新目标七年级下Unit11 Section B 2a-2c
2b
Read Helen’s and Jim’s diary entries and answer the questions.
1. Did Helen and Jim go on the same trip? Yes, they did. They went on the same trip. 2. How do they feel about the trip? Helen thought the trip was really interesting. But Jim thought the trip was terrible.
____ √ interesting ____ √ lovely ____ × difficult ____ × slow ____ √ exciting ____ √ lucky ____ √ delicious ____ √ cool × boring ____ ____ √ great ____ hot ____ √ large ____ × expensive ____ × terrible ____ cheap ____ fast
June 15th I think today’s school trip was terrible. We took the train to the museum. It was so hot on the slow train. The museum was big and boring. Everything was about robots and I’m not interested in that. The rooms were really dark and it was difficult to take photos, so l didn’t take any. There were also too many people and I couldn’t really see or hear the guide. The things in the gift shop were so expensive. I didn’t like the trip at all.
2c Complete the chart. How do Helen and
Jim describe these things? Helen interesting so fast useful The gifts weren’t expensive. Jim terrible so hot big and boring The things in the gift shop were so expensive.
Language points (语言点) • 1. 词汇： • 1) 名词n. robot, guide, gift 2) 形容词adj. lovely, expensive, exciting, cheap, slow, fast, interested, dark • 3) 动词 v. hear • 4）代词 pron. everything 5）短语 be interested in … • 2. 句型：It was a great day. • I didn’t … because …
2. Then the guide taught us how to make a model robot.
teach sb. to do sth. 教某人做某事
teach sb. All in all, it was an exciting day. 总之，这是令人兴奋的一天。 all in all 相当于汉语中的“总的说来；总之； 整体上说”，用来对所阐述的内容进行概括性总 结及归纳。例如： All in all, I think you did a good job. 总的说来，我认为你干得很好。
June, 15th 课文填空 Today we had _ __1 _ exciting trip. My father, my mother and I _ __2 _ to summer camp. We went to the mountains. First, we ___ 3_ to the foot(脚) of the mountain___ 4__ bus. In the middle of the mountain, there was a river. The water was clean. I washed my face with the ___ 5 _. I t was warm. There __ _6 __ some fishes in the river. And there were a lot of __ _7 __ flowers in the mountain. At 12 o’clock, many people got together, and they were very _ __8_ _ . We made our lunch in the mountain. The food was very ___ 9___ , and we liked it very much. After lunch, we went on our trip. At last, we got to the top(顶部) of the mountain. We were very ___10 ___. All in all, we enjoyed the trip very much.
science museum
train by train take the train
science museum
robots
a model robot
play chess
2b 文中形容词表达的是好的心情还是不好的心情.
Read Helen’s and Jim’s diary entries again and find out the verbs in the past tense. went, visited, was, got, saw, learned, taught, took, bought, were Can you write out the verbs in the base form?
勾画文中短语并读背
June 15th Today I went on a school trip. We visited the science museum and it was really interesting. We got there so fast by train. We saw farms and villages along the way At the museum, I learned a lot about robots. I didn’t know they could play chess with us. It was so cool!
1. I didn’t know they could play chess with us. play 后面接球类、棋类、牌类等体育运
动名称时，前面不加冠词，如：play
basketball, play chess, play cards。 play
后接乐器时，前面则加定冠词，如: play
the violin, play the piano。
Then the guide taught us how to make a model robot. I took a lot of great photos, too. After that, I went to the gift shop and bought some lovely gifts for my parents. They weren’t expensive. All in all, it was an exciting day.
the trip
the train
the museum
the gift shop and gifts
•
• • • • • • • • • •
Today we had _ __1 _ exciting trip. My father, my mother and I _ __2 _ to summer camp. We went to the mountains. First, we ___ 3_ to the foot(脚) of the mountain___ 4__ bus. In the middle of the mountain, there was a river. The water was clean. I washed my face with the ___ 5 _. I t was warm. There __ _6 __ some fishes in the river. And there were a lot of __ _7 __ flowers in the mountain. At 12 o’clock, many people got together, and they were very _ __8_ _ . We made our lunch in the mountain. The food was very ___ 9___ , and we liked it very much. After lunch, we went on our trip. At last, we got to the top( 顶部) of the mountain. We were very ___10 ___. All in all, we enjoyed the trip very much. ( ) 1. A. a B. an C. the ( ) 2. A. go B. goes C. went ( ) 3. A. get B. got C. gets ( ) 4. A. by B. take C. in ( ) 5. A. water B. food C. trip ( ) 6. A. is B. were C. was ( ) 7. A. ugly B. difficult C. beautiful ( ) 8. A. friendly B. boring C. expensive ( ) 9. A. terrible B. delicious C. exciting ( ) 10. A. happy B. unhappy C. lovely
人教版英语七年级下册Unit 11 Section B(2a-2c)新版课件
1. Did Helen and Jim go on the same trip? Yes, they did.
2. How do they feel about the trip? Helen thought the trip was interesting, but Jim thought the trip was terrible.
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large
interesting
boring cool
amazing
modern
Let’s read two diaries from Helen and Jim.
