资源简介

第三课时　Grammar Focus(3a～3d)
1．Know the usage of the structure of the simple past tense：statements，general questions，special questions，positive and negative answers.
2．Talk about the activities they did yesterday with the simple past tense.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key phrases：give the tourists the right directions，last weekend，went to a wastewater plant，felt bad about，went on a school trip，the day before yesterday，visited the zoo，got on the wrong bus，left my book on the bus Key sentences：①—Did you see anything interesting at the science museum yesterday？—Yes，I did.There was a space exhibition. ②—What did you do the day before yesterday？—I visited the zoo with my family. ③—How was your weekend？—It was terrible.
Learning Abilities ●Learn to systematically build up the knowledge framework of the simple past tense. ●Learn to extract appropriate content from their own life experiences and express it in the correct language form when using the simple past tense to talk about the activities they did yesterday. ●Learn to independently consult materials，analyze example sentences，and try to summarize the rules of simple past tense.
Thinking Qualities ●Be able to understand the logical connections and change rules among these sentence structures. ●Be able to narrate what they did in an orderly manner to make their expressions more logical and avoid disorganized descriptions.
Cultural Awareness ●Understand how native English speakers present past actions and experiences through language. ●Broaden students' cultural horizons，enable them to have a deeper understanding of the cultural characteristics of English－speaking countries and the similarities and differences between western culture and their own country's culture，in the process of sharing the activities of yesterday.
重点：
1．Students are able to keep in mind the basic structure of the simple past tense.
2．Students are able to master the formation rules of general questions and special questions in the simple past tense.
3．Students are able to accurately choose and use the simple past tense to talk about the things they did yesterday.
难点：
1．Students are able to have a sufficient reserve of the verbs and phrases related to daily life and be familiar with their past tenses so that they can make rich and accurate descriptions when talking about the activities they did yesterday.
2．Students are able to accurately choose the correct past tenses of irregular verbs to construct sentences in actual use.
Step 1　Review & Lead－in
Ask students to read Helen's diary and describe what people did in the school trip.
T：Helen had an interesting trip.This is her diary.How was the trip？What did they do during the trip？Where did they go？Let's watch the video and find them out.
Ss：…
T：Today let's come to know more about the grammar：the simple past tense.
【设计意图】通过让学生看视频并描述学校旅行导入新课，学生能够复习已学的知识，同时为接下来的学习作铺垫。
Step 2　Grammar(3a)
Work on 3a
1．Ask students to read the sentences.Circle the verbs in the simple past tense.Then underline the time expressions for the past.
2．Ask students to discuss in groups and tell what tenses are in the box and when they use each tense.
a．statements of the simple past tense：I/He/She/They ＋ did
b．general questions of the simple past tense：Did he/she/they/you＋do…？
c．special questions of the simple past tense：What/When/Where/Why/How did he/she/they/you do…？
What/When/Where/ Why/How was/were…？
【设计意图】通过观察、讨论及总结，学生能够理解一般过去时的各种句型和用法。
Step 3　Grammar(3b～3c)
Work on 3b
Ask students to put the words in order and write the sentences using the correct tenses.
Work on 3c
1．Ask students to complete the passage with the correct forms of the verbs in the box.
T：Here is a school trip to Jinggangshan.Now read 3c and complete the passage with the correct forms of the verbs in the box.
2．Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary.
【设计意图】通过做练习，学生能够对目标语法进行充分理解和进一步掌握。
Step 4　Speaking(3d)
Work on 3d
1．Ask students to work in pairs and ask each other about the activities they did yesterday and what time they did them.
T：What did you do yesterday？When did you do the activities？Describe the things you did yesterday to your partner.Three minutes for you！Go!
2．Ask students to tell the class about their partners' day.
【设计意图】通过组内成员编对话描述过去的活动，学生能够对目标语言进行口头训练，培养并提升语言运用能力。
Step 5　Summary
Ask students to make a summary of the sentence patterns related to the simple past tense.
【设计意图】通过查找短语总结本单元所学的目标语言，学生能够明确本节课的重难点知识。
Step 6　Homework
1．Do the exercises in students' workbooks.
2．Extended：writing：Describe the activities you did yesterday and when you did them.
Unit 7　A Day to Remember 第三课时　Grammar Focus(3a～3d) 1．statements of the simple past tense：I/He/She/They ＋ did 2．general questions of the simple past tense：Did he/she/they/you＋do…？ 3．special questions of the simple past tense：What/When/Where/ Why/How did he/she/they/you do…？ What/When/Where/ Why/How was/were…？第五课时　Section B(2a～3c)
1．Write a diary to talk about the last school trip.
