Unit8Howwasyourschooltrip辅导
初中英语Unit-8-How-was-your-school-trip单元教学设计以及思维导图
主题单元教学设计主题单元学习目标1、知识与技能：1）语言知识目标：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。
其他记录用钢笔及纸张leading-in步骤1：复习热身1. 课前请学生watch the screen师生一起吟唱：go, went; went, goeat, ate; ate, eattake, took; took, takebuy, bought; bought, buy2. 复习一般过去时态Use “did” to talk about the past events. The teacher makessome sentences with some words in the chant. Look at the screen. The teacher asks some questions, and Ss answer them.T: I went to the zoo yesterday. Did you go to the zoo?S1: Yes, I did. /No, I didn’t.T: Did she eat ice cream?S2: Yes, she did. /No, she didn’t.T: Did he take photos?S3: Yes, he did. / No, he didn’t.T: Did they go to beach?S4: Yes, they did. / No, they didn’t.3. 进行机械操练句子和对话，让全体学生都参与活动中来。
Get Ss to make similar sentences with them.设计意图：在音乐中have a chant，调动学生情感，营造氛围，预习本课部分重点动词的过去式；然后让学生通过看课件的图片answer the questions来培养学生的语言能力和听力能力并有意识地复习前面学过一般过去发生的事情。
Unit8Howwasyourschooltrip？知识点归纳
Unit 8 How was your school trip?知识点归纳八年级 Unit 8 How was your school trip?1. hang（hung） out with friends2. go to the aquarium3. see some seals/sharks/a big octopus4. on the school trip5. have /take a trip to…＋地点6. watch a dolphin show/videos/a football match7. buy a lot of souvenir/buy lots of gifts for sb.8. buy sb. sth.=buy sth for sb.9. sell sb. sth. =sell sth. to sb.10. on sale11. at the end of…/at the beginning of12. at the end of the year/at the beginning of the year13. at the end of the month14. at the end of the road15. in the end= at last16. gift shop17. in the Visitors’ Center18. outdoor pool19. .get one’s autograph20. win the first prize/game /match /gift21. science center/teacher22. on my next day off/ on my last day off23. have/take a day off24. . what else=what other things25. a busy /a boring day off26. have a yard sale27. put …out28. some of his old things29. in a singing competition30. see you soon.31. tired but happy32. take photos with sb.33. have fun doing sth.34. after a trip35. go for a walk/a drive/a picnic36. How was your school trip?37. It sounds like a busy day off38. That sounds wonderful/interesting.39. Class 9 had a great time on the school trip.(=had fun/enjoyed themselves)40. They took the bus back to school./home.41. I watch/see a movie about living in the future42. What was your last day off like?= How was your last day off?43. What did you do on your school trip ?44. .What else did you buy ?（＝What other things）45. I didn’t buy anything else.46. I didn't have a very fun day last Sunday.47.No one came to the sale because the weather was so bad yesterday.48.Unfortunately, it was kind of boring.(=a little) last Friday.49.It rained all day(＝the whole day) the day before yesterday.50.Were there any sharks at the aquarium?51.No,there weren’t any sharks, but there were some really smart seals.52.Did you have fun camping last week?53.She won the first prize in ye sterday’s singingcompetition.1. 与朋友闲逛2. 去水族馆3. 看了一些海豹/鲨鱼/看见了一个大的章鱼4. 在学校组织的旅行中5. 去…旅行（2）6. 看海豚表演/看录像带/看足球比赛7. 为某人买很多的纪念品/为某人买了很多礼物8. 给某人买某物（2）9. 卖给某人某物（2）10. 出售11. 在…的末尾/在..开始12. 在年末/在年初13. 在月末14. 在路的尽头15. 最后（2）16. 礼品店17. 在游客中心18. 室外游泳池19. 得到某人的亲笔签名20. 赢得第一名/比赛/比赛/礼物21. 科技中心 /教科技的老师22. 在我的下一个休息日/在我的上一个休息日23. 休一天假（2）24. 别的什么事情（2）25. 一个繁忙的/无聊的休息日26. 举行庭院旧货出售27. 把…放出来28. 他的旧货中的一些东西29. 在歌咏比赛中30. 再见31. 疲惫但是很开心32. 和某人照相33. 做…高兴34. 旅行后35. 去散步/开车兜风/去野餐36. 你的学校旅行怎么样？37. 听起来像是一个繁忙的休息日38. 那听起来很精彩/有趣。
Unit 8How was your school trip
Unit 8 How was your school trip? 教学设计一、教材分析本节课是《新目标英语》八年级上册第八单元第一课时。
本节课的话题是谈论过去发生的事情。
它涉及到了动词一个非常重要的时态——一般过去时。
一般过去时是我们生活中使用频率最高，最广泛的英语时态之一。
所以它的学习和运用对于学生来说是至关重要的。
关于一般过去时，在七年级下册已经学习过，所以本节课可以说是对一般过去时的复习，但在复习的基础上又引入了There be句型的一般过去时。
并且以school trip为话题引出来，因此，本节课是对一般过去时的全面复习和训练。
二、教学目标1. 知识目标1）词汇gift, shark, aquarium, seal, hang, hang out, souvenir2）句型结构Were there any sharks in the aquarium? Yes, there were./ No, there were n’t.What did you do on vacation? I went to the park.Did you go to th e zoo? Yes, I did. /No, I didn’t.Did he/she go fishing? Yes, he/she did. /No, he/she didn’t.2. 能力目标1) 谈论发生在过去的事情。
2) 学会学会使用一般过去时。
3) 认识一些海洋动物。
4) There be 句型的一般过去时。
5)培养和训练学生听说读写能力。
3. 策略目标利用不同媒体获取相关的学习资源；用自己的生活经历来引导学生表达自己的经历；通过合作、探究的方式学习，谈论自己的生活经历和体验。
4. 情感目标能够正确表达自己的生活经历和体验，学会与他人交流。
三、教学重、难点1. 重点：学习及掌握本节课所涉及的词汇和一般过去时的陈述、一般疑问和特殊疑问句形式。
How was your school trip教案
How was your school trip教案一、教学目标1. 让学生掌握询问学校旅行体验的常用句型和词汇。
2. 培养学生用英语表达学校旅行的经历和感受。
3. 提高学生的英语听说能力和团队协作能力。
二、教学内容1. 词汇：school trip, exciting, fun, interesting, disappointing2. 句型：How was your school trip? It was / It wasn't3. 语法：一般过去时三、教学重点与难点1. 重点：词汇的掌握和运用，一般过去时的运用。
2. 难点：句型的灵活运用，表达学校旅行体验的准确性。
四、教学方法1. 情境教学法：通过设置学校旅行的情境，让学生在实际语境中学习和运用英语。
2. 任务型教学法：通过小组讨论和分享，培养学生合作学习的能力。
五、教学步骤1. 热身（5分钟）教师与学生进行简单的对话，询问学生上周的activities，引导学生谈论学校旅行的话题。
2. 引入（10分钟）教师展示一组关于学校旅行的图片，引导学生用英语描述图片内容。
3. 新课内容（15分钟）教师讲解新词汇和句型，让学生用英语表达学校旅行的经历和感受。
