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新版七下Unit 11 How was your school trip单元教案


新版七下 Unit 11 How was your school trip 单元教案
课时安排 5 课时

单元教材分析与与教学要求 新目标新版七下 Unit 11 的单元标题是 How was your school trip(一般过去时态首次出现),但 是与其同名的单元,老教材中出现在八上 Unit 8(老教材这单元以访问海族馆为主线),对比新旧

老两 单元,教材内容词汇完全变化,仅个别图片有所保留)。而老版七下有两个单元是涉及一般过去时 态 (Unit 9 How was your weekend?与 Unit 10 Where did you go on vacation?) 新目标新版七下 Unit 11 , 出现的时态及语法功能与旧版 Unit 9 相类似,不过两个单元具体教学内容完全变化了,词汇表也基 本找不到共同点,简单地说,这个新单元完全是新面孔。本单元的语言训练重点是互相询问刚刚过 去的学校旅行(扩展到过去的周末等),对学校旅行及过程进行评论,运用一般过去时态谈论过去 的活动。Section A 以访问农场的学校旅行为主线,教授一般过去时态的听读说和基础语言运用,为 目标句型提供分步示例和指导性练习,并在其中扩展归纳动词的规则与不规则过去式;Section B 知 识扩展教授与课外活动相关的更多动词短语;结合新旧知识的运用;在提供一定的模板下进行循序 渐进的阅读与写作练习;Self Checks 要求学生根据动词的分类(规则与不规则过去式)写出其对应 过去式。 教学目标: 1. 【认知目标】: · 能熟知单元主要内容,掌握相应的语言知识 (单词、习惯用语、语法和功能用语)。 · 能结合所给任务,综合运用新、旧知识完成任务。 2. 【技能目标】 · 能培养良好的听、说、读、写的能力,能运用适当的评价词对过去的学校旅行进行评价,能正确使 用动词过去式对过去的活动进行准确的描述。 · 通过观察、想象、模仿和表演等熟练、生动、有创造性地从图片或文字材料中获取有效信息,拓宽 视野,围绕“学校旅行/周末活动”进行交际。 · 能在日常生活中恰当理解这单元话题范围内的单词和习惯用语,在真实的语言环境中体会语言,运 用语言,感受语言的真实价值,品味语言的实际意义,从而获得运用语言的实际能力,运用所学知 识进行创造性地发挥应用和积极主动地用英语进行交流。突破学生对一般过去时受汉语影响,避免 不考虑动词过去式的构成。 3. 【情感目标】 · 合理安排自己课外的学习、运动、休息、娱乐等活动形式,倡导过有意义的周末。要求学生保持愉 快的心情,以积极的姿态,精神饱满地面对生活与学习。 · 保护和引导学生对英语的好奇与探求心理。克服课外活动与学习过程中的畏难情绪,勇于追求对学 习的自我完善和自我奖赏。 · 激发成就感,强化竞争意识。 教师教学策略 · 巧引妙导,挖掘教学内容和教学方法的新颖性和艺术性,激发学生学习英语的兴趣。 · 采用互动的课堂模式,提倡开放式教学。 · 倡导“任务型”教学途径, 让学生“做中学”或“用语言做事”。 “学”是前提, “做”是目的; “学”是为了“做”, “做”又促进“学”,两者缺一不可。 · 面向全体学生,因人因材施教。 · 建构民主氛围,营造宽松和谐的课堂教学气氛,合理利用评价方式,捕捉学生亮点。

