A field Trip
Unit6 a field trip
教学重点：使学生掌握四个四会句型。
能熟练运用句型：Is she （counting insects）?人称代词在表达时候的正确运用。
教学难点：帮助学生在情景中选用正确的人称代词表述。
复习巩固本单元所学的句型和单词短语。
教学过程：Warm up （热身）活动一：说一说：Review （复习）活动二：捉单词比赛：教师将学生分为男生和女生两部分。
女生将自己的单词卡片摆在桌子上，两个人为一组，听到老师读词后，迅速用手拍单词。
谁的手在下面谁赢。
教师将A、B部分Let‟s learn的单词短语卡片和本册第四单元、第五单元A、B部分Let‟s learn部分的卡片分别贴在教室的四面墙上。
男生听到教师读单词后，迅速跑到该卡片处，谁的手在下面谁赢。
教师发指令，男、女生同时参与游戏。
活动目的：通过游戏的方式复习学过的单词。
在游戏的氛围中，引导学生进一步熟悉学过第四单元到第六单元学过的所有动词或动词短语。
活动三：口语练习：教师每次请三名学生上台，每人抽一张卡片，上面是每一节分别都是写名字 John 写做什么 playing chess 写地点 in the forest，然后形成随意组合的一句话。
请学生读出随意组合后的句子。
教师可以将学生分为A、B两队。
两队轮流读句子。
哪队读对句子就给哪队加一分。
但是，每队必须一个人读一句，不允许一个人读两句话。
如果哪队的学生读不出来，就要由对方的学生读。
3、Presentation （新课呈现）活动四：读读写写：教师课前在黑板上贴好人物名卡片，每个名字下面对应的贴一张动词短语ing形式的卡片。
教师根据图片内容和学生做问答练习，操练句型：What‟s… doing？She‟s…学生闭上眼睛，教师快速用一张纸盖住黑板上的一个动词短语卡片，问：What‟s… doing ? Is she / he …?让学生凭记忆回答。
教师开一下手表，问学生：What time is it？引导学生回答后说：It‟s time to read.教师板书：It‟s time to …教师边做手势边说：It‟s time to read.教师出示问题，请同学通过阅读找答案：Is John playing chess？Is Amy counting insects？教师播放录音，学生听一听。
Unit 6 A Field Trip教案
1．抄写本课的五个四会短语。
2．运用所学单词编故事。
Sarah: doing an experiment → writing a report
Zhang Peng: taking pictures → playing chess
3．学生根据教师提问回答问题，看图学习、理解、跟读、操练短语counting insects,playing chess,writing a report。
三、教学重难点
1．重点是掌握并能运用五个动词短语counting insects, collecting leaves, writing a report, playing chess, having a picnic。
2．难点是掌握单词counting,collecting的正确发音。
四、教学准备
采用对比的形式导入新词的教学。
①学生根据教师提问回答问题。
S1: Wu Yifan is picking up leaves.
S2: Wu Yifan is collecting leaves.
②学生静听、模仿跟读单词。
3．以同样的方式，通过与A部分已学单词的对比，教学短语。
Mike: watching insects→ counting insects
S1: Look! They are having a picnic in the nature park.
