Unit3
How
was
your
school
trip
Section
A(1a-2d)教材分析
本课是鲁教版七年级（上）第3单元
“
H
( http: / / www.21cnjy.com )ow
was
your
school
trip
Section
A
”的第一课时。本单元以“学校旅行”为主题，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。本单元的中心话题是
“Talk
about
the
events
in
the
past
.”主要语言功能项目是一般过去时的特殊疑问句、一般疑问句、否定句等的初步运用。而Section
A部分围绕学校组织的农场之行展开，着重描述了与乡村生活相关的一些短语。这些内容对于城市学生来说会显得陌生但有趣。第一课时有两次听力输入，听前我采用欢快的、学生熟悉的“Macdonald
had
a
farm”这首英文歌导入；听中从呈现人们日常生活的活动着手，通过视、听等方式提供信息，激发学生的兴趣，引出本单元的主要单词和短语；听后设置语篇练习朗读。大量的听说训练有序展开，文中安排的听力练习由易到难，能让学生展示捕捉特定信息的能力，两次听力输入内容相互关联、层层递进、螺旋拓展，从而使学生们能体会到成功的喜悦，培养学生主动的思维参与意识。本部分的重点是与农场和乡村活动相关的动词短语，还有be动词和实义动词的一般过去时句式。为强化记忆，我设计了一个chant环节，让学生在轻松明快的节奏下诵读短语，从而达到熟能成诵的目的。难点是实义动词一般过去时的疑问句正确语序和不规则动词的过去式。这个单元是一般过去时的初探，所以在设计时我没有对一般过去时结构大讲特讲，而是让学生在诵读中感知一般过去时，让学生初步认知一般过去时的特征，为下单元的一般过去时的继续学习奠定基础。(共26张PPT)
Unit
3
How
was
your
school
trip
(Section
A
1a-2d)
farm/fɑ:m/
in
the
countryside
/’k ntrIsaId/
milk
/mIlk/
a
cow
/ka /
feed
/fi:d/
chickens
Presentation
pick
apples
Presentation
grow
rice
/pIk/
/gr /
ride
a
horse
milk
a
cow
feed
chickens
take
photos
go
for
a
walk
talk
with
a
farmer
Let’s
talk
about
Carol’s
photos
Carol___________________yesterday.
a
horse
today
yesterday
milked
a
cow
Carol
went
to
the
farm
yesterday,she
did
many
things.
Presentation
fed
chickens
took
photos
went
for
a
walk
talked
with
a
farmer
ride
rode
Chant
Rode,
rode,
rode
a
horse
Milked,
milked
,milked
a
cow
Fed,
fed,
fed
chickens
Took,
took,
took
photos
Went
,went,
went
for
a
walk
Talked
,talked,
talked
with
a
farmer.
Listening
1.
Listen
and
circle
the
three
things
Carol
did.
点击播放听力
Bob:
Hi,
Carol.
How
was
your
school
trip
yesterday
Carol:
It
was______!
Bob:
Did
you
go
to
the
zoo
Carol:
No,
I
didn’t.
I
_____to
a
farm.
Look,
here
are
my
photos.
Bob:
Did
you
see
any
cows
Carol:
Yes,
I
did.
I
_____quite
a
lot.
Bob:
Did
you
ride
a
horse
Carol:
No,
I
didn’t.
But
I
______
a
cow.
Bob:
Did
you
feed
any
chickens
Carol:
Well,
I
saw
some
chickens
but
I
didn’t
feed
them.
Bob:
What
else
did
you
do
Carol:
My
friends
and
I
______for
a
walk
around
the
farm
and
talked
with
a
farmer.
2.Listen
and
fill
in
the
blanks
great
milked
went
went
saw
点击播放听力
Pairwork
A:
Did
Carol
B:
Yes,
she
did.
/
No,
she
didn’t.
Listen
and
circle
T
for
true
or
F
for
false
1.
The
farmer
showed
Carol
around
the
farm.
T
F
2.
Carol
learned
a
lot
about
farming.
T
F
3.
The
farmers
grow
strawberries
from
December
to
June.
T
F
4.
The
farmers
don’t
grow
apples.
T
F
5.
Carol
picked
some
strawberries
and
took
them
home.
T
F
点击播放听力
Read
the
dialogue
and
answer
questions
1.
Do
the
farmers
grow
strawberries
2.
When
do
they
pick
the
apples
3.
What
do
they
think
of
strawberries
Yes,
they
do.
