資源簡介

第三課時　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，class.Before we start today's lesson，let's review what we learned yesterday.How do we describe the actions that happened before？Do you know how to use the verbs in the simple past tense
(The teacher guides students to recall，review the time expressions for the past，and use the simple past tense to speak out the actions that happened before.)
設計意圖：通過復習舊知識，為新課內(nèi)容做鋪墊，激發(fā)學生的學習興趣。
Activity 2 Presentation(獲取與梳理)
T：Now let's work on 3a.Read the sentences，circle the verbs in the simple past tense，and then underline the time expressions for the past.This will help you identify when the actions happened.
T：What verb did you circle in the first sentence
S：I circled “did”．“Did” is used to form the question in the simple past tense.
T：Right！And what about the time expression
S：“Yesterday”．
T：Great.Keep going with the rest of the sentences.
(The teacher explains how to use the simple past tense that expresses the actions that happened before.)
設計意圖：幫助學生在具體語句中精準識別一般過去時的動詞及過去時間標志詞，強化對一般過去時結(jié)構(gòu)與用法的直觀感知，培養(yǎng)學生分析句子成分、提取關鍵語法信息的能力，為后續(xù)深入理解和運用一般過去時提供實例支撐。
Activity 3 Practice(概括與整合)
T：For 3b，put the words in order and write the sentences using the correct tenses.Think about the subject verb agreement and the time context.
T：(When students are sorting words to form sentences)How would you order these words：“my favourite actor，the day before yesterday，I，see，in a film”？
S：I would write “I saw my favourite actor in a film the day before yesterday.”
T：Why did you use “saw” instead of “see”？
S：Because the action happened in the past，so we need to use the simple past tense of “see”，which is “saw”．
T：Excellent.Now，complete the rest of the sentences.
(The teacher guides students to write the sentences with proper tenses，emphasizing the time expressions.Then ask students to check in pairs，and help each other to find out the mistakes they made.)
設計意圖：讓學生在單詞重組構(gòu)建句子的過程中，依據(jù)時態(tài)規(guī)則準確運用動詞形式，深入理解一般過去時在不同語境中的句法結(jié)構(gòu)，提升學生的語言組織與運用能力，強化語法規(guī)則的實踐運用，培養(yǎng)語法運用的準確性與靈活性。
Activity 4 Practice(概括與整合)
T：Let's work on 3c.Read the passage first to understand the general meaning.Then complete the passage with the correct forms of the verbs in the box.
(After students finish the exercises)
T：In the first sentence，what verb do you choose
S：I choose “l(fā)earn” and use the verb form “l(fā)earned” because the trip happened last week，which is in the past.
T：Good thinking.Now，fill in the rest of the blanks and check if your verbs match the context.
(Guide students to finish the task and check the answers in pairs to find out the mistakes.Then help them to get the right answers.Lastly，let them read it together.)
設計意圖：使學生在語篇情境中綜合運用一般過去時的知識，準確選用動詞形式，把握語篇時態(tài)的連貫性，培養(yǎng)學生在篇章層面理解與運用語法規(guī)則的能力，提升學生在閱讀理解與寫作中的語法駕馭能力。
Activity 5 Pair work(內(nèi)化與運用)
T：In 3d，work in pairs.Ask each other about the activities you did yesterday and what time you did them.Then tell the class about your partner's day.This will help you practise using the simple past tense in real conversations.
(Students form pairs and then ask and communicate with each other.The teacher monitors students and ensures that students use correct grammatical structures in their conversations.Then the teacher guides the students to express their partner's day just like：Peter got up at 5 a．m.yesterday.He had bread and an egg for breakfast.Then he…)
設計意圖：通過小組合作，提高學生的口語表達能力和聽力理解能力，有利于目標語言的鞏固和輸出，同時能發(fā)展學生的思維品質(zhì)。
Activity 6 Homework(分層作業(yè))
必做題：Recite the key sentences in Grammar plete the exercises related to the period.
選做題：Write a short passage(at least 80 words) to describe your activities last weekend.The use of simple past tense is required.
第三課時　Section A(Grammar Focus 3a—3d) Time expressions：yesterday，last weekend，a week ago，the day before yesterday，a few minutes ago，last month Grammar sentence patterns： 1．—Did you see anything interesting at the science museum yesterday —Yes，I did.There was a space exhibition.There were robots. 2．—What did you do the day before yesterday —I visited the zoo with my family. 3．—How was your weekend —It was terrible.