图片：
Having a picnic
图片：
Picking up leaves
图片：
Collecting leaves
图片：
Doing an experiment
图片：
Writing a report
Unit 6 A field trip
Unit 6 A field trip第一课时教学重点：1、Let’s learn部分的动词短语的ing形式：taking pictures，watching insects，pic king up leaves，doing an experiment，catching butterflies。
在情景中使用对话中的句子，并能恰当的替换句中的动词短语。
2、听、说、读、写动词短语：taking pictures，watching insects， picking up leave s， doing an experiment，catching butterflies。
教学难点：1、词汇量较大，有些短语不易掌握：catch和watch易混淆；butterflies和experiment 较长；insects的发音较难。
2、动词短语的ing形式，ing要加在动词后面，而不是整个动词短语后面。
3、本课时动词短语中的名词一般为复数形式，如：pictures，insects，leaves，butterf lies。
课前准备：1、本课时（let’s learn部分）的五张单词短语的图片和卡片，以及（let’s chant部分）的单词短语卡片。
2、教学录音带。
教学过程：一、Warm up （热身）1、教师播放第四单元的儿歌，学生表演唱，帮助学生复习What are you doing？I’m…的问答。
2、请一名学生做动作，其他学生说出相应的单词，教师问What’s the …（该生名字）do ing? 学生回答： He/She is …。
二、Presentation （新课呈现）1、新课导入：出示一群小学生背着背包去郊游的图片。
问学生：Where are they going?引导学生回答：They are going on a trip.如果学生不会回答，可以引导，比如提供给学生trip 这个词。
进一步提问：What can they do on a trip？引导学生猜测郊游可以做的事情。
下册Unit 6 A field trip Part C
（）（1）A. pictures B. woods C. reports D. ant（）（2）A. taking B. watching C. swing D. picking （）（3）A. him B. she C. us D. me（）（4）A. flower B. ant C. panda D. butterfly （）（5）A. bread B. apple C. pear D. banana 3. 连线（1）Can you see the dog? A. Yes, they are.（2）What do ants like to eat? B. No, he isn’t.（3）What are you doing? C. No, I can’t.（4）Is John playing chess? D. Sorry, I don’t know.（5）What are they doing? E. They are playing games.（6）Are you eating lunch? F. I’m watching TV.（7）Are they eating the honey? G. Yes, I am.（二）. 授新queen quite quiet quitWh y do I cr y when Put out the l igh t The qu een is（1）tent (帐篷) f lashlight(手电筒) binoculars(双筒望远镜) sleeping bag(睡袋) （2）sneakers umbrella sunglasses water bottle camera and film（3）pens boots band-aids (邦迪创可贴) rain jacket notebook1. 注意食品卫生。
面包、茶叶蛋等食品如果超过二十四小时就要特别注意，一旦发现腐烂、变质，就不能吃了。
A FIELD TRIP
板书设计：
What is she doing？What is he doing？
picking up leaves （leave）
catching butterflies（butterfly）
She／He is taking pictures（picture）
doing an experiment
watching insects（insect）
教学反思：
1．这节课的收获：通过这节课的教学，一是使我体会到了精心进行教学设计的重要性。
余文森教授说过，听课一是听设计，二是听生成，所以，本节课的设计我就以师生共同做游戏导入新课，接着引领学生深入大自然、深入生活，这既符合学生的认知规律，也符合英语学科教学特点，尤其是用耳熟能详的歌曲唱出新学的知识，使课堂教学达到高潮，我感觉很成功。
二是在教学过程中，我能紧紧抓住动词短语这个重点知识的学习，通过多种形式的操练让孩子们在轻松愉悦的氛围中掌握单词，课堂气氛活跃，师生互动密切，极大地激发了学生思维，实现了课堂教学三维目标，达到了预期的目的。
２．不足和困惑：通过本节课教学，我真切的感觉到学生对于名词复数形式的学习还是有点困惑，尤其是对不规则名词复数的变化形式更难感知。
３．改进措施：在以后的教学中要不断渗透语法知识，抓住学生对语法规则的认识规律，低起点、分层次、多轮次
反复进行语法知识教学，使学生在课堂学习的潜移默化中掌握一些较难的语法知识，为今后的深入学习打下坚实的基础。
最新人教版五年级英语下册Unit 6 A field trip精品课件29
_____________________________ ____ Is he picking up leaves? pictures. 1.Yes, I am taking _____________________________ __ Where are they? 2.No, he isn’t picking up leaves. _____________________________ Are the ants eating the honey? __ 3.They are in the woods. _____________________________
2. Is引导的一般疑问句，谈论他人（单数） 是否正在进行某活动。 --- Is he / she +动作（doing）? --- Yes, he / she is. No, he / she isn't. 例： A: Is he playing chess? B: Yes, he is.
