人教版英语七年级下册Unit11 Section A(2d-3b)名师教案

Unit11 Section A〔2d-3b〕名师教案
【教学目标】
1. 继续学习有关郊游的词汇，稳固一般过去时的用法。

2. 掌握规那么动词和不规那么动词过去式的变化规那么。

3, 掌握一般过去时的一般疑问句的构造，并能用该构造进展简单的交际。

4. 能通过小组学习，学会合作、交流相关信息。

【教学重难点】
●重点：1. 规那么动词和不规那么动词过去式的变化规那么。

2. 掌握一般过去时的一般疑问句的构造，并能用该构造进展简单的交际。

●难点：1. 准确写出动词的过去式形式。

2. 能用一般过去时态完成读、写任务。

【课前准备】课本、录音机、多媒体课件、学案。

【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合。

【教学进程】Teaching procedures
【新课导入】
Step l: Warming-up and revision
1. Task l: Review some phrases. Say: Tom and his classmates had a school trip last Sunday. What did they do? Please look at the photos.
〔设计意图：设置过去的场景，利用图片来复习上节课的核心短语，既稳固了学生上节课所学的内容又为下面的free talk作铺垫。

〕
2. Task 2: Have a free talk and make a report.
Ask your partner: What did Carol do on her school trip?
Then fill in the following chart and give a report.
Last week, Carol and her classmates had a school trip. They went to a farm. She milked a cow...
〔设计意图：任务一侧重于短语的复习，任务二的活动那么是让学生试着综合运用所学的目标语言，是上一任务的递进和延伸。

〕
【新知呈现】
Step 2: Presentation
Show a map of a farm and ask: Do you like the farm? Then introduce Eric like this: Eric visited his grandfather in the countryside last week. Please guess: What did Eric do? The teacher can use some pictures to help students answer.
〔设计意图：充分利用课件中的图片，让学生尽可能多地捕捉有效信息，为下一步的阅读、表演作铺垫。

〕
【新知学习】
Step 3: Reading and role-playing
1. Read the conversation and answer the questions.
(1) How was Eric’s trip last week?
(2)What did he do?
(3) How was the weather there?
(4)Did Eric watch the stars at night?
(5)What did Eric say about the stars?
2. Fill in the blanks and role-play the conversation.
Peter: Hi, Eric. How was your ?
Eric: It was , I .
Peter: Oh, , What did you do?
Eric: I . And I fed the chickens with my grandpa. It was so .
Peter: Sounds . How was the weather there?
Eric: It was , and the air was so clean. I . They were so . Peter: Lucky you.
3. Look at the chart and make up some new conversations like 2d.
Carol boring/terrible
Peter busy/tired/bad
Eric good/wonderful/fantastic
4. Let some students act out the conversation in front of the class.
〔设计意图：先输入再输出，符合学生的认知规律。

通过生的实际来练习核心句型，真正到达了运用英语的目的。

〕
Step 4: Grammar Focus
1. Read the sentences in the chart.
方法指导：在读的过程中，注意以Did或Were打头的疑问句，答语有何不同。

〕2. Ask and answer in pairs.
观察与思考1：运用口诀，巧记一般过去时。

动词一般过去时，表示过去发生事；
be用was或用were，have/has变had;
谓语动词过去式，过去时间做标志；
一般动词加-ed，假设是特殊得硬记。

否认句很简单，主语之后didn’t添；
疑问句也不难，did放在主语前；
如果谓语之前有did，谓语动词需复原；
动词假设是was，were，否认就把not添。

观察与思考2：观察以下动词的过去式，试着总结规那么动词过去式的变化规律。

1. played cleaned wanted needed
2. practiced lived danced
3. stop- stopped shop-shopped plan-planned
4. carry-carried study-studied worry-worried
观察与思考3：规那么动词过去式词尾-ed的读音〔清音〕/t/，浊元/d/，／t//d/之后读／id/)。

读音规那么读音例词
在浊辅音和元音后面/d/ moved/mu:vd/
在清辅音后面/t/ passed /pa:st/
在t，d后面/id/ needed /'ni:did／
记住以下不规那么动词的过去式：
go-went come-came get-got ride-rode
do-did is-was are- were have-had
eat-ate buy-bought see-saw
〔设计意图：采用观察与思考的方式，让学生采用独立思考或小组讨论的方式来总结语言规律，然后通过跟踪训练稳固知识点的用法。

这种学生自主学习的方法比单纯的教师解更有效。

〕
Step 5: Practice 3a
1. Ask students to read the letters in 3a.
2. Ask students to complete Jim’s letter on the left and Bill’s reply on the rig ht.
3. Check the answers. Ask students to pay attention to the past tense verbs.
4. Explain the language points.
5. Read the letters together.
〔设计意图：在写信语境中输出过去式，帮助学生更好地理解过去时的用法。

〕Step 6: Practice 3b post-task
1. Challenge: Ask students to fill in the blanks according to the pictures.
2. Check the answers. Ask students to read the answers one by one.
3. Look at pictures and fill in the blanks. Then read it and try to recite it.
My school trip was great! We had so much ! We went to Green Park. We climbed the there and saw a lot of .We our lunch under some trees and some games after that. But at about two o’clock, it got very and we worried it could . Luckily, it di dn’t, and the sun out again!
4. Group work: 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.
You can begin like this:
Last week I visited my aunt’s house. I...
〔设计意图：故事接龙活动使学生人人有时机练习目标语言，学生能成功地运用一般过去时来讨论过去的活动。

〕
Step 7: Summary
一般过去时be动词
He was at home yesterday.
He wasn’t at home yesterday.
Was he at home yesterday?
Yes, he was /No, he wasn’t.行为动词
He went to the movie.
I didn’t go the movie.
Did you go to the movie?
Yes, I did /No, I didn’t.
【课堂小结】
教师提供应学生稳固的方法，
1. 本课学习了一般过去时的口诀，你记住了吗？
2. 规那么动词变过去式的规那么有哪些？你记会了哪些不规那么动词的过去式？
3. 看板书归纳本课的重要词汇和核心句型。

〔设计意图：对照教学目标和板书设计，鼓励学生畅所欲言，提问不同层次的学生，哪怕能收获一个单词都应该受到教师的鼓励，倡导赏识教育。

此环节教师要鼓励学生：把握学习内容的重点和难点；积极探索适合自己的英语学习方法；了解和反思自己学习英语中的进步与缺乏；经常与教师和同学交流学习体会。

〕【课后作业】
1. 熟记动词变过去式的规那么。

2. 仿照3a给你的好友写一篇关于你上次旅行的信件，少于八句话。

【板书设计】
【教学反思】
我认为自己设计的这堂课有三个亮点
亮点一：探究活动中的观察与思考，注重引导学生从课中提炼、总结规那么。

亮点二：重视“授之以渔〞，帮助学生掌握科学的学习方法。

亮点三：课后练习题的设计进一步突出了本课的重难点。

我认为自己设计的这堂课存在的缺陷：
1. 对一般过去时的各种句型，教师急于教给学生规那么，无视了学生的主观能动性。

2. 对3a两封信件的处理显得有些仓促。

3. 最后的故事接龙游戏环节设计略显粗糙，可以考虑分组活动，那样更易于操作。

4. Grammar Focus处理用时太长。