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How was your school trip ?　　

单元内容分析及设计

本课是新目标英语八年级上册第 8 单元，教材以 How was your school trip ? 为中心话题，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/see /buy … ? Were there any … ? 询问过去的事件，让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。 Section A 的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的两种一般疑问句 : Did you … ? Were there any … ? 教材安排了许多听，说，读，写的任务活动，我将灵活运用这些活动，将其中的一些活动进行变化或整合，如： 1c,2c 和 3c 的 Pairwork 活动内容相似，我将把 2c 和 3c 整合成一个 Interview （采访）的任务活动。

教学目标设计

根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，我按语言知识、语言技能、学习策略、情感渗透、文化意识五个方面将本单元的教学目标细化：

1 、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

句型： Did you go to the zoo?

Yes, I did. No, I didn't. I went to the aquarium.

Were there any seals?

Yes, there were. No, there weren't any sharks.

I saw some sharps/ I went to the aquarium.

2 、语言技能：

听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，做出较得体的回答。

说：能在本课的任务型活动如：游戏、调查、故事接龙等中进行简单有交流。

读：能正确朗读本单元对话和句型；能查阅工具书为完成任务做准备。

写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。

3 、学习策略： 抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借助手势和表情。 主动参与学习活动，善于和他人合作。

4 、情感渗透目标： 通过描述过去所做的事，表达自己的看法；使学生在人际交往中学会尊重和理解别人，学会交换不同的看法；了解他人的喜好，增进情谊。

5 、文化意识： 用恰当的方式表达赞扬或自己的观点；了解英、美国家中小学生的业余生活，培养世界意识。

教学重点及难点

重点：

1. 复习词汇 museum, beach, zoo, dolphin, pizza, ice cream, friend, movie, went, saw, were, played, read, visited, cleaned 等句型 :How was your weekend? It was great. Where did you go on your vacation? I went to the beach.

2. 学习词汇 aquarium, science center, gift shop, seal, shark, octopus, autograph, win3. 学习句型 Did you go to the zoo? Yes, I did. No, I didn ' t Were there any seals? Yes, there were. No, there weren ' t I saw some sharps/ I went to the aquarium. What else did you do?

难点：

1 、一般过去时的规则动词和不规则动词。

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。

教学过程（一课时 45 分钟）

Step One :Warming up （ 7 '）

1. Listening to a song (2 ' )

Listen to an English song This Old Man, let the students do the action while they are listening.

设计思路：歌曲欣赏，以学生喜闻乐见的形式导入新课，为学生创造轻松愉快的学习气氛 , 激发学生的好奇心，为学习新课打下伏笔。

2.Games ： (5 ' )

Play three short passages by using the multimedia ， showing the key words on the screen. Each group chooses a student to act according to what they heard. See who do best.

设计思路：采用TPR全身反应教学法，通过大幅度的动作尝试运动的好心情方式，完成动词的复习巩固。全方位的运动，全感官的参与使记忆更加顺畅。这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。

Step Two: Pre-task 任务前活动 (12 ' )

1.Brainstorm(2 ' )

Show what I did in my vacation by using the multimedia, ask the students:

Where did I go on my vacation?

What did I do?

How was my vacation? Etc.

Then get Ss to talk something they did over the weekends or on their last school trip so that they can revise uses of the Past Tense learnt before.

设计思路：多媒体展示了同学们熟悉的活动，激发了学生表达过去活动的欲望。生活就是知识，对于他们熟悉的话题，学生总能大侃特侃，信心倍增。采用Brainstorm的教学方法并进行小竞赛，能使学生更积极地参与到课堂活动中。

2. Presentation (5')

Let Ss list 3 things at least they did in their last vacation or school trip. Ask them questions:

Did you go to the beach/museum/zoo?

Were there any dolphins/pandas/ lions? Etc.

Meanwhile lead in the new words concerned with this period by using the multimedia.

设计思路：由上一环节自然过渡到新课的学习，学生在不知不觉中感知新知识；多媒体采用形象生动的卡通图片，保持学习新知识的兴趣。

3. Listening (2')

Play the tape of 1b twice for Ss to listen and follow. Then get them to circle What Tina did in last school trip.

设计思路：本环节是教材安排的任务型听力活动，目的是让学生在听音时抓住关键词，培养学生边听边做笔记的学习策略。

4. Pair work (3')

Ask Ss to make dialogues in pairs about the picture on the top of Page 57 according to the sentence patterns in 1c. Get several pairs to act out their dialogues.

设计思路：任务前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学习兴趣为主，通过不同的活动让学生感知、操练语言，为下一步活动做好铺垫。

Step Three: While-task 任务环活动 (21 ' )

Task 1 ： Memory challenge(2 ' )

Show what Tom, Jim, Tina, Susan and Bill did in their last school trip on the screen for 30 seconds. Then hold a competition, see which group can remind what they have seen most and correctly.

Task 2 ： Listening(5 ' )

Let the Ss look at the picture in 2b and guest what they are talking about. Play the tape of 2a twice ， ask Ss to tick the answers. Then play the tape a third time for them to check whether their answers are correct or not. Finally play the tape for Ss to listen and repeat.

Task 3 ： Jigsaw(5 ' )

Disorder the reading passage in 3a by cutting it into single sentences. Put each sentence on the small piece of papers and give them out to Ss of the divided groups. See which group can put them in the right order in the shortest time. Then get the whole class to finish the exercises in this part. 。

Task 4 ： School trip survey(10 ' )

1. Get Ss to make a survey about what they did in their school trip and fill in the form below:

When surveying, they can use the following sentence patterns:

How was your school trip?

Where did you go?

Did you see any…?

Were there any…?

What else did you do?

2. Get each group to send a representative to make a report after they finish the survey.

设计思路：在任务环活动中，我通过设计不同的四个任务，让学生在小组中交流、合作、竞争，每个任务都存在着一定的“信息差”，易于激发学生的表达欲望和急于知道最终结果的心情，在活动中他们一定会努力表现自己，做到最好。四个任务所侧重的训练学生的语言能力的要求也各有不同，他们分别侧重训练学生的听、说、读、写的能力。把任务活动放在小组中进行，还可以解决“大班”难于操练的难题，学生在小组中有更多的时间来运用英语表达自己的思想。

Step Four: Post-task 任务后活动 (4 ' )

1. Grammar Focus(2 ' )

Go through the Grammar Focus with the whole class ， ask Ss to point out the main points in this period. Then show the use of The Past Tense on the screen, especially the regular and irregular changes of verbs.

2. Language practise (2')

Practise the sentence patterns and the use of the Past Tense, especially the errors which Ss made while carrying out their tasks. Such as Subject-verb agreement or Tense-agreement, etc. For example: were you see any sharks? He go to the beach.

设计思路：在学生尽情地参与活动后再让学生反思本节课的语法焦点，并进行适当的操练，对学生在任务活动中的语言失误进行纠正，使学生保持学习信心。语法讲解采用动画形式又保持了学生的学习兴趣。

Step Five: Homework (1')

1. Circle Story:

Let Ss make up a story in their groups, each student adds a sentence, then write down their stories in the exercise.

2. Searching information

Give Ss some websites, such as

http://www.xianglanschool.nease.net/moive/grammar_mc.htm

http://www.cmr.com.cn/BasicStudy/LearnColumn/EnglishOnline/

Let them find more information about the Past Tense.

设计思路：由于教材中 Section A的环节较多，在一节课中要全部完成不大可能，因此我将最后一个环节“故事接龙”作为作业，将课堂小组活动延伸的课外。为学生提供网址，使学生充分利用学习资源。

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