· 正视个体差异,倡导过程激励,以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。 学生学习策略 · 树立正确的“以人为本”的学习观,倡导自主学习、合作学习与探究式学习,发展主体性,培养独立 学习意识,养成良好的学习习惯。 · 明确“熟能生巧”的原理,积极参与课堂活动。在学习活动中讨论 past events 或参加课堂上的才艺表 演(Talent show),创设语境,猜测课外/周末活动,乐于探究,勤于动脑动口。 课后访谈调查,读写摘记,归纳语言规则,重视语言运用与输出。 · 掌握科学的学习方法,通过不同的活动形式(小组活动、配对活动、猜测活动、班级活动等)共享 资源,互助学习,在合作中取长补短,培养学生的用英语与人交往的能力。 语言知识目标 (1) 词 汇

milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, countryside, yesterday, flower, worry, luckily, sun, museum, fire, painting, exciting, lovely, expensive, cheap, slow, fast, robot, guide, gift, everything, interested, dark, hear
(2)短语 milk a cow, ride a horse, feed chickens, quite a lot, in the countryside, fire station, all

in all, be interested in, learn … about …, go fishing, how to make a …, not at all, gift shop
(3)句型:

a. How was your school trip? b. Did you see any cows? c. Did you ride a horse? d. Were the strawberries good? e. I didn’t like the trip at all. f. Lucky you.

It was great/ fun /relaxing/ interesting/…. Yes, I did. I saw quite a lot. No, I didn’t. But I milked a cow. Yes, they were. /No, they weren’t.

(4)语法: 规则与不规则动词的过去式 规则动词过去式(详见书本 P114) ①一般情况在动词原形后加-ed,如 looked played ②以字母 e 结尾的动词,只加-d,如 lived hoped ③以重读闭音节结尾,末尾只有一个辅音字母,先双写该辅音字母,再加-ed,如 stopped planned ④以“ 辅音字母+y ”结尾的动词,把 y 改为 i,再加-ed,如 studied worried 不规则动词过去式(见书本 P142表格)需要识记,如 get-got,eat-ate, have-had

?? 教学设计

Period 1

(Section A 1a-1c) 方学庆 教学步骤

建议和说明 创设一个轻松自然 的教学氛围,在电影歌 声中相互开始教学.

↘1. 热身(Warm-up) ? Video and song. Get the students to enjoy a short movie about taking a trip. This movie helps to warm up the students. ? Chant. Get the students to do a chant with the rhythm Two tigers. What do you do? What do you do? Go for a walk. Go for a walk. Milk a cow. Ride a horse. Ride a horse. What do you do? What do you do? Feed some chickens. Feed some chickens. Talk with a farmer. Take some photos. Take some photos. This chants helps to prepare the verb (base form) phrases in this unit. ↘2. 呈现(Presentation) ? Presentation 1. Show on the screen a picture of a school trip. Tech the phrase “school trip”. Present the unit title “How was your school trip? ” Help the students to answer “It was great/ boring/ fun / relaxing/ interesting/ ….. ” 2. Present a picture of a boy climbing a mountain. T: What did he do? Help the students to answer with the phrase: went to the mountains (climb a mountain). 3. Explain the time phrase “last weekend” is a past time period. Show on the screen more pictures and ask and answer in pairs “What did he/ she/ they do last weekend?” Present more verb phrases(or verb only) “watched TV, played tennis, cleaned the room, visited grandparents, studied English, played soccer, went to the zoo, took some photos, danced, practiced English, had a big dinner, had a party, went to the beach, ate an apple, played computer games, did homework, went for a walk”. Teach the sound of “-ed” in each word. Think more verb phrases begins with “went”. ? Farm activities Show on the screen a picture of a farm. Teach the word “farm”. Present the picture of Carol. Get the students to guess “What did she do on the farm?” Present the verb phrases “milked a cow, rode a horse, fed chicken, talked with a farmer” by showing more pictures. These are all farm activities. Get the students to think more possible farm activities.