4. 实践环节（10分钟）学生分组讨论，分享彼此的学校旅行经历，用英语表达感受。
教师巡回指导，纠正发音和语法错误。
5. 总结与作业（5分钟）教师总结本节课的主要内容和知识点，布置作业：用英语写一篇关于学校旅行的短文。
6. 拓展活动（可选，时间自定）组织学生进行角色扮演，模拟学校旅行的场景，提高学生的英语口语表达能力和应变能力。
六、教学评估1. 课堂参与度：观察学生在小组讨论中的参与程度，以及他们的英语听说能力。
2. 语言准确性：注意学生在表达学校旅行体验时语言的准确性，包括词汇和语法的使用。
3. 作业完成情况：评估学生关于学校旅行的短文，检查他们对课程内容的理解和应用。
七、作业布置1. 学生需完成一篇关于学校旅行的短文，要求使用一般过去时，并正确运用本节课学习的词汇。
unit8《howwasyourschooltrip》知识讲解及练习含答案(人教新目标初二上)doc初中英语
unit8《howwasyourschooltrip》知识讲解及练习含答案（人教新目标初二上）doc初中英语【单元话题】1. 会谈论过去的情况2．培养自己做事要有打算性3．培养逻辑思维能力4．培养合作意识【重要句型概览】1. What did you do on your school trip?2. Did you go to the zoo?No, I didn’t. I went to the aquarium.3. Were there any sharks?No, there weren’t any sharks, but there were.【重要词组概览】go to the aquariums去水族馆take photos照相，拍照hang out with sb.和某人闲逛win a prize获奖〔金〕have a great time玩得快乐take the bus back to school乘公共汽车回学校lots of=a lot of许多，大量at the end of在……的尽头go for a drive开车兜风help sb. do sth.关心某人做某事help sb. with sth.在某方面关心某人thanks for doing sth.感谢某人做了某事day off休假【语法知识聚焦】一样过去时：表示过去曾经发生的动作或显现的状态，以动词的过去式表达，如：I was at the library yesterday afternoon.Tom studied hard and did well in the final exam last year.动词的过去式分为规那么动词和不规那么动词两种。
1. 规那么动词只要在动词词尾加上ed即可。
具体方法是一样情形直截了当加，如：clean—cleaned；2. 词尾是不发音字母e的，可只加上d，如：like—liked；3. 词尾为重读闭音节，结尾只有一个辅音字母的，应双写该辅音字母，再加上ed，如：stop—stopped；4. 词尾为辅音字母加y的，应将y改为i再加上ed，如：study studie5. 不规那么动词有其自己的变化形式，只能分不经历。
八年级英语Unit 8 How was your school trip 人教版(新目标)知识精讲
初二英语Unit 8 How was your school trip? 人教版（新目标）【本讲教育信息】一. 教学内容：Unit 8 How was your school trip?一. 单元目标：1. 学习询问和谈论过去发生的事情。
2. 通过调查了解全班同学上周末的活动。
3. 通过描写“难忘的假日”，“秋游…”和日记摘抄，学习谈论过去发生的事情。
二. 语言结构：1. 规则动词和不规则动词的一般过去式。
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。
三. 重点词汇：1. aquarium n. 水族馆2. science center科学中心3. gift shop礼品商店4. seal n. 海豹5. shark n. 鲨鱼6. octopus n. 章鱼7. autograph n. 亲笔签名8. win v. 获胜，赢9. ate v. （eat的过去式）吃10. took v. （take的过去式）乘坐、花费11. hung out （hang out）外出12. got v. （get的过去式）得到13. go for a drive开车兜风14. sleep late 睡得晚15. yard sale 现场旧货出售16. day off 放假四. 重点短语：1. take photos 照相2. at the aquarium 在水族馆3. win a prize 获得奖品4. on the school trip 在学校旅行5. have a great time 玩得愉快6. watch a dolphin show 看一场海豚表演7. after that 那以后8. at the end of …在…结束在…末尾9. on the day off 在假日里10. all day 一整天11. e back from…在…回来五. 重难点解析：1. 复习一般过去时一般过去时态是谈论过去最常用的时态，它可以表示短暂而很快就完的动作和事情，时间较长的动作和状况以及重复发生的事情，句中通常有明确的一般过去时的时间状语。
初中英语《Unit8-How-was-your-school-trip》单元教学设计以及思维导图
主题单元规划思维导图
主题单元学习目标
知识与技能：
1、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）。
2、能结合所给任务，综合运用新、旧知识完成任务。
过程与方法：
1、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。
本单元学习重、难点：（1）学习询问和谈论过去发生的事情。（2）通过调查了解全班同学上周末的活动。（3）小组合作，创作连环故事。（4）通过描写“难忘的假日”、“秋游”和日记摘抄，学习谈论过去发生的事情。
依据语言学习“感知、体会、理解、运用”的认知规律，将本单元的学习划分为两个专题。专题一：如何用英语熟练询问和谈论过去发生的事情？专题二：如何运用所学与他人交流有关上周末活动的话题？两者是递进的关系。前者是后者的基础，后者是前者的升华，最终达成对学生综合语言运用能力的培养目标，学会用英语做事情。
学习策略:
1、搜集与一般过去时相关的资料图片；
2、相互交流自己的资料与课本资料，通过探究、模仿练习得出一般过去时的规律，达到熟练掌握与灵活运用的目的。
情感态度与价值观：
1、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。
本单元主要采用情景中学习、问题中思考、自主学习与小组合作学习相结合的学习方式。
本单元的预期学习成果：
1.听力任务完成后，学生能正确理解主要功能句的意义，模仿录音进行分角色朗读、背诵，并仿编对话。
2.根据3a阅读语篇任务所建构的篇章结构，在老师引领下，学生能对3a文段进行复述。
Unit 8 How was your school trip 教案 八年级英语
Unit 8 How was your school trip? 教案Part 1 Understanding of the teaching materialI. Status and Function“Go for it!”is based on “Task-Based Language Teaching”. It adheres to “The authenticity principle”, “The form-function principle”, “The task dependency principle” and “The principle of learning by doing”. These principles all accord with the demands of curriculum focus.In Unit 5 and Unit 10 of Grade Seven (II), “Go for it!”, students have learned “The Simple Past Tense”. And it appear s again in Unit 8 of Grade Eight (I). Unit 8 teaches students more about how to talk about events in the past. In addition, it gives affirmative and negative statements in the past tense, such as the sentence patterns “Did you see …?” “Were there …?” “Did you go …?”As the first part of Unit 8, Section A opens with a picture presenting the last school trip in the aquarium and continues with several step-by-step practice activities, which are all good for students to master “The Simple Past Tense”. Doing well in Section A will help students integrate the new target language with that in Section B. Thus, they can describe the events in the past freely and foster their own ability of reflecting and practicing.II. Teaching ObjectivesTeaching objective is the beginning and aim of teaching activities. According to the overall goal of the English elementary course---improve students' synthetic abilityof language application, which should be based on the development of students’“L anguage knowledge”,“L anguage skills”, “C haracter building”, “Learning strategies” and “Cross-cultural awareness”. The teaching objectives are described as follows(I). Knowledge objectivesi. Master the simple