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学习领域/模块 Unit 11 How was your school trip
单元教学设计
单元学习主题 Talk about past events-school trips
单元教学设计说明 教材分析： 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，目的是让学生逐步学会运用一般过去时态叙述和询问过去的活动经历。本单元的Section A 部分围绕着学校组织的农场之行展开，着重描述了乡村生活。这些内容对于城市来说会显得比较陌生但是有趣。Section B 则在Section A的基础上，围绕单元话题进一步丰富“学校旅行”的内容，增加目标语言的输入。
2.单元整体教学思路（教学结构图）（介绍单元整体教学实施的思路，包括课时安排、教与学活动规划，以结构图等形式整体呈现单元内的课时安排及课时之间的关联。） 基于对文本主题意义的分析，笔者将本单元的主要任务设置为完成“我最喜欢的学校旅行”的笔头输出和展示，特别将课本内容重新进行了整合。根据完成任务所需的语言结构和情感的梯级发展，将主题引领下的课时安排为5课时。 课时 课型 内容 Period 1听说课Section A 1a~2c; Period 2语法课Section A Grammar Focus +2dPeriod 3听说课Section B 1a ~ 1dPeriod 4 阅读课Section B 2a ~ 2cPeriod 5写作课3a self-check
课时教学设计
课题 Unit 10 How was your school trip Period I
课型 新授课√ 章/单元复习课□ 专题复习课□ 习题/试卷讲评课□ 学科实践活动课□ 其他□
教学内容分析 本节课是一节英语听说课，Section A 围绕着学校组织的农场之行展开，着重描述了乡村生活，对成时学生来说陌生而有趣，第一个听力材料介绍了农场的各类活动，一般过去时的一般疑问句和答语，第二个听力材料围绕学生所见所闻开展听说活动，涉及过去时陈述句，一般疑问句和特殊疑问句和相关答语。
学习者分析 学生常年在城市生活，缺少对于乡村活动的体验，学生对于乡村活动可能不太熟悉。对于乡村活动的英语语言表述也不够熟悉。
3.学习目标确定 在本节课结束后，学生能够做到 Describe the pictures and use the sentences in the pictures； Get information from the recordings and ask and answer according to the information；
4.学习重点难点 教学重点 与农场和乡村活动相关的短语； 含有be动词的实义动词的一般过去时句式。 教学难点 实义动词一般过去时的疑问句正确语序。
5.学习评价设计（从知识获得、能力提升、学习态度、学习方法、思维发展、价值观念培育等方面设计过程性评价的内容、方式与工具等，通过评价持续促进课堂学习深入，突出诊断性、表现性、激励性。体现学科核心素养发展的进阶，课时的学习评价是单元学习过程性评价的细化，要适量、适度，评价不应中断学生学习活动，通过学生的行为表现判断学习目标的达成度） 本节课主要通过生生互评，师生互评，对学生的课堂表现进行评价。
6.学习活动设计 教师活动学生活动环节一：Lead-in教师活动1 T plays the song “ Old MacDonald had a farm” and has Ss find out the animals in the song. On the farm ,there are some ducks, cats,chickens, cows pigs,dogs and horses . They are animals.学生活动1 Ss sing the song together, then they say something about the animals.活动意图说明： 歌曲导入，引起学生兴趣，让学生快速入境。环节二：Pre-listening教师活动2 1. T shows a picture and tells Ss: This is also a farm. Last week Carol and his classmates had a school trip. They went to the farm. What did they do on the farm How was their school trip 2. T shows some pictures again and tries to get the past tense verbs expressions according to the pictures. (1) T shows the picture and the question (2) T asks one student to answer the question. Q:Did he ride a horse A:Yes, he did. He rode a horse. -How were the strawberries -They were delicious. -Were the strawberries good -Yes, they were. -No, they weren’t. -How was your school trip -It was great. 2. T lets students finish 1a. 3. T check the answers.学生活动2 Ss 1. look and learn the the past tense verbs expressions . 2. match the phrases with the pictures in 1a. 3. ask and answer in pairs.活动意图说明: 通过图形结合，游戏化学习，向学生介绍新词汇。环节三：Listening-1教的活动3 T 1. has the students look at the pictures. 2. plays the recording for the Ss to listen and circle the three things Carol did on her school trip in 1a. 3. checks the answers.学的活动3 Ss 1. look at the pictures carefully. 2. listen and circle the three things Carol did 3. listen again and correct the answers. 活动意图说明： 听过听并圈画的活动初步了解Carol在农场从事的活动。环节四：Practice教的活动4 T asks Ss to ask and answer questions about Carol’s school trip. 学的活动4 Ss talk about Carol’s school trip in pairs.活动意图说明： 通过小组合作，巩固内化所学的重点词组短语。 环节五：Listening-2教的活动5 T ask Ss to go through the questions in 2a. 2. has them listen and check the questions you hear. 3. has the Ss listen to the recording again and circle T for true or F for false according to the tape in 2b. 4. checks the answers .教的活动5 Ss 1. go through the questions in 2a. 2. listen again and check the questions they hear. 3. listen again and circle T for true or F for false. . 4.check the answers .活动意图说明： 通过精听获取关于Carol在农场的细节性信息。环节六：Practice教的活动6 T encourages Ss to ask and answer questions about Carol’s visit to the farm. 教的活动6 Ss ask and answer in pairs. 活动意图说明： 通过小组合作内化语言结构。环节七：Post listening -Role play教的活动7 T 1. asks students to read the conversation first by themselves. 2. listens to the tape and repeat after it. 3. gives them help if necessary and ask them to work in pairs. 4. conducts groupwork: Make a survey. Ask your partners what they did last week. Then give a report. 活动意图说明： 帮助学生巩固语言输出运用。学的活动7 Ss 1.practice the conversation in pairs. 2.role-play their conversations for the class . 3. make a survey.
板书设计
作业与拓展学习设计 1. Listen and read after the tape at home. 2. Read and recite Section A, 1b. 3. Write down the Chinese meaning of the new words and key sentences.
特色学习资源分析、技术手段应用说明 A tape recorder. A projector. Some objects.
10.教学反思与改进 一般过去时是初中英语学习的重难点内容，按照循序渐进的原则，我从表示“存在”和“状态”的be动词的一般过去式开始教授引导学生如何利用一般过去时描述存在的状态。学生的思维里还在做中英文的置换，这也是初级学习者较难以避免的难题。课后还是要引导学生加强练习。

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