通过学生熟知的 chant, 为正文即将要出 场的动词短语做铺垫, 使学生容易接受所要学 的新知识。

从学生熟知的学校 旅行入手,运用评价词 进行评价

丰富图片展示,新 旧动词短语结合,从展 示中积累共性,强调 ed 在词尾的正确读音

挖掘深层思考,总 结归纳 went 相关短语, 也顺便复习地点词汇

以 Carol 农场活动 为主线,层层深入,扩 展想像空间

↘3. !a 活动(Activity 1a) ? Get the students to read through the pictures in Activity 1a. Match the phrases with the pictures. Check the answers with the class. ? Write down the verb base form for the verbs in these phrases. Check the verbs. Then try to read the recite the verbs and their respondent past form. (go-went, milk-milked, ride-rode, feed-fed, talk, talked, take-took) ↘4. 结对活动(Pairwork) Show on the screen 12 different activity pictures. Get the students to have a pairwork like this. A: What did he/she/they … do last weekend? B: He /She/They …(过去式) last weekend. ↘5. 猜谜(Guessing game) ? Present the sentence “I had a good time last weekend. ” on the screen. Note that last weekend is a past time period. Change the sentence into the General Interrogative Question “Did you have a good time last weekend?” Help the students to answer “Yes, I did./ No, I didn’t.” ? Have guessing game. Get the students to guess “What did Mr Fang do last weekend?” by asking “Did you …(加词组原形) last weekend? ”(went to a park) Guess in the same way what Mr Fang saw in the park. ↘6. 听力训练(Activity 1b) Get the students to have a listening practice. Get the students to listen to Listening Cassette Activity 1b. Listen and circle the three things Carol did on her school trip in 1a. Check the answers with the class. ↘7. 1c 活动(Activity 1c) Get the students to read through the dialogue in Activity 1c. Try to read and recite the dialogue. Then work in pairs and make up similar dialogue talking about farm activities after the model. 背诵并熟悉书本对 话,依此编写对话,输 出本课所学 加强听力技巧,检 测所学短语 语法澄清,为下文 对话铺垫,也为听力扫 清障碍 复习前面所学动词 词组的词组原形,感知 助动词 did 对句子的影 响 再次呈现出现过的 动词短语图片,学以致 用,简单输出 图文配对,深入掌 握动词短语含义,背诵 动词过去式,积累输出 素材

↘8. 语法总结(Grammar Summary) Present some verbs and their past forms(some unlearned). Get the

语法提升,总结规 则,强化所学

students to summarize the rules for the regular past forms. Present some verbs and correspondent regular past form. Work in groups and finish the exercise on the screen. ↘9. 作业(Homework) 1. Copy the new words on Page 51 four times. 2. Recite and copy the verbs and their past forms. 3. Make up a new dialogue talking about past events after the model dialogue in 1a. Try to make the dialogue a little longer.

?? 教学设计

Period 2

(Section A 2a-3b) 教学步骤

方学庆 建议和说明 从熟悉的短语入手, 开始教学.

↘1. 复习(Revision) ? Revise the verb phrases in Activity 1a. Get the students to read the recite the verbs and their respondent past form. ? Get the students to recite the dialogue in Activity 1c. Work in pairs and make up similar dialogue talking about farm activities after the model. ↘2. 结对活动(Pairwork) Show on the screen a model dialogue. Get the students to have a pairwork like this. A: Hello, xx. Long time no see. B: Hello, xx. A: How was your school trip? B: It was fun(评价词替换) . A: What did you do? B: I went to the zoo and saw some pandas(用过去式替换). A: Did you take any photos? B: Yes, I did. / No, I didn’t. But I _____(其它活动). A: That sounds good. Goodbye. B: Bye. ↘3. 猜谜(Guessing game) ? Have a guessing game. Show on the screen some activity pictures of past events. Get the students to guess “What did he/ she/ they do …?”. This step also helps to revise the past forms. ? Guess “What did Carol do yesterday?”. With the help of more pictures, present the phrases in the listening material of 2a/ 2b