past tense of regular and irregular verbsii. Recite the new words and expressions about the last school trip in the aquarium, including theirpronunciation and intonationiii. Master the key sentences and learn how to talk about the past events(II). Ability objectivesi. Understand the two dialogues and gain the information to foster the listening skills ii. Use the discourse markers to organize sentences together to form a short story and interview others to foster the speaking skillsiii. Understand the reading material and find the answers on the wall to foster the reading skillsiv. Write down the correct sentences to foster the writing skills(III). Moral objectivesi. Encourage students to think and talk in English through communicative tasks and provide thestudents with the chances of cooperationii. Get students to realize the importance of protecting animals and help them build upthe sense ofenvironmental protectioniii. By visiting the aquarium, encourage students to know more about our culture and love our countryIII. Teaching important points and difficult pointsAccording to the demands of the curriculum focus---“The Simple Past Tense” is one of the most important tense that students should master, the status and function of this unit, the teaching important points and difficult points are described as followsTeaching important points:（i）The key vocabulary about the animals in the aquarium(ii)Affirmative and negative statements in the past tense, “Did you, Were there” questions.(iii) The ways of talking about the events in the past.T eaching difficult points:（i）Create the situation for students to use “The Simple Past Tense” and the sentence patterns “Did you see …?” “Were there …?” “Did you go …?” freely.（ii）Find out the answers on the flashcards outside the classroom by understanding the questionson the screen.（iii）Guide students to make up their own dialogues by interviewing the famous persons.IV. Arrangement for the teaching materialDavid Nunan pointed out that “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”Teachers should use the textbook to teach rather than teach the textbook. McGrath (2002) also pointed out that the adjustment of the teaching material should be based not only on the structure of the material itself, but also on students’ learning process. So the arrangement should be student-centered. In addition, “Go for it!” emphasizes on “language application”and “cultivating students’ability of innovation and practice”. Curriculum focus lays stress on “C haracter building”, “L earning strategies” and “Cross-cultural awareness”. And innovation can help cultivate students’autonomous learning and cooperative learning. So, the arrangement for the teaching material is described as follows:On recycling “The Simple Past Tense”, present some pictures about the recent past events in the world and have students describe them instead of asking the question in 1a. On teaching the key vocabulary, the videotapes and flash are used to attract students’ attention. The tasks of “Test your memory” and “Guessing games” are selected on teaching the key sentence patterns “Did you see …?” “Were there …?”and “Did you go …?” in 3b. The task of inter view is to talk something about the last trip between “reporters” and “famous persons”. The task of “Can you find them out on the wall?” focuses on students’ skills of listening, speaking, reading and writing. Students won’t find the answers outside on the wall until they understand the reading material in 3a. And the last task “ Use your imagination” asks students to summarize what they have learned, then use “The Simple Past Tense” to make up astory by adding sentences themselves.Part 2 Teaching Methodologies and Learning StrategiesI. Student AnalysisThe students in Grade Eight have learned how to describe the past events before, though they don’t know much about it, they have shown their confidence in learning English. They can describe the pictures, and exchange their information according to the familiar topic. They are good at imitation, they are eager to show their abilities. So, in this way, students are encouraged to fulfill some small tasks to enhance the ability of solving problems through interaction in a target language.The more advanced students wish to challenge each other with new vocabulary and create original dialogues using key grammar and vocabulary items. The less advanced students may benefit from pairwork and groupwork, because the more fluent students may help them, so they may have the chance to practise.II. Teaching Methodologiesi. The Task-based Language TeachingThe theoretical background of the Task-based Language Teaching comes from psycholinguistics. Psycholinguistic perspective is that a task is a device that guides learners to engage