Question

如何说课unit11 how was your school trip

Answer 1

一．教材分析 本单元以 How was your school trip ? 为中心话题，让学生学会谈论和分享过去发生的事件。本课以听说的方式围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go„? Were there any„? 二．教学目标 1. 语言知识目标 词汇：gift shark aquarium seal prize hang out souvenir win autograph 句型： —— Did you go to the zoo? —— Yes, I did. /No, I didn’t. I went to the aquarium. —— Were there any sharks? —— Yes, there were. /No, there weren’t any sharks. 2. 语言技能目标 1）．能在本课的任务型活动中进行简单的交流。 2）．能运用简单的句子写出过去的活动及感受。 3. 情感目标 1）、使学生在人际交往中学会尊 重和理解别人。 2）、使学生抒发热爱祖国、热爱大自然的情感 三．教学策略
开放式教学策略。
兴趣激发策略。
任务型活动策略。
循序渐进和尊重差异策略。 四．学情分析 根据所教学生的特点： 1、心理特点 兴趣：好奇心强 记忆：需要多方面刺激 思维：偏重于形象思维 评价：很在乎他人的评价 2、知识基础 五．教学重点和难点 词汇： hang out souvenir autograph prize 词组：went to the aquarium hung out with „ went to the zoo saw some seals had a hamburger bought a souvenir ate some ice cream saw some sharks 句型: 过去时态的两种一般疑问句及简单回答。 ---Did you go to the zoo?
---Yes, I did./No, I didn’t. I went to the aquarium. ---Were there any sharks? ---Yes, there were./No, there weren’t any sharks. ------确立重点与难点的依据： 根据课程标准的要求，根据学生的年龄特点及认知水平。 六．教学过程 Step One -------Revision 动词过去式的变化形式 设计目的---- 通过图片能使学生直观地发现规律，为学习新知识做好铺垫。 Step Two-----Presentation 1）.导入aquarium（水族馆） 设计目的------- 通过图片导出新词aquarium,并以这个词为主干引发对话。 2）. Target language One: ---Did you go to the aquarium? ---Yes, I did./No, I didn’t . I went to the zoo. 师生互动----Did you „? Yes, I did. / No, I didn't. I „ „. 生生互动----Did you „? Yes, I did. / No, I didn't. I „ „. Target language Two: —— Were there any sharks? —— Yes, there were./ No, there weren’t any sharks. 师生互动---- Were there any „? Yes, there were. /No, there weren’t any „ 生生互动---- Were there any „? Yes, there were. /No, there weren’t any „ 设计目的-------通过新句型展示—师生互动—生生互动的逐步过渡，使学生容易地获取新知识。 Step Three ---- Training Further Task One， interview A: What did you do last summer holiday? B: I went to„ /I stayed at home. A: How was your vacation? B: It was „. A: Did you „? B: Yes, I did. A: What else did you do? B: Oh, I „ . A: What was the weather like there? B: It was „. A: Were there any„? B: Yes, there are./No, there weren’t. 设计目的-------让学生从简单的对话转向多元对话，培养学生的综合语言能力。 Step Four----- Listening Practice Listen and circle “T” or “F” 设计目的------在掌握语言结构的基础之上，进行听力训练，以提高学生的听力能力。 Step Five----- Making a survey Task Two， survey----- Please survey what your partner did last Sunday, fill in the blanks and then make a report like this:
Last Sunday Lily went to the zoo, then she saw some animals and bought souvenirs„ name
activities the aquarium the beach the zoo interesting/boring exciting/relaxing do some shopping buy souvenirs take photos see some animals sharks seals octopus
Lily went to the zoo/saw some animals bought souvenirs 设计目的-----运用所学知识联系生活实际，享受语言的快乐。 Step Six----- Summary 重点句型 —— Did you „ ? —— Yes, I did. /No, I didn’t. I ... —— Were there any sharks? —— Yes, there were./No, there weren’t any ... . 设计目的-----重复巩固重点难点，加深印象 Step seven-------作业 假如你上周去了„，请你以“My Unforgettable „”为题，写一篇短文。 板书设计 —— Did you „ „? —— Yes, I did. /No, I didn’t. I ... —— Were there any sharks? —— Yes, there were./No, there weren’t any .... 课后反思 1、本课的设计是以新课标理念为指导思想，以学生为主体，面向全体学生。让每个学生都参与其中。 2、从学生兴趣出发，任务活动贯穿始终。培养了学生与人交流、与人合作的能力。 3、本课兼顾到了听、说、读、写的每个环节，培养了学生综合运用语言的能力。