Unit 1 The secrets of happiness grammar表格版教学设计【新外研（2024）版七下英语】

2025新外研版七年级英语下册Unit1 grammar教学设计
课题 7BU1 The secret of happiness 课时 grammar
学习目标（目标类型/目标行为）
After the class, students will be able to: 【学习理解】 1. understand the theme of love; 2. require the key information (like when, who, where, how, what) from the passage; 3. perceive and understand the words about feelings (like happy, warm, down); 【应用实践】 4. complete the conversation using the temple; 5. talk about the experience about love and share their feelings and what they learned; 【迁移创新】 6. share their stories about love through teamwork and discuss in group.
学情分析
【语言能力】 学生的英语基础相对薄弱，词汇量和语法知识有限，尤其是在动词时态的使用上可能存在困难。 【文化意识】 初一学生对中外宠物文化可能不熟悉，通过讨论宠物生日庆祝的方式，学生可以对比中西方在宠物文化上的异同，拓展文化视野。 【思维品质】 初一学生的逻辑思维和批判性思维正在发展中，他们能够理解简单的故事情节，但在分析和推理方面还需要引导。我们可以引导学生思考“爱与关怀如何改变一个生命的命运”，培养学生的同理心和情感认知。通过讨论“为什么作者选择将发现Duanwu的那天定为她的生日”，学生可以锻炼推理能力和逻辑思维。 【学习能力】 初一学生的学习习惯和方法还在形成中，他们需要更多的引导和激励来培养自主学习能力。我们可以通过设计具体任务（填空、选择等）增强他们的学习成就感，设计合作学习培养他们的合作学习和表达能力。
课程内容分析（课标解读/教材分析/支持性材料）
What The writer tells the experience how they celebrate for a cat, Duanwu. And he recalled the situation when they found the cat. Now, the love of family made the cat a happy princess. Why The purpose of the passage is to share warm story between the writer and the cat to show that love is the key to the happiness. The writer describes the experience about how Duanwu was saved and became a member of the family to stress the meaning of love and family. How The passage uses simple past and the simple present to show the differences between the past and the present. And the verbs like "make", "find", "be", "try", "decide"help us learn the changes of the feelings between the writer and Duanwu.
教学过程
学习任务 ①
学习活动 Free talk 学生根据图片和课文内容，回答问题： 1.The book wasfull of magic. 2.The family never had enough food. 3.To my surprise, the family were happy together. Summary: was/had/were are all pastsimple.（学生也可中文作答） Read and complete 学生阅读课文，在文章中找到更多动词过去式，完成表格。 学生以小组为单位进行观察和讨论，发现并记录动词过去式的基本变形规律。 小组组长分享他们的讨论结果，例如： l动词过去式一般加“ed”； l以辅音字母加“y”结尾的动词，变“y”为“i”再加“ed”。 Practice 学生完成活动6： 1.was 2. made 3. filled 学生圈出句子中表示时间的词。 1.yesterday 2. last night 3. last weekend 教学活动 Free talk 教师依次呈现图片和问题： 1.What did the writer think of the book 2.How was the family's life like 3.What made the writer surprising Summary: was/had/were are all _______. Read and complete Group work Task: Summarize the grammar rules of past tense. Step 1 Group in 4 or 5. Step 2 Discuss and write down the grammar rules of past tense. Step 3 The group leader of each group share their group results in class. Step 4 The teacher summarize and add the missing rules. Practice 教师呈现A6的句子，引导学生完成练习。 Think: Please find and circle the word that tells about time. 教师总结Grammar tip: Look for the word tells about time before you decide what tense to use.
过程诊断
教师通过分析学生完成的表格和练习，评估他们对动词过去式的掌握情况。在小组讨论环节观察学生的表现，判断学生的参与度、合作能力和语言输出情况。在小组分享后，随机提问学生，检查他们对动词过去式变形规律的理解。
学习任务 ②
学习活动 学生根据图回答问题： 1. A diary 2. The writer wrote the diary on 22 June 2023. 3.It was the Dragon Boat Festival. it was also Duanwu's birthday Read and complete 学生独立完成活动7 1.made 2. found 3. was 4. tried 5. decided 6. made 7. likes 8. makes Read again and think 学生阅读文章并回答问题。 1. Love. 2. ... 3. Yes, I do./No, I don't. 教学活动 教师呈现文章和图片，提问： 1. What is it A. A diary B. A letter 2. When did the writer write the diary 3. What day was 22 June 2023 Read and complete 教师请学生完成课本活动7的题目后核对答案. Read again and think 教师引导学生再次阅读文章，回答问题。题3的答案仅作为过渡，不做评价。 1. What makes the cat a happy princess 2. How did love change the cat's life 3. Do you think love can make us happy
过程诊断 教师在学生阅读和回答问题的环节中观察学生表现，判断学生对文章内容的理解和掌握情况。通过分析学衡的练习，评估他们对文章的理解和语言运用能力。在提问环节，通过随机提问，检查他们对问题的思考情况。
学习任务 ③
学习活动 Listen and tell true or false. 学生听录音，判断正误，并纠正错误的句子。 1.F (today - yesterday) 2.T 3.F (sorry - warm) 学生根据自身经验回答问题：Family love makes me feel... 教学活动 Listen and tell true or false 教师播放音频，引导学生判断正误，对于错误的句子引导学生纠正。 1. The boy felt down because he lost a football match today. 2. The girl said "I'm sorry to hear that"to comfort the boy. （教师讲解comfort） 3. Family love made the boy feel sorry. 追问：How does family love make you feel
过程诊断 教师通过分析学生的练习和回答，评估他们的听力理解能力和语言运用能力。通过随机提问，检查他们对听力内容的理解，同时也在追问中判断他们的语言御用和表达能力。
学习任务 ④
学习活动 学生根据教师提供的语言素材和自己对话题的理解和掌握，完成对话，准备在班级分享。 学生代表分享合作成果，完成自评和他评。 教学活动 Pair work 教师呈现小组活动流程、useful expressions和checklist。 Task: Talk about your experience about how love make you happy. Step 1 Work in pair. Step 2 Write down your answers on your book. Step 3 Have a conversation. A: (when), ... I felt... B: I'm sorry to hear that. / That's lovely! A: Then (who) (what they did). It made me feel... B:... Step 4 Share your conversation in class. Useful expressions: Feelings: happy, sad, warm, loved, down, upset Actions: hug, comfort, support, cheer up, smile Sentences: 教师邀请学生上台分享对话，并给予评价。
过程诊断
教师观察学生的合作表现，评估他们的语言运用、合作能力和自信心。在分享环节，检查他们对对话内容的理解和语言运用情况。
反思改进 本节课作业 Must do 1. Finish worksheet. Choose to do 2. Shoot a video of your conversation and share it online.