Unit-11-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, what4. 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read ing(2mi nutes)b) DetailReadi ng (13mi nutes)Group work“robot ” but others may say it in Chinese.Then teacher will use a picture and teach allthe students the word “robot ”Use another picture to show a phrase “play chesswith sb. ”Phrase: play chess with sb. 和某人下棋Read the two articles and an swer twoquesti 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. Andask 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 firstarticle.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 helpthe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 ntun dersta ndi questi on.ng Q4: What did they do at the museum?(6mi nutes)Ask students read by themselves first.(Aftertwo min utes)Then ask students to work in group andtran slate.(2mi nu tes)Check the an swersS1: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 nsQ1:How was the visit ing? Q2:How was theday?Let the chart have more detail inPhrases: all in all 总的来说an excit ingday.Then give students time to recite all the phraseson the blackboard then teacher will check if theygrasp.After 1minu te:If teacher says in Chinese, students say in English.And if teacher says in En glish, stude nts say inChin ese.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。

Unit11 How was your school trip?Section B period 1 (1a-1d)一．Teaching aims:A: Students can master the new words “museum,fire station,painting.B: Students can master the phrases” went to the countryside,climbed a mountain, went to an art museum,saw some paintings,drew pictures.C:Students can talk about their last school trip with their partners, and give the correct and proper comments.D:Tell students how to be relaxed and happy,and try to be a happy and kind persons.二．The import points:New words and sentencesDifficulties:Understand the meaning of the past tense.Master irregular rules to how to change into the past form verbs.三．Teaching methods:The situational teaching method;The cooperative method.四．Teaching procedures:Step1.warming up and leading-in●Play a let’s get to know.●Brainstorms :try to say the phrases in sectionA as quickly as possible.Design idea:Because this is my first time to give a lesson in the class,so playing a game can get us become closer in a short time ,and the brainstorms can get the students to pay more attention to the class as soon as they can .Step2.presentation1.watch the movie about museum,and write it on the blackboard,students readthe new word one by one, in rows, altogether etc.2.watch the movie about the fire accidents in China.and write the new words onthe blackboard,students read the new word one by one, in rows, altogether etc.Design idea:Watching the movies can interest the students of this age. They are more interested in the movies than the words and pictures because of their moving.And they can be impressed soon. At the same time the teachers write the words on the blackboard. Show the new words.students repeat their pronunciations.Step3.DrillsA:work on 1a. and spread the languages.Design a conversation:A:I went to the zoo last school trip.And I want to visit a fire station next time.And what about you?B: I went/… And I want to…Design idea:Learn the new words and the phrases, but sectionB is the expression of the language.add some extra conversations to get students feel the difference between the different tenses.Designing like this can help the students get over the difficulties.Step4 listening test.●listen once to finish 1b.●listen twice or three times to finish 1c.design idea1b is easy, tell the students pay attention to the intonation to find out answers.only once is enough.but 1c is more difficult. The students have to notice more details,so get the students to finish a task at a time. The lead of this period is helpful to improve the students’ listening skillsStep 5.1d work in groupsDesign conversation:A:Hello,How was your last school trip?B: It was interesting.I went to the the museum.A: What did you do?B: I saw some interesting things. What about you?A: It was great/cool/ terrible...B:What did you do then?And get the students to prepare the new conversations and act out.Design idea:Use the activity to practice the students’ speaking skills.and doing like this can reach the real goal of using language freely.Step 6. Finish the excises.1.I _______ (ride) a horse last trip.2. ____ (do) you go to the zoo last trip?3. She _______ (watch) TV on weekends.4.My last school trip____ (be) cool.5.I ______ (draw) pictures in the museum.Design idea:this period can check the languge points.if anyone have some problems,he can corret in time and keep up with others.and they can finish not only speaking test but also the writing test.Step 7. Feeling educationTell some says to remember to be happy.Design idea:In 1b,we know the same trip chance, Jane felt terrible but Tony felt interesting. So teacher can get the point to give the students feeling education and get the learn the knowledge at the same time see how to be a real happy person.Step 8.Homework:Try to write about your last school trip and show it next class.Design idea: USethe hierarchical ladder type homework,so that students of different levels can reach different requirements.Blackboard Design:Unit11 How was your school trip?I went to the museum.I Saw many interesting paintings.I visited a fire station.Unit11 How was your school trip?教学设计Unit11 How was your school trip?说课稿。

