初中英语人教版七年级下册Unit11_Section_B（1a-1d）教学设计.doc

Unit11 Section B（1a-1d）教学设计【教学目标】1. 学生通过la和1c进一步巩固动词过去式的短语。2. 通过听力训练，引导学生有目的地听，并培养学生在听的过程中获取有效信息的能力。3. 学生通过听力活动中说话者的情感表达，加深对听力材料的理解。能模仿录音中的语音、语调并对听力材料进行转述。4. 学生能就“学校旅行活动”这一话题，交流感受，增进了解。【教学重难点】重点：熟练掌握动词过去式，并能在句子中准确应用。难点：能从听力材料中准确提取信息，听懂谈论“学校旅行”的对话。【课前准备】课本、录音机、多媒体课件、学案。【教学方法】游戏教学法、情景交际法、自主学习与合作习相结合。【教学进程】Teaching procedures 【新课导入】Step 1: Warming-up and revision1. Play the video. Get the students to enjoy a short movie about taking a trip. This movie helps to warm up the students.（设计意图：创设一个轻松自然的教学氛围，在电影歌声中开始教学。）2. Role-play the conversation of 2d.3. Pair work: Work in pairs and make up new conversations like this:A: Hello, X X. Long time no see.B: Hello, X XA: How was your school trip?B: It was.A: What did you do?B: I went to.and.A: Did you.？B: Yes, I did. /No, I didnt. But IA: That sounds. GoodbyeB: Bye.（设计意图：通过复习上一课时的对话，继续为学生创设关于过去旅行的话题，进一步练习一般过去时。）4. Make up a story. Each student adds a sentence.You can begin with: Last Sunday, I went to.5. Play a guessing game. Show some pictures partially covered and get students to guess: What did.do?（设计意图：利用猜谜游戏让学生进行头脑风暴训练，能够很好地吸引学生的注意力，提高学生的参与积极性。）【新知呈现】Step 2: Presentation1. Match the activities with the pictures of la.（设计意图：用多组图片形象展示各种活动，既复习了动词过去式，又引入本课时的单词、短语。）2. Write down the past forms of the phrases in la.3. Pair work: Look at the pictures and make up new conversations like this:Picture fA: Hello,.How was your school trip?B: It was fun.A: Really? What did you do?B: I went fishing with my father.（设计意图：这个任务的设计可以帮助学生更好地巩固la中的信息，同时也锻炼了学生综合运用语言的能力。）【新知学习】Step 3: Listening1. Listen and answer the questions of lb.(1) How was Janes trip? (2) How was Tonys trip? （方法指导：听前让学生先浏览问题，明确听的重点。）2. Play the recording a second time. Choose the right answers and fill in the chart.a. went to the countryside b. climbed a mountainc. went to an art museum d. saw some paintingse. drew picturesNames Where did he/she go?What did he/she do?TonyJane（设计意图：将课本上的听力任务稍作改动，进一步突出了动词过去式的短语。）3. Play the recording a third time and fill in the blanks.Janes 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 went to a special art room and pictures. So Tonys trip was .（设计意图：这个听力任务将对话改成短文，是在完成前两个任务的基础上进行的。学生对听力材料已有了整体认，这一次需要学生注意细节，有针对性地听。）4. Play the recording again. Let students imitate the conversation.（设计意图：跟读录音，让学生模仿读音，感知英语发音特点，以便提高口语表达水平。）观察与思考1通过今天的学习，我们知道了询问别人的旅行感受时，可以这样问： _ 在对旅行进行评价时，我们常常用到一些形容词。其中，表示肯定的、正面评价的形容词有 ；表示否定的、负面评价的形容词有 。Step 4: Pair work1. What was your last school trip like? Discuss it with your partner using the following eresting difficult lovely(可爱的) slow(缓慢的，迟缓的) exciting(令人兴奋的，令人激动的) boring cool hot lucky large expensive （昂贵的） terrible delicious great cheap fast(快的)（设计意图：罗列这些形容词，不仅是对观察与思考l的再巩固，也为下面的任务编对话，提供了丰富的词汇。）2. Make up new conversations like this:A: How was your school trip?B：It was （评价词）.A: What did you do there?B: I .A: How was the food there?B: It was delicious/nice/great/OK/bad/.A: How was the weather?B:It was （天气词）.（设计意图：就“school trip”进一步进行语言训练，巩固目标语言。）3. Group work. Work in groups of four. Make a survey about school trip and then have a report.Who had a fantastic school trip?NameWhenPlaceWhat did he/she do?Tomlast weekend BeijingYou can report like this: In my group, Tom went to Beijing last weekend.（设计意图：就别人的“school trip”进行调查，培养学生结合作的意识和精神，提高他们综合运用语言的能力。）【拓展提升】观察与思考2通过学习1b的听力材料，在描述Jane与Tony的旅行时，我们用的是一般过去时态。通过几节课的学习，你能否总结一般过去时态的用法？一般过去时态定义构成常用时间状语近几节课出现的动词过去式规则动词不规则动词【课堂小结】通过今天的学习，我们了解了更多同学的学校旅行活动。根据你的调查和了解，同学们在参加学校旅行时，去过的地方有 ；做过的活动有 ；同学们对自己的旅行活动感受一样吗？他们的评价是 。【课后作业】1. 听录音，模仿1b听力材料，并能用自然的语音、语调复述对话。2. 把Step 4小组汇报的结果再充实整理后写在作文本上。【板书设计】Unit 11 How was your school trip?Section B 1a-1dWho had a fantastic school trip?NamesWhere did he/she go?What did he/she do?How was the trip? TonyJane.【教学反思】本课为听说课，课本上设置的听力任务较为简单。因此听前环节加大了对前一课时的复习与回顾，设置了几个不同的操练任务：编故事、猜谜等。活动的设置既复习了旧知识，又引入了本课的新词汇。同时，在猜谜游戏中，可以让学生最大限度地激活自己的知识量，也为下一步的听说活动打下基础。在听力练习中重视了对学生的听力方法指导即：采取先听取大意，再细听知识点的方法，与此