Around
September.
Good/delicious.
Pairwork
Talk
about
Carol’s
trip
with
your
partner
How
was
the
trip
Where
did
she
go
When
did
she
go
there
Did
she
..
What
did
she
do
What
did
the
farmer
do
…
Read
the
conversation
and
underline
answers
Eric’s
trip
How
When
Where
What
Weather
excellent
Last
week
In
the
countryside
visited
his
grandparents
went
fishing
fed
the
chickens
with
his
grandpa
watched
the
stars
It
was
great
and
the
air
was
so
clean
Nature
is
what
we
see
The
Hill—The
Farm
The
Tree—The
Flower
Nature
is
Heaven（天堂）
Nature
is
what
we
hear
The
Beach—The
Sea
The
River—The
Ocean
Nature is Fairyland（乐园）
Nature is what we know
The forest-The birds
The jungle-The animals
Nature is
our
family
A
Poem(一首小诗)
点击播放音乐
Homework:
A:
Write
a
short
passage
about
Eric’s
trip.
B:
Make
5
Simple
Past
Tense(一般过
去时)sentences
with
the
phrases
we
learnedUnit
3
How
was
your
school
trip
Section
A(la-2d)
评测练习
(一)听前练习：
1.Talk
about
Carol’s
photos.
2.Use
the
Time
Line
to
explain
the
verb
past
form
for
students.
3.Chant
Rode,
rode,
rode
a
horse
Milked,
milked
,milked
a
cow
Fed,
fed,
fed
chickens
Took,
took,
took
photos
Went
,went,
went
for
a
walk
Talked
,talked,
talked
with
a
farmer.
（二）听中练习：
一、
Listening(1b)
1.
Listen
and
circle
the
three
things
Carol
did
2.
Listen
and
fill
in
the
blanks
Bob:
Hi,
Carol.
How
was
your
school
trip
yesterday
Carol:
It
was______!
Bob:
Did
you
go
to
the
zoo
Carol:
No,
I
didn’t.
I
________
to
a
farm.
Look,
here
are
my
photos.
Bob:
Did
you
see
any
cows
Carol:
Yes,
I
did.
I
______quite
a
lot.
Bob:
Did
you
ride
a
horse
Carol:
No,
I
didn’t.
But
I
_________a
cow.
Bob:
Did
you
feed
any
chickens
Carol:
Well,
I
saw
some
chickens
but
I
didn’t
feed
them.
Bob:
What
else
did
you
do
Carol:
My
friends
( http: / / www.21cnjy.com )
and
I
_________for
a
walk
around
the
farm
and
talked
with
a
farmer.
3.
Pairwork
A:
Did
Carol
…
B:
Yes/No,
she
…
二、Listening
(2a,2b)
1.
Listen
and
circle
T
for
true
or
F
for
false
1.）The
farmer
showed
Carol
around
the
farm.
(
T
F)
2.
Carol
learned
a
lot
about
farming.
(
T
F)
3.)The
farme
( http: / / www.21cnjy.com )rs
grow
strawberries
from
December
to
June.
(T
F)
4.）The
farmers
don’t
grow
apples.
(
T
F)
5.）Carol
picked
s
( http: / / www.21cnjy.com )ome
strawberries
and
took
them
home.
(T
F
)
2.
Read
the
dialogue
and
answer
the
questions
1.)
Do
the
farmers
grow
strawberries
2.)
When
do
they
pick
the
apples
3.)
What
do
they
think
of
strawberries
（三）听后练习：
1.Pairwork
（Try
to
ask
more
questions.）
How
was
the
trip
Where
did
she
go
When
did
she
go
there
Did
she..
