中小学教育资源及组卷应用平台
Unit 11 How was your school trip Section B (3a-Self-Check)课时教学设计
课型 写作课 课时 1
教材分析
本课是一节写作课，要求学生在听、说、读的基础上，尝试简单的语言输出。3a-3c的写作部分分为三步，3a不仅提供句子框架，还有图片提示，3b只提供句子框架，3c的任务要求学生写日记，描述自己曾经经历的学校旅行，而且要对其进行评价并简述原因。这一任务不仅能让学生有意识地运用目标语言进行输出，同时还启发了学生从所学的阅读篇章中吸取供模仿写作的句型和表达，进而提高自己的语言表达能力。
学情分析
通过前四课时的语言实践训练，学生基本能熟练地听、说、读、写有关的词汇和句子，对学校旅行的话题很感兴趣，学习积极性高，乐意参与教师设置的各种有意义的语言实践活动，在完成活动任务的过程中，能认真地听从老师的指导和配合老师完成学习任务，能正确地理解和使用有关的知识。本课时的写作部分较前面单元要求有所提高，因为在这一单元学生接触了一个新的语言知识——一般过去时态，这是在写作中第一次使用这一时态，并且在写作中还要注意日记写作的及要素，故需要教师层层搭建好脚手架，帮助学生顺利完成笔头输出任务。
课时教学目标
语言能力：阅读两篇关于学校旅游的日记，分析内容，完成文章，提升自己的阅读水平；并通过分析求助信内容和结构，在教师的指导下总结句型结构，进行仿写，提升写作能力。 文化意识：通过分析关于学校旅游的日记内容并总结出结构，提升自己的分析和总结的思维能力，并在文章中加入自己的想法，提升自己的创新能力。 思维品质：学生可以在两篇对于学校旅游完全不同的态度的日记中认识到积极态度的重要性，树立积极的态度。 学习能力：能够通过多种渠道学习和复习，保持英语学习兴趣；认识了以读促写的写作模式并尝试进行写作。
教学重难点
教学重点：掌握与旅行活动相关的动词短语和描述性形容词；根据所提供的材料，运用目标语言写日记，描述关于旅行的过去经历； 教学难点：能够在写作中熟练、灵活地运用一般过去时态，掌握英语日记的写作方法及技巧。
教学方法
情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
设 计 教 学 过 程
教师导学 学生活动 设计意图
Step1: Warming-up Watch a video about school trip. Revision:Review the passage in 2b and figure out the structure. Then review Helen and Jim's trip and try to retell. Step2: Pre-writing 1. Lead-in:How about you How was your school trip Did you take any photos My friend Bob also went on a school trip. He shared some photos and his diary entries with us. 2.Look at the pictures in 3a and answer the questions: 1). Where did Bob go 2). How did he go there 3). What did he see 4). What did he do there 3.Finish 3a.Look at the pictures of Bob’s school plete his diary entry. 4.Finish 3b:Linda is Bob’s plete her diary entry. 5.Read Bob’s and Linda’s diary entries and share your found! Different people have different feelings! 5..Let’s analyze the two passages together. Activity 1: Analyze the format(格式) Activity2: Analyze the structure Possible beginning:Last Saturday we had a great school trip. Last weekend, I went to Sichuan with my friends. I went to the farm with my teachers and my classmates I went on a trip last weekend. It was very exciting. Possible ending: What a great day! We were tired but happy. I really enjoyed the trip to Xian, I will never forget it. We felt tired but really happy. All in all, it was an exciting day. Activity 3 : Analyze the content（分析内容） Step3: While-writing Finish 3c:Now write a diary entry for your own school trip. Explain if you liked it or didn’t like it and why. 1)Outline: 2)Draft: 3)Sample writing: July 3rd Last weekend, I went to Sichuan with my friends. We had a very interesting trip. The weather was so fine. In the morning, we got there by travel bus. Then we went to the zoo that’s because we wanted to see pandas climbing the trees. They are so cute. And we ate many delicious food. In the afternoon, we took so many beautiful photos. After that, we arrived at a shop because I wanted to buy some gifts for my family. In the evening, we went back home. We felt tired but really happy. All in all, it was an exciting day. 4)Checklist Step4:Selfcheck 观看视频。 复习阅读部分内容，尝试复述文章。 跟随老师进入新课。 讨论3a图片回答问题。 完成书本3a部分的任务。 完成课本3b任务。 对比两篇文章，跟随老师一起分析文章格式和结构，并对文章内容进行分析和总结概括并补充。 针对3c写作任务列提纲,拟稿。 读范文。 自行完成写作任务。 根据老师提供的写作标准，和同伴一起批改作文。 完成课本自我检测任务。 利用视频导入话题，活跃课堂气氛，激发学生的学习兴趣和表达欲望，引导学生复述阅读语篇，检查学生掌握情况，激活已有知识，巩固已学短语和句型，为下面的写作环节做铺垫。 创设情境，通过图片及问题设计，引导学生描述Bob的旅行，为补全Bob的旅行日记做铺垫，同时也降低难度，符合学生的认知规律——由输入到输出。 活动3a不仅提供句子框架，还有图片提示，活动3b只提供句子框架，通过循序渐进、难度递增的方式引导学生完成针对同一次学校旅行的两篇不同感受的日记。 回读两篇日记引导学生依次关注英文日记的格式、结构和表达方式，从口头和笔头上帮助学生巩固、内化本单元所学的关于学校旅行的目标语言，并让学生进行主旨、结构、语言及写法等方面的分析，帮助学生快速积累语料，同时注意到细节信息的准确表达，达到以读促写的目的，为后面的环节做铺垫，促进学生逻辑性思维品质的提升和良好写作习惯的养成。 在进行了一系列的写前活动练习渗透了写作技巧之后，让学生当堂写作，为其提供实践的机会。 培养学生良好的自我纠正习惯和方法，以及合作精神、批判思维能力和对作品的鉴赏能力。通过“自查-互查-展评”多角度的检查方式，来欣赏自己的文章、同伴的文章，积累更多好词好句。同时，能够发现不足，及时进行更正。 自我检测，总结反思。
