新目標英語七年級下10單元教案(新目標版七年級英語下冊教案教學設計)

重慶市110中學 曹毅

單元整體說明

單元教材分析

本單元是九年制義務課程標準實驗教科書《新目標英語》七年級下冊第10單元

本單元的核心話題是用一般過去時談論度假等發生在過去的事情。因此“Where did you go on vacation?" " Did you go to the beach? Yes，I did．No，I didn’t．”等是教學的重點。透過對本單元的學習，學生能掌握本單元出現的地點名詞，用於詢問和回答過去發生的事情的短語和句型。

單元知識結構

詞彙：

New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc

句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes，she did．No, she didn’t

語法：一般過去時特殊疑問句、一般疑問句及肯、否定回答。

單元總體目標

1．Master the vocabulary

2．Master and use:

Where did you go on vacation? I went to summer camp

Did she go to Central Park？Yes，she did．No, she didn’t

單元教學重難點一覽

重點 難點

1．Vocabulary and Expressions

2. Grammar Focus：Where did you go on

vacation？I went to summer camp. Did she go on Central Park？Yes, she did．

No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences：

Where did you go on vacation?

Did you go to…？Yes. … /No，…

單元學情分析

學生在第五單元已接觸過一般過去時，具有了學習本單元知識的認知前提，能自然地與本單元話題進行銜接。假期活動Such as; go abroad, go hiking, go hiking, summer camps, and so on接近學生的生活，They are all interested in talking about it.

單元教學建議

首先進行集中識字，爲本單元的學習作好鋪墊。其次，充分利用聽力材料和閱讀材料，訓練和提高學生的聽力和閱讀水平。在聽讀的基礎上創設語言情景，加強讀寫訓練。培養學生的聽、說、讀、寫綜合能力。

單元課時分配

本單元共4課時：

Section A（一）1課時

Section A〔二）1課時

Section B（一）1課時

Section B（二）1課時

Section A (一)

教學內容

Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus

教學目標

知識與能力

1. Match the vocabulary：New York City，Central Park，exam．

2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．

Did you go to the beach？ Yes，I did．No, I didn’t．

過程與方法

透過例子Who went to the movies last Saturday?引出動詞go的過去式went，從而引出一般過去時態。大面積操練，採用學生提出間題，學生解決問題，藉助媒體來提高學生的主動性。

情感態度價值觀

學會用一般過去時進行資訊交流，培養學生的環保意識，熱愛大自然。

教學重、難點及教學突破

重點

l. The vocabulary：New York City, Central Pads，exam．

2. Language：Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer camp

Did you go to the beach? Yes，I did. No, I didn’t.

難點

Use the language to talk about past events．

教學突破

對於本課的單詞短語透過卡片或圖畫來引出學習。

Language: Where did you go on vacation?及答語的學習，藉助於課本及課件的圖畫來引出。

教學準備

教師準備

錄音機、磁帶、課件

學生準備

預習生詞和課文。

教學步驟

教學步驟、時間 教師活動 學生活動 媒體應用

step 1

Organization

（1’、 Organize Ss by saying hello to each other. Greeting to teacher.

Step 2

Free talk

(2’） Ask the question:

Who is on duty?

Is everyone here today? The Students talk

about

Step 3

Section A

Presentation

la 1．（Ask questions about what students

did last Saturday）

（1）Who went to the movies last Saturday?

（Point to one student who raises his or her hand.）

Sara went to the movies last Saturday.

（Repeat．Write this sentence on the board. Underline the word went．）

(2) Ask：Who visited a friend last Saturday？

（Point to one student who raises his or her hand．）

Carlos visited a friend last Saturday．

（Repeat．Write this sentence on the board. Underline the word visited．）

2．（Point to the words went and visited in the sentences on the board．）

Say，We use these words to talk about things that happened in the past.

（Write these pairs of words on the board：go--went, visit --visited）

Ask: Can you point out the words that talk about the past?

This activity introduces the key vocabulary． Students raise their hands．

And give the right answer: I did.

Students raise their hands to answer.

Read．

強化記憶

Point to went and visited．

Step 4

Practise

la

3’ 1．Focus attention on the picture．Ask:

What at can you see？Say, Each picture shows something a person did in the past．Name each activity and ask students to repeat；Went to the mountains，went to New York City, went to summer camp，visited my uncle，stayed at home，went to the beach，visited museums.

2．Point to the numbered list of activities．Say each one again and ask the students to repeat．

3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．Point to the sample answer.

