资源简介

第三课时　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知与注意)
T：Good morning，class.Before we start today's lesson，let's review what we learned yesterday.How do we describe the actions that happened before？Do you know how to use the verbs in the simple past tense
(The teacher guides students to recall，review the time expressions for the past，and use the simple past tense to speak out the actions that happened before.)
设计意图：通过复习旧知识，为新课内容做铺垫，激发学生的学习兴趣。
Activity 2 Presentation(获取与梳理)
T：Now let's work on 3a.Read the sentences，circle the verbs in the simple past tense，and then underline the time expressions for the past.This will help you identify when the actions happened.
T：What verb did you circle in the first sentence
S：I circled “did”．“Did” is used to form the question in the simple past tense.
T：Right！And what about the time expression
S：“Yesterday”．
T：Great.Keep going with the rest of the sentences.
(The teacher explains how to use the simple past tense that expresses the actions that happened before.)
设计意图：帮助学生在具体语句中精准识别一般过去时的动词及过去时间标志词，强化对一般过去时结构与用法的直观感知，培养学生分析句子成分、提取关键语法信息的能力，为后续深入理解和运用一般过去时提供实例支撑。
Activity 3 Practice(概括与整合)
T：For 3b，put the words in order and write the sentences using the correct tenses.Think about the subject verb agreement and the time context.
T：(When students are sorting words to form sentences)How would you order these words：“my favourite actor，the day before yesterday，I，see，in a film”？
S：I would write “I saw my favourite actor in a film the day before yesterday.”
T：Why did you use “saw” instead of “see”？
S：Because the action happened in the past，so we need to use the simple past tense of “see”，which is “saw”．
T：Excellent.Now，complete the rest of the sentences.
(The teacher guides students to write the sentences with proper tenses，emphasizing the time expressions.Then ask students to check in pairs，and help each other to find out the mistakes they made.)
设计意图：让学生在单词重组构建句子的过程中，依据时态规则准确运用动词形式，深入理解一般过去时在不同语境中的句法结构，提升学生的语言组织与运用能力，强化语法规则的实践运用，培养语法运用的准确性与灵活性。
Activity 4 Practice(概括与整合)
T：Let's work on 3c.Read the passage first to understand the general meaning.Then complete the passage with the correct forms of the verbs in the box.
(After students finish the exercises)
T：In the first sentence，what verb do you choose
S：I choose “learn” and use the verb form “learned” because the trip happened last week，which is in the past.
T：Good thinking.Now，fill in the rest of the blanks and check if your verbs match the context.
(Guide students to finish the task and check the answers in pairs to find out the mistakes.Then help them to get the right answers.Lastly，let them read it together.)
设计意图：使学生在语篇情境中综合运用一般过去时的知识，准确选用动词形式，把握语篇时态的连贯性，培养学生在篇章层面理解与运用语法规则的能力，提升学生在阅读理解与写作中的语法驾驭能力。
Activity 5 Pair work(内化与运用)
T：In 3d，work 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.This will help you practise using the simple past tense in real conversations.
(Students form pairs and then ask and communicate with each other.The teacher monitors students and ensures that students use correct grammatical structures in their conversations.Then the teacher guides the students to express their partner's day just like：Peter got up at 5 a．m.yesterday.He had bread and an egg for breakfast.Then he…)
设计意图：通过小组合作，提高学生的口语表达能力和听力理解能力，有利于目标语言的巩固和输出，同时能发展学生的思维品质。
Activity 6 Homework(分层作业)
必做题：Recite the key sentences in Grammar plete the exercises related to the period.
选做题：Write a short passage(at least 80 words) to describe your activities last weekend.The use of simple past tense is required.
第三课时　Section A(Grammar Focus 3a—3d) Time expressions：yesterday，last weekend，a week ago，the day before yesterday，a few minutes ago，last month Grammar sentence patterns： 1．—Did you see anything interesting at the science museum yesterday —Yes，I did.There was a space exhibition.There were robots. 2．—What did you do the day before yesterday —I visited the zoo with my family. 3．—How was your weekend —It was terrible.