Read the first two sentences and the last sentence& predict what the diaries are talking about.
总的来说,相当于in a word或in short.
含有宾语从句的主从复合句;主句为一般现
在时态，宾语从句根据具体情况选用所需
时态。宾语从句要保持陈述语序。
June 15th
I think today’s school trip was terrible. We took the
train to the museum. It was so hot on the slow train.
that, I went to the gexifctitsinhgopadaj.n令d人b兴ou奋gh的t，so令m人e 激动的
初中英语人教版七年级下册Unit11 SectionB 2a-2c教案
Unit11 How was your school trip?Section B 2a to 2c Reading安仁县思源实验学校罗梅Learning aims:By the end of this class, students are expected to be able to:The knowledge aims:● learn to describe things ,stories and feelings by using correcting descriptions..● Know some new important words,phrases and expressions.●Know to talk about past things correctly by using the past tense.The ability aims:●Grasp the reading’s general idea by using the reading skill of skimming and find out the detailed information by using the reading skill of scanning.●Know how to retell Helen and Jim’s school trip by making pair-works between a reporter and Helen / Jim.● Know to write our own stories by using past tense.The emotional aims:● Educate students to be positive and optimistic about our life and love our life.Teaching procedures:Step Ⅰ Guide-reading1. Greeting and warming up.2. Divide the students into two groups and bring some competitions between them.Tell them if they can answer my questions positively and correctly,then they will get some gifts for their group.3. Talk about two stories about myself.One is a good story about visiting the Rice Field Park in Anren which is very beautiful and popular to all of the people in Anren . The other story is a bad and stupid story to me about taking out the trash. I will use some description words to describe my feelings.For example, I use sunny/windy/lovely/beautiful/interesting/exciting to describe the good story and I use terrible/stupid to describe the bad story.Then Lead in more description words in 2a.4. Review,read and translate the words by using some activities.5. Ask students if the following words describe good things or bad things. Put a√ for good and an ×for bad. Leave a blank if they can mean both.6. Check the answers and read the words.Step Ⅱ Pre-reading1. Learn some new phrases(went on a school trip, science museum ,along the way,play chess,all in all,be interested in ,not at all / not… at all )2. Organize some competitions between Group1 and Group2 to make them remember these phrases.Step Ⅲ While-readingTask 1skimming/Fast-reading (Read the stories quickly and answer the questions in 2b.)1. Did Helen and Jim go on the same trip?2. How do they feel about the trip?Task 2Scanning/Careful-readingplete the chart. How do Helen and Jim describe these things?(Read the stories carefully and answer the questions and find the detailed information.)2. Check the answersStep ⅣAfter reading1. Making pair-works between a reporter and Helen / Jim like this﹕Reporter﹕Hello, I am a reporter. Can I ask you some questions?.Helen/Jim﹕Sure/Of course/Yes,please.Reporter﹕How was your last school trip?Helen/Jim﹕It was …Reporter﹕Where / when did you go?Helen/Jim﹕…Reporter﹕Who did you go with?Helen/Jim﹕…Reporter﹕How did you go there?Helen/Jim﹕…Reporter﹕What did you do?Helen/Jim﹕…Reporter﹕Did you buy any gifts?…Helen/Jim﹕…Reporter﹕Thank you.Helen/Jim﹕You are welcome.2. Ask some students to show their pair-works.3. Conclude and educate students to be positive and optimistic about our life and love our life.StepⅤHomeworkWrite a diary entry for your own trip. Explain if you liked it or didn’t like it and why.。
人教版七年级英语下册Unit11_SectionB(2a-2c)名师教案
Unit11 SectionB（2a-2c）名师教案【教材版本与册数】新目标人教版七年级下册【单元名称】Unit 11 How was your school trip?【课时】Section B 2a-2c（第4课时）【课型】Reading（阅读课）设计读后活动任务，先模仿再迁移总结，读后设置任务提升学生语言运用能力教学流程（详见教学活动设计）教学评价 1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.读中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。
3.读后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。
附：教学活动设计【本课时教学设计】步骤过程措施（教师活动与学生活动）目的持续性评价1预备与激活先期知识Step 1Warming-uprevision &Pre1. Greet the Ss as usual. Check the homework.2. T: Boys and girls, do you like a school trip?S:Yes!T: Let’s talk about something about Tony ’s trip. He went on aschool trip last weekend.1. 通过复习描述性形容词，检查学生掌握情况。
2. 通过学生两人对话，检查学生学习掌握情况。
T: What did Tony do last weekend?S1: He climbed a mountain .学生是否能用已经学过的词汇回答问题。
