【教材分析】
本单元以“学校旅游”为主题，以同学之间谈
( http: / / www.21cnjy.com )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。
Section
A
部分围绕学校组织的农场
( http: / / www.21cnjy.com )之行，着重描述乡村生活，让学生了解农场的各类活动，掌握相关活动的动词短语，同时掌握be动词和实义动词一般过去时的陈述句、一般疑问句、特殊疑问句及相关的答语。掌握部分规则动词和不规则动词的过去式形式。
Section
B
部分围绕单元话题进一步
( http: / / www.21cnjy.com )丰富“学校旅行”的内容，增加了目标语言的输入，为后面的语言输出运用做准备。通过阅读Jane
和Tony的两篇关于学校旅行的日记，让学生感知描述性的形容词，并通过对比分辨这些形容词带有褒义还是贬义，感受两位同学关于同一旅行经历的不同态度。培养了学生对篇章的理解和阅读策略，训练了学生的对比分析能力，通过对日记的复述强化相关的目标语言和语法知识，为学生的语言输出做准备，目的是让学生能运用一般过去时态描述自己关于过去经历的叙述。
本单元的教学重点：让学生掌握与旅行活动相关的动词短语和描述性形容词，be动词和实义动词的一般过去时句式。
教学难点：一般过去时的各种句式的正确语序；不规则动词的过去式
本单元根据内容确定分为7课时：
Section
A
1a_2d
听说课
Section
A
3a_3b
语法课
Section
B
1a_1d
听说课
Section
B
2a_2b
阅读课1
Section
B
2c_2e
阅读课2
Section
B
3a_4
写作课
Selfcheck
复习课Unit
3
Reading
第二课时评测练习
Ⅰ.
Challenge
yourself.
记忆大挑战
(Listen
and
complete
the
missing
adjectives.)
Today
I
went
on
a
scho
( http: / / www.21cnjy.com )ol
trip.
We
visited
the
science
museum
and
it
was
really_______.
We
got
there
so
______
by
train.
We
saw
some
farms
and
villages
along
the
way.
At
the
museum,
I
learned
a
lot
about
robots.
I
didn’t
know
they
could
play
chess
with
us.
It
was
so
______!
Then
the
guide
taught
us
how
to
make
a
model
robot.
I
took
a
lot
of
great
photos,
too.
After
that,
I
went
to
the
gift
shop
and
bought
some
______gifts
for
my
parents.
They
weren’t
expensive.
All
in
all,
it
was
an
________
day.
I
think
today
( http: / / www.21cnjy.com )’s
school
trip
was
______.
We
took
the
train
to
the
museum.
I
t
was
so
hot
on
the
____
train.
The
museum
was
big
and______.
Everything
was
about
robots
and
I’m
not
interested
in
that.
The
rooms
were
really
dark
and
it
was
_____
to
take
photos,
so
I
didn’t
take
any.
There
were
also
too
many
people
and
I
couldn’t
really
see
or
hear
the
guide.
The
things
in
the
gift
shop
were
so
_____.
I
didn’t
like
the
trip
at
all.
Ⅱ.
Pair
work
日记重现
What
did
Helen
do
____
(take)
a
( http: / / www.21cnjy.com )n
interesting
school
trip
___
(see)
some
farms
and
villages
_____
(learn)
a
lot
_____
(play)
chess
______
(make)
a
model
robot
______
(take)
a
lot
of
photos
______
(go)
to
the
gift
shop
______(buy)
lovely
gifts
_____
(have)
an
exciting
day
What
did
Jim
do
____
(have)
a
terrible
school
trip
____
(be)
on
the
slow
train
____
(be)
not
inte
( http: / / www.21cnjy.com )rested
in
robots
____
(think)
the
gifts
___
(be)so
expensive
_____
(feel)
the
museum____
(be)
big,
boring
and
dark
________
(not
take)
any
photos
______
(not
buy)
any
gifts
__________
(can
not)
see
or
hear
________
(not
like)
the
trip
Ⅲ.
Finish
the
article.
