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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 B
Section B　What did you learn on that special day
导入一　图片导入
Teacher: Look at this picture. (Show a picture of a farm with various fruits and vegetables.)
What can you see in the picture What kind of work do you think the people on the farm do Let's talk about it.
导入二　实物导入
Teacher: (Bring some real farm products like a tomato, a cucumber, and some strawberries to the class.) Look, I have some things here. Can anyone tell me what these are (Let students answer.) Right, these are fruits and vegetables. Do you know where they come from Today, we are going to read about a school trip to a farm to learn how these delicious things are produced.
导入三　问题导入
Teacher: Boys and girls, have you ever been to a farm What do you think farmers do every day (Ask a few students to answer.)
Well, let's learn more about farm work today. (Show some pictures related to farm work.)
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一 　Farm Day Role-play
将学生分成4人或5人一组。每个小组模拟一次农场实践日,小组成员分别扮演学生、农民等角色,表演在农场一天的活动。
Student 1: Today we are on a farm. Let's start with picking strawberries.
Farmer: Be careful. It seems easy, but you need to pick them gently.
Student 2: Wow, it's not as simple as I thought. It is tiring but fun.
组内其他同学认真倾听,在表演结束后进行简单提问,如 “Did you water the plants after picking strawberries ”
每个小组推选一名代表,在全班同学面前展示小组的角色扮演。
活动二 　农场活动拼图竞赛
游戏准备:教师准备若干套农场活动拼图,每套拼图由 4至6 块组成,每块拼图上有一部分农场活动的画面(例如:一块拼图上有草莓地,另一块拼图上有学生伸手去摘草莓的动作等),并在拼图背面标上序号。最先完成拼图的小组获胜。教师可以在各小组完成后检查拼图是否正确,并根据完成速度和准确性进行评价。这个游戏可以帮助学生巩固对农场活动相关画面的记忆,同时锻炼他们用英语交流和合作的能力。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,回答下列问题。　(教材原文: Section B 1b)
1.When did the school trip take place

