人教2024版七下英語Unit7SectionBSectionBWhatdidyoulearnonthatspecialday?導(dǎo)入一圖片導(dǎo)入Teacher:Lookatthispicture.(Showapictureofafarmwithvariousfruitsandvegetables.)Whatcanyouseeinthepicture?Whatkindofworkdoyouthinkthepeopleonthefarmdo?Let'stalkaboutit.導(dǎo)入二實物導(dǎo)入Teacher:(Bringsomerealfarmproductslikeatomato,acucumber,andsomestrawberriestotheclass.)Look,Ihavesomethingshere.Cananyonetellmewhattheseare?(Letstudentsanswer.)Right,thesearefruitsandvegetables.Doyouknowwheretheycomefrom?Today,wearegoingtoreadaboutaschooltriptoafarmtolearnhowthesedeliciousthingsareproduced.導(dǎo)入三問題導(dǎo)入Teacher:Boysandgirls,haveyoueverbeentoafarm?Whatdoyouthinkfarmersdoeveryday?(Askafewstudentstoanswer.)Well,let'slearnmoreaboutfarmworktoday.(Showsomepicturesrelatedtofarmwork.)活動設(shè)計活動一FarmDayRole-play將學(xué)生分成4人或5人一組。每個小組模擬一次農(nóng)場實踐日,小組成員分別扮演學(xué)生、農(nóng)民等角色,表演在農(nóng)場一天的活動。Student1:Todayweareonafarm.Let'sstartwithpickingstrawberries.Farmer:Becareful.Itseemseasy,butyouneedtopickthemgently.Student2:Wow,it'snotassimpleasIthought.Itistiringbutfun.組內(nèi)其他同學(xué)認(rèn)真傾聽,在表演結(jié)束后進(jìn)行簡單提問,如“Didyouwatertheplantsafterpickingstrawberries?”每個小組推選一名代表,在全班同學(xué)面前展示小組的角色扮演?；顒佣r(nóng)場活動拼圖競賽游戲準(zhǔn)備:教師準(zhǔn)備若干套農(nóng)場活動拼圖,每套拼圖由4至6塊組成,每塊拼圖上有一部分農(nóng)場活動的畫面(例如:一塊拼圖上有草莓地,另一塊拼圖上有學(xué)生伸手去摘草莓的動作等),并在拼圖背面標(biāo)上序號。最先完成拼圖的小組獲勝。教師可以在各小組完成后檢查拼圖是否正確,并根據(jù)完成速度和準(zhǔn)確性進(jìn)行評價。這個游戲可以幫助學(xué)生鞏固對農(nóng)場活動相關(guān)畫面的記憶,同時鍛煉他們用英語交流和合作的能力。閱讀突破突破一根據(jù)短文內(nèi)容,回答下列問題。(教材原文:SectionB1b)1.Whendidtheschooltriptakeplace?

2.Whatdidthestudentsdointhemorning?

3.Whatdidthefarmerteachthestudentstodointheafternoon?

4.Whatdidthewriterlearnfromthetrip?

5.Didthestudentsenjoythefarmwork?