相信你行
Helen
and
Jim
______
(take)
the
train
to
the
museum.
They
____
(see)
there
were
all
kinds
of
( http: / / www.21cnjy.com )
robots
at
the
museum.
Helen
_______
(play)
chess
with
the
robots
and
_______(make
)
a
model
robot.
She
_______
(buy)
her
parents
some
lovely
gifts.
But
Jim
______
(think)
the
museum
was
boring.
He
______
(be
not)
interested
in
the
robots.
Jim
didn’t
_______
(buy)
any
gifts
at
all.Unit
3
How
was
your
school
trip
Section
B(2c-2e)
教学反思
本单元的话题是谈论学校郊游，要求学
( http: / / www.21cnjy.com )生学会使用一般过去时讲述过去发生的事情，学会用一般过去时写日记。Section
B
的阅读课，是通过学习有关假日活动的两则日记，要求学生通过阅读日记了解英文日记的写法，重点关注评价性语言的使用。本节课是Section
B
的阅读课的第二课时（2c-2e），是在第一课时阅读感知的基础上，强化落实阅读材料的一节课。重点是通过多种读后活动，达到两个教学目的：1.学生能够熟练掌握阅读材料_____两则日记,为下节课的日记写作做准备。2.学生能够准确使用动词的过去式，运用一般过去时描述发生在过去的动作，能够熟练的掌握所学形容词，并恰当地使用形容词进行评价。
本堂课本着目标—评价—教学一致性的
( http: / / www.21cnjy.com )原则，结合上节课的基础，从学生的实际水平和教学的实际需求出发，创设了由“词___短语___句子___段落”的教学活动主线，层层落实。设计了听音分辨、听音书写、搭配短语、填词构句、分类描述、美词美句、采访再现等教学活动，环环相扣，由易到难，循序渐进，让学生在实际运用中轻松掌握知识。整节课的目标是从调动学生的兴趣入手，关注学生的能力培养，时刻评价落实学生对知识的掌握情况。课前通过听音辨词(听形容词辨褒贬)的活动，复习上节课所学的形容词的分类。紧接着为检测学生对形容词的掌握情况，进行了听课本短文填写形容词的评价活动。此环节后设计了一个小游戏环节，让学生用屏幕上飞闪而过的词组合短语，既提高了学生的兴趣又检测了学生对文中的短语及内容的熟悉程度。在处理完了形容词之后，借助这些短语，让学生在运用合适的动词形式的前提下，以句子的形式复述日记内容。这一环节所占比重较大，目的是落实动词的一般过去时态的运用，强化对日记内容的掌握。而后，通过小组合作以不同的形式来复述日记，检测学生的掌握情况。在落实了日记内容之后，让学生找出文中的美词美句再度创作。（这是我们学校以阅读板块为依托训练学生英文写作的必不可少的环节。）最后通过轻松的采访呈现环节，让学生合作练习，给不同层次的学生创设一个展示所学的平台。
录制了本节课后，我有以下的两点感触：
1.课堂环节的设计以学生为本，课堂自然顺畅。
本节课上完后，感觉很顺畅，比起以往设计的展示
( http: / / www.21cnjy.com )课似乎和学生走得更近些。我在思考原因是什么？我和学生是首次合作，配合的很好，课后调查学生，学生感觉本节课的内容不难，每次老师设计的任务他们能听明白，会做。学生说一开始让他们听形容词觉得挺好玩，写下来他们也不怕，说短语的游戏又好玩又简单，一下子觉得这节课应该好玩。后面的练习动词的过去式和说句子他们很容易就做到了。通过学生的反馈，我忽然明白：之前设计课的时候更多的是思考课的环节怎么样——齐不齐全？有没有亮点？别人会挑出哪些问题？而这一次，是教研员金老师反复说的一句话点醒了我：课堂要关注学生的感受，目标评价教学都是以学生为主体。所以，本节课就换了一种角度来思考设计，遵循孩子学语言最基本的模式，去除了花哨刻意的设计，从最简单老套的词—短语—句子—篇章的方法来设计课堂环节和活动，反而一气呵成。