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視頻標簽：school trip
所屬欄目：初中英語優質課視頻
視頻課題：魯教版七年級上Unit 3 How was your school trip Section A (1a-2d)遼寧省 - 撫順
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課題：魯教2011課標版 七年級（上）
Unit 3 How was your school trip ? Section A (1a-2d)
教學目標
（1）Knowledge and abilities
1. To use the target new words and useful expressions:
excellent, anything, farm, farmer, grow, pick, milk a cow, ride a horse, feed chickens, quite a lot (of) , in the countryside;
2. To talk about past events and let Ss learn to use and master the simple past tense; 3. To improve speaking skills and speaking strategies. （2）Process and methods
1. By leading into languages situations and working in groups; 2. Task-based Language Learning . （3）Emotion and attitude
To help Ss love our world and get them know the world is a book and the trip can make them learn a lot. Key Points
To talk about past events and let Ss learn to use and master the simple past tense; Difficult Points
To discuss Ss’ past events and try to express Ss’ opinions. Teaching Aids：Multimedia. 教學過程
Step 1【Warming up】
The teacher arouses the students' interest by sharing a few photos of their school trip and prepare for the new lesson.
設計意圖:創設情景法調動學生全身感官,尤其大腦相關聯信息為學生學習提供了更多的感知材料,使學生對學習認知活動具有增力效能。 Step 2【Presentation】
1. present the new words: trip, excellent, farm, farmer, grow, pick,anything;
2. present the new phrases: milk a cow, ride a horse, feed chickens, quite a lot (of) , in the countryside.
設計意圖:利用學生頭腦中已有的信息和知識過渡到新知識中,于輕松愉悅的思維中掌握新知識,新技能,新方法。 Step 3【Word practice】
Guide the Ss to read in a right way and practice the words in the language situations .The teacher helps Ss and explain .
設計意圖:詞匯是語言的最小單位,詞匯的學習在英語學習中有著舉足輕重的地位,掌握好詞匯,幫助學生更好進行下一步的語言表達。 Step 4【Pattern Presentation】
The teacher Presents the new patterns in the language situations and helps Ss feel the correct expressions of the language.
The patterns: How was /were...? Was it...? Yes, it was./No, it wasn’t. Were they...?Yes, they were./No, they weren’t. What did he do ? He fed chickens. Did he ...?Yes, he did./No, he didn’t.
設計意圖：學習語言從學生生活中的語言片段入手，讓學生在真實的語言情境中感知語言并運用語言進行。新句型的學習設計成梯度教學過程，即由詞匯-句型-會話的學習路線，關注不同特點學生的個體差異的學習。 Step 5【Activities】 (1)Group work
Let Ss ask and answer in groups (2) Guessing games
Ss use “Did he...?”to try to guess the right answer by seeing a little information in the photos.
設計意圖: 教師設計真實有趣的語言環境，提高學生的參與活動熱情，激發學生英語表達的興趣，幫助學生在語境中應用語言。 Step 6【Activities】 Role-play the conversation :
(1) Let Ss role-play the conversation on Page 61 of the Ss’ book . (2) Talk with the partner about the school trip.
設計意圖:學習語言的目的是能夠在英語學習中進行英語交際,在英語交際中學習英語,全面提高學生聽說水平。 Step 7【Activities】 Listening practice.
Listen and do 1b、2a and 2b in Ss’book.
設計意圖:為學生創造視聽語言應用能力的課堂環境,繼續鞏固本節課的重點難點 Step 8【Summary】
With the teacher's help the students can summarize the rules of the past tense.
設計意圖:幫助學生在頭腦中形成一條清晰的知識脈絡,便于學生系統性掌握動詞過去式的變化規則。
Step 9【Consolidation】 (1) Doing exercises (2) Homework
Remember the rules of the past tense.
Make a new conversation according to 2d on Ss’ book.
設計意圖: 把學到的新知識點在習題中進行訓練，提升語言的綜合運用能力，為他們今后更好的運用本課知識打下堅固的基礎。
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