During this lesson，students actively participated in various activities but still faced difficulties using the simple past tense in real conversations，especially the past forms of verbs.In future teaching，the teacher should add more practical dialogue practice to help students better master and apply these grammatical structures.Also，the teacher should pay attention to individual differences among students and provide more personalized guidance.Unit 7　A Day to Remember
The theme of this unit is “a memorable day”．Through a series of activities and tasks，it aims to guide students to recognize and understand a memorable day，cultivate their observation and description skills，and at the same time stimulate their love for life and protection awareness.By exploring the trip，the last experience，living environment of people，and their relationship with society，this unit aims to help students establish emotional connections with society and reflect on special experiences.
Unit Content Analysis(單元內(nèi)容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It involves the words of various places(such as museum，plant，theatre，factory，etc.)，as well as other words(such as exhibition，direction，piece，germ，record，explore，etc.).
Sentence Patterns：Use “What did you do…？” to inquire about the actions or the trip that happened last time，and “I did…” to talk about them；use “Where did you go？” to inquire about the places they went to，and “How was your school trip？” to ask about the reflection of the trip.
◆ Listening and Speaking
Listening activities include listening to dialogues to get the right choice，completing notes while listening to dialogues，answering questions after listening to dialogues，etc.，aiming to improve students' listening comprehension and information extraction abilities.
Speaking activities include talking about one's memorable trip，describing the activities and the place of the trip，role playing，etc.，aiming to cultivate students' speaking expression ability and language organization ability.
◆ Reading and Writing
Reading materials include the school trips to the wastewater plant and a farm，aiming to improve students' reading comprehension and information acquisition abilities.
Writing activities include making notes about a last school trip，writing a diary entry about the school trip，etc.，aiming to cultivate students' writing ability and creativity.
◆ Grammar and Pronunciation
Grammar Focus is the simple past tense，including the positive，the negative，general question and special question.At the same time，it requires students to memorize or learn the past forms of verbs.
Pronunciation exercises include consonant pronunciation，the pronunciation of the past forms of verbs.
Key Points 1.Master the simple past tense and the past forms of verbs involved in this unit. 2．Be able to talk about one's school trip in English，and describe the place and the activities. 3．Cultivate students' speaking expression ability and language organization ability.
Key Difficulties 1.Understand and master the rules of the past forms of verbs. 2．Accurately describe the activities in the trip，and express the feelings in English. 3．Cultivate students' writing ability and creativity by writing posts about one's school trip in English.
Precisely grasp the simple past tense and enrich vocabulary and sentence patterns，describe past experiences，emotions and event details fluently and freely，achieve barrier free communication and interaction in multiple contexts，read and write creatively，and use language as a bridge to connect hearts and share past experiences.
By sharing special days，we can understand the diverse lifestyles and value concepts under different cultural backgrounds，expand our global vision，cultivate a spirit of cross cultural understanding and tolerance，and learn to cherish life and interpret meanings from multiple perspectives.
Learn to discuss，communicate with others about the school trip and express our own opinions and feelings，make reasonable speculations，and express personal views logically，dialectically and innovatively.Realize the transfer of knowledge and improve thinking ability.
Select learning strategies based on different texts and search for learning resources according to your own needs.In cooperative learning，divide the work and cooperate，share ideas，promote each other，comprehensively improve the efficiency of autonomous and cooperative learning，and store energy for lifelong development.
Learning Situation Analysis(學情分析）
Students have already developed a foundational language reserve and a basic understanding of simple tenses from their previous learning.However，the complex rules of the past tense and irregular verbs often lead to confusion and misuse.When narrating，they tend to lack details，have a loose structure，and exhibit weak emotions.
Teaching should be closely integrated with life，with more situational tasks set，such as simulating travel sharing and historical event tracing.Utilize multimedia materials to stimulate interest and deepen understanding.Build scaffolds to assist in writing，analyze the structure，ideas，and techniques of model essays，and guide the whole process from framework construction to detail carving.Organize group cooperation，reasonably group the students according to personality and ability，clearly define responsibilities，set inter group competitions to motivate interaction，and use peer wisdom to collaboratively overcome difficulties and improve literacy，ensuring that every student sails forward and moves steadily in the journey of language learning.