2．Share a special experience or day with the simple past tense.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key phrases：on holiday，in the mountains，at first…but then…，heard thunder，saw lightening，saw someone in trouble Key sentences：①Last summer，we had a very memorable day！②At first it was a nice day，but then the weather changed.③Just then，we saw someone in trouble.
Learning Abilities ●Learn to accurately apply the grammatical rules of the simple past tense and the corresponding sentence structures(subject ＋ past tense verb ＋ other elements) to express their memorable days. ●Learn to develop the ability to construct clear text structures so that their writing can better convey the information they want to express.
Thinking Qualities ●Be able to train students' thinking habits and abilities in sorting out the logic of events. ●Be able to analyze whether their description of the event in the writing fully and accurately reflects the theme，and summarize what parts are well described and what parts need improvement.
Cultural Awareness ●Strengthen the awareness of the value of campus culture. ●Promote cross－cultural exchanges and mutual understanding，broaden their cultural horizons，and cultivate the awareness of respecting and appreciating diverse cultures.
重点：
1．Students are able to accurately use the simple past tense forms of verbs to reflect the actions in the past.
2．Students are able to present the events completely and clearly in a reasonable logical order.
3．Students are able to add rich details to make the described experiences more vivid，interesting，and realistic.
难点：
1．Students are able to ensure the accuracy of the vocabulary and sentence structures used，conforming to English grammar and expression habits.
2．Students are able to select key information and focus on describing the interesting and meaningful parts to make the experiences exciting and engaging.
Step 1　Review
1．Ask students to do the exercises of this unit.
2．The teacher checks the answers and shows the fallible words or sentence patterns on the PPT.
(The exercises must include the key and difficult points and fallible points.)
【设计意图】通过练习的形式，学生能够对所学知识进行复习，对易错知识进行总结并强化对易错知识的理解。
Step 2　Presentation(2a～2b)
Work on 2a
Ask students to recall their last school trip and make notes about it in 2a.
T：When was your last school trip？Where did you go？How did you feel？What did you do/see？What did you learn from it？Now let's write these down in 2a.
Work on 2b
1．Ask students to write a diary entry about the school trip using the notes in 2a and the expressions in 2b.
2．Ask students to share their writing in groups.
【设计意图】通过分享自己的学校旅行经历，学生能够对目标语言进行充分练习并巩固所学知识，为写作作铺垫。
Step 3　Guidance on writing methods
【典型例题】假如你是李辉，过去一年的校园生活给你留下最深印象的是学校举办的食品节。请你根据下面的提示内容，以“An Unforgettable(难忘的) Day”为题，写一篇英语短文介绍一下那次食品节活动。
要求：
(1)包含所给信息，可适当发挥；
(2)条理清晰，语句通顺，语法正确，书写规范；
(3)80词左右(开头已给出，不计入总词数)。
◆◆思路点拨
写作注意事项：
(1)本文应以第一人称进行叙述；
(2)正确使用一般过去时描述事件；
(3)用恰当的词语描述对事件的感受和收获。
◆◆范文欣赏
An__Unforgettable__Day
I__will__always__remember__the__day__when__we__had__the__food__festival.
On May 10th，our school had a food festival on the playground.The weather was cloudy but warm.Quite a lot of students cooked and sold all kinds of delicious foods，like hamburgers，noodles，pancakes，dumplings，ice cream and so on.I'm good at making cakes，so I made some small strawberry cakes.Many students came to buy them.I felt happy.My best friend sold different kinds of ice cream.We were so busy.Luckily，our classmates helped us.We had fun and tasted some nice food.
What a busy but happy day it was！The food festival was really unforgettable.And I learned that it was important to work with others.
【设计意图】通过讲解一篇典型例题，学生能够了解如何谋篇布局，进而来完成写作。
Step 4　Writing & Speaking(3a～3c)
Work on 3a
Ask students to work in groups and think of a place or situation where the story took place.
T：Did you have any interesting or special experiences？What did you see or do there？How did you feel？Did you learn anything？Use the questions in 3a to help you.
Work on 3b
Ask students to write a chain story together.
T：Now let's make up a new story.Work in groups and take turns to add one or two sentences each.You can use your experiences from 3a to help you.Before you start，read the example first.
Work on 3c
Ask students to read the story group by group and vote on the most interesting or special story.
T：It's time for you to share your story.Whose story is the most interesting or the most special？Vote on your favorite one.
