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Unit 7 A Day to Remember
Section B (1a~1d)
一、教学内容分析
本课时为阅读课，主要包含的内容有：讨论写日记是不是一个好主意；阅读Sam的日记，写一句话总结他那天做了什么；根据课文事件完成时间轴；再次阅读Sam的日记，回答问题。通过本课时的学习，学生了解日记的基本格式，关注日记中时态的使用，尝试用一句话概括阅读文段的主要内容，能够按时间顺序梳理文中的主要事件，同时学会比较网络帖文和日记的不同文体特征，为后续的写作做准备，在此基础上体会劳动的艰辛和乐趣，从而热爱劳动。
二、语篇分析
【What】 这篇课文是一篇日记，是Sam记录自己参观农场活动的所感所获。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。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。当一天的劳动结束时，他深深地感受到劳动的不易，更深刻地体会到“粒粒皆辛苦”的含义。除此之外，他还认识到自己的劳动果实会显得更加香甜。 【Why】 本单元之所以安排这样一个主题，主要是为了增强学生的劳动意识，体现劳动的价值和意义。文中Sam结束了一天的劳动，深深地感受到劳动的不易，更深刻地体会到“粒粒皆辛苦”的含义。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 ” 【How】 日记往往用来记述发生在过去某一天的事情，所以常会使用一般过去时。Sam在他的这篇日记中使用了大量的一般过去式，比如第一段中就使用了went、was、explored、told等动词的过去式。 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!”）。
三、学情分析
学生在本单元前三个课时的学习过程中，已经学会了使用表达周末活动的词汇和一般过去时来介绍自己的周末活动；能够正确使用一般过去时询问和描述过去的事件、经历和情感态度，这为本课的学习打下了语言基础。学生对于日记这一文体了解得还不够深入，并且在日记中能够思考一天的活动对自己的影响的深度还需要进一步加深。通过本节课的学习，学生能够分析日记的格式，结合自身实际，体悟劳动光荣、粒粒皆辛苦的道理。
四、教学目标
通过本课时的学习，学生能够： 1. 速读文本，快速抓取信息，以一句话的形式概括主要内容； 2. 细读文本，按照时间顺序，梳理文本中的主要事件； 3. 关注日记的基本格式和时态应用，学会比较不同的文体特征，为后续的写作做准备； 4. 体悟劳动光荣、粒粒皆辛苦的道理。
五、教学重难点
【重点】 1. 速读文本，快速抓取信息，以一句话的形式概括主要内容； 2. 细读文本，按照时间顺序，梳理文本中的主要事件。 【难点】 细读文本，按照时间顺序，梳理文本中的主要事件。
六、教学活动设计
环节一：自由谈论，引出话题。（3 mins） 教师引导学生在问题的帮助下自由谈论。
教学活动 活动层次 效果评价
Students have a free talk. 应用实践之描述与阐释 倾听学生的回答，了解学生的旅行经历。
环节设计意图：通过谈论旅行导入新课，激活学生的已知，引起学生的学习兴趣。
环节二：谈论旅行时的记录方式，分享自己对记日记这种方式的认识。（3 mins） 教师引导学生回顾自己一般用什么方式记录旅行，引出记日记这种方式，引导学生谈论记日记的好处。
教学活动 活动层次 效果评价
Students think and answer the question. Students think and discuss if it is a good idea to keep a diary. 应用实践之描述与阐释 倾听学生的回答，了解学生对日记的已知情况。
环节设计意图：引出日记这一文体，为后面的阅读做好铺垫。
环节三：阅读文本，完成相关阅读任务。（25 mins） 教师引导学生阅读语篇，分析日记格式及时态，用一句话概括日记的中心内容。阅读语篇，将图片进行排序。再读语篇，完成流程图的信息填空，最后回答问题。
教学活动 活动层次 效果评价
Students read and answer the questions. Students read Sam’s diary entry and write a one-sentence summary of what he did on that day. Students read the diary again and put the pictures in the right order. Students read and complete the flow chart with the events from the text. Students read the diary entry again and answer the questions. 学习理解之感知与注意、获取与梳理、概括与整合 观察学生任务的完成情况，了解学生对日记格式的掌握情况，以及对语篇信息的获取情况。
环节设计意图：通过此活动，引导学生关注日记格式，培养学生通过阅读获取细节信息的能力。
环节四：语言知识巩固，进行跟读，提升口语水平。文章复述，提升口语表达。（14 mins） 教师引导学生选词填空，写出动词的过去式并进行造句，添加表示时间和顺序的衔接成分，完成流程图，并进行课文复述。跟读录音。对比两个语篇的不同点，最后思考回答问题。
教学活动 活动层次 效果评价
Students read and complete the sentences with the right adjectives in the box. Students find the past tense of the verbs in the diary and write them down. Then try to make sentences with them. Students fill in the blanks with the expressions in the box, and then retell the passage. Students listen and repeat. Pay attention to the stressed words. Students compare the passages of Unit 6 Section B 1b with the diary and find out the differences between them. Students think and answer the questions. 学习理解之感知与注意 应用实践之描述与阐释、分析与判断、内化与运用 观察学生完成任务的状态，对表现好的学生及时给予表扬和鼓励，对有困难的学生提供及时的帮助，在学生谈论的过程中，引导学生关注劳动的艰辛，引导其珍惜劳动成果、热爱劳动。
环节设计意图：通过此活动，让学生读后巩固语言知识，运用所学语言和句型结构复述故事，发表自己的观点，同时引导学生关注劳动的艰辛，养成珍惜粮食蔬菜，热爱劳动的良好品质。
作业与拓展： 1. Read the diary in 1b again. 2. Make a poster about saving food and show it in the next class.