第一課時　Section A【(1a—1d)& Pronunciation 1—3】
第二課時　Section A(2a—2e)
第三課時　Section A(Grammar Focus 3a—3d)
第四課時　Section B(1a—1d)
第五課時　Section B(2a—Reflecting)第二課時　Section A(2a—2e)
Activity 1 Warming up and revision(感知與注意)
T：Let's review the consonant sounds we learned last class.I'll pronounce some words，and you tell me which consonant sound is emphasized.For example，in the word “book”，the emphasized consonant sound is /b/.
T：“Cat”．
S1：The emphasized consonant sound is /k/.
T：Great！Now，let's look at these pictures related to school trips.What do you think we'll learn about today
S2：Maybe we'll learn about different school trip experiences and places.
T：You're on the right track.Today we'll explore more about school trips.
設計意圖：鞏固學生對輔音發(fā)音的掌握，強化發(fā)音感知與辨別能力。借助圖片引發(fā)學生對新課主題的思考，激活背景知識，自然導入新課，激發(fā)學習興趣與熱情，為新知識的學習做好認知準備。
Activity 2 Listening(獲取與梳理)
T：For 2a，listen carefully to the conversation.Focus on the adjectives that describe the school trip and fill in the blanks.Listen for context clues to help you choose the right words.
(After playing the conversation)
T：What adjective do you think fits the first blank
S：I think “clean” fits.
T：Good.Let's continue with the other blanks.
(After completing the exercises，students should listen to the dialogue again to check their answers.The teacher guides them to relisten to key phrases for any error and analyze the choice of adjectives to deepen their understanding of how vocabulary is used in context.The teacher checks the answers and guides students to discuss the information in the listening material.)
設計意圖：通過聽力填空，培養(yǎng)學生的聽力理解及快速反應能力，同時加深對形容詞的記憶。基于對話文本的討論能幫助學生初步了解對話內(nèi)容，提高學生獲取關鍵信息的能力。
Activity 3 Reading(獲取與梳理)
T：In 2b，read the conversation thoroughly.Match the sentence parts based on the meaning and context.Look for key words and phrases that connect the different parts.
T：Why do you think “The plant makes” matches with “dirty water clean again”？
S：Because that's the function of the plant，to purify the dirty water.
T：Exactly！Now，match the rest and discuss with your partner.
(After discussing with their deskmates，students should receive feedback from the teacher.The teacher will explain the parts that are difficult to understand，guiding students to grasp the overall logic and semantic connections of sentences.)
設計意圖：鍛煉學生歸納整合聽力與閱讀信息、用簡潔語言精準概括文本內(nèi)容的能力，強化知識內(nèi)化與語言輸出能力，培養(yǎng)總結(jié)歸納與書面表達的嚴謹性與邏輯性。
Activity 4 Language practice(概括與整合)
T：Let's work on 2c.Now，it's time for you to complete the summary of the conversation in 2a.Please use the information you got from the listening and reading activities.Write clearly and make sure your summary covers all the key points.
T：Let's start with the beginning.What happened first in the conversation
S1：Fu Xing's class went on a school trip to a wastewater plant.
T：Great！What did they see there
S2：They saw the plant make dirty water clean again.First，water from people's homes goes into the plant，and then special screens remove large pieces of waste from the water.
T：Excellent.What else happened
S3：Large machines removed germs and other small things from the water.It took several steps to make the water clean.
T：Well done.Now，put all these together and write your summary.
(While students are writing their summaries，the teacher circulates around the classroom and provides individual guidance.)
T：(To a student)You can add more details about how the machines work.That will make your summary better.
設計意圖：此環(huán)節(jié)旨在促使學生整合在聽力與閱讀過程中獲取的信息，鍛煉其歸納總結(jié)能力。通過引導學生梳理對話的關鍵事件、流程及要點，培養(yǎng)學生從文本中提取核心內(nèi)容并用自己的語言進行準確概括的能力。
Activity 5 Role play the conversation(內(nèi)化與運用)
T：Let's work on 2d.Listen to the conversation once more.This time，focus intently on the pronunciation of “was”“wasn't”“did” and “didn't”．Notice how the sounds change in different contexts.