在简单的环节调整之后，用第二个班级试讲就录制成功。由此，我感受到一节课的成败，关键在于教师是不是从学生学的角度考虑，以往我更多的只是从教师教的视角设计，挖空心思设计巧妙“完美”的教学活动，但课上完后总是感觉学生的表现没有达到预期的效果，总是在思考我哪个环节设计的不好，哪个指令不够清晰，让学生配合不到位？某个环节如果学生能配合好一定是个亮点。然而这节课上完后，我顿时恍悟：真正以学生为本的课堂，是以学生的接受程度、以学生的需求、以学生的认知水平为基础进行教学活动的设计，学生在课堂上便能轻松地学会知识，自然灵活地运用知识，这才是最有实效、最大的亮点。上完课后，第一感觉是学生的表现达到了，甚至超出了我课前的预期效果。其次，发现了以往注重教师课堂教学环节的设计和本次从学生学习基础考虑，遵循学生学习规律的学习环节的设计的本质区别，真正明白了生本教育的含义。（似乎有些后知后觉，但现在的感悟也可以为今后的教学减少更多的遗憾。）
2.有学生学习目标的评价，课堂收获丰实。
注重课堂教学目标—评价—教学一致性的原则，这句话一直在听，一直在尝试做，一直也没真正领悟、灵活运用。
通过本节课的录制，课后思考
( http: / / www.21cnjy.com )好像每个环节都为学生的学习目标设计了一个评价的环节，而每一个环节学生呈现出来的学习结果，都让我在第一时间内了解了学生的掌握情况。或许正是因为我看到了学生在课堂上每一环节的学习结果，从而让我感觉这节课学生学得挺好收获很多。正是他们的学习目标的落实呈现，使我对这节课的感受是，学生达到了我对他们课堂学习活动的预期的效果。从课堂的学生参与活动的面来看，前四个环节每个层次的学生都能积极参与，从口头表达的结果来看，学生达到了预期的目标。后面的两个展示环节部分后进生还是不敢表达。从课堂上学生的学案的书写情况看，四分之三的学生基本书写无误，能够掌握形容词和动词过去式的拼写，尤其是几个后进生书写的准确率能达到70%，这是让我惊喜的结果。
通过本节课的录制，我真的
( http: / / www.21cnjy.com )有一种茅塞顿开的感觉。重新审视理解了教师课堂教学活动的设计必须以学生为主体的含义，它不仅仅是通过学生外在的行动来表现，更关键是在学生的学习基础上，教师创设情境，通过适合他们的学习任务和活动让学生的思维活起来，将已有的和新获取的英语知识运用起来。适时及时的课堂评价是老师检测、反思教学目标设定的适合度的关键，便于教师及时掌控和调整教学活动。
反思这节课的教学，我认为有两点不足：一
( http: / / www.21cnjy.com )是后面的采访展示活动，还可以在时间上更充分一些，内容上再展开一些。二是还需要为后三分之一的学生创造机会提升他们的英语水平，不仅是体现在基本的词汇掌握方面，更要考虑给他们展现的舞台，鼓励他们张开嘴说英语。新教材的内容看起来更多了，但更细化了，为后进生提供了梯度更小的语言习得训练的机会。所以，作为英语教师的我，如何将英语的两级分化现象缩小，让每个孩子在英语课堂上都有所收获，是今后很长一段时间内要研究实践的问题。Unit
3
How
was
your
school
trip
Section
B(2c-2e)教学设计
【教材、课题】
本节课使用的是鲁教版新目标五.
( http: / / www.21cnjy.com )四制教材，课题是七年级上册
Unit
3
How
was
your
school
trip
Section
B
2c-2e.阅读第二课时
【教学目标】
1.
Objective
of
knowledge
and
skill:知识与技能目标
1)100%的学生能正确拼读下列单
( http: / / www.21cnjy.com )词：lovely,
slow,
fast,
exciting,
expensive,
cheap,
robot,
guide,
gift,
dark,
hear并将not…
at
all,
all
in
all,
be
interested
in,
it’s
+
adj
+
to
do
sth准确而熟练的运用到自身的旅游经历谈论中.