What
did
she
do
What
did
thefarmer
do
…
2.Role-play
the
conversation
1.）Read
the
conversation
and
underline
answers
How
When
Eric’s
trip
Where
What
Weather
2.）Role-play
the
conversationUnit3
How
was
your
school
trip
Section
A
(1a-2d)课后反思
本节课是一节听说课，课标要求听说先行，读写
( http: / / www.21cnjy.com )跟上。所以我采用“任务链”式活动设计，小步推进，螺旋上升，重视听说技能的训练，读和写的练习较少，评价任务多元，重视学生学习策略的指导，培养学生的自主探究和合作学习的能力，总的来说符合生命化课堂的理念要求。课后也进行了深入思考，它让我知道了学习目标与教学目标不同，目标要定得小一点，不要太宽泛，不要设计大而空的目标。一节课上完，目标落实要到位。、每一个教学设计，每一句话，都要有目的性，始终以学生为主体，或参与，或展示等等，主要从三个方面重点总结：
1．导入贴近学生的实际生活
( http: / / www.21cnjy.com )，自然而又贴切，要与本单元的课题相衔接。听前我采用学生熟悉的“Macdonald
had
a
farm”这首英文歌导入，歌曲节奏欢快，内容紧扣本单元主题，借助歌曲自然引出生词“farm”,接下来的几幅农场图片激起了学生的学习兴趣，外国农场与中国农场的差异也让学生眼前一亮，学习欲望强烈。此种导入，在娓娓道来的歌曲中引入新知识，循序渐进，符合学生的思维方式。
2.从学生的需要出发设计环节，一切活动都为学生服务，没有学生参与就是无效环节。要因学而导，以学定教，学生会的，就要改变教学思路，不再按照原来的教学设计进行，不会的教会就是亮点，就是真实的，这样学生才能受益，也容易得到肯定。要敢于创新。本节课我在教材的处理上大胆整合，并没有按部就班。教材中有两个听力部分，我把其中的第一个听力部分进行了分层次处理：先听获取主要信息，再听填写信息点，而第二个听力省去了第一听，因为让学生标序号过于简单，直接进行到第二问，判断对错。完成听力任务后，对第二个听力材料进行再利用，阅读篇章回答问题，让学生在巩固听力材料的基础上又练习了阅读技能，做到了一文多用。
3.加强对学生学习策略的指导，让他们在
( http: / / www.21cnjy.com )学习和使用的过程中逐渐学会如何学习。问题情景具有强烈的吸引力，能引发学生的创造性思维。“学源于思，思源于疑”，学生探究知识的思维总是从问问题开始的，又在解决问题中得到发展。只有让学生亲身参与提出问题和解决问题的过程，他们才能真正成为主动学习的个体。本课中，听力训练较多，对学生听力策略的指导尤为重要。三次听力内容三种处理方式，每一次的检测都是对前一次内容的一个拓展，听的内容也不要仅仅局限于课本，可以充分利用一切有声资料来帮助学生提高听力水平，坚持精听和泛听相结合。
每一次讲课之后都是又一次的扬帆远航，今后我会立足于常态课堂，潜心学习，做一个善思善学的优秀教师。Unit
3
How
was
your
school
trip
教案设计
(Section
A
1a-2d)
一、教学目标：
1.知识与能力目标：
1）.100%的学生能够理解掌握课
( http: / / www.21cnjy.com )标单词farmer,
countryside,
flower,
guide,
feed,
grow,
museum,
horse,
cow,
sun,
pick,
painting等。
2).
90%以上的学生能够理解并
( http: / / www.21cnjy.com )在语境中熟练运用go
for
a
walk,
milk
a
cow,
ride
a
horse,
feed
chickens,
talk
with,
take
photos,
show
…around,
in
the
countryside等。
3）.85%的学生能正确使用be动词和实义动词的一般过去时描述或询问过去的状态或询问过去发生的事情。
4).
80%的学生理解并掌握规则动词过去式的变化规律和部分不规则动词的过去式。
2.过程与方法目标：
1).
使学生初步感知、发现一般过去时结构特征。
2).
通过创设语境呈现新语法项目，初步掌握一般过去时规则动词的变化和部分不规则动词词形变化。
3).
通过听、说、读、写四项技能的训练，促进学生语言运用能力的提高
3.情感态度目标：
1)
.培养学生要尊重劳动者和热爱自然的良好品质，鼓励学生多了解乡村，启发他们客观地看待乡村生活。
2)
.通过学习可以使学生更加热爱生活、热爱父母、热爱朋友、热爱自然。
3)
.培养学生积极的学习态度和情感，发展学生的跨文化艺术，增强爱国主义精神。
二、教学重难点：
本部分的重点是农场和乡村活动相关的动词短语，还有be动词和实义动词的一般过去时句式。
难点是实义动词一般过去时的疑问句正确语序，还有不规则动词的过去式也是难点。
三、教学方法：任务型教学法，情景教学法
四、评价方法：
1.教师的课堂语言评价。
2.习题评价。
3.利用controlled
practic
( http: / / www.21cnjy.com )e，semi-controlled
practice，write
by
using
mind-map，讨论、交流展示活动等方式进行评价。
五、教学过程：
Step
1
Greeting
T:
Good
after
( http: / / www.21cnjy.com )noon
students,
I’m
your
new
teacher.