6. Is she/he taking pictures? Yes, she/he is. No, she \he isn’t. 她/他在照相吗？是的，她/他是的。不，她/他 不是。
7. What are the ants eating? They’re eating honey. 蚂蚁在吃什么？它们在吃蜂蜜。 8. What is Amy doing? She’s playing chess. 艾米在干什么？ 她在下棋。 9. What are John and Mike (they) doing? John and Mike (They) are counting insects. 约翰和迈克在干什么？约翰和迈克（他们）在数 昆虫。
Unit 6 A Field Trip
Unit 6 A Field Trip (A)Let’s learn 教学设计官佩佩2013.6一、教学目标与要求1、能够听、说、读、写本课动词短语的ing 形式：takingpictures,watching insects,picking up leaves,doing an experiment,catching butterflies2、能够听、说、认读“What’s Sarah doing?She’s doing anexperiment”并能够在情景中运用。
二、教学重、难点分析本课重点是掌握Let’s learn 部分的五个动词短语的ing形式，并能够进行简单问答，难点单词“insects、experment以及短语“picking up’发音三、课前准备1 教师准备录音机和录音带2单词卡3 树叶，实验器四、教学步骤1 warm-up:Enjoy a song《Field Trip》2 Presention:（1）Last weekend,Miss White took her class to have a field trip in the nature park.Everybody is going to have a homework.They are very busy.Look,What are they doing?出示幻灯片，Look,What is Zhangpeng doing?Listen,He’s watching insects .出示insect,insects.Do you know other insects? Let’s enjoy other insects :moth,bee,ant,fly.butterfly.（2）Oh ,Butterfly is one of insects.教读butterfly，butterflies.Let’s enjoy some butterflies.Are they beautiful?Yes,After class, you can catch butterflies to make a specimen.出示幻灯片。
Unit 6 A Field Trip
Unit 6 A Field Trip单元教学目标：1、能力目标（1）能够简单描述郊游活动中人物的行为、动作等，如：She’s watching insects.（2）能够运用句型“Are they catching butterflies ? Is he taking pictures? Are you eating lunch?”等询问别人正在做的动作，并作出相应回答，如：“Yes, they are”等。
（3）能够按要求用简单的英语较好完成Let’s play、Pair work等活动项目。
（4）能够听懂、会唱歌曲“Field Trips”。
2、知识目标（1）能够掌握A、B部分Let’s learn、Read and write中的四会短语和句子。
（2）能够听、说、认读A、B部分Let’s talk 、Read and write中的白体句子。
（3）了解字母y和字母组合igh,qu发音规律并读出例词。
（4）了解story time、Good to know等部分的内容。
二、单元内容分析1、本单元重点学习现在进行时的一般疑问名式的用法。
难点在于Let’s learn 部分的动词短语的ing形式。
第一课时一、教学目标1、能够听、说、读、写本课动词短语的ing形式：taking pictures , watching insects , picking up leaves , doing an experiment , catching butterflies .2、能够听、说、认读What’s Sarah doing ? She’d doing an experiment 并能在情景中运用。
二、教学重点、难点1、重点：掌握Let’s learn部分的五个动词短语的ing形式，并能进行简单问答。
2、难点：单词insects , experiment以及picking up的发音。
三、课前准备录音机和录音带，四、五、六单元的词卡，本课五个短语的词卡四、教学方法：游戏教学法，实物教学法，……五、教学步骤1、热身Let’s chant播放第六十八页的歌谣。
五年级PEP第六单元A Field Trip
五年级PEP英语下册第六单元A Field Trip第一课时教学设计一、教材分析：教学Let’s learn（A）部分表现的是一幅郊游图，图中引出了本课要求重点掌握的动词短语taking pictures，watching insects，picking up leaves， doing an experiment，catching butterflies。
图中的问答, 是在郊游情境图中产生的，目的是让学生通过看图问答巩固所学的动词短语，同时了解并掌握这些单词的现在分词形，本课名词的复数形式对学生来讲也是一个难点。
二、学生分析：五年级的学生已经接触过两年的英语，掌握了基本的口语交水平，同学之间能够实行简单的会话。
本课重在充分利用生活中的实物，激发学生的学习兴趣，让他们在所创设的情境中能够更好地融入到课堂教学中，从而将所学内容熟练使用到生活中。
三、设计思路：针对五年级学生的学习习惯及对英语的接触，结合英语课程标准指出的以学生的发展为宗旨，以培养学生的综合水平为目标，重点培养学生学习英语的兴趣及其自信心，养成学生主动学英语的习惯，有效的结合学生学习英语的水平，我采用听、说、读、唱融于一体的教学手段，将单词、句型灵活使用，达到教学目的。
四、三维目标：1、能够听、说、读、写本课动词短语：taking pictures，watching insects， picking up leaves， doing an experiment，catching butterflies.2、能够听、说、认读“What’s Sarah doing? She’s doing an experiment.”并能在情景中使用。
3、培养学生的合作意识。
4、能说唱歌谣，并理解其含义。
5、结合本课内容，引导学生学会热爱大自然，爱护大自然，树立准确的环保意识。
