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视频标签：school trip
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视频课题：鲁教版七年级上Unit 3 How was your school trip Section A (1a-2d)辽宁省 - 抚顺
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课题：鲁教2011课标版 七年级（上）
Unit 3 How was your school trip ? Section A (1a-2d)
教学目标
（1）Knowledge and abilities
1. To use the target new words and useful expressions:
excellent, anything, farm, farmer, grow, pick, milk a cow, ride a horse, feed chickens, quite a lot (of) , in the countryside;
2. To talk about past events and let Ss learn to use and master the simple past tense; 3. To improve speaking skills and speaking strategies. （2）Process and methods
1. By leading into languages situations and working in groups; 2. Task-based Language Learning . （3）Emotion and attitude
To help Ss love our world and get them know the world is a book and the trip can make them learn a lot. Key Points
To talk about past events and let Ss learn to use and master the simple past tense; Difficult Points
To discuss Ss’ past events and try to express Ss’ opinions. Teaching Aids：Multimedia. 教学过程
Step 1【Warming up】
The teacher arouses the students' interest by sharing a few photos of their school trip and prepare for the new lesson.
设计意图:创设情景法调动学生全身感官,尤其大脑相关联信息为学生学习提供了更多的感知材料,使学生对学习认知活动具有增力效能。 Step 2【Presentation】
1. present the new words: trip, excellent, farm, farmer, grow, pick,anything;
2. present the new phrases: milk a cow, ride a horse, feed chickens, quite a lot (of) , in the countryside.
设计意图:利用学生头脑中已有的信息和知识过渡到新知识中,于轻松愉悦的思维中掌握新知识,新技能,新方法。 Step 3【Word practice】
Guide the Ss to read in a right way and practice the words in the language situations .The teacher helps Ss and explain .
设计意图:词汇是语言的最小单位,词汇的学习在英语学习中有着举足轻重的地位,掌握好词汇,帮助学生更好进行下一步的语言表达。 Step 4【Pattern Presentation】
The teacher Presents the new patterns in the language situations and helps Ss feel the correct expressions of the language.
The patterns: How was /were...? Was it...? Yes, it was./No, it wasn’t. Were they...?Yes, they were./No, they weren’t. What did he do ? He fed chickens. Did he ...?Yes, he did./No, he didn’t.
设计意图：学习语言从学生生活中的语言片段入手，让学生在真实的语言情境中感知语言并运用语言进行。新句型的学习设计成梯度教学过程，即由词汇-句型-会话的学习路线，关注不同特点学生的个体差异的学习。 Step 5【Activities】 (1)Group work
Let Ss ask and answer in groups (2) Guessing games
Ss use “Did he...?”to try to guess the right answer by seeing a little information in the photos.
设计意图: 教师设计真实有趣的语言环境，提高学生的参与活动热情，激发学生英语表达的兴趣，帮助学生在语境中应用语言。 Step 6【Activities】 Role-play the conversation :
(1) Let Ss role-play the conversation on Page 61 of the Ss’ book . (2) Talk with the partner about the school trip.
设计意图:学习语言的目的是能够在英语学习中进行英语交际,在英语交际中学习英语,全面提高学生听说水平。 Step 7【Activities】 Listening practice.
Listen and do 1b、2a and 2b in Ss’book.
设计意图:为学生创造视听语言应用能力的课堂环境,继续巩固本节课的重点难点 Step 8【Summary】
With the teacher's help the students can summarize the rules of the past tense.
设计意图:帮助学生在头脑中形成一条清晰的知识脉络,便于学生系统性掌握动词过去式的变化规则。
Step 9【Consolidation】 (1) Doing exercises (2) Homework
Remember the rules of the past tense.
Make a new conversation according to 2d on Ss’ book.
设计意图: 把学到的新知识点在习题中进行训练，提升语言的综合运用能力，为他们今后更好的运用本课知识打下坚固的基础。
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