in certain types of information-processing that are believed to be important for effective language use and for language acquisition. Nunan(1989)also pointed out, “Setting specific tasks for students so that they act as if they were using the language in real life — this is part of the essence of task-based teaching.” In thislesson, I mainly adopt this method to help my teaching. For example, six tasks are arranged for students to fulfill through interaction in a target language. So students can get more chances to speak out.ii. The Communicative Language TeachingThe curriculum focus emphasizes on “learner-centered”. So does “The Communicative Language Teaching” proposed by M.Canale and M.Swain which provides students lots of information and encourage them to take an active part in it. In the task of interview, by giving students some key sentences, let them interview the famous persons in groups of two or three according to their last trip and their photos. They may use their imagination to make up their new dialogue. It not only enlarges their intellectual circles, but also improves their spoken English.iii. The Direct MethodBerlitz’s Direct Method forbid the first language in classrooms, it enables the students to think in the target language, so that they can use it to express themselves directly without referring to their mother tongue. In this way, concrete vocabulary was taught by using videotapes, demonstration, objects and pictures. In the first six minutes, the words “shark, octopus and seal” were taught by using this method. Thus, the use of the target language as a means of instruction and communication in the classroom contributes greatly to forming the habit of thinking in the target language, which is necessary in efficient real communication.III. Learning Strategiesi. To cultivate learners’ autonomo us learning.“Curriculum focus” recommends “The Task-based Language Teaching”, which has a specific objective and has meaning as their primary focus. In the tasks of “Test your memory” and “Guessing games”, to provide students some pictures and photos will help them practise the target language and cultivate their autonomous learning. And the tasks will encourage them to take part in the classroom activities and pay constant attention to expanding their language.ii. To cultivate learner s’ cooperative learning.In the area of “Language skills”, “Curriculum focus” demands that the students in Grade Eight should make up several dialogues according to the topic and give a performance with the teacher’s help. In the tasks of “Interview” and “Can you find them out on the wall?”, by arranging various interaction activities, such as teacher-students, students-students, especially the activities among students, let students communicate with each other by practicing to stimulate learners’ intere sts, then cultivate their cooperative learning and reinforce their learning motivation. Thus, they can help each other and form the good learning style.iii. To cultivate learn ers’ ability of reflecting and practicing.When the learners are describing the past events, they will use “The Simple Past Tense”to help them. Thus, it will cultivate their own ability of reflecting and practicingIV. Teaching AidsBesides the textbook and the speech cassette, Internet also provides different kinds of pictures and videotapes which will attract students’ attention. Furthermore,students’ own photos , teacher ’s gestures, some real objects and the projector will also help the teaching. On the other hand, they will help students fulfill their tasks successfully.Part 3 Teaching proceduresI. Teaching procedures-taskII. Blackboard designIII. Pre-assessmentIn this lesson, formative and summative assessment are adopted. By letting students fulfill different kinds of tasks to build self-assessment and group assessment. And it will do help to students’ autonomous learning and cooperative learning.But the task of “Interview” may be difficult for some students. So the teacher may provide some language structures or interview a student first to make sure that t his activity is going on smoothly. And the task of “Can you find them out on the wall?” may be new for the students, so the teacher may give an example first to help students understand the meaning of the game. The task may make students become crazy. When some are going out to find the answers, the others should be in order. And the teacher should make sure that students inside mustn’t be too noisy.AppendixActor/actress____________A—Excellent!B—Good!C—Not bad!D—Come on!。
八年级英语Unit 8 How was your school trip知识精讲
初二英语Unit 8 How was your school trip?【本讲主要内容】Unit 8 How was your school trip?通过本单元的知识学习，我们应达到以下目标：1. 掌握词汇，掌握句式，运用目标语言谈论或写出在过去发生的旅行中的感受或发表一些自己的观点想法。
2. 培养学生对生活的观察力，做生活的有心人，注重感受的能力。