五、教学重点：1、Let’s learn部分的动词短语的ing形式：taking pictures，watching insects，picking up leaves，doing an experiment，catching butterflies。
八下英语作文a field trip
八下英语作文a field tripEnglish:"A field trip provides a valuable opportunity for students to learn outside the classroom environment, offering hands-on experiences that enhance their understanding of various subjects. Such excursions allow students to engage with real-world examples, bringing theoretical concepts to life and fostering a deeper appreciation for the topics being studied. Additionally, field trips often encourage teamwork and collaboration among students as they navigate new environments and solve problems together. These experiences not only enrich students' academic knowledge but also promote personal growth by building confidence, independence, and social skills. Furthermore, field trips can inspire curiosity and a passion for learning by exposing students to new perspectives and cultures. Overall, field trips play a vital role in holistic education, complementing traditional classroom instruction and contributing to the overall development of students."中文翻译:"实地考察为学生提供了一个宝贵的机会，让他们在课堂之外学习，提供了丰富的实践经验，增强了他们对各种学科的理解。
a field trip英语作文
a field trip英语作文
英文回答：
I remember a field trip I went on when I was in middle school. We went to a local farm to learn about agriculture and how food is grown. It was a really fun and educational experience. We got to see the animals up close, like cows, pigs, and chickens. We even got to help feed some of them, which was a cool experience. We also learned about
different crops and how they are harvested. It was interesting to see the process from start to finish.
中文回答：
我记得我在中学时参加的一次实地考察。
我们去了当地的农场，学习农业和食物是如何种植的。
那是一个非常有趣和富有教育意义
的经历。
我们近距离观察了动物，比如牛、猪和鸡。
我们甚至有机
会帮助喂养一些动物，这是一个很酷的体验。
我们还学习了不同作
物的种植和收割过程。
看到整个过程从开始到结束的过程非常有趣。
《A Field Trip》教案
《A Field Trip》教案教案(一)教学目标1.能够听懂.会说本课对话,并能做替换练习.2.能够听.说.认读句型〝Are you ?Yes, they are /No, they are not.〞并能在情景中运用.3.乐于参与游戏活动热爱自然.教学重难点重点能够听.说.认读句型〝Are you ?Yes, they are /No, they are not.〞并能在情景中运用.在情景中使用对话中的句子,并能恰当的替换句中的动词短语.难点能够听.说.认读句型〝Are you ?Yes, they are /No, they are not.〞并能在情景中运用.教学过程一.Warm-up1.唱一唱教师播放第六单元>:2.教师说:Let s go on a field trip. OK? What do we need? 引导学生进行思考,说出他们能够想到的所有物品.(允许学生用中英文) 教师带领学生看书P78中所列的物品名称. 请学生试着读一读这些物品,如果不会读的,教师可以给予帮助. 教师结合户外野营用品介绍相关知识.2.说一说: 教师播放P68 Let s chant 部分.学生跟着说唱,并且鼓励孩子边说边做动作.教师出示前面学过的动词图片或动词短语的图片,学生朗读. 引导学生用学过的单词短语替换歌谣中的单词短语,进行再创作.【设计意图】通过歌谣进一步复习学过的单词短语,并且通过让学生用学过的单词短语进行替换练习,激发学生学习的兴趣以及表演欲望.3.Free talk: 教师每次请三名学生上台,每人抽一张卡片,上面是每一节分别都是写名字 Sarha 写做什么 doing an e_periment 写地点 on the playground,然后形成随意组合的一句话. 请学生读出随意组合后的句子. 教师可以将学生分为A.B两队.两队轮流读句子.哪队读对句子就给哪队加一分.但是,每队必须一个人读一句,不允许一个人读两句话.如果哪队的学生读不出来,就要由对方的学生读.【设计意图】通过游戏的方式引导学生进一步复习前面学过的句型和单词短语.二. Presentation 新知呈现1.Guess:A: Look! What is Chen Jie doing?......教师问:What is Zhang Peng doing? 引导学生回答:He is watching a fish.教师说:So, he belongs to Group A.教师指导学生将Zhang Peng的名字写进A组的名单里. 学生两人一组或四人一组,进行问答练习. 请几位学生汇报讨论结果. 