Unit 11 How was your school trip?教材解读本单元以“学校旅行”为主题，以同学之间谈论各自的游览经历为背景，展开多种形式的语言训练活动，在各个活动中学生逐步学会运用一般过去式叙述和询问过去的活动经历，并灵活运用be动词和实义动词以及不规则动词的变化。

总之，通过本单元的学习要使学生对过去式有一个深入的了解。

单元目标一、知识与技能.1. Can talk about the past events.2. 能正确使用be动词和实义动词的一般过去时描述和询问过去的状态。

3. 能归纳规则动词过去式的变化规律并写出部分规则动词和不规则动词的过去式。

4. Master some important words and useful expressions.二、过程与方法采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。

三、情感态度与价值观培养学生的合作精神。

教法导航采用直观教学法，遵循以学生为主体,充分调动学生的积极性的原则。

学法导航培养学生的交际能力和认知能力。

课时支配第1课时：Section A1a-2c第2课时：Section A2d-3b第3课时：Section B 1a-2a第4课时：Section B 2b-Self Check课时教案教案A第1课时1a-2c教学目标一、知识与技能1. 学会用动词的过去式描述过去发生的事。

2. Improve the listening and speaking skill.3. 掌握一些规则变化动词的过去式和一些不规则变化的动词。

二、过程与方法采用目标和任务教学法，调动学生的积极性，引导他们积极参与课堂。

三、情感态度与价值观提高认知能力。

教学重点1. 学会用动词的过去式描述过去发生的事。

2. Improve the listening and speaking skill.3. 掌握一些规则变化动词的过去式和一些不规则变化的动词教学难点学会用动词的过去式描述过去发生的事。

Unit 11How was your school trip?第一课时Section A (1a-1c)1．重点单词：milk，cow，horse，feed，farmer，quite2．重点短语：go for a walk, milk a cow, ride a horse, feed chickens, talk with a farmer, take some photos, quite a lot3．重点句式：—Did you see any cows?—Yes, I did. I saw quite a lot.—Did you ride a horse?—No, I didn't. But I milked a cow.1．掌握一般过去时态2．掌握一般过去时态中动词过去式的变化规则1．掌握一般过去时态2．掌握一般过去时态中动词过去式的变化规则一、预习课本P61新单词并识记，完成下面的汉译英。

1．挤奶__________ 2.奶牛__________3．马__________ 4.喂养__________5．农民__________ 6.相当__________二、认真预习1a，1b和1c，找出下列短语和句型。

1．去散步________________________________________________________________________ 2．给奶牛挤奶________________________________________________________________________ 3．骑马________________________________________________________________________ 4．喂鸡________________________________________________________________________ 5．和农民交谈________________________________________________________________________ 6．照一些相片________________________________________________________________________ 7．你见过奶牛吗？是的，我见过很多。

