第一篇：七年級(jí)英語(yǔ)下冊(cè) Unit 3 How do you get to school(第3課時(shí))教案 (新版)人教新目標(biāo)版

教學(xué)目標(biāo)

一、知識(shí)與技能

1.掌握新單詞和短語(yǔ)。2.了解幾種交通方式。

3.能正確描述去某地的多種方式。4.培養(yǎng)聽(tīng)力能力。

二、過(guò)程與方法

觀看，感受，模仿，實(shí)踐。

三、情感態(tài)度與價(jià)值觀

了解幾種交通方式并樹(shù)立選擇低碳環(huán)保的交通方式出行的意識(shí)。教學(xué)重點(diǎn)

1.掌握新單詞和短語(yǔ)。

2.能正確描述去某地的多種方式。教學(xué)難點(diǎn)

能正確描述去某地的多種方式。教法導(dǎo)航

利用圖片展示等直觀教學(xué)法學(xué)習(xí)新詞匯。教學(xué)過(guò)程

Step 1 Greetings T：Greet the students as usual.Step 4 Presentation Work in pairs and practice the dialogue like this：A：How does Bob get to school? B：He usually gets to school by subway? A：How far does he live from his home to school? B：It’s about 5 kilometres.1

A：How long does it take to get to school? B：It takes about 15 minutes.Step 5 Homework How do you get to your grandparents’ home? Talk about it with your partner and write down your dialogue.

第二篇：新目標(biāo)英語(yǔ)七年級(jí)下冊(cè)u(píng)nit 1第5課時(shí)教案

Unit 1 Where is your pen pal from?

Period Five

Teaching aims:

1.Revise the whole unit.2.Learn how to introduce people(e.g.nationality, cities people live, languages,hobbies, etc.)

Key points:

Words: like, dislike

Teaching difficulty:

Use the expressions they learned to describe their friends in their life.Teaching steps:

Step 1 Warming-up

1.Share an English song.2.Greetings.Step 2 Revision

1.Revise the words in Part 1.2.Dictation for the useful expressions.3.Revise the countries and the cities.4.Revise the languages the people from different countries speak.Step 3 Words revision

Complete the words builder.(2)

(Some good students can express their vocabulary about countries and languages)Step 4 Practice

Give the Ss two tables, A and B.Work in pairs.Student A has Table A.Student B has Table B.Ask and answer to finish their own table.Step 5 Make an interview

Task: Work in groups in fours.Make an interview to Zhou Xingchi.Then ask some students to act it out in front of the class.Step 6 Writing

Part 3.First discuss and then complete the writing.Get some students to share their writings with the Ss in class.Step7 Debate

Divide Ss into two groups to have a debate.Topic “Having pen pals is good or not good.” A thinks it’s good.B thinks it isn’t good.Say the reasons.When the Ss discuss it, the teacher can give them help when they need.At last, T gives the group says the more reasons a medal.Step 8 Just for fun!

Ss read the humorous story and share their own ideas if they can.

第三篇：新版新目標(biāo)七年級(jí)英語(yǔ)上unit3第2課時(shí)教案

Unit 3 Is this your pencil?

Period TwoSection A（聽(tīng)說(shuō)課）

一．教學(xué)目標(biāo)

A.學(xué)習(xí)并掌握指示代詞: this, that, these, those；

B.學(xué)會(huì)Yes/No問(wèn)句及其簡(jiǎn)單回答；

(1)---Is this/that your pencil?

—Yes, it is.It’s mine./ No, It isn’t.It’s hers.(2)---Are these/those his keys?

---Yes, they are./ No, they aren’t.They are hers.二．教學(xué)流程

StepⅠ Previewing and testing(預(yù)習(xí)檢測(cè))

1.Ask students to read the new words of page 13-15 aloud in order to revise all the words that they have learnt last class.2.Let students read the book page by page and find the English of the phrases and sentences on page 34 of zhuxue before class, and write the English for them.If the students have some problems, ask them to discuss them among the groups.If they still can not work out, leave them to the teacher.(參考助學(xué)34頁(yè))

3.Check their previewing.Give different tasks to different groups, then let each group write down their answers on the blackboard.After that, ask other students to correct the mistakes.StepⅡ Warming up and leading in(熱身導(dǎo)入)

Hand up a student’s ruler and ask other student,T: Hello!Is this your ruler?