(The teacher gives some examples like “was it/was she” and “did you/did she”．)
T：After listening，you and your partner will role play the conversation，imitating the correct pronunciation.
(After the teacher plays the dialogue)
T：Now，repeat after me.“was”“wasn't”“did”“didn't”．Notice the differences between the pronunciation of “was” in “He was happy.”and “wasn't” in “She wasn't there.”
…
T：Good job！But pay attention to the pronunciation of “was”．It should be clear and short.And “wasn't” is stressed.
(The teacher continues to patrol each group，correcting students' pronunciation and intonation problems.)
設計意圖：引導學生關注并掌握 “was”“wasn't”“did”“didn't” 在對話中的準確發(fā)音，增強學生對基礎詞匯發(fā)音細節(jié)的敏感度，提升口語發(fā)音的準確性與規(guī)范性。通過角色扮演活動來提高語言綜合運用能力與交際能力。
Activity 6 Practice(遷移與創(chuàng)新)
T：Let's work on 2e.Talk about a school trip you took to a special place(theatre，farm，factory，forest，zoo，market，museum，park).Use the sentence patterns in 2e.
(The teacher guides the students to choose the different places to practise the target languages.Let the students practise the conversation with their partners and choose some pairs to present it to the whole class.Give proper assessment in time to encourage them.)
設計意圖：通過口語表達活動，培養(yǎng)學生的口語交際和目標語言輸出能力。活動后的評價能讓學生清楚自己的優(yōu)缺點，培養(yǎng)反思能力。
Activity 7 Homework(分層作業(yè))
必做題：Memorize the dialogue from 2a，ensuring accurate pronunciation and natural intonation，while mastering vocabulary and sentence patterns.
選做題：Write an essay about a dream school trip，describing the location，activities，and expected outcomes in detail.
第二課時　Section A(2a—2e) Key words：trip，wastewater，plant，piece，machine，germ，step，remove，realize Key sentence patterns： 1．—How was your school trip —It was great. 2．—Where did you go —We went to the theatre to watch a show. 3．The plant turned dirty water into clean water. 4．Fu Xing learnt about the cleaning process.
In this lesson，students actively participated in various teaching activities，showing high learning interest and enthusiasm.Through role playing，students' oral expression and language application skills were effectively enhanced.During the process of summary，students' creativity was exercised，and their environmental awareness was cultivated.In future teaching，further diversity and fun can be added to interactive activities to better stimulate students' interest and enthusiasm.Attention should also be paid to individual differences among students，providing them with more guidance and help.第一課時　Section A【(1a—1d)& Pronunciation 1—3】
Activity 1 Warming up and revision(感知與注意)
T：Today we are going to learn Unit 7.First let's look at the title and the picture.And share the three questions.
S1：I think the students in the photo are on a school trip.They seem to be visiting a place.
T：Good observation.What about their activities？Are they working hard
S2：They might be learning something new.I'm not sure if they are working hard，but they look interested.
T：Interesting thoughts.And would you like to try this kind of work
S3：Yes，I would.It seems like a great experience.
設計意圖：通過觀察標題與圖片并討論問題，激發(fā)學生對單元主題 “特殊的一天” 的興趣，激活學生已有的關于學校活動及相關經(jīng)歷的知識，為后續(xù)學習做好鋪墊，培養(yǎng)學生的觀察力、思考力與表達能力。
Activity 2 Presentation(獲取與梳理)
T：We are going to learn Section A．Now，work on 1a.Write the activities in the box under the pictures.Did you do any of these activities last weekend
T：Look at the first picture.What activity do you think it represents
S1：It looks like they are visiting a science museum.
T：Great.Write “visited a science museum” under the picture.What about the next one
S2：Someone is cooking food.So，we write “cooked food”．
T：Correct.Now，let's finish writing all the activities and think about which ones you did last weekend.
設計意圖：通過圖片識別，幫助學生了解和掌握一些活動以及它們的過去式。對話活動能為學生提供目標語言輸出的機會，有利于鞏固所學活動的過去式，能培養(yǎng)學生的口語表達能力，發(fā)展他們的思維。
Activity 3 Be a sharp listener(獲取與梳理)
T：Now，let's work on 1b.Listen to two conversations and answer the following four questions in 1b.
