Section B课件配套优秀公开课教案设计

课时安排5课时

新版七下Unit 9教案

单元教材分析与与教学要求

新目标新版七下Unit 11的单元标题是How was your school trip（一般过去时态首次出现），但是与其同名的单元，老教材中出现在八上Unit 8(老教材这单元以访问海族馆为主线)，对比新旧老两单元，教材内容词汇完全变化，仅个别图片有所保留）。而老版七下有两个单元是涉及一般过去时态（Unit 9 How was your weekend?与Unit 10 Where did you go on vacation?）, 新目标新版七下Unit 11出现的时态及语法功能与旧版Unit 9相类似，不过两个单元具体教学内容完全变化了，词汇表也基本找不到共同点，简单地说，这个新单元完全是新面孔。本单元的语言训练重点是互相询问刚刚过去的学校旅行（扩展到过去的周末等），对学校旅行及过程进行评论，运用一般过去时态谈论过去的活动。Section A 以访问农场的学校旅行为主线，教授一般过去时态的听读说和基础语言运用，为目标句型提供分步示例和指导性练习，并在其中扩展归纳动词的规则与不规则过去式；Section B知识扩展教授与课外活动相关的更多动词短语；结合新旧知识的运用；在提供一定的模板下进行循序渐进的阅读与写作练习；Self Checks要求学生根据动词的分类（规则与不规则过去式）写出其对应过去式。

教学目标:

１. 【认知目标】:

·能熟知单元主要内容，掌握相应的语言知识

（单词、习惯用语、语法和功能用语）。

·能结合所给任务，综合运用新、旧知识完成任务。

2. 【技能目标】

·能培养良好的听、说、读、写的能力，能运用适当的评价词对过去的学校旅行进行评价，能正确使用动词过去式对过去的活动进行准确的描述。

·通过观察、想象、模仿和表演等熟练、生动、有创造性地从图片或文字材料中获取有效信息，拓宽视野，围绕“学校旅行/周末活动”进行交际。

·能在日常生活中恰当理解这单元话题范围内的单词和习惯用语，在真实的语言环境中体会语言，运

用语言，感受语言的真实价值，品味语言的实际意义，从而获得运用语言的实际能力，运用所学知识进行创造性地发挥应用和积极主动地用英语进行交流。突破学生对一般过去时受汉语影响，避免

不考虑动词过去式的构成。

3. 【情感目标】

·合理安排自己课外的学习、运动、休息、娱乐等活动形式，倡导过有意义的周末。要求学生保持愉快的心情，以积极的姿态，精神饱满地面对生活与学习。

·保护和引导学生对英语的好奇与探求心理。克服课外活动与学习过程中的畏难情绪，勇于追求对学习的自我完善和自我奖赏。

·正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。

学生学习策略

·树立正确的“以人为本”的学习观，倡导自主学习、合作学习与探究式学习，发展主体性，培养独立学习意识，养成良好的学习习惯。

·明确“熟能生巧”的原理，积极参与课堂活动。在学习活动中讨论past events或参加课堂上的才艺表演（Talent show），创设语境，猜测课外/周末活动，乐于探究，勤于动脑动口。

课后访谈调查，读写摘记，归纳语言规则，重视语言运用与输出。

·掌握科学的学习方法，通过不同的活动形式（小组活动、配对活动、猜测活动、班级活动等）共享

资源，互助学习，在合作中取长补短，培养学生的用英语与人交往的能力。

语言知识目标

(1)词汇

milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, countryside, yesterday, flower, worry, luckily, sun, museum, fire, painting, exciting, lovely,

expensive, cheap, slow, fast, robot, guide, gift, everything, interested, dark, hear (2)短语

milk a cow, ride a horse, feed chickens, quite a lot, in the countryside, fire station, all in all, be interested in, learn … about …, go fishing, how to make a …, not at all, gift shop (3)句型:



教学设计

Period 1

(Section A 1a-1c)

方学庆

教学步骤

建议和说明

↘1. 热身（Warm-up）

创设一个轻松自然的教学氛围，在电影歌

Video and song. Get the students to enjoy a short movie about 声中相互开始教学．

taking a trip. This movie helps to warm up the students.

 Chant. Get the students to do a chant with the rhythm Two tigers.

What do you do? What do you do?

Go for a walk. Go for a walk. Milk a cow. Ride a horse. Ride a horse.