Unit 11 How was your school trip?1. Target language—How was your school trip? — It was great.—Did you go to the zoo? —Yes , Yes, I did. /No, I didn't.—Were the strawberries? —Yes, they were.words , phrases & sentences. regular verb, irregular verb2. Key sentences—How was your school trip? — It was great.—Did you go to the zoo? —Yes, Yes, I did. /No, I didn't.3. Teaching important / difficult pointsHow to listen to and talk about recent past events.4. StructuresSimple past tense; How questions; Yes/No questions and short answers; Adjectives of description.5. Difficulties Simple past tense.6. Importance How to listen to and talk about recent past events7.Teaching aids A tape recorder. Some picture. CAI.8. Periods Four periods.Period 1 (Section A: 1a-1c)Step I Warming up and lead-inGreet the students and talk about weekend activities with them.T: Hello! Everyone. Today we’ll learn to talk about recent past events. Now first please tell me what you often do on weekends.S1: I often play basketball on weekends.S2: I often watch TV.T: (Point to the word “weekend”) What does this word mean?S: Saturday and Sunday are the weekend.S1: I played basketball last weekend.S2: I cleaned my room last weekend.Step II Talking about the picture (1a)1. Ask the students to match the words with the pictures.Check the answers.T: Look at the picture. What did each person in the picture do?S1: She played tennis.S2: She did homework.2. Ask the students to talk about the picture in 1aT: Now please look at the picture on page 53. Suppose you are Lucy in the picture. What did you do last weekend in Picture a?S1: I went to the movies.T: What did you do last weekend in Picture b?S2: I played soccer / football.T: Please ask and answer in pairsStep III Listening and speaking (1b, 1c)1. Ask the students to listen to the conversation and fill in the blanks in the picture.Check the answers.2. Ask the students to read the conversation in 1c and then make conversations in pairs.Sample conversations:S1: What did you do last weekend, Lucy?S2: On Sunday morning, I played tennis.Ask the students to make their own conversations. Show the following.—What did you / he / she / they do last weekend / last Sunday morning / last Monday / yesterday?—I / We / He / she / They went to the beach / played computer games / did my homework / cleaned my room / went to the movies.Step Ⅳ Homework1. Ask the students to do Exercises 1 & 2 in the workbook.2. Ask the students to learn the new words and expression.教学反思：______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______Period 2 (Section A: 2a-2d)Step I Revision and lead-inCheck the homework.T: Today we’ll go on talking about the recent past events. We know when we talk about the things we did in the past, we must use the past forms of the verbs. For example: clean→cleaned; visit→visited; look→looked; study→studied; do→did; have→had; go→went. Now read after me these words.Then ask the students what they did last weekend.T: What did you do last weekend?S1: I played football last weekend.S2: I did my homework last weekend.S3: I cleaned my room last weekend.T: Well! What did your brother do last weekend?S4: He watched TV last weekend.S5: He went to the movies last weekend.Step II Listening (2a, 2b)1. Listen to the recording and underline the words.T: OK. Do you know what Carol, Ben and Emma did last weekend? Now let’s li sten to a conversation between a teacher and three students. They will talk abot some of the activities and people, but they will not talk about others. Please under-line the words you hear on the recording.Then check the answers.2. Ask the students to listen and write.Check the answers.3. Ask the students to listen to and repeat the conversation after the recording. Step III Pairwork (2c)1. Ask the students to practice the conversation.Ask the students to read the words repeatedly.Ask the students to ask and answer in pairs.Sample conversations:1) S1: What did you do last weekend?S2: I visited my grandmother.S1: What about your friend, Carol?S2: She went to a bookshop. What did you do?S1: I stayed at home and did some reading.2. Ask the students to make conversations.Step IV GrammarAsk the students to read the sentences in the Grammar Focus and underline the verbs in them.Show the following.What did you do last weekend?I played soccer. We went to the beach. She did her homework. He went to the movie. They played tennis.T: The underlined parts in these sentences are called past form. And in English they formed the simple past tense. The simple past tense is one of the most common tenses in English. We use the simple past to refer to an action in the past that is finished. Step V Homework1. Ask the students to learn more past forms of irregular verbs in the dictionary.2. Ask the students to read a short story and pay attention to the verb forms in the story.教学反思：______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __Period 3 ( Section A: 3a-3c)Step I RevisionAsk the students to complete the part of the story from Cinderella.Check the answers by asking some students to read the part of the story. The students may meet some new words during the reading, ask them to try to guess the meaning. T: As we can see, nearly all the verbs are in past forms in the story. In fact, when we keep diary, we always use the simple past.Step II Lead-inTalk about recent past events with the students.T: Good! Now answer my question: What did you do last weekend?S1: I watched TV at home last weekend.S2: I stayed at home last weekend.S3: I played basketball last weekend.T: Well done, everyone. You did many interesting things. But I stayed at home last weekend. I did much housework. I cleaned my room. I washed my clothes. It was not very good, because I was very tired. Now answer: How was your weekend?Help them answer.Ss: It was great / good / OK...Write down and get the students to read the dialogue:—How was your weekend? —It was great.Step III Reading and speaking (3a)1. Ask the students to describe what each person in each scene did.T: Look at the picture in 3a. Tell me what the person in each scene did.S1: In Picture 1: She went to the beach.S2: In Picture 2: He did his homework and watched TV.S3: In Picture 3: She cleaned her room and studied for the math test.2. Ask the students to read the expressions and the conversations.T: Now please read the expressions above the picture and the conversations in the picture. The second part of each conversation is incomplete. They are listed above the picture. Read them and write the correct number on the blank lines in the speech bubbles to complete the conversations.Then check the answers by asking some students to read the completed conversations. Step IV Pairwork (3b)1. Ask the students to read the conversation in 3b first. And then ask them to make conversations.T: Now practice asking and answering questions about what the people in the pictures did last weekend. Practice in pairs. Use the dialogue as an example. Give the students two minutes to read and make the conversations.A: How was Sarah’s weekend?B: It wasn’t ver y good. She cleaned her room and studied for the math test. Sample conversations:1) S1: How was Tony’s weekend?S2: It was OK. He did his homework and watched TV.2) S3: How was Sa rah’s weekend?S4: It wasn’t very good. She cleaned her room and studied for the math test. Step Ⅴ HomeworkAsk the students to finish the exercises.教学反思：_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ __Period 4 ( Section B: 1a-2c)Step I Revision and lead-inCheck the homework.T: Hi, class! Nice to see you again in a new day. Did you finish your homeworkyesterday?S: Yes, we did.T: Good. Who’d like to show us your answers?Ask some students to read the answers and the story. Key to the homework in Period 3:I. 1. got, yesterday morning 2. didn’t do3. What did, do4. How was5. wasII. went, sat, was, was, opened, was, said, said, said, put on, looked, went, was, was, asked, danced, said, was, forgot, rang, said, ran, lost, was, was, didn’t know, lived, went, said, went, opened, said, said, was, wereThen ask the students the following questions.T: What did your parents do yesterday?S1: My mother did some reading and my father watched TV.S2: My father played computer games and my mother helped me with my English.S3: My parents went to visit one of their old friends.T: OK! Look at the pictures. Could you tell me what Lucy did yesterday?S1: She watched TV yesterday.S2: She cooked at home yesterday.S3: She cleaned the car with her friends yesterday.S4: She studied geography yesterday.Help to answer and read the new word geography.Step II Reading and writing (1a, 1b)1. Ask the students to match the words with the pictures in 1a.T: Jim studied geography yesterday, too. He also did other things. Now open your books and turn to page 56. Look at the pictures in 1a. Read the words and then write the letter of each picture in the blank in front of the correct phrase.Check the answers.T: Right. Now ask and answer in pairs, using the question: What did Jim / Sally do yesterday?Sample conversations:1) S1: What did Jim do yesterday?S2: He did his homework.2) S3: What did Sally do yesterday?S4: She played the guitar.2. Ask the students to draw a happy face or an unhappy face under each picture. Help to answer.S: No. I think doing homework is an unhappy thing.T: What about playing the guitar?S: It’s a happy thing.T: In Picture b, the boy played the guitar. It was fun. The happy face shows it was fun. Now please draw a happy face or an unhappy face under each picture a, c and d.Check the answers.Step III Listening (2a)1. Ask the students to listen to the conversation Sally and Jim and write the answers in the chart.Check the answers.Play the recording and ask the following questions.T: First, what did Sally do last weekend?S1: She stayed at home and did lots of things. She cleaned her room and did her homework. And on Sunday, she went to the library.T: Good. What about Jim? What did Jim do last weekend?S2: He played soccer on Saturday morning. On Sunday afternoon, he went to a movie. On Sunday night, he visited his friend’s house.2. Ask the students to repeat after the recording line by line and try to write them down.T: I will play the recording twice again. First repeat after the recording and then try to write the conversations down.Step IV Pairwork (2b, 2c)1. Ask the students to read the dialogue first. And then make a conversation.2. Ask the students to talk about what they did last weekend.3. Then ask the students to write down what they did last weekend.T: OK. You did very well. Now please write down what you did last weekend. Give the students two or three minutes to write.Step V Homework1. Ask the students to do Exercise 6 in the workbook.2. Ask the students to write something about what they did last week.教学反思：______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______Period 5 Section B: 3a-3c)Step I Revision and lead-inT: Today we will go on talking about the past events. We’ll learn an article about how kids spent the weekend. Now can you tell me what you did last weekend? Sample answers:S: Last Saturday I wen t to my aunt’s house. There I played computer games with T: Well done. Now look at the pictures and say what they did yesterday morning? S1: Lucy listened to the radio. Tom did some reading. Bill and Bob played soccer, and Jim went to school by bike.T: Oh! Which school did Jim go to?S2: He went to No. 4 Middle School.Write down the new words: No.=number, middle, middle school. Teach to read the new words.T: Which school are you in?S3: We’re in No. 3 Middle School.Step II Reading (3a)1. Ask the students to read the article, and then answer the following questions.1) How many students did their homework or studied?2) Did two kids visit friends?2. Read the article again and circle the activities you like. Underline the activities you don’t like.3. Explain the key and difficult points in the passage.1) spend 花费，度过（1）spend money on sth 花钱买某物（在……上花钱）。