2.What did the students do in the morning

3.What did the farmer teach the students to do in the afternoon

4.What did the writer learn from the trip

5.Did the students enjoy the farm work

◎Key: 1.On Friday, 30 May.
2.They explored the farm.
3.He taught the students how to cut branches and leaves from tomato plants.
4.He learned that farming isn't easy.
5.Yes, they did.
深层问题
1.How can this farm trip change the students' daily habits
Sample: This farm trip can change the students' daily habits in several ways. After seeing how hard farmers work to grow food, students may become more careful not to waste food at home. They may also start to appreciate the fresh vegetables and fruits more when they eat them. Additionally, they might be inspired to help with gardening or other related activities if they have the chance.
2.If you could add one more activity to the farm trip, what would it be and why
Sample: If I could add one more activity to the farm trip, it would be milking cows. This is because it is an important part of farm life that many students may not have experienced. It would give them a better understanding of where milk comes from and how hard the farmers work to provide dairy products. It would also be an interesting and educational activity for the students.
突破二　根据短文内容,选出正确选项。　(教材原文: Section B 1b)
(　　)1.What did the students do first in the morning on the farm
A.They picked strawberries.
B.They explored the farm.
C.They watered the plants.
(　　)2.What did the farmer teach the students to do in the afternoon
A.Pick strawberries.
B.Cut branches and leaves from tomato plants.
C.Water the plants.
(　　)3.How did the students probably feel when they picked strawberries
A.Bored.
B.Interested but found it took some effort.
C.Tired.
(　　)4.What can we infer about the students' understanding of farming before the trip
A.They knew a lot about farming because they often visited farms.
B.They thought farming was easy.
C.They had no interest in farming at all.
(　　)5.What is the main idea of this text
A.The students had a tiring but educational school trip to a farm.
B.The students learned how to grow strawberries on a farm.
C.The students were taught how to cook with farm-grown vegetables.
◎Key: 1—5　BBBBA
Section B　What did you learn on that special day
第一课时 (1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The reading text is a diary about a school trip, which focuses on Sam's descriptions and feelings about a trip to a farm. Students can learn how to write a complete personal diary by using the simple past tense.
Why: After reading this article, students will understand the text structure and language characteristics of a diary. Through this article, students will be guided to know how to use the diary to record their daily life. At the same time, through Sam's attitude towards travel and the discovery of the beauty of life and the joy of labour, and Sam's feeling “Every grain comes from hard work”, the article guides students to maintain a positive and optimistic attitude towards life.
How: This reading text is a diary about a school trip. 1a introduces the topic of the diary by asking students questions such as “Do you keep a diary ” to set the stage for the rest of the text. 1c gives students a good framework for recording the chronological order of events and sets the stage for later writing.1d provides questions to get the details of the text.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
In this lesson, students will be able to:
1.use the simple past tense to talk about what happened in the past;
2.read and write diary entries about the school trip;
3.share how you felt and what you learned from your special experiences.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify relevant key details by searching and skim-ming through the diary. Step 1 Lead-in 1.Greetings. 2.Free talk: What did you do yesterday Were there any special things that happened How to remember the things that happened in the past Step 2 Pre-reading 1.Work on 1a and discuss the questions. (1)Do you know the advantage of keeping a diary (2)Which one do you agree with Do you know more 2.Students look at the pictures and guess. (1)What can you see in this picture (2)Where did Sam go for his school trip Step 3 While-reading Task 1 Read Sam's diary entry and write a one-sentence summary of what he did on that day and answer the following questions.(详见课件资源) (1)What kind of passage is it (2)When is Sam's school trip Task 2 Read Paragraph 1 and answer the following questions. 1.Where did they go 2.What did they do 3.What did they see 4.How did they feel about the trip ◎Key: 1.They went to a farm. 2.They explored the farm. 3.They saw large tents with tomatoes, cucumbers, and many other fruits and vegetables. 4.Tiring but great fun. Task 3 Read Paragraph 2 and fill in the blanks. Observe if students can give an answer to the question. Learn their opinions on keeping a diary entry. Observe whether students can read the article quickly and find out the key words or key information to judge students' reading ability.
First,we picked some strawberries.In the afternoon,we learned how to cut branches and leaves from tomato plants.Finally,we watered the plants. Task 4 Read Paragraph 3 and answer the question. What did they learn today ◎Key: Farming isn't easy! Every grain comes from hard work. Task 5　Finish 1c Complete the flow chart with the events from the text. ◎Key: Explored, fields, tables, Picked,Cut,Watered, Cooked From students' comple-tion of the tasks, understand students' learning and internaliza-tion of the text.
Purpose To create a situation to introduce the theme so that students can think of their daily lives and talk about their school trip.
2.To find the structure of the diary by careful reading. Step 4 Post-reading 1.Retell the diary. 2.Work on 1d: Read the diary entry again and answer the questions. Thinking 1.Do you know the meaning of “Every grain comes from hard work” 2.Do you agree with Sam that vegetables taste better when you work for them Give an example. 3.Retell the diary.(详见课件资源) Observe whether students can provide in-depth questions based on the basic content of the diary. Observe students' thinking and feedback on the problems, and judge their thinking ability.
Purpose Students are guided to further understand and organize the diary genre.
Homework Required: 1.Retell the story according to the pictures. 2.Write a diary entry about your school trip or your life. Optional: Develop a good habit of keeping a diary.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时 [(2a-2b) Writing & Project ]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a-2b is a writing task to write about a school trip.3a asks students to think of a place or a situation where the story took place. 3b asks students to write a chain story together. 3c is to share the story in class.
Why: The content is the writing section of Section B. 3a asks students to think of a place or a situation where the story took place and leads students to think about their motivations for choosing or participating in school trips.3b asks students to write a chain story together. 3c is to share the story in class and guide students to think about the significance of the experience for personal growth, such as improving self-care skills and fostering teamwork.
How: Students try to write a chain story together by using the important element of a story such as when, what, who, why and how. Students learn how to use the simple past tense to talk about the past events with vivid adjectives, adverbs, and rhetorical devices to make descriptions more vivid and visual.Emphasizing logical coherence, students are instructed to use the chronological order, cause and effect, and other connecting devices to make their writing well-organized.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
In this lesson, students will be able to:
1.use the simple past tense to describe one's own or others' past events or experiences;
2.master the writing method of a diary entry;
3.share your writing and reflect.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To use the simple past tense to describe one's own or others' past events or experiences. Step 1 Lead-in 1.Greetings. 2.Free talk: (1)When did you go on your school trip (2)Where did you go (3)What did you do there (4)What did you see there (5)How did you feel about the trip Step 2 Pre-writing Make notes about your last school trip. (1)Where did you go (2)What did you do/see (3)How did you feel about the trip (4)What did you learn Observe whether students can use the simple past tense to describe one's own or others' past events or experiences. Judge students' mastery of key sentence patterns and vocabulary based on their exercises.
Purpose To introduce the topic and create situations.
2.To master the writing method of a diary entry. Step 3 While-writing Work on 2b: Write a diary entry about the school trip. Use your notes in 2a and the expressions to help you. Step 4 Project 1.Create a situation: Write a chain story about a memorable day. 2.Work on 3a Think of a place or situation where the story took place. Share any interesting or special experience. Use the questions to help you. (1)What did you see or do there (2)How did you feel (3)Did you learn anything 3.Work on 3b Write a chain story together. Take turns to add one or two sentences each. You can use your experiences from 3a to help you. Observe students' ability to summarize the structure and content features of a diary entry. Observe how well students work in groups and help students who are not active to get involved.
Purpose To improve students' writing skills and deepen the target language.
3.To share your writing and reflect. Step 5 Post-writing 1.Share your diary entry and get evaluation from yourself, your classmates and teacher.Check your article according to the checklist by yourselves. Read your story to the class. ChecklistYesNo1.A clear structure (beginning, body, ending)2.The right tense (the simple past tense)3.Six elements (where,who,when, what, why, how)4.Any linking words (the next day, such as…)5.Any details
2.Vote on the most interesting or special story. Step 6 Reflecting Observe students' expression skills, and give help and encourage-ment.　
Purpose To guide students to think about the significance of the experience for personal growth, such as improving self-care skills and fostering teamwork.
Homework Based on the story writing elements learned in class, write a story about your memorable day.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Two trips
　　When George is thirty-five, he buys a small plane and learns to fly it. He soon becomes very good at it and makes his plane do all kinds of tricks when he flies in the sky.
　　George has a friend. His name is Mark. One day, George offers to take Mark up in his plane. Mark thinks, “I've traveled on a big plane several times, but I've never been in a small one, so I'll have a try.”
　　They go up, and George flies around for half an hour and does all kinds of tricks in the air.
　　When they come down again, Mark is very glad to be back safely, and he says to his friend in a shaking voice, “Well, George, thank you very much for those two trips in your plane.”
　　George is very surprised and says, “Two trips ”
　　“Yes, my first and my last,” answers Mark.
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