[录像三个一] Unit 11 How was your school trip? 翟丹丹
发布时间：2013-06-13 16:55:51 来源：
Unit 11 How was your school trip?
Period1 教学实录
一、教学目标：
1 语言知识目标
基本词汇：milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, countryside, yesterday, flower, worry, luckily,
基本词组：milk a cow, ride a horse, feed chickens, quite a lot of…, in the countryside,
基本句型：------- How was your school trip
------- It was great!
-------What did you do?
-------I saw quite a lot of cows.
-------Did you milk a cow?
-------Yes, I did.
2.过程与方法
(1)、 Learn to talk about events in the past.
(2)、 learn how to ask and answer the questions by listening and speaking.
3.情感态度与价值观
通过本课的学习，使学生能够用英语去谈论自己过去发生的事情，特别是向他人表述自己曾经参观过的景点.
四、教学重点和难点
1、Master the new words
2、Master the target language below:
(1) milk a cow (2) feed the chickens (3) ride a horse (4)go for a walk (5) talk with a farmer (6) take some photos (7) take them home
五、教学过程
Step 1.Revision
T: write down the past tense of the following words.
1. go_______ 2. have_______ 3. Is/am_______ 4. take_______
5. see______ 6. buy_______ 7. are_______ 8. visit_______
T: Let’s check the answers.
Step 2 Leading—in
T: look at the picture. What did they do on the farm?
S1:They rode a horse.
S2:.................
S3:.................
S4:.................
Step 3 Presentation
1. T: Carol and his friends went to a farm, Let’s see what they did. 1a match the phrases with the pictures.
2. Get Ss to read 1b again and check the answers.
3. Pair work
A: Did Carol take any photos?
B: Yes,she did.
4. Listening practice
T: 2a listen and check the questions you hear.
T: 2b listen again.
Key phrases: show sb. around / learn a lot from sb. about sth.
Step 4 Consolidation
Get Ss to find out the target language from the dialogue. (the same as target languages of teaching important and difficult points)
Step 5 Practice (pair work and groupwork )
1. Practice the conversation by using the phrases the Ss listed. Ask some pairs to act it out.
2. Get Ss to work in groups by using the information in 4.and then act the dialogue. The dialogue should like this:
A: Last week I visited my aunt’s house.
B: She lives in california. The weather was beautiful.
C: I went swimming.
Step 6. Homework
Unit 11 How was your school trip? 教后反思
这节课上完之后有好的地方，也有一些不足之处：
快乐之一：关注全体学生
呈现新单词的时候，采取了很多有效的操练方式，全班，半班，男生，女生，group，team，row，individual等。通过这些有序的操练，调动起所有学生的注意力。教学过程中，我时刻关注着每一位学生。
快乐之二：目标重点突出
首先我将本单元的课题How was your last trip？展示在课件的边框上面，这样，每一幅画面都会呈现出这个标题。本节课的教学重点是 The form of the past tense. 能够运用过去时谈论过去发生的事，能够运用句型：“ Did you…..? ”“ were there……? ”
快乐之三：口语简洁明了将 body language 有机结合
课堂上，我总是尽力用很简单的，学生容易懂的句子和学生交流互动。发出指令时，我总是将身体语言与我的英语指令有机结合。力争让学生明白我的每一句指令。
快乐之四：课堂设计巧妙，课堂气氛活跃
我将每一个任务用丰富多彩的活动串了起来。体现了玩中学和做中学的快乐教学法。
快乐之五：教学程序清晰，由浅入深层层推进。
每一步教学过程都很清晰，而且每一步都能够自然地衔接起来。
本节课的导入，我采用了谈话的方式，又利用我自己旅游的照片，创设了一定的情境，将学生引进 school trip 这个话题。 Do you like games? what else do you like ? 聪明的孩子一下子就帮我引人了课堂。 I like school trip 。
快乐之六：有效地呈现
A picture is worth a thousand words. 一幅图胜过千言万语，我充分利用图片呈现本节课的重点单词和短语。我创设了一个自己去农场的情景，把单词放到活的语言环境里去教，激发了学生表达过去活动的欲望，生活就是知识。
遗憾之一：课堂时间和课堂节奏的调控
