人教新目标七下unit11第一课时.doc

教学设计教师:谢秀兰（于都八中）课题：Unit 11 How was your school trip? 版本：人教新目标版年级：七年级(下册)内容：SectionA1a-2c课型：新 授 课课时：第1课时主要活动：听说课型教材分析：本单元主要围绕“学校旅行”展开教学，要求学生学会用一般过去时表达和谈论过去发生的事情。本课时是本单元的第一课时，是一节听说课，所进行的是基本句型的呈现，本课所涉及到的动词过去式的呈现。是本单元的双基即基本和基础，它既是本单元基本语言内容，又为本单元知识的扩展和综合语言运用能力打下基础。其重点作用是引入新的语言知识- 一般过去时。教学目标：一、 知识与技能目标A.知识目标1.单词milk ,cow ,horse, feed, farmer ,quite ,farm ,anything, grow, pick.2.短语: milk a cow, ride a horse ,feed chickens, quite a lot, showed(show) sb. around sp.3.句型：What did sb. do ?/Did sb. do sth.?/ Were.? / How was your school trip?及其应答。B技能目标1.学生能听懂含有一般过去时态的简单听力材料，并能抓住关键的短语，完成听力任务。2.学生能够简单的描述自己或他人过去的活动。3.学生能正确的朗读相关对话和材料，并且能编简单的对话来谈论他人过去的活动。二过程与方法目标A.树立“以人为本”的学习观，倡导自主学习，合作学习，养成良好的学习习惯。B 通过不同的活动形式，如小组活动，配对活动，竞赛活动等，培养学生的语言综合运用能力。三情感态度和价值观目标A.让学生知道应该合理安排自己课外的学习 ，运动，休息，娱乐等活动。B让学生保持愉快的心情，以积极的态度面对生活与学习。教学重点: 句型What did sb. do?/Did sb. do sth.?及其应答在语境中的运用。教学难点:本课时的动词短语及所涉及到的动词的一般过去式的变化。教法：采用任务型活动安排本课时教学，在新授阶段主要借助多媒体辅助法来呈现新知，在操练、巩固阶段运用交际法和情景教学法。教具准备:多媒体课件一套、录音机教学过程Task1. Warming-up and leading-in ( 1) 用PPT展示一些风景名胜的图片，叫学生猜测本课的主题。设计意图：激发学生兴趣，引入主题“trip/school trip”Task2. Presentation ( 10)1. 欣赏歌曲-animals on the farm,引入新词farm.T:Last weekend, my daughter Lisa and her classmates went on a school trip. Lets enjoy a song and find out “Where did they go?”设计意图：吸引学生注意力，引入新词“farm”,do的过去式did.2. 用PPT展示农场的图片，引入新词cow/horse.T:This is the farm they went last weekend. What did they see on the farm? What did they do on the farm?设计意图：引入新词cow/horse ,see的过去式saw.同时为引入其他短语做铺垫。3. 用PPT展示一些图片，引入并学习以下短语和句型。例如：用PPT展示一幅挤奶图，询问学生What did she do? Did she milk a cow?,然后齐读图片中所展示的对话，引入What did sb. do last weekend ?/Did sb. do sth.?句型和短语milked(milk) a cow.A 短语：milked(milk) a cow/went(go) for a walk/ rode(ride)a horse /fed(feed)chickens /talked(talk) with a farmer/took(take)some photosB 句型结构：1.What did sb. do last weekend? Sb.+动词过去式短语 2.Did sb. do sth ? Yes. Sb. did/No, sb. didnt.3.Were they .? Yes, they were./No, they werent.设计意图：呈现新知，让学生初步感知一般过去时态的特殊疑问式和一般疑问句式，同时让学生感受到动词形式的变化。4把引入的短语呈现在一张幻灯片上，让学生跟读，然后自由朗读。设计意图：让学生熟悉这些短语，并且尽量记住它们，为后面的使用做铺垫。5.抢答竞赛。教师说动词短语的中文，学生说英文，并且说出对应的过去式短语。以时间轴来显示过去和现在的相对关系。设计意图：检测学生的学习效果，营造一个活跃的课堂气氛，让学生勇于参与。Task3. Finish1a ( 1)Match the phrases with the pictures, finish1a.设计意图：让学生独立思考，探究图片和短语之间的联系。Task4. Listening, finish1b.(4)a. 听前用1b的图片导入。T:Do you like these activities?Ss:T:These activities are so much fun. So Carol and her classmates went to the farm ,too. Now, look at the picture and the conversation in it, tell me “what are they talking about?”Ss: They are talking about Carols school trip on the farm.T:Yes. Lets listen and circle what Carol did on the farm from 1a.设计意图：通过已知的部分对话内容推测他们交谈的主题，同时，使1a和1b衔接更自然一点。b. 听中从1a中圈出Carol在农场做的三件事情。计意图：培养学生在听力中获取关键信息的能力。c. 听后核对答案。用Did Carol do sth.? 句型让学生一个一个回答。设计意图：让学生明白自己为什么会听错，以后遇到类似的情况要注意什么。Task5. Pair workSpeaking(3)1. 师生一对一活动，问答Did Carol do sth.? Yes, she did./No, she didnt.