Howwasyourschooltrip教案（共5则范文）第一篇：How was your school trip 教案（共）Unit 11 How was your school trip?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, sun, museum, fire, painting, exciting, lovely, expensive, cheap, slow, fast, robot, guide, gift, everything, interested, dark, hear 基本词组：milk a cow, ride a horse, feed chickens, quite a lot(o f…), in the countryside, fire station, all in all, be interested in 基本句型：How was your school trip?It was great!Did you go to the zoo?No, I didn’t.I went to a farm.Did you see any cows?Yes, I did.I saw quite a lot.Did Carol ride a horse?No, she didn’t.But she milked a cow.Were the strawberries good? Yes, they were.No, they weren’t.2.技能目标：能运用一般过去时描写过去的事情3.情感目标：学会客观地表达对事物的看法，培养乐观向上的性格二、教学重难点：1.教学重点：一般过去时的判断及选用2.教学难点：正确运用一般过去时三、教学课时：四课时第一课时：Section A 1a–2c 第二课时：Section A 2d–3b 第三课时：Section B 1a-2c 第四课时：Section B 3a-Self check四、教学步骤第一课时：Section A 1a–2c Teaching aims（教学目标）1.主要是学习一般过去时的定义，能用一般过去时描述过去发生的事情，学会使用一般过去时的陈述句，及一般疑问句和答语。