【设计意图】通过各小组讲述自己编造的故事的活动，学生能够更好地掌握本单元的目标语言。
Step 5　Summary
Ask students to summarize the key sentence patterns of describing activities and the simple past tense.
Step 6　Homework
1．Polish your stories.
2．Do the exercises in students' workbooks.
Unit 7　A Day to Remember 第五课时　Section B(2a～3c) Sample： Last summer，we had a very memorable day！We were on holiday in the mountains.At first it was a nice day，but then the weather changed.It started raining.We heard…Just then，we saw someone in trouble…第四课时　Section B(1a～1d)
1．Read and retell Sam's school trip and what he learned from the trip.
2．Describe what Sam did during his school trip with the simple past tense.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key phrases：went on a school trip to…，explored the farm，large tents with fruits and vegetables，got straight to work，get it right，filled many baskets，watered the plants，think of，work for them Key sentences：①It took time to get it right.② Every grain comes from hard work.③Today was really a day to remember.
Learning Abilities ●Learn to extract key information from relevant materials from the passage in order to talk about Sam's school trip and what he learned from it. ●Learn to accurately extract the parts that describe actions from the passage and organize them according to the grammatical rules of the simple past tense. ●Learn to comprehensively apply the knowledge of vocabulary，grammar (especially the simple past tense) and other aspects from the passage.
Thinking Qualities ●Be able to organize the content of the school trip in a certain logical order. ●Be able to consider the sequence of the occurrence of actions and use words and phrases indicating time sequence reasonably to reflect logical coherence. ●Be able to analyze the passage，distinguish which is the important content worthy of detailed description and which is the secondary information that can be briefly mentioned.
Cultural Awareness ●Feel the cultural differences and enhance their understanding and tolerance of other cultures by comparing with similar school activities in their own cultural environment. ●Promotes the exchange and dissemination of campus cultures under different cultural backgrounds.
重点：
1．Students are able to read and understand the text content describing Sam's school trip and accurately grasp the key information.
2．Students are able to correctly use the corresponding past tense forms of verbs when describing the various activities of Sam's school trip.
3．Students are able to add their own feelings，thoughts and other contents when describing Sam's activities.
难点：
1．Students are able to integrate these scattered pieces of information from the passage together and remember them in a reasonable order so that they can retell smoothly.
2．Students are able to grasp the key points，omit unimportant details and be coherent when retelling.
Step 1　Lead－in
Show students different types of passages like news，an email，a notice，a diary and ask them which of the passages is a diary.
T：Look at the four passages.What types are they？Which is news？Which is an email？Which is a notice？Which is a diary
【设计意图】老师通过展示不同类型的文本，让学生明确文体，同时引入主题。
Work on 1a
Ask students to discuss the good sides of keeping a diary.
T：Do you keep a diary？Do you think it is a good idea to keep a diary？Why do you think so？Discuss your ideas with a partner.The points in 1a will help you.
Step 2　Reading(1b～1c)
Work on 1b
1．Ask students to read Sam's diary and write a one－sentence summary of what he did on that day.
T：Here is Sam's diary.He went on a school trip.What did he do on May 30th？Write one sentence to make a summary.
2．Ask students to share their summary in class and the teacher gives proper judgement.
Work on 1c
1．Ask students to complete the flow chart with the events from the text.
T：What did he do？When did he do these activities？Finish the chart in 1c.
2．Ask students to share their answers.
(Students must share with complete sentences.The teacher shows the key sentence patterns on the PPT.)
【设计意图】通过完成阅读任务，学生能够对文本有充分的理解并提高抓取关键信息的能力。
Step 3　Speaking(1d)
Work on 1d
1．Ask students to read the diary entry again and answer the questions 1－4 in 1d.
2．Ask students to work in groups and talk about the last question in 1d.
T：Sam thinks food tastes better when we work for them.Do you agree with him？Can you give me an example
【设计意图】通过讨论最后一个问题，学生能够深刻理解学校旅行及劳动的意义。
Step 4　Summary
1．Ask students to find the corresponding English phrases in the text according to the Chinese meanings on the PPT.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
【设计意图】通过查找短语总结本单元所学的目标语言，学生能够明确本节课的重难点知识。
Step 5　Homework
1．Finish the exercises in students' workbooks.