2)
95%的学生能准确使用一般过去时描述与询问过去的旅游经历。
3）能够运用mind
map将日记进行复述。
2.
objective
of
process
and
method:过程与方法目标
在对日记复述的过程中，学会通过min
( http: / / www.21cnjy.com )d
map呈现的清晰的内容框架，将日记大体内容运用到自我旅游经历的描述中，准确描述自己的旅游经历。
3.
Objective
of
emotional
attitude
and
value:情感态度与价值观目标
通过阅读、比较两篇日记，体会不同人对同一事物的不同感受，培养学生学会发现美、感受美的情操，树立积极向上的乐观态度。
【教学重难点】
重点：
1)引导学生准确区分形容词l
( http: / / www.21cnjy.com )ovely,
slow,
fast,
exciting,
expensive,
cheap，boring的褒贬意义，掌握文中动词的过去式并准确将其运用到日记复述中。
2)帮助学生运用mind
map复述日记，并运用所学日记内容复述自己的旅游经历。
2、难点：
如何指导学生运用mind
map对日记进行复述。
【评价设计】
1.通过left
and
right
hand，急速拼词等环节来对学生褒贬形容词的掌握程度进行评价、检测。
2.通过归纳总结能否在准确日记活动中用一般过去时描述旅游经历等形式来检测学生对一般过去时的掌握情况以及使用目标语言的能力。
3.通过读后运用所学日记转述旅游经历和对话表演等活动，检测学生能否在具体语境中运用本节课以及以前学过的语言知识来进行综合运用。
【教学设计】
Part1
Before-retelling
the
diaries
(11
minutes)
Step1
Game
one
(1
minutes)
Game
one
(listen
an
( http: / / www.21cnjy.com )d
do):I
will
show
you
some
words.
Some
of
them
are
positive
adjectives
(good,
interesting
and
so
on),
while
others
are
negative
ones
(bad,
boring
and
so
on).
If
you
hear
positive
adjectives,
raise
your
left
hand.
Otherwise,
your
right
hand.
Let’s
go!
Step2
Revision:
Listen
and
challenge
yourself
(5
minutes).
Listen
to
the
tape
and
fill
in
the
missing
words
in
the
diary.
Today
I
went
on
a
s
( http: / / www.21cnjy.com )chool
trip.
We
visited
the
science
museum
and
it
was
really_______.
We
got
there
so
______
by
train.
We
saw
some
farms
and
villages
along
the
way.
At
the
museum,
I
learned
a
lot
about
robots.
I
didn’t
know
they
could
play
chess
with
us.
It
was
so
______!
Then
the
guide
taught
us
how
to
make
a
model
robot.
I
took
a
lot
of
great
photos,
too.
After
that,
I
went
to
the
gift
shop
and
bought
some
______gifts
for
my
parents.
They
weren’t
expensive.
All
in
all,
it
was
an
________
day.
I
think
today’s
scho
( http: / / www.21cnjy.com )ol
trip
was
______.
We
took
the
train
to
the
museum.
I
t
was
so
hot
on
the
____
train.
The
museum
was
big
and______.
Everything
was
about
robots
and
I’m
not
interested
in
that.
The
rooms
were
really
dark
and
it
was
_____
to
take
photos,
so
I
didn’t
take
any.
There
were
also
too
many
people
and
I
couldn’t
really
see
or
hear
the
guide.
The
things
in
the
gift
shop
were
so
_____.
I
didn’t
like
the
trip
at
all.
Listen
to
the
tapes
for
twice.
If
the
students
can
write
down
the
adjectives,
they
can
repeat
the
diaries
after
the
tape.
Step
3
Game
Two:
Say
the
fast
phrases
fast:
(2
minutes)
Show
some
words
fast.
( http: / / www.21cnjy.com )Say
them
in
correct
phases
as
quickly
as
possible.