参考答案:Chen Jie is watching a bird. She belongs to Group A. John is collecting leaves. He belongs to Group B. Amy is picking up leaves. She belongs to Group B. Wu Yifan is taking pictures of the flowers. He belongs to Group B. Mike is catching butterflies. He belongs to Group A. Sarah is drawing pictures of the trees. She belongs to Group B.2.Let s try教学参考时间:2-3分钟教师用课件出示Let s try三幅图片.引导学生就图片内容提问:Who are they? What are they doing? 请几位同学就画面进行描述. 此时教师可以就画面提问,引出本课的重点句型:Are they ?引导学生用Yes,they are. / No, they aren t.进行回答.教师通过提问,引出classmates一词.Eg:Are they watching their classmates? 教师板书单词,学生跟读.教师可引导学生:classmates是一个复合词,由class 和mates组成,便于学生记忆. 教师播放Let s try录音,学生听录音,选择. 教师再次播放录音,订正答案.如果学生能力能够达到,可以让学生进行原文重复.三.Practice 巩固练习活动设计①: c.let s say 课前,教师在黑板上贴好四至五组人物图片如:Mike and Wu Yifan,Sarah and Amy,教师提问:Who are they?,让学生回答:They are .教师把catching butterflies的单词短语卡片面朝下贴在第一组人物的下面,说:Guess, What are they doing?引导学生用Are they ?猜.教师把不同的单词短语的卡片面朝下分别贴在每组人物的下面,继续游戏.请两名学生上台,一起做一个动作,教师问:Are they catching butterflies?教师引导其他学生根据看到的动作判断,如果对,就回答:Yes,they are. 否则,就回答: No, they aren t.需要注意的是,这里要选取容易做动作表现的短语. 学生理解游戏规则后,再请两名学生作一个动作,请学生试着来猜:Are they ?其他学生判断:Yes, they are./ No, they aren t. 教师在黑板上画一棵树,问:What is it?引导学生回答: It is a tree. 然后,教师再画一些树并介绍说: What is it now? It is a woods. 教师板书woods,学生跟读单词.教师在小树林里画两个人,问:Where are they?引导学生回答: They are in the woods. 学生学说句子:Where are they? They are in the woods. 教师根据对话提出几个问题: What is John doing? Where are the students? Are they catching butterflies? Are they picking up leaves? What are his classmates doing? 教师播放录音,学生带着问题听. 学生试着回答问题.教师订正答案. 学生打开书,教师再次播放录音,学生跟读对话. 学生两人或四人一组,试着仿照例子做对话. 学生到前面表演,同学之间相互评价活动设计②a.演一演: 教学参考时间:2-3分钟学生打开书,试着自己朗读Let s talk部分对话. 教师播放录音,学生跟读.教师请一名学生上来背对大家,再请两名学生上来向台下的学生展示一个单词短语,然后一起做卡片上的动作,如:catching butterflies,台下的学生一起问:What are they doing?站在前面的学生用Are they ?句型来猜卡片上的短语.主题图表演:教师出示P69画面.请学生分好组,分别扮演Zoom, Miss White, Sarah, Chen Jie进行对话.学生小组上台表演对话. 学生可自己选择最喜欢的一段或两段进行表演.(鼓励有能力的学生表演更多段). 破译密码编译新对话 .用单词的正确形式填空.1 The students ________(be) in the park now.They are _________(take) pictures.2 Mike and John are _________(watch)TV now.3 What can a panda ________(do)?Can it ________(swim) and _______(run)?4 Her father __________(like) watchinginsects.5 What_______ (be) she doing?She is _________(do) an e_periment.【设计意图】通过边看文字边朗读,进一步加深印象.此时教师应提示学生要注意拼写,为下一课时的书写打下基础教师说:Let s go on a field trip. OK? What do we need? 引导学生进行思考,说出他们能够想到的所有物品.(允许学生用中英文) 教师带领学生看书P78中所列的物品名称. 请学生试着读一读这些物品,如果不会读的,教师可以给予帮助. 教师结合户外野营用品介绍相关知识.【设计意图】通过完整的场景的呈现,为学生提供综合运用语言的范例,引导学生在此基础上进行练习,扩展,从而提高学生语言的综合运用能力开阔学生眼界,丰富学生视野.教案(二)教学目标1. 认知目标(1) 能够听.说.认读Read and write部分的对话,完成相应的活动.(2) 能够掌握四会句子:Is he playing chess? Yes, he is. Is he counting insects? No, he isn t.并在情景中运用.2. 能力目标(1) 培养学生语言运用能力与创造力,能够运用语言去完成一些任务型的活动.(2) 培养学生通过自主阅读获取信息和处理信息的能力和阅读技巧.(3) 培养学生的阅读策略,注重对学生阅读策略的指导,让学生养成良好的阅读习惯.3. 情感目标(1) 通过在课堂上创设的情景,使学生感受一次实地考察的野外旅行,增长有关的课外知识.(2) 激发学生热爱大自然的美好情感,培养学生仔细观察的良好习惯.教学重难点(1) 能够听.说.认读Read and write部分的对话,完成相应的活动.(2) 能够掌握四会句子:Is he playing chess? Yes, he is. Is he counting insects? No, he isn t.并在情景中运用.教学过程Step 1 Warm-upLet s chant: 〝It is a nice day.〞(在愉快的说唱中,创设情境,为引入新课做好准备.)Step 2 Pre-reading1. 