人教版七年级下册 Unit11 How was your school trip？ SectionB 1a-1d 教案（表格式）

Unit 11 How was your school trip 教学设计
Teaching Aims:
1. Ss could deeply master the key phrases(visit a museum, visit a fire station…)key sentences(How was your… ),and know how to use them.
2. Ss could know more about the past tense and use it to express your feelings.
Teaching Important:
Ss could freely master the key points of this class.
Teaching Difficulties:
Ss could freely use the past tense to express their feelings.
Teaching Methods: 目标教学、先学后教、当堂训练
Teaching aids: Multimedia，Seewo (Easi Note希沃)
Teaching procedures:
Step1：Teaching aims:T shows the teaching aims to Ss:Deeply master the key phrases(visit a museum, visit a fire station…)key sentences(How was your… ),and know how to use them.2. Know more about the past tense and use it to express your feelings. Step2：Lead-in：T says to Ss: --My last weekend was excellent, I went to the cinema. I watched a movie.T uses a picture and a video (Wonder woman)to Ss --That was my weekend. --How was your weekend --What did you do T asks 2-3Ss about their weekend. and then lead into the key phrases of this class by using pictures.（T use these to practice the key words and key phrases that Ss have learned. And lead into the key phrases of this class）Step3:Presentation:1.--How was your weekend --It was excellent.(terrible, bad, ok, good, great, excellent….)--What did you do？/Why --Because I went to the zoo. visited a museum. rode a horse. ….T uses some pictures to show the key phrases one by one.Ss repeat after the T to read the phrases one by one fluently.2.T shows the past tense of these verbs and phrases:go --- went to the zoovisit --- visited a museumride --- rode a horseclimb --- climbed a mountainvisit --- visited a fire stationgo --- went fishingSs read all together for several times, then T asks Ss to the blackboard to write the verb on the blackboard. T shows them on the blackboard to ask Ss read aloud all together.3.T and Ss look at 1a：Match the activities with the picturesT checks the answers by asking the Ss to the blackboard to write the answer on the blackboard.T asks Ss to follow the S to read the new phrases.and use the question “Does your school have school trips？How was your school trip ”to lead into next step:Step4: Practice；Pair work；T asks Ss to work in pairs to make the conversation:--How was your school trip --It was good. I went to the zoo. T checks the pair work, and asks Ss some questions to lead into the new phrases of 1b and 1c.Listening:T ：Just know we are talking about our trip, Now this time we are going to know Jane and Tony’s school trip. How were their school trip Lead into 1b:(1)T shows 1b to Ss, and plays the tape for once.T checks the answer:After listening to 1b, T says to Ss；--Just know we have listened that Jane’s school trip was terrible. Tony’s school trip was great. --Why What did they do Now let’s look at the pictures and answer the questions；--What did they do (2)T shows the key phrases in 1c to Ss:went to the countrysideclimbed a mountainwent to an art museumsee---saw some paintingsdraw---drew picturesSs repeat after the T and master these key phrases to help Ss finish 1b and 1c more easily.(3).Listening:T shows 1b and 1c to Ss, and asks Ss to listen carefully.Step5: production:T and Ss look at 1d.T asks Ss to do the conversation in groups.--How was your school trip --It was good. I went to the countryside.--That sounds great.T checks the group work.Step6: Survey and report:T asks Ss to work in pairs to do the pair work.--Work in groups of four to talk about your own school trip, and then give us a report：Reporter:How was your school trip A:It was great. I rode a horse.B: ....C: ....Hello! I am the reporter. In my group, my school trip was…. I ….A's school trip was … He/ She climbed a mountain.B's school trip….….We all had a great school trip.Thank you! Step6:Feedback:T and Ss review the key sentences and key phrases again.Blackboard design: Unit11 How was your weekend go --- went to the zoovisit --- visited a museumride --- rode a horseclimb --- climbed a mountainvisit --- visited a fire stationgo --- went fishingwent to the countrysideclimbed a mountainwent to an art museumsee --- saw some paintingsdraw --- drew pictures 设计目的:让学生明确本节课即将要学习的目标。使学生带着目的去学习本节课的内容，从而做到知己知彼。设计目的：通过教师展示自己的周末活动和自己周末过的怎么样来利用教师自己周末看的电影《神奇女侠》来抛给学生：学生们周末过得怎么样？干了什么？同时也帮助老师增强学生上课的兴趣和积极性。之后再提问学生复习一下学生之前学过的内容，之后通过图片依次引出本节课的词汇和词组内容。设计目的：教师通过此处训练学生之前对学过的形容词的掌握程度和进一步复习。设计目的：教师通过向学生以过去式的方式出示本节课中的重点词汇和词组，同时运用图片让学生以问答形式依次呈现。增加学生学习的兴趣和逐层呈现相关重点词组。设计目的：教师通过这种方式，让学生形象体会规则动词与不规则动词的过去式的的变法，同时让学生上黑板去将动词过去式的原型写在黑板上，从而让学生熟练多媒体技术的运用，增强学生学习的效果。设计目的：让学生走上讲台熟练运用多媒体，训练学生的课堂实践能力，同时让学生教学生读单词，体会老师的辛苦，并进一步体现以学生为主的教学思想，让学生正真成为课堂的主任。设计目的：通过小组对话形式让学生进一步熟练运用本节课所学的重点知识。同时使学生更好的提前对即将要做的1b听力打下铺垫。设计目的：通过这一块，让学生进一步抓住1c的听力中的重点词组，减轻学生对1c的听力难度。设计目的：让学生对本节课的内容进行一个全面的运用，从而检查学生本节课对于重点内容的掌握与运用。设计目的：通过这个小组调查活动，让学生进一步来对本节课所学的内容进行一个升华，从而检查学生全面综合运用本节课所学重点内容的程度情况。