Teacher:
Look
at
t
( http: / / www.21cnjy.com )he
white
board
clearly,
I’ll
show
you
some
words,
maybe
two,
three
or
more.
You
should
put
them
together
to
make
up
a
phrase.
Eg:
good
,
trip
___
good
trip.
Am
I
clear
Are
you
ready
interesting,
trip
,school
,an
_____an
interesting
school
trip
gifts
,buy
,lovely
_____buy
lovely
gifts
exciting,
an,
day
_____an
exciting
day
a
,terrible,
school,
trip
______a
terrible
school
trip
hot
,so,
on
,the
,slow
,train_____
so
hot
on
the
slow
train
interested,
not,
it,
in,
be
_____be
not
interested
in
it
Wonderful
!
We
kno
( http: / / www.21cnjy.com )w
these
phrases
in
Helen’s
and
Jim’s
diary
last
class,
can
you
remember
who
did
them
Step
4
Challenge
you
( http: / / www.21cnjy.com )rself.
Complete
the
information
in
the
two
diaries
and
find
homes
for
the
description:
(3
minutes)
What
did
Helen
do
Helen
_bought_
(buy)
lovely
gifts
______
(think)
it
was
an
exciting
day
______(have)
a
terrible
school
trip
______(be)
not
interested
in
it
So
we
can
say
Helen
took
an
interesting
school
trip.
Helen
bought
lovely
gifts.
Helen
thought
it
was
an
exciting
day.
Jim
had
a
terrible
school
trip.
Jim
was
not
inter
( http: / / www.21cnjy.com )ested
in
it.
(put
them
in
Helen’s
diary
and
Jim’s
diary)
Then
read
the
sentences
together.
【设计意图】通过两个游戏激发学生兴趣
( http: / / www.21cnjy.com )，复习Section
B阅读第一课时学过的词汇和句型。Game
one主要复习Section
B阅读第一课时所学形容词的分类，通过听力练习进一步进行巩固，检测学生对形容词拼写的掌握情况；Game
two主要通过检测重要词组，进一步帮助学生由单词到词组进行基础巩固，为日记复述提供进一步的语言输入。
Part
2
While
retelling
the
diaries
(22
minutes)
Step
1
Practice
the
verbs
:
(2
minutes)
Here
are
some
other
( http: / / www.21cnjy.com )
phrases
about
Helen’s
diary.
If
we
want
to
tell
others
something
that
happened
in
the
past,
we
should
use
present
past
tense.
Now
fill
in
the
blanks.
Do
exercise
II
on
the
paper.
(导学案II)
Let’s
see
who’s
great.
Ⅱ.
Pair
work
日记重现
What
did
Helen
do
____(take)
an
( http: / / www.21cnjy.com )interesting
school
trip
___(see)
some
farms
and
villages
_____(learn)
a
lot
_____(play)
chess
______(make)
a
model
robot
______(take)
a
lot
of
photos
______(go)
to
the
gift
shop
______(buy)
lovely
gifts
_____
(have)
an
exciting
day
Check
the
ans
( http: / / www.21cnjy.com )wers
in
pairs.
Then
show
the
right
answers
to
the
students
,
lead
them
to
read
the
verbs
and
the
past
forms
twice.
Next
read
the
sentences
in
pairs.
Step
2
Look
at
the
pi
( http: / / www.21cnjy.com )cture
and
try
to
say
something
about
Helen
(2
minutes)
Now
,
can
you
say
something
about
Helen
(Use
the
pictures
and
the
words:
when,
who,
what,
where
,
how……)
Step
3
Retell
Helen’s
diary
in
groups
(4
minutes)
Work
in
groups
and
c
( http: / / www.21cnjy.com )hose
some
students
to
show.
See
which
group
can
say
more
sentences.
Step
4
Practice
the
verbs
(2
minutes)
Let’s
see
something
ab
( http: / / www.21cnjy.com )out
Jim.
First
change
the
verbs
into
the
past
forms:
Do
exercise
II
on
the
paper.
(导学案II)
Let’s
see
if
you’re
great.
Ⅱ.