During this lesson，students actively participated in various activities but still faced difficulties using the simple past tense in real conversations，especially the past forms of verbs.In future teaching，the teacher should add more practical dialogue practice to help students better master and apply these grammatical structures.Also，the teacher should pay attention to individual differences among students and provide more personalized guidance.Unit 7　A Day to Remember
The theme of this unit is “a memorable day”．Through a series of activities and tasks，it aims to guide students to recognize and understand a memorable day，cultivate their observation and description skills，and at the same time stimulate their love for life and protection awareness.By exploring the trip，the last experience，living environment of people，and their relationship with society，this unit aims to help students establish emotional connections with society and reflect on special experiences.
Unit Content Analysis(单元内容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It involves the words of various places(such as museum，plant，theatre，factory，etc.)，as well as other words(such as exhibition，direction，piece，germ，record，explore，etc.).
Sentence Patterns：Use “What did you do…？” to inquire about the actions or the trip that happened last time，and “I did…” to talk about them；use “Where did you go？” to inquire about the places they went to，and “How was your school trip？” to ask about the reflection of the trip.
◆ Listening and Speaking
Listening activities include listening to dialogues to get the right choice，completing notes while listening to dialogues，answering questions after listening to dialogues，etc.，aiming to improve students' listening comprehension and information extraction abilities.
Speaking activities include talking about one's memorable trip，describing the activities and the place of the trip，role playing，etc.，aiming to cultivate students' speaking expression ability and language organization ability.
◆ Reading and Writing
Reading materials include the school trips to the wastewater plant and a farm，aiming to improve students' reading comprehension and information acquisition abilities.
Writing activities include making notes about a last school trip，writing a diary entry about the school trip，etc.，aiming to cultivate students' writing ability and creativity.
◆ Grammar and Pronunciation
Grammar Focus is the simple past tense，including the positive，the negative，general question and special question.At the same time，it requires students to memorize or learn the past forms of verbs.
Pronunciation exercises include consonant pronunciation，the pronunciation of the past forms of verbs.
Key Points 1.Master the simple past tense and the past forms of verbs involved in this unit. 2．Be able to talk about one's school trip in English，and describe the place and the activities. 3．Cultivate students' speaking expression ability and language organization ability.
Key Difficulties 1.Understand and master the rules of the past forms of verbs. 2．Accurately describe the activities in the trip，and express the feelings in English. 3．Cultivate students' writing ability and creativity by writing posts about one's school trip in English.
Precisely grasp the simple past tense and enrich vocabulary and sentence patterns，describe past experiences，emotions and event details fluently and freely，achieve barrier free communication and interaction in multiple contexts，read and write creatively，and use language as a bridge to connect hearts and share past experiences.
By sharing special days，we can understand the diverse lifestyles and value concepts under different cultural backgrounds，expand our global vision，cultivate a spirit of cross cultural understanding and tolerance，and learn to cherish life and interpret meanings from multiple perspectives.
Learn to discuss，communicate with others about the school trip and express our own opinions and feelings，make reasonable speculations，and express personal views logically，dialectically and innovatively.Realize the transfer of knowledge and improve thinking ability.
Select learning strategies based on different texts and search for learning resources according to your own needs.In cooperative learning，divide the work and cooperate，share ideas，promote each other，comprehensively improve the efficiency of autonomous and cooperative learning，and store energy for lifelong development.
Learning Situation Analysis(学情分析）
Students have already developed a foundational language reserve and a basic understanding of simple tenses from their previous learning.However，the complex rules of the past tense and irregular verbs often lead to confusion and misuse.When narrating，they tend to lack details，have a loose structure，and exhibit weak emotions.
Teaching should be closely integrated with life，with more situational tasks set，such as simulating travel sharing and historical event tracing.Utilize multimedia materials to stimulate interest and deepen understanding.Build scaffolds to assist in writing，analyze the structure，ideas，and techniques of model essays，and guide the whole process from framework construction to detail carving.Organize group cooperation，reasonably group the students according to personality and ability，clearly define responsibilities，set inter group competitions to motivate interaction，and use peer wisdom to collaboratively overcome difficulties and improve literacy，ensuring that every student sails forward and moves steadily in the journey of language learning.