4．Check the answers.

Answers：

1．e 2．B 3．D 4. c 5．a 6．F 7. g Read after the teacher aloud to learn the new phrases．

Read after the teacher。

Do it and then discuss

the keys in pairs．

step 5

Listening

（lb)

(6’）

Presentation This activity gives students practice in understanding the target language in spoken conversation．

1．Point to the picture.

on the screen

say, look at Picture A，Where did Tia go on vacation? Yes，she went to the mountains．

Ask，What did the person do in each scene?

2．Play the recording the first time.

3．Play the recording a second time.

say，There are three conversations.

The people talk about what they did on vacation．listen to the recording and write numbers of the names in the right boxes in the picture.

Please write only 5 numbers. Point out the

sample answer next to the picture showing went to the mountain.

4．Correct the answers．

ANSWERS：

（1) went to the mountains

(2)visited my uncle

(3）stayed at home

(4) went to New York City

(5)went to summer camp Practice the dialogue in pairs．Eg.

---Where did the boy go on vacation?

---He went to New York City．

only listen.

Listen and number the pictures(1-5)．And then discuss in pairs.

At last raise their hands to tell the result

Read it loudly. 多媒體放映

錄音機

錄音機

多媒體

放映

Tape script：

Conversation 1

Xiang Hun: Hey, Tina. Where did you go on vacation?

Tina: I went to the mountains．

Xiang Hua: Cool．

Tina: Where did you go, Xiang Hua?

Xiang Hua：I went to New York City．

Conversation 2

Girl: Where did you go on vacation, Sally?

Sally：No where. I stayed at home.

Girl: And where did you go, Brad?

Brad: I visited my uncle.

Conversation 3

Boy 1：Where did you go on vacation, Tom?

Tom: I went to summer camp. It was great.

Pronunciation note

Write to play---played, visit ---visited on the board．Say，We studied the pronunciation of these --- ed endings in Unit 5.

They are both spelled --- ed，but we pronounce one /d/ and the other /Id/．Ask students to repeat these pairs：play－played，visit一visited． Listen carefully and learn the pronunciation of-ed.

多媒體

放映

Step 6

Pair work 1 c

（task 1）

3’ This activity provides guided oral practice using the target language.

1. Point out the example conversation.

Ask two students to read the dialogue to the class.

2. Say，Now work with a partner. You’re your own conversation about the pictures．

3. Say the dialogue in the picture with a student，Do a second example to the class.

4. Have students work in pairs.

As they talk，move around the room monitoring their work．

Offer language or pronunciation support as needed． Read it to the class.

Make a conversation in pairs.

Practice with the teacher,

Work in pairs．

Step 7

Consolidation

(4’） This activity provides guided oral practice using the target language. Talk in groups of three.

2c, group work

(Task2) 1．Say, Get into getups of three. One of you will he Nancy，One will be Marco, and one will be Julie. Ask each other about the vacations. You can talk about the activities from the chart in 2b or about any other activities you like．

Ss talk, move around the room, monitoring the conversations and offering support as needed.

3. Have a group of Ss present their conversation to the class. Work in group of three.

some groups

Would like to act it out，

Step 8Test 4' Loot at test

Step 9

Summary

Grammar Focus

4’ 1. Review the grammar box. Ask Ss to say the questions and answers.

2. Review the difference between regular –ed past tense verbs (stay –stayed, visited). Then say the past form sentences with the form below.

I go to the summer camp

They go to New York City

He stay at home

She visit her uncle

Go to Central Park

I √

He √

She ×

They ×

Read the questions and answers.

Work in pairs

Saying out the sentences: Eg. –where did you go on vacation?

---I went to summer camp.

Eg. Did you go to Central Park?

---Yes, I did.

Step 10

Homework Practice the dialogue according to the picture on Page 1

本課小結

本課學習了1個生詞、兩個地點短語和英語句式的練習運用。透過本節課的學習，學生能熟練地用一般過去時詢問和回答有關過去的事情。

練習設計

隨堂練習設計按要求完成句子。

a）I went to the mountains．（改成一般疑問句）

b） Tina went to New York City.（就劃線部分提問）

c）Did you go to the beach？（作出肯定回答）

d）Did they go to summer camp？（作出否定回答）

個性練習設計

翻譯短語：

（l）呆在家裏 ______ （2）去紐約城_____

（3）參加夏令營______（4）去爬山 _____

（5）去海灘______ （6）參觀博物館_____

板書設計

Unit 10

go - went Sara went to the movies last Saturday

visit – visited Carlos visited a friend last Saturday.

play- played

Section A（二）

教學內容

Section A中3a．3b．4

教學目標

知識與能力

1. Match the vocabulary：were rainy

Master and use：How was your vacation？how were the beaches？where did you go?