What do you do? What do you do? Feed some chickens. Feed some chickens.

Talk with a farmer. Take some photos. Take some photos.

This chants helps to prepare the verb (base form) phrases in this unit.

↘2. 呈现（Presentation）

 Presentation 1.

Show on the screen a picture of a school trip. Tech the phrase “school trip”. Present the unit title “How was your school trip? ”

Help the students to answer “It was great/ boring/ fun / relaxing/ interesting/ ….. ”

从学生熟知的学校旅行入手，运用评价词进行评价

通过学生熟知的chant，为正文即将要出场的动词短语做铺垫，使学生容易接受所要学的新知识。

2.

Present a picture of a boy climbing a mountain. T: What did he do? Help the students to answer with the phrase: went to the mountains (climb a mountain).

丰富图片展示，新3.

Explain the time phrase “last weekend”

is a past time period. Show on the screen more pictures and ask and answer in pairs 旧动词短语结合，从展“What did he/ she/ they do last weekend?”

Present more verb 示中积累共性，强调edphrases(or verb only) “watched TV, played tennis, cleaned the 在词尾的正确读音

room, visited grandparents, studied English, played soccer,

went to the zoo, took some photos, danced,

practiced English, had a big dinner, had a party, went to the beach, ate an apple, played computer games, did homework, went for a walk”. Teach the sound of “-ed” in each word. Think more verb phrases begins with “went”.



Farm activities Show on the screen a picture of a farm. Teach the word “farm”. Present the picture of Carol. Get the students to guess “What did she do on the farm?”

Present the verb phrases “milked a cow, rode a horse, fed chicken, talked with a farmer” by showing more pictures. These are all farm activities. Get the students to think more possible farm activities.

↘3. !a活动（Activity 1a）



Get the students to read through the pictures in Activity 1a. Match the phrases with the pictures. Check the answers with the class.



Write down the verb base form for the verbs in these phrases. Check the verbs. Then try to read the recite the verbs and their respondent past form. (go-went, milk-milked, ride-rode, feed-fed, talk, talked, take-took)

↘4. 结对活动（Pairwork）

Show on the screen 12 different activity pictures. Get the students to have a pairwork like this.

挖掘深层思考，总结归纳went相关短语，也顺便复习地点词汇

以Carol农场活动为主线，层层深入，扩展想像空间

图文配对，深入掌握动词短语含义，背诵动词过去式，积累输出素材

A:

What did he/she/they … do last weekend? B: He /She/They

…（过去式）

last weekend.

↘5. 猜谜（Guessing game）

再次呈现出现过的动词短语图片，学以致

Present the sentence “I had a good time last weekend. ” on the 用，简单输出

screen. Note that last weekend is a past time period. Change the

sentence into the General Interrogative Question “Did you have a good time last weekend?” Help the students to answer “Yes, I did./ No, I didn’t.”



Have guessing game. Get the students to guess “What did Mr Fang do last weekend?”

by asking “Did you …(加词组原形) last weekend? ”(went to a park) Guess in the same way what Mr Fang saw in the park.

↘6. 听力训练（Activity 1b）

Get the students to have a listening practice. Get the students to listen to Listening Cassette Activity 1b. Listen and circle the three things Carol did on her school trip in 1a. Check the answers with the class.

↘7. 1c活动（Activity 1c）

Get the students to read through the dialogue in Activity 1c. Try to read and recite the dialogue. Then work in pairs and make up similar dialogue talking about farm activities after the model.

↘8. 语法总结（Grammar Summary）

Present some verbs and their past forms(some unlearned). Get the students to summarize the rules for the regular past forms. Present some verbs and correspondent regular past form. Work in groups and finish the exercise on the screen.

↘9. 作业（Homework）

语法澄清，为下文对话铺垫，也为听力扫清障碍

复习前面所学动词词组的词组原形，感知助动词did对句子的影响

加强听力技巧，检测所学短语

背诵并熟悉书本对话，依此编写对话，输出本课所学

1.

Copy the new words on Page 51 four times. 2.

Recite and copy the verbs and their past forms.

3.

Make up a new dialogue talking about past events after the

model dialogue in 1a. Try to make the dialogue a little longer.

