资源简介

英语鲁教版五四学制2024七年级上册
Unit 3 第2课时 Section A (2a-2d)（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 (2a-2d) 课时课型 第 2 课时听说课
主题情境 人与自我 授课教师
语篇研读 【What】本课语篇为一段关于班级植树活动的对话，围绕 Lin Tao 与 Sarah 的交流展开。对话中，Lin Tao 详细描述植树的完整流程：提前准备铁锹和水桶、现场挖坑放树苗、填土浇水，还提及中途工具不足时与同学互助的小插曲；Sarah 分享自己扶树苗时的紧张与完成后的自豪，两人共同感叹 “亲手种树让这一天格外难忘”，呈现一次充满协作与成就感的集体实践经历。 【Why】该语篇旨在传递 “实践体验与同伴协作” 的价值：一方面让学生感受体力劳动的过程与收获，理解 “亲手付出带来独特记忆” 的道理；另一方面引导学生体会团队互助的重要性，培养责任意识与环保观念。通过对话学习，学生既能巩固一般过去时在 “描述动作顺序” 中的运用，又能掌握 “用连接词梳理过程” 的表达技巧，为后续分享个人难忘经历奠定语言基础。 【How】对话采用日常交流形式，以 “提问 - 回应” 推进内容：Sarah 以 “How was your class tree-planting activity ” 开篇，Lin Tao 用 “First...Then...Finally...” 等连接词按时间顺序描述流程，穿插 “We didn’t have enough shovels, so Tom shared his with me” 体现协作；情感表达通过 “my hands were sore but I felt proud”“this day will stay in my mind” 自然流露。整体语言简洁易懂，符合七年级学生表达水平，同时融入动作类词汇与连接词，为听说训练提供清晰素材。
学情分析 学生在前几课时已掌握一般过去时的基础动词变形（如 dig-dug, water-watered），能简单描述单个动作，但在连贯讲述多步骤活动（如植树的 “挖坑 - 放苗 - 填土”）时，易遗漏连接词（first, then）导致逻辑混乱；听力中难以快速捕捉 “动作顺序” 与 “事件转折”（如工具不足）的关键信息；口语表达时，对 “过程描述 + 情感抒发” 的结合能力较弱，需通过结构化听力任务与范例模仿提升能力。
课标要求 在劳动实践主题对话中，听懂发音清晰的口语内容，提取动作顺序与情感相关的关键信息。 能运用一般过去时与连接词（first, then, finally），连贯描述活动过程，开展简短交流。 在教师指导下参与角色扮演，模拟日常对话场景，语音语调基本规范。 口语表达中能使用准确的动作词汇与情感描述，传递完整语义。
教学目标 通过本节课学习，学生能够： 识别对话中植树活动的动作顺序（准备 - 实施 - 收尾）、协作细节及人物情感变化，理解 “亲手实践让经历难忘” 的内涵，全面把握对话核心信息（学习理解）。 借助 “动作流程表” 梳理植树的关键步骤与互助情节，用 “First...Then...Finally...” 的句式向同伴复述对话内容，提升信息整合与口语表达的逻辑性（应用实践）。 3. 结合自身参与过的劳动活动（如打扫社区、种植盆栽），用一般过去时与连接词描述活动过程及感受，完成简短对话创作与展示（迁移创新）。
教学重难点 重点：借助 “动作流程表” 梳理植树对话的步骤与情感，掌握 “听对话抓动作顺序、用连接词述过程” 的听说方法。 难点：结合个人劳动经历，用准确的一般过去时、连接词及情感词汇（如 sore, proud）连贯描述过程，确保对话创作自然、逻辑清晰。
核心语言 【核心词汇】dig（挖，过去式 dug）、sapling（树苗）、shovel（铁锹）、bucket（水桶）、fill（填，过去式 filled）、water（浇水，过去式 watered）、sore（酸痛的）、proud（自豪的）、cooperate（合作，过去式 cooperated）、memorable（难忘的） 【核心句型】First, we prepared shovels and buckets the day before.Then, we dug holes and put the saplings in them.Finally, we filled the holes with soil and watered the trees.Even though my arms were tired, I felt happy because we worked together.
教学工具 PPT、教材、听力音频、练习纸
教学策略 结构化听力教学法、任务驱动教学法、范例模仿教学法、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） 1. Greeting and warm-up: Show photos of tree-planting (digging holes, holding saplings) and ask: “Have you ever planted trees or done similar work What did you do ”2. Guide students to share short experiences using simple past tense (e.g., “I planted a small tree in my garden last spring. I watered it every day.”).3. Introduce the topic: “Today we’ll listen to a conversation between Lin Tao and Sarah about their class tree-planting activity. Let’s find out their experience.” 1. Observe photos and recall personal labor experiences.2. Share experiences with simple past tense, actively participate in interaction.3. Clear the lesson topic and learning focus.
效果评价 观察学生是否能主动分享劳动经历，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（听植树对话、学述活动过程）。
Part 2：学习理解（10min） 1. Ask students to listen to the conversation for the first time (skimming) and match the pictures with the correct steps (e.g., Picture 1: prepare tools; Picture 2: dig holes).2. Explain the listening tip: Focus on action verbs (dig, put, fill) and time markers (first, then).3. Ask students to listen again (scanning) and circle words that show feelings (e.g., tired, proud) in the conversation script. 1. Finish listening and picture-step matching, grasp the dialogue’s action order.2. Learn to use action verbs and time markers to locate key information, take notes.3. Scan the script to find feeling words, understand the speakers’ emotional changes.
效果评价 观察学生是否能准确匹配图片与步骤，是否能快速找到情感关键词，是否理解动作顺序对对话逻辑的重要性。