T：How was Peter's weekend
S1：Peter's weekend was great.He visited a science museum.
T：Good.What did Peter like about the museum
S2：He liked the space exhibition and the robots.
T：Very good.How was Teng Fei's weekend
S3：Teng Fei's weekend was terrible.He had some small troubles.
設計意圖：訓練學生的聽力，使其能從對話中精準獲取有關人物周末活動及感受的信息，加深對一般過去時語境的理解，提升聽力技巧與信息處理能力。
Activity 4 Be a sharp listener(獲取與梳理)
T：Let's work on 1c.Listen again.This time，please pay attention to the activities they did，find out who did them，and write P for Peter or TF for Teng Fei.
T：For “visited a museum”，who did this
S1：Peter visited a museum.So we write P.
(Guide the student to answer using a complete sentence.)
T：Good.And who “l(fā)ost a book”？
S2：Teng Fei lost a book.Write TF.
T：Correct.Let's continue with the other activities.
(During the listening，get the students to pay attention to the doer of the action.)
設計意圖：通過再次聽聽力，讓學生確定各項活動的執(zhí)行者，進一步理解聽力內(nèi)容，強化對人物與活動對應關系的記憶，加深對一般過去時的認知。師生之間的問答也能幫助學生提高口語表達能力。
Activity 5 Practice(概括與整合)
T：Let's work on 1d.Let's talk about the conversations in 1b.You can choose one of them to practice with your partner.Like：How was Peter's weekend？It was… What did he do？Well，he…
(Students practice dialogues in pairs，and then share with the whole class.)
S1：Let's talk about Peter's weekend.His weekend was really great.He visited the science museum and saw many interesting things.
S2：Yes.He especially liked the space exhibition and the robots.It sounds like he learned a lot.
T：Good job.You both described Peter's weekend well.Now，let's hear about Teng Fei's weekend from another pair.
…
設計意圖：為學生創(chuàng)造口語交流機會，使其運用所學知識和聽力信息，闡述人物周末經(jīng)歷，提升口語表達與合作學習能力，深化對文本的理解與記憶。
Activity 6 Pronunciation(歸納與應用)
T：Let's work on 1.We're going to learn about consonant sounds.Listen and repeat.Add one more word to each group.
(After listening and repeating)
T：Now for the /k/ sound group，we have “cook” and “catch”．Now，can anyone add one more word with the /k/ sound
S：“Kite”．
T：Great！Now，let's move on to the next group.
…
設計意圖：通過聽、跟讀和添加單詞的活動，助力學生辨別與掌握輔音發(fā)音規(guī)律，強化對輔音發(fā)音的記憶，為精準發(fā)音與聽力理解筑牢根基。
Activity 7 Pronunciation(歸納與應用)
T：Let's work on 2.Listen and repeat.Notice the pronunciation of (e)d.
T：Pay attention to the different pronunciations of (e)d.When the verb ends with a voiceless sound like /p/，/k/，/f/，/θ/，/s/，/ /，/t /，the (e)d is pronounced /t/.For example，“talked” is pronounced /t kt/.Now，repeat after me.
(After the students have repeated it several times，the teacher checks their pronunciation.)
T：Now，you say the words and I'll check if you pronounce (e)d correctly.“Picked”．
S：/p kt/.
T：Excellent！Keep practicing.
(Tell the students that the (e)d is pronounced /d/ after vowels and voiced consonants，like “moved” and “tried”． (e)d is pronounced / d/ after the sounds /t/ and /d/，like “wanted” and “needed”．Then ask the students to repeat after the recording.Finally，show some sentences including the pronunciation of the (e)d on the screen and get them to read aloud.)
設計意圖：使學生熟練動詞過去式 (e)d的發(fā)音規(guī)則，提升發(fā)音的準確性與語言的規(guī)范性，確保學生在口語表達時正確運用過去式，增強語言的流暢度與可理解性。
Activity 8 Pronunciation(歸納與應用)
T：Let's work on 3.Read the coloured words.Then listen to the short conversations and circle the words you hear.
(The students first read the coloured words，such as “did/didn't”“was/wasn't”“do/don't”，ect.Next，the teacher plays a short dialogue，and students circle the corresponding words based on what they hear.)
