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【人教2024版七下英语精彩课堂（备课素材+教案）】
Unit 7 Section A
Unit 7　A Day to Remember
教材导学　　　　　　　　
　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　
　　　　　　　　　　　　　
Section A　What was your special day like
导入一　问题导入
Teacher: Boys and girls, what did you do last weekend (Ask a few students to answer.)
Well, there are many interesting things to do on weekends. Let's look at some activities together. (Show pictures related to the activities in the text.)
导入二　游戏导入 “周末活动猜猜猜”
Teacher: Class, today we are going to play a game called “Guess the Weekend Activity”. I will act out some weekend activities, and you need to guess what I am doing. (The teacher starts to act out swimming by mimicking swimming strokes.)
Okay, what am I doing (Students guess.)
Yes, I am swimming. Now, I will act out another one. (The teacher then acts out cooking food by pretending to stir in a pot.)
What's this activity (Students guess again.)
After playing a few rounds of this game, the teacher says:
There are many different weekend activities. Let's look at some more activities like these in our textbook. (Show the pictures of different weekend activities from the textbook.)
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一 　记忆大挑战
活动目标:帮助学生熟悉与过去活动相关的词汇。
活动过程:教师在黑板上展示一系列表示过去活动的图片(如课本中的打羽毛球、游泳等图片),让学生观察 1—2 分钟。然后教师遮住图片,让学生说出图片中的活动。
活动二 　对话角色扮演
活动目标:让学生能够运用所学句型进行交流。
活动过程:将学生分成两人一组。学生 A 和学生 B 分别扮演课本对话中的角色(如 Peter 和 Yaming),根据课本中的对话内容进行角色扮演。然后让学生交换角色,再次进行对话。教师在教室里巡视,及时纠正学生的发音和语法错误。
活动三 　我特殊的一天分享会
活动目标:锻炼学生用英语描述自己过去特殊的一天。
活动过程:让学生回想一个对自己来说特殊的日子(如上周末),思考自己在那天做了什么,有什么感受。给学生 3—5 分钟时间准备,然后邀请学生到讲台前分享自己的经历。
例如,学生可以说:“Last weekend was great. I went to the park with my family. We had a picnic there. I ate a lot of delicious food and played games with my parents. It was really fun.”
其他学生认真倾听,分享结束后可以提问,如 “Did you see any beautiful flowers in the park ”
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,回答问题。(听力原文: Section A 1b)
Conversation 1
1.Where did Peter go on the weekend

2.What was in the space exhibition

3.What did Peter do with the robot

◎Key: 1.He went to the science museum.
2.There were some special rooms that looked like parts of a space station and robots.
3.He asked the robot a question and it answered him.
深层问题
How can Peter's visit to the science museum help him in his studies
Sample: Peter's visit to the science museum can help him in his studies in several ways. First, seeing the space exhibition and learning about how astronauts live and work can make him more interested in science subjects like astronomy and physics. Second, communicating with the robot can give him some ideas about technology and how machines work. It can also improve his curiosity and make him want to learn more in school to understand the science behind these things.
Conversation 2
1.How was Teng Fei's weekend

2.What mistake did Teng Fei make at first

3.What did Teng Fei lose

◎Key: 1.It was terrible.　
2.He gave the tourists wrong directions.
3.He lost his book.
听录音,回答问题。(听力原文: Section A 2a)
1. Where did Fu Xing go on a school trip

