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主题单元教学设计主题单元学习目标1、知识与技能：1）语言知识目标：单词：学习掌握词汇Aquarium, science center, gift shop, seal, shark, octopus, autograph, won, ate, Chicago，else等。
功能：描述过去发生的事情语言结构：规则动词和不规则动词的一般过去式；一般过去时的一般疑问句。
其他记录用钢笔及纸张leading-in步骤1：复习热身1. 课前请学生watch the screen师生一起吟唱：go, went; went, goeat, ate; ate, eattake, took; took, takebuy, bought; bought, buy2. 复习一般过去时态Use “did” to talk about the past events. The teacher makessome sentences with some words in the chant. Look at the screen. The teacher asks some questions, and Ss answer them.T: I went to the zoo yesterday. Did you go to the zoo?S1: Yes, I did. /No, I didn’t.T: Did she eat ice cream?S2: Yes, she did. /No, she didn’t.T: Did he take photos?S3: Yes, he did. / No, he didn’t.T: Did they go to beach?S4: Yes, they did. / No, they didn’t.3. 进行机械操练句子和对话，让全体学生都参与活动中来。
Get Ss to make similar sentences with them.设计意图：在音乐中have a chant，调动学生情感，营造氛围，预习本课部分重点动词的过去式；然后让学生通过看课件的图片answer the questions来培养学生的语言能力和听力能力并有意识地复习前面学过一般过去发生的事情。
PEP英语八年级上册全英文说课稿 Unit 8 How was yourPEP英语八年级上册全英文说课稿 Unit 8 How was your school trip作为一名教学工作者，常常要根据教学需要编写说课稿，借助说课稿可以有效提升自己的教学能力。
说课稿应该怎么写呢？以下是小编帮大家整理的PEP英语八年级上册全英文说课稿Unit 8 How was your school trip，仅供参考，大家一起来看看吧。
Lesson Plan Presentation：Sample 1Period 1: Listening and speaking Unit 8 How was your school trip? Book 8 A PEP Go for it！Hello, everyone. I’m glad to present my lesson plan here. I’m XXX from Wenzhou No. 2 Middle School. T he lesson plan I am going to talk about is from Unit 8, Book 8A, Go for it! How was your school trip? This is Period 1, listening and speaking. Let’s take a look at these aspects. (slide)I. Analysis of teaching material and learnersFirst, I’d like to ana lyze the teaching material and learners. The main task for the students is to talk about their experiences, which is one of their favorite topics. Even though the students have learnt the past tense forms of some verbs, they may feel hard to talk about their experiences using the newly learnt words and expressions as well as sentence structures. Luckily, 2a and 2b offer good models to imitate. Thus, enough practice to learn words, phrases and sentences related to talking about their experiences will be organized. Because only with enough input can we expect effective output.II. Learning objectivesBased on the analysis above, I set the following learning objectives. Firstly, language knowledge and skills. By the end ofthe lesson, the students will be better able to talk about their experiences, including weekend activities, school trip activities by using newly learnt words and expressions and the past tense forms of the verbs (slide). Secondly, affect. During the class, they will be happy to share their experience and be happy to learn the language by doing memory challenge and story telling. Thirdly, learning strategy. They will learn to work in groups summarizing what they have learnt under the teacher’s instruction.These are the language focuses and these are the anticipated difficulties (slide). The students may find it difficult to talk about their experiences and make long conversations. So in order to help the students carry out the learning tasks smoothly, I will first give them enough exercises to help them be familiar with the following past tense forms of the verbs：have (had), go (went), eat (ate), see (saw), take (took), buy (bought), hang (hung), win (won). Second, some activities will be organized, aiming at using the new words and expressions and the past tense forms of the verbs at sentence level. Third, before making their own conversations, I will show them two conversation models.III. Teaching procedureIn order to help the students to learn efficiently, I will adopt 3P Model and design some tasks at the stage of production. This is the teaching procedure (slide). Let’s take a look step by step.At the beginning of the lesson, I will talk about the things happened last weekend with students. Some questions will be asked like “Did you go to the zoo? What did you do? Were there many people there?” These questions can arouse students’ interest and lead them into the topic naturally.Step 2 is review. After warming up, the students will be asked to list things which happened last weekend in groups of four.Thus, the past tense forms of the verbs that students have learnt will be reviewed, which lays the foundation of this lesson. Then girls and boys will have a competition to guess what I did last weekend. They can ask questions like “Did you…?” or “Were there…?” It