過程與方法

學生透過上一節課的學習，對where引導的過去時態的特殊疑問句，已經掌握。

能自然地與本課知識相銜接。讓學生回憶他們的假期情況，引出一般過去時態的句型，並且進行大量練習。採用學生提出問題，學生解決問題，藉助媒體來提高學生的主動性。

情感態度價值觀

教育學生滲透合作精神和社會公德意識。

教學重、難點及教學突破

重點

1. The vocabulary：were rainy fish

2. Language: Where did you go on vacation? I went to the mountains/ New York City /beach /summer camp…

How was your vacation？how were the beaches？

難點

Use the language to talk about past events．

教學突破

對於本課的單詞短語透過卡片或圖畫來引出學習。

Language: Where did you go on vacation?及答語的學習，藉助於課本及課件的圖畫來引出。

教學準備

教師準備

錄音機、磁帶、課件、單詞卡片、彩筆

學生準備

預習生詞和對話。

教學步驟

教學步驟、時間 教師活動 學生活動 媒體應用

Step 1

Free talk

(2’） Ask the question：Where did you go　last Sunday? Students talk about　events in the past．

Step 2

Presentation

（16’）

（3a) （用班裏的學生爲例做練習）

Point out the pictures in the photo album. Ask students to describe what they see．（In Picture 1 there is a man with a bowl of soup．There is also a waiter. He looks angry．） Describe what they

see in picture 1 and

picture 2

Fill in the blanks in

the conversation

Step 3

Practice(36)

(6'） （In picture 2 there is a beautiful beach．There is a man．He looks unhappy．）

Read the first two lines of the dialogue to the class．Point out the answer was in the first line. Then point out the blanks in the rest of the lines of the dialogue．Read the conversation to the class saying the word blank for each blank line: How blank the beaches?

Then say，Write the word was or were in each blank. Ask students to complete the activity on their own．

Point to picture 3 and ask students to say what they see．

Then read the words under the picture．Pronounce any new words and explain what they mean，if necessary Say：In this picture a girl is on a bus．The girl is taking a bus trip．Ask，What does relaxing mean？

Does it mean you are excited or quiet?

How do you look when you relax?

H students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half一closing your eyes.

Say a dialogue with a student．point to （學生看3a部分）

practice and act．

Listen．

（學生看圖互問）

Work with the teacher.

Work with a partner

and act out．

Read and learn．

Make their own conversation 多媒體

放映

圖一

圖二

the food picture. Ask，How was the food? Do a send example，if you wish．

Move around the room monitoring their work．Offer language or pronunciation support as needed．

Have two students perform the example conversation，or perform it yourself with one student（you ask the questions)．

Point out that the conversations starts off with the sentences in the speech bubbles．

For example，

A：where did you go?

B: I went to…

A: What was the weather like?

B: It was hot and humid． Practice in pairs．

The student replies，it was awful．

work in pairs

Look at picture6，

Practice the conversation below．

Ask and answer questions． 多媒體

放映

Step 4

Practice

（10'） Say：First fill in the chart with the information about your last vacation，Say where you went，what the weather was like, what you ate，and what else you did．As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。 Something in the pictures．

Act it out

Fill in the chart with

Their own information

Then ask and answer 多媒體

放映

本課小結

本節課學習了3個生詞，和句式的練習運用。透過本節課的學習，學生能熟練地運用句型where did you go? I went … .

練習設計

1、動詞的適當形式填空：

A: Where _____ you ______ on your vacation?（go）

B：I _______ to the stores．(go) what about you?

A: I ______ at home (stay)

B: What ______you _______？（do)

A：Nothing much.

B: Why ______ you _______at home?（stay）

A：I just _______ to go out．（not want）

2. Make a conversation and act．

板書設計

Unit 10

1. were rainy

2. Where did you go on vacation? I went to...

Section B（一）

教學內容

Section B中la. 1b．lc．2a．2b．2c

教學目標

知識與能力

1．Match the vocabulary：

delicious, awful expensive, inexpensive, crowded

2. Master and use：Where did Vera go on vacation?

Did Vera like the vacation?

How were the stores? They were very expensive.