2. Did Fu Xing think the trip was boring

3. What did they see at the wastewater plant

4. What is the first step to make the dirty water clean

5. What do large machines do in the process of making dirty water clean

◎Key: 1.She went to the wastewater plant.
2.No, she didn't. She thought it was really interesting.
3.They saw the plant make dirty water clean again.
4.Dirty water from our homes goes into the plant.
5.Large machines remove germs and other things from the water.
深层问题
Why is it important for students to visit places like the wastewater plant
Sample: It is important for students to visit places like the wastewater plant because it helps them understand how the things they take for granted, like clean water, are produced. It can also make them more aware of environmental protection and the importance of saving water. They can learn about science and technology in a practical way, which can make their studies more meaningful and help them develop a sense of social responsibility.
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
1.询问感受的句型:How was…
如: How was your weekend How was your school trip to the wastewater plant 回答时用“It was…”来描述感受,如“It was great!” “It was terrible!”等。
2.询问过去动作的句型: What did+主语+do
如:What did you see 回答时用“主语+动词过去式+…”,如“We saw the plant make dirty water clean again.”
3.描述事件顺序的句型:Well, first,…Then,…What happens next …
如:Well, first, dirty water from our homes goes into the plant. Then, special screens remove large pieces of waste from the water. What happens next
结构:First,…Then,…Next,…(可根据实际情况增加步骤进行描述)
Section A　What was your special day like
第一课时 [(1a-1d)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a presents pictures paired with activities that students did last weekend. In 1b and 1c, there are questions about students' feelings about the weekend or a trip. 1d is a role-play conversation that reinforces the vocabulary and sentence patterns presented in 1b and 1c. Students are expected to be able to recognize the consonant phonemes: /k/, /s/, /k/, / /, /d /, /ks/ in the pronunciation section.Understand the pronunciation -ed in different situations.
Why: There are two conversations in this lesson. The content is the dialogues of Teng Fei, Peter, Yaming and Helen who talk about their weekend activities, which show the target language in the unit and improve students' listening skills.
How: Conversations are close to students' lives and students talk about things that happened in the past by using the simple past tense or talk about weekend activities and how they felt. Learn to pronounce some phonetic symbols correctly.The core sentences:How was one's weekend What did you/he/she do …
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
In this lesson, students will be able to:
1.talk about things that happened in the past by using the simple past tense;
2.use the simple past tense to talk about the weekend;
3.pronounce words with the sounds /k/, /s/, /g/, /d /, /ks/ correctly;
4.understand the pronunciation of -ed in different situations.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about things that happened in the past by using the simple past tense. Step 1 Lead-in Begin the class with a quick review of the simple present tense by asking students to describe their daily routines. Transition to the simple past tense by asking, “What did you do yesterday ” Encourage students to respond using the simple past tense. Step 2 Presentation Work on 1a.Write the activities in the box under the pictures. Did you do any of these activities last weekend played badminton 　E　 cooked food 　B　 met up with friends 　F　 went swimming 　C　 did homework 　D　 visited a science museum 　A　 Step 3 Listening 1.Work on 1b.Listen to two conversations and answer the questions.(详见课件资源) ◎Key: 1.It was great. 2.The space exhibition. 3.It was terrible. 4.He was worried. 2.Work on 1c. Who did each activity Listen again and write P for Peter or TF for Teng Fei. 　P　visited a museum 　P　went to an exhibition 　TF　lost a book 　TF　took the wrong bus 　TF　tried to help tourists 　P　 learnt how astronauts live and work 　TF　gave directions 　P　talked to robots Observe how well students answer questions to see whether they know about expressions about the activities that happened in the past. Observe whether students can complete the listening task correctly and determine how well students understand the listening content.
Purpose To introduce the topic and stimulate students to talk about the past experience such as their last weekend activities or school trip and consolidate the sentence patterns.
2.To use the simple past tense to talk about the week-end.　 Step 4 Post-listening&Speaking (1d) 1.Group work. Sample:How was Peter's weekend It was… What did he do Well, he… 2.Show time. EvaluationStarsLanguagePronunciationPerformanceConfidenceExcellent ★ ★ ★ Great ★ ★ Good ★
Observe the group discussion on their weekend activities and whether they can use the target language. Self-evaluation and mutual evaluation are carried out from various aspects such as language, pronunciation and self-confidence.
Purpose To guide students to learn and internalize key expressions, paving the way for further application of what they have learned in real-life situations.