教师快速出现Miss White 和同学们在树林里的图片,问:Where are they? 引导学生回答:They are in the woods. They are on a trip.2. T: Let s go on a field trip. What can we do on a field trip? . Look at the pictures. What are they doing?(运用What is doing? He is / Are they .? Yes, they are. No, they aren t./ Is he/she ? Yes, he/she is. No, he/she isn t.等句式复习A Let s learn 与 B Let s learn的短语.为本课的阅读扫清障碍.)Step 3 While Reading1. T: Do you remember Wu Yifan and Shara? What are they doing? Ss: They are watching Mike.What is Mike doing?He s catching butterflies.T: Yes, they are having a lot of fun. But it s late. It s time to go. Everybody is leaving for home. (出示课件学习理解leaving)2. T: The teacher and the students are leaving. Is everybody here? Now, listen and watch. (第一遍通过听,获取简单信息) T: Is everybody here?Ss: No. John and Amy are not here.3. T: Open the book. Turn to page 75. Read and answer the questions on the book. (课件出示课本中的两个问题)(通过第二遍阅读,获取主要信息)Listen and choose4. T: Now, read the te_t again. And fill in the blanks.(通过第三遍阅读,获取详细信息.)It s sunny today. The students and the teacher are in the woods. They are on a field trip. Everybody is having fun. It s five o clock now. It s time to go home. But where is John? He is playing chess . Amy is not writing a report. She is not counting insects, either. Look! She is running to the teacher.5. Watch the video and read.Step 4 Post-reading1. Act and guess.(通过让学生表演动作,其它同学猜测的形式巩固四会句型.)T: Is he/she ..? Ss: Yes, he/she is.No, he/she isn t.2. Look, read and write.(通过让学生写一写,检测学生对语言的运用情况.) Step 5 Homework.1.Listen and repeat the te_t twice.2. Read, look and write.。
fieldtrip英语作文
fieldtrip英语作文英文回答：Field Trip.A field trip is an educational excursion beyond the confines of a traditional classroom environment. It provides students with the opportunity to experience firsthand the concepts and theories they have been learning in class, fostering a deeper understanding and appreciation for the subject matter.Field trips can take various forms, ranging from visits to museums and historical sites to excursions to natural and industrial environments. The destination is carefully chosen to align with the curriculum and provide students with a meaningful and engaging learning experience.During a field trip, students are typically accompanied by their teacher and other school staff members. Safetyprotocols and guidelines are established to ensure the well-being of the students throughout the excursion. Students are expected to behave respectfully and responsibly, following the instructions of their teachers and guides.Educational Benefits of Field Trips.Field trips offer numerous educational benefits to students, including:Enhanced Learning: Field trips allow students to witness and interact with the concepts they have been studying in the classroom. This hands-on, experiential learning approach promotes a more comprehensive and memorable understanding of the subject matter.Critical Thinking Skills: Field trips encourage students to observe, analyze, and interpret information