第一课时　Section A【(1a—1d)& Pronunciation 1—3】
第二课时　Section A(2a—2e)
第三课时　Section A(Grammar Focus 3a—3d)
第四课时　Section B(1a—1d)
第五课时　Section B(2a—Reflecting)第二课时　Section A(2a—2e)
Activity 1 Warming up and revision(感知与注意)
T：Let's review the consonant sounds we learned last class.I'll pronounce some words，and you tell me which consonant sound is emphasized.For example，in the word “book”，the emphasized consonant sound is /b/.
T：“Cat”．
S1：The emphasized consonant sound is /k/.
T：Great！Now，let's look at these pictures related to school trips.What do you think we'll learn about today
S2：Maybe we'll learn about different school trip experiences and places.
T：You're on the right track.Today we'll explore more about school trips.
设计意图：巩固学生对辅音发音的掌握，强化发音感知与辨别能力。借助图片引发学生对新课主题的思考，激活背景知识，自然导入新课，激发学习兴趣与热情，为新知识的学习做好认知准备。
Activity 2 Listening(获取与梳理)
T：For 2a，listen carefully to the conversation.Focus on the adjectives that describe the school trip and fill in the blanks.Listen for context clues to help you choose the right words.
(After playing the conversation)
T：What adjective do you think fits the first blank
S：I think “clean” fits.
T：Good.Let's continue with the other blanks.
(After completing the exercises，students should listen to the dialogue again to check their answers.The teacher guides them to relisten to key phrases for any error and analyze the choice of adjectives to deepen their understanding of how vocabulary is used in context.The teacher checks the answers and guides students to discuss the information in the listening material.)
设计意图：通过听力填空，培养学生的听力理解及快速反应能力，同时加深对形容词的记忆。基于对话文本的讨论能帮助学生初步了解对话内容，提高学生获取关键信息的能力。
Activity 3 Reading(获取与梳理)
T：In 2b，read the conversation thoroughly.Match the sentence parts based on the meaning and context.Look for key words and phrases that connect the different parts.
T：Why do you think “The plant makes” matches with “dirty water clean again”？
S：Because that's the function of the plant，to purify the dirty water.
T：Exactly！Now，match the rest and discuss with your partner.
(After discussing with their deskmates，students should receive feedback from the teacher.The teacher will explain the parts that are difficult to understand，guiding students to grasp the overall logic and semantic connections of sentences.)
设计意图：锻炼学生归纳整合听力与阅读信息、用简洁语言精准概括文本内容的能力，强化知识内化与语言输出能力，培养总结归纳与书面表达的严谨性与逻辑性。
Activity 4 Language practice(概括与整合)
T：Let's work on 2c.Now，it's time for you to complete the summary of the conversation in 2a.Please use the information you got from the listening and reading activities.Write clearly and make sure your summary covers all the key points.
T：Let's start with the beginning.What happened first in the conversation
S1：Fu Xing's class went on a school trip to a wastewater plant.
T：Great！What did they see there
S2：They saw the plant make dirty water clean again.First，water from people's homes goes into the plant，and then special screens remove large pieces of waste from the water.
T：Excellent.What else happened
S3：Large machines removed germs and other small things from the water.It took several steps to make the water clean.
T：Well done.Now，put all these together and write your summary.
(While students are writing their summaries，the teacher circulates around the classroom and provides individual guidance.)
T：(To a student)You can add more details about how the machines work.That will make your summary better.
设计意图：此环节旨在促使学生整合在听力与阅读过程中获取的信息，锻炼其归纳总结能力。通过引导学生梳理对话的关键事件、流程及要点，培养学生从文本中提取核心内容并用自己的语言进行准确概括的能力。
Activity 5 Role play the conversation(内化与运用)
T：Let's work on 2d.Listen to the conversation once more.This time，focus intently on the pronunciation of “was”“wasn't”“did” and “didn't”．Notice how the sounds change in different contexts.
