日思维导图页、回帖结构梳理页、写作指导页（话题分析、文本体裁、人称与时态、语言技巧）、写作句型页（开头、主体、结尾）、范文赏析页、2b 写作任务页、Language points 讲解页、课堂练习题页、Summary 总结页。 1. 学习任务单：2a 生日思维导图、写作提纲与句型支架、写作文稿纸、同伴互评表。 1. 教具：生日活动词卡、思维导图挂图、写作评价量表。 1. 分组准备：四人一组，写作前交流各自的生日安排，写作后互评互改，每组推选一篇范文在班级分享。 五、教学过程设计 （一）导入新课 话题交流导入，激活兴趣 （1）教师出示生日庆祝的图片，引导学生围绕 “Whose birthday do you want to celebrate? When is his / her birthday? How old is he / she? How do you celebrate the birthday?” 开展交流。 · T: Whose birthday do you want to celebrate? · Ss: I want to celebrate my mother’s birthday. · T: When is her birthday? How old is she? · Ss: Her birthday is on 5th March and she is 38 years old. · T: How do you celebrate the birthday? · Ss: We have a big dinner and give her a present. （2）教师引导学生回顾上节课所学的生日庆祝活动，明确本节课的写作任务：写一则论坛回帖，介绍自己的生日与庆祝安排。 · T: Today we’ll write a reply to the post to talk about our own birthdays. · Ss: Great! We can share our birthday plans with others. （二）新课讲授 ——Writing 1. 梳理写作要素（2a） （1）教师引导学生完成 2a 任务 “Complete the mind map about how you celebrate your birthday.”，围绕 Celebrating my birthday 主题，从 When、What to prepare、Where to go、With whom、What to do、How I feel 六个方面梳理写作要素。 · T: Let’s complete the mind map. When is your birthday? · Ss: It’s on October 20th. · T: With whom do you celebrate it? And what do you prepare? · Ss: I celebrate it with my family and close friends. And we prepare a birthday cake, candles, small gifts and fruit. （2）教师引导学生补充 Where to go、What to do 与 How I feel 三个要素，并呈现两份示例思维导图，帮助学生完善自己的导图。 · T: Where do you celebrate it and what do you do? · Ss: I celebrate it at my home. We make a wish, blow out the candles, eat cake and play games. · T: How do you feel? · Ss: I feel happy and warm. 2. 回帖结构梳理 （1）教师引导学生分析 “How to reply to a post?”，明确回帖的结构：针对上一篇帖子发表观点、点明生日日期、点明和谁一起（With whom）、点明所做的准备（What to prepare）、做什么（What to do）、感受（How I feel）、询问建议。 · T: How should we reply to a post? · Ss: First, we give our opinion about the post. Then we tell the date of our birthday, who we celebrate with, what we prepare, what we do and how we feel. · T: Good! And at the end, we can ask for some advice. 3. 写作指导 （1）教师引导学生分析写作任务的话题与体裁：本次写作任务是写一则论坛帖子回复，介绍自己的生日庆祝安排，写作时要围绕生日主题，清晰说明生日时间、庆祝对象、准备事项、活动安排与个人感受；本文是网络帖子回复，写作目的是分享个人生日计划。 · T: What kind of writing is this? · Ss: It’s a reply to a forum post about our birthday plan. · T: Right. We should tell the date, the people, the things to prepare, the activities, the place and our feelings. （2）教师讲解写作的人称与时态：全文以第一人称为主；描述日常生日习惯用一般现在时，描述今年新的生日计划可用一般将来时；写作时注意时间介词的准确使用，如 on October 20th, in the afternoon, after dinner。 · T: Which person and tenses should we use? · Ss: We should use the first person. And we can use the simple present tense for habits and the simple future tense for this year’s plan. · T: Good. Pay attention to the time prepositions. （3）教师讲解语言技巧：可以借助连接词串联信息，让文章层次分明；灵活运用本课核心短语描述生日相关活动；优先使用简单句准确表达内容，结尾可以补充个人感受，丰富文章内容。 · T: How can we make our reply clear and well organized? · Ss: We can use linking words, use the key phrases we learned, and add a sentence about our feelings at the end. 4. 