资源简介

(共41张PPT)
A Day to Remember
What did you learn on that special day
SectionB(1a-2b)
Unit7
Learning Objectives
01
02
03
1.识别并理解农场旅行中的活动安排、劳动体验及个人感悟，学生将利用信息图表或流程图等可视化工具，梳理并概括农场旅行的关键活动及收获，理解劳动体验对农业劳动不易，形成对农场旅行经历的全面理解。（学习理解）
2.基于文章中的信息，学生需以清晰、有条理的方式，使用目标语言向他人介绍农场旅行的经历，包括农场探索的过程、劳动的具体内容和感受，理解农业劳动价值的影响（应用实践）
3.结合个人在农场旅行中的某个特定劳动时刻，学生撰写一段文段，描述自己在这个时刻正在进行的劳动活动，并表达劳动对自己的积极影响。（迁移创新）
Look at the photo.
1. Where did Sam go on a trip
2. What was he doing
He went to the farm/ in the field.
He was watering the plants.
3. What is farming like in your mind
e.g.
Farming is important, because we can get food from it.
Farming is________(adj.), because ______.
Pre-reading
Farming is to grow __________ and other fruit and vegetables. Farmers usually put up tents to keep fruit and vegetables warm and safe. Look, they are _______（大棚）with tomatoes and _____________ Farmers also need to take care of the plants . They _____________
and _______________ from the plants.
For students, farming is a good chance to __________ nature.
explore
cut branches
water the plants
grains
cucumbers
tents
A. to search a place and discover things about it.
B. to look at something very carefully.
[ k spl (r)]
[ kju k mb (r)]
How to remember the things that happened in the past
Pre-reading
Share onWe Chat
Vlog
Diary
Pre-reading
Do you keep a diary Do you think it is a good idea to keep a diary Discuss your ideas with a partner. Use the points to help you.
write down new ideas.
improve writing skills.
record thoughts and feelings.
remember what happened.
[r k d] v.记录
1a
While-reading
Flower
What did Sam do today
How was his trip
He went on a school trip to a farm.
Tiring but great fun.
What this dairy talked about
A. Family trip
B. School trip
C. School life
Read Sam’s diary and answer the question.
This is a picture from Sam’s diary entry. What can you see in the picture
pumpkin [ p mpk n]
cabbage[ k b d ]
radish [ r d ]
green onions
tomatoes
broccoli [ br k li]
cucumber
[ kju k mb (r)]
While-reading
Who:
Did what:
Key Details:
Why it mattered:
Read Sam's diary entry and write a one-sentence summary of what he did on that day.
Sam
went on a school trip to a farm
learnt a lot about farming, took some vegetables home to eat for dinner
farming isn’t easy.
Sam went on a school trip to a farm where he learned a lot about farming, took some vegetables home to eat for dinner, and discovered how hard farm work really is.
1b
While-reading
Para 1
Para 2
What Sam learnt from his school trip.
Sam explored the farm and listened to the farmers to talk about fruits and vegetables.
Sam did some farm work.
Para 3
Read Sam’s diary entry. Match each paragraph with its main idea.
Complete the flow chart with the events(事件) from the text.
Wrote a diary entry for the day.
Learnt how food goes from the_____ to our______
_______
strawberries
Arrive at the farm
_______branches and leaves from tomato plants
_______
plants
_______
vegetables at home
fields
_______
the farm
explored
Picked
Cooked
Cut
Watered
tables
1c
Tips: Focus on the verb phrases (动词短语) to locate (定位) the information. Pay attention to the tense (时态)。
In the morning
Then
In the afternoon
After getting home
time order
How did Sam feel about the activities
Tips: Focus on the adjectives. Make some inferences (推测).
slow/ tired...
interested...
tired but pleased(开心的)...
happy/ satisfied
(满足的)/proud...
Supporting details
tiring but great fun
1d
Sam learnt that...
What did Sam learn from the school trip
★ Every grain comes from hardwork.
★ Farming isn't easy!
谁知盘中餐，粒粒皆辛苦。
No pains, no gains.
A similar expression:
1d
While-reading
Yes, I do.
For example, last month I helped my grandmother plant carrots in her garden. When we finally harvested them after weeks of watering and weeding, the carrots tasted sweeter and crunchier than the ones from the store. I felt proud because I had grown them myself!
This shows that when you work hard for something, you appreciate it more – just like Sam with his farm vegetables.
It tells us that even the smallest thing needs hard work to make it possible. It also means we need to respect farmers and their work.