Pair
work
日记重现
What
did
Jim
do
____
(have)
a
terrible
school
trip
____
(be)
on
the
slow
train
____
(be)
not
( http: / / www.21cnjy.com )interested
in
robots
____
(think)
the
gifts
___(be)so
expensive
_____(feel
)
the
museum____
(be)
big,
boring
and
dark
________(not
take)
any
photos
______
(not
buy)
any
gifts
__________
(can
not)
see
or
hear
________
(not
like)
the
trip
Check
the
answers
and
read
the
sentences
together.
Step5
Use
the
mind
map
to
say
something
about
Jim’s
trip
(2
minutes)
The
teacher
lead
( http: / / www.21cnjy.com )
the
students
to
retell
the
diary
by
using
the
mind
map.
Step6
Retell
Jim’s
diary
in
a
circle
.
(5
minutes)
Retell
Jim’s
story
in
( http: / / www.21cnjy.com )
a
circle.
Work
in
groups.
Every
student
just
says
one
sentence.
Make
up
a
complete
story.
Then
show
your
group
work.
Step7
Retell
the
two
diaries
and
fill
in
the
blanks
(5
minutes).
You
can
retell
Hel
( http: / / www.21cnjy.com )en’s
and
Jim’s
diaries.
I
also
wrote
something
about
their
trips,
but
I’m
not
sure
about
the
forms
of
the
verbs,
can
you
help
me
to
complete
them
Do
exercise
III
on
the
paper.
(导学案III)
Finish
the
article:
Read
my
comparison
about
their
diaries
and
then
fill
in
the
blanks.
Helen
and
Jim
______
(take)
the
train
to
the
museum.
There
______
(be)
all
kinds
of
robots
at
the
museum.
Helen
_______
(play)
chess
with
the
robots
and
_______(make
)
a
model
robot.
She
_______(buy)
her
parents
some
lovely
gifts.
But
Jim
______(think)
the
museum
was
boring.
He
_____(be
not)
interested
in
the
robots.
Jim
didn’t
________
(buy)
any
gifts
at
all.
【设计意图】在复述日记之前,通过
( http: / / www.21cnjy.com )填写学案的方式检测学生对动词过去式的掌握情况，然后分别运用头脑风暴、思维导图的形式，引导学生对日记内容进一步熟悉。通过小组讨论和小组circle
story的形式，鼓励学生在合作中进一步体验感知一般过去时在复述中的使用。最后，通过补全文章，进一步检测学生对动词过去式的掌握并了解对日记综合复述的语言模式，是对重点内容的综合检测，是对学生这一环节学习的综合评价。
Part3
After
retelling
the
diaries
(12
minutes)
Step
1
Make
sentences
(5
minutes)
They
write
the
d
( http: / / www.21cnjy.com )iaries
well,
because
they
use
some
good
adjectives,
phrases
and
sentences.
Can
you
tell
me
someone
you
like.
Make
sentences
wi
( http: / / www.21cnjy.com )th
the
phrases
or
drills
you
like
in
the
diaries.
Choose
some
students
to
show
.
get
to
……
by
…
exciting
take
……to……
interesting
see……
along
the
way
cool
play
……with
lovely
teach
…
how
to
……
expensive
be
interested
in
……
terrible
It
be
difficult
to
……
boring
There
be
……
dark
I
hope
you
can
rem
( http: / / www.21cnjy.com )ember
the
good
language
points,
later
you
can
write
your
own
diaries
well.
【设计意图】学生在文章中找出美词美句，
( http: / / www.21cnjy.com )让学生积累标准的语言表达模式，既是对文中重点短语句型的巩固，同时也为后面的写作打基础。通过学生运用文中的美词美句造句子活动，是对学生已学知识进行检测。这一环节既激活了学生已学的语言知识、巩固了实用的短语句型，又开阔了学生的思维、增添了新的语言知识，为下面小记者的活动增添语言知识和语言能力上的准备。
Step
2
Interview—
Be
a
school
TV
reporter
(7
minutes).