S1: No, it isn’t.Then ask the ruler’s owner,T: Is this your ruler?

S2: Yes, it is.T: Here you are.And are these your books?(pick up some books and ask)S3: No, they aren’t.T: Are these your books?

S4: Yes, they are.T: Here you are.Do you other school things?

Ss: Yes.T: What are they?

Ss: …

T: Great!You are so clever!OK, Let’s come to 1a, can you match the

words with the things? Do it, please.1aMatch the words with the things in the picture.After they finished,share their answers.設(shè)計(jì)意圖：以學(xué)生為中心，強(qiáng)調(diào)學(xué)生的參與，體驗(yàn)，感知和交流。

StepⅢ Listening practice(聽(tīng)力訓(xùn)練)

1.Listening for the main idea聽(tīng)取大意

Play the tape for the students, and ask them to listen and find out the main

idea of the conversations(完成助學(xué)35頁(yè)題目)

.A.they are looking for the owners of the things.B.they have many things.C.they are introducing their things.2.Listening for details聽(tīng)取細(xì)節(jié)

1b.Play the tape for the students again and ask them to number the

conversations(1-3).And check the answers.1c.Practice the conversations with your partner.Then make your own

conversations.Ask different students to practice the conversations first，then make their

own conversations using the objects they have and act out,make sure that most of them have chances.2a Listen and check the things you hear.Share answers.2b Listen again.First complete the conversation with the words in the

box

StepⅣ Post-listening activities聽(tīng)后活動(dòng)

2c

1.Then listen to the conversation in 2b and repeat.2.First practice the conversation in 2b in pairs.Then make their own conversations using the things in the classroom or the things they have.Ask different students to act out their conversations.Make sure that most

of them have chances.2d

1.Ask students to read the conversation in2d and match the things with

owners.the pencilsthe blue penthe dictionarythe green penthe eraser

Anna’sBob’sHenlen’s

2.Put the conversation into Chinese.（參考助學(xué)35頁(yè)）

3.仿說(shuō)原文

4.角色扮演----Role-play the conversation（先小組內(nèi)，后小組間）

5.自創(chuàng)對(duì)話。

Ask students to make their own conversations.Then act out.設(shè)計(jì)意圖：設(shè)計(jì)循序漸進(jìn)的語(yǔ)言實(shí)踐活動(dòng)，逐漸培養(yǎng)學(xué)生用英語(yǔ)做事情的能力。在做事情的過(guò)程中發(fā)展語(yǔ)言能力，思維能力和交流與合作的能力，形成語(yǔ)感。

StepⅤ Inquiry into knowledge by translation翻譯探究

1.Read Grammar Focus on P15then Put it into Chinese in pairs.2.完成助學(xué)35頁(yè)翻譯探究。

StepⅥ The end-of-class test當(dāng)堂檢測(cè)

1.3a Complete the questions and answers about each picture.Ask students to finish the questions then share their answers.The answers are:

thisisn’tthesetheythatisthosearen’t

3b Read the questions and complete the answers.The answers are:

1.it is hers2.it isn’tIt’s3.theyhis 4.they aren’tthey’re

3c Put some things into the teacher’s box.Then take one thing out of the

box and find the owner.You only have two guesses.If time permits do it.2.完成助學(xué)36頁(yè)當(dāng)堂檢測(cè)題.Check the answers.設(shè)計(jì)意圖：鞏固當(dāng)堂課所學(xué)習(xí)的內(nèi)容，讓學(xué)生隨時(shí)查缺補(bǔ)漏。

亮點(diǎn)：

這是本單元第一課時(shí)，既要鞏固單詞又要學(xué)習(xí)語(yǔ)言結(jié)構(gòu)。在上課過(guò)程中我注重了講練結(jié)合，同時(shí)又沒(méi)有忽視學(xué)生自學(xué)能力和小組合作能力的培養(yǎng)。而且我還注重了以學(xué)生為主體、面向全體學(xué)生的原則，通過(guò)小組間的競(jìng)爭(zhēng)與合作，培養(yǎng)了學(xué)生的集體榮譽(yù)感。