"They certainly taste better when you work for them."
e.g. I do. Because when I do housework by myself and do it carefully, the room will look cleaner.
I agree./ disagree. Because when I _________(v.), _____(n.) will be ______(adj.)
Discussion
1. Did the vegetables really taste better Why did Sam feel like that
Sam felt that ...
2. Do you agree with Sam Give an example.
The strong sense of achievement (成就感)/ satisfaction（满足感） made Sam feel like that.
1d
While-reading
While-reading
1b
Read Sam’s diary and answer the question.
What was the main activity of Sam’s school trip
Going to a farm.
How was the trip
It was tiring but great fun.
Write a one-sentence summary of what he did on that day.
He explored the farm, picked strawberries , learned how to cut branches and leaves and watered the plants.
While-reading
Read the diary entry again and answer the questions.
1. Where did Sam go for his school trip
2. How did he feel about the trip
3. What did he learn from the trip
4. What do you think “Every grain comes from hard work” means
5. Do you agree with Sam that food tastes better when you work for them Give an example.
1d
While-reading
Read the diary entry again and answer the questions.
1d
Friday, 30 May
Today we went on a school trip to a farm! It was tiring but great fun! In the morning, we explored the farm. There were large tents with tomatoes, cucumbers, and many other fruits and vegetables. The farmer told us about how these fruits and vegetables go from the fields to our tables. I was very interested because I usually only see them in the supermarket.
A farm.
Tiring but great fun.
1. Where did Sam go for his school trip
2. How did he feel about the trip
While-reading
Read the diary entry again and answer the questions.
1d
3. What did he learn from the trip
4. What do you think “Every grain comes from hard work” means
One thing I learnt today: Farming isn't easy! It made me think of the saying." Every grain comes from hard work. "The famer let us take some vegetables home. My mum cooked some for dinner, and they were fresh and delicious! They certainly taste better when you work for them! Today was really a day to remember.
Farming isn’t easy.
It means “粒粒皆辛苦” in Chinese. It tells us that even the smallest thing needs hard work to make it possible. It also means we need to respect farmers and their work.
While-reading
5. Do you agree with Sam that food tastes better when you work for them Give an example.
One thing I learnt today: Farming isn't easy! It made me think of the saying." Every grain comes from hard work. "The famer let us take some vegetables home. My mum cooked some for dinner, and they were fresh and delicious! They certainly taste better when you work for them! Today was really a day to remember.
Yes, I do.
For example, last month I helped my grandmother plant carrots in her garden. When we finally harvested them after weeks of watering and weeding, the carrots tasted sweeter and crunchier than the ones from the store. I felt proud because I had grown them myself!
This shows that when you work hard for something, you appreciate it more – just like Sam with his farm vegetables.
Post-reading
What did he see
Finish the mind map. And then retell the passage.
A school Trip to the .
( It was but .)
Farm
tiring
great fun
How did he feel
interested in it.
picked some strawberries.
seemed easy but took time to get it right.
learnt how to cut branches and leaves from tomato plants; watered plants.
tiring but enjoyed working with his hands.
What did he do
cooked dinner with vegetables from the farm.
What did he learn
Every grain comes from hard work.
tomatoes, cucumbers and many other fruits and vegetables.
how fruits and vegetables go from the fields to our tables.
Post-reading
in the morning: explored the farm; saw many fruits and vegetables; picked some strawberries
in the afternoon: cut branches and leaves fromtomato plants; watered the plants in the evening: cooked dinner with vegetables
from the farm
a shcool trip to a farm
Experience
Friday, 30 May
Time
Feeling
Process
Sam’s Diary
Every grain comes from hard work.
Today was really a day to remember.
Retell the passage according to the mind map.
Where did he go
How did he feel
What did he see and do
What did he learn
When did he go
Post-reading
Finish the mind map. And then retell the passage.
In the
morning
went to some large tents
got straight to work
saw: _______________________
___________________________
learnt: ______________________
___________________________
felt: ______________________
did: _______________________
felt: _______________________
___________________________
tomatoes, cucumbers and many
other fruits and vegetables
picked some strawberries
how fruits and vegetables go
from the fields to our tables
interested in it
seemed easy but took time to
get it right
A school Trip to the .
( It was
but .)
Farm
tiring
great fun
In the
afternoon
did:_______________________________
__________________________________
felt:________________________________
learnt how to cut branches and leaves
from tomato plants & watered plants
tiring but enjoyed working with his hands
Evening
cooked dinner with vegetables from the farm
Group work
Share one of your special day with Sam.