(After playing the dialogue)
T：What word did you circle
S：I circled “didn't”，“do” and “wasn't”．
T：Good.Let's listen again and check.
(The dialogue is played once more to verify the answers，and then the next dialogue is played until all exercises are completed.)
設計意圖：該活動旨在錘煉學生于實際語境里甄別與區(qū)分發(fā)音相近單詞的能力，提升聽力理解與詞匯運用水平，助力學生更精準地把握對話意涵，為口語交流及語言運用給予有力支撐。
Activity 9 Homework(分層作業(yè))
必做題：Recite the activity vocabulary from 1a and the key sentences about Peter's and Teng Fei's weekend activities from 1b.
選做題：Imitate the dialogue in 1b and write a conversation about a friend's special experience，with at least 8 sentences and using at least 5 newly learned words or phrases.
第一課時　Section A【(1a—1d)& Pronunciation 1—3】
Past forms： played badminton，cooked food，met up with friends，went swimming，did homework，visited a science museum Key sentence patterns： 1．—How was Peter's weekend —It was… 2．—What did he do —Well，he… 3．How did Teng Fei feel…？
cckɡx/k//s//k//ɡ//d //ks/cooknicepickgameagesixcatchbicycleclockgivelargenextcakecitysockgiftorangefix
/t/talkedpickedhelpedstoppedfinished/d/ movedclimbedfilledtriedenjoyed/ d/wantedvisitedtastedneededended
During the teaching process，it is necessary to observe students' reactions and participation degree，and adjust teaching strategies and methods in time.Through the study of this lesson，students should be able to master the past forms of the verbs，use some phrases to speak out the activities that happened last weekend，and express their feelings about the weekend.At the same time，it is also important to cultivate students' cultural awareness and consciousness of loving labour and life.第四課時　Section B(1a—1d)
Activity 1 Warming up and revision(感知與注意)
T：Today we are going to learn Section B．First，let's recall what we learned about school trips and past events in the previous lessons.Now，think about a special day you had.What happened on that day？Share it briefly with your partner.
T：What special day did you remember
S1：I remember my birthday.I had a party and got many gifts.
S2：I went to the farm.I fed the chickens and pigs.
T：Yeah，it's a good idea to enjoy the nature.How about you，S3
S3：I went to the park，and I flew a kite.
T：That sounds great.Now，let's see what new things we can learn in Section B about special days.
設計意圖：這項活動旨在激活學生已有的知識，并讓他們思考他們所做的活動。同時，它也幫助學生向新課程平滑過渡。
Activity 2 Presentation(獲取與梳理)
T：Let's work on 1a.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 in 1a to help you.
T：Alright，let's hear some of your opinions.Who can tell me something about keeping a diary
S：I often keep a diary，and I think it's a good idea to keep a diary，because it can help me remember what happened，improve writing skills，record thoughts and feelings and write down new ideas.
T：Good job！Keeping a diary is a good habit for us.Let's read Sam's diary entry to find out the activities he recorded.
設計意圖：引導學生思考日記的作用和意義，通過討論培養(yǎng)學生的思維能力和語言表達能力。借助給定的要點幫助學生有條理地組織想法，為后續(xù)閱讀日記和寫日記奠定基礎。
Activity 3 Practice(概括與整合)
T：Now，it's time to work on 1b.I want you to read Sam's diary entry carefully and write a one sentence summary of what he did on that day.At the same time，you should underline the activities he did on that day.
T：Alright，who can use a sentence to summarize what Sam did on that day
S：Today we went on a school trip to a farm to do lots of interesting things.
T：That's very good！Sam went to the farm to enjoy himself.
(The teacher selects some students' summary presentations and evaluates them，guiding students to improve the content of the summaries.)
設計意圖：訓練學生在閱讀中提取關鍵信息并進行概括的能力，提升學生的閱讀理解和語言組織能力。通過評價反饋，幫助學生掌握總結(jié)的要點和方法，提高總結(jié)的質(zhì)量。
Activity 4 Practice(概括與整合)
T：In 1c，complete the flow chart with the events from the text.Look for the sequence of events in Sam's diary entry.
(After students fill in the flow chart)
T：What happened first on the farm
S1：They explored the farm.
T：Right.What's next
S2：They learnt how food goes from the fields to our tables.
T：Good.Keep filling in the rest.