语法提升，总结规则，强化所学



教学设计

Period 2

(Section A 2a-3b)

方学庆

教学步骤

建议和说明

↘1. 复习（Revision）

从熟悉的短语入手，开始教学．



Revise the verb phrases in Activity 1a. Get the students to read

the recite the verbs and their respondent past form. 

Get the students to recite the dialogue in Activity 1c. Work in

pairs and make up similar dialogue talking about farm activities

after the model.

↘2. 结对活动（Pairwork）

Show on the screen a model dialogue. Get the students to have a pairwork like this. A: Hello, xx. Long time no see. B: Hello, xx.

A: How was your school trip?

提供可替换的对话，实际操作性强，使学生能够将前课时所学的知识

B: It was fun(评价词替换) .

A: What did you do? B: I went to the zoo and saw some pandas(用过去式替换).

A: Did you take any photos? B: Yes, I did. / No, I didn’t. But I _____(其它活动).

A: That sounds good. Goodbye. B: Bye.

↘3. 猜谜（Guessing game）



Have a guessing game. Show on the screen some activity pictures of past events. Get the students to guess “What did he/ she/ they do …?”. This step also helps to revise the past forms. 

Guess “What did Carol do yesterday?”. With the help of more pictures, present the phrases in the listening material of 2a/ 2b “showed Carol around the farm, grow apples, grow strawberries, pick strawberries”.

↘4. 听力训练（Activity 2a/2b）



Get the students to read through the questions in Activity 2a. Listen and check(√) the questions you hear. Check the answers with the class.



Read through the sentences in Activity 2b. Circle T for true and F for false. Check the answers with the class. Underline the phrase ”learn a lot about farming, grow strawberries, pick strawberries”.

↘5. 2c活动（Activity 2c）



Get the students to read through the dialogue in Activity 2c. Work in pairs and make up dialogue talking about Carol’s past events on the farm. 运用到实际对话中

通过猜谜活动帮助复习所学动词过去式，并借机引出2a/2b听力中即将用到的短语

加强听力技巧，检测所听到的句子，再听理解判断正误



Suppose you went to the farm last weekend. Work in pairs and make up a new dialogue taking about the trip. Perform it before the class.

↘6. 角色扮演（Activity 2d）

与以上猜谜活动之前的pairwork有类似，但内容与农场相关且灵活性更大



Present the photo of a boy Eric and the picture of the farm.. Get the students to guess “What did Eric do there?”. Teach the phrases

“went fishing, watch the stars”. 

Get the students and listen to the dialogue in Activity 2d. Underline the key phrases “in the countryside, went fishing, so much fun”. Underline the sentence “Lucky you”. Explain it in English. ③

Role-play the conversation in pairs, in groups. ④

Read the conversation again. Show on the screen four questions. Ask and answer in pairs.

↘7. 语法聚焦（Grammar focus）

Get the students to read through the sentences in this grammar focus. Read and recite the past forms in the table. Then write out the past forms of the verbs shown on the screen.

↘7. 3a活动（Activity 3a）

Get the students to read through the two letters in Activity 3a. Complete Jim’s letter on the left and Bill’s reply on the right. Check the answers with the class.

↘8. 语法解释（Grammar Explanation）

Show on the screen some grammar explanation for the Simple Past Tense. Read and recite the rules for this tense.

角色扮演，深入农场生活实践

关注过去式，区别对待

在写信语境中积累输出

↘9. 作业（Homework）

Omitted.

过去式积累

语法澄清，增加硬实力

教学设计

Period 3

(Section B 1a-2c)

章菊萍

教学步骤

建议和说明

Step 1：1

Greeting

What did you do yesterday ?

How were you yesterday ?

2 Review: Games

Use your imagination and make up a story. Each student adds a sentence. If he or she can’t add a sentence, he or she must sing an English song. Step 2 ：Preparation

1a 1 Match the activities with the pictures.

2 Check the answers Step 3 ：Listening

1b

1c

这是一个热身活动，活跃英语课堂气氛，拉近师生的距离，创造出一种和谐，融洽的氛围，为学生的积极参与做准备。

通过热身谈话活动，帮助学生在愉快轻松的氛围中复习和巩固动词短语及动词过去式

1 Listen and answer the questions.

（1）

How was Jane’s trip ?

（2）

How was Tony’s trip ?

2 Check the answers. （1）

It was terrible. （2）

It was great.