Step1: Come up with the reason along with a topic sentence.
Step2: Draw a flow chart of the events.
Step3: Talk about different aspects.
Step4: Introduce the trip to the class and talk about what you learn
from it.
Where
How
What
With who
When
Show Time
O n+date, I went to a trip to...It was...
In the morning, I...(activity). I felt+(feeling). Then, I...(activity). I was quite...In the afternoon, I...(activity). I was so +（feeling). Finally,... After the trip,...
One thing I learnt from the trip:...That day was really a day to remember.
Checklist
How well can you do these things Very well OK Needs work
1. A topic sentence of the school trip.
2. The flow chart of the events according to the topic sentence.
3. Use the simple past tense.
4. Talk about different aspects. (when, where, who. what, how)
5. Share what you learnt from the school trip.
We also should respect farmers’ work
Show your colorful trip
There is going to be a writing competition in our school—Show your colorful trip.
Do you want to have a try
“秀”出你的多彩旅行
What school trip did you have
What was your most unforgettable school trip
Pre-writing
When did you go on your school trip
Where did you go
What did you do there
What did you see there
How did you feel about the trip
Free talk
Pre-writing
Analyze how to write a diary
日期:Week, day Month
位置:top left-hand corner
正文:Align the text in each paragraph to the left (左对齐，顶格写).
What is the format of a diary like
TIPS:
注意使用正确的时态，如果记叙已经发生的事，需用一般过去时。如果写的是感想等，就可以用一般现在时。
Pre-writing
Read and find out how Sam writes about his trip.
Analyze how to write a diary
When did he go on his school trip
Where did he go
What did he do there
What did you see there
How did you feel about the trip
the date
the place
What did he do/see on the school trip
What did he learn
the feelings
Pre-writing
To write a good diary entry is to answer the questions.
1. When did you go
2. Where did you go
3. How was the trip
4. How did you go there
5. What did you see /What did you do /What did you learn
6. How did you feel
the date
the place
the feelings
the feelings
How
What
add weather, people,food and so on.
Pre-writing
Make an outline
Beginning
Body
Ending
School trip
Where/When did you go
How did you feel
When was the activity
What did you do/ see
What did you learn
How did you feel
What did you learn
How did you feel
the date
the place
the feelings
the feelings
What
the feelings
第一人称 I
一般过去时
Pre-writing
Make notes about your last school trip.
My School Trip
1. Where did you go
2. What did you do / see
3. How did you feel
4. What did you learn
5. Something else like (time, weather, people, way...)
2a
An art museum
It was good / amazing /...
Paintings and sculptures.
Art can express feelings and tell stories.
Pre-writing
Polish(润色) your article
How to make the sentences longer and better
I went to an art museum.
原句：
加时间：
On Sunday afternoon, I went to an art museum.
加人物：
On Sunday afternoon, I went to an art museum with my best friend.
加方式：
On Sunday afternoon, I went to an art museum with my best friend by bike.
加感受：
On Sunday afternoon, I went to an art museum with my best friend by bike. I felt so tired.
加连词：
On Sunday afternoon, I went to an art museum with my best friend by bike. I felt so tired but excited.
While-writing
Write a diary entry about the school trip. Use your notes in 2a and the expressions to help you.
I had a(n) amazing/ good / bad / terrible day today.
Our class went on a school trip to ...
What a day!
2b
Writing Tip1: Use some verbs in the past tense to talk about activities.
Writing Tip2: Begins with Date and Day, the main idea in the first paragraph.
Writing Tip3: While writing, use some linking words and follow the time order.
Post-writing
Checklist Point（s)
Content Date, Place, Feelings (2 points) What did you do/see (3 points) What did you learn (1 point)
Structure Beginning Body Ending (3 points) Format(1 point)
Expressions Good expressions (2 points) No mistakes (grammar, tense, spelling) (2 points)
Handwriting clean&tidy (1 point)
Check your article according to the checklist.
Sample
Friday,6 June
I had a really good day today. Our class went on a school trip to an art museum.
There were many interesting things to see. I saw some beautiful paintings and sculptures. I was amazed. The guide told us a lot about them. I listened very carefully and I got to know a lot about art. It was wonderful.
Then I went to a special room. The guide told me that I could paint by myself. It was so much fun. After that, I had lunch at the museum restaurant. To my surprise, the food was so delicious and cheap. In the afternoon, I watched a short documentary with my classmates about the history of art. It was really inspiring.