from a real-world perspective. This fosters critical thinking skills and helps students develop the ability to apply academic knowledge to practical situations.Cultural Appreciation: Field trips to museums and historical sites provide students with exposure to diverse cultures and perspectives. This promotes cultural awareness and understanding, fostering respect and empathy for different ways of life.Teamwork and Collaboration: Field trips involve group travel and require students to work together to navigate the excursion successfully. This promotes teamwork and collaboration skills, which are essential for both academic and personal development.Inspiring Career Interests: Field trips to industries and workplaces can spark career interests and aspirations among students. They gain insights into different career paths and the practical applications of their classroom knowledge.Conclusion.Field trips are an invaluable educational tool thatenhances student learning and fosters overall personal growth. By providing students with opportunities to experience the world beyond the classroom, field trips contribute significantly to a well-rounded and engaging educational experience.中文回答：校外考察。
a field trip英文作文
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Unit6 A field trip
Unit6 A field trip一、研究课题或本节课要重点研究的问题：本课时重点是掌握Let’s learn部分的五个动词短语的ing形式，并能进行简单问答，难点为单词“insects”,“experiment”以及短语“picking up”的发音。
二、教学目标：1、能力目标：能够简单描述郊游活动中任务的行为、动作等，如：She’s watching insects.2、知识目标（1）能够听、说、读写本课动词短语的ing 形式：taking pictures, watching insects, picking up leaves, doing an experiment, catching butterflies.（2）能够听、说、认读“What’s Sarah doing? She’s doing an experiment.”并能在情境中运用。
3、情感、策略、文化等有关目标（1）情感态度：乐于参与游戏、活动，乐于探究，热爱自然。
（2）学习策略：能积极与他人合作，运用所学英语进行交流，共同完成学习任务。
（3）文化目标：了解郊游的常识。
三、教学内容分析：1、本单元重点学习现在进行是的一般疑问句式的用法。
难点在于Let’s learn 部分的动词短语的ing形式。
本课的多数短语是首次出现，如：“doing an experiment”、“picking up leaves”等，因此在教学活动中，教师要注意反复操练，使学生通过活动感知语言点，从而为句型教学做好铺垫。
2、本册第四、五单元的教学重点都是现在进行时，教师应注意结合前面的单元进行新知识的教学。
另外，在句型教学中教师应通过活动操练是学生逐步了解、掌握。
四、教学对象分析：五年级人数较多，个别学生有发音不准现象，针对这一现象，在教授新课的基础上，我采用了多个游戏的教学方法，一方面为了使每个学生都能参与活动，另一方面能共好的活跃气氛，使学生在快乐中学习。
A Field Trip_一次实地考察英文作文
A Field Trip_一次实地考察英文作文It is a nice day. Our class will have a field trip today. The classmates are very excited. Look! Here we are. There’re a lot of activities to do. Amy is watching insects. Peter is collecting leaves. They want to write a report. Mandy is catching butterflies in the woods. Tim and Bob are playing chess. Some of the classmates are having a picnic. There is a lot of delicious food to eat. Oh, who’s that over there? It’s Miss White. What is she doing? She is taking photos. We had a very good time. I’ll never forget this field trip.【要领点评】写法：这篇习作是按照郊游时的画面来描述的，记叙了同学们分别在郊游中做了哪些活动及郊游的感受。
时态：这篇文章可以用一般过去时和现在进行时来写。
由于本单元主要讲的是现在进行时，所以，这里我们采用现在进行时比较合适。
句型：××. is/are doing sth. She /He is doing sth. They’re doing sth.注意：活动的相关表述法采用新旧知识相结合去写。
注意时态的转换、描写感受时用一般现在时。
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6.Listen and answer the questions.