will make the classroom atmosphere relaxing as well as help the students review the structures while talking about their experiences.Step 3 is presentation and practice. First, I will tell the students that I went to an aquarium and then I will show them some pictures of the things I saw. Thus, the new words (slide) will be learned vividly with the aid of pictures. Based on the former activity, the students will use the structures (slide) to take a memory challenge. With this activity, the class is warmed up and a chance to use the newly learnt words will be created.Then, I will show some pictures of the things I did in the aquarium. The students will be led to learn the past tense forms of some verbs to talk about their experiences. Again, another memory challenge will be carried out. The students will use the structures (slide) to practice using the newly learnt words. Up to this activity, all the target language items have been presented and practiced.After the students have learnt the new words and practiced so much about the structures, I will lead them to the listening activity. With all the preparation before, it will not be difficult for them to listen and circle the things they hear. After listening, I will show the conversation models of 2a and 2b for the students to read and learn. These two conversation models can show the students how to ask and answer about one’s experiences. This can provide perfect models for the students to imitate in the later activities.With enough input, valid output can be expected. Next step is production. There are two activities in this step. Activity 1 is making a survey. The students will be asked to do a survey on their own school trips according to the table I give to them. One student will interview the other 3 students in groups of four by using the questions they have learnt in the listening. This task in a real life situation can again arouse students’ interest and involve the whole class, which can help them make conversations after the model they have learnt in the previous step. Activity 2 is story telling. It’s “chain story”. I will give the students the beginning of the story and ask them to continue in groups of four. As the output stage of the lesson, it is necessary to organize an activity to check the students’ learning of new words and expressions as well as to share their happy experiences.At the end of the class, I will create a situation that a friend from UK had a wonderful school trip. The students will be asked to raise questions about his trip as well as come up with words to talk about one’s trip. This summary activity will help the students reflect on what they’ve learned in this class and learn the method of summarizing.For homework assignment, I will ask the students to work in pairs to imitate the conversations of 2a and 2b and then make up a new conversation on the topic of “My trip to …” using past tense forms of the verbs and at least eight questions. The accuracy of the use of verb’s past tense, the number of the questions as well as the integrity of the conversation will be assessed. They are asked to do it orally with their partners and some pairs will be asked to present their conversations before class and all of their written work will be handed in next day. This homework assignment will not only help the studentsconsolidate what they have learnt in class, and help them cooperate with each other and learn from each other, but also help me get the feedback information.IV. Blackboard notesFinally, the blackboard notes (slide). On the left are all the key words the students should master in this lesson as well as the verb forms of past tense. In the middle, the useful sentence structures are presented, which can help students learn and use in communicative classroom activities.V. Shining pointsTo sum up, I’ll combine PPT model (presentation, practice and test) and PPP model (presentation, practice and production) when teaching vocabulary and sentence structure. After the presentation and practice of the new vocabulary, I will first organize a memory test, and then students will be asked to do chain story activity to produce the language in communication. In this way, they will be real communicators in learning and using language. That’s all for my presentation. T hank you!。
