unit8 How was your school trip period1

Unit 8 How was your school trip?知识点归纳八年级 Unit 8 How was your school trip?1. hang（hung） out with friends2. go to the aquarium3. see some seals/sharks/a big octopus4. on the school trip5. have /take a trip to…＋地点6. watch a dolphin show/videos/a football match7. buy a lot of souvenir/buy lots of gifts for sb.8. buy sb. sth.=buy sth for sb.9. sell sb. sth. =sell sth. to sb.10. on sale11. at the end of…/at the beginning of12. at the end of the year/at the beginning of the year13. at the end of the month14. at the end of the road15. in the end= at last16. gift shop17. in the Visitors’ Center18. outdoor pool19. .get one’s autograph20. win the first prize/game /match /gift21. science center/teacher22. on my next day off/ on my last day off23. have/take a day off24. . what else=what other things25. a busy /a boring day off26. have a yard sale27. put …out28. some of his old things29. in a singing competition30. see you soon.31. tired but happy32. take photos with sb.33. have fun doing sth.34. after a trip35. go for a walk/a drive/a picnic36. How was your school trip?37. It sounds like a busy day off38. That sounds wonderful/interesting.39. Class 9 had a great time on the school trip.(=had fun/enjoyed themselves)40. They took the bus back to school./home.41. I watch/see a movie about living in the future42. What was your last day off like?= How was your last day off?43. What did you do on your school trip ?44. .What else did you buy ?（＝What other things）45. I didn’t buy anything else.46. I didn't have a very fun day last Sunday.47.No one came to the sale because the weather was so bad yesterday.48.Unfortunately, it was kind of boring.(=a little) last Friday.49.It rained all day(＝the whole day) the day before yesterday.50.Were there any sharks at the aquarium?51.No,there weren’t any sharks, but there were some really smart seals.52.Did you have fun camping last week?53.She won the first prize in ye sterday’s singingcompetition.1. 与朋友闲逛2. 去水族馆3. 看了一些海豹/鲨鱼/看见了一个大的章鱼4. 在学校组织的旅行中5. 去…旅行（2）6. 看海豚表演/看录像带/看足球比赛7. 为某人买很多的纪念品/为某人买了很多礼物8. 给某人买某物（2）9. 卖给某人某物（2）10. 出售11. 在…的末尾/在..开始12. 在年末/在年初13. 在月末14. 在路的尽头15. 最后（2）16. 礼品店17. 在游客中心18. 室外游泳池19. 得到某人的亲笔签名20. 赢得第一名/比赛/比赛/礼物21. 科技中心 /教科技的老师22. 在我的下一个休息日/在我的上一个休息日23. 休一天假（2）24. 别的什么事情（2）25. 一个繁忙的/无聊的休息日26. 举行庭院旧货出售27. 把…放出来28. 他的旧货中的一些东西29. 在歌咏比赛中30. 再见31. 疲惫但是很开心32. 和某人照相33. 做…高兴34. 旅行后35. 去散步/开车兜风/去野餐36. 你的学校旅行怎么样？37. 听起来像是一个繁忙的休息日38. 那听起来很精彩/有趣。

Unit 8 How was your school trip?导学案Period One (Section A 1a-2c)学习目标1．New words：gift，shark，aquarium，seal，hang，souvenir，win，autograph，prize Key phrases：hang out，take photos，get one’s autograph，win a prize，on the school trip2. 掌握下列句型1)—Did you go to the zoo?—No, I didn’t. I went to the aquarium.—Did you see any seals?—Yes, I did. I saw some seals.2)—Were there any sharks?—No, there weren’t.3. 学习一般过去时的用法。

学习重难点：一般过去时的用法一．学案自学1．掌握P47-48的单词和短语2、What I did on my last school trip.（写出尽可能多的短语）Went to the beach took photosswam in the river__________________________________________________________________ 3. 规则动词的过去式怎样构成：1) 直接加在词尾直接加2) 去e加以字母e结尾的单词，3) 双写加以重读闭音节结尾，末尾只有一个辅音字母的词，4) 改y加辅音字母加y结尾的词_______________________写出它们的过去式：go__________ take __________have__________ hang _________eat __________ buy _________see __________4. 读下面的短语：went to the aquarium took photoswent to the zoo had a hamburgerate some ice cream hung outsaw some seals saw some sharksbought a souvenir got an autograph听录音完成1b.听录音，在横线上填写形容词的比较级A: Hi, Tina. How _____ your school trip?B: It ____ fantastic, really fantastic.A: ____ you ___ to the zoo ?B: No, I ______. I went to the aquarium.Look, here are my photos.A: ______ there any sharks?B: No, there _______ any sharks, but there ______some really clever seals.A: Wow, that sounds wonderful! What else ____ you ____?B: Well , I _________ with my friends and I _______ lots of photos.听录音,完成2a,2b。