3.To pronounce words with the sounds /k/, /s/, /g/, /d /, /ks/ correctly. 4.To understand the pronunciation of -ed in different situations. Step 5 Pronunciation Work on 1. 1.Listen and repeat the consonants and words. 2.Let students get to know the pronunciation tips. 3.Learn the rules about the pronunciation of -ed in different situations in 2. 4.Listen and repeat. Observe whether students can correctly grasp the essentials of pronunciation.Observe whether students can find the pronunciation of -ed in different situations in sentences and read the words aloud correctly, giving guidance and feedback as needed.
Purpose To guide students to pay attention to the learning of phonics, clarify the pronunciation essentials of the learned consonants, and help students lay a good foundation for pronunciation through repeated reading and observation.
Homework Required: Review the consonant phonemes /k/, /s/, /g/, /d /, /ks/ and write more words containing these consonants. Optional: Interview at least five students about their weekend activities.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时 (2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a is a conversation about the school trip. Students should listen to the recording and fill in the blanks. 2b is a reading practice based on 2a. 2c asks students to complete a summary about the conversation of 2a. 2d asks students to listen to the conversation and pay attention to was, wasn't, did and didn't. 2e asks students to talk about a school trip to a special place.
Why: 2b is based on the dialogue in 2a. Students try to learn about what is a wastewater plant and how it works. 2c is the summary based on 2a. 2e is oral output, talking about a school trip to a special place.
How: The context of the dialogue is talking about the past event, such as students' weekend and the school trip. The core sentence patterns are: I went to… It was great…
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.improve students' abilities from listening;
2.talk about the trip to the wastewater plant and how it works;
3.talk about a school trip you took to a special place.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To improve students' abilities from listening. Step 1 Lead-in 1.Greetings. 2.Ask and answer: (1)Did you go on a school trip (2)Where did you go (3)How was your trip Step 2 Pre-listening Look and predict.Ask students to predict. Last week, Fu Xing's class went on a school trip to a wastewater plant… T: Do you know what the wastewater plant is ◎Key: A wastewater plant is like a big cleaning factory(大型清洁工厂) for dirty water. Step 3 Listening Work on 2a. Listen to the conversation and fill in the blanks with correct adjectives. ◎Key: clean, dirty, large, small, easy, hard Listen to students' answers carefully to find out their stock of words and sentence patterns about the topic in question.Observe whether students can fill in the blanks with correct answers and judge the comprehensiveness and accuracy of the information they have obtained.
Purpose To introduce the topic, create situations, and activate students' vocabulary and sentence patterns about talking about past events. To help students perceive the content of the conversation as a whole, and develop students' ability to accurately obtain and record key information.
2.To talk about the trip to the waste-water plant and how it works. Step 4 Post-listening 1.Work on 2a.Circle the opposite meaning of the words in red. Tip: Opposite means totally different. 2.Work on 2b. Read the conversation and match the sentence parts. Step 5 Practice 1.Work on 2c. Complete the summary of the conversation in 2a. ◎Key: wastewater, homes,waste,machines,germs, steps 2.Work on 2d. Listen to the conversation again and pay attention to the pronunciation of was, wasn't, did, and didn't. Then role-play the conversation. Observe if students can finish the summary of the conversation in 2a.　 Observe whether the students can know the pronunciation of was, wasn't, did, and didn't.
Purpose Students are guided to use the simple past tense to talk about their past events, paving the way for further use of what they have learned in real-life situations.
3.To talk about a school trip you took to a special place. Step 6 Group work 1.Pair work. Talk about a school trip you took to a special place. 2.Show time. 3.Language points.(详见课件资源) EvaluationStarsLanguagePronunciationPerformanceConfidenceExcellent ★ ★ ★ Great ★ ★ Good ★
Observe if students can use the simple past tense to talk about past events. Self-evaluation and mutual evaluation are carried out from various aspects such as language, pronunciation, performance and self-confidence.
Purpose To guide students in activities that are related to real life, to do things with the language they have learned and to strengthen their expression skills. To synthesize the target language for expressions according to the requirements of group activities. To talk about their weekend and school trip and complete communicative tasks.
Homework Required: Read the conversations in 2a loudly and correctly. Pay attention to the pronunciation of was, wasn't, did and didn't. Optional: Share your school trip with your friends and use the expressions we learned in class.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