◎Key:1.OnFriday,30May.2.Theyexploredthefarm.3.Hetaughtthestudentshowtocutbranchesandleavesfromtomatoplants.4.Helearnedthatfarmingisn'teasy.5.Yes,theydid.深層問題1.Howcanthisfarmtripchangethestudents'dailyhabits?Sample:Thisfarmtripcanchangethestudents'dailyhabitsinseveralways.Afterseeinghowhardfarmersworktogrowfood,studentsmaybecomemorecarefulnottowastefoodathome.Theymayalsostarttoappreciatethefreshvegetablesandfruitsmorewhentheyeatthem.Additionally,theymightbeinspiredtohelpwithgardeningorotherrelatedactivitiesiftheyhavethechance.2.Ifyoucouldaddonemoreactivitytothefarmtrip,whatwoulditbeandwhy?Sample:IfIcouldaddonemoreactivitytothefarmtrip,itwouldbemilkingcows.Thisisbecauseitisanimportantpartoffarmlifethatmanystudentsmaynothaveexperienced.Itwouldgivethemabetterunderstandingofwheremilkcomesfromandhowhardthefarmersworktoprovidedairyproducts.Itwouldalsobeaninterestingandeducationalactivityforthestudents.突破二根據(jù)短文內(nèi)容,選出正確選項。(教材原文:SectionB1b)()1.Whatdidthestudentsdofirstinthemorningonthefarm?A.Theypickedstrawberries.B.Theyexploredthefarm.C.Theywateredtheplants.()2.Whatdidthefarmerteachthestudentstodointheafternoon?A.Pickstrawberries.B.Cutbranchesandleavesfromtomatoplants.C.Watertheplants.()3.Howdidthestudentsprobablyfeelwhentheypickedstrawberries?A.Bored.B.Interestedbutfoundittooksomeeffort.C.Tired.()4.Whatcanweinferaboutthestudents'understandingoffarmingbeforethetrip?A.Theyknewalotaboutfarmingbecausetheyoftenvisitedfarms.B.Theythoughtfarmingwaseasy.C.Theyhadnointerestinfarmingatall.()5.Whatisthemainideaofthistext?A.Thestudentshadatiringbuteducationalschooltriptoafarm.B.Thestudentslearnedhowtogrowstrawberriesonafarm.C.Thestudentsweretaughthowtocookwithfarm-grownvegetables.◎Key:1—5BBBBASectionBWhatdidyoulearnonthatspecialday?第一課時(1a-1d)StudyoftheTextWhat:Thereadingtextisadiaryaboutaschooltrip,whichfocusesonSam'sdescriptionsandfeelingsaboutatriptoafarm.Studentscanlearnhowtowriteacompletepersonaldiarybyusingthesimplepasttense.Why:Afterreadingthisarticle,studentswillunderstandthetextstructureandlanguagecharacteristicsofadiary.Throughthisarticle,studentswillbeguidedtoknowhowtousethediarytorecordtheirdailylife.Atthesametime,throughSam'sattitudetowardstravelandthediscoveryofthebeautyoflifeandthejoyoflabour,andSam'sfeeling“Everygraincomesfromhardwork”,thearticleguidesstudentstomaintainapositiveandoptimisticattitudetowardslife.How:Thisreadingtextisadiaryaboutaschooltrip.1aintroducesthetopicofthediarybyaskingstudentsquestionssuchas“Doyoukeepadiary?”tosetthestagefortherestofthetext.1cgivesstudentsagoodframeworkforrecordingthechronologicalorderofeventsandsetsthestageforlaterwriting.1dprovidesquestionstogetthedetailsofthetext.LearningObjectivesInthislesson,studentswillbeableto:1.usethesimplepasttensetotalkaboutwhathappenedinthepast;2.readandwritediaryentriesabouttheschooltrip;3.sharehowyoufeltandwhatyoulearnedfromyourspecialexperiences.TeachingProcessLearningObjectivesTeachingActivitiesEffectivenessEvaluation1.Toidentifyrelevantkeydetailsbysearchingandskim-mingthroughthediary.Step1Lead-in1.Greetings.2.Freetalk:Whatdidyoudoyesterday?Werethereanyspecialthingsthathappened?Howtorememberthethingsthathappenedinthepast?Step2Pre-reading1.Workon1aanddiscussthequestions.(1)Doyouknowtheadvantageofkeepingadiary?(2)Whichonedoyouagreewith?Doyouknowmore?2.Studentslookatthepicturesandguess.(1)Whatcanyouseeinthispicture?(2)WheredidSamgoforhisschooltrip?Step3While-readingTask1ReadSam'sdiaryentryandwriteaone-sentencesummaryofwhathedidonthatdayandanswerthefollowingquestions.(詳見課件資源)(1)Whatkindofpassageisit?(2)WhenisSam'sschooltrip?Task2ReadParagraph1andanswerthefollowingquestions.1.Wheredidtheygo?2.Whatdidtheydo?3.Whatdidtheysee?4.Howdidtheyfeelaboutthetrip?◎Key:1.Theywenttoafarm.2.Theyexploredthefarm.3.Theysawlargetentswithtomatoes,cucumbers,andmanyotherfruitsandvegetables.4.Tiringbutgreatfun.Task3ReadParagraph2andfillintheblanks.Observeifstudentscangiveananswertothequestion.Learntheiropinionsonkeepingadiaryentry.Observewhetherstudentscanreadthearticlequicklyandfindoutthekeywordsorkeyinformationtojudgestudents'readingability.First,wepickedsomestrawberries.Intheafternoon,welearnedhowtocutbranchesandleavesfromtomatoplants.Finally,wewateredtheplants.Task4ReadParagraph3andanswerthequestion.Whatdidtheylearntoday?◎Key:Farmingisn'teasy!Everygraincomesfromhardwork.Task5Finish1cCompletetheflowchartwiththeeventsfromthetext.◎Key:Explored,fields,tables,Picked,Cut,Watered,CookedFromstudents'comple-tionofthetasks,understandstudents'learningandinternaliza-tionofthetext.PurposeTocreateasituationtointroducethethemesothatstudentscanthinkoftheirdailylivesandtalkabouttheirschooltrip.2.Tofindthestructureofthediarybycarefulreading.Step4Post-reading1.Retellthediary.2.Workon1d:Readthediaryentryagainandanswerthequestions.Thinking1.Doyouknowthemeaningof“Everygraincomesfromhardwork”?2.DoyouagreewithSamthatvegetablestastebetterwhenyouworkforthem?Giveanexample.3.Retellthediary.(詳見課件資源)Observewhetherstudentscanprovidein-depthquestionsbasedonthebasiccontentofthediary.Observestudents'thinkingandfeedbackontheproblems,andjudgetheirthinkingability.PurposeStudentsareguidedtofurtherunderstandandorganizethediarygenre.HomeworkRequired:1.Retellthestoryaccordingtothepictures.2.Writeadiaryentryaboutyourschooltriporyourlife.Optional:Developagoodhabitofkeepingadiary.TeachingReflection

