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Unit 7 A Day to Remember
Section A (1a~Pronunciation)
一、教学内容分析
本课时为听说课，听力文本有两段对话，都是教材主线人物之间的对话（Yaming和Peter，Helen和Teng Fei），都是一个中国人和一个外国人的对话，体现对话交流的真实性。对话的内容是询问彼此周末过得如何，因为周末活动往往会不同寻常。语音版块有三个活动，主要内容是通过听读训练帮助学生掌握辅音字母c、g、x和辅音字母组合ck在单词中的发音规律，建立字母和字母组合与其对应发音的关系。活动2针对本单元出现的动词过去式而设计，让学生关注动词过去式规则变化的发音。活动3聚焦助动词、系动词、情态动词的肯定与否定形式的发音区别，让学生通过听读训练关注其肯定与否定形式的读音，并学会辨别。
二、语篇分析
【What】 本课时的听力文本有两段对话，对话的内容是询问彼此周末过得如何，因为周末活动往往会不同寻常。第一段听力中，Peter与Yaming谈到了参观科技馆，涉及空间站、宇航员、机器人，体现了航天科技教育。第二段听力是Helen与Teng Fei之间的对话，内容主要讲述Teng Fei在会见朋友的路上发生的一连串令人不愉快的事情，比如无意中给陌生人指错了路、坐错了公交车、丢失了图书、会见朋友迟到等。 【Why】 参观科技馆的对话，既增加青少年关于航天的知识，也激发他们对航天梦想的追求。这些内容能让学生联想到中国航空航天事业近些年来的发展成就，有利于树立文化自信。周末参观博物馆或展览馆是帮助学生增长知识、开阔视野的有效途径，能够帮助他们思考并回答单元大问题“What makes a day special ”。Teng Fei无意中给陌生人知错了路，一直为自己无心犯下的错误而内疚自责，这体现出Teng Fei的善良。 【How】 两个对话的语言很有特点，有一些细节性的语言和描述，以此来保持对话的衔接与流畅。比如追问更多细节（“Cool！Were there any astronauts there ”）、表达兴趣（“Wow！I’d love to go and see them!”）、适时表达安慰（“Oh no！But don’t worry...”）、表达共情（“Oh no. What a day!”）
三、学情分析
七年级学生有一定英语基础，了解基本语法和词汇。但对一般过去时在描述周末活动中的运用不熟练，对辅音字母c、g、x、ck及动词过去式ed的发音规律，缺乏系统学习与实践，听辨和认读存在困难。他们处于形象思维向抽象思维过渡期，具备语言模仿和记忆能力，不过知识归纳与灵活运用欠佳。听力能捕捉简单信息，面对复杂对话获取关键信息能力弱；口语因语法和发音问题易卡顿出错。对英语及周末活动话题兴趣高，表达意愿强。但遇到发音、语法困难易畏难，影响积极性。教师在教学过程中，应创设生活情境，强化一般过去时的运用。关注学生状态，多鼓励，维持学习兴趣，助力克服困难。
四、教学目标
通过本节课的学习，学生能够： 1. 听懂谈论周末活动的对话，获取关键信息。 2. 掌握辅音字母c、g、x和辅音字母组合ck在单词中的发音规律，听辨并准确认读动词过去式中ed的发音。 3. 询问和谈论各自的周末活动，增进彼此间的了解。
五、教学重难点
【重点】 听懂谈论周末活动的对话，获取关键信息。 【难点】 能够正确的运用描述周末活动的词汇、短语和句型和一般过去时谈论自己周的周末活动。
六、教学活动设计
环节一：谈论单元主题图，导入新课。（5 mins） 教师呈现单元主题图片，对主题图中的人物及活动进行谈论。
教学活动 活动层次 效果评价
1. Students talk about the topic pictures. 学习理解之感知与注意 观察学生谈论主题图时的状态，判断学生对主题图信息的获取情况。
环节设计意图：导入话题，激活已知。
环节二：学习谈论周末活动的词汇和句型结构。（10 mins） 教师引导学生完成看图说话的活动，学习表达周末活动的词汇和短语，了解询问周末活动和活动感受的句型。
教学活动 活动层次 效果评价
Students look at the pictures and answer the questions. Students talk about their weekends. Students write the activities in the box under the pictures. Students talk about if they did some of these activities last weekend. 学习理解之感知与注意、获取与梳理 应用实践之内化与运用 观察学生的课堂反应，观察学生对目标词汇和目标句型的掌握情况，适当的提供帮助，确保学生能理解如何使用一般过去时谈论过去从事的活动，并能积极尝试使用目标词汇和目标句型。
环节设计意图: 让学生感知、学习、理解并掌握表达周末活动的词汇和句型结构并能依据图片提示和语言支架对自己的周末活动进行汇报。
环节三：听录音，获取关键信息，同时学习语音知识。（25 mins） 教师引导学生听对话录音，根据录音内容回答问题；听对话录音，匹配Peter 和Teng Fei的周末活动，关注动词过去式中字母-ed的读音；学习语音知识。
教学活动 活动层次 效果评价
Students listen to two conversations and answer the questions. Students listen again and write P for Peter or TF for Teng Fei. Students try to read the words in circles. Pay attention to the pronunciation of –ed. Students listen and repeat. Notice the pronunciation of - (e)d. Students listen and repeat. Then read the two conversations with their partners. Pay attention to the underlined sentences. Students talk about one of the conversations with a partner. 学习理解之获取与梳理 应用实践之内化与运用 观察学生完成听力任务时的表现，判断学生对录音信息的获取情况，在学生对话时提供必要的指导。