提供可替换的对话,实 际操作性强,使学生能 够将前课时所学的知识 运用到实际对话中

通过猜谜活动帮助 复习所学动词过去式, 并借机引出 2a/2b 听力 中即将用到的短语

“showed Carol around the farm, grow apples, grow strawberries, pick strawberries”. ↘4. 听力训练(Activity 2a/2b) ? Get the students to read through the questions in Activity 2a. Listen and check(√) the questions you hear. Check the answers with the class. ? Read through the sentences in Activity 2b. Circle T for true and F for false. Check the answers with the class. Underline the phrase ”learn a lot about farming, grow strawberries, pick strawberries”. ↘5. 2c 活动(Activity 2c) ? Get the students to read through the dialogue in Activity 2c. Work in pairs and make up dialogue talking about Carol’s past events on the farm. ? Suppose you went to the farm last weekend. Work in pairs and make up a new dialogue taking about the trip. Perform it before the class. ↘6. 角色扮演(Activity 2d) ? Present the photo of a boy Eric and the picture of the farm.. Get the students to guess “What did Eric do there?”. Teach the phrases “went fishing, watch the stars”. ? Get the students and listen to the dialogue in Activity 2d. Underline the key phrases “in the countryside, went fishing, so much fun”. Underline the sentence “Lucky you”. Explain it in English. ③ Role-play the conversation in pairs, in groups. ④ Read the conversation again. Show on the screen four questions. Ask and answer in pairs. ↘7. 语法聚焦(Grammar focus) Get the students to read through the sentences in this grammar focus. Read and recite the past forms in the table. Then write out the past forms of the verbs shown on the screen. ↘7. 3a 活动(Activity 3a) Get the students to read through the two letters in Activity 3a. Complete Jim’s letter on the left and Bill’s reply on the right. Check the answers with the class. 在写信语境中积累输出 过去式积累 关注过去式,区别对待 角色扮演,深入农 场生活实践 与以上猜谜活动之 前的 pairwork 有类似, 但内容与农场相关且灵 活性更大 加强听力技巧,检 测所听到的句子,再听 理解判断正误

↘8. 语法解释(Grammar Explanation) Show on the screen some grammar explanation for the Simple Past Tense. Read and recite the rules for this tense. ↘9. 作业(Homework) Omitted. 语法澄清,增加硬 实力

教学设计 Period 3

(Section B 1a-2c) 教学步骤

章菊萍 建议和说明 这是一个热身活 动,活跃英语课堂 气氛,拉近师生的 距离,创造出一种 和谐,融洽的氛 围,为学生的积极 参与做准备。

Step 1:1 Greeting What did you do yesterday ? How were you yesterday ? 2 Review: Games Use your imagination and make up a story. Each student adds a sentence. If he or she can’t add a sentence, he or she must sing an English song. Step 2 :Preparation 1a 1 Match the activities with the pictures. 2 Check the answers Step 3 :Listening 1b 1c

通过热身谈话活 动,帮助学生在愉 快轻松的氛围中 复习和巩固动词 短语及动词过去 式

1 Listen and answer the questions. (1) How was Jane’s trip ? (2) How was Tony’s trip ? 2 Check the answers. (1) It was terrible. (2) It was great. 3 Listen again. What did Jane and Tony do on their last school trip ? Check (√) Tony or Jane. Step4:Speaking 1d
谈论各种活动的

1 What was your last school trip like ? Discuss it with your 在 与 学 生 愉 快 地

partner with the following words. 2 Teach Ss to read the following words : interesting cool great hot lucky cheap fast difficult large lovely slow exciting boring expensive terrible delicious

3 Discuss like following conversation. A: I went to a farm on my last school trip. There are many animals on the farm. They are very lovely. B: That sounds great. A: How was your school trip ? B: It was __________ A: How was the food there ? B: It was _____________ A: How was the weather ? B: It was ___________ Step 5: Presentation 2a Do the following words describe good things or bad things ? Put a √ for good and an × for bad . Leave a blank if they can mean both. Step 6 : Reading 2b 1 Read Helen’s and Jim’s diary entries and answer the questions in 2b (1) Did Helen and Jim go on the same trip? (2) How do they feel about the trip? 2 Check the answers .Ask Ss to pay attention to the past tense verbs. Answers: (1) Yes, they did. They went on the same trip. (2) Helen thought the trip was really interesting. But Jim thought the trip was terrible. 3 Explain the language points 4 Read the passages aloud Step 7 : Complete the chart in 2c