unit8《howwasyourschooltrip》知识讲解及练习含答案（人教新目标初二上）doc初中英语【单元话题】1. 会谈论过去的情况2．培养自己做事要有打算性3．培养逻辑思维能力4．培养合作意识【重要句型概览】1. What did you do on your school trip?2. Did you go to the zoo?No, I didn’t. I went to the aquarium.3. Were there any sharks?No, there weren’t any sharks, but there were.【重要词组概览】go to the aquariums去水族馆take photos照相，拍照hang out with sb.和某人闲逛win a prize获奖〔金〕have a great time玩得快乐take the bus back to school乘公共汽车回学校lots of=a lot of许多，大量at the end of在……的尽头go for a drive开车兜风help sb. do sth.关心某人做某事help sb. with sth.在某方面关心某人thanks for doing sth.感谢某人做了某事day off休假【语法知识聚焦】一样过去时：表示过去曾经发生的动作或显现的状态，以动词的过去式表达，如：I was at the library yesterday afternoon.Tom studied hard and did well in the final exam last year.动词的过去式分为规那么动词和不规那么动词两种。
1. 规那么动词只要在动词词尾加上ed即可。
具体方法是一样情形直截了当加，如：clean—cleaned；2. 词尾是不发音字母e的，可只加上d，如：like—liked；3. 词尾为重读闭音节，结尾只有一个辅音字母的，应双写该辅音字母，再加上ed，如：stop—stopped；4. 词尾为辅音字母加y的，应将y改为i再加上ed，如：study studie5. 不规那么动词有其自己的变化形式，只能分不经历。
全英文说课稿Unit 8 How was your schooI trip?Lesson Plan Presentation: SampIe 3Per iod 3 Li sterling and speaki ng Unit 8 How was your schooI tr ip? Book 8 A PEP Go for it!Good afternoon, ladies and gentlemen. My name is XXX from Wenzhou Experimental Middle School. 11, s my honor to present my lesson plan here today.1.Analysis on the teaching mater iaI and learnersThe topic of my Iesson today is Day off, which is famiIiar to the students. The teaching mater iaI consists of three parts, some new words, a I i sten i ng task and a pa i r work. Some i rregular verbs, past tense forms are hard to remember, but the I istening and speaking work are i nterest i ng. As the students have known a certa i n amount of past tense forms of the verbs in the previous study, talking about thei r exper iences is not so difficult for them. Thus, it is poss i b I e to I earn the new language items and put them into practice.I I. Learning objectivesAccording to the ana lysis above, I set the fol lowing learning objectives.Fi rst, I anguage skills. By the end of the Iesson, thestudents wi I I be better ab I e to ta I k about thei r past events using some newly learnt the past tense forms of verbs. And they wi I I be better able to I isten to catch key words about activities and key sentences of making comments. Second, Ianguage knowledge. They wi I I know the usage of the target phrases such as, watch TV with f r iends, sleep I ate, go for a dr i ve, take a c I ass, he I p mom and dad. Then, affect. Dur ing the cI ass, the students wiI I know the meaning of schooI tr ip and other tr ips. Finally, learning strategy. They wi I I know how to I isten for the gist of conversation by catching key words and sentences.These are the language focuses (sI ide) and descr ibing the past events correct Iy and clear Iy with the signa I words wi I I be the ant i c i pated diff icul ty. Here are some so I ut i ons to make it easier. Fi rst, Iwill remind the students to pay spec i a I attention to the rules of the past forms of verbs. Second, some tasks are des i gned for enough ora I practice by using words Iike fi rst, then, after that, and finally. Thi rd, compIeting the Comprehensi ve tasks from easy to difficult, such as talking about Tina, s and Tony, s Iast day offs and CI ass 9, s I ast schoo I tr i p, and report i ng the i r own Iast day offs.To reaIize the above learning objectives, I mainly adopt the Communicative Approach with help of the PPT documents. My students wi I I I earn through commun i cat i on and cooperat i on.I I I. Teaching procedureStep 1 is review. In this step, a story about Ann, s tr i p to Guangzhou wi I I be given. The students wi I I read the passage (s I i de) and f i I I i n the b I anks (the past tense forms of verbs) accordingly. In this step, they wiI I review the words and phrases that they I earned i n a meaningful context. I n order to rev i ew more the past tense forms of verbs Iwill show some pictures and ask students to tel I what Class 9 did on the Iast schooI tr ip. Some of the words (to descr ibe past events) and phrases are given in disorder. And then they wi I I be adjusted by the students according to the read i ng passage. Next the students are asked to rete I I the story using fi rst, then, after that, and finally. This is a preparation for the students to taIk about thei r exper iences clear Iy at sentence level. At last, students wi I I be asked to read the passage of Section A 3a aloud and fill in the bIanks, paying particular attention to the past tense forms of the verbs in the context. Thus, the who I eprocess of revision goes from words to sentences and then to discourse, making it easier for students to consoIidate the target language.Step 2 is presentation and practice. In this step, I design four activities. Fi