不足之處：

本課容量較大，處理的有些匆忙，部分環(huán)節(jié)不能很好的展示與訓(xùn)

練。尤其是學(xué)生自創(chuàng)對(duì)話和展示的環(huán)節(jié)，應(yīng)該讓更多的學(xué)生參與進(jìn)來(lái)。

使用建議：

用多媒體課件效果更好，能夠充分的進(jìn)行練習(xí)，直觀又省時(shí)。更能有效地增加課堂效率。提高學(xué)生的學(xué)習(xí)積極性。增強(qiáng)英語(yǔ)的趣味性。在教學(xué)過(guò)程中應(yīng)堅(jiān)持“充分相信學(xué)生，充分依靠學(xué)生，解放學(xué)生，發(fā)展學(xué)生”的原則，充分利用“先聽(tīng)后說(shuō)，先讀后寫，先學(xué)后交再師教”的訓(xùn)練形式。讓學(xué)生成為信息的加工者。

第四篇：英語(yǔ)(新目標(biāo))七年級(jí)下冊(cè)教案_2

英語(yǔ)（新目標(biāo)）七年級(jí)下冊(cè)Unit 2教案 Unit 2 Where's the post office?

Language goal This unit students leam to ask for and give directions(方向)on the street.New language Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between

Recycled language What are you doing? Do you want to...?

Section A

Ask two rows of three students each to stand facing each other in the front of the classroom.Point to students standing in front and ask the class to repeat the questions and answers.Example 1 Teacher: Where'sYang Li?(Point to two students standing beside each other.)Yang Li is next to Li Peng.Example 2 Teacher: Where's Zheng Wen?(Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3 Teacher: Where's Lin Jiahui?(Point to one student standing between two other students.)Lin Jiahui is between Sheng Lin and Li Dai.la

This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the class.Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(錄音稿)Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is.Conversation 2

A: Is there a post office near here? B: Yes, there is.There's one on Bridge Street.Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn't.1C

This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity.Point to the picture and ask.Is there a post office near here? Then choose a student to answer.Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(進(jìn)展情況).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教學(xué)后記：

教學(xué)方法有問(wèn)題？

教了這么多年的英語(yǔ)，總幻想有一種方法，能讓學(xué)生輕輕松松把英語(yǔ)學(xué)好。哪

怕自己多浪費(fèi)點(diǎn)時(shí)間。有時(shí)想來(lái)，自己的教學(xué)效率實(shí)在是太低了，每天不分上課上自習(xí)，都是一個(gè)樣。也就是說(shuō)在不誤課的情況下，我的教學(xué)時(shí)間應(yīng)該是學(xué)校規(guī)定時(shí)間的兩倍，然而教學(xué)的效果卻很不理想。每天看著自己的隊(duì)伍步履蹣跚的前行，自己不由的懷疑自己的教學(xué)方法。

與此同時(shí)，這段時(shí)間由于我在學(xué)生每天記十個(gè)詞前，先領(lǐng)讀他們一遍，再分開(kāi)音節(jié)，講一講英語(yǔ)的拼讀規(guī)則，發(fā)現(xiàn)學(xué)生的記憶效率大大的提高，這更讓我有理由懷疑自己的教學(xué)方法是不是不適合學(xué)生的實(shí)際？

吃早飯時(shí)突發(fā)“奇想”，是不是給學(xué)生一點(diǎn)時(shí)間，讓他們把每單元幾句重點(diǎn)句背下來(lái)更好呢？單詞需要積累，這點(diǎn)勿容置疑。對(duì)于我們的學(xué)生來(lái)說(shuō)，典型句子同樣需要積累。句子背下來(lái)，在用的時(shí)候就可以舉一反三，就像語(yǔ)文中背范文一樣。對(duì)于我們我們這些基礎(chǔ)較差的學(xué)生來(lái)說(shuō)，他們?cè)诮浑H時(shí)需要模仿，在他們的記憶庫(kù)中貯存就是十必要的。當(dāng)然，如果學(xué)生能夠在課堂上用英語(yǔ)去表達(dá)的話，說(shuō)明這些典型的句子他們已經(jīng)掌握。但現(xiàn)實(shí)的情況是，這種方法更容易適用于尖子生，或者基礎(chǔ)較好的學(xué)生，很多學(xué)生只是充當(dāng)?shù)挠^眾。

讓學(xué)生死記硬背是不對(duì)的，但不讓學(xué)生背也是不對(duì)的。

2a

This activity introduces the terms across from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the class saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(錄音稿)Conwaraation 1 A: Excuse me.Is there a library around here? B: Yes.It's between the video arcade and the supermarket.Conversation 2 A: Where's the park?