2．Extended：Write down what you learned from your school trip.第一课时　Section A(1a～1d)&Pronunciation
教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key phrases：visited a museum，lost a book，tried to help tourists，gave directions，went to an exhibition，took the wrong bus，learnt how astronauts live and work，talked to robots Key sentences：①—How was Peter's weekend？—It was… ②—What did he do？—He…
Learning Abilities ●Learn to accurately master the rules for the transformation of regular and irregular verbs in the past tense to talk about their weekend activities. ●Learn to integrate fragments of memory information and sort it out，in order to express the things they did last weekend in an orderly way. ●Learn to accurately distinguish the pronunciation differences of the letters and the letter combination “c，ck，g，x” in different words and produce the accurate sound especially the stressed words in a sentence. ●Learn to use contractions in negative forms flexibly in actual language expressions to make the expressions more concise and fluent.
Thinking Qualities ●Be able to accurately recall and narrate the activities of last weekend. ●Be able to follow the chronological order of event development or present various activities in turn when using the past tense to describe the activities of last weekend. ●Be able to transfer the knowledge of the pronunciation rules of these letters or letter combination to the learning of new words and sentences.
Cultural Awareness ●Aware the cultural influences and understand how culture impacts our daily lives and leisure choices. ●Understanding these differences in a trip helps students appreciate different cultural values and promotes cross－cultural understanding. ●Reflect the communication habits and cultural characteristics of English－speaking people who pursue simplicity，efficiency，informality and friendliness in language by using contractions in negative forms in daily oral communication.
重点：
1．Students are able to tell the activities they did with the past tense phrases：visited a museum，lost a book，tried to help tourists，gave directions，went to an exhibition，took the wrong bus，learnt how astronauts live and work，talked to robots.
2．Students are able to ask and describe the activities they did last weekend with the sentence patterns：①—How was Peter's/your weekend？—It was…②—What did he/you do？—He/I…
3．Students are able to summarize the pronunciation rules of the letters and the letter combination “c，ck，g，x” in different words.
难点：
1．Students are able to accurately describe leisure activities with past tense phrases.
2．Students are able to skillfully use the past tense to describe things that happened in the past.
3．Students are able to correctly read new words by applying these rules of the letters and the letter combination “c，ck，g，x”．
教学过程
Step 1　Lead－in
Show a video of students' weekend activities and ask them to share what they did.
T：What did you do last weekend？I made a video about your weekend activities.Let's watch it together.Here we go.
Work on 1a
1．Ask students to read the phrases in 1a and write the activities in the box under the pictures.
2．Ask students to share their answers and the teacher helps to correct their pronunciations if necessary.
【设计意图】通过展示学生的周末活动导入新课，激发学生的学习兴趣，同时引导学生回顾已学习的知识。
Step 2　Listening & Speaking(1b～1d)
Work on 1b
Ask students to listen to the two conversations in 1b and answer the questions.
T：Peter went to a museum last weekend.How did he feel about it？What did he do there？Now let's listen to to the conversations and find out the answers to the following questions.
Work on 1c
1．Ask students to listen to the conversations again and write P for Peter and TF for Teng Fei.
T：What did Peter and Teng Fei do last weekend？Let's listen to the conversations again and write P for Peter and TF for Teng Fei next to each activity.
2．Ask students to make a summary about the words and sentence patterns about describing weekend activities by using the simple past tense according to the listening scripts of 1c.
(The teacher writes on the blackboard：①—How was Peter's weekend？—It was…②—What did he do？—He…)
Work on 1d
1．Ask students to choose one of the conversations and role－play it with their deskmates.
2．Choose three or four pairs of students to share their conversations.
【设计意图】通过听录音填写人名、回答问题等活动，以及两人问答的形式，学生能够在对话中熟练运用目标句型。
Step 3　Pronunciation & Speaking(1～3)
1．Show students the phonetic symbols of the letter combination “ck” with different words.
2．Ask students to read them in groups and find out how the letter combination “ck” is pronounced in each word.
(The teacher shows the phonetic symbols one by one.)
T：Look at these words.How does “ck” pronounce in these words
Ss：/k/.
T：What about “c”？
…
Work on 1
1．Ask students to listen to the recording and repeat after the recording.
2．Ask students to add one more word to each group.
T：Do you know other words with “c，ck，g，x” that have these pronunciations？Please list one in each group.
Work on 2
1．Ask students to read after the recording and pay attention to the pronunciation of －(e)d.
2．Ask students to summarize the pronunciation of －(e)d in different words.
Work on 3
Ask students to read the colored words，and then listen to the short conversations and circle the words they hear.
【设计意图】通过跟读音标及总结句子中的－(e)d的发音，学生能有效地练习发音。
Step 4　Summary
1．Ask students to do the exercises about what they have learned today.