过程中,很自然地 呈现出表达感受 的一些形容词,然 后运用学过的句 型进行操练,使学 生轻松地掌握这 些形容词

对于这些形容词 发表自己的见解, 这一步是为了让 学生正确地运用 所学的形容词及 句型表达自己真 实的感受

阅读两篇日记,然 后回答问题及完 成 2c 的表格,为 了让学生能更好 的落实所学的形 容词,同时达到巩 固写日记的目的

Read the diaries again and complete the chart How do Helen and Jim describe these things ? Helen the trip the train the museum the gift shop and gifts interesting so fast useful The gifts weren’t expensive.

in 2c

Jim terrible so hot big and boring The things in the gift shop were so expensive.

Step 8: Language points and exercises. Work in groups and finish the exercise. Step 9:Homework 4. Copy the new words on Page 64 and Page 65 four times. 5. Make up a new dialogue about description after the model dialogue in1d. 6. Recite 2b and copy the verbs. Step 10: Blackboard design Unit 11 How was your school trip ?

Section B (1a-2c) A: How was your school trip ? B: It was __________ A: How was Jane’s /Helen’s trip ? B: It was ___________ A: How was Tony’s /Jim’s trip ? ? B: It was ___________

教学设计 Period 4 Section B (3a-Self check ) 章菊萍 教学步骤 建议和说明

Step 1:1 Greeting How are you feeling today? What did you do last night? How was your homework yesterday? How was your school trip ? 2 Review : Games Use your imagination and make up a story. Each student adds a sentence. Step 2 : Preparation 3a 1. Look at the pictures of Bob’s school trip. Complete his diary entry. 2.Then check the answers. June 23rd Yesterday my school visited the zoo. It was really
这项活动为学生提供了 温故而知新是学习中不 可缺少的一个环节。把 上节课学过的内容进行 复习,也为本节课的学 习做准备

interesting. We went there by bus. At the zoo, I saw a 运用目标语言进行练习 lot of animals and I took some photos. My classmates 书写的机会 and I also went to the gift shop and bought some gifts. It was a great day. Step 3 : 3b 1. Linda is Bob’s classmate. Complete her diary entry in 3b . 2. Then check the answers. June 23rd My school went to the zoo yesterday. The trip was terrible. At the zoo, I saw some animals. but I didn’t like them. I also went to the gift shop with my classmates, but I didn’t buy anything because they are expensive. It was a boring day. Step 4 : Writing 1.3c Now write a diary entry for your own school trip. Explain if you liked it or didn’t like it and why. 2.Ask students to write a diary entry for some minutes, then give a model composition.
写作是训练思维,复习 听读所获语言素材,化 语言知识为技能的最有 效的方法

Step 5: Self-check 1 Write more verbs and their past forms in each 练习的积累可以让学生 group. 2 Complete the conversations with the correct forms of the verbs in the box. 3 Check the answers 4 Grammar: The Simple Past Tense Step 6:Homework 1. Write a diary entry in 3c. 2. Finish self check 1and 2.
Blackboard design 找到自己的学习方法, 掌握自己的学习规律。 对动词过去式进行归类

Unit 11

How was your school trip ?
arrive-arrived stop-stopped

Section B (3a-Self check )
climb-climbed study-studied get-got

?? 教学设计

Period 5

舒宝琴 教学步骤

建议和说明 创设一个轻松 自然的教学氛围, 在电影歌声中相 互开始教学.