B: The park? Oh, it's across from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B;Yes, it'son Fifth Avenue.Conversation 4 A: Where's the pay phone? B: It's next to the post office.2c

This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles(泡沫)in 2c and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.Demonstrate（示范）the activity.Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.As students work, move around the room and check progress.（進(jìn)度）Ask several students to say some of their questions and answers for the class.Grammar focus Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between.Ask, Which words talk about two different buildings?(across/row, next to, and between)Ask, Which one talks about one building all alone!'(on)

Culture note

Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向)to tourists（旅行者）and other visitors.This is not necessarily true.The pace of life is fast in the United States, especially（特別）in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren't used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box.Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point

to the book and say,Here's the hotel.Here's Bridge Street.Point to the two arrows.(箭頭)Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer Paul and Nancy are the two figures outside the entrance to the park.3b

This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.Ask students to complete the writing individually.(個(gè)別的)Correct the answers.1.Yes, there is.Go straight down New Street and turn right.There's a pay phone on the right.2.Go straight down New Street and turn right.Turn left at Bridge Street.The bank is across the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It's across from the video arcade, next to the super-market.4

This activity provides guided oral practice using the target language, Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn't tell anyone which building it is.The others ask questions like those in the activity 4 picture until they guess which building it is.Several students can take turns choosing the building for the others to guess.Section B

la

This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say;This is a park.Is it a clean park or a dirty park? Clarify(澄清)the meaning of the words clean and dirty by pointing out details in the pictures.Point out the pairs of words or phrases.Say each one and ask students to repeat, Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.Check the answers.b

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progress.Ask several students to present some questions and answers to the class.2a

This activity gives students practice listening to and understanding the target language.Point out the list of places in la.Say die name of each one to the class.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.2b

This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael's neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape?(a hotel, a supermarket, Michael's house).Answer any questions students may have.Play the recording again.Students draw maps of Michael's neighborhood.Move around the room, offering assistance(提供協(xié)助)if needed.Have some students show their completed drawings to the class.2c

This activity provides guided oral practice using the target language.Say, Now let's work in pairs.The first person makes some statements about the picture in 2b.The seconds person says “true” if the statement is true and “false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范)the activity with a student.Have the student close the book.Then say one true thing and one false thing about the picture.Guide the student to answer ”true“ for the true statement and to say ”false" for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答)to the class.Ask students to correct any mistakes they hear.3a

This activity provides reading practice using the target language.Ask a student to read the paragraph to the class or read it yourself.Answer any questions students may have.Read the Instructions（指示）aloud.Point out the sample of the circled description word(busy), and make sure students understand what they have to do.Correct the answers.3b

This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.Correct the answers.3c

This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.4

This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the class.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket across from a post office.As students work, move around the room offering assistance and answering questions.Ask some students to share(參與)the completed drawings and to make some statements to accompany(陪伴)them.Self check

This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don't know.Ask students to find out the meanings of any words they don't know.They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole class or informally, in pairs or small groups.This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教學(xué)后記：

培養(yǎng)學(xué)生的自信心和興趣是最重要的

培養(yǎng)學(xué)生的自信心和興趣是最重要的嗎？我一開(kāi)始也對(duì)于這個(gè)結(jié)論也不以為然的。其次并這不是一個(gè)什么新的理論，而是是一個(gè)老掉牙的論調(diào)。但有兩件事使我對(duì)這句話有了更深刻的理解。

第一件事是在教育科學(xué)頻道

第五篇：新目標(biāo)七年級(jí)下冊(cè)英語(yǔ)Unit11_How_was_your_school_trip教案

Unit11 How was your school trip ?

