Unit8Howwasyourschooltrip2

Unit 8 How was your school trip? Section A 1a-1c一、教学重点及难点1重点1.学习词汇 aquarium, seal, shark, , hang, hang out, souvenir, 本课时拓展词汇：sea horse, octopus starfish2.不规则动词过式：had, was, went, saw, were, took, bought, ate, hung, met3.学习句型 Did you go to the aquarium? Yes, I did. No, I didnt. Were there any seals? Yes, there were. No, there werent. I went to/ bought/ met./ had. There were some./ There werent any2难点1)一般过去时的不规则动词。2)Were there any? 引导的一般疑问句。 二教学目标 1知识目标单词：学习掌握词汇aquarium, seal, shark, octopus等。 功能：描述过去发生的事情语言结构： 不规则动词的过去式 一般过去时的一般疑问句 句型：Did you go to the zoo? Yes, I did. No, I didnt. I went to the aquarium. There were some./ There werent any Were there any seals? Yes, there were. /No, there werent any seals. 2语言技能 听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，做出较得体的回答。 说：能在本课的任务型活动如:小组活动、复述、采访等活动中进行简单的交流。 读：能正确朗读本课单词、对话和句型；能查阅工具书为完成任务做准备。 写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。 3学习策略：抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借助手势和表情。主动参与学习活动，善于和他人合作。 4情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊，买一些小礼物送朋友和家长来表达他们美好的情感。 Unit8 How was your school trip?By Song WenjingFrom Zhenglou Middle SchoolTeaching PlanStep1. Warming-upT：Hello, boys and girls! Today many teachers from other schools come to our class. So first let s say hello to them! Ss: Hello! Dear teachers ! Welcome to Zhenglou Middle School! Nice to meet you !T: Great! You did a good job! How are you today?Ss: Fine!T: Well , I am glad to hear that. You know weekends are coming .What do you often do on weekends?S1: I often: go shopping with/ go fishing with/ visit my./ watch TV at home/ do homework/babysit my / help parents do some housework/ playwith/ go hiking/ do some reading/ study at home/ surf the Internet/ have a trip with my （设计目的：学生能自由谈论他们过周末的情况，营造进入英语课堂气氛。）课后：实际学生也非常活跃地完成了我预设的目的，同时给予他们一些即时恰当的评价。T: oh , your life on weekends is very greatfantastic.T: Did you have a school trip before?（让学生回忆过去的小旅行经历，同时也复习：have-had, go-went）Sn: Yes, I did. T: So you had a school trip ?Where did you go on a school trip?Sn: I went to .(repeat several ss.)T: How was your school trip?(不知不觉而自然地领着学生进入新的课题Unit 8 并对How was ? 稍作复习处理并带过is - was)Sn: It was( interesting, relaxing/ fantastic, great, terrible, boring.)Step 2. Leading-in1)T: On weekends I like having trips ,too. Look, last month, I had a trip. During the trip I did something interesting .First, I went to an aquarium.There I saw many sea animals. Do you want to know what animals I saw?Teach: There were some Shark, seal, sea horse, starfish, octopus,(根据学生的好奇心理，本人以自己的旅行经历来有序符合情境地导出本课的重点单词及词组用句型：There were.,这一句型虽然在本单元没有出现，但教材的编者意图肯定是先让我们处理There were，然后再导出相关的一般疑问句和否定句。这样更有助于学生理解和实践运用。)Step 3 Do you remember?T: Do you remember what I saw in the aquarium?（这一步设计的意图旨在让学生加深对新词的记忆并导出were there?句型， 让学生学会它的简单回答。Yes, there were. /No, there werent .）T: Good. Were there any.s? Yes, there were./ No, there werent. Were there anys in the aquarium? Yes ,there were. No, there werent.Step 4 Try to practiceT: Of course , there were many animals in the aquarium, what other animals there were in the aquarium? Do you want to know? Please ask and answer like this:Were there anys?And I will tell you . (Repeat with about 10 students.)Were there any s in the aquarium? (本环节设计的目的：让学生试着用句型：Were there.?