過程與方法

透過例子The ring is one hundred million dollars．It’s expensive.引人本課，設定會話情景來激發學生興趣，調動其學習主動性。利用多媒體圖片大量練習句型，提出問題，解決問題，體現師生互動。

情感態度價值觀

教育學生熱愛生活，積極參與班級集體活動。

教學重、難點及教學突破

重點

1. The vocabulary：delicious, awful, expensive，inexpensive，crowded

2. language：Where did you they he she go on vacation?

I＼They He＼She went to Japan．

How were the museums/ people /stores? They were crowded expensive /friendly．

難點Use the language to talk about past events．

教學突破

對於本課的單詞短語透過多媒體圖畫和設定的情境來引出學習。

Language: Where did you go on vacation?及答語的學習，藉助於課本及課件的圖畫來引出。

教學準備

教師準備

錄音機、磁帶、課件

學生準備

預習生詞和課文。

教學步驟

教學步驟、時間 教師活動 學生活動 媒體應用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Presentation (1 a)

（11’） Ask：What do you think of this book?

Is it interesting?（透過對話弓l出本

課要學習的新形容詞expensive 等）Point to the picture, This is a ring. The price is one hundred million

dollars． Answer the questions

together

Say：It’s expensive． 多媒體

體圖片

Step 3

1b writing

(5’） This activity introduces more key vocabularies．

Point out the six words delicious，awful，expensive，inexpensive, crowded

1．Say each word and ask students to repeat them，

2．Call attention to the fourth picture saying: This is a cake．

It’s delicious！Then do the same thing for all six pictures．

crowded delicious

3．Then point out the blank line in front of each numbered word．

4．Point out the sample answer. As students work，move around the room answering questions as needed．

Answers

1．f2．a3.d 4.e 5 6.c

This activity provides writing practice using the target language．

Simple draw：the smiley face and the frowny face．Say，the smiley face is for good things. The frowny face is for bad things.

Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.

Ask students to finish the activity individually， Repeat loudly

Practice in pairs then

act it out

Match each word

with a picture by writing the letter of each picture in the blank in front of the correct word.

Discuss in groups

（act the faces out) 多媒體

放映

圖片

1. delicious, inexpensive, crowded

2. awful, expensive, crowded City some examples to learn these adjectives.

This activity gives students practice in understanding the target language in spoken conversation.

Step 4

Listening

(2a)

(8'） 1．Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the class.

2. Play the recording the first time.

Students only listen.

This time say, listen to the recording and write the answer to each question.

3. listen to the recording the second time.

correct the answers. Cite some examples to learn these adjectives

Listening.

2b(4'） 1．She went to Tokyo.

2. Yes, she did.

Tapescript

Girl: Hi, Vera , How was your vacation?

Vera: It was great！

Girl: Where did you go?

Vera: I went to Tokyo with my family.

Girl]: Really? Wow！What did you do there?

Vera：Well, we went to a lot of museums.

Girl: Oh, how were they？

Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese people? Listen.

Then answer．

Listen and write.

Then discuss the keys in pairs

Read and practice in pairs. Recorder

Vera: Yeah，the people were really friendly．My parents have some Japanese friends，and we had dinner at their house．

Girl：How was the food?

Vera：It was delicious．I love Japanese food．

This activity provides further

listening practice using the target language

Call attention to the chart. Read the words in the chart：

Her vacation, the museum the stores，the people，the food．

Point out the sample answer. Say，What does Vera think of her vacation? It was great.

Play the recording. Play the recording a second time．Ask students to finish filling in their answers and to check their answers．

Correct the answers．

Answers．

vacation-great

people -- friendly

museums一interesting, crowded

food-- delicious

store一expensive

delicious relaxing Read aloud.

then discuss the keys．

Listen and fill in the

chart．Then discuss

the keys． 多媒體

多媒體

Step 5

Pair work

(2c Task)

(5’） This activity provides guided oral practice using the target language．

Call attention to the question words．

Have a student read them to the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room

offering pronunciation and language support as needed． Read out．

（Role play) 多媒體

放映

本課小結

本節課總共學習了6個形容詞以及where和how句式的練習運用。透過本節課的學習，學生能熟練地用英語表達自己的感受，培養了他們熱愛集體活動的情感。

練習設計

隨堂練習

詞類轉換

1) expensive(反義詞）______ 2)crowd(反義詞)________ 3 ) awful（反義詞）________

4)friend(形容詞)________ 5)go(過去式) _______ 6) do(過去式)_________

個性練習設計

翻譯下列句子

1)你是去哪兒度的假？

2)我們去了許多博物館。

3) -----那兒的商店怎麼樣？一 都很貴。

4) 日本朋友們對我們很友好。

板書設計

Unit 10

1．delicious，awful, expensive, inexpensive

2．Where did Vela go on vacation?