3 Listen again. What did Jane and Tony do on their last school trip ? Check (√) Tony or Jane. Step4：Speaking

1d

1 What was your last school trip like ? Discuss it with your partner with the following words.

2 Teach Ss to read the following words :

interesting

difficult

lovely slow exciting boring cool

hot lucky

large

expensive

terrible delicious great

cheap

fast

3 Discuss like following conversation.

A: I went to a farm on my last school trip. There are many animals on the farm. They are very lovely. B: That sounds great. A: How was your school trip ? B: It was __________ A: How was the food there ? B: It was _____________

在与学生愉快地谈论各种活动的过程中，很自然地呈现出表达感受的一些形容词，然后运用学过的句型进行操练，使学生轻松地掌握这些形容词

A: How was the weather ? B: It was ___________

对于这些形容词Step 5: Presentation 发表自己的见解，这一步是为了让

2a

Do the following words describe good things or bad 学生正确地运用things ? Put a

√ for good and an

× for bad . Leave a 所学的形容词及blank if they can mean both. Step 6 : Reading 2b

1 Read Helen’s and Jim’s diary entries and answer the questions in 2b

(1) Did Helen and Jim go on the same trip?

(2) How do they feel about the trip? 2 Check the answers .Ask Ss to pay attention to the past tense verbs. Answers: (1) Yes, they did. They went on the same trip. (2) Helen thought the trip was really interesting. But Jim thought the trip was terrible. 3 Explain the language points

4 Read the passages aloud Step 7 : Complete the chart

in 2c

Read the diaries again and complete the chart

in 2c

How do Helen and Jim describe these things ?

Helen

Jim

the trip

interesting terrible 句型表达自己真实的感受

阅读两篇日记，然后回答问题及完成2c的表格，为了让学生能更好的落实所学的形容词，同时达到巩固写日记的目的

the train

the museum the gift shop

and gifts so fast useful The gifts weren’t

expensive.

so hot big and boring The things in the gift shop were so

expensive.

Step 8: Language points and exercises.

Work in groups and finish the exercise. Step 9:Homework 4.

Copy the new words on Page 64 and Page 65 four times. 5.

Make up a new dialogue about description after the

model dialogue in1d. 6.

Recite 2b and copy the verbs. Step 10: Blackboard design

Unit 11

How was your school trip ?

Section B (1a-2c) A: How was your school trip ? B: It was __________

A: How was Jane’s /Helen’s trip ?

B: It was ___________

A: How was Tony’s /Jim’s trip ? ?

B: It was ___________

教学设计

Period 4

Section B (3a-Self check )

章菊萍

教学步骤

建议和说明

Step 1：1

Greeting

How are you feeling today?

What did you do last night?

How was your homework yesterday?

How was your school trip ?

2

Review : Games

温故而知新是学习中不可缺少的一个环节。把上节课学过的内容进行复习，也为本节课的学习做准备

Use your imagination and make up a story. Each

student adds a sentence.

Step 2 : Preparation

3a

1. Look at the pictures of Bob’s school trip. Complete

his diary entry.

2.Then check the answers. June 23rd Yesterday my school visited the zoo. It was really

interesting. We went there by bus. At the zoo, I saw a

lot of animals and I took some photos. My classmates 这项活动为学生提供了运用目标语言进行练习

and I also went to the gift shop and bought some 书写的机会

gifts. It was a great day.

Step 3 : 3b

1.

Linda is Bob’s classmate. Complete her diary

entry in 3b .

2.

Then check the answers. June 23rd My school went to the zoo yesterday. The trip was terrible. At the zoo, I saw some animals.

but I didn’t like them. I also went to the gift shop with my classmates, but I didn’t buy anything because they are expensive. It was a boring day. Step 4 : Writing

1.3c

Now write a diary entry for your own school trip. Explain if you liked it or didn’t like it and why.

2.Ask students to write a diary entry for some minutes, then give a model composition. Step 5: Self-check

1 Write more verbs and their past forms in each group.

2 Complete the conversations with the correct forms of the verbs in the box.

3 Check the answers

4 Grammar: The Simple Past Tense Step 6:Homework 1.

Write a diary entry in 3c.

写作是训练思维，复习听读所获语言素材，化语言知识为技能的最有效的方法

练习的积累可以让学生找到自己的学习方法，掌握自己的学习规律。对动词过去式进行归类

2.

Finish self check 1and 2.

Blackboard design

Unit 11

How was your school trip ?