学会捕捉生活中的闪光点，并将它表达给别人。
3. 掌握一般过去式。
【知识掌握】本单元的语言功能项目是“谈论过去的事情（Talk about events in the past）”。
整个单元以school trip为话题，谈论过去发生的一些事情，运用一般过去时来进行描述过去的具体情景，要求同学们掌握本单元的目标语言。
1）——Did you go to the zoo ?——Yes, I did./ No, I didn’t.2）——Were there any sharks?——No, there weren’t any sharks, but there were some smart seals.3）——What did you do on your school trip?——How was your school trip?——Where did you go ?——When did you go?——Who did you go with?【文化背景】爱度假的美国人不管在国内还是在国外（abroad），度假都是美国人娱乐、放松（relaxation）和改变生活环境的极好机会，是一家人一起过闲暇时光、相互加深了解的机会。
美国的大城市是人们旅游的热点之一。
一年到头，曼哈顿（Manhattan）的街上和酒店里都挤满了游人，他们来这里观看摩天大楼（skyscrapers）、参观博物馆和艺术画廊（art galleries）、上歌剧院（operahouses）、戏院和著名的特色商店（specialty shops）或在优雅的餐馆里就餐。
Unit8Howwasyourschooltrip？英语复习提纲
Unit8 How was your school trip?英语复习提纲unit 8 how was your school trip?【复习目标】●学会询问和谈论过去发生的事情●了解全班同学的周末活动【语言目标】● what did you do on your school trip?● did you go to the zoo? no, i didn’t. i went to the aquarium.● were there any sharks?no, there weren’t any sharks, but there were some really smart seals.【语言结构】●规则动词和不规则动词的一般过去式●一般过去时的肯定句和否定句● did you....., were there.....引导的一般疑问句【重点词汇】● aquarium, science center, gift shop,/ seal, shark, octopus● ate, took, hung out, got,/ go for a drive, sleep late, yard sale, day off【应掌握的词组】1. talk about 谈论，talk over谈论2. give a talk 作报告3. have a talk to (with) sb.与某人谈话4. go to the beach去海滩5. have ice cream吃冰淇淋6. go to the zoo去动物园7. go to the aquarium去水族馆8. hang out with one’s friends和朋友闲逛9. take photos=take a photo=take pictures=take a picture照相10. buy a souvenir买纪念品11. have pizza吃比萨饼12. a famous actor著名的演员13. get one’s autograph得到了某人的亲笔签名14. win a prize赢得奖品（奖项）15. at the aquarium 在水族馆16. have a great time玩得高兴，过得愉快17. on the school trip在学校的旅游18. blue water aquarium蓝色水族馆19. the visitors’ center游客中心20.a dolphin show海豚表演21. after that 后来22. at the end of…在……结束的时候，在……的尽头23. the gift shop礼品店24. at the beginning of…在..开始的时候25. a terrible school trip糟糕的学校旅行26. that sounds interesting那听起来很有趣27. make up a story编一个故事28. go for a drive 开车兜风30. in the rain在雨中。
Unit 8 How was your school trip说课稿
Unit 8 How was your school trip?说课稿一、教材解读：本单元的中心话题是谈论过去发生的事情(talk about events in the past).这个话题非常贴近学生的生活实际。
在这节课中，同学们学习并运用动词的过去式进行听、说、读、写、演等各项练习。
教材中的对话包括一般过去时(the Simple Past Tense)的各种句式，对相关活动的设计及听力语言材料的选编都是为了让学生在真实有趣的情景中得到充分的练习。
二、教学设计依据：热身部分(Warming-up activities)主要是激发学生的兴趣及热情。
课前一首英文歌曲营造了学习英语的氛围。
“热身”部分的重点是自由对话(Free talk)。
根据学生对老师的情况很好奇的心理特点，设计了师生之间互问问题从而达到增进了解的目的，做到师生平等，形成和谐的课堂气氛，让学生在接下来谈论过去的活动中敢说、愿说。
操练部分(Drill)为呈现activity 1a而准备了一幅色彩鲜艳、内容丰富的沙滩图，创设了学校旅行(school trip)的情景，图中的活动都是学生熟知的、容易表达的活动。
这种有情景的操练进一步巩固学生对动词过去式的掌握程度。
口语部分(Oral practice)分为三个环节。
第一，引导学生表达自己这次学校旅行的感受。
虽然这只是一个情景，但足以给学生留下美好的回忆。
第二，运用沙滩图中的活动，引出本课的重点句型“Did you ……”，然后指导学生谈论他们已经做过的事情，在反复练习中掌握这个句型。
第三，借助实物(oranges) 导入本课的另外一个句型“Where there any ……”。
在学生得到充分练习之后，创新使用他们的学习用品进行交流。
对于表现优秀的学生，应给予肯定，并将实物(oranges)作为奖品奖给他们以资鼓励。
这三个环节的练习由简到繁，由易到难，采取不同方式，运用实物，联系实际，培养了学生的英语口语能力。
Unit8Howwasyourschooltrip？教案
Unit8Howwasyourschooltrip?教案i. 课前分析：本单元主要围绕学校郊游这一话题，让学生大量练习过去式的用法。
section a主要谈论郊游中有趣的事情， section b 谈论倒霉的或无聊的事情。
让学生体会不同的情况下如何表达自己的感受。
在中要注意由易到难，循序渐进的进入，避免操之过急给学生造成学习障碍。
ii. 学情分析：学生在进行活动中很可能会出现没话说，或说不出来的的情况。
如在进行自主对话或讨论的时候，不能找到合适的话题。
iii. 解决方法：在讲课的过程中，注意培养学生的发散思维与创新意识，鼓励他们好的想法，注重一些活动的累积。
iv. teaching aims:1. knowledge target:a. inspire the students to enlarge their visual field about all kinds of activities.b. encourage students to talk about events in the past freely and happily.2. ability target:a. help the students to improve the abilities of listening, speaking, reading and writing, especially listening and speaking.b. make the students have a further impression of simple past form.moral target:a. inspire the english--learning beginners to learn the language step by step.b. help students to share their sweet and unforgettable memories with others.v. important points:sentence pattern: what/ where/ when did you do...?i did...vi. difficult points:a. the past form of the verbs.b. let students ask and answer the events in the past.vii. teaching strategies:a. task-based approachb. situational methodc. audio-lingual methodviii. teaching instrument:recordermulti-media computerix. 课时分配第一课时：section a第二课时：section a第三课时：section b第四课时：section b第五课时：self check , 总结x. teaching processperiod onestep 1: greetingstep 2: grammargive students some verbs. ask them to change these verbs into past form. at last ask them to sum up the rules.play—played， visit—visitedstudy—studied， use—usedgo—went， have—hadis—was， are—weredo—did， take—tooksee—saw， eat—atebuy—bought， fly—flewstep 3: 1a1. free talk: if we will have a school trip this weekend, what do you want to do? (ask students to think out as many activities as they can. write them on the blackboard. )2. change these activities into the past form.3. pair workask your partner what he did last school trip using the sentence pattern “did you do...?”step 4: listening 1blisten and circle the activities in the box. ask students to repeat after the tape.。