…
(The teacher checks students' completion to ensure that students understand the sequence of events in the text.)
設計意圖：進一步考查學生對日記文本的理解程度，培養(yǎng)學生分析問題和解決問題的能力。通過問題引導學生關注文本細節(jié)、作者的感受和深層含義，提升學生閱讀理解的深度。
Activity 5 Practice(分析與判斷)
T：Now，it's time to work on 1d.I want you to look through 1c to get the main idea about the day.This will help us organize the activities and see how everything went on.
(Students work in groups to answer the questions.)
T：Alright，let's take a look at your answers.Great！It's clear that we can speak out the activities according to 1c and answer the questions in 1d easily based on 1b.
(The teacher provides comments and explanations on the students' answers，guiding them to deeply understand the content of the diary and the author's emotional attitude.For example，if you cook a dish by yourself，the dish certainly tastes better.)
設計意圖：本活動旨在激發(fā)學生思考并尋求解決問題的途徑，同時要求學生學會安排一天的活動，培養(yǎng)他們的組織能力。同時，引導學生理解文本的主題“勞動之艱辛，勞動最偉大”，鼓勵學生從小熱愛勞動，培養(yǎng)良好品質(zhì)。
Activity 6 Homework(分層作業(yè))
必做題：Recite Sam's diary entry，experience the language style and expression of the diary，and accumulate good words and sentences.
選做題：Adapt Sam's diary entry into an English short play and record the performance.Play and display it in the next class.
第四課時　Section B(1a—1d) The points： remember what happened，improve writing skills，record thoughts and feelings，write down new ideas Sam's diary： Arrived at the farm→Explored the farm→Learnt how food goes from the fields to our tables→Picked strawberries→Cut branches and leaves from tomato plants→Watered plants→Cooked vegetables at home→Wrote a diary entry for the day
In this lesson，the teacher aimed to engage students in a meaningful exploration of why we keep a diary and how to keep a diary.It can make our lives colourful.Through a variety of activities，including partner discussion，reading comprehension，and logical thinking，students are able to deepen their understanding of the activities of Sam's day and their cultural significance.However，in future lessons，the teacher should provide more guidance on how to arrange the activities to make a day meaningful and learn something available.第五課時　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知與注意)
T：Hello，everyone！Before we start，let's do a quick review of what we've learned so far.
T：Can you speak out the activities or actions you did last weekend
S1：I had a school trip to the mountain.
S2：I went to the farm to pick strawberries.
…
T：Great！Now，let's move on to Section B 2a，which talks about “my school trip”．
設計意圖：通過復習舊知識，激活學生已有的動詞詞匯和過去時的知識儲備，為新課的學習做好鋪墊。引導學生思考人與自然的關系，激發(fā)學生的興趣和好奇心。
Activity 2 Presentation(獲取與梳理)
T：For 2a，take out a piece of paper and make notes about your last school trip.Include details like where you went，what you saw/did，who you went with，how you felt and what you learnt.
T：What was the first thing you noted down about your trip
S：I went to the zoo.I saw many different animals there.
T：Good.What else
S：I went with my classmates.We had a great time.
T：Keep writing down all the important details.
(Students answer the questions in 2a.)
T：Now，work in pairs to share your school trip.Please pay attention to your pronunciation and intonation.
(Students share their answers to the four questions with their partners，and the teacher moves around to give proper help.)
設計意圖：通過學生討論、分享練習，幫助學生鞏固和拓展詞匯與短語，提高語言運用能力。列出學校旅行的關鍵內(nèi)容能培養(yǎng)學生初步列出寫作提綱的能力。
Activity 3 Practice(概括與整合)
T：Now，use your notes in 2a and the expressions we've learned to write a diary entry about the school trip in 2b.Remember to include the place，the date，the events in order，and your feelings.
T：How did you start your diary entry
S：I wrote “Friday，10 May.Today we had a school trip to the zoo.”
T：Good.What happened next
S：We saw lions，tigers，and elephants.They were amazing.
T：Great.Keep writing and express your feelings vividly.
(Students independently write a diary about their school trip.The teacher provides guidance，encouraging students to be creative while paying attention to the accuracy of their language expression.Then the teacher selects some diaries to display and comment on，emphasizing complete structure，rich content，vivid language and accurate grammar，and guiding students to improve and revise.)
