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英语鲁教版五四学制2024七年级上册
Unit 3 第3课时 Section A (3a-3c)（教学设计）
科目 英语 授课教材 鲁教版七年级上册
授课题目 Unit 3 A day to rememberSection A (3a-3c) 课时课型 第 3 课时读写课
主题情境 人与自我 授课教师
语篇研读 【What】本课语篇为一篇记录校园公益义卖活动的日记，核心内容围绕 “义卖活动的筹备过程、现场售卖场景、善款捐赠环节及活动后的感悟” 展开。文章通过具体描写设计海报、整理义卖物品、与顾客沟通、捐赠善款等细节，展现从活动前的紧张、活动中的忙碌到活动后的满足，呈现一次充满意义的校园集体经历。 【Why】该语篇旨在传递 “公益实践与团队协作” 的价值：一方面让读者感受集体活动中分工合作的重要性，理解 “付出即有收获” 的道理；另一方面引导读者体会帮助他人带来的精神满足，培养社会责任感与同理心。通过文本学习，学生既能巩固一般过去时的运用，又能深化对 “难忘经历” 的认知 —— 难忘的不仅是事件本身，更是事件背后的成长与感悟。 【How】文章采用第一人称日记体裁，以 “活动前 - 活动中 - 活动后” 为时间线索组织内容，通过细节描写与情感变化增强感染力。例如，用 “I stayed up half an hour designing the sale poster because I wanted it to look attractive.” 体现筹备的用心；用 “When an old teacher bought three books from me, my hands were a little shaky with excitement.” 展现现场的紧张与喜悦；用 “Seeing the donation box filled with money, I knew this day would stay in my memory forever.” 直接表达难忘之情。结尾以 “Small acts of kindness can make a big difference.” 总结，强化公益活动的意义，引发读者共鸣。
学情分析 学生在前几课时已能运用一般过去时描述简单日常事件，但在连贯叙述多环节活动（如义卖筹备、售卖、捐赠）时，易出现时间逻辑混乱；描述情感时词汇单一（多使用 “happy”“fun”），缺乏细腻表达；读写结合时，难以将阅读中习得的 “细节描写方法” 迁移到写作中，需通过结构化指导与范例借鉴提升能力。
课标要求 在公益活动主题语篇中，运用一般过去时完整描述事件过程，开展简短交流。 能读懂日记体文本，提取关键信息（时间、活动环节、情感变化），概括文本主旨。 能结合文本范例，仿写 80-100 词的简短日记，准确运用一般过去时与主题词汇，表达个人经历与感受。
教学目标 通过本节课学习，学生能够： 识别义卖日记的时间线索（活动前 / 中 / 后）、核心活动环节及作者的情感变化，理解公益活动的意义，全面把握日记内容（学习理解）。 借助信息表格梳理义卖活动的关键细节（如筹备动作、售卖对话、捐赠结果），用目标语言向同伴介绍活动过程，提升信息整合与口语表达能力（应用实践）。 3. 结合自身参与过的集体活动（如班级联欢会、运动会），撰写日记描述活动步骤与真实感受，运用至少 2 个细节描写，实现语言知识的迁移运用（迁移创新）。
教学重难点 重点：借助信息表格梳理义卖日记的活动流程与作者感悟，掌握 “按时间顺序读日记、抓关键细节” 的阅读方法。难点：撰写个人活动日记时，能按时间逻辑组织内容，用准确的一般过去时与丰富的情感词汇（如 nervous、satisfied）描述过程，加入具体细节描写（如动作、对话）。
核心语言 【核心词汇】prepare（准备，过去式 prepared）、design（设计，过去式 designed）、sell（售卖，过去式 sold）、donate（捐赠，过去式 donated）、nervous（紧张的）、satisfied（满意的）、charity（公益）、teamwork（团队合作）、kindness（善意）、memory（记忆）【核心句型】We started preparing for the school charity sale three days ago.I spent two hours sorting out the old books and toys for the sale.Even though I was a little nervous at first, I became confident after talking to the first customer.This activity taught me that working together with classmates makes difficult things easier.
教学工具 PPT、教材、练习纸
教学策略 结构化阅读教学法、范例仿写教学法、任务驱动教学法、小组合作学习法
教学过程 教学环节 教学活动 学生活动
Part1：情景导入（3min） Greeting and warm-up: Show photos of school charity sales (students designing posters, selling goods) and ask: “Have you ever joined activities like this What did you do ” Guide students to share short experiences using simple past tense (e.g., “I sold my old notebook in a class sale last month. I got 5 yuan.”). 3. Introduce the topic: “Today we’ll read Lucy’s diary about her school charity sale. Let’s find out how she felt and what she learned.” 1. Observe photos and recall personal experiences of group activities. 2. Share experiences with simple past tense, actively participate in class interaction. 3. Clear the lesson topic and learning goals.