Unit 8 How was your school trip? 教案Part 1 Understanding of the teaching materialI. Status and Function“Go for it!”is based on “Task-Based Language Teaching”. It adheres to “The authenticity principle”, “The form-function principle”, “The task dependency principle” and “The principle of learning by doing”. These principles all accord with the demands of curriculum focus.In Unit 5 and Unit 10 of Grade Seven (II), “Go for it!”, students have learned “The Simple Past Tense”. And it appear s again in Unit 8 of Grade Eight (I). Unit 8 teaches students more about how to talk about events in the past. In addition, it gives affirmative and negative statements in the past tense, such as the sentence patterns “Did you see …?” “Were there …?” “Did you go …?”As the first part of Unit 8, Section A opens with a picture presenting the last school trip in the aquarium and continues with several step-by-step practice activities, which are all good for students to master “The Simple Past Tense”. Doing well in Section A will help students integrate the new target language with that in Section B. Thus, they can describe the events in the past freely and foster their own ability of reflecting and practicing.II. Teaching ObjectivesTeaching objective is the beginning and aim of teaching activities. According to the overall goal of the English elementary course---improve students' synthetic abilityof language application, which should be based on the development of students’“L anguage knowledge”,“L anguage skills”, “C haracter building”, “Learning strategies” and “Cross-cultural awareness”. The teaching objectives are described as follows(I). Knowledge objectivesi. Master the simple past tense of regular and irregular verbsii. Recite the new words and expressions about the last school trip in the aquarium, including theirpronunciation and intonationiii. Master the key sentences and learn how to talk about the past events(II). Ability objectivesi. Understand the two dialogues and gain the information to foster the listening skills ii. Use the discourse markers to organize sentences together to form a short story and interview others to foster the speaking skillsiii. Understand the reading material and find the answers on the wall to foster the reading skillsiv. Write down the correct sentences to foster the writing skills(III). Moral objectivesi. Encourage students to think and talk in English through communicative tasks and provide thestudents with the chances of cooperationii. Get students to realize the importance of protecting animals and help them build upthe sense ofenvironmental protectioniii. By visiting the aquarium, encourage students to know more about our culture and love our countryIII. Teaching important points and difficult pointsAccording to the demands of the curriculum focus---“The Simple Past Tense” is one of the most important tense that students should master, the status and function of this unit, the teaching important points and difficult points are described as followsTeaching important points:（i）The key vocabulary about the animals in the aquarium(ii)Affirmative and negative statements in the past tense, “Did you, Were there” questions.(iii) The ways of talking about the events in the past.T eaching difficult points:（i）Create the situation for students to use “The Simple Past Tense” and the sentence patterns “Did you see …?” “Were there …?” “Did you go …?” freely.（ii）Find out the answers on the flashcards outside the classroom by understanding the questionson the screen.（iii）Guide students to make up their own dialogues by interviewing the famous persons.IV. Arrangement for the teaching materialDavid Nunan pointed out that “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”Teachers should use the textbook to teach rather than teach the textbook. McGrath (2002) also pointed out that the adjustment of the teaching material should be based not only on the structure of the material itself, but also on students’ learning process. So the arrangement should be student-centered. In addition, “Go for it!” emphasizes on “language application”and “cultivating students’ability of innovation and practice”. Curriculum focus lays stress on “C haracter building”, “L earning strategies” and “Cross-cultural awareness”. And innovation can help cultivate students’autonomous learning and cooperative learning. So, the arrangement for the teaching material is described as follows:On recycling “The Simple Past Tense”, present some pictures about the recent past events in the world and have students describe them instead of asking the question in 1a. On teaching the key vocabulary, the videotapes and flash are used to attract students’ attention. The tasks of “Test your memory” and “Guessing games” are selected on teaching the key sentence patterns “Did you see …?” “Were there …?”and “Did you go …?” in 3b. The task of inter view is to talk something about the last trip between “reporters” and “famous persons”. The task of “Can you find them out on the wall?” focuses on students’ skills of listening, speaking, reading and writing. Students won’t find the answers outside on the wall until they understand the reading material in 3a. And the last task “ Use your imagination” asks students to summarize what they have learned, then use “The Simple Past Tense” to make up astory by adding sentences themselves.Part 2 Teaching Methodologies and Learning StrategiesI. Student AnalysisThe students in Grade Eight have learned how to describe the past events