Nice
to
meet
you!
I’m
very
happy
to
have
this
lesson
with
you.
Step2
Lead
in
T:
First
enjoy
a
song,
clap
your
hands,
try
to
sing
along.
【设计意图】
播放轻快动
( http: / / www.21cnjy.com )听的有时态特征的英文歌曲，在课前调动学生兴奋点、让学生初步通过句子感知时态，在活跃气氛的同时也为新课的学习做好了铺垫。
Step
3
Key
vocabulary
Task
1
Learn
new
words
and
phrases
T:
We
know
Macdonal
( http: / / www.21cnjy.com )d
has
a
farm.
He
keeps
many
animals
on
the
farm..
Look
at
this
picture,
so
many
animals,
another
one,
quite
a
lot
of
fruits,
the
last
one,
they
are
different,
but
they
are
all
farms.(speak
three
times),
Where
is
a
farm
It’s
not
in
the
city,
it’s
in
the
countryside,
The
air
is
clean
and
the
sights
are
beautiful,
many
people
would
like
to
go
there
for
a
trip.
In
this
song,
Macdonald
has
a
farm,
he
is
a
farmer,
he
works
on
a
farm.
What
does
a
farmer
usually
do
on
the
farm
(show
pictures
),
yeah,
milk
a
cow,
feed
chickens,
pick
apples
and
grow
rice.
【设计意图】此环节为重点词汇的学习，通
( http: / / www.21cnjy.com )过与图片相结合，学生能够更直观地掌握本节课的新词汇。新授词组后紧跟评价性练习进一步巩固，为下一步的学习扫清障碍。
Task
2
T:
My
pen
pal
Car
( http: / / www.21cnjy.com )ol
went
to
a
farm,
here
are
the
photos.
(lead
students
to
talk
about
the
photos),
then
read
the
phrases.
Task
3
T:
Yesterday
Carol
w
( http: / / www.21cnjy.com )ent
to
a
farm,
look
at
the
timeline,
today
is
Tuesday,
When
was
yesterday
So
Carol
rode
a
horse
yesterday,
what
about
this
one
(lead
Ss
to
guess
and
answer
the
verb
past
tense)
Task
4
Chant
Rode
rode
rode
a
horse
Milked
milked
milked
a
cow
Fed
fed
fed
chickens
Took
took
took
photos
Went
went
went
for
a
walk
Talked
talked
talked
with
a
farmer.
【设计意图】此环节为语法感知，首先利
( http: / / www.21cnjy.com )用时间轴通过对比一般现在时引出一般过去时的概念，引导学生体会时间状语及谓语动词的变化。其次，将刚刚学过的词组中的动词变为过去式，让学生领悟动词变过去式的变化规则。最后，一段chant的练习对此环节所学内容进行及时巩固。这种逐步渗透的方法为学生下面的学习打下了扎实的基础。
Step
4
Listen1b
Task
1
T:
Suppose
I’m
Caro
( http: / / www.21cnjy.com )l,
can
you
ask
me
some
questions(point
at
the
pictures),
Did
you
ride
a
horse
…
I
don’t
know,
listen
to
the
tape
,
circle
the
three
things
Carol
did.
【设计意图】听力环节练习设计由浅入深，通过不同的题目设置，让学生抓住听力重点，从而培养听力策略，提高学生听的能力。
Task
2
Listen
again
and
fill
in
the
blanks.
Bob:
Hi,
Carol.
How
was
your
school
trip
yesterday
Carol:
It
was______!
Bob:
Did
you
go
to
the
zoo
Carol:
No,
I
didn’t.
I
_____
to
a
farm.
Look,
here
are
my
photos.
Bob:
Did
you
see
any
cows
Carol:
Yes,
I
did.
I
_____
quite
a
lot.
Bob:
Did
you
ride
a
horse
Carol:
No,
I
didn’t.
But
I
______
a
cow.
Bob:
Did
you
feed
any
chickens
Carol:
Well,
I
saw
some
chickens
but
I
didn’t
feed
them.
Bob:
What
else
did
you
do
Carol:
My
frie
( http: / / www.21cnjy.com )nds
and
I
______for
a
walk
around
the
farm
and
talked
with
a
farmer.
