Unit 11 第1课时教学设计【人教版七年级英语下册】

1 Unit 11 How was your school trip?

Section A (1a-2d)

一、教学目标

1. 掌握下列词汇：

milk, cow, horse, feed, fed, farmer, quite, anything, grow, grew, farm, pick, excellent, countryside

2. 掌握下列表达：

go for a walk, milk a cow, ride a horse, feed chickens, talk with a farmer, take some photos, quite a

lot (of…), in the countryside

3. 能正确使用一般过去时描述或询问过去发生的事情：

(1) —Did you see any cows? —Yes, I did. I saw quite a lot.

(2) The farmer showed Carol around the farm.

(3) —How was your trip last week? —It was excellent.

4. 能通过听力活动感知如何就过去发生的事情进行谈论。

5. 学习了解国内外学校组织的各种游览活动。

二、教学重点及难点

重点：

有关农场和乡村活动的动词短语。

难点：

1. 初步掌握be动词的一般过去时描述或询问过去的状态。

2. 初步掌握实义动词的一般过去时描述或询问过去发生的事情。

三、教学准备

教师：教学课件；多媒体设备

学生：课前预习

四、 教学过程

Task 1

Step 1. Warming-up

Watch a video and talk about the questions.

1. Where did Jason go for the school trip?

2. Did Jason ride a horse? 2 3. What fruit did Jason pick?

【设计意图】通过观看有关参观农场视频，并回答相关问题，让学生直观感受有关农场的情景，顺利引入今天的主题。

Step 2. Pre-listening

Look and learn

1. Look at the picture and try to answer the questions.

(1) What does he do?

(2) What animals do you see?

(3) Where are they?

2. Learn the words about farm.

【设计意图】通过呈现图片和回答问题，帮助学生初步掌握本节课有关农场的重点词汇和表达法。

3. Match some key expressions and then read the chant.

I’m a farmer.

I can milk, milk a cow.

I can ride, ride a horse.

I can feed, feed chickens.

I can grow, grow apples.

I can pick, pick strawberries.

(T leads Ss to read the chart and do actions: clap hands, clap desks or stamp feet)

【设计意图】通过重点词汇的英汉匹配活动和操练说唱的活动，增强英语学习的趣味性。

Other new words and expressions

Show some new words and expressions, ask Ss to try to read them and correct their pronunciations.

【设计意图】让学生熟悉本节课的新词汇和表达法，为后面的学习做铺垫。

Work on 1a

1. Look at the picture and answer the following questions.

(1) Where is the girl?

(2) Did the girl ride a horse?

(3) Did she milk a cow?

(4) What else did she do? 3 【设计意图】通过观察1a主题图并回答相关问题，初步掌握新词的运用，并为后面环节的学习做准备。

2. Think about whether the time in the six pictures is past or present. And then T shows the present

and past tense of phrases and choose a St to read the phrases and others follow.

ride a horse (present)

rode a horse (past)

milk a cow (present)

milked a cow (past)

feed chickens (present)

fed chickens (past)

take some photos (present)

took some photos (past)

go for a walk(present)

went for a walk(past)

talk with a farmer (present)

talked with a farmer (past)

【设计意图】启发学生思考六幅小图中行为所发生的时间是过去还是现在，鼓励学生发现动词原形和过去式之间的区别。进一步区分和巩固本节课重点表达法的现在式和过去式。

3. Match the phrases with the pictures and then check the answers.

【设计意图】通过独立完成1a，再一次使学生巩固本单元含有过去式的重点表达法，为后面的听力学习打基础。

Step 3. While-listening

Work on 1b

1. Listen and answer the question. Then check the answer.

Where did Carol go on her school trip?

2. Listen again and circle the three things Carol did on her school trip. Then check the answers.

【设计意图】通过听力练习让学生们熟悉目标语言，初步感知如何就过去发生的事情进行谈论，对话中呈现一般过去时的一般疑问句和答语，以便于学生在口语活动中进行模仿。

Step 4. Post-listening

Work on 1c 4 1. Work in pairs. Ask and answer questions about Carol’s school trip. Pay attention to the third

person singular.

A: Did Carol take any photos?

B: Yes, she did.

A: …

B: …

2. Choose a few pairs to act them out.

【设计意图】通过对话训练和句型操练，让学生们巩固目标语言，同时培养口语表达能力。

Task 2

Step 1. Pre-listening

Look and think

1. Read 2a. Take turns reading to the partner and try to understand them.

2. Look at the pictures and match them with the correct phrases.

(1) ___ fed chickens (2) ___ went for a walk (3) ___ took some photos

(4) ___ milked a cow (5) ___ talked with a farmer (6) ___ rode a horse

【设计意图】通过读题理解句意，并将短语和图片进行匹配，帮助学生进行听力材料中背景和内容的预测。

Step 2. While-listening

Work on 2a

1. T leads Ss to summarize the listening background at first: Carol attended a school trip on the farm.

T: Now let’s do 2a. Carol attended a school trip on the farm. Let’s listen to the recording and check

(√) the questions you hear.

2. Check the answers with the class.

【设计意图】本听力内容拓展了关于农场和乡村生活的话题，呈现一般过去时的特殊疑问句和相关答语，使学生初步感知含有一般过去时的特殊疑问句表达法，同时培养学生从听中寻找答案的能力。

Work on 2b

T leads Ss to translate some sentences in 2b, and then ask Ss to listen again and circle T for true or

F for false. 5 【设计意图】进行反复的听力训练，教会学生听前能够根据所给信息归纳听力背景，听中能够速记信息，听后能够巩固听力成果。

Step 3. Post-listening

Check the answers in 2b like this:

S1: Did the farmer showed Carol around the farm?

S2: Yes, he did.

【设计意图】通过结对提问回答的方式检测听力内容，巩固听力成果的同时，锻炼了学生的口语表达能力。

Work on 2c

1. According to 2b, make up the new dialogues with the partners.

e.g. S1: What did Carol do?

S2: She picked some strawberries.

2. Choose a few pairs to act them out.

【设计意图】通过对听力材料内容进行对话训练和句型操练，让学生们巩固含有一般过去时的特殊疑问句及其答语，并提高学生的口语表达能力。

Work on 2d

1. Talk about the countryside freely from different points.

(1) What do you like about country life?