Students read Mary’s weekend. Pay attention to the parts in red. And then, try to complete the passage about Mary. Students listen and repeat. Add one more word to each group. Students read Ann’s weekend. Pay attention to the words in bold. Students read the coloured words and listen to the short conversations and circle the words they hear. Students learn some speaking tips with the teacher’s help. 学习理解之获取与梳理 应用实践之内化与运用 观察学生完成任务的情况，判断学生对语音知识的掌握情况。
环节设计意图: 培养学生通过听获取关键信息的能力，同时掌握辅音字母c、g、x和辅音字母组合ck在单词中的发音规律，动词过去式规则变化的发音以及助动词、系动词、情态动词的肯定与否定形式的发音区别。
环节四：灵活运用目标语言，实现知识的内化与运用（10 mins） 教师引导学生运用正确的句型询问组内成员的周末活动并根据记录信息进行汇报。
教学活动 活动层次 效果评价
Students talk with their group members. Write down the information about their weekends. Students give reports based on the information. 应用实践之内化与运用 迁移创新之想象与创造 观察学生完成任务的表现，了解学生对目标词汇和目标句型的理解和掌握程度，纠正其存在的错误，同时指导学生正确谈论自己和他人的周末活动，并传递情感信息。
环节设计意图: 让学生使用目标语言询问他人的周末活动并对组内成员的周末活动进行报告，进一步运用目标语言的同时引导学生乐于与他人分享，传递情感信息。
作业与拓展： 1. Read the conversations in 1b again. 2. Ask one of your friends about his/her last weekend after school.
5 / 5(共27张PPT)
Unit 7 A Day to Remember
(1a~pronunciation)
Section A 第1课时
英语人教版（2024）七年级下册
Learning objectives
通过本节课的学习，学生能够：
1. 听懂谈论周末活动的对话，获取关键信息。
2. 掌握辅音字母c、g、x和辅音字母组合ck在单词中的发音规律，听辨并准确认读动词过去式中ed的发音。
3. 询问和谈论各自的周末活动，增进彼此间的了解。
重点
Look and answer
Look at the picture and answer the questions:
1. Where are the students in the photo
2. What are they doing Are they working hard
3. Would you like to try this kind of work
They are at a tea farm.
They are picking tea leaves. Yes, they are.
Yes, I’d like to.
Look and say
What did Tom do last weekend
He met up with friends first, and then they visited a science museum for a new exhibition.
How was Tom’s weekend
Tom’s weekend was amazing.
Tom
Let’s talk
What did Cindy do last weekend
She did homework in the morning and then played badminton with her friend in the afternoon.
How was Cindy’s weekend
Cindy’s weekend was busy.
Cindy
Look and say
Let’s talk
What did Lily do last weekend
After Lily went swimming in the morning, she cooked food for lunch.
How was Lily’s weekend
Lily’s weekend was great.
Lily
Look and say
Let’s talk
What did Peter do last weekend
He watched the film Ne Zha 2.
How was Peter’s weekend
Peter’s weekend was interesting.
Peter
Look and say
Let’s talk
—What did you do last weekend
— I ...
—How was your weekend
—It was ...
Look and write
Write the activities in the box under the pictures.
played badminton cooked food met up with friends
went swimming did homework visited a science museum
visited a science museum
cooked food
went swimming
did homework
played badminton
met up with friends
Look and talk
Did you do any of these activities last weekend
—Did you visit the science museum last weekend
—No, I didn’t./ Yes, I did.
1. How was Peter’s weekend
2. What did Peter like about the museum
3. How was Teng Fei’s weekend
4. How did Teng Fei feel after he talked to the tourists
Listen and answer
What about Peter and his classmates How was their weekend
Listen to two conversations and answer the questions.