Because
y
( http: / / www.21cnjy.com )ou’ve
done
well
this
class
,
at
last
I
want
to
give
you
some
time
to
play
and
act.
The
teacher
act
t
( http: / / www.21cnjy.com )he
reporter,
choose
one
student
to
be
Helen.
The
other
students
help
the
teacher
think
of
some
questions
to
interview.
Such
as:
What
did
you
do
…..
Where
did
you
go
……
How
did
/were
……
What
did
you
see
/
do
……？
Who
did
you
go
with……
Did
you
……
Work
in
groups
or
pairs.
At
last
show
some
pairs
.
【设计意图】采访活动是对
( http: / / www.21cnjy.com )整个Section
B所学知识的综合运用，是读后的输出活动。通过采访当事人的形式，谈论过去的旅游经历，采访问题的设计不仅活跃了学生的思维，还引导学生将所学日记复述内容与技能进行综合运用。这一环节，让学生以对话的形式将日记的文本内容呈现出来，情景紧扣本单元主题，活动形式十分贴近学生的年龄特点。进行小组活动既是为学生提供展示成果的机会，又是对学生综合运用本节所学知识的检测评价，有利于学生积累英语知识、发展语言技能，提高语言运用能力。
Step
6
Chicken
soup
(1
minute)
The
happiest
of
p
( http: / / www.21cnjy.com )eople
don't
necessarily
have
the
best
of
everything;
they
just
make
the
most
of
everything
that
comes
along
their
way.
I
hope
you
can
enjoy
your
life
every
day.
【设计意图】Chicken
so
( http: / / www.21cnjy.com )up
环节对学生进行德育渗透和情感升华，祝愿每一位孩子都能善于发现并感受生活中的美，实现英语教学人文性与工具性的统一。
Step
7
Homework
(1
minute)
A:拓展延伸：Read
the
a
( http: / / www.21cnjy.com )rticles
on
the
school
net
(http://tszx./).
B.能力提升：Try
to
write
a
diary
about
your
trip.
C.基础巩固：Retell
( http: / / www.21cnjy.com )
Helen’s
or
Jim’s
school
trip,
and
write
something
down
.
【设计意图】作业分层设计是为了
( http: / / www.21cnjy.com )让不同层次的学生在课后能得到有效的知识巩固，让有能力的学生吃饱，让学习暂时困难的学生也可以有体现自己收获的平台。
板书设计：
Unit
3
How
was
your
school
trip
Section
B(2c—2e)be
interested
in…took
the
train
to…went…
by
train
Group1
Group
2
Group3
Group
4
Jim’s
diary
Helen’s
diary(共17张PPT)
Unit
3
How
was
your
school
trip
Section
B
Reading
II
(2c~2e)
Game
one:
Listen
and
do
Listen
to
the
words
,
put
up
your
left
hand
when
you
hear
the
positive
adjectives;
put
up
your
right
hand
when
you
hear
the
negative
Adjectives.
Challenge
yourself:
Listen
to
the
tape
and
fill
in
the
blanks
with
the
adjectives.
Today
I
went
on
a
school
trip
.we
visited
the
science
museum
and
it
was
really_______
.
We
got
there
so
______
by
train
.we
saw
some
farms
and
villages
along
the
way.
At
the
museum,
I
learned
a
lot
about
robots.
I
didn’t
know
they
could
play
chess
with
us
.It
was
so
______!
Then
the
guide
taught
us
how
to
make
a
model
robot.
I
took
a
lot
of
great
photos
,too.
After
that
,I
went
to
the
gift
shop
and
bought
some
______gifts
for
my
parents.
They
weren’t
expensive.
All
in
all,
it
was
an
________
day.
interesting
fast
lovely
exciting
cool
I
think
today’s
school
trip
was
________.
We
took
the
train
to
the
museum.
I
t
was
so
hot
on
the
____
train
.
The
museum
was
big
and______
.
Everything
was
about
robots
and
I’m
not
interested
in
that.
The
rooms
were
really
dark
and
it
was
________
to
take
photos,
so
I
didn’t
take
any.