One thing I learned: Art isn't just about pretty pictures. It's a way to share feelings and ideas. The museum gift shop sold postcards of the paintings, and I bought one to remember this special day. What a day! Now I understand why people say "A picture is worth a thousand words."All in all, I had a really good time there.
If you try to learn something new each day, you’ll make each day special.
1. Try to exchange your diary with your partner and try to polish for each other.
2. Search for one kind of crop like corn,wheat and so on, and describe the process of its growing in English
1.Retell Sam’s diary entry according to the mind map.
2. Finish your diary entry about the your school trip.
Homework
Must do：
Choose to do：U7 Section B(1a-2b)教学设计
学科 英语 年级 七年级 课型 新授课读写课 设计者 贾俊华
课题 U7 Section B(1a-2b) What did you learn on that special day 课时 第四课时
课标要求 本单元属于“人与自我”范畴中“生活与学习”主题群中的“丰富、充实、积极向上的生活”“自我提升”“劳动实践，劳动品质”子主题内容，以及“人与自然”范畴中“环境保护”主题群中的“环境污染及原因，环保意识和行为”子主题内容。在课程内容方面，新课标要求学生理解常见记叙文语篇的主要写作目的、结构特征、基本语言特点和信息组织方式，并用以描述自己和他人的经历；了解和运用各种阅读、写作技巧和策略，提升阅读、写作能力；不同文化背景下，人们的劳动实践和劳动精神。
教材分析 【What】本课阅读文本是一篇日记，Sam记录自己参观农场活动的所感所获。文章通过详细的农场活动描述、劳动过程的艰辛与成就感的对比，以及学生对农场工作认识的转变，为读者呈现了一次意义非凡的农场之旅。文章开篇即以“Today we went on a school trip to a farm!”引入，直接点明了旅行的主题和参与者。随后，详细描述了学生们在农场上的探索活动，在这次研学活动中，Sam不仅参观了农场，而且参加了一些劳动，比如采摘草莓、给农作物浇水等。同时特别指出这些活动带来的身体疲惫与精神收获，尤其是在劳动过程中，学生们逐渐认识到农业劳动的不易与价值，这种认识转变构成了文章的重要线索。【Why】本课语篇旨在通过学生们的农场旅行经历，传达出劳动教育的意义与价值，以及通过亲身体验加深对农业劳动理解与尊重的重要性。同时，文章也展现了农场生活的丰富多彩与艰辛不易，激发读者对农业劳动的敬畏之心与参与意愿。【How】日记是一种记叙文体，主要以时间为线索，记录个人的思想、感受、经历和所见所闻。从时间线索来看，Sam描述的顺序是上午、下午、晚上。描述上午时，他使用了in the morning;描述下午时，他使用了in the afternoon;描述晚上时，他使用了dinner这样的词汇。Sam在他的这篇日记中使用了大量的一般过去时，比如第一段中就使用了went、was、explored、told等动词的过去式。Sam在描述自己所参与的活动的同时，也表达了自己的感受和认识。比如当他们干了一下午的农活时，他感到累，也感到快乐("It was tiring, but I enjoyed working with my hands.")当一天的劳动结束时，他深深地感受到劳动的不易("Farming isn't easy!"),更深刻地体会到“粒粒皆辛苦”的含义(“Every grain comes from hard work.”)。除此之外，他还认识到自己的劳动果实会显得更加香甜(“They certainly taste better when you work for them!”)。这些由衷的感慨既升华了这篇日记的主题，也回答了该部分的引导性问题“What did you learn on that special day ”。本文重点围绕两个关键词来展开——tiring和fun。在日记的第一段，Sam就说：“Today we went on a school trip to a farm. It was tiring and great fun."。从tiring的角度来看，他们干了不同的农活，感受到农业劳动的不易。从fun的角度来看，他们了解到水果和蔬菜是如何来到饭桌上的。除此之外，他们通过一天的劳动也换来了一些收获，而这些收获既包括物质的("The farmer let us take some vegetables home."),也包括精神的("They certainly taste better when you work for them!")。
学情分析 学生们通过本单元Section A学习，已具备一定的听说读写能力，能够完成本单元的阅读关于特殊经历的文章、撰写日记等学习任务；在口语表达方面，能够运用所学句型进行简单的对话，分享自己的经历和感受。已掌握基本的英语词汇和简单句式，能理解关于学校旅行这类日常话题的文本内容；具备一定的阅读能力，能够从文本中提取关键信息，如事件发生的地点、活动内容等；也有初步的写作基础，可根据提示完成简单的句子和段落书写
核心素养目标 能够基于文本，利用略读、寻读等阅读策略，获取、梳理短文中有关农场研学中的活动安排、劳动体验及个人感悟等基本信息，利用信息图表等可视化工具，梳理并概括农场旅行的关键活动及收获，理解农业劳动的不易，形成对农场旅行经历的全面理解；(学习理解)能够以清晰、有条理的方式，使用目标语言向他人介绍农场研学的经历，包括农场探索的过程、劳动的具体内容和感受，理解农业劳动价值的影响；(应用实践)能够结合个人学校研学经历，撰写一段文段，运用一般过去时介绍研学的活动，并表达研学对自己的积极影响。(迁移创新)
教学重点 掌握与农场及农业活动相关的词汇，理解并运用描述活动和感受的词汇及短语；进一步熟悉一般过去时在叙述过去事件中的运用，包括动词过去式的变化规则；从日记体裁的文本中提取关键信息；
教学难点 部分短语含义的准确理解和灵活运用；一般过去时中不规则动词过去式的正确使用；理解文本中蕴含的深层含义；个性化表达自己的感受和思考，在描述学校旅行时融入自己独特的情感体验和从中获得的启示。
