中小学教育资源及组卷应用平台
单 元 整 体 教 学 设 计
学科 英语 年级 七年级下册
使用教材 人教新目标（Go for it） 教材页数
单元名称 Unit 11 How was your school trip？
单元主题及主要内容分析
单元主题：人与自我 单元话题：多彩、安全、有意义的学校生活 单元功能：对食物进行询问并点餐。 主题意义：了解郊游中的各种活动，帮助学生掌握一般过去时，可以谈论过去发生的事情。 单元内容分析： 本单元主要围绕“学校旅行”这一主题，以同学之间谈论各自的游览经历为背景，展开多种形式的语言训练活动，目的是让学生逐步学会运用一般过去时态叙述和询问过去的活动经历。A部分围绕着学校组织的农场之行展开，着重描述了乡村生活，介绍了农场的而各类活动，呈现相关动词短语，让学生感知、体验和实践如何就过去发生的事情进行谈论；B部分在此基础上，进一步丰富话题内容，增加目标语言的输入，听说部分使学生进一步感知一般过去时在口头交际中的语用功能，并在于同学的真实交流中正确运用所学目标语言；阅读部分通过对比总结两位作者关于同一旅行经历的不同态度，不仅考查学生对篇章的理解和培养阅读策略，还训练学生对比分析能力；写作部分让学生有意识地运用目标语言进行输出，提高语言表达能力。 单元大观念： 本单元的主题是“参加旅行，丰富生活经历，热爱生活，热爱劳动”，涉及的话题是“谈论学校旅行”，通过多模态形式的语篇，如对话、图片、表格、日记等，介绍了各种旅行过程中进行的活动，描述了不同人物的旅行经历和所见所闻，呈现了谈论旅行过程中的各种活动和所见所闻以及感受的相关语言知识，讲述了不同的人对参加学校旅行的不同感受和看法。 单元框架结构图： 课时语篇内容语篇意义技能与学习策略要点第一课时：听说课Section A 1a-2c1a-1c 部分围绕着学校组织的农场之行，展开着重描述了乡村生活。这部分先通过主题图呈现了两个学生谈论学校的农场之行，介绍了农场的各种活动，呈现相关动词短语。仿2a-2c拓展了相关农场和乡村生活的话题，围绕学生的所见所闻展开听说活动，呈现一般过去时的陈述句一般疑问句特殊疑问句和相关答语等。该语篇展示了学生之间的简单的沟通与交流，乡村生后中这些内容对于城市学生来说会显得陌生而有趣。接下来的听力活动则是为了让学生感知如何就过去发生的事情进行谈论对话中呈现一般过去时和一般疑问句及答语，以便在口语活动中进行模仿。掌握本单元的目标词组 掌握一般过去的是陈述句，一般疑问句和回答。 第二课时：Section A 2d-3c2d所提供的对话呈现学生之简谈论关于是乡村旅行对话。 grammar focus表格呈现了单元重点语法功能结构，梳理了一般过去时态的用法，包括谓语动词分别为be动词和实义动词的一般过去时的陈述句，一般疑问句及其回答。还呈现了部分规则动词和不规则动词的过去形式。 活动3a和3b是两个控制性练习，要求学生根据信件内容用括号内的正确形式填空并完成信件。1.提供了更为丰富的生活信息，以及表达用语供学生模仿输出。 2.3a的活动，既关注语言形式也关注语言在特定语境中的意义，能有效加强学生实际运用动词过去式的能力，3b以游戏的形式，让学生运用目标语言，让学生发挥自己的想象力，使得语法学习充满趣味性。掌握单词的规则变化和不规则变化 可以在信件中掌握语言的具体表现形式。法规律。 课时三：听说课Section B 1a-1e介绍了国外的周末学校活动，如去参观消防站、科技博物馆等地方。该语篇内容是在之前的之前知识点的上的巩固，围绕单元话题进一步丰富学校旅行的内容，增加目标语言的输入，与此同时，为之后的阅读语篇的学习奠定了基础。掌握新的学校活动的表达 增加口语输出训练课时四：精读2a-2c是阅读部分，介绍了两名学生在同一次班级旅行中的不同描述和感受。阅读材料再现了本单元的重点词汇语法功能，内容丰富，便于学生掌握本单元所学知识.该语篇呈现了日记的主要内容，让学生知道初步了解用如何用所学知识写一篇日记，为之后的写作训练提供一个良好的语言输入。同时也查有利于学生对篇章的理解和培养阅读策略，还训练学生对比分析能力了解文章大意。 可以通过描述行形容词，对比文章观点 培养积极乐观的人生观课时五：写作课该部分的语篇是一个未完成，需要学生根据语篇要求学生完成一篇信件，介绍自己的周末活动。 3a-3c的写作部分分为三部3a不仅提供框架，还有图片提示，3b只提供句子框架。这为学生的写作输出提供了丰富的语料和结构的输入，有利于提高学生写作能力。借助于语言输出框架和语言提示，写一篇日记介绍自己学校旅行。
学情分析