效果评价 观察学生是否能主动分享集体活动经历，是否能正确使用一般过去时表达，是否清晰理解本课学习主题（读义卖日记、学写活动日记）。
Part 2：学习理解（10min） Ask students to read Lucy’s diary quickly (skimming) and match each paragraph with its time stage: “Before the sale” “During the sale” “After the sale”. Explain the skimming method: Focus on time markers (e.g., “the night before” “on the sale day” “after the sale”). 3. Ask students to read again (scanning) and find 1-2 words in each paragraph to describe Lucy’s feelings (e.g., worried, excited, proud). 1. Finish skimming and time-stage matching, grasp the text’s time structure. 2. Learn to use time markers to locate key information, take notes. 3. Scan the text to find feeling words, understand Lucy’s emotional changes.
效果评价 观察学生是否能准确匹配段落与时间阶段，是否能找到不同阶段的情感关键词，是否理解时间线索对日记结构的重要性。
Part 3：应用实践（11min） Distribute “Charity Sale Detail Table” (columns: Time Stage, Key Actions, Small Details, Feelings) and ask students to read the diary carefully (third reading) to fill in the table. Organize group discussion: “What did Lucy learn from the charity sale List 2 things.” (e.g., teamwork is important, helping others is meaningful). 3. Invite 2-3 groups to share their tables and discussion results, guide the class to supplement (e.g., add “Lucy smiled and said ‘Thank you’ to customers” as a small detail). 1. Fill in the detail table, sort out the text’s key information and details. 2. Discuss in groups, summarize Lucy’s gains from the activity. 3. Share group results, listen to peers and improve their own answers.
效果评价 观察学生表格填写的完整性与准确性（是否包含具体动作、细节），是否能积极参与小组讨论，是否能清晰表达 Lucy 的活动感悟。
Part 4：迁移创新（11min） Guide students to make a “Personal Group Activity Mind Map” in pairs: Include “Activity Name”, “Time Stages (Before/During/After)”, “Key Actions”, “Small Details”, “Feelings”. Show a simplified diary example (about a class party) and highlight details (e.g., “I blew up 10 balloons and my fingers hurt a little”) and feeling words (e.g., “worried → happy”). 3. Ask students to write a short diary (80-100 words) based on their mind maps.4. Organize “Diary Sharing” : Invite 2-3 students to read their diaries, and others comment on “good details” or “correct past tense use”. 1. Cooperate in pairs to make mind maps, sort out personal group activity experiences. 2. Learn from the example, clarify the requirements of “detail writing” and “feeling expression”. 3. Write diaries independently, focus on time logic and specific details.4. Share diaries and give comments, improve writing and listening skills.
效果评价 观察学生思维导图的逻辑性（是否按时间阶段组织），日记中是否能准确使用一般过去时、丰富的情感词汇及具体细节描写，分享时是否条理清晰。
Part 5：回顾总结（2min） Use PPT to show a “Diary Reading & Writing Guide” chart: “Reading Tips (Time Markers + Feelings)” → “Writing Structure (Time Stages + Details + Feelings)” → “Core Tense (Simple Past)”. 2. Guide students to review together: “What should we pay attention to when reading or writing a diary about a memorable activity ” 1. Follow the chart to review key knowledge of diary reading and writing. 2. Answer the teacher’s questions, consolidate the lesson content.
Part 6：考点速递（5min） Explain key language points: (1) Simple past tense of irregular verbs (e.g., spend-spent, sell-sold, feel-felt); (2) Usage of “even though” (e.g., Even though it was cold, we kept selling our goods). 2. Give 2 example questions (e.g., Fill in the blank: “They ______ (donate) 200 yuan to the poor students yesterday.”) and guide students to solve them. 1. Take notes of key language points, understand usage rules. 2. Solve example questions, apply knowledge to specific exercises.
Part 7：随堂小练（3min） Distribute short exercise papers: 1. Fill in the blanks with the correct form of verbs (simple past tense); 2. Choose the right word to complete sentences (e.g., nervous/satisfied). Ask students to finish in plete exercises independently within the time limit. 2. Check answers with the teacher after finishing.
Part 8：家庭作业 基础作业： Correct the 随堂 exercise with the textbook; Recite 5 core words and 2 core sentences.进阶作业： Revise the class diary, add 1 more small detail (e.g., “My deskmate helped me carry the sale table to the playground”). 拓展作业：Interview a classmate about their most memorable group activity, write 3 sentences to record it (using simple past tense). Record homework requirements clearly. 2. Choose appropriate homework according to personal level and finish it on time.
板书设计
教学反思 优点： 选用 “校园义卖” 主题语篇，贴近学生生活经验，易引发情感共鸣； 设计 “信息表格 + 思维导图” 可视化工具，有效帮助学生梳理文本逻辑与个人经历，降低读写难度； 分层作业兼顾不同水平学生，注重 “阅读方法向写作迁移”，符合读写课教学规律。 改进方向： 1. 部分学生对不规则动词过去式记忆不牢固（如 sell-sold），后续可通过 “动词卡片配对游戏” 强化记忆； 2. 写作时部分学生仍缺乏细节思路，可提供 “细节提示卡”（如 “写动作：held, sorted；写对话：‘Would you like to buy this book ’”）； 3. 互评环节可提供更具体的评价标准（如 “时态准确√”“有细节描写√”），提升反馈针对性。后续计划：制作 “公益活动主题词卡” 与 “细节提示卡”，帮助基础薄弱学生提升表达能力；开展 “班级难忘日记墙” 展示活动，增强学生写作成就感。

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