写作句型学习 （1）教师呈现开头句型，引导学生用自我介绍引出话题：My name is … / I am … years old. / I’d like to share my birthday with you. / Let me tell you how I celebrate my birthday. / Today I want to talk about my birthday plans. · T: How can we begin the reply? · Ss: We can introduce ourselves and the topic: “I’d like to share my birthday with you.” （2）教师呈现主体句型第一、二组，引导学生写生日时间与人物、准备物品：My birthday is on … / I usually celebrate it with my family and friends. / This year, I want to have a special birthday. / We will buy a birthday cake and some fruit. / I will make a wish before blowing out the candles. / We will prepare some snacks and small gifts. · T: How do we talk about the date and the people? · Ss: My birthday is on 12th October. I usually celebrate it with my family and friends. · T: And what will you prepare? · Ss: We will buy a birthday cake and some fruit. We will prepare some snacks and small gifts. （3）教师呈现主体句型第三、四组，引导学生写庆祝活动、地点与感受：We will have a big dinner at home. / My friends and I will sing songs and play games. / After dinner, we will take photos and share stories. / We will celebrate it at home / in the park. / I think it will be a happy day. / I want to spend more time with the people I love. · T: What will you do on that day? · Ss: We will have a big dinner at home. My friends and I will sing songs and play games. After dinner, we will take photos and share stories. · T: Good! How will you feel? · Ss: I think it will be a happy day, because I can spend more time with the people I love. （4）教师呈现结尾句型，引导学生抒发感受：This is my birthday plan. / I hope I can have a wonderful birthday. / I feel happy when I stay with my family and friends. / Birthday is a special day for me. / I think it is great to celebrate birthdays with loved ones. · T: How can we end the reply? · Ss: We can say “I hope I can have a wonderful birthday.” or “Birthday is a special day for me.” 5. 范文赏析与独立写作（2b） （1）教师出示两篇范文（Li Hua 与 Wang Mei 的回帖），引导学生分析范文如何先评述帖子观点、再介绍自己的生日与庆祝方式、最后说明今年的新计划。 · T: Let’s read Sample 1. How does Li Hua organize his reply? · Ss: First he says it’s a good idea to plant a tree on the birthday. Then he tells his birthday and how he usually celebrates it. At last, he says what he wants to do this year. · T: Good. What about Sample 2? · Ss: Wang Mei also gives her opinion first and then shares her birthday and her new plan — to have a picnic in the park. （2）教师布置 2b 任务 “Write a reply to the post in 1b to talk about your birthday.”，学生独立完成写作，教师巡视指导，随后组织同伴互评与范文分享。 · T: Now write a reply to the post and talk about your birthday. · Ss: I think it’s a good idea to plant a tree on your birthday. My birthday is on 12th October. I usually have a big family dinner to celebrate it. I do this because I love staying with my family. But this year, I want to make a birthday video with my friends. · T: Well done! Now share your writing with your deskmate and check the tenses together. （三）新课讲授 ——Language points 1. celebrate v. 庆祝；庆贺 讲解 celebrate 的用法及常用搭配：celebrate one’s birthday 庆祝某人的生日、celebrate sth. with sb. 和某人一起庆祝某事、celebrate by doing sth. 通过做某事来庆祝。