本单元的话题是谈论过去的旅行，学习内容贴近学生生活，学生学习兴趣浓厚。在之前的学习中，学生已能够熟练运用一般现在时态，并初步了解谓语动词根据人称和数需要发生形式变化，为本单元一般过去时态的正确理解和使用打下了一定的基础。一般过去时态对于七年级的同学来说，是一种全新的时态，而且和汉语相比有很大不同，初学时不免会感到无所是从。这就要求教师备课时，在语言输入环节，为学生创设恰当的情境，设置合理的任务，让学生体会该时态的意义和用法。在语言输出环节，要进行大量的口语练习，让学生在运用中学习知识。
单元教学目标
语言能力能够在“农场之行”、“博物馆之行”等真实情境中，正确使用be动词和实义动词的一般过去时，以听说读看写等方式询问或描述过去发生的事情，并归纳规则动词过去时的变化规律并写出部分规则动词和不规则动词的过去式；能够通过记忆词块来学习词汇；能够根据动词过去时推测动词原形，尝试归纳规则动词的过去式的特点及变化规律；文化意识了解国内外学校组织的各种游览活动，开阔眼界，感知与体验文化多样性，具备比较中外在社团方面文化差异性的基本能力。思维品质能够在各种语言实践活动中，通过听说读看写等训练，准确获取有关过去发生的事情等方面的信息，学会与人探讨、交流和表达自我观点和看法，进行合理推测，有逻辑、辩证地、创新性地表达个人看法，实现知识与思维能力的迁移；学习能力通过描述过去发生的事情，激发对英语语言学习的兴趣；通过听、说、读、写等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率。能够参与结对活动、小组活动时，能积极与他人合作，相互帮助，共同完成学习任务，体验在“做”中使用目标语言；能够有意识地训练自己的英语思维，努力做到善学、乐学。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 学习层次
第一课时 SectionA 1a-2c 听说课 1. 掌握六个乡村活动的表达 2. 能正确使用所学句型，与同学进行简单的交谈。 3. 认识到中外文化中school trip的不同 学习理解 应用实践
第二课时 SectionA 2d-3c 语法课 1. 掌握一般过去时的用法，以及动词的一般过去时变化规则。 2. 能正确使用一般过去时的肯定句、否定句、一般疑问句和特殊疑问句。 学习理解 应用实践
第三课时 SectionB 1a-1d 听说课 1. 掌握六种活动的表达。 2. 进一步掌握过去式的用法以及各种句型的表达。 3. 能与同学进行询问活动的对话 学习理解 应用实践
第四课时 SectionB 2a-2c 阅读课 1. 读懂日记类文体。 2. 如何通过预测、寻读和略读文章中找出相关细节信息。 3. 用思维导图的方式来分析文章内容 学习理解 应用实践
第五课时 SectionB 3a-self check 写作课 用日记的形式介绍自己的学校旅游，包括自己的感受和个学校活动。 迁移创新
21世纪教育网(www.21cnjy.com)(共34张PPT)
Unit 11 How was your school trip
人教新目标版 七年级下
SectionB 1a-1d优质课
Learning objectives
1. 学习本课新词汇：fire,museum,painting, fire station,visit a museum/fire station,climb a mountain,see some paintings,go fishing等。
2.能够听懂谈论过去发生的事情以及感受的对话，并能够提起所听内容关键信息。
3.能够熟练运用目标语言询问和表达过去发生的事情以及感受。
4.能够拓宽视野，了解国内外学校组织的各种游览活动，学会享受旅行所带来的美好时光和体验；
What did Peppa do on her school bus trip
I went to the mountains and enjoyed the view.
Warming-up
Tony
Jane
Tony and Jane went to the school trip，too.
What did they do Guess!
Presentation
go to the zoo
We went to the zoo.
ride a horse
I rode a horse.
visit a museum
We visited a museum.
climb a mountain
We climbed a mountain.
visit a fire station
I visited a fire station.
go fishing
I went fishing.
go to the zoo
visit a museum
ride a horse
visit a fire station
climb a mountain
go fishing
go to the zoo
visit a museum
Match the activities with the pictures.