教学方法 AI视频导入法，任务型阅读，写作法，
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
环节一Lead-in. Play a video about Sam’s school trip to a farm and ask some questions.T: Where did Sam go on a trip T: What did he do T: What is farming like in your mind Watch the video and answer the questions.Sa: They went to the farm/ in the field.Sb: He watered the plants.Sc: Farming is important, because we can get food from it 利用AI Sam的农场郊游视频，导入农场研学话题，激发学生学习兴趣，结合教师给出的提示动词短语回答问题，可以锻炼学生的语言组织能力和表达能力。
环节二 Before reading. Let Ss complete a short passage about farming with some key words in this lesson.T： How to remember the things that happened in the past Fill in the blanks of the short passage and try to guess the meaning of the words. Have a free talk about different ways to help people remember things and their advantages. Have a discussion with their partners about keeping a diary. 在读前对AI视频的充分利用，并结合语境渗透本课生词，激活学生与本课时教学内容之间的知识经验的关联。通过询问学生是否有记日记的习惯，并讨论记日记作为保留想法的方式，引导其认识到记录日常经历和情感的重要性。
环节三While reading T: This is a picture from Sam’s diary entry. What can you see in the picture Guide Ss to skim the diary entry and catch the main idea.T: What does this dairy talk about T: What did Sam do today T: How was his trip Guide Ss to search for the elements of the school trip by offering some key words. Then lead them to connect the words.Offer some main ideas for Ss to match.Ask Ss to finish activity 1c. Remind them to focus on the verb phrases to locate the information and pay attention to the tense.T: How did Sam feel about the activities Try to find out the words which express Sam’s feelings in the process.T: What did Sam learn from the school trip T: Did the vegetables really taste better Why did Sam feel like that T: Do you agree with Sam Give an example. Prediction.Observe the picture and recognize the fruits and vegetables.Fast reading.Read Sam’s diary quickly and answer the questions.Sa: His school trip.Sb: He went on a school trip to a farm.Sc: Tiring but great fun.Read quickly again and write aone-sentence summary of what Sam did on that day.Sd: Sam went on a school trip to a farm where he learned a lot about farming, took some vegetables home to eat for dinner, and discovered how hard farm work really is.Match each paragraph with its main idea.Careful plete the flow chart with the events from the text. Present their answers in class then.Read Para.3 and think deeper.Sa: Sam learnt that farming isn't easy.Have a discussion about Sam’s feeling about the food taste in groups and share their ideas in class then 让学生观察图片识认水果蔬菜。并速读日记各段首尾主要部分，准确找到作者研学经历的主要要素，并使用正确的表达方式加以概述。通过一系列有序、递进的阅读任务，引导学生利用预测、略读、扫读、精读等多种阅读策略，深入理解文章内容，提升他们的阅读理解能力、批判性思维能力、信息整合能力以及语言表达能力。同时培养学生的反思习惯和自我提升意识，使他们能够从文本学习中获得更全面的成长。体现了以学生为中心的教学理念，注重培养学生的自主学习能力和综合素质。学生能清晰地列举出Sam在农场研学中的收获，既包括物质上的收获（如采摘的农产品、制作的手工艺品等），也包括精神上的收获（如增长了农业知识、提升了团队合作能力、学会了尊重劳动等）。