结合例句 How do you celebrate your birthday? 你如何庆祝你的生日？/ I celebrate my birthday with my family. 我和家人一起庆祝生日。/ We celebrate it by having a big dinner. 我们吃一顿丰盛的晚餐来庆祝。帮助学生掌握其用法。 （四）课堂练习 （1）选择题 学生独立完成四道选择题，随后全班核对答案，逐题分析： 第 1 题：—______ do you celebrate your birthday? —I usually have a party with my friends. 考查疑问词，由答语说明方式可知询问如何庆祝，选 C（How）。 第 2 题：Before blowing out the candles, you should ______. 考查文化常识与动词短语，吹蜡烛前应先许愿，选 B（make a wish）。 第 3 题：The phrase “prepare a party” means ______. 考查短语理解，prepare a party 意为筹办派对，选 B。 第 4 题：My sister ______ pizza, but I like Chinese food better. 考查动词辨析，表示喜欢某食物用 enjoy，选 D（enjoys）。 （2）完成句子 学生独立作答，随后全班核对答案，梳理解题思路： 第 1 题：每天阅读是个好主意。答案：It’s a good idea to read every day. 考查句型 It’s a good idea to do sth.。 第 2 题：在中国，数字 6 是好运的象征。答案：In China, the number 6 is the symbol of good luck. 考查名词短语 the symbol of。 第 3 题：我每年种一棵树。答案：I plant a tree every year. 考查一般现在时与短语 plant a tree。 第 4 题：我知道如何度过一个有意义的生日。答案：I know how to spend a meaningful birthday. 考查“疑问词 + 动词不定式”结构 how to spend。 （五）课后小结 教师带领学生分层梳理本节课核心内容，分为写作框架、重点句型两大板块，师生互动回顾知识点： 1.梳理写作框架 围绕“开头（介绍自己，引出生日话题）—主体（生日时间与人物、准备物品、庆祝活动、地点与感受）—结尾（抒发感受并询问建议）”的写作框架，带领学生回顾各部分的功能与常用句式，明确时态以一般现在时为主、叙述新计划可用一般将来时。 2.回顾重点句型 逐条回顾写作句型（I think it’s a good idea to … on your birthday. / My birthday is on …. / I usually … to celebrate it. / I do this because …. / But this year, I want to ….），师生一问一答完成句型接龙复习。 3.整体梳理课堂逻辑 串联“生日话题交流→2a 完成生日思维导图→回帖结构梳理→写作指导（话题、体裁、人称与时态、语言技巧）→写作句型（开头、主体、结尾）→范文赏析→2b 独立写作与同伴互评→Language points→课堂练习”完整课堂脉络，引导学生形成写作知识框架。 （六）课后作业 1.复习巩固任务 修改完善课堂习作，检查一般现在时与一般将来时的使用、时间介词的选择与写作要素的完整性，誊写工整后上交。 2.拓展实践任务 与同桌互相分享并评价各自的帖文回复，用 3 句话说明对方作文的亮点与可改进之处；采访一位家人或朋友，了解他（她）最喜欢的生日庆祝方式并用英文记录。 六、板书设计 Unit 7 Happy Birthday! Section B (2a-2b) 1.写作框架 (Writing framework) 开头：I’d like to share my birthday with you. / Let me tell you how I celebrate my birthday. 主体：My birthday is on … / I usually celebrate it with …. / We will buy … / We will have a big dinner at home. / I think it will be a happy day. 结尾：I hope I can have a wonderful birthday. / Birthday is a special day for me. 2.思维导图要素 (Mind map elements) When / With whom / What to prepare / What to do / Where to go / How I feel 3.人称与时态 (Person and tense) 第一人称；一般现在时（习惯）+ 一般将来时（新计划）；注意 on October 20th / in the afternoon / after dinner 4.重点短语 (Key phrases) celebrate one’s birthday / celebrate sth. with sb. / celebrate by doing sth. / the symbol of / plant a tree 七、教学评价与反思 （一）教学评价 过程性评价 课堂表现：通过生日话题交流、思维导图填写、句型操练与范文分析，评价学生对生日词汇与写作框架的掌握程度和课堂参与积极性。 写作过程：观察学生梳理要素、搭建框架、独立写作的过程，评价学生按要素组织语篇的能力。 习作质量：通过同伴互评与教师点评，从内容完整性、时态准确性、要素齐全度与语言表达四个维度进行评价。 终结性评价 课堂练习：通过选择题和完成句子，检测学生对 celebrate 的搭配、the symbol of、plant a tree 及 how to do sth. 结构的掌握情况，当堂查漏补缺。 （二）教学反思 成功之处 以生日话题交流与思维导图导入，写作要素梳理清晰，学生的写作思路得到有效激活。 写作指导从话题、体裁、人称与时态到语言技巧层层展开，配合开头—主体—结尾的句型支架，学生写作有章可循。 两篇范文结构典型、语言简洁，为学生提供了可模仿的样例，独立写作与同伴互评相结合，写作质量明显提升。 不足之处 部分学生写作中一般将来时的结构掌握不牢，出现 will 后接动词过去式或第三人称单数形式的错误。 少数学生回帖中缺少观点评述或感受句，内容要素不够完整。 课堂写作时间偏紧，个别基础薄弱学生未能完成完整习作。 改进措施 写前增加一般将来时的快速操练，写作中提供时态与人称检查清单，引导学生自查。 设计要素自查表，引导学生对照思维导图核对内容是否完整。 将写作任务适当分层，为基础薄弱学生提供填空式写作支架，保证全员完成。 学科网（北京）股份有限公司 $