before, though they don’t know much about it, they have shown their confidence in learning English. They can describe the pictures, and exchange their information according to the familiar topic. They are good at imitation, they are eager to show their abilities. So, in this way, students are encouraged to fulfill some small tasks to enhance the ability of solving problems through interaction in a target language.The more advanced students wish to challenge each other with new vocabulary and create original dialogues using key grammar and vocabulary items. The less advanced students may benefit from pairwork and groupwork, because the more fluent students may help them, so they may have the chance to practise.II. Teaching Methodologiesi. The Task-based Language TeachingThe theoretical background of the Task-based Language Teaching comes from psycholinguistics. Psycholinguistic perspective is that a task is a device that guides learners to engage in certain types of information-processing that are believed to be important for effective language use and for language acquisition. Nunan(1989)also pointed out, “Setting specific tasks for students so that they act as if they were using the language in real life — this is part of the essence of task-based teaching.” In thislesson, I mainly adopt this method to help my teaching. For example, six tasks are arranged for students to fulfill through interaction in a target language. So students can get more chances to speak out.ii. The Communicative Language TeachingThe curriculum focus emphasizes on “learner-centered”. So does “The Communicative Language Teaching” proposed by M.Canale and M.Swain which provides students lots of information and encourage them to take an active part in it. In the task of interview, by giving students some key sentences, let them interview the famous persons in groups of two or three according to their last trip and their photos. They may use their imagination to make up their new dialogue. It not only enlarges their intellectual circles, but also improves their spoken English.iii. The Direct MethodBerlitz’s Direct Method forbid the first language in classrooms, it enables the students to think in the target language, so that they can use it to express themselves directly without referring to their mother tongue. In this way, concrete vocabulary was taught by using videotapes, demonstration, objects and pictures. In the first six minutes, the words “shark, octopus and seal” were taught by using this method. Thus, the use of the target language as a means of instruction and communication in the classroom contributes greatly to forming the habit of thinking in the target language, which is necessary in efficient real communication.III. Learning Strategiesi. To cultivate learners’ autonomo us learning.“Curriculum focus” recommends “The Task-based Language Teaching”, which has a specific objective and has meaning as their primary focus. In the tasks of “Test your memory” and “Guessing games”, to provide students some pictures and photos will help them practise the target language and cultivate their autonomous learning. And the tasks will encourage them to take part in the classroom activities and pay constant attention to expanding their language.ii. To cultivate learner s’ cooperative learning.In the area of “Language skills”, “Curriculum focus” demands that the students in Grade Eight should make up several dialogues according to the topic and give a performance with the teacher’s help. In the tasks of “Interview” and “Can you find them out on the wall?”, by arranging various interaction activities, such as teacher-students, students-students, especially the activities among students, let students communicate with each other by practicing to stimulate learners’ intere sts, then cultivate their cooperative learning and reinforce their learning motivation. Thus, they can help each other and form the good learning style.iii. To cultivate learn ers’ ability of reflecting and practicing.When the learners are describing the past events, they will use “The Simple Past Tense”to help them. Thus, it will cultivate their own ability of reflecting and practicingIV. Teaching AidsBesides the textbook and the speech cassette, Internet also provides different kinds of pictures and videotapes which will attract students’ attention. Furthermore,students’ own photos , teacher ’s gestures, some real objects and the projector will also help the teaching. On the other hand, they will help students fulfill their tasks successfully.Part 3 Teaching proceduresI. Teaching procedures-taskII. Blackboard designIII. Pre-assessmentIn this lesson, formative and summative assessment are adopted. By letting students fulfill different kinds of tasks to build self-assessment and group assessment. And it will do help to students’ autonomous learning and cooperative learning.But the task of “Interview” may be difficult for some students. So the teacher may provide some language structures or interview a student first to make sure that t his activity is going on smoothly. And the task of “Can you find them out on the wall?” may be new for the students, so the teacher may give an example first to help students understand the meaning of the game. The task may make students become crazy. When some are going out to find the answers, the others should be in order. And the teacher should make sure that students inside mustn’t be too noisy.AppendixActor/actress____________A—Excellent!B—Good!C—Not bad!D—Come on!。

