资源简介

世界
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.世界
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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