第二課時[(2a-2b)Writing&Project]StudyoftheTextWhat:2a-2bisawritingtasktowriteaboutaschooltrip.3aasksstudentstothinkofaplaceorasituationwherethestorytookplace.3basksstudentstowriteachainstorytogether.3cistosharethestoryinclass.Why:ThecontentisthewritingsectionofSectionB.3aasksstudentstothinkofaplaceorasituationwherethestorytookplaceandleadsstudentstothinkabouttheirmotivationsforchoosingorparticipatinginschooltrips.3basksstudentstowriteachainstorytogether.3cistosharethestoryinclassandguidestudentstothinkaboutthesignificanceoftheexperienceforpersonalgrowth,suchasimprovingself-careskillsandfosteringteamwork.How:Studentstrytowriteachainstorytogetherbyusingtheimportantelementofastorysuchaswhen,what,who,whyandhow.Studentslearnhowtousethesimplepasttensetotalkaboutthepasteventswithvividadjectives,adverbs,andrhetoricaldevicestomakedescriptionsmorevividandvisual.Emphasizinglogicalcoherence,studentsareinstructedtousethechronologicalorder,causeandeffect,andotherconnectingdevicestomaketheirwritingwell-organized.LearningObjectivesInthislesson,studentswillbeableto:1.usethesimplepasttensetodescribeone'sownorothers'pasteventsorexperiences;2.masterthewritingmethodofadiaryentry;3.shareyourwritingandreflect.TeachingProcessLearningObjectivesTeachingActivitiesEffectivenessEvaluation1.Tousethesimplepasttensetodescribeone'sownorothers'pasteventsorexperiences.Step1Lead-in1.Greetings.2.Freetalk:(1)Whendidyougoonyourschooltrip?(2)Wheredidyougo?(3)Whatdidyoudothere?(4)Whatdidyouseethere?(5)Howdidyoufeelaboutthetrip?Step2Pre-writingMakenotesaboutyourlastschooltrip.(1)Wheredidyougo?(2)Whatdidyoudo/see?(3)Howdidyoufeelaboutthetrip?(4)Whatdidyoulearn?Observewhetherstudentscanusethesimplepasttensetodescribeone'sownorothers'pasteventsorexperiences.Judgestudents'masteryofkeysentencepatternsandvocabularybasedontheirexercises.PurposeTointroducethetopicandcreatesituations.2.Tomasterthewritingmethodofadiaryentry.Step3While-writingWorkon2b:Writeadiaryentryabouttheschooltrip.Useyournotesin2aandtheexpressionstohelpyou.Step4Project1.Createasituation:Writeachainstoryaboutamemorableday.2.Workon3aThinkofaplaceorsituationwherethestorytookplace.Shareanyinterestingorspecialexperience.Usethequestionstohelpyou.(1)Whatdidyouseeordothere?(2)Howdidyoufeel?(3)Didyoulearnanything?3.Workon3bWriteachainstorytogether.Taketurnstoaddoneortwosentenceseach.Youcanuseyourexperiencesfrom3atohelpyou.Observestudents'abilitytosummarizethestructureandcontentfeaturesofadiaryentry.Observehowwellstudentsworkingroupsandhelpstudentswhoarenotactivetogetinvolved.PurposeToimprovestudents'writingskillsanddeepenthetargetlanguage.3.Toshareyourwritingandreflect.Step5Post-writing1.Shareyourdiaryentryandgetevaluationfromyourself,yourclassmatesandteacher.Checkyourarticleaccordingtothechecklistbyyourselves.Readyourstorytotheclass.ChecklistYesNo1.Aclearstructure?(beginning,body,ending)2.Therighttense?(thesimplepasttense)3.Sixelements?(where,who,when,what,why,how)4.Anylinkingwords?(thenextday,suchas…)5.Anydetails?2.Voteonthemostinterestingorspecialstory.St