2．Ask students to make a summary about what they have learned today.
【设计意图】通过练习和总结，学生能够明确本节课的重难点知识。
Step 5　Homework
1．Finish the task paper.
2．Extended：Describe your last weekend activities with the simple past tense.
板书设计
Unit 7　A Day to Remember 第一课时　Section A(1a～1d)&Pronunciation Key phrases：visited a museum，lost a book，tried to help tourists，gave directions，went to an exhibition，took the wrong bus，learnt how astronauts live and work，talked to robots Key sentences：①—How was Peter's weekend？—It was… ②—What did he do？—He…　
教学反思第二课时　Section A(2a～2e)
教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key phrases：remove germs and other things from the water，dirty water goes into the plant，remove large pieces of waste from the water，used to do sth. Key sentences：①—How was your school trip to the wastewater plant？　—It was really interesting! ②—What did you see？—We saw the plant make dirty water clean again. ③It takes a few more steps after that before the water becomes clean again.
Learning Abilities ●Learn to recreate the details of the scenes，people and activities of the school trip they once took to a special place in their minds.Create a specific situation where the conversation takes place. ●Learn to master a series of specialized vocabulary and phrases related to wastewater plant. ●Learn to describe the school trip to the wastewater plant and what they learned in English completely and fluently.
Thinking Qualities ●Be able to organize their language in a reasonable order when talking about the school trip to the wastewater plant and what they learned. ●Be able to be exposed to practical application cases of scientific knowledge in real life，by understanding the sewage treatment process in the wastewater plant and the scientific principles behind it. ●Be able to sort out and reflect on that experience，by reviewing the school trip experience to create a conversation.
Cultural Awareness ●Let each other know more diverse regional cultures，broaden their cultural horizons，enhance their awareness of respecting，appreciating and tolerating different cultures，experience the charm brought by cultural diversity，and promote the improvement of cross－cultural communication ability. ●Recognize the significance of water resource protection and environmental pollution control，and then enhance their own environmental protection awareness and sense of social responsibility，by understanding the process of how sewage is treated into reusable or up－to－standard discharged water.
重难点
重点：
1．Students are able to describe the process of how to make the water clean in wastewater plant and use specialized vocabularies about it.
2．Students are able to accurately use the simple past tense to describe their school trip in the past.
难点：
1．Students are able to correctly describe Fu Xing's school trip with exact and specific words.
2．Students are able to logically describe their school trip with accurate past tense verb phrases.
教学过程
Step 1　Lead－in
The teacher shows pictures of their school trip and asks students to recall what they did during the school trip.
【设计意图】老师通过看图片回忆过往的学校旅行，引导学生回顾所学知识，并有效地进入主题。
Step 2　Listening & Speaking(2a～2c)
Work on 2a
1．Ask students to listen to the conversation between Helen and Fu Xing and fill in the blanks.
T：Fu Xing went on a school trip to a wastewater plant.How was his school trip？What did he do？Now let's listen to the conversation and fill in the blanks with correct adjectives.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2b
1．Ask one student to read the conversation and match the sentence parts.
(While reading，the teacher walks around and corrects students' pronunciations.)
T：How does the plant make the dirty water become clean again？Now let's read the conversation carefully and match the sentence parts.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2c
Ask students to read the conversation again and complete the summary of the conversation in 2a.
【设计意图】通过总结对话，学生能够逐步掌握目标句型和词汇，提升复述文本的能力。
Step 3　Consolidation(2d～2e)
Work on 2d
1．Ask students to listen to the conversation again and pay attention to the pronunciation of was，wasn't，did，and didn't.
2．Ask students to role－play the conversation in pairs.
Work on 2e
1．Ask students to work in pairs and talk about a school trip they took to a special place.
2．Ask students to vote for the most interesting school trip.
T：Did you go anywhere special？Did you have any interesting school trips？Make a conversation and talk about your favorite school trip.The expressions in 2e may help you.
【设计意图】通过创设情境编对话的形式，学生能够巩固本节课所学的重点句型。
Step 4　Summary
Ask students to make a summary about what they have learned today.
【设计意图】通过总结所学的知识点，学生能够明确本节课所学的重难点知识。
Step 5　Homework
1．Do the exercises in students' workbooks.
2．Extended：Describe one of your school trips(when/where/who/what/how)．
板书设计
Unit 7　A Day to Remember 第二课时　Section A(2a～2e) —How was your school trip？　—It was great. —Where did you go？　—We went to the theatre to watch a show.
教学反思

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