1a
1. go to the zoo ___ 4. climb a mountain ___
2. visit a museum ___ 5. visit a fire station ___
3. ride a horse ___ 6. go fishing ___
a
b
c
d
e
f
d
b
a
c
f
e
visit a fire station 参观消防站 (教材P64 1a)
【用法详解】fire意为“火”时，作不可数名词；
意为“火灾”时，作可数名词和不可数名词均可。
常见短语有：on fire着火；catch fire着火；put out a fire灭火。
The whole building is on fire. 整个大楼着火了
Dry leaves are easy to catch fire. 干树叶很容易着火。
Those young firemen were brave enough to put out the fire in the forest. 那些年轻的消防队员们足够勇敢，扑灭了森林火灾。
Language points
【拓展延伸】
(1) fire作名词，还有“炉火；灶火”的含义。
make/build a fire“生火”。
You put up the tent, and I’ll make a fire. 你搭帐篷我来生火。
(2) fire还可作动词，意为“开枪，开火；开除”。
The officer ordered his men to fire. 军官下令士兵射击。
We had to fire him for dishonesty. 他不诚实，我们不得不开除他。
Change the verbs into their past forms.
1. went to the zoo
2. visited a museum
3. rode a horse
4. climbed a mountain
5. visited a fire station
6. went fishing
1. go to the zoo
2. visit a museum
3. ride a horse
4. climb a mountain
5. visit a fire station
6. go fishing
Make conversations with the given activities.
1. go to the zoo
2. visit a museum
3. ride a horse
4. climb a mountain
5. visit a fire station
6. go fishing
Did you…
What about you What did you do on the trip
Listen and answer the questions.
1b
1. How was Jane’s trip
2. How was Tony’s trip
It was terrible.
It was great.
Listen again. What did Jane and Tony do on their last
school trip Check (√) Tony or Jane.
went to the countryside climbed a mountain went to an art museum saw some paintings drew
pictures
Tony
Jane
1c
√
√
√
√
√
一定要关注对话中的动词过去式，抓住关键词哦！
Listen again and complete.
Tony: How was your school trip, Jane
Jane: Oh, it was ________.
Tony: Really Where did you go
Jane: Well, we ____________________and ______________________. But the weather was so cold. It ______________________all day long.
Tony: Oh, that’s ____________.
Jane: Ugh! How about your ______________, Tony
Tony: Well, it was raining here too, so we ______________ to the countryside.
terrible
went to the countryside
climbed a mountain
rained and rained
too bad
school trip
didn’t go
Jane: So what did you do then
Tony: We went to _____________. It was great. There ______ so many interesting things to see. I_______some really beautiful paintings. Then we_____________ at the museum restaurant. The food ______________________! After that, we went to a special art room and _________ pictures. It was_____________!
Jane: Sounds like you had a great school trip.
Tony: Yes. We ___________________!
saw
had lunch
was really delicious
drew
so much fun
had a really good time
an art museum
were
Tony: How was your school trip, Jane
Jane: Oh, it was terrible.
Tony: Really Where did you go
Jane: Well, we went to the countryside and climbed a
mountain. But the weather was so cold. It rained
and rained all day long.
Tony: Oh, that’s too bad.
Jane: Ugh! How about your school trip, Tony
Tony: Well, it was raining here too, so we didn’t go to the
countryside.
Listen and imitate.Then role play.
Jane: So what did you do then
Tony: We went to an art museum. It was great. There
were so many interesting things to see. I saw some
really beautiful paintings. Then we had lunch at
the museum restaurant. The food was really
delicious! After that, we went to a special art
room and drew pictures. It was so much fun!
Jane: Sounds like you had a great school trip.
Tony: Yes. We had a really good time!
Jane
Answer the questions.
1.Did Jane have a great trip
2. Where did Jane go on her school trip
3.Did Jane climb a mountain
4.How was the weather in the countryside
No,she didn't.
She went to the countryside.
Yes,she did.
It was so cold. And it rained and rained all day long.
Post listening
Tony
Answer the questions.
1. Where did Tony go on his school trip
2.Were there many interesting things to see in the museum
3. Did he see any beautiful paintings
4. How was the food at the museum restaurant
Tony went to an art museum.
Yes,there were.
Yes,he did.
It was delicious.
Jane’s and Tony’s trips.
went to the countryside
climbed a mountain
rained/rainy
terrible
went to an art museum
saw some paintings
drew pictures
raining/rainy/rained
great
Summary
Jane’s last school trip was .And she_____ to the countryside.But the weather_____ so cold.It and all day.