It was great.
He liked the space exhibition.
It was terrible.
He was worried.
_______ visited a museum _______ went to an exhibition
_______ lost a book _______ took the wrong bus
_______ tried to help tourists _______ learnt how astronauts live and work
_______ gave directions _______ talked to robots
Listen and fill
Who did each activity
Listen again and write P for Peter or TF for Teng Fei.
P
P
TF
TF
TF
P
TF
P
_______visited a museum _______went to an exhibition
_______ lost a book _______ took the wrong bus
_______ tried to help tourists _______ learnt how astronauts live and work
_______ gave directions _______ talked to robots
Read and learn
Try to read the words in circles. Pay attention to the pronunciation of –ed.
/ d/
/d/
/t/
当动词词尾的发音是清辅音（如 /p/, /k/, /f/, /s/, / /, /t /）时，“ed”发 /t/ 音。
当动词词尾的发音是浊辅音（如 /b/, /g/, /v/, /z/, / /, /d /, /m/, /n/, / /, /l/, /r/）或元音时，“ed”发 /d/ 音。
当动词词尾的发音是 /t/ 或 /d/ 时，“ed”发 / d/ 音。
Listen and repeat
Listen and repeat. Notice the pronunciation of - (e)d.
/t/ talked picked helped stopped finished
/d/ moved climbed filled tried enjoyed
/ d/ wanted visited tasted needed ended
Listen, repeat and read
Listen and repeat. Then read the two conversations with your partner.
Pay attention to the underlined sentences.
Listen, repeat and read
Listen and repeat. Then read the two conversations with your partner.
Pay attention to the underlined sentences.
Ask and answer
Talk about one of the conversations with your partner.
Read and answer
My weekend was busy. I have a large family. There are six people in it. I cooked nice food for my family. I cooked chicken, fish and rice. After lunch, I played games with my cat. I picked some flowers for my grandmother…
Mary is one of my friends. Let’s read about her weekend.
Pay attention to the parts in red.
Read and answer
My weekend was busy. I have a large family. There are six people in it. I cooked nice food for my family. I cooked chicken, fish and rice. After lunch, I played games with my cat. I picked some flowers for my grandmother…
Do you remember what she did Try to complete the passage.
My weekend was busy. I have a large family. There are six people in it. I cooked nice food for my family. I cooked chicken, fish and rice. After lunch, I played games with my cat. I picked some flowers for my grandmother…
Listen and repeat
Listen and repeat. Add one more word to each group.
coat
mice
good
sick
orange
mix
Read and circle
Ann likes doing sports, but I don’t. Last weekend, she went swimming. I didn’t go with her. I say “I can’t because I want to go shopping.” She wasn’t happy about that. I think I should say sorry to her.
Ann is another friend of mine. What about her weekend
Read and pay attention to the words in bold.
didn’t=did not
wasn’t=was not
Read and circle
Read the coloured words.
Then listen to the short conversations and circle the words you hear.
1. A: Hey, I thought you didn’t / did like maths!
B: I do / don’t now. I was / wasn’t interested in it last year.
2. A: Hello. Aren’t / Are you Ella’s friend
B: I don’t / do know Ella!
3. A: I can / can’t go on the school trip tomorrow.
B: Oh, you should / shouldn’t tell our teacher about that now.
Read and circle
Let’s know these tips:
2. 有些动词变否定形式后，音节数量发生了变化，且重读在第一个音节。如： was-wasn’t， should-shouldn’t。
1. 有些动词变否定形式后，元音字母的读音发生了变化。如：do-don’t，can-can’t。
3. 在朗读时，这些动词的原形一般轻读，而否定形式往往需要重读。
Talk and report
Talk with your group members.
Write down the information about their weekends.
How was your weekend
It was …
What did you do
I…
NAME ACTIVITY FEELING
Jim did housework… busy
Talk and report
Give a report based on the information.
Evaluation Stars
Good information 内容完整
Say it aloud 声音洪亮
Reasonable emotions and body language 合理的情感和肢体动作
Good cooperation 小组合作
Jim’s weekend was busy. He did some housework and …
XX’s weekend …
Summary
pronounce c/ ck/ g/ x correctly.
pronounce -(e)d correctly.
talk about the past weekend.
-(e)d: /t/, /d/, / d/
—What did you do last weekend
—I ...
—How was your weekend
—It was...
c-/k/&/s/, ck-/k/, g-/g/&/d /, x-/ks/
After learning this lesson,
I can
Homework
1. Read the conversations in 1b again.
2. Ask one of your friends about his/her last weekend after school.

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