学生们喜欢竞争，喜欢展示自己，只恨 40 分钟太短，我没有太多时间与学生们共同感受那种游戏的欢乐。仔细想来，除了本节课容量过大以外，我是把太多时间花在了短语和句型的操练游戏上了。然后就是三段听力，也花了不少时间。其实听力听过了逐题逐题检查答案就可以了的。然后就是那个 1c 俩俩对话，我完全可以调控举手发言的次数的，每组点一对展示就可以了。
遗憾之二：示范应该更明确些
1c 的 pair work ，我应该先出一幅图，自己找一名同学示范。我不必示范每一幅图，其实，应该充分相信学生的潜力，课堂上总是担心他们不能，以至于耽搁了很多时间。事实上他们能行，给他们多一些机会，多一些个性化的体验。
遗憾之三：英语指令中可以有一些汉语解释
我总是以为英语公开课上是不可以讲汉语的。如果我的击鼓传花游戏的英语指令当中能够有一点汉语的解释或提醒，学生会更明白游戏的指令，会配合得更好，更能感受游戏的快乐。
课堂教学是充满了遗憾之美的艺术，有太多关于“如果”的思考，也会有如艺术家般渴望再创造的冲动。我会吸取教训，在今后的课当中，努力弥补这些遗憾，凡事尽力而为，点滴过程最美！我不在乎比赛的名次，仅仅把比赛看作是一次锻炼，痛痛快快地享受比赛的过程！一次课,一次交流,一次反思,就会叠加成成功.我期待着下一次课的交流与学习。
Unit 11 How was your school trip? 教学设计
一、教材内容
人教版《go for it》七年级下
Unit 11 How was your school trip? ( period 1 )
二、教材分析
本单元是通过描述过去做过的事情来学习一般过去时的一般问句形式“Did you---?”和 “Were there ---?”。如通过听、说、读、写的训练，熟练掌握和运用“Did you---?”和 “Were there ---?”并通过假期活动的描述，增进学生对祖国和世界各地的情况了解。
三、设计理念
本课采用互动教学的方式，设计与假期有关的话题，激励学生去谈论过去的事件，在谈论中运用一般过去时态这一功能语法项目，并使学生得到积极的情感体验四、教学方法
根据“新课程标准”的要求，本课主要以互动教学为主，兼用多媒体视听教学，充分激发学生的学习兴趣。
五、教学目标
1.知识与技能
(1)、词汇: milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, countryside, yesterday, flower, worry, luckily,
(2) 句型：“Did you…?”and “Were there…?”
(3) Learn to describe events in the past.
2.过程与方法
(1)、 Learn to talk about events in the past.
(2)、 learn how to ask and answer the questions by listening and speaking.
3.情感态度与价值观
通过本课的学习，使学生能够用英语去谈论自己过去发生的事情，特别是向他人表述自己曾经参观过的景点，以加深对祖国和世界的了解和对他们的热爱。
六、教学重点和难点
1、Master the new words
2、Master the target language below:
(1) milk a cow (2) feed the chickens (3) ride a horse (4)go for a walk (5) talk with a farmer (6) take some photos (7) take them home
七、教学过程
Step 1.Revision
I、写出下列动词的过去式
1. go_______ 2. have_______ 3. Is/am_______ 4. take_______
5. see______ 6. buy_______ 7. are_______ 8. visit_______
（设计说明：通过这个小题的完成，使学生掌握动词过去式的构成，为进一步学习和运用一般过去时态做准备。）
Step 2 Leading—in
Learn the new words
（设计说明：学习本课单词，并积极的运用于本课教学，使学生在运用中习得它们，比死记硬背要好多的，更易于激发学生的学习兴趣。）
Step 3 Presentation
1. Carol and his friends went to a farm, Let’s see what they did.
2. Get Ss to read1b again and check the answers:
（设计说明：带领学生进入任务型教学项目，让他们独立探究知识，获得情感体验。）
3. Listening practice
T: 2a listen and check the questions you hear.
T: 2b listen again.
Key phrases: show sb. around / learn a lot from sb. about sth.
Step 4 Consolidation
Get Ss to find out the target language from the dialogue. (the same as target languages of teaching important and difficult points)
（设计说明：让学生理解并掌握本课重点目标语言，为下面pair work and group work做好准备。）
Step 5 Practice (pair work and group work )
1. Practice the conversation by using the phrases the Ss listed. Ask some pairs to act it out.
2. Get Ss to work in groups by using the information in1a.and then act the dialogue. The dialogue should like this:
A: Last week I visited my aunt’s house.
B: She lives in California. The weather was beautiful.
C: I went swimming.
（设计说明：通过做课堂互动练习，对重点和难点加以巩固，从而加深了对重点知识的理解和运用能力。）
Step 6 Exercises
写出下列句子的一般疑问句和否定句。
1.I went to the zoo last Saturday.
2.He was at home yesterday.
3.We visit the old people two days ago.
4.They played games just now.
5.The strawberries were good.
上一篇：[录像三个一]Unit 4 He said I was hard-working 秦香兰
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