設計意圖：通過寫作練習，提高學生的寫作能力和語言組織能力。加深學生對日記寫作的理解，培養(yǎng)他們的觀察力和描述能力。引導學生思考人與自然的關系，培養(yǎng)他們的勞動意識。
Activity 4 Project(概括與整合)
T：For the Project 3a，get into groups.Think of a place or situation for a story about a memorable day.Share your interesting or special experiences.Use questions like “What happened？”“How did you feel？” and “What did you learn？” to guide your discussion.
(In the group discussion)
T：(To a group)What story did you choose
S1：We chose a mountain climbing experience.
T：What interesting things happened
S2：We saw a beautiful sunrise.It was unforgettable.
T：Great.Keep sharing and brainstorming ideas.
設計意圖：以小組合作的方式激發(fā)創(chuàng)意與思維的碰撞。借助問題引導學生深入挖掘經(jīng)歷內(nèi)涵，豐富故事元素，培養(yǎng)團隊協(xié)作與交流能力，為創(chuàng)作故事接龍?zhí)峁┒嘣暯桥c素材源泉，提升學生的創(chuàng)新思維與綜合運用知識的能力。
Activity 5 Write a chain story(內(nèi)化與運用)
T：Let's work on 3b.In this activity，we are going to write a chain story together.Each of you will take turns to add one or two sentences based on your previous experiences shared in 3a.Look at the example first to understand the pattern.Let your imagination run wild and create an interesting story.
(During group creation)
T：(To a group)Whose turn is it to add a sentence
S：I'll do.We climbed higher and higher，and the view became more and more breathtaking.
T：Excellent.Keep going.
(After each group has completed their task，the teacher organizes a story sharing and mutual evaluation session，encouraging students to evaluate from multiple perspectives，such as plot，language，and creativity，to promote mutual learning and reference.)
設計意圖：故事接龍活動鼓勵學生通過小組合作來訓練他們的邏輯思維和創(chuàng)新意識。該活動還能加強他們對一般過去時的理解，學生通過口頭形式進行故事接龍，能有效提升口語表達能力和語言運用能力。
Activity 6 Share your stories(想象與創(chuàng)造)
Work on 3c.Give students in each group several minutes to polish their stories.Ask them to pay attention to the correct use of the simple past tense，as well as the target language learned in this unit to tell stories.Walk around and offer proper help if necessary.
After that，invite the leader in each group to share the story in class.Then vote on whose story is the most interesting based on the plot，accuracy of word usage，overall logic，fluency of oral expression，facial expressions and body language.
設計意圖：通過小組協(xié)作潤色前階段故事接龍形成的文本，鼓勵學生運用一般過去時和本單元的目標語言，幫助他們提高語言運用能力。提供評價標準讓學生評選最有趣或最特別的故事能培養(yǎng)學生以評促學的能力和意識，有利于落實學科核心素養(yǎng)。
Activity 7 Reflecting(分析與評價)
After group work，encourage students to evaluate their performances in the group.They can describe how well they did according to the evaluation scale.For example，I can talk about my experiences on a special day very well.I can read and write diary entries about school trips.I can't use the simple past tense to talk about what happened in the past.I can't share what I learnt from past experiences.I think I need to ask my teacher and classmates for help.
設計意圖：通過量表，學生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。這樣能幫助他們養(yǎng)成反思的習慣，提升思維品質(zhì)，有利于學習能力和策略的培養(yǎng)。
Activity 8 Homework(分層作業(yè))
必做題：Organize the chain stories created in class.Polish and modify them，and then copy them into the workbook.
選做題：Write a short essay based on a chain story，describing a memorable day，including the activities or the actions，the feeling，and what you learnt.
第五課時　Section B(2a—Reflecting) Key words：diary，entry，agree，feel，memorable My school trip： Where did you go？　What did you do/see How did you feel？　What did you learn？
A chain story： The place or situation What you saw or did there How you felt What you learnt
Students actively participated in the discussion in class and showed a strong interest in the topic of a memorable day.Through the activity of writing a chain story about a memorable day，students not only consolidated the phrases and sentence patterns learned in class but also exercised their creativity and oral English.However，the teacher should explore more topics and activities related to a memorable day to stimulate students' interest in learning and creativity.

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