(The teacher gives some examples like “was it/was she” and “did you/did she”．)
T：After listening，you and your partner will role play the conversation，imitating the correct pronunciation.
(After the teacher plays the dialogue)
T：Now，repeat after me.“was”“wasn't”“did”“didn't”．Notice the differences between the pronunciation of “was” in “He was happy.”and “wasn't” in “She wasn't there.”
…
T：Good job！But pay attention to the pronunciation of “was”．It should be clear and short.And “wasn't” is stressed.
(The teacher continues to patrol each group，correcting students' pronunciation and intonation problems.)
设计意图：引导学生关注并掌握 “was”“wasn't”“did”“didn't” 在对话中的准确发音，增强学生对基础词汇发音细节的敏感度，提升口语发音的准确性与规范性。通过角色扮演活动来提高语言综合运用能力与交际能力。
Activity 6 Practice(迁移与创新)
T：Let's work on 2e.Talk about a school trip you took to a special place(theatre，farm，factory，forest，zoo，market，museum，park).Use the sentence patterns in 2e.
(The teacher guides the students to choose the different places to practise the target languages.Let the students practise the conversation with their partners and choose some pairs to present it to the whole class.Give proper assessment in time to encourage them.)
设计意图：通过口语表达活动，培养学生的口语交际和目标语言输出能力。活动后的评价能让学生清楚自己的优缺点，培养反思能力。
Activity 7 Homework(分层作业)
必做题：Memorize the dialogue from 2a，ensuring accurate pronunciation and natural intonation，while mastering vocabulary and sentence patterns.
选做题：Write an essay about a dream school trip，describing the location，activities，and expected outcomes in detail.
第二课时　Section A(2a—2e) Key words：trip，wastewater，plant，piece，machine，germ，step，remove，realize Key sentence patterns： 1．—How was your school trip —It was great. 2．—Where did you go —We went to the theatre to watch a show. 3．The plant turned dirty water into clean water. 4．Fu Xing learnt about the cleaning process.
In this lesson，students actively participated in various teaching activities，showing high learning interest and enthusiasm.Through role playing，students' oral expression and language application skills were effectively enhanced.During the process of summary，students' creativity was exercised，and their environmental awareness was cultivated.In future teaching，further diversity and fun can be added to interactive activities to better stimulate students' interest and enthusiasm.Attention should also be paid to individual differences among students，providing them with more guidance and help.第一课时　Section A【(1a—1d)& Pronunciation 1—3】
Activity 1 Warming up and revision(感知与注意)
T：Today we are going to learn Unit 7.First let's look at the title and the picture.And share the three questions.
S1：I think the students in the photo are on a school trip.They seem to be visiting a place.
T：Good observation.What about their activities？Are they working hard
S2：They might be learning something new.I'm not sure if they are working hard，but they look interested.
T：Interesting thoughts.And would you like to try this kind of work
S3：Yes，I would.It seems like a great experience.
设计意图：通过观察标题与图片并讨论问题，激发学生对单元主题 “特殊的一天” 的兴趣，激活学生已有的关于学校活动及相关经历的知识，为后续学习做好铺垫，培养学生的观察力、思考力与表达能力。
Activity 2 Presentation(获取与梳理)
T：We are going to learn Section A．Now，work on 1a.Write the activities in the box under the pictures.Did you do any of these activities last weekend
T：Look at the first picture.What activity do you think it represents
S1：It looks like they are visiting a science museum.
T：Great.Write “visited a science museum” under the picture.What about the next one
S2：Someone is cooking food.So，we write “cooked food”．
T：Correct.Now，let's finish writing all the activities and think about which ones you did last weekend.
设计意图：通过图片识别，帮助学生了解和掌握一些活动以及它们的过去式。对话活动能为学生提供目标语言输出的机会，有利于巩固所学活动的过去式，能培养学生的口语表达能力，发展他们的思维。
Activity 3 Be a sharp listener(获取与梳理)
T：Now，let's work on 1b.Listen to two conversations and answer the following four questions in 1b.