4 / 5(共20张PPT)
Unit 7 A Day to Remember
(1a~1d)
Section B 第1课时
英语人教版（2024）七年级下册
通过本课时的学习，学生能够：
1. 速读文本，快速抓取信息，以一句话的形式概括主要内容；
2. 细读文本，按照时间顺序，梳理文本中的主要事件；
3. 关注日记的基本格式和时态应用，学会比较不同的文体特征，
为后续的写作做准备；
4. 体悟劳动光荣、粒粒皆辛苦的道理。
Learning objectives
重点
重点
Free talk
1. Do you like taking a trip
2. Where did you go
3. Who did you go with
4. What did you do
take photos
Think and say
Taking a trip is fun.
How can you record it
make a video
keep a diary
Think and discuss
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.
remember what happened
record thoughts and feelings
improve writing skills
write down new ideas
It helps me...
Read and answer
Sam wrote a diary entry to record his school trip.
1. What’s the structure of it
Date
Body part
2. What tense did he use to write it
The simple past tense.
Read and sum up
Read Sam’s diary entry and write a one-sentence summary of what he did on that day.
He went on a school trip to a farm, learnt a lot about farming, and took some vegetables home for dinner.
1._______ 2._______ 3._______ 4._______
Read and order
Here are some pictures of Sam’s trip. Read the diary again and put them in the right order.
C
B
A
D
A B C D
Read and complete
Complete the flow chart with the events from the text.
Explored
fields
tables
Picked
Cut
Watered
Cooked
Read and answer
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 do you think “Every grain comes from hard work” means
4. Do you agree with Sam that food tastes better when you work for them Give an example.
He went to a farm.
He felt tired but it was great fun.
I think it means even the smallest thing needs hard work to make it possible. It also means we need to save food and respect farmers and their work.
Yes, I do. One Saturday, my parents had to work. I said to them that I wanted to cook lunch for them. They were very happy to hear that. I made a dish of tomatoes with fried eggs. The dish did not look good, but they tasted very delicious.
1. I was very ________ in how these fruits and vegetables go from the fields to our tables.
2. Farming isn’t ________.
3. The school trip to a farm was ________ but _______.
4. Every grain comes from ________ work.
5. The vegetables Mum cooked were ________ and ________.
6. There were _______ tents with tomatoes, cucumbers, and many other fruits and vegetables.
Read and complete
Read and complete the sentences with the right adjectives in the box.
interested
easy
fun
tiring
delicious
fresh
hard
fresh tiring fun delicious interested easy large hard
large
Read and fill
Find the past tense of these verbs in the diary and write them down. Then try to make sentences with them.
let ——
go ——
tell ——
learn——
let
went
told
learnt
5. get ——
6. take ——
7. teach ——
8. make ——
got
took
taught
made
I went to a park with my parents last weekend.
Fill and retell
Fill in the blanks with the expressions in the box, and then retell the passage.
in the morning in the afternoon first then finally slowly
Arrived at the farm
Explored the farm
1._____________
Learnt how food goes from the fields to our tables
Got straight to work
2.______
Picked strawberries
Filled many baskets
Cut branches and leaves from tomato plants
3._______
Watered plants
Cooked vegetables at home
in the morning
5.______________
4._______
6._______
then
first
slowly
in the afternoon
finally
Listen and repeat
Listen and repeat. Pay attention to the stressed words.
Read and compare
Compare the passages of Unit 6 Section B 1b with the diary. What are the differences between them
Read and compare
Compare the passages of Unit 6 Section B 1b with the diary. What are the differences between them
Type Where we can read it Tense Writing order
Unit 6 Section B 1b the order of time
Unit 7 Section B 1b the order of time
posts
diary
the present continuous tense
the simple past tense
online
in a diary book
Think and answer
On that special day, Sam learnt that farming is not easy. He understood the meaning of the saying, “Every grain comes from hard work.” He also respected farmers more for their hard work in growing fruits and vegetables. Sam found that food tastes better when you work for it. This made the day even more special and memorable.
What did Sam learn on the special day
Think and answer
What makes a day special
If you try to learn something new each day, you’ll make each day special.
To learn is to grow, and growth makes each day unforgettable.
Summary
memorize the new words.
know the tense of a diary.
know the structure of a diary.
learn that farming is not easy.
Time & Body part
Every grain comes from hard work.
The simple past tense
知识点1相交线
record, skill, explore, tent cucumber, straight, fill, basket, teach, leaf, finally, fresh, certainly…
After learning this lesson, I can
Homework
1. Read the diary in 1b again.
2. Make a poster about saving food and show it in the next class.

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