Tony a great school trip.He _____
to an art museum and there_____so many interesting things to see.He_____some really beautiful paintings.Then he_____ lunch at the museum restaurant.After that, he _____to a special art room and_____pictures. So Tony’s trip was .
terrible
went
rained
was
rained
had
went
were
saw
had
drew
great
went
Fill in the blanks according to 1d.
Consolidation
What was your last school trip like Discuss it with your partner.
1d
These words may help you
terrible, great, interesting
beautiful, bad, delicious
记得用一般过去时态哦
I went to...
That sounds...
A: I went to a farm on my last school trip. There were many animals on the farm.They were 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 ___________
A: What did you do there
B: I ___________
You may report like this:
My partner is ... She went to... last trip. She visited... She had a really great time.
Exercises
一、用所给单词的正确形式填空。
1.Mom _________ (buy) me a toy car yesterday.
2.He had an _________ (interest) trip last week.
3.The child _________ (draw) a lot of pictures yesterday.
4.My parents _________ (live) in the countryside two years ago.
5.I ________ (go) fishing with my father yesterday.
bought
interesting
drew
lived
went
Exercises
二、单项选择
1.— How was your school trip last week
— It was _______. All of us had a great time.
boring B. terrible C. difficult D. excellent
2.— When _______ you _______ the bike
— Last month.
A. have; bought B. had; bought C. do; buy D. did; buy
D
D
Exercises
3.When he _______ young, there _______ not so much food for him.
A. is; is B. was; was C. is; was D. was; is
4.Mr. Green, a famous writer, _______ our school last month.
visited B. visits C. is visiting D. will visit
5.— _______ there any seals in the zoo last year
— No, there _______, but there _______ some now.
A. Are; aren’t; are B. Were; wasn’t; are
C. Were; weren’t; is D. Were; weren’t; are
B
A
D
Exercises
三、根据汉语意思完成句子
1.我看到了一些非常漂亮的画。
I ______ some really beautiful ________.
2.你去哪儿了？
______ ______ you go
3.我们没有去乡下。
We ______ ______ to the countryside.
4.听起来你的学校旅行很愉快。
Sounds like you ______ a great school ______.
saw
paintings
Where did
didn’t go
had
trip
https://www.21cnjy.com/help/help_extract.php中小学教育资源及组卷应用平台
Unit 11 How was your school trip SectionB(1a-1d )课时教学设计
课型 听说课 课时 1
教材分析
本课时围绕“学校旅行”的话题展开语言实践活动，通过创设了解的旅游规划的学习情境，引导学生谈论旅行经历，进一步引导学生巩固使用现在一般过去时态和更丰富的活动及描述性词汇。本课是一节听说课，在A部分所学知识的基础上，围绕单元话题进一步丰富“学校旅行”的内容，增加目标语言的输入。1a-1d的听说活动首先提供了许多真实的图片，展现了西方国家常见的学校旅行活动以及相关的动词短语，然后通过听Jane和Tony谈论各自的学校旅行经历，使学生进一步感知一般过去时在口头交际中的语用功能，随后1d说的任务主要为了实现语言输出，让学生在于同学进行真实交流的过程中能够正确运用所学的目标语言。
学情分析
相比前两课时，大多数学生可以较熟练地掌握一般过去时的各种句型。对于动词过去式的运用，也逐渐熟悉。本课时的听力材料继续围绕“学校旅行”这一话题开展听力任务，是学生非常感兴趣的话题。故可以创设情境，以兴趣刺激学生的学习和交际的主动性，让本课教学变得轻松、有趣，提高学生主动参与课堂活动的积极性。相对于第一课时的听说学习，本课的听力任务难度不大，但要注意帮助学生全面理解听力材料，使学生能通过“听”这一活动，尽可能多地获取有效信息，学会模仿录音中的语音、语调，并转述听力中的主要内容。
课时教学目标
语言能力：正确使用更丰富的有关活动的词汇和一般过去时态，以听、看、说等方式，谈论旅行经历；通过听前预测、听中细节获取、听后信息整合、迁移创新等途径促进听说技能的提升； 文化意识：能够拓宽视野，了解国内外学校组织的各种游览活动，学会享受旅行所带来的美好时光和体验； 思维品质：能够在听说活动中准确获取并清晰表达有关旅行活动等方面的信息，提高思维的逻辑性、深刻性和批判性； 学习能力：能够通过谈论旅行经历，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
教学重难点
教学重点：听说技能的巩固、拓展；掌握和正确使用与旅行活动相关的词汇，巩固对单元功能和语法结构的理解； 教学难点：正确运用所学的功能句进行实践性表达；
教学方法
情境式教学，任务型教学法
教学工具
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教师导学 学生活动 设计意图