T：How was Peter's weekend
S1：Peter's weekend was great.He visited a science museum.
T：Good.What did Peter like about the museum
S2：He liked the space exhibition and the robots.
T：Very good.How was Teng Fei's weekend
S3：Teng Fei's weekend was terrible.He had some small troubles.
设计意图：训练学生的听力，使其能从对话中精准获取有关人物周末活动及感受的信息，加深对一般过去时语境的理解，提升听力技巧与信息处理能力。
Activity 4 Be a sharp listener(获取与梳理)
T：Let's work on 1c.Listen again.This time，please pay attention to the activities they did，find out who did them，and write P for Peter or TF for Teng Fei.
T：For “visited a museum”，who did this
S1：Peter visited a museum.So we write P.
(Guide the student to answer using a complete sentence.)
T：Good.And who “lost a book”？
S2：Teng Fei lost a book.Write TF.
T：Correct.Let's continue with the other activities.
(During the listening，get the students to pay attention to the doer of the action.)
设计意图：通过再次听听力，让学生确定各项活动的执行者，进一步理解听力内容，强化对人物与活动对应关系的记忆，加深对一般过去时的认知。师生之间的问答也能帮助学生提高口语表达能力。
Activity 5 Practice(概括与整合)
T：Let's work on 1d.Let's talk about the conversations in 1b.You can choose one of them to practice with your partner.Like：How was Peter's weekend？It was… What did he do？Well，he…
(Students practice dialogues in pairs，and then share with the whole class.)
S1：Let's talk about Peter's weekend.His weekend was really great.He visited the science museum and saw many interesting things.
S2：Yes.He especially liked the space exhibition and the robots.It sounds like he learned a lot.
T：Good job.You both described Peter's weekend well.Now，let's hear about Teng Fei's weekend from another pair.
…
设计意图：为学生创造口语交流机会，使其运用所学知识和听力信息，阐述人物周末经历，提升口语表达与合作学习能力，深化对文本的理解与记忆。
Activity 6 Pronunciation(归纳与应用)
T：Let's work on 1.We're going to learn about consonant sounds.Listen and repeat.Add one more word to each group.
(After listening and repeating)
T：Now for the /k/ sound group，we have “cook” and “catch”．Now，can anyone add one more word with the /k/ sound
S：“Kite”．
T：Great！Now，let's move on to the next group.
…
设计意图：通过听、跟读和添加单词的活动，助力学生辨别与掌握辅音发音规律，强化对辅音发音的记忆，为精准发音与听力理解筑牢根基。
Activity 7 Pronunciation(归纳与应用)
T：Let's work on 2.Listen and repeat.Notice the pronunciation of (e)d.
T：Pay attention to the different pronunciations of (e)d.When the verb ends with a voiceless sound like /p/，/k/，/f/，/θ/，/s/，/ /，/t /，the (e)d is pronounced /t/.For example，“talked” is pronounced /t kt/.Now，repeat after me.
(After the students have repeated it several times，the teacher checks their pronunciation.)
T：Now，you say the words and I'll check if you pronounce (e)d correctly.“Picked”．
S：/p kt/.
T：Excellent！Keep practicing.
(Tell the students that the (e)d is pronounced /d/ after vowels and voiced consonants，like “moved” and “tried”． (e)d is pronounced / d/ after the sounds /t/ and /d/，like “wanted” and “needed”．Then ask the students to repeat after the recording.Finally，show some sentences including the pronunciation of the (e)d on the screen and get them to read aloud.)
设计意图：使学生熟练动词过去式 (e)d的发音规则，提升发音的准确性与语言的规范性，确保学生在口语表达时正确运用过去式，增强语言的流畅度与可理解性。
Activity 8 Pronunciation(归纳与应用)
T：Let's work on 3.Read the coloured words.Then listen to the short conversations and circle the words you hear.
(The students first read the coloured words，such as “did/didn't”“was/wasn't”“do/don't”，ect.Next，the teacher plays a short dialogue，and students circle the corresponding words based on what they hear.)