来问题。让学生能熟悉这个在上个步骤出现从本人口中说出的Were there?的句型。)Step 4 Game: ( Run the train开火车) (Group work)T: Yes ,there were different kinds of sea animals in the aquarium. Did you go to the aquarium/ a zoo/ the beach/ ? Repeat several students as a model.What about your other classmates? Did they go to? Lets do a game “run the train” and ask them. You have 1minute to be ready for it . (意在复习Did you?的句型，本人把这一个句型以复习形式处理，因为这是学生第二次学习过去式，所以没有作为重点处理。)A:Did you go to the ?B:A:Were there s?B:C:B:C:D:Then ask three or group to do it .（这个环节的设计目的是让学生用刚学到的句型进行,之所以没有选用Pairwork的形式，是因为RUN THE TRAIN 的这个活动形式首先是学生喜欢的形式，其次是这种活动形式既达到了PAIRWORK的目的，又达到了学生在学习过程中需要与他们合作的理念，培养他们的相互协作精神。本人就非常喜欢做这样的课堂活动，学生也很喜欢，这节课也证明学生到我说Games over , 他们还是意犹未尽。）Step 5.PresentationT: Great ! Sea animals were very lovely and interesting, so I took many photos .(导出took)Then, I went to a gift shop, and bought some souvenirs as gifts for my family and my good friends. After that ,I had lunch at KFC. I ate a hamburger and some ice cream.Finally , I hung out with my good friends in the street. It was so surprising, in the street , I met a great man-Liu Xiang. He is my favorite star. And I took a photo with him.That was my great trip . I was very happy, I will never forget it. (通过自己在旅程中做的真实的事件自然地导出bought, gift, souvenir, ate, hang out , hung out, )Step 6. Listen 1bT: But what about my friend -Tina? She had a school trip . What did she do on her school trip?Here is a conversation between Tina and her friend Kevin1)Lets listen and circle the expressions in the box. 2)T: well , lets listen again and fill in the blanks.Then ask a pair of Ss to check the answers. (因为教材中的1b处理过于简单，而我们必须要深入挖掘教材背后的内容，让学生更深刻掌握听力材料。所以本人对1b作了深入处理：1) 让学生再听一次对话，进进行挖空的原对话进行填空，而挖空处主要是这节课刚学的不规则动词的过去式，这个有点难度，但还有个我这次在PPT中做出的细节尝试在PPT上的右边留一处不断出现不规则的动词的过去式，我希望能让学生整节课一直关注它们。这个比较在黑板上板书会更让学生引出注意，更是避免了在黑板上板书的多而凌乱，最终的效果又不是很理想的尴尬。课后的评课中，受到了在座的老师的高度好评，这是我高兴的地方之一。因为有了以上的细节处理，这一步对于学生来说就大大降低了难度。)3）Well, now according to the conversation ，choose the right words and complete the short passage about Tina.(Ask one student to check answers.)(这一步是对对话进行改编成一个小短文，并在不规则动词过去的地方挖空，让学生选词填空。目的一是让学生初步了解根据对话如何改编成短文的，二是为下面的复述活动作铺垫。同时让学生回顾在第七单元学习的事件发生的先后顺序如何表达。一举三得。)Step7 Look and say:T: Last month, Liu Xiang was on his trip , too. Here are some photos about his last trip. Please look carefully and remember what he did, Finally , tell me about it.Are you ready?Then let some ss to say about what Liu Xiang did on his trip.（让学生根据看到的和记住的来随便谈论刘翔所做的事情。学生说对一个，就在相应的动词过去式那儿点击重新出现相应的照片。本环节设计意图在于让学生能用过去式描述事件。）Step 8 Retell the storyYeah , you had a good memory. Now can you retell his trip like this:Last month, Liu Xiang had a trip too. First , he went to. Then he.Next,. After that, he.Finally, （因为这是第一个课时，所以我给了学生复述的框架，既是为了学生通过本课时学习，能在有框架的前提下复述过去的事件过程，并给优秀的学生课后选做作业中写作和在第二课时的3a之后的写作目标埋下伏笔。）Step 8 Groupwok Talk show: Interview Time(采访采访活动) T: Now Id like to know your trips.please interview your classmates. And act out . Reporter can ask like:Hints(提示):1. Where did you go?2. What did you do there?3. How did you go there ?4. Who did you go with?5. How was your trip?