Unit11 How was your school trip?( section B 3a-3c)【学习目标】1.（98%学生）能通过写作修改评价量表和老师的批注，找到自己写作的薄弱点；通过对例文出现的常见语法和拼写错误的修改和老师的批注，独立改正写作中出现的类似错误；2.（95%学生）能通过对例文的分析和学习，再一次明确日记的书写格式；完善文章的结构框架，使文章层次清晰，并注重文章段落结构的意识；3.（90%学生）能通过对两篇例文的对比分析和学习，正确运用一般过去时态描述人物和事件，抒发情感，完善丰富写作内容；学会使用常见的连接词表示顺序和逻辑关系，使文章更加连贯4.（80%学生）能通过对例句的对比分析，能欣赏优美的语言；学会使用更加具体的词汇，短语及句型，使文章语言更准确得体；并注意文章中避免出现中式英语，使语言表达更加地道；5. (85%学生) 能通过参考写作修改评价量表和文章修改思维导图及老师的批改，独立或通过小组讨论修改自己的文章，二次成文。

并能根据写作修改及评价量表，通过小组讨论合作的形式，再次进行自评和互评【目标—活动—评价设计】【活动过程设计】Step one. Pre-revising （目标1,评价1：学生找出错误加一分，改正错误加一分）Task: Read the diary written by one of the students. Find out the mistakes and then correct them.Step Two: While-revisingTask 1: divide the passage into three parts(目标 2，评价 2：学生回答正确加 1 分)Task 2：Compare the two passages and summarize what the content should be about: facts and feelings (目标 3，评价 3：学生主动回答问题加 1 分，回答正确加 2 分)Task 3：Learn to use link words to make the content more coherent.( 目标 3，评价 4：学生回答正确加 1 分)Task 4：Learn to beautify the language by comparing sentences and summarize the mind-map of how to revise the writing.(目标4，评价5；学生主动回答问题加1 分，回答正确加2 分)Task 5: Revise the your writing and have a second writing.(目标 4，评价 6；参考写作及修改评价量表)Step Three： post-revisingTask：Group Assesment ( 目标 4，评价 7：参见写作及修改评价量表) Step four: HomeworkLevel A：Revise your writing again to make it better.Level B: Write a diary about your family trip【板书设计】Unit 11 How was your school trip?。