Period 1(Section A:1a, 1b, 1c)Step I Lead-in Revise past forms of some verbs.Enable students to use them to make a list of their last school trip activities.T: Do you still remember your last school trip? When was it? Where did you go? Ss:...T: What did you do on the trip? Now make a list of the things you did on the trip.Remember, use the simple past tense of verbs because we are talking about the past event.Is that clear? Help students to review the simple past of some verbs they have learned before.Show the following chart.Let students write down the simple past of the verbs.Ask a student to write the answers on the board.Then check the answer with the whole class.Then let them make their own lists.Ask some students to share their lists with the class and make sure they use the correct simple past tense of the verbs.The following chart shows the simple past of some irregular verbs.Students may find some useful while they are making the list.verb buy think bring ride grow drink simple past bought thought brought rode grew drank

verb teach catch write throw sing

simple past taught caught wrote threw sang

Step II Listening and Oral practice(Section A 1b)Play the recording.Students only listen and get a general idea of the conversation.Play the tape a second time.Students listen and circle the activities.Play the tape a third time, students listen and read after the tape.Correct their pronunciation and intonation mistakes.Step III Pairwork(Section A 1c)

Point to the speech bubble in the picture of activity 1b.Let students practice the conversation between Bob and Carol in pairs.Call attention to the questions: Did you...? What did you...? And their answers: Yes, I did.No, I didn’t.I milked a cow.Step IV Summary and Homework T: This class we have learnt how to talk about school trips with “Did you...” We also learned the simple past form of some verbs.After class, please review the chart about the verbs.Don’t forget to preview the next part of Section A(2a, 2b, 2c,2d, Grammar focus).Period 2(Section A:2a, 2b, 2c,2d)Step I Revision and Lead-in Greet the class as usual.Get students review what they have learned in the last period by asking some questions about their last summer vacation.T: Where did you go on your last summer vacation, Xiao Bin? S: I went to Qingdao with my parents.T: Wow, a cool place.What did you do there? S: We climbed Laoshan Mountain, swam in the sea and ate sea food.T: Did you visit an aquarium? S: Yes, we did.We took photos with dolphins and seals.T: Did you have a good time there? S: Yeah.We went to the beach and ate lots of seafood.I want to go there next vacation again.Step II Listening(Section A 2a, 2b)Ask a few questions about Carol’s school trip.T: Where did Tina go? S: She went to the farm.T: What did she do there? S: She hung out with her friends and took lots of photos.T: What else did she do there? Now let’s listen.First, open your books at page 62.Read the questions in activity 2a please.Point to the list of questions and have one student read the questions to the class.Explain some new words and stress the verb phrases.Play the tape.Students listen and check the questions they hear.T: Look at activity 2b.Read the sentences and get the meaning of each sentence.Then listen to the recording again and circle “T” or “F”.Play the recording again, students listen and circle the answers.Then play the recording again, pause where the right answers are.Check the answers with the whole class.Step III Pairwork(Section A 2c,)In this step, students will practice talking about Carol’s school trip according to the information in activity 2a,2b.This will help them to practice the use of “Did she...” question and the affirmative and negative statements.Have students complete the task in pairs.Step IV Role-play(2d)Do2d:Ask students to role-play the conversation in pairs,then explain the conversation.Step V Homework 1.Listen to the whole conversation between Tina and Kevin.Retell what Tina did on her school trip in your own words.2.Make a list of verb phrases you have learned so far in this unit and try to remember them.Period 3(Section A:Grammar focus,3a, 3b)Step I Revision and Lead-in Greet the class as usual and check the homework.Ask several students to retell what Eric did on his trip.Step II Grammar Revise the grammar box.Let students do some drill practice with the grammar items.Drill:

—Did you(A)go to the zoo(B)? Replace A with: he, she, they, Mary, Liu Li, Wang Fei, etc.Replace B with: take photos, hang out with friends, see some dolphins, go to the movies, buy a souvenir, have some ice cream —Yes, I(A)did.—No, I(A)didn’t.I(A)went to the aquarium(B).Replace A with: he, she, they and we.Replace B with: took photos, hung out with friends, etc.Step II Reading(Section A 3a)T: Read the letters and find answers to the following questions.1.Did Jim have a good time on the school trip? 2.Where did Jim go for the day? 3.What did Jim do after lunch? After they have finished, check the answers.Then ask the students to retell the letters with their own words.Now listen to the tape and repeat after it.Pay attention to your pronunciation and intonation.Step III Pairwork