Step1: Warming-up Enjoy a video and answer the question: What did Peppa do on her school bus trip Step2: Presentation Tony and Jane went to the school trip，too. What did they do Guess! 1.Show some pictures and present the key expressions:went to the zoo; visited a museum; rode a horse;climbed a mountain;visited a fire station;went fishing. 2.Finish 1a:Match the activities with the pictures. 3.Language points fire意为“火”时，作不可数名词； 意为“火灾”时，作可数名词和不可数名词均可。 常见短语有：on fire着火；catch fire着火；put out a fire灭火。 The whole building is on fire. 整个大楼着火了 Dry leaves are easy to catch fire. 干树叶很容易着火。 Those young firemen were brave enough to put out the fire in the forest. 那些年轻的消防队员们足够勇敢，扑灭了森林火灾。 【拓展延伸】 (1) fire作名词，还有“炉火；灶火”的含义。 make/build a fire“生火”。 You put up the tent, and I’ll make a fire. 你搭帐篷我来生火。 (2) fire还可作动词，意为“开枪，开火；开除”。 The officer ordered his men to fire. 军官下令士兵射击。 We had to fire him for dishonesty. 他不诚实，我们不得不开除他。 4.Practice:Change the verbs into their past forms. Make conversations with the given activities. Step3:Listening task 1.Finish 1b, 2.Finish 1c. 3.Listen again and fill in the blanks. Tony: How was your school trip, Jane Jane: Oh, it was ________. Tony: Really Where did you go Jane: Well, we____________and __________. But the weather was so cold. It______________all day long. Tony: Oh, that’s ____________. Jane: Ugh! How about your____________, Tony Tony: Well, it was raining here too, so we________ to the countryside. Jane: So what did you do then Tony: We went to__________. It was great. There ______ so many interesting things to see. I_______some really beautiful paintings. Then we______________at the museum restaurant. The food _________! After that, we went to a special art room and _________ pictures. It was_____________! Jane: Sounds like you had a great school trip. Tony: Yes. We ___________________! 4.Listen and imitate.Then role play. Step4:Post-listening 1.Answer the following questions. 1).Did Jane have a great trip 2). Where did Jane go on her school trip 3).Did Jane climb a mountain 4).How was the weather in the countryside 5)Where did Tony go on his school trip 6)Were there many interesting things to see in the museum 7)Did he see any beautiful paintings 8)How was the food at the museum restaurant 2.Fill in the blanks according to 1d. 3.Finish 1d. Step5:Exercise 观看视频回答问题。 跟随老师进入新课学习。 看图学习一些活动相关词汇。 完成1a任务。 知识点记笔记。 巩固新词汇。 和搭档一起编对话里练习。 完成1b任务。 完成1c任务。 再听一遍填空。 尝试跟读。模仿对话语调。 根据对话内容回答问题。 根据对话内容绘制思维导图。 尝试复述对话内容。 完成1d任务。 完成课堂练习。 利用视频导入课堂教学，引导学生巩固所学、学习新词，激发学生的学习兴趣。 创设情境，利用多张图片，形象展示各种旅行中的活动，引导学生学习更加丰富的动词短语和描述性形容词，为下一步听说活动的开展做准备。 知识点详细讲解，帮助学生学习新单词，巩固目标句型。 渗透听力技巧，引导学生仔细阅读已给信息，在听力之前预测即将要听到的话题内容，激活背景知识，明确对话情境，扫除听力障碍，让学生带着目的去听，减轻学生对听的担忧，培养其听前阅读听力材料的良好习惯。 通过层层递进的听力活动，进行知识的理解巩固和听力策略的渗透。让学生在一次又一次的听力中分别侧重关注不同方面的细节，促进听力能力的提高和听力策略的形成。 通过补全短文，引导学生将对话转化为短文形式进行内容的复述，巩固目标语言，夯实基础。 从语用的角度出发，让学生在创设的真实语境中运用目标语言，从而感知英语学习的重要性及实用性。为其提供结构性问题，降低难度，照顾学困生。学生表演对话后，教师引导学生从完整性、流畅性、表演的自然程度、语音语调的准确性以及趣味性等多方面对对话进行评价。 让学生在课上练习消化知识点，及时操练。
课时教学板书设计
Unit 11 How was your school trip Section B (1a-1d)
课时作业设计
Level A:Make a conversation about one of your favorite school trips with your friend and write it down, including the time, weather, place, activities and your feeling. Level B:Write a short passage about Tom’s and Jane’s traveling experiences with the help of activity 1b&1c.
课后反思（实施后填写）
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