“别样”野营
In the morning, we went camping in Green Nature Park. We were happy because it was a sunny day. However, in the afternoon, when we finished our picnic(野餐食物), it was dark and windy. Soon, there was a shower. Unluckily, none of us brought an umbrella. We ran about but we couldn't find a place to hide(藏身).
　　Twenty minutes passed and it was still raining.There were hours to go before we reached the campsite(野营地). It was even worse that our compass showed that we went to the wrong way. We lost our way!
　　We had to make a quick decision as it was raining heavily. Chris said we could set up a tent(帐篷) to hide in. Then Mary and Tom helped to set it up. Chris and I tried to make a fire to keep us warm. But we couldn't as everything was wet. We dried ourselves and waited inside the tent. At about five o'clock, it stopped raining. We decided to give up the camping trip because all of us were tired.
　　This camping trip may not be successful but we know each other better. And the most important thing I learned from this trip is the importance of team spirit.
第三课时 (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a summarizes the rules for changing verbs into the simple past tense and explains the time expressions for the past commonly used in the simple past tense. 3b is a more controlled sentence formation activity. 3c allows students to practise the use of the simple past tense in real contexts by choosing words to fill in the blanks. 3d is a more open-ended speaking activity that requires students to ask their partner about their yesterday's activities and tell the class about their partner's day.
Why: Students read the sentences in the table to discover and summarize the rules for changing verbs into the simple past tense as well as affirmative and negative responses in the simple past tense. Written exercises allow students to consolidate target language usage by linking sentences and filling in the blanks with word choices. Oral exercises allow students to become more proficient in using the simple past tense.
How: The texts are simple and close to life. The core sentence patterns are “Did you… ” and their affirmative and negative answers, etc. Students observe and master the rules of past tense changes of verbs and the usage of the simple past tense.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
In this lesson, students will be able to:
1.summarize the rules of changing regular verbs into the past tense;
2.remember the past tense of some irregular verbs;
3.remember the time expressions for the past in the simple past tense;
4.master the sentence structures of the simple past tense;
5.use the simple past tense to describe what happened in the past.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To summarize the rules for changing verbs into the past tense, including the past tense of regular and irre-gular verbs. To remember the time expressions for the past and explain the time expres-sions for the past commonly used in the simple past tense. Step 1 Lead-in 1.Greetings. 2.Create a situation:Sunshine Middle School organizes a school trip to a science museum. Let's watch a video about this trip. (详见课件资源)　 Step 2 Grammar Focus The teacher asks the question. 1.T: In English, how to describe something that happened in the past Ss:By using the simple past tense of verbs. 2.Underline the time expressions for the past. Observe whether students have grasped the target language according to their answers and make a supplement in time.
◎Key: yesterday, last weekend, a week ago, the day before yesterday 3.Find out the v.-ed forms. 4.Find out the usage of the simple past tense. 一般过去时的用法: (1)表示过去某一时间发生的动作或存在的状态: I got up at six this morning. (2)表示过去的习惯或经常发生的动作: When I was in the countryside, I fed ducks. 5.Find out the time expressions for the past commonly used in the simple past tense. ago系列: three days ago, one moment ago last系列:last time, last year, last night yesterday系列:yesterday, yesterday morning, the day before yesterday 6.Find out the structure of the simple past tense.(详见课件资源)
Purpose Students will observe, think and learn to summarize and generalize, and it will deepen their memory of the usage of the simple past tense.
2.To talk about past events using the simple past tense. Step 3 Exercise 1.Work on 3b: Put the words in order. Write the sentences using the correct tenses. ◎Key: 1.I saw my favourite actor in a film the day before yesterday. 2.They spent a day on a chicken farm last month. 3.There were two bottles of milk on the table a few minutes ago. 4.The doctor stopped work at ten o'clock last night. 5.Ms Li met one of her friends in the street last Wednesday. 2.Work on 3c: Complete the passage with the correct forms of the verbs in the box. ◎Key: learned/learnt; saw; walked; thought;worked; was Observe whether stu-dents can correctly use the grammar and apply them to finish grammar exercises, and guide students to choose correct words through the context.
Purpose To improve students' reading and comprehension skills, and let them use grammar correctly in written exercises.
3.To talk about past events. Step 4 Speaking Work on 3d: In pairs, ask each other about the activities you did yesterday and what time you did them. Then tell the class about your partner's day. Sample: Peter got up at 5 a.m. yesterday. He had some bread and an egg for breakfast. Then he… Observe students' participation and the content of group discussions and instruct students to use the grammar they have learned in class correctly.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in future.
Homework Required: Do some exercises of the simple past tense. Optional: Watch a TV show or a film about science.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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