(After playing the dialogue)
T：What word did you circle
S：I circled “didn't”，“do” and “wasn't”．
T：Good.Let's listen again and check.
(The dialogue is played once more to verify the answers，and then the next dialogue is played until all exercises are completed.)
设计意图：该活动旨在锤炼学生于实际语境里甄别与区分发音相近单词的能力，提升听力理解与词汇运用水平，助力学生更精准地把握对话意涵，为口语交流及语言运用给予有力支撑。
Activity 9 Homework(分层作业)
必做题：Recite the activity vocabulary from 1a and the key sentences about Peter's and Teng Fei's weekend activities from 1b.
选做题：Imitate the dialogue in 1b and write a conversation about a friend's special experience，with at least 8 sentences and using at least 5 newly learned words or phrases.
第一课时　Section A【(1a—1d)& Pronunciation 1—3】
Past forms： played badminton，cooked food，met up with friends，went swimming，did homework，visited a science museum Key sentence patterns： 1．—How was Peter's weekend —It was… 2．—What did he do —Well，he… 3．How did Teng Fei feel…？
cckɡx/k//s//k//ɡ//d //ks/cooknicepickgameagesixcatchbicycleclockgivelargenextcakecitysockgiftorangefix
/t/talkedpickedhelpedstoppedfinished/d/ movedclimbedfilledtriedenjoyed/ d/wantedvisitedtastedneededended
During the teaching process，it is necessary to observe students' reactions and participation degree，and adjust teaching strategies and methods in time.Through the study of this lesson，students should be able to master the past forms of the verbs，use some phrases to speak out the activities that happened last weekend，and express their feelings about the weekend.At the same time，it is also important to cultivate students' cultural awareness and consciousness of loving labour and life.第四课时　Section B(1a—1d)
Activity 1 Warming up and revision(感知与注意)
T：Today we are going to learn Section B．First，let's recall what we learned about school trips and past events in the previous lessons.Now，think about a special day you had.What happened on that day？Share it briefly with your partner.
T：What special day did you remember
S1：I remember my birthday.I had a party and got many gifts.
S2：I went to the farm.I fed the chickens and pigs.
T：Yeah，it's a good idea to enjoy the nature.How about you，S3
S3：I went to the park，and I flew a kite.
T：That sounds great.Now，let's see what new things we can learn in Section B about special days.
设计意图：这项活动旨在激活学生已有的知识，并让他们思考他们所做的活动。同时，它也帮助学生向新课程平滑过渡。
Activity 2 Presentation(获取与梳理)
T：Let's work on 1a.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 in 1a to help you.
T：Alright，let's hear some of your opinions.Who can tell me something about keeping a diary
S：I often keep a diary，and I think it's a good idea to keep a diary，because it can help me remember what happened，improve writing skills，record thoughts and feelings and write down new ideas.
T：Good job！Keeping a diary is a good habit for us.Let's read Sam's diary entry to find out the activities he recorded.
设计意图：引导学生思考日记的作用和意义，通过讨论培养学生的思维能力和语言表达能力。借助给定的要点帮助学生有条理地组织想法，为后续阅读日记和写日记奠定基础。
Activity 3 Practice(概括与整合)
T：Now，it's time to work on 1b.I want you to read Sam's diary entry carefully and write a one sentence summary of what he did on that day.At the same time，you should underline the activities he did on that day.
T：Alright，who can use a sentence to summarize what Sam did on that day
S：Today we went on a school trip to a farm to do lots of interesting things.
T：That's very good！Sam went to the farm to enjoy himself.
(The teacher selects some students' summary presentations and evaluates them，guiding students to improve the content of the summaries.)
设计意图：训练学生在阅读中提取关键信息并进行概括的能力，提升学生的阅读理解和语言组织能力。通过评价反馈，帮助学生掌握总结的要点和方法，提高总结的质量。
Activity 4 Practice(概括与整合)
T：In 1c，complete the flow chart with the events from the text.Look for the sequence of events in Sam's diary entry.
(After students fill in the flow chart)
T：What happened first on the farm
S1：They explored the farm.
T：Right.What's next
S2：They learnt how food goes from the fields to our tables.