Unit11Howwasyourschooltrip的教学设计第1篇：Unit 11 How was your school trip的教学设计教学目标：一，knowledgeandskills:talkabouteventsinthepastandletsslearntouseormasterthesim plepasttense.二，processandmethods:pairworkandtaskongroups三，emotionandoutlookonvalue:getstudentstorealizetheimportanceofprotectinganimals教学重点：thesimplepasttense教学难点：a.thepastformoftheverbs.b.letstudentsusethepasttenseandtalkabouttheeventsinthepa st.教学要点：a.learnsomenewwords:aquarium,seal,shark,hang,hangout,so uvenirb.theimportantdrills:didyougotothe..?yes,idid.no,ididn’t.werethereanyseals?yes,therewere.no,thereweren’t.thereweresome?./thereweren’tany?wastherea??yes,therewas./no,therewasn’t.教学方法：sceneteachingmethod;listening,speaking，readingandwritingmethods教具：multi-mediaputer教学流程：step1warmingup1.greeting.t：hello,boysandgirls!howareyoutoday?ss:fine!t:well,iamgladtohearthat.beforeclass,let’ssingasong“dore mi”(showflashcard)(播放英文歌，可以营造一种气氛，让学生们在快乐中学习英语)2.freetalkt:areyouhappytoday?i’stweekend,itookanexam, ididn’tdoitverywell.whatdidyoudolastweekend?（让学生回忆上周末做过的事，同时也复习一些过去时态的短语）s1:ididmyhomework.s2:istayedathome.s3:iwentto?t:now,ishowyousomepicturesonthescreen,pleaseanswermyt hisquestion:whatdidyoudoonyourschooltrip?(呈现图片，*练本单元1a,1b部分已学过的过去时态短语)s1:iwenttothebeach.t:nowlookatthesepictures,let’sworkinpairs,askandanswerfre ely.s1:whatdidyoudoonyourschooltrip?s2:itookphotoss3:?.s4:?..step2pre-task1.leadint:onnationalday,ihadatrip.duringthetripididsomethinginteres ting.doyouwanttoknowaboutmytrip.let’senjoyavideo.(根据学生的好奇心理，本人以自己的旅行经历来导出本课重点单词及词组，首先本人采用播放录像的方式，使同学们直观的感受水族馆的氛围) ss:readafterme(学读新词aquarium,shark,seal,hangout,souvenir)2.memorytestss:rememberthewordsandphrases3.presentationt:theaquariumisverywonderful,didyougototheaquarium?（很自然的导入到过去时的一般疑问句）ss:yes,idid./no,ididn’t.t:werethereanysharksintheaquarium?(呈现新句型)s1:yes,therewere.thereweresomesharksintheaquarium.t:didy ougotothezoo?s2:yes,idid.t:werethereanysealsinthezoo?s2:no,thereweren’t.t:ishowyouavideoaboutananimal,guess!whatanimalsdidwese e?wasthereasealintheaquarium?ss:yes.therewas.4.practicet:ok,let’sreadthesenewsentences.werethereanysharksintheaquarium?yes,therewere.thereweresomesharksintheaquarium./no,ther eweren’t.wasthereasealintheaquarium?yes.therewas./no,therewasn’t(老师在黑板上呈现板书，学生们跟读以达到反复*练本单元重点句型，以及肯定、否定回答的目的)t:usesomepicturesonthescreentoaskandanswerinpairs.(给出几组图片，让学生们根据图片内容，用所学句型进行对话，目的是想让学生们熟练*练这个句型，更突出本节课重点句型的学习，为下面的活动打好基础。

七年级下册Unit 11 How was your school trip?Section B 2b 教学设计一、设计理念通过对比和问题推进学生的阅读，通过图示小结梳理文章结构，使学生以问题和思维导图为抓手，更好地理解文本。

向学生介绍阅读策略，并在阅读文本中进行实战演练，提高学生的综合阅读能力。

通过文本学习，让学生能够运用描述性词语叙述自己的旅行经历。

二、教学目标1. 知识目标阅读文章，通过对比，让学生了解Helen和Jim在同一次学校旅行中的不同体验，学会运用描绘性词语。

2. 能力目标通过对比性阅读，让学生学习对比性阅读的相关技巧，提高阅读能力。

通过mind-map 教会学生梳理文章脉络，提高学生归纳总结能力。

能运用一系列描述性形容词描述自己的旅行。

3. 情感目标通过阅读两篇关于学校旅行的日记，对比人们对事物的不同看法，培养学生积极的情感。

三、教学设计Step I Pre-reading1. Enjoy a part of the movie UP飞屋环游记.2. Preview some new words by introducing the popular movie UP.Step II While-readingTask 1. Ask the students to look through the passage and find out what the type of the passage.Task 2. Read 2b and answer the questions.1. When did they write the diaries?2. Where did they go on the school trip?3. How did they go there?设计意图：通过火车造型将旅行中的who, when, where, how, what等问题展示得清晰明了。

过渡：Teacher: Did they see any robots at the museum?Task 3. Read Helen’s diary and answer the questions.1.What could the robots do?2.What did the guide teach them?3.What other things did Helen do?设计意图：让学生了解Helen在这次旅行中的活动，让学生体会Helen旅行的有趣性。