设计意图：示范活动应该如何进行。2. 让学生根据1b的听力内容，Pairwork活动谈论Carol的学校旅行。A：Did Carol take any photos?B:Yes, she did. She took some photos.A: Did Carol ride a horse?B:No, she didnt. She didnt ride a horse.A:B:设计意图：让学生学会运用本课时的句型Did sb. do sth? 及回答和相关短语来谈论他人过去做的事情。Task6. Listening, finish2a and 2b.(6)1. 听前导入T：In 1b,Bob asked many questions about Carols school trip on the farm. Can you think about more questions Bob will ask?S1: Did you ask the farmer any questions?S2: Did you learn anything?设计意图：使前后之间过渡更自然。2. Listen and check the questions you hear, finish2a.3. Listen again. Circle T for true or f for false, finish2b.a. 听前导入，并且用2b的图片引入新词farmer/pick(picked)和短语showed(show) sb. around sp.T:Before listening, lets look at the two pictures. Who is the man? What is he talking to Carol and her classmates. What is Carol doing?设计意图：引入新词farmer/pick和短语show sb. around sp.,为接下来的听力扫清部分障碍。b. Listening, finish2b.c. Read after the tape, pay attention to the pronunciation and the intonation.设计意图： 让学生学会语音语调正确的朗读对话。Task7. Group work-Speaking( 5)1. 导入并且做一组示范T: We learned a lot about Carols school trip. We know what she did on the farm, and how her school trip was. Now I want to know something about your last school trip. Did you go on a school trip last year?S1:T:What did you do? Did you.?S1:T: How was your school trip?S1:设计意图：为将要进行的小组活动做铺垫，通过示范，让学生明白将要谈论什么。3. 三人或四人小组活动。让学生根据所提供图片内容（当然也可以自己发挥，若不知道动词的过去式，可以向老师寻求帮助）及下列句型结构谈谈自己上次的学校旅行。并且完成表格。S1: How was your school trip?S2: It was ( interesting/fun/relaxing/boring)S1:What did you do?S2:I.S1:Did you?S2:Yes, I did./No, I didnt.S1:How about you? Can you tell me something about your last school trip?S3: Of course. I and. It was really a/antrip.What did /you/she/he do?How was your/her/his school trip?Student1Student2Student3 设计意图：让学生运用本课重点句型What did sb. do?/Did sb. do sth.?来谈论自己过去的经历。让学生在小组活动中勇于表达，突出本课重点，同时在动词短语的运用中进一步突破本课难点。Task8. Writing( 5)让学生根据小组活动的表格内容，写几句话介绍自己小组成 员的学校旅行信息。然后进行展示。示范如下：In my group, xxx went to Tian Hua mountain. She climbed the mountain and took some photos. She thinks it was a great trip. .设计意图：从输入到输出的转化，突破本课难点。Task9 情感提升( 1)通过点评学生的写作提醒学生学会合理学习，合理安排自己的假期。Task10 Summary( 2)设计意图：总结本课所学内容，让学生思路更加清晰，重难点更加明确。Task11 Exercises( 5)设计意图：通过练习巩固本课所学内容，让学生更好的掌握重难点。Task11 Homework (1)1. 抄本课时新单词，每个四遍2. 完成练习册上的本课时练习。设计意图：巩固本课所学内容，检测学生的掌握程度。板书设计Unit11 How was your school trip?SectionA (1a-2c)Sentence structures: 1. A:What did she do last weekend ? B: She milked a cow.2. A: Did she milk a cow? B: Yes, she did./No, she didnt.3. A: Were they?B: Yes, they were./No, they werent.Past (过去) present（现在）milked a cow(/mlkt/ ) milk a cowrode a horse(/rd/ ) ride a horsefed chickens(/fed/ ) feed chickenswent for a walk go for a walktook some photos take some photosdid homework do homeworktalked with a farmer talk with a farmersaw quite a lot of cows see quite a lot of cowspicke