1. 热身(Warm-up) ? Video and song. Get the students to enjoy a short movie about taking a trip. This movie helps to warm up the students. ? Chant. Get the students to do a chant with the rhythm Two tigers. What do you do? What do you do? Go for a walk. Go for a walk. Milk a cow. Ride a horse. Ride a horse. What do you do? What do you do? Feed some chickens. Feed some chickens. Talk with a farmer. Take some photos. Take some photos. This chants helps to prepare the verb (base form) phrases in this unit.

通过学生熟知 的 chant, 为正文 即将要出场的动 词短语做铺垫, 使 学生容易接受所 要学的新知识。 通过学生熟知的 图片唤起对所学 单元知识的回忆。

2 呈现 (Presentation) ?Show on the screen some pictures of this unit.. The teacher asks “What did he/she/they do?” Ss answer “He/She/They... ”. Help Ss use the past tense fluently. ?Show on the screen a picture of a farm. Let Ss memory what Carol did last week in this unit. Revise the verb phrases “milked a cow, rode a horse, fed chicken, talked with a farmer”. These are all farm activities. Get the students to think more possible farm activities.

通过合作的方式 来复习一般过去 时的句型。 加强听力训练, 检 测所听到的短文 意思, 再填出所听 到的单词。 通过修改错误的 文章来提升学生 的写作能力。 用游戏的方式来 复习一般过去时 的用法和过去式 的构成及发音, 减 少语法教学的枯 燥性。

3. 练习 (Practice) 1.Pairwork. Show on the screen some different activity pictures. Ss ask and answer in pairs with the past tense like this. A: What did he/she/they … do last weekend? B: He /She/They …(过去式) last weekend. 2.Extension of the practice Ss ask and answer in pairs with their real information. A: Hello, xx. Long time no see. B: Hello, xx. A: How was your school trip? B: It was fun(评价词替换) . A: What did you do? B: I went to the zoo and saw some pandas(用过去式替换). A: Did you take any photos? B: Yes, I did. / No, I didn’t. But I _____(其它活动). A: That sounds good. Goodbye. B: Bye.

用练习来落实语 法, 学以致用, 融 会贯通。

4. 听力训练(Activity 1b) Get the students to have a listening practice. Get the students to listen to Listening article “My Happiest Day”. Listen and fill in the blanks. Check the answers with the class.

5. 改错 (Correction) ? Give the class an article “Grace’s funny Sunday”. There are some mistakes in it. Let the Ss read it carefully, and try to find out each mistake. ? Check the answers with the class. 6. 语法总结(Grammar Summary) Present three boxes, every box has a question about the past tense. Get the students to summarize the rules for the regular past forms and their pronunciations and so on.

定义:1.表示过去某个时间发生的动作或存在的状态。 如:Lily was 16 years old last year. 2.表示过去经常或反复发生的动作。 如:Tom got up at 6:00 last week. 构成方法:1.一般情况在动词原形后加-ed 2.以字母 e 结尾的动词,只加-d 3.以重读闭音节结尾,末尾只有一个辅音字母,先双写该辅音字母,再加-ed 4.以“ 辅音字母+y ”结尾的动词,把 y 改为 i,再加-ed

1、 清念 /t/ ,即 ed 在清辅音后面念 /t/ , 例:finished helped 2、元浊 /d/ ,即 ed 在元音,浊辅音后面念 /d/ , 例:played enjoyed

3、/t/ /d/ 之后念 /id/ , 即 ed 在 /t/ /d/ 音后面念 /id/ 例:wanted 7. 配套练习 (Exercises) Show some exercises on the screen, get the students to do it, then check the answers with the class. 8. 作业 (Homework) 1. Write a composition, the topic is “My Favorite Holiday” 2. Recite and copy the verbs and their past forms. 3. Make up a new dialogue talking about past events after the model dialogue in 1a. Try to make the dialogue a little longer. Blackboard design: 一般过去时的定义: 1.表示过去某个时间发生的动作或存在的状态。 2.表示过去经常或反复发生的动作。 一般过去时的常用时间: yesterday last night/week/... in 1990 two days ago shouted


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