How was your school trip教案
How was your school trip教案www.5ykj.com年级八年级课题Unit8Howwasyourschooltrip?4/4课型新授教学目标知识技能1.keyvocabulary:DVD、yard、yardsale、luckily、umbrella、raincoatwet、competition、player、future、againPastformsoftheverbs2.keystructures:Howwasyourd ayoff?Ididn’thaveaveryfunday.Ivisited….Itrained….过程方法Accordingtotalkingaboutthestudents’lastdayofftolearnsimplepastofregularandirregularver bs.情感态度Fromourpastexperience,wecanlearnalot.教学重点1.keyVocabulary2.Readinganarticle.3.writingsomethin gusingthetargetlanguage.教学难点writingapassageusingthetargetlanguage.教学用具Ataperecorder,cAI教学过程设计教学内容及教师活动学生活动设计意图Step1.Greetings1.checkthecompositionthestudentshave writtenabouttheirlastdayoff.Askstudentstoreaditalou dtotheirpartnersfirstandthenreadforallthestudents.2 .Readtheoldwordsandcorrectthepronunciation.Step2Pre sentationI.wordstudy1.Teachergivethechinesemeaningo fthisperiodletstudentsgivetheEnglishDVD、yard、yardsale、luckily、umbrella、raincoatwet、competition、player、future、againII．3a1.LetstudentsreadtheletterwhichNickwrotetoTomandgivet heopinionsabouttheday.2.Letstudentsreadtheletteragaintoturnitintoaconversat ion.III.3b1.SupposeyouareTomandwritethislettertoNic k.Pleasegoovertheletterandfillintheblanks.2.Self-ch eckLetstudentsfillintheblanksinpart1andpayattention tothetensesandformsofthewordsuchasaboutlivinginthef uture.3.Letstudentswriteacompositioninoralaccording totheinformationonthebook.Step3consolidationandexte nsionI.Pairwork41.Letstudentsreadtheircompositionforanother.2.Letstudentsusethegivenphrasestoasktheirpartnersques tionsaccordingtothearticlethattheyhavewrittenDid…？what…?werethere…?where…?Howwas (3)Letstudentsdosomeexercises翻译下列句子。
Unit8 How was your school trip？教学设计与反思(杨洪国)
Unit8 How was your school trip？教学设计与反思Section A 1a-1c进贤县罗溪中学英语组杨洪国一．教材分析本课是人教版（新目标）八年级（上）第八单元“ How was your school trip?- Section A ”的第一课时。
本单元的中心话题是“Talk about the events in the past .”主要语言功能项目是一般过去时的特殊疑问句、一般疑问句、否定句等。
语法结构为Did you do…以及回答。
本单元Section A 所呈现的是一般过去时的几种句型的基本结构以及初步运用。
这部分内容从呈现人们日常生活的活动着手，通过视、听等方式提供信息，并引出本单元的主要句型。
文中安排的听力练习由易到难，能让学生展示捕捉特定信息的能力，轻松完成给对话排序，从而使学生们能体会到成功的喜悦，主动运用语言。
二．学情分析在七年级时，学生就已学习了“How was your weekend? Where did you go on vacation?”等话题，本册第三单元学生又学习了“What are you doing for vacation?”,学生已积累了丰富的描述周末和节假日活动的词语，为本单元的活动做了很好的铺垫工作。
可以开阔他们的视野，提高学习英语的兴趣，促使他们积极参与英语实践活动。
对初二的学生来说，描述曾经去过的地方和曾经做过的事情，还是有一定难度的。
那么如何按梯度给学生设计相对真实的情景，使这些抽象的句型被学生接受，让学生在网络模拟的环境中，有效的提高学习效果和质量，将这个单元的教学内容落到实处，是教师备课时考虑的重点环节。
学生在进行活动中很可能会出现没话说，或说不出来的的情况。
如在进行自主对话或讨论的时候，不能找到合适的话题。
在讲课的过程中，注意培养学生的发散思维与创新意识，鼓励他们好的想法，注重一些活动的累积。
三.教学目标（一）能力目标：听：能听懂描述假期活动的对话材料。
八年级英语Unit 8 How was your school trip？新人教版
Unit 8 How was your school trip？一、知识目标1）教学生掌握动词的过去式中规则动词和不规则动词的变化形式2) 教学生掌握一般过去时的肯定句，否定句及一般疑问句3）教学生掌握运用一般过去时描述过去发生的事情二、能力目标1）听：能听懂描述假期活动的对话材料。
2）说：能够谈论过去发生的事情。
3）读：能读懂描述假期活动的文章。
4）写：能写出SectionA和Section B中的重点单词和重点句型，并能够描述自己的假期活动。
三、策略目标1) 教学生学会通过看、听、说和讨论来获取已有的信息。
(看图作问答)2）通过小组活动学习，学生能自由谈论自己做过的事。
（个体与群体思维）3）通过本单元谈论过去发生的事情，可从谈论学校郊游引出话题，从而导入一般过去时的使用，学会描述过去做过的事情。
(个性化学习）四、德育目标1）通过本单元的学习，对比过去与现在，培养良好的行为习惯。
2）通过生态旅游学习，学会保护大自然，陶冶情操。
五、重点与难点1）重点：掌握一般过去时的一般疑问句形式：a. Did you +动词原形…?b.Were you +表语…?2）难点：规则动词的过去式与不规则动词把握及运用。
a.规则动词：1)一般情况动词后加-ed: ask—asked2)有e结尾加-d：dance—danced3)双写情况再加-ed：stop—stoppedb.不规则动词：have—had, go—went, do—did, are—were六、教学准备1）some pictures about places of great interest2) A tape-recorder, multi-medium，3）教学课时为五课时第一课时(The First Period) Look, speak and Listen for Section A一、Teaching process designStep 1: Warming up and lead inGreeting and show students some pictures about places of interest such as the Great Wall, Tian’anmen Square, Jiouzaigou.Lead in with such questions: 1. Do you enjoy your holiday? –Yes, very much. 2. Did you go to the places which are shown in the pictures? Yes, I did. 3.When did you go there? Last holiday. 4.What did you do there? I took photos and bought a souvenir. Who did you go with? With my parents.They may elicit various answers. Ask students to work in groups to make a list about where to go for their last school trip and what to do there.Then the teacher focuses on the picture and asks students:T: Who is the girl with a shark on her head?S: She is Tina.T: Where did she go for her last school trip?S: She went to the aquarium.T: What did she do there?S: She took photos, saw some seals, bought a souvenir, ate some ice cream, … and so on.Next, the teacher leads students to practice listening. Everybody has his own way to enjoy his school trip like Tina’s. The experience of each person is quite different from the others’. They may go to the zoo or go to the aquarium. Let’s listen to the tape in 1b and see where Tina went and what she did there. The tape is about Tina’s partner is asking Tina about her