rst, Iwill present the new words with the he I p of the pictures, which can make the students understand the meaning of the verb phrases better and remember them easi Iy. Providing more verb phrases aims to ensure the students to say more about thei r day off activities. Then, in order to offer the students a chance to use the new words for consoI idation, I design a ranking activity, ask i ng them to put what they I i ke and dis I ike i n ranks i n a table. With the tab I e, the students are asked to make conversations accord i ng to the conversation mode I (sI ide). Though the students have Iearnt the past tense forms of some verbs, there are more for them to learn for talking about past events. Then I firstly present the verbs and ask the students to I earn the past tense forms of some verbs by heart and summar ize the rules according to the given words. With a I I the preparations, Iwill ask the students to do a Iistening activity. They wiI I Iisten to a conversation between Tina and her fr iend Tony about thei rIast day offs. They wi I I f i rst Iy check what Tina and Tony d i d and second I y mark who sa i d those th i ngs about the i r day offs (s I ide). After I i sterling comprehension, an imitation activity wiI I be organized, and then Iwill exp lain how to make comments on one, s Iast day off.Step 3 is consoI idation. In this step, a discussion as a preparat ion for production activities wi I I be carr i es out. Iwill ask the students what content can be included when talking about someone,s Iast day off (activities, time, place, people, weather and comments---). Then Iwill remind them the way to descr ibe things in t ime order by using fi rst, then, after that, and final ly. Next, the students wi I I work in pai rs tel I ing Tina, s and Tony, s Iast day offs and Class 9, s last school tr i p accord i ng to the words given i n the boxes (s I ide). In this act i vity, a I I the requi red words and the past tense forms of the verbs are consol idated and checked as we I I as the linking words (fi rst, second, etc.) to show sequences. In this way, most students can do the job with the he I p of the words i n the boxes. Thi s wi I I make a good preparation for the fol lowing production activity.Dur ing the Iast step, production, students wi I I work in pai rs talking about thei r Iast day offs and give a reportwith the help of the framework as fol lowed:A:I ∙∙∙on my I ast day off. Fi rst, I ∙∙∙. Then, ∙∙∙. It was∙∙∙B:That sounds∙∙∙But I ….Next, I ∙∙∙At last, ∙∙∙. It was∙∙∙Dur i ng the process of product i on, students will use the Ianguage items newly learnt to taIk about thei r persona I exper ience and then give a report i n the th i rd person. I wi I I I i sten to thei r conversations carefu I I y and offer he I p when necessary to make sure students can taIk about past events we I I. After the pa i r work, the students wi I I make a report about thei r partner, s Iast day off Iike this:XX went to∙∙∙on his/her last day off. Fi rst, he∕she∙∙∙. It was∙∙∙. Then, he ∕she∙∙∙. It was∙∙∙. After that, he∕she∙∙∙. It was∙∙∙. Final ly, he/she ∙∙∙. He/She thought •••・At the end of the lesson, Iwill share a proverb (To traveI hopeful Iyis better than to arr i ve.) about traveI ing to teI I the students the significance of traveIling. For homework, I, I I ask my students to I ist the things they did on thei r Iast day offs using fi rst, then, after that and final Iy and make a comment. I' m sure with the help of the i n-c I ass practice, students wi I I find it easy to finish thehomework.IV. ReflectionWe know that interest is the best teacher. But interest comes from the success peopIe achieved. I designed the whole Iesson from easy to difficult, from I isterling to speaking. I tr ied my best to get each student a chance to success. Al I the activities contr ibute to the Iesson as a whole and in these activities students are rea I communicators while I am only an organi zer and a he I per.WeI I, so much for my presentation. Thank you for your attention!。
新目标英语八年级上Unit 8同步阅读(含答案)Unit 8 How was your school trip?1Read the article and choose the right answers. (读短文，选择正确答案。