课时教学板书设计
Unit 11 How was your school trip Section B (3a-Self check)
课时作业设计
Level A: Polish your writing according to your peers’ and teacher’s advice. Level B:Draw a mind map to sum up the knowledge of this unit.
课后反思（实施后填写）
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21世纪教育网(www.21cnjy.com)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32张PPT)
Unit 11 How was your school trip
人教新目标版 七年级下
SectionB 3a-Selfcheck写作优质课
Learning objectives
1. 能够综合运用本单元的目标语言描述他人的学校旅行。
2. 能够从所学的阅读篇章中吸取供模仿写作的有关学校旅行的句型和表达。
3. 能够使用日记的形式来描写自己曾经经历的学校旅行，以及对其进行评价并简述原因。
Warming-up
Let’s watch a video about school trip.
Review and figure out the structure.
Beginning
Transportation
Palce and things
Ending
Revision
Body
Helen’s trip
Beginning
Body
Ending
by train
All in all, it was an day.
Activities
Feelings
How:
Where:
What:
saw...along the way
museum
took
went
learn
could play
taught
bought
exciting
Revision
Review Helen and Jim's trip.
Happy
Jim’s trip
Beginning
Body
Ending
took the train
I ______ like the trip ________.
Activities
Feelings
How:
Where:
feelings
I think today’s trip was ________.
museum
guide
gifts
big, boring
dark
expensive
couldn’t see or hear
terrible
didn’t
at all
robots
not interested in
so hot; slow
Sad
big and boring
Trips
Helen’s trip
Jim’s trip
exciting
terrible
made a model robot
took photos;
went to the gift shop;
bought gifts
visited the science museum;
by train(fast);
saw farms and villages;
learn about robots;
took the train(slow);
museum was big and boring;
rooms are dark;
couldn’t take photos
too many people;
couldn’t see or hear the guide;
gifts were so expensive
Retell Helen and Jim's trip.
My friend Bob also went on a school trip. He shared some photos and his diary entries with us.
How about you How was your school trip Did you take any photos
Look and answer my questions
1. Where did Bob go
2. How did he go there
3. What did he see
4. What did he do there
He saw many animals.
Bob went to a zoo.
He took a bus to go there.
He took some photos and bought some gifts.
Look at the pictures of Bob’s school plete his diary entry.
June 23rd
Yesterday my school visited the zoo. It was really____________. We went there by bus. At the zoo, I saw a lot of ____________ and I took some photos. My classmates and I also went to the ____________ and bought some ____________. It was a great day.
interesting
gift shop
animals
gifts
3a
Did Bob go there alone
No, I didn’t.
Linda is my classmate. And she sits next to me. What does Linda think of the school trip
Linda is Bob’s plete her diary entry.
June 23rd
My school went to the zoo yesterday. The trip was ____________.
At the zoo, I ________________ but I didn’t like them. I also went to____________ with my classmates, but I didn’t buy anything because_______________________. It was a boring day.
boring
the gift shop
saw many animals
they were so expensive
How about you How was your school trip
3b
Read Bob’s and Linda’s diary entries and share your found!
Revision
June 23rd
Yesterday my school visited the zoo. It was really interesting. We went there by bus. At the zoo, I saw a lot of animals and I took some photos. My classmates and I also went to the gift shop and bought some gifts. It was a great day.