T：Good.Keep filling in the rest.
…
(The teacher checks students' completion to ensure that students understand the sequence of events in the text.)
设计意图：进一步考查学生对日记文本的理解程度，培养学生分析问题和解决问题的能力。通过问题引导学生关注文本细节、作者的感受和深层含义，提升学生阅读理解的深度。
Activity 5 Practice(分析与判断)
T：Now，it's time to work on 1d.I want you to look through 1c to get the main idea about the day.This will help us organize the activities and see how everything went on.
(Students work in groups to answer the questions.)
T：Alright，let's take a look at your answers.Great！It's clear that we can speak out the activities according to 1c and answer the questions in 1d easily based on 1b.
(The teacher provides comments and explanations on the students' answers，guiding them to deeply understand the content of the diary and the author's emotional attitude.For example，if you cook a dish by yourself，the dish certainly tastes better.)
设计意图：本活动旨在激发学生思考并寻求解决问题的途径，同时要求学生学会安排一天的活动，培养他们的组织能力。同时，引导学生理解文本的主题“劳动之艰辛，劳动最伟大”，鼓励学生从小热爱劳动，培养良好品质。
Activity 6 Homework(分层作业)
必做题：Recite Sam's diary entry，experience the language style and expression of the diary，and accumulate good words and sentences.
选做题：Adapt Sam's diary entry into an English short play and record the performance.Play and display it in the next class.
第四课时　Section B(1a—1d) The points： remember what happened，improve writing skills，record thoughts and feelings，write down new ideas Sam's diary： Arrived at the farm→Explored the farm→Learnt how food goes from the fields to our tables→Picked strawberries→Cut branches and leaves from tomato plants→Watered plants→Cooked vegetables at home→Wrote a diary entry for the day
In this lesson，the teacher aimed to engage students in a meaningful exploration of why we keep a diary and how to keep a diary.It can make our lives colourful.Through a variety of activities，including partner discussion，reading comprehension，and logical thinking，students are able to deepen their understanding of the activities of Sam's day and their cultural significance.However，in future lessons，the teacher should provide more guidance on how to arrange the activities to make a day meaningful and learn something available.第五课时　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知与注意)
T：Hello，everyone！Before we start，let's do a quick review of what we've learned so far.
T：Can you speak out the activities or actions you did last weekend
S1：I had a school trip to the mountain.
S2：I went to the farm to pick strawberries.
…
T：Great！Now，let's move on to Section B 2a，which talks about “my school trip”．
设计意图：通过复习旧知识，激活学生已有的动词词汇和过去时的知识储备，为新课的学习做好铺垫。引导学生思考人与自然的关系，激发学生的兴趣和好奇心。
Activity 2 Presentation(获取与梳理)
T：For 2a，take out a piece of paper and make notes about your last school trip.Include details like where you went，what you saw/did，who you went with，how you felt and what you learnt.
T：What was the first thing you noted down about your trip
S：I went to the zoo.I saw many different animals there.
T：Good.What else
S：I went with my classmates.We had a great time.
T：Keep writing down all the important details.
(Students answer the questions in 2a.)
T：Now，work in pairs to share your school trip.Please pay attention to your pronunciation and intonation.
(Students share their answers to the four questions with their partners，and the teacher moves around to give proper help.)
设计意图：通过学生讨论、分享练习，帮助学生巩固和拓展词汇与短语，提高语言运用能力。列出学校旅行的关键内容能培养学生初步列出写作提纲的能力。
Activity 3 Practice(概括与整合)
T：Now，use your notes in 2a and the expressions we've learned to write a diary entry about the school trip in 2b.Remember to include the place，the date，the events in order，and your feelings.
T：How did you start your diary entry
S：I wrote “Friday，10 May.Today we had a school trip to the zoo.”
T：Good.What happened next
S：We saw lions，tigers，and elephants.They were amazing.
T：Great.Keep writing and express your feelings vividly.