)I had a summer camp with my classmates last year.Early in the morning, we gathered at the bus station. After saying goodbye to our parents, we goton the buses. It took us more than two hours to arrive at the campground.We got off the buses cheerfully. Laughing and shouting, we jumped and ran all over the place. It was the first time for us to be away from the parents. Some of us started to feel homesick (想家).However, when the night party and dances began, the homesickness was gone.The next day, everybody rushed to the boating class, hoping to be at the head of the others. At first, my friends and I worked hard, but the boat wouldn’t listen to us and ke pt going round and round.Then the teacher taught us how to work together. After many tries, we did much better.Swimming class was my favorite. It was about the hottest time of a day and the best time to stayin the cool water. The swimming teacher was a funny man, and during the class he often made us laughhappily.During the week I learned a lot of new things and made many new friends. I also learned how totake care of myself.( ) 1. They got to the campground _____________.A. on footB. by bikeC. by busD. by plane( ) 2. The campground was ___________ from their homes.A. quite nearB. not farC. very longD. quite far( ) 3. Why swimming class was the writer’s favorite?A. Because it was good to stay in the cool water when the weather was hot.B. Because the swimming teacher was interesting.C. Because the writer felt quite relaxed during the class.D. Because of all the above.( ) 4. Which statement is NOT true?A. The children were happy to be away from Dad and Mum.B. Their homesickness lasted for long.C. It was teamwork to boat.D. They camped for a week.( ) 5. Which is the best title for the passage?A. I Leant a LotB. Boating and SwimmingC. On the CampgroundD. My First Summer Camp2Read the passage and answer the following questions. (读短文，回答下列问题。
初二英语Unit 8 How was your school trip? 人教版（新目标）【本讲教育信息】一. 教学内容：Unit 8 How was your school trip?一. 单元目标：1. 学习询问和谈论过去发生的事情。
2. 通过调查了解全班同学上周末的活动。
3. 通过描写“难忘的假日”，“秋游…”和日记摘抄，学习谈论过去发生的事情。
二. 语言结构：1. 规则动词和不规则动词的一般过去式。
2. 一般过去时的肯定句和否定句。
3. Did you, Were there引导的一般疑问句。
三. 重点词汇：1. aquarium n. 水族馆2. science center科学中心3. gift shop礼品商店4. seal n. 海豹5. shark n. 鲨鱼6. octopus n. 章鱼7. autograph n. 亲笔签名8. win v. 获胜，赢9. ate v. （eat的过去式）吃10. took v. （take的过去式）乘坐、花费11. hung out （hang out）外出12. got v. （get的过去式）得到13. go for a drive开车兜风14. sleep late 睡得晚15. yard sale 现场旧货出售16. day off 放假四. 重点短语：1. take photos 照相2. at the aquarium 在水族馆3. win a prize 获得奖品4. on the school trip 在学校旅行5. have a great time 玩得愉快6. watch a dolphin show 看一场海豚表演7. after that 那以后8. at the end of …在…结束在…末尾9. on the day off 在假日里10. all day 一整天11. e back from…在…回来五. 重难点解析：1. 复习一般过去时一般过去时态是谈论过去最常用的时态，它可以表示短暂而很快就完的动作和事情，时间较长的动作和状况以及重复发生的事情，句中通常有明确的一般过去时的时间状语。
Unit 8 How was your school trip? 重要词组1. go to the aquariums去水族馆2. take photos照相，拍照3. hang out with sb.和某人闲逛4. buy a souvenir 买一件纪念品5. get his autograph 得到他的签名6. win a prize得奖7. win the first prize 获得一等奖8. a famous actor 一个出名的演员9. have a great time = have a good time= have fun玩得高兴10. on a school trip 在学校郊游11. go to Blue Water Aquarium蓝色水族馆12. visit the Visitors’Center参观游客中心13. watch a dolphin show 观看海豚表演14. after that 在那之后15. go to the Outdoor Pool 去户外泳池16. go to the Gift Shop 去礼品店17. take the bus back to school乘公共汽车回学校18. lots of=a lot of许多，大量19. at the end of 在……的尽头20. the class monitor 班长21. after the trip 郊游结束后22. day off休假日on my last day off 在我上一次休假日on my next day off 在我下个休假日23. go for a drive开车兜风24. help sb. do sth.帮助某人做某事help sb. with sth.25. take a class 上课26. sleep late 睡过头/懒床27. go camping in the rain 在雨中野营28. a busy day off 一个忙碌的休假日29. have fun (in) do ing sth. 做某事很开心30. rain all day 下了一整天的雨31. watch DVDs 观看DVDs32. have a yard sale 进行庭院旧货出售33. get wet 淋湿34. thanks for doing sth.谢某人做了某事35. win the first prize 获得一等奖36. in yesterday’s singing competition 在昨天的歌唱比赛中37. in the future 在未来重点句子1.How was your school trip?你的学校郊游怎么样？how 用于提问情况/状态2.Class 9 had a great time on the school trip.九班在学校郊游中玩得很开心。
初二英语Unit 8 How was your school trip?【本讲主要内容】Unit 8 How was your school trip?通过本单元的知识学习，我们应达到以下目标：1. 掌握词汇，掌握句式，运用目标语言谈论或写出在过去发生的旅行中的感受或发表一些自己的观点想法。
2. 培养学生对生活的观察力，做生活的有心人，注重感受的能力。
学会捕捉生活中的闪光点，并将它表达给别人。
3. 掌握一般过去式。
【知识掌握】本单元的语言功能项目是“谈论过去的事情（Talk about events in the past）”。
整个单元以school trip为话题，谈论过去发生的一些事情，运用一般过去时来进行描述过去的具体情景，要求同学们掌握本单元的目标语言。
1）——Did you go to the zoo ?——Yes, I did./ No, I didn’t.2）——Were there any sharks?——No, there weren’t any sharks, but there were some smart seals.3）——What did you do on your school trip?——How was your school trip?——Where did you go ?——When did you go?——Who did you go with?【文化背景】爱度假的美国人不管在国内还是在国外（abroad），度假都是美国人娱乐、放松（relaxation）和改变生活环境的极好机会，是一家人一起过闲暇时光、相互加深了解的机会。
美国的大城市是人们旅游的热点之一。
一年到头，曼哈顿（Manhattan）的街上和酒店里都挤满了游人，他们来这里观看摩天大楼（skyscrapers）、参观博物馆和艺术画廊（art galleries）、上歌剧院（operahouses）、戏院和著名的特色商店（specialty shops）或在优雅的餐馆里就餐。