June 23rd
My school went to the zoo yesterday. The trip was boring. At the zoo, I saw many 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 were so expensive. It was a boring day.
Different people have different feelings!
Step 1. Analyze the format（分析格式）
日期
日期
星期
天气
Step 2. Analyze the structure（分析结构）
How many parts can you divide the content into
Three.
Beginning
点明主题
Body
具体活动
Ending
表达感受
possible
beginning
I went to the farm with my teachers and my classmates.
Last weekend, I went to Sichuan with my friends.
I went on a trip last weekend. It was very exciting.
Last Saturday we had a great school trip.
possible
ending
I really enjoyed the trip to Xian, I will never forget it.
We felt tired but really happy.
What a great day!
We were tired but happy.
All in all, it was an exciting day.
Step 3. Analyze the content（分析内容）
June 23rd
Yesterday my school visited the zoo. It was really interesting.
It was a sunny day and we feel so warm. We went there by bus. I enjoyedtalking and laughing with my classmates. At the zoo, as soon as I saw a lot of animals, I took some photos. My classmates and I also went to the gift shop because I wanted to buy some gifts for my family.It was a great day.
时间
地点
方式
活动
人物
Step 3. Analyze the content（分析内容）
What other aspects can we add（添加） to the passage
天气
To write a good diary entry is to answer the questions.
1. What was the date
2. Where did you go
3. How was the trip
4. How did you go there
5. What did you see /What did you do
6. Did you like it /Did you have a good time /Did you enjoy yourself
the date
the place
the feelings
the feelings
How
What
You can also add more: weather, people, food and so on.
Now write a diary entry for your own school trip. Explain if you liked it or didn’t like it and why.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________
_______________________________________________
3c
审人称：
一般过去时
审文体：
记叙文
第一人称 I
审时态：
人物
时间
地点
活动
方式
天气
Topic sentence
Beginning
Body
Ending
点明主题
Diary
表达感受
具体活动
Let’s make an outline（提纲）
Beginning
Body
Ending
人物
时间
地点
活动
方式
点明主题
具体活动
表达感受
天气
Last weekend, I went to Sichuan with my friends. We had a very interesting trip.
We felt tired but really happy. All in all, it was an exciting day.
last weekend
we went to the zoo
arrived at a shop
went back home
by travel bus
see pandas
ate delicious food
took photos
buy some gifts
with my friends
The weather was so fine.
Let’s draft（拟稿）
One possible version
July 3rd
Last weekend, I went to Sichuan with my friends. We had a very interesting trip.
The weather was so fine. In the morning, we got there by travel bus. Then we went to the zoo that’s because we wanted to see pandas climbing the trees. They are so cute. And we ate many delicious food. In the afternoon, we took so many beautiful photos. After that, we arrived at a shop because I wanted to buy some gifts for my family. In the evening, we went back home.
We felt tired but really happy. All in all, it was an exciting day.
Group work
级别 项目 A (正确) B （1~2处错误） C （3~4处错误） D
（>4处错误）
要点
时态
句式
拼写
书写
Check your composition in your group.
climb → climbed arrive → arrived study → studied
Write more verbs and their past forms in each group.
1
want → wanted work → worked need → needed clean → cleaned
stop → stopped get → got
like → liked
live → lived
use → used
move → moved
worry → worried
carry → carried
hurry → hurried
marry → married
keep → kept
sleep → slept
sing → sang
give → gave
shop → shopped
plan → planned
regret → regretted
prefer → preferred
Self Check
Complete the conversations with the correct forms of the verbs in the box.
2
have do swim go
be see feed
1. A: I went to the countryside this summer.
B: Really How ______ the trip
A: It ______ great!
B: What ______ you ______ there
A: I ______ the chickens and ______ in a river.
was
was
did
do
fed
swam
2. A: ______ you ______ a nice weekend
B: Yes, I did.
A: ______ you ______ anywhere
B: Yes, I ______ to the mountains. The air ______ so clean, and I
______ a lot of flowers.
Did
have
Did
go
went
was
saw
have do swim go
be see feed
Life is like a trip. Let’s enjoy our life.
假如你是李华，于4月13日星期五这一天参加了学校组织的郊游活动。请你以school trip为主题，写一则英文日记，内容包括参加活动的人员、
集合时间、郊游地点、交通方式、活动内容以及个人感受等。
要求：(1) 80词左右(开头已给出，不计入总词数)；
(2) 可适当增加细节，以使行文连贯；
(3) 日记中不得出现真实的人名和校名。
Homework
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Friday, April 13th
It was sunny today. We went on a school trip.
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