There
were
also
too
many
people
and
I
couldn’t
really
see
or
hear
the
guide.
The
things
in
the
gift
shop
were
so
_______
.
I
didn’t
like
the
trip
at
all.
terrible
slow
boring
difficult
expensive
Game
two:
watch
and
say
the
phrases
,
Let’s
see
who
is
faster.
interesting
trip
school
an
an
interesting
school
trip
buy
lovely
gifts
gifts
buy
lovely
exciting
an
a
day
terrible
school
trip
hot
so
on
the
slow
train
interested
not
it
in
an
exciting
day
a
terrible
school
trip
so
hot
on
the
slow
train
be
not
interested
in
it
be
______(be)
not
interested
in
it
Helen
’s
diary
Jim’s
diary
Who
Can
you
remember__
took
(take)
an
interesting
school
trip
_____
(buy)
lovely
gifts
______(think)
it
was
an
exciting
day
______(have)
a
terrible
school
trip
bought
thought
had
was
_____
(buy)
lovely
gifts
____(take)
an
interesting
school
trip
___(see)
some
farms
and
villages
_____(learn)
a
lot
about
robots
_____(play)
chess
with
robots
______(take)
a
lot
of
photos
______(make)
a
model
robot
______(go)
to
the
gift
shop
______
(buy)
lovely
gifts
______
(have)
an
exciting
day
Pair
work:
Helen
bought
went
took
made
played
learned
saw
took
had
when
who
how
where
what
Say
something
about
Helen
……
____(have)
a
terrible
school
trip
____(be)
so
hot
on
the
slow
train
____(be)
not
interested
in
it
____(be)
big,
boring
and
dark
_________(not
take)
any
photos
_____
(can
not)
see
or
hear
______
(not
buy)
any
gifts
________
(not
like
)
the
trip
____
(think)
the
gifts
were
so
expensive
didn’t
buy
was
didn’t
take
couldn’t
Jim
Pair
work:
had
was
was
thought
didn’t
like
Jim’s
trip
what
where
how
robots
things
expensive
not
interested
in
terrible
hot
slow
big
rooms
be
difficult
to
boring
Say
something
about
Jim
trip
train
museum
dark
people
not
see
or
hear
Helen
and
Jim
______
(take
)
the
train
to
the
museum.
They
____(see)
there
were
all
kinds
of
robots
at
the
museum.
Helen
_______
(play)
chess
with
the
robots
and
_______(make
)
a
model
robot.
She
_______
(buy)
her
parents
some
lovely
gifts.
But
Jim
______
(think)
the
museum
was
boring.
He
______(be
not)
interested
in
the
robots.
Jim
didn’t
_______
(buy
)
any
gifts
at
all.
Fill
in
the
blanks
and
complete
the
article:
saw
made
bought
thought
wasn’t
took
played
buy
Make
sentences
with
the
important
words,
phrases
and
drills
you
like.
Eg:
get
to
……
by
…
exciting
take
……to……
interesting
see……
along
the
way
cool
play
……with
lovely
teach
…
how
to
……
expensive
be
interested
in
……
terrible
It
be
difficult
to
……
boring
There
be
……
dark
Interview:
Suppose
you
are
a
reporter
of
the
school
TV,
how
to
interview
Helen
and
Jim
Questions:
What
did
you
do
……
Where
did
you
go
……
Who
did
you
go
with……
How
did/were
….
What
did
you
see
/
do
……
Did
/Were
you
……
Were
there……
Practice
Act
out
Chicken
soup:
The
happiest
of
people
don't
necessarily
have
the
best
of
everything;
they
just
make
the
most
of
everything
that
comes
along
their
way.
最幸福的人并不是那些拥有最好东西的人，
他们只是能够将得到的东西变得最好。
Enjoy
your
life
Homework：
A:拓展延伸：
Read
the
articles
on
the
school
net
.
http://tszx./
B.能力提升：
Try
to
write
a
diary
about
your
trip.
C.基础巩固：
Retell
Helen’s
or
Jim’s
school
trip,
and
write
something
down
.