（At the same time, after one group of ss, ask some questions about the their acting.）T: You did very well. Did you buy any small gifts for your family and your good friends on your trips.?Ss: No, I didnt.T: But remember to buy some small gifts for them, because I think it is a good way to show your love to them.(If the ss answer is “Yes, I did” T: Oh , you did a good job, Yes , thats a good way to show your love to them , and remember to buy some small gifts for your family and your good friends . Its a really good way to show your love to them.)（第一课时应该是以听说为主的课时，所以最后的采访活动是测试和检验学生是否能顺利且富有创造性语言综合实践的最关键步骤。根据学生课堂表现，学生表现出色，也受到在座的听课老师的好评。在每组学生采访表演之后，同时问一些相关的问题，这样可以培养其他在观看表演的学生学会倾听、记忆和思考的好习惯。最后的本人的总结是对学生进行适时的德育教育渗透，这一点也深深地受到了同行的赞赏。）Step 7 Summary T: Well , look ,today what did we learn? (Let ss talk about what they learned.)Key words: Shark, seal, sea horse, souvenir, gift, hang out, aquarium.Key patterns:Did you .? Yes, did. / No, didnt.There were some.There werent any.Were there any s? Yes, there were. / No, there werent.Key verbs of past form:go-went, do-did, are-were, have- had, eat-ate, buy- bought, take-took, see saw, hang hung(本课教学的任务旨在有效性的充分体现，所以最后这一步似乎被很多英语老师遗忘的一步，实际要本人认为是传统课堂教学中精华之一，这一步总结不仅帮学生梳理了本课时的重点学习内容，也帮助学生建构知识系统和学习方法起到了很好的辅助作用。这也是本节课同行们所说的亮点之了，许多老师表示以后要对此进行尝试。)Homework:You can choose any one of the following tasks.1. Copy and read the key words and expressions.抄写新词和词组. 2. Make up a conversation about one of your trip , then write down and practice with your partners.编写一个对话,并写下来,再与同伴操练. 3. Write a short passage about your trip .写一篇关于自己旅行的经历的小短文. 4. Be ready for 2a-3a.（预习2a3a）（作业层次性设计是为了更好地尊重各层次学生的实际需要，更是对课堂教学有效性在课外的延伸）Blackboard DesignUnit 8 How was your school trip? Section A 1a-1cDid you go to the aquarium? Yes, I did ./ No, I didnt. .I went to bought some . hung out withThere were some sharks. werent any seals Were there any sea horses in an aquarium . starfish ? octopuses Yes ,there were. / No, there werent. 教后反思：本课时整体设计思路清晰且具有很强的梯度性，环环相扣，每个语境真实有效。课堂活动形式多样，易于操作，贴近学生生活，目的性明确。板书简洁，重点突出。本节课还有几处比较成功的尝试，为课堂有效性的教研活动提供了一些好的借鉴：一，是对不规则动词过去式在PPT中的板书形式细节创新做法；二是，1b听力材料的两步深入处理；三是采访活动结束后，适时地、恰如其氛地进行了德育教育，使课堂进入教学中教育思想升华；四是总结部分，让学生自然地进行本课时新知识的系统梳理，为学生的知识系统构建起到了一定的辅助作用，也为课堂教学的有效性提供服务功能；五是板书设计的简洁、美观。当然也还有些不足之处：如评价方面，还是有些欠缺，有待进一改善；再如Retell the story的那个步骤，学生的上课材料上应该不要出现有关刘翔的图片，这样可能人更具有悬念些。学生上课材料：Unit 8 How was your school trip? Section A 1a-1c1.Listen and circle. What did Tina do on her school trip?2.Listen and fill the blanks.1) listen and fill in the blanks.(听对话，补全对话)Kevin: Hi, Tina. How was your trip?Tina: It _fantastic, really fantastic.Kevin:_you go to the zoo?Tina: No, I didnt. I_ to the aquarium. Look, here are my photos.Kevin: Were there any sharks? Tina: No, there werent any sharks, but there _ some really clever seals .Kevin: Wow, that sounds wonderful ! What did you do? Tina: Well, I _ out with my mother and I _ _ lots of photos. was took had saw hung went 2) According to the conversation ， fill in the blanks.(根据上面的对话，选择正确的单词补全小短文)2) Tina _ a fantastic school trip last weekend. First she _ to the aquarium. And she _ some clever seals. Then she _ out with her friends. Finally, she _ lots of photos there. She _ very happy.Retell the story. Last m