Ask students to write down a list of places they visited(as column A), and

things they did there(as column B).Column A

Column B Tianlong Mountain

ride horse Beidaihe

go swimming Hongkong

go shopping......Ask a pair of students to read the sample conversation.Explain that: T: “That sounds interesting” is B’s opinion on the things A did.We can also say: That sounds cool/fun/boring/exiting etc.Now work in pairs and make your own conversations.Give opinions on the things your partner did.Sample conversation: A: Where were you last Sunday? B: My family went to Tianlong Mountain.A: That sounds exciting.Did you climb the mountain? B: Yes, we did.We also had a picnic.Ask some pairs to act their conversations out for the class.Step IV Groupwork(Section A 3b)Get students sit in a circle and make up a story.T: Let’s play a game.Students in Group one, three, five, seven sit in the front.Students in Group two, four, six, eight sit in the back.Sit in a circle quickly.We are going to make up a story.Choose a member in your group to start the story.Then each of you add a sentence to keep the story going.Remember, the story happened in the past, so you should use the simple past tense.Let’s see which group’s story is more interesting.Step V Homework 1.Write a short story about your school trip.2.Prepare for Section B.Period 4(Section B:1a, 1b, 1c,1d,2a, 2b, 2c)Step I Revision and Lead-in Greet the class as usual and check the homework.Ask two students to read their school trip experiences.Step II Matching and listening(Section B 1a, 1b,1c,1d)Call attention to the pictures in activity 1a.Help students understand the meanings of the 6 phrases.T: Which of these activities did you do on your last day off? Rank them 1-6.Then ask students to listen to a conversation between Jane and Tony in activity 1b and 1c.Then check the answers.Get them work in pairs and discuss their last trip in 1d.Ask some pairs of students to say their conversations to the class.Step III Reading(Section B 2a, 2b,2c)T: Well, most of us have a busy weekend.We always do a lot of things during the weekends.Do you often feel tired after hard work? What do you most want to do? S: Sleep the whole day.S: Have delicious food.S: Play computer games.S: Listen to light music.T: How were Helen’s and Jim’s school trips? Did they do the same things as you do? Look at the chart in activity 2a to complete it.Look at activity 2b.Read 2b to answer the questions.Check the answers with the whole class.Then let them pick out other expressions in the conversation that show opinions or feelings.Ask students to complete the chart in 2c,then check the answer.Step IV Pairwork

T: From 2b, we know Helen’trip was interesting and exciting and Tony’trip was terrible.What was your last day off like? Was it a good day off or a terrible day off? Now work in pairs and talk about your last day off.Let students present their conversations in front of the class using the target language.Ha Step V Homework Write a short passage about what your father or mother did on his/her last day off.Period 5 Period 5(Section B:3a, 3b, 3c, Self check)Step I Revision and Lead-in Greet the class as usual and check the homework.T: Do you remember Helen and Jim did on their school trip? Who can retell the story to us? Ladies, first!Show the pictures on the screen again.These will help the students to remember the main events.Step II Reading and writing(Section B 3a)Turn to page 66, activity 3a.Read the diary.Make a list of the things Bob did that day.Have students complete Bob’s diary,then get some students read it to the class.Then play the tape and let students read after it.Check their pronunciation and intonation.Step III Writing practice(Section B 3b, 3c)Read this diary and fill in the blanks.Then let students read the diary to their partners and check the answers with each other..Then deal with activity 3c.T: Now write a diary and tell us what you did on your last school trip.First make a list of ideas before you begin to write the diary.In your diary you must include Activities, Places, Description words.Make a list of at least three things under each heading.You’d better write at least six or seven sentences.After they have finished, ask some students to read their diaries to the class.Step IV Self Check Do Self Check1:Write more verbs and their past forms and remember them.Do Self Check2:Complete the conversations with the correct forms of the verbs in the box.Ask some pairs to act them out in class.Step V Homework 1.Make a list of the verb phrases you have learned in this period and remember them.2.Finish the exercises in Self check.