【设计意图】此环节的听力是对上一环节的
( http: / / www.21cnjy.com )延伸，无论从题目要求上还是内容上都更深了一层。对话环节更是引入了特殊疑问句的练习，使学生对一般过去时的学习步步深入。
Task
3
Pair
work
T:
(point
at
the
six
( http: / / www.21cnjy.com )pictures),
can
I
ask
you
some
questions,
Did
Carol
ride
a
horse,
lead
students
to
answer
“Yes
or
No”,
then
work
in
pairs.
A:
Did
Carol
…
B:
Yes/
No,
she
…
.
【设计意图】
此环节是对话环
( http: / / www.21cnjy.com )节，也是对本单元的重点句型的应用过程。通过上一环节的听力材料引出话题，让学生通过对话，练习一般过去时态的一般疑问句式。
Step
5
Listening
2a,2b
Task
1
T:
Look
at
the
last
( http: / / www.21cnjy.com )
picture,
Carol
is
talking
with
the
farmer,
what
did
they
talk
about
What
did
Carol
say
Listen
and
circle
T
for
true
or
F
for
false.
After
finishing
it,
help
students
to
understand
“show
somebody
around、
farming
、from
…to”
and
so
on.
Task
2
Read
the
conversation
and
answer
the
questions.
1.
Do
the
farmers
grow
strawberries
2.
When
do
they
pick
the
apples
3.
What
do
they
think
of
strawberries
Task
3
Read
the
conversation
in
pairs.
Task
4
Pair
work
T:
We’ve
learned
so
( http: / / www.21cnjy.com )mething
about
Carol’s
trip,
let’s
make
a
dialogue.
You
can
ask
your
partner
some
questions,
try
to
ask
more.
How
was
the
trip
Where
did
she
go
When
did
she
go
there
Did
she..
What
did
she
do
What
did
thefarmer
do
…
【设计意图】本次听力输入是对单元话题的进
( http: / / www.21cnjy.com )一步拓展，并融入新的词汇和结构，要求学生对信息进行多层次的处理，然后进行不同形式的口头输出，是对本节课内容的进一步完善。
Step
6
Role-play
the
conversation
Task
1
T:
Carol
had
a
great
t
( http: / / www.21cnjy.com )rip,
her
friend
Eric
had
a
trip
,
too.
How
was
Eric’s
trip
Read
the
conversation
and
underline
the
answers.
Task
2
Role-play
the
conversation
【设计意图】 此环节是对话环节，也是
( http: / / www.21cnjy.com )对本单元的重点句型的应用过程，它拓展了学生的视野，呈现了另一个不同的农场风光，通过思维导图的形式培养学生的阅读策略，让学生通过对话，培养了学生的跨文化意识和语用能力。
Step
7
A
poem
Nature
is
what
we
see
The
Hill—The
Farm
The
Tree—The
Flower
Nature
is
Heaven（天堂）
Nature
is
what
we
hear
The
Beach—The
Sea
The
River—The
Ocean
Nature is Fairyland（乐园）
Nature is what we k
( http: / / www.21cnjy.com )now
The forest-The birds
The jungle-The animals
Nature is
our
family
T:
We
learned
we
can
( http: / / www.21cnjy.com )
do
many
interesting
things
in
the
countryside,
nature
is
beautiful,
we
should
enjoy
it
and
protect
it.
According
to
this
class,
I
hope
everyone
can
enjoy
nature,
enjoy
life,
enjoy
ourselves.
【设计意图】诗的寓意很好，教导学生要热爱大自然、热爱生活、悦纳自我，培养学生积极的学习态度和情感，发展学生的跨文化意识，增强爱国主义精神。
Step
8
Homework
A:
Write
a
short
passage
about
Eric’s
trip.
B:
Make
5
Simple
( http: / / www.21cnjy.com )Past
Tense(一般过去时)sentences
with
the
phrases
we
learned.
【设计意图】分层次布置作业，让学生根
( http: / / www.21cnjy.com )据自己的不同情况进行选择，有助于抓住他们的兴趣点，并成为其学习的动力。所选内容既是对本节课所学内容的巩固，也是对课堂内容的适度拓展。
板书设计：Unit
3
How
was
your
school
trip
Section
A(1a-2d)Carol
milked
a
cow
yesterday.
farm
talked
with
a
farmer
yesterday.
farmer---Did
Carol
milk
a
cow
farming---Yes,
she
did.---Did
Carol
ride
a
horse ---No,
she
didn’t.
Eric’s
trip
How
When
Where
What
Weather
