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win autograph
词汇：gift shark aquarium seal prize hang out souvenir 句型：
—— Did you go to the zoo?
—— Yes, I did. /No,
—— Yes, there were.
,?
I didn’t. I went to the aquarium. /No, there weren 2. 语言技能目标
’t any sharks.
—— Were there any sharks?
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 1、心理特点维：偏重于形象思维
根据所教学生的特点：
兴趣：好奇心强评价：很在乎他人的评价
2
记忆：需要多方面刺激、知识基础
五．教学重点和难点
思词out
重和理解别人。 2）、使学生抒发热爱祖国、热
汇： hang out souvenir autograph prize 词组：went to the aquarium hung
with , went to the zoo saw some seals had a hamburger bought a souvenir ate some ice cream saw some sharks 疑问句及简单回答。
---Yes,
I
---Did you go to the zoo? did./No, there
I
didn’t.
I
went to
the
aquarium.
句型: 过去时态的两种一般
---Were any sharks?
---Yes,
there
were./No,
there
weren
’
1
t any sharks. ------确立重点与难点的依据：
六．教学过程
根据课程标准的要求，根据学生的年龄特点及认知水平。Step
One -------Revision
动词过去式的变化形式
设计目的---- Step
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。
1）.导入aquarium（水族馆）
aquarium,并以这个词为主干引发对
the zoo.
互
did.
/ 生
I
did.
/
No,
I 互No, I
didn't.
I
didn't.
I 动,动,
aquarium?
Two-----Presentation
设计目的------- 话。
2）. ---Yes,
Target I
通过图片导出新词
language
I 师
One: ---Did didn’ｔ.
I
you go to went 生
to
the
did./No,
----Did you
,
,?
.
Yes,
生Yes,
Two: ——were./ 师
Were
I
----Did ,.
you Target
,? language there
there any sharks?
——Yes, No, there weren’ｔany sharks. 生
互
there
were. 生
there
were.
/No, /No,
there 互there
weren
动’动
weren’
---- t ---- t
Were there any
Were there any ,
any ,any
,
,? Yes, 生
? Yes,
设计目的-------Step
Three
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----
Training
Further
Task One，B:
I
interview to,
/I
stayed B:
at
取新知识。
A:
What did you do last summer holiday?
B: It
was ,.Oh, I
went
home. A: I
did.
like there
How was your A:
What else there?
B:
It
vacation? did
A: Did ,
. any,?
you ,?Yes,
you do? B: A: What was the B:
Yes,
there
are
weather ./No,
was ,.A: Were there
weren’ｔ.
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
Listening
Practice
Listen
and circle
“T”
or “F”
设计目的-------力。
Step
Four-----
设计目的------力。what
Step your
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
Making a survey did
last
Sunday,
fill
Task Two，
in
the
survey----- blanks
Please
survey
Five----- partner
and then make a
2
report
Last t
like this:
went to
the
zoo,
then
she saw some animals
and bough
Sunday Lily
souvenirs,the
name activities
the
beach the
take
zoo interesting/boring photos
exciting/relaxing
sharks
seals
do sooctopus
aquarium
me shopping buy souvenirs see some animals
Lily
souvenirs
went to the zoo/saw some animals bought
设计目的-----乐。
Step ——————
Did Yes, Yes,
Six----- you ,I
did.
运用所学知识联系生活实际，享受语言的快
Summary 重点句型? /No,
I
didn’t.there 作业
,”为题，写一篇短文。I
...
——any ...
Were there .
any sharks?
重复巩固重
there were./No, weren’t 设计目的-----
点难点，加深印象Step seven-------
假如你上周去了,，请你以“板书设计——————
Did Yes, Yes,
youI
,did.
,?/No,
My Unforgettable
I didn’t.there
I ... ——Were there any sharks?
there were./No, weren’ｔany ....
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。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。
3、本课
3
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