How were the stores?

Section B (二)

教學內容

Section B3a.3b．3c．4以及Self Check 3

教學目標

知識與能力

1. New words and expressions：flew kite later felt little corner discuss difficulty

過程與方法

透過複習一般過去時引出本課的重點------日記。

情感態度價值觀

學會日記的寫法。

教學重、難點及教學突破

重點

The vocabulary: flew kite later felt little comer till fry question discuss difficulty

難點

日記的格式。

教學突破

對於本課的單詞短語透過卡片或圖畫來引出學習。

Language: 透過詢問過去的事情引出日記。

教學準備

教師準備

錄音機、磁帶、課件

學生準備

預習生詞和課文。

教學步驟

教學步驟、時間 教師活動 學生活動 媒體應用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Free talk

(2’） Ask the questions：

What day is it today?

What day was it yesterday? Answer: It is Friday．It was Thursday．

Step 3

Presentation

Section B 3a

（17’） 1．Let the students read Kim’s travel diary and find the new words．

2．Teach the new words:

later, felt，little, corner

Explain the meaning and the usage of the new words．

Let the students write the new words．

3．Say，Now read the diary and circle

all the good things about Kim’s holiday．Underline all the bad things. Ask them to notice the description words that tell them whether something is“good”or “bad，” You may want to ask a student to tell you what the first“bad thing” was.

4．Check the answers．

Answers

Good things：

The weather(great） Read Kim's travel diary and find out the new words．

Read the new words after then write them in the notebooks．

Read again and finish the activity individually.

Then discuss in pain:

Read aloud，Then read the diary，try to learn the key words by hearts. 多媒體

The beach(beautiful)

Playing in the waves(fun)

Finding the little boy/returning him to his father(happy)

Playing tennis (really fun)

Eating fried fish and garlic vegetables (delicious)

Bad things：

Kim’s kite breaking（not much fun) Museum (boring and crowded)

No money for taxi/walking back to

hotel（tired)

5．The teacher tell the students the methods of writing the diary.

Step 4

Practice writing

（Section B 36)

（10’） Thus activity provides guided writing

practice using the target language．

1．Say，Now write a travel diary like the one in 3a.

2．Have the students do the activity individually. You may want to have them write on pieces of paper, since space in the textbook is limited. As they work，move around he classroom offering assistance as necessary. Look at the pictures and write a diary.

3．Have several students read out their diaries to the class（You might want to make this activity more substantial, and set it as written homework to be collected and marked.）

4. Do a Survey

Ask students to interview friends and family members and write down where they went on vacation. Ask the students to list at least one activity or place they visited in that city and whether it was good or bad Ask students to share this information with the rest of the class. The students read their own diary

The students write their vacation and tell each other. 多媒體

放映

Step 5

Groupwork

(task)

Section B 4

(7’） This activity gives students listening and speaking practice using the target language.

1 Say, Now you can talk about a real vacation or an imaginary one. The other students can ask you questions. You can use the diary you wrote for activity 3b if you want.

2. Ask students to get into groups of four. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.

3. Move around the room, offering vocabulary and pronunciation support as needed. Talk about it in

groups

The students talk

about their real vacation．

Be divided into groups of four and ask questions each other.

Talk aloud.

Step 6

Homework 1．Master the new words.

2．Write a diary

本課小結

本節課學習了19個生詞，和日記的寫法。透過本節課的學習，學生能掌握日記的格式。

練習設計

1. Write a diary．

2. Make a survey about the circumstance．

教學探討與反思

能設定一種情景，讓學生在假期中“真正”去過某些地方，然後再進行問答，相信會更好。

儘可能多地創設英語氛圍，以提高學生的語言綜合運用能力。任務型教學能調動學生的積極性，激起學生的好奇心，使學生產生成就感，進一步激起他們對英語的興趣。學生學習語言是在理解的基礎上運用語言，在用中學。爲學生提供了使用英語的語境。着重培養學生的創新精神和獨立思維能力，並在學習的基礎上了解文化差異，培養合作精神和社會公德意識。

如果把課堂教學內容擴展到課外活動中去。形成課內外互相補充、互相促進的學習方式會更好

板書設計

Unit 10

How to write a diary?