Section B (3a-Self check )

climb-climbed

arrive-arrived

study-studied

stop-stopped get-got



教学设计

Period 5

舒宝琴

教学步骤

建议和说明

1. 热身（Warm-up）

创设一个轻松自然的教学氛围， Video and song. Get the students to enjoy a short movie about taking a trip. This movie helps 在电影歌声中相to warm up the students. 互开始教学．

 Chant. Get the students to do a chant with the rhythm Two tigers.

What do you do? What do you do?

Go for a walk. Go for a walk. Milk a cow. Ride a horse. Ride a horse.

What do you do? What do you do?

通过学生熟知的chant，为正文即将要出场的动词短语做铺垫，使学生容易接受所要学的新知识。

Feed some chickens. Feed some chickens.

Talk with a farmer. 通过学生熟知的图片唤起对所学单元知识的回忆。Take some photos. Take some photos.

This chants helps to prepare the verb (base form) phrases in this unit.

2 呈现

(Presentation) Show on the screen some pictures of this unit.. The teacher asks “What did he/she/they do?”Ss answer

“He/She/They... ”. Help Ss use the past tense fluently.

Show on the screen a picture of a farm. Let Ss memory what Carol did last week in this unit. Revise the verb phrases “milked a cow, rode a horse, fed chicken, talked with a farmer”. These are all farm activities. Get the students to think more possible farm activities.

3. 练习

(Practice)

1.Pairwork.

Show on the screen some different activity pictures. Ss ask and answer in pairs with the past tense like this. A:

What did he/she/they … do last weekend? B: He /She/They

…（过去式）

last weekend.

2.Extension of the practice

Ss ask and answer in pairs with their real information. A: Hello, xx. Long time no see. B: Hello, xx.

A: How was your school trip? B: It was fun(评价词替换) .

A: What did you do? B: I went to the zoo and saw some pandas(用过去式替换).

通过合作的方式来复习一般过去时的句型。

加强听力训练，检测所听到的短文意思，再填出所听到的单词。

通过修改错误的文章来提升学生的写作能力。

用游戏的方式来复习一般过去时的用法和过去式的构成及发音，减少语法教学的枯燥性。

用练习来落实语法，学以致用，融会贯通。

A: Did you take any photos? B: Yes, I did. / No, I didn’t. But I _____(其它活动).

A: That sounds good. Goodbye. B: Bye.

4. 听力训练（Activity 1b）

Get the students to have a listening practice. Get the students to listen to Listening article “My Happiest Day”. Listen and fill in the blanks. Check the answers with the class.

5. 改错

(Correction)



Give the class an article “Grace’s funny Sunday”. There are some mistakes in it. Let the Ss

read it carefully, and try to find out each mistake.



Check the answers with the class.

6. 语法总结（Grammar Summary）

Present three boxes, every box has a question about the past tense. Get the students to

summarize the rules for the regular past forms and their pronunciations and so on.

定义：1.表示过去某个时间发生的动作或存在的状态。

如：Lily was 16 years old last year.

2.表示过去经常或反复发生的动作。

如：Tom got up at 6:00 last week.

构成方法：1.一般情况在动词原形后加-ed 2.以字母e 结尾的动词，只加-d 3.以重读闭音节结尾，末尾只有一个辅音字母，先双写该辅音字母，再加-ed

4.以“ 辅音字母+y ”结尾的动词，把y 改为i,再加-ed

1、

清念

/t/ ，即

ed 在清辅音后面念

/t/ , 例：finished

helped

2、元浊

/d/ ,即

ed 在元音，浊辅音后面念

/d/ , 例：played

enjoyed

3、/t/

/d/ 之后念

/id/ , 即

ed 在

/t/ /d/

音后面念

/id/

例：wanted

shouted 7. 配套练习

(Exercises)

Show some exercises on the screen, get the students to do it, then check the answers with the class.

8. 作业

(Homework) 1.

Write a composition, the topic is “My Favorite Holiday”

2.

Recite and copy the verbs and their past forms.

3.

Make up a new dialogue talking about past events after the

model dialogue in 1a. Try to make the dialogue a little longer.

Blackboard design：

一般过去时的定义：

1.表示过去某个时间发生的动作或存在的状态。

2.表示过去经常或反复发生的动作。

一般过去时的常用时间：

yesterday last night/week/...

in 1990 two days ago