last school trip. Ask students to listen to the recorder carefully and circle the expressions in the box.After listening,the teacher lists what students heard with a form on the blackboard to check the answers like this:Then get students to learn the irregular form of the past verbs:Go—went, take—took, have—had, eat—ate, hang—hung, see—saw, buy—bought, are—were,do—didStep 2: PairworkBefore working in pairs, students should remember the expressions in 1b. Give students a few minutes to review the expressions. After that ask students to discuss what the children in the picture do on their last school trip to follow the sample dialogue:A: Look at Tina. What did she do on her last school trip?B: She went to the aquarium.A:What did she see there?B:She saw some smart seals.A: I like smart seals, but I never go there. Did she see any sharks?B: No, there weren’t any sharks.A: Did she buy a souvenir?B: No, she didn’t. Her friend Grace bought a souvenir.A: Did she hang out with her friends there?B: No, she didn’t. She took photos.A: Did she have pizza?B: No, she ate some ice cream.The teacher moves around the classroom and give some help as needed. Ask pairs of students to show their work. Praise them for their excellent work.Step 3: Look, Listen and Write2a & 2b provide guided listening and writing practice using the target language. The teacher asks students to listen to the tape and check the questions they hear with “∨”.1.____ Did you buy that hat?2._____ Did you win that hat?3.____ Did you take any photos?4.____ Did you get his autograph?5. ____ Did you see any sharks?6.____ Were there any seals?7. ____ What else did you do?Ask students to pay attention to the structures of the sentences. Explain the underlined parts to students.And tell the difference between them.Did + subject +original verb…?Affirmative answer：Yes, I/we/they/she/he did.Negative answer：No, I/we/they/she/he didn’t.Wh-word +did + subject +original verb…?Answer Wh-question with a statement sentenceWere +there + noun pl…?Affirmative answer：Yes, there were. Negative answer：No, there weren’t.Now ask students to listen to the tape and circle “T” or “F” while they are listening.Then check the answers with students by asking students some questions like this:T: Did Tina meet a famous actor?S: Yes, she did.T: Did Tina get Jake Dean’s autograph?S: Yes, She did.T: Did Toby win a prize?S: No, he didn’t.T: Did Tina win a hat?S: Yes, she did.T: Were there many actors at the aquarium?S: No, not too many.T: Thank you all.Then ask students to make sentence transformation from a state ment sentence to a “Yes or No”question with the sentences given in 2b:Answers: 1. Did Tina meet a famous actor?2. Did Tina get Jake Dean’s autograph?3. Did Toby win a prize?4. Did Tina win a hat?5. Were there many actors at the aquarium?And list the past forms of the irregular verbs: meet—met, get—got, win—won, are--were. Then read them. (Finish 2b)Step 4: Practice with pair workAsk students to make a dialogue by asking and answering questions according to the information in activity 2b in order tostart oral practice using the target language with the following sample like this:A: Did Tina meet a famous actor?B: Yes, she did. She met Jake Dean.A: What did Tina get from Jake Dean?B: She got an autograph.A: Did Tina win a prize?B: No, she didn’t. She won a hat.A: Were there many actors at the aquarium?B: No, not too many.Then ask students to work in pairs and practice the conversation above. While students are working, the teacher is moving around the room giving some help as needed. Ask pairs of students to show their works. Praise them for their good works.(finish 2c)Step 5: Homework1) Sum up the Past Tense sentence & the past forms of the irregular verbs.2) Preview 3a ,3b & 4 on Page 49.二、Word Explanation1. else adv.其他，另外，别的。
Unit 8 How was your school trip单元教案
Unit 8 How was your school trip单元教案单元目标与要求:✍学习询问和谈论过去发生的事情。
如：what did you do on your school trip ? did you go to the zoo? No, I didn’t. I went to the aquarium.等。
✍通过调查了解全班同学上周末的活动。
What did you do last weekend ? How was your weekend?等✍能听、说、读、写Section A、B部分中的四会单词和四会句型。
✍能够听、说、读Section A、B部分中的对话。
能够听懂简单的听力回答，完成selfcheck 部分的练习✍理解Section A 3a , Section B 3a 部分内容，并能解决相应的问题。
✍能够认读并运用aquarium, gift shop ,seal ,shark, octopus, autograph . ✍能够掌握动词过去式的构成法。
规则动词和不规则动词的一般过去式。
一般过去式的肯定句和否定句没。
Did you 和were there 引导的一般疑问句✍通过本单元的学习能引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命。
并能培养学生分析观察的能力。
学会合理安排课外时间。
课时安排5课时第一课时：Section A (1a—1c)第二课时：Section A (2a—2c,3b)第三课时：Section A (3a-4 )第四课时： Section B (1a-2c)第五课时：Section B (3a-4)and selfcheck第一课时●✍教学内容与分析✍教学内容: Section A 1a, 1b,1c✍教学目标：a. 能够听、说、读、写地点名词aquarium和动物名词seal ,shark,及gift, hang out,souvenir。
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Unit 8 How was your school trip?