Unit8Howwasyourschooltrip?教案i. 课前分析：本单元主要围绕学校郊游这一话题，让学生大量练习过去式的用法。

section a主要谈论郊游中有趣的事情， section b 谈论倒霉的或无聊的事情。

让学生体会不同的情况下如何表达自己的感受。

在中要注意由易到难，循序渐进的进入，避免操之过急给学生造成学习障碍。

ii. 学情分析：学生在进行活动中很可能会出现没话说，或说不出来的的情况。

如在进行自主对话或讨论的时候，不能找到合适的话题。

iii. 解决方法：在讲课的过程中，注意培养学生的发散思维与创新意识，鼓励他们好的想法，注重一些活动的累积。

iv. teaching aims:1. knowledge target:a. inspire the students to enlarge their visual field about all kinds of activities.b. encourage students to talk about events in the past freely and happily.2. ability target:a. help the students to improve the abilities of listening, speaking, reading and writing, especially listening and speaking.b. make the students have a further impression of simple past form.moral target:a. inspire the english--learning beginners to learn the language step by step.b. help students to share their sweet and unforgettable memories with others.v. important points:sentence pattern: what/ where/ when did you do...?i did...vi. difficult points:a. the past form of the verbs.b. let students ask and answer the events in the past.vii. teaching strategies:a. task-based approachb. situational methodc. audio-lingual methodviii. teaching instrument:recordermulti-media computerix. 课时分配第一课时：section a第二课时：section a第三课时：section b第四课时：section b第五课时：self check , 总结x. teaching processperiod onestep 1: greetingstep 2: grammargive students some verbs. ask them to change these verbs into past form. at last ask them to sum up the rules.play—played， visit—visitedstudy—studied， use—usedgo—went， have—hadis—was， are—weredo—did， take—tooksee—saw， eat—atebuy—bought， fly—flewstep 3: 1a1. free talk: if we will have a school trip this weekend, what do you want to do? (ask students to think out as many activities as they can. write them on the blackboard. )2. change these activities into the past form.3. pair workask your partner what he did last school trip using the sentence pattern “did you do...?”step 4: listening 1blisten and circle the activities in the box. ask students to repeat after the tape.。

Unit 8 How was your school trip?Section A, Period ITeaching Aims:1. To learn the new words, gift, shark, aquarium, seal, hang, hang out, souvenir, win, autograph, prize, outdoor, octopus2. To master the simple past tense of regular and irregular verbs.3. To learn how to talk about the past events by using “Were there…? Did you see…? Did you go…?”4. To understand the two conversations and gain the information to foster the listening and speaking skills.Teaching important points:1. Affirmative and ne gative statements in the past tense, “Did you…? Were there…?” questions.2. The ways of talking about the events in the past.Teaching difficult points1. To master the simple past tense of regular and irregular verbs.2. To learn how to talk about the pa st events by using “Were there…? Did you see…? Did you go…?”Teaching ProceduresStep I Warming up1. Enjoy a song, This Old Man.2. Greeting.Step II Pre-task1. What did he/she do last weekend?Have a competition among the divided groups. The students say a sentence about each picture, and try to induce the rules of the past tense of regular verbs.2. What are in the aquarium?“Last weekend, I went to an aquarium (the pictures). I saw many interesting animals there (pictures to learn the animals).”“Also, I did others things there (pictures to teach gift, autograph etc.)”Step III Task-cycle★Task 1 Test your memoryShow some pictures on the slide for about 30 seconds, ask them to watch carefully.Test their memories by using, “Were there …?” or “Did you see…?”★Task 2 News ConferenceShow some photos about the students’ last school trip for a while.Ask a student or two to act as a spokesman and the others ask him or herquestions.The slide shows them some questions for help, “Did you go…?”★Task 3 ListeningHave the students listen to the tape and do the listening exercise on page 47 & 48.Encourage them to give the answers by having a competition among them.★Task 4 A Sweet MemoryGet the students to make a survey about what they did in their school trip and fill in the chart belowWhen surveying, they can use the flowing sentence patterns,-- How was your school trip?-- Where did you go?-- Did you see any…?-- Were there any…?-- What else did you do?Step IV Post-task1. Get some groups to send representative to make a report after they finish the survey.2. Sum up what they learned in this class.Homework1. Recite the new words and phrases in Section A2. Get ready for “Circle story” in page 49, and show the stories n ext class.3. Write a short passage about your last trip.思考：1．第3部分要不要放进去？考虑到课时的完整性应该放，但是时间安排是个问题。