环节四Post-reading. Provide a mind map for Ss to finish and retell Sam’s school trip.Let Ss work in groups and share their experiences on a special day.Ask student to Retell the passage according to the mind map. Offer the steps instructions, sentence structures and evaluation standards to help Ss Read the mind map and fill in the blanks. Check their answers by retelling the text. Work with their partners and try to share one of their special day. Finish the mind map. And then retell the passage.Sa:O n+date, I went to a trip to...It was...In the morning, I...(activity). I felt+(feeling). Then, I...(activity). I was quite...In the afternoon, I...(activity). I was so +（feeling). Finally,... After the trip,...One thing I learnt from the trip:...That day was really a day to remember. 通过绘制半控制性的思维导图并复述文章内容，学生需要自主完成信息的提取、整理和表达过程，有助于培养其自主学习能力，使他们学会如何独立地解决问题和获取知识，复述过程中的反思和自我评价也是学生自我提升的重要途径。引导学生进行超越语篇、联系实际生活的活动，整合运用相关语言表达模仿Sam介绍自己的特别经历，学以致用，培养其真实情境中运用所学语言和文化知识解决实际问题的能力，推动迁移创新。
环节五. Writing. Create a situation of a writing competition in the school. Take Sam’s dairy as an example to analyze the content.T: What is the format of a diary like What was your most unforgettable school trip 注意使用正确的时态，如果记叙已经发生的事，需用一般过去时。如果写的是感想等，就可以用一般现在时。T: To write a good diary entry is to answer the questions. Guide Ss to draw an outline Let Ss make notes and then write a diary entry about the school trip. Provide some useful expressions and writing Guide Ss to polish the passage by providing the sample writing and the evaluation standards. Have a free talk with T.With T’s guide, find out the main information points of the dairy in 1b.According to the questions, make an outline about their own school trip. Make notes about their last school trip. Then use the notes to write about their school trip. After writing, do a presentation in class and give comments on each other’s dairy entries according to the checklist. 在写前，写中，写后活动中，通过总结写作要点，帮助学生梳理出写作时需要注意的关键信息，如时态选择、内容结构等，为接下来的写作活动提供指导。通过分析范文，引导学生理解文章的结构布局，如时间线的运用、开头与结尾的铺垫与总结作用等，提升学生的文章组织能力。选择一般过去时描述学校旅行的经历，加深学生对时态运用的理解，并能在实际写作中准确运用。引导学生综合运用本课所学，罗列提纲理清思路，通过体验、参与、自主发现、合作探究等方式，基于自己的写作题纲和提炼的语言表达方式起草自己的作文。
总结评价 Conclusion. Guide Ss to have a conclusion about this lesson. With T’s help, try to sum up what they have learned this lesson. 引导学生进行课堂内容小结，增强劳动意识，立志增加生活体验感
分层作业 基础作业：1.Retell Sam’s diary entry according to the mind map.2. Finish your diary entry about the your school trip.拓展作业：1. Try to exchange your diary with your partner and try to polish for each other.2. Search for one kind of crop like corn,wheat and so on, and describe the process of its growing in English.
板书设计
教学反思 【优点】通过AI视频导入，激发学生们的兴趣且真实的日记文本，让学生接触到地道的英语表达，如描述学校旅行的经历和感受。这种贴近生活的话题激发了学生的学习兴趣，使他们更愿意参与课堂讨论，在讨论写日记的好处以及分享学校旅行经历时，学生表现出较高的积极性。在教学过程中，兼顾了听、说、读、写各项技能。【不足】词汇教学深度不够。对于一些重点词汇，仅停留在词义讲解和简单例句展示，没有深入拓展其用法、同义词、反义词等，学生在实际运用中可能会出现理解不透彻或拼写错误等问题。学生个体差异关注不足。在课堂活动中，未能充分考虑到所有学生的水平。小组讨论和写作练习时，部分基础较差的学生参与度不高，可能是因为任务难度超出其能力范围，而教师没有及时给予个性化指导。【改进】深化词汇教学。在词汇教学中，增加词汇用法辨析、词汇游戏（如猜词游戏、词汇接龙等）以及词汇在不同语境中的应用练习，让学生更全面、深入地掌握词汇。加强个体关注。在教学前，通过小测试、问卷调查等方式更精准了解学生的学和需求，分层设计教学任务。在课堂活动中，增加对基础薄弱学生的巡视和指导，给予他们更多鼓励和帮助，确保每个学生都能在原有基础上有所进步。
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