一. 单元目标：
1. 学习询问和谈论过去发生的事情。
2. 通过调查了解全班同学上周末的活动。
3. 通过描写“难忘的假日”，“秋游…”和日记摘抄，学习谈论过去发生的事情。
二. 语言结构：
1. 规则动词和不规则动词的一般过去式。
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。
三. 重点词汇：
1. aquarium n. 水族馆
2. science center科学中心
3. gift shop礼品商店
4. seal n. 海豹
5. shark n. 鲨鱼
6. octopus n. 章鱼
7. autograph n. 亲笔签名
8. win v. 获胜，赢
9. ate v. （eat的过去式）吃
10. took v. （take的过去式）乘坐、花费
11. hung out （hang out）外出
12. got v. （get的过去式）得到
13. go for a drive开车兜风
14. sleep late 睡得晚
15. yard sale 现场旧货出售
16. day off 放假
四. 重点短语：
1. take photos 照相
2. at the aquarium 在水族馆
3. win a prize 获得奖品
4. on the school trip 在学校旅行
5. have a great time 玩得愉快
6. watch a dolphin show 看一场海豚表演
7. after that 那以后
8. at the end of …在…结束在…末尾
9. on the day off 在假日里
10. all day 一整天
11. come back from…在…回来
五. 重难点解析：
1. 复习一般过去时
一般过去时态是谈论过去最常用的时态，它可以表示短暂而很快就完的动作和事情，时间较长的动作和状况以及重复发生的事情，句中通常有明确的一般过去时的时间状语。
（1）常见的一般过去时时间状语：
yesterday昨天last month上个月
last year去年an hour ago一小时前
just now刚才the day before yesterday前天
a moment ago刚才in the past从前
（2）be动词的过去时变化形式：
was，单数；were，复数（you表示“你”也用were）.
（3）一般过去时的陈述句和疑问句形式。
陈述句形式同一般现在时形式一样，只须将be动词改为过去时即可。
疑问句形式：be动词过去时的一般疑问句，须将was或were提至主语前。
回答用Yes或No。
请见下列例句：
<1>－Were you at school yesterday?
昨天你在学校吗？
－Yes, I was. （肯定回答）
－No, I wasn’t. （否定回答）
<2>I was not at school yesterday.
昨天我不在学校。
<3>I was ill at home.
我生病呆在家里。
如果陈述句中的动词为一般过去时的实义动词，变成疑问句时要用助动词
do的过去一般式did帮助构成，这
时谓语动词用动词原形。
请见下列例句：
<4>We had different kinds of seafood yesterday?
昨天我们吃了各种不同的海鲜。
改为一般疑问句为：
Did you have different kinds of seafood yesterday?
昨天你们吃了各种不同的海鲜了吗？
关于be动词，行为动词，there be结构的一般过去时的肯定式，否定式，疑
问式及简略答语，请参看下表。
动词肯定式否定式
beI was…
He（She, It）was…
We（You, They）were…I was not （wasn’t）…
He（She, It）was not （wasn’t）…
We（You, They）were not （weren’t）…
workI（You, He, She, It, We, You, They）worked. I（You, He, She, It, We, You, They）
did not （didn’t）work.
there beThere was…
There were…There was not （wasn’t）…
There were not （weren’t）…
疑问式和简略答语
动词第一人称第二人称第三人称
was I …?
Yes, you were.
No, you were not. Were you …?
Yes, I was.
No, I was not. Was he （she, it）…? Yes, he （she, it）was.
No, he （she, it）was not.
beWere we …?
Yes, we （you）were.
No, we （you）were not. Were you …? Yes, we were.
No, we were not. Were they …?
Yes, they were.
No, they were not.
Did I work?
Yes, you did.
No, you did not. Did you work?
Yes, I did.
No, I did not. Did he （she, it）work? Yes, he （she, it）did.
No, he （she, it）did not.
workDid we work?
Yes, we （you）did.
No, we（you）did not. Did you work? Yes, we did.
No, we did not. Did they work?
Yes, they did.
No, they did not.
there be Was there a / any …?
Yes, there was.
No, there was not. Were there any…?
Yes, there were.
No, there were not.
关于动词的过去式构成及发音
（1）规则变化
构成规则例词
一般动词原形末尾加-edhelp－helped
watch－watched
play－played
结尾是e的动词加-ddecide－decided
like－liked
live－lived
末尾只有一个辅音字母的重读闭音节词，先双写这个辅音字母，再加
-edstop－stopped
plan－planned
fit－fitted
结尾是“辅音字母+y”的动词，先变“y”为“i”再加-edcarry－carried worry－worried
study－studied
（2）不规则变化
have / has →had come→came do/does→did
go→went read→read/red/ know→knew/nju:/ find→found drive→drove hear→heard
see→saw meet→met fly→flew
buy→bought drink→drank forget→forgot
feel→felt give→gave leave→left
grow→grew keep→kept。