(Students independently write a diary about their school trip.The teacher provides guidance，encouraging students to be creative while paying attention to the accuracy of their language expression.Then the teacher selects some diaries to display and comment on，emphasizing complete structure，rich content，vivid language and accurate grammar，and guiding students to improve and revise.)
设计意图：通过写作练习，提高学生的写作能力和语言组织能力。加深学生对日记写作的理解，培养他们的观察力和描述能力。引导学生思考人与自然的关系，培养他们的劳动意识。
Activity 4 Project(概括与整合)
T：For the Project 3a，get into groups.Think of a place or situation for a story about a memorable day.Share your interesting or special experiences.Use questions like “What happened？”“How did you feel？” and “What did you learn？” to guide your discussion.
(In the group discussion)
T：(To a group)What story did you choose
S1：We chose a mountain climbing experience.
T：What interesting things happened
S2：We saw a beautiful sunrise.It was unforgettable.
T：Great.Keep sharing and brainstorming ideas.
设计意图：以小组合作的方式激发创意与思维的碰撞。借助问题引导学生深入挖掘经历内涵，丰富故事元素，培养团队协作与交流能力，为创作故事接龙提供多元视角与素材源泉，提升学生的创新思维与综合运用知识的能力。
Activity 5 Write a chain story(内化与运用)
T：Let's work on 3b.In this activity，we are going to write a chain story together.Each of you will take turns to add one or two sentences based on your previous experiences shared in 3a.Look at the example first to understand the pattern.Let your imagination run wild and create an interesting story.
(During group creation)
T：(To a group)Whose turn is it to add a sentence
S：I'll do.We climbed higher and higher，and the view became more and more breathtaking.
T：Excellent.Keep going.
(After each group has completed their task，the teacher organizes a story sharing and mutual evaluation session，encouraging students to evaluate from multiple perspectives，such as plot，language，and creativity，to promote mutual learning and reference.)
设计意图：故事接龙活动鼓励学生通过小组合作来训练他们的逻辑思维和创新意识。该活动还能加强他们对一般过去时的理解，学生通过口头形式进行故事接龙，能有效提升口语表达能力和语言运用能力。
Activity 6 Share your stories(想象与创造)
Work on 3c.Give students in each group several minutes to polish their stories.Ask them to pay attention to the correct use of the simple past tense，as well as the target language learned in this unit to tell stories.Walk around and offer proper help if necessary.
After that，invite the leader in each group to share the story in class.Then vote on whose story is the most interesting based on the plot，accuracy of word usage，overall logic，fluency of oral expression，facial expressions and body language.
设计意图：通过小组协作润色前阶段故事接龙形成的文本，鼓励学生运用一般过去时和本单元的目标语言，帮助他们提高语言运用能力。提供评价标准让学生评选最有趣或最特别的故事能培养学生以评促学的能力和意识，有利于落实学科核心素养。
Activity 7 Reflecting(分析与评价)
After group work，encourage students to evaluate their performances in the group.They can describe how well they did according to the evaluation scale.For example，I can talk about my experiences on a special day very well.I can read and write diary entries about school trips.I can't use the simple past tense to talk about what happened in the past.I can't share what I learnt from past experiences.I think I need to ask my teacher and classmates for help.
设计意图：通过量表，学生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。这样能帮助他们养成反思的习惯，提升思维品质，有利于学习能力和策略的培养。
Activity 8 Homework(分层作业)
必做题：Organize the chain stories created in class.Polish and modify them，and then copy them into the workbook.
选做题：Write a short essay based on a chain story，describing a memorable day，including the activities or the actions，the feeling，and what you learnt.
第五课时　Section B(2a—Reflecting) Key words：diary，entry，agree，feel，memorable My school trip： Where did you go？　What did you do/see How did you feel？　What did you learn？
A chain story： The place or situation What you saw or did there How you felt What you learnt
Students actively participated in the discussion in class and showed a strong interest in the topic of a memorable day.Through the activity of writing a chain story about a memorable day，students not only consolidated the phrases and sentence patterns learned in class but also exercised their creativity and oral English.However，the teacher should explore more topics and activities related to a memorable day to stimulate students' interest in learning and creativity.

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