(1)Where are they ?
3、了解Good to know部分的内容。
过程
与方法
呈现已学过的动词词组，然后出现几个人物，引出本课时的重点句型。然后通过同学操练句型，和猜的游戏来巩固句型。
情感态度与价值观
了解野外旅营的装备。
教学准备
CAI cards radio pictures
教学过程
教学环节
教师指导
学生活动
设计意图
Warming up
教师指导
学生活动
设计意图
3.Look ,ask and answer.
Teacher shoe the pictures which are some people in them.
T:What sre they doing?
No,they aren’t .
Yes,they are.
4.Practice in group.
Ss read after teacher.
Ss answer the questions.
教师组织猜测两组之后，让学生自己来问答。放手把主动权还给学生，体现学生学习的主动性。
利用师生见的对话，引出单词woods.然后再以大屏幕的方式出现，帮助学生理解它的意思。
Consolidation
1.Let’s try.
2.What are they doing?
T:What do you see?
What are they doing?
Teacher show the another picture,and ask:What are they doing?Are they doing an experiment?
(2)What are John’s classmates doing?
7.Read the dialogue.
8.Action
S1:Are they watching insects?
S2: Are they……？
S1:What are they doing?
S2:Are they…？
S3:Are they…?
3、在教学，以情感人，把自己的热情融入到教学中，调动学生的积极性。
4、在最后一个环节中的对话没有组织好，有些形式化。
教
研
组
评
议
等级
S3:…
通过听听，做作来复习所学动词词组，然后通过What are you doing？的对话进一步巩固，也为新课的内容作了准备。
Presentation
and pratice
1.What is he/she doing?
T: Look at the picture.What is he/she doing?
S: They doing picking up leaves.
通过从What is she/he doing?入手，逐渐引进What are they doing?学生通过几次的听，然后尝试着让学生自己来问问，说说。先让top students来说，注意组织好其他学生要认真听，加强他们的印象。
教学环节
2.Do exercises,activity book.
Listen and tick.
Listen and write.
检测学生的学习情况。
课
后
反
思
1.、注重内容的拓展与练习，对于动词的进行时，不仅是本解学习的动词词组，还可以加入其他的词组。
2.、从多方面分层教学。如，在引出新句时，教师首先让学习较的学生来问，再让中等的学生来问，最后让后进生来问。在活动时，尽量把后进生参与进活动，培养他们的自信心。
T: Are they taking pictures?
T: What are they doing?
S:He’s /She’s…
S:I see some boys.
S: They are doing an experiment.
S: No, they aren’t.
S: No, they aren’t.
新登镇小2005学年第一学期公开课教案
组织引导者
雷晓丽
执教日期
2006.6.15
课题
A field Trip课时6-Fra bibliotek2班级
五（2）班
教
学
目
标
知识
与技能
1、能听懂，会说本课时的对话，并能作替代练习。
2、能够听、说、认读句型：Are they…？Yrs,they are. No, they aren’t.并能在情景中运用。
1.Greetings.
2.Listen and do.
3.Review the words.
4.Free talk.
T: I’m reading a book,what are you doing?
S1:I’m watching insects.What are you doing?
S2:I’m cleaning the room.What are you doing?