Unit11-How-was-your-school-trip教学设计

Unit11 How was your school trip?

教学设计

一、课标要求及分析： 能读懂简单的故事和短文，并抓住大意。 课标分析：这是一项能力目标，行为动词是能读懂，抓住大意。学习内容是 故事和短文，前提条件是“简单的”，学习水平是理解。

二、教材解析： 本单元学生初学一般过去时，而本课是一篇日记。是一般过去时 在实际生活中最贴切的运用。学好本课是为后续郊游日记的写作做铺垫。

三、学情分析 ：初二年级的学生已有一定的英语知识积累， 但并没有掌握英语写 作的技巧。平时应该多背一些短文

四、教学内容： Section B 2b

五、学习目标：

1. 熟读文章，理解短文大意

2. 掌握重点短语： go on a school trip, play chess with sb, learn a lot about robots,

how to make a model robot, buy sth for sb, all in all, an exciting day.

3. 理清文章写作脉络 : when, where, how, what

4. 探究如何写郊游日记

六、教学重难点：

重点： 1.熟读文章，理解短文大意

2.掌握重点短语： go on a school trip, play chess with sb, learn a lot about

robots, how to make a model robot, buy sth for sb, all in all, an exciting day. 难点：如何写郊游日记

七、教学流程

七、教学流程（教学内容、师生活动、设计意图）

教学流程 师生活动 设计意图

I. Greeti ngs Greet the class as usual.

激发学生兴

II. Use a video about school trips to lead in the 趣，直接进

Leadi ng-i n. new less on. After watchi ng ,teacher will ask 入本课学校

(5minu tes some questio ns, and solve some Ian guage 郊游话题。

） poi nts

1. T:What do they want to do?

由视频结束

Ss: They want to go on a school trip.

时行驶在路

Write dow n the phrase: go on a school trip. 去

上的巴士，

学校郊游

直接过渡到

2.T:Guess! where do they want to visit?

三个问题，

Stude nts may give differe nt an swers,such

as,

引出本课所

S1: mou ntai n. S2: farm

涉及的一些

S3:zoo S4: park

短语词，降

Then teacher will show the picture and let

低接下来的

stude nts try to tran slate.

阅读难度

参观科技博物馆： visit the scie nee museum

III.Readi ng

3.T:What will they see at the scie nee museum?

a)Fast Some stude nts may say out the En glish word

read ing

(2mi nutes)

b) Detail

Readi ng

(13mi nutes)

Group work “robot ” but others may say it in Chinese.

Then teacher will use a picture and teach all

the students the word “robot ”

Use another picture to show a phrase “play chess

with sb. ”

Phrase: play chess with sb. 和某人下棋

Read the two articles and an swer two

questi ons.

Q1: Did Hele n and Jim go on the same trip?

Q2: Were both Hele n and Jim happy?

Read by themselves and find the an swers. And

ask stude nts to show his or her an swer.

S1: Yes, they did.(Q1)

S2: No, they weren ' t(Q2)

Show another three questions about the first

article.

Q1: When did Hele n go on a school trip?

Q2: Where did they visit? 初读，整体

感知

细读短文，

培养学生独

立自主学习

能力

先自主思考

再小组合 作，不让学 困生掉队，

the an swers and tran slate together. 互帮互助让

S1: June 15 th (Q1)

学生更好地

Teacher correct the pronun ciati on and help

the 理解文早意

stude nt make the an swer perfect.

思，解决本

T: on June 15th.(Then teacher reads and 课第一个重

stude nts follow) 占

八、、

S2: They visited the science museum.(Q2)

S3: They got there so fast by train.

c) Deep Then teacher will show ano ther importa nt

un dersta ndi questi on.

ng Q4: What did they do at the museum?

(6mi nutes)

Ask students read by themselves first.(After

two min utes)

Then ask students to work in group and

tran slate.(2mi nu tes)

Check the an swers

S1:They lear ned a lot about robots.

文早细节上

Phrase: lear n a lot about robots. 了解许多关于

通过两个简

机器人的知识

单的“ How ”

Teacher may give some examples to help

问题来处

students use the phrase better.

(3mi

nutes)

IV. Sum up

(2mi

nutes) Ask ano ther two questio ns

Q1:How was the visit ing? Q2:How was the

day?

When on Jun e15th

Where visited the scie nee museum it was in

terest ing

How got there so fast by train

What lear ned a lot about robots

the guide taught us how to make a model

robot

took a lot of great photos

went to a gift shop and bought some love

gifts for my pare nts. All in all, it was an exciting day. Let the chart have more detail in

formatio n.

Phrases: all in all 总的来说

an excit ing

day.

Then give students time to recite all the phrases

on the blackboard then teacher will check if they

grasp.

After 1minu te:

If teacher says in Chinese, students say in En

glish.

And if teacher says in En glish, stude nts say in

Chin ese.

All students stand up and if he or she 脉络，选取

文章精华，

缩短文章，

有助于学生

背诵，并为

下一步突破

难点做铺垫

小组探讨突

破本课难 点。

培养其归纳

总结能力，

强化本课重

难点