Part 3：应用实践（11min） 1. Distribute “Tree-Planting Flow Chart” (columns: Step Number, Action, Help Details, Feelings) and ask students to listen to the conversation a third time to fill in the chart.2. Organize group discussion: “What helped Lin Tao and Sarah finish the planting List 1-2 cooperation details.” (e.g., shared shovels, helped hold saplings).3. Invite 2-3 groups to share their flow charts and discussion results, guide the class to supplement (e.g., add “Sarah held the sapling while Lin Tao filled the soil” as a help detail). 1. Fill in the flow chart with details, sort out the dialogue’s key actions and cooperation 情节.2. Discuss in groups, summarize the cooperation details in the activity.3. Share group results, listen to peers and improve their own answers.
效果评价 观察学生流程表填写的完整性与准确性（是否包含动作、协作细节），是否能积极参与小组讨论，是否能清晰表达对话中的协作情节。
Part 4：迁移创新（11min） 1. Guide students to make a “Personal Labor Experience Mind Map” in groups of 3: Include “Activity Name”, “Steps (with first/then/finally)”, “Cooperation Details”, “Feelings”.2. Show a simplified dialogue example (about cleaning the community) and highlight time markers (e.g., “First we picked up rubbish, then we swept the road”) and feeling expressions (e.g., “tired but happy”).3. Ask students to create a short dialogue (4-5 sentences) with their group based on the mind map.4. Organize “Dialogue Show”: Invite 2 groups to perform their dialogues, and others comment on “clear steps” or “correct past tense use”. 1. Cooperate in groups to make mind maps, sort out personal labor experiences.2. Learn from the example, clarify the requirements of “step description” and “cooperation expression”.3. Create dialogues in groups, focus on time logic and natural communication.4. Perform dialogues and give comments, improve dialogue creation and performance skills.
效果评价 观察学生思维导图的逻辑性（是否用连接词组织步骤），对话中是否能准确使用一般过去时、连接词及协作相关表达，展示时是否自然流畅。
Part 5：回顾总结（2min） 1. Use PPT to show a “Dialogue Listening & Speaking Guide” chart: “Listening Tips (Action Verbs + Time Markers)” → “Speaking Structure (Steps + Cooperation + Feelings)” → “Core Tense (Simple Past)”.2. Guide students to review together: “What should we pay attention to when listening to or talking about a labor activity ” 1. Follow the chart to review key knowledge of dialogue listening and speaking.2. Answer the teacher’s questions, consolidate the lesson content.
Part 6：考点速递（5min） 1. Explain key language points: (1) Simple past tense of irregular verbs (e.g., dig-dug, hold-held, feel-felt); (2) Usage of “even though” (e.g., Even though it rained, we still finished planting).2. Give 2 example questions (e.g., Fill in the blank: “They ______ (water) the saplings three times 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 time marker to complete sentences (e.g., first/then). Ask students to finish in class. 1. Complete exercises independently within the time limit.2. Check answers with the teacher after finishing.
Part 8：家庭作业 基础作业：1. Correct the 随堂 exercise with the textbook; 2. Recite 5 core words and 2 core sentences.进阶作业：Revise the group dialogue, add 1 more cooperation detail (e.g., “My friend carried the heavy bucket for me when I was tired”).拓展作业：Interview a family member about their favorite labor experience, write a 3-sentence dialogue to record it (using simple past tense and time markers). 1. 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： 1. 选用 “班级植树” 主题对话，贴近学生校园生活，易引发实践共鸣； 2. 设计 “流程表 + 思维导图” 可视化工具，有效帮助学生梳理动作顺序与协作细节，降低听说难度； 3. 分层作业兼顾不同水平学生，注重 “听力方法向口语迁移”，符合听说课教学规律。 改进方向： 1. 部分学生对不规则动词过去式（如 dig-dug）记忆混淆，后续可通过 “动词动作配对游戏” 强化记忆； 2. 口语创作时部分学生仍遗漏连接词，可提供 “连接词卡片” 辅助表达； 3. 听力前对 “植树工具类词汇”（如 shovel, sapling）铺垫不足，导致部分学生理解卡顿，需提前加入词汇预热环节。后续计划：制作 “劳动主题动词卡” 与 “连接词提示卡”，帮助基础薄弱学生提升表达逻辑性；开展 “班级劳动对话展” 活动，增强学生口语展示的自信心。

展开更多......

收起↑