reading T: What did Tony do last weekend?S1: He went to an art museum .T:What did he think of it?S1: He thought it was great .T: What else did Tony do last weekend?S1 : He saw some paintings, drew pictures3.T: In fact I think you can think up more adjectives to describegood or bad things. Now let’s come to 2a, and here are alsosome adjectives.S：Look at these adjectives, read them and put a√ before it if youthink it is good. Put an × before it if you think it is bad. Leave ablank if they can mean both.T: Check the answers. T:What did he think of it? S1: He thought it was great .2获取新知Step 2Whilereading1. Task 1 Fast reading (Scanning)S: Students scan what kind of article it is.Scan the dates of the diary entriesScan the first two sentences and the last sentences. Predict themeaning of the diary entries.Task 2 Careful readingS: Answer the questions1、Did Helen and Jim go on the same trip?2、How did they feel about the school trip ?Keys: 1.Yes.2.Helen thought the trip was great, but Jim didn’t like the trip at1.第一遍要求学生快读通读全文确立文章类型并了解语篇大意。
Unit11Section2a-2c 教学设计 人教版英语七年级下册
Unit 11 How was your school trip ?SectionB (2a-2c) Reading and ThinkingI.Analysis of the teaching materialsThe topic of this unit is the school trip.The focus of this unit on grammar is the past tense. This lesson is the third one which focuses on developing students' reading skills. Combined with the listening in section B, the topic of this article is school trip. The text type is journal. The two diaries can be divided into three parts, namely the beginning, the body, and the ending. The whole article is clearly structured and substantial, which can provide ideas and help for students' subsequent writing.Through reading, students can accumulate some adjective expressions that describe things, and at the same time can further consolidate the rules of variation and corresponding sentence patterns of the general past tense of verbs. By analyzing long sentences, students can accumulate relevant expressions and advanced phrases.Finally, by comparing the contents of the two diaries, students can sublimate the theme. Different people can have different opinions about the same thing. We need to respect the views of others and maintain a positive and optimistic attitude towards life at all times, even in difficult situations.II.Analysis of the studentsThere are 54 students in the class. The overall English level of students is in the lower level, and they are classified as poor students. After the first year of study, some students' English level has been greatly improved, and their English sense has improved. Students' ability to speak, read and write in English is very lacking. The vast majority of students do not have the confidence to speak English, but it is better for students to have a greater interest in learning English. Students' independent learning ability, cooperative learning ability, and knowledge transfer and application ability are very limited. For some basic reading strategies, such as skimming and intensive reading, although students have received a lot of practice, more than half of students still do not understand how to use appropriate reading skills.III.Teaching objectivesBy the end of the class, students will be able to:e reading strategies to analyze two diary entries;pare two students’ different opinions about the same trip;3. retell the school trip using mind map.IV.Teaching key points and difficult pointsKey points:1.Students can analyze two diary entries using reading strategies.2.Students can compare their different opinions about the same trip.Difficult points:Retell the whole passage using own words based on the mind map.V.Teaching methods and learning methodsTeaching methods: TBLT; PWP; CLTLearning methods: Group cooperation;Self-learning;Communicative methods VI.Teaching aids:blackboard; powerpoint。
Unit11SectionB2a-2c课件2021-2022学年人教版英语七年级下册
get to sp by train通过乘火车到达某地(地点副词home/here/there前省略to)他昨天乘火车八点钟才到家。He _______________ at 8:00 p.m yesterday.
got home by train
Place
Weather
Food
Activities
gift
Lead-in: Talk about your last school trip.
feeling
The adjectives can describe good things bad things/both.
Presentation
2a
教学策略
2a-2c的阅读部分让学生熟悉一些描述性的形容词分辨他们带有的褒义还是贬义，然后让学生阅读两篇关于学校旅行的日记，找出这几种描述性形容词，并通过对比总结两位作者对于同一旅程的不同态度，不仅考查学生对篇章的理解和培养阅读策略，还训练学生对比分析能力。
教材分析
Learning Aims
1.通过谈论自己过去的度假经历，用一般过去时谈论过去发生的事情，及用形容词来形容自己的度假经历。2.通过fast-reading，找出本文的主旨大意。3.通过careful reading，完成回答问题和填空的题目，获取文章细节4.通过习题，巩固本节课的知识点。
It’s a dairy entry.
2b Read Helen’s and Jim’s diary entries and answer the questions.
What are their diaries about ?
A They are about the science museum.B They are about how to make a robot.C They are about Helen and Jim’s school trip.
新目标初一下册Unit 11 Section B 2a-2c18课件
How was your school trip?
Section B 2a-2c
Period 1
What did you do last weekend?
watched TV
played soccer
What did you do last weekend?
(go )went to the beach cleaned the room play ed the computer games
1.我们坐火车很快就到达那儿。
We got there so fast by train.
2.在博物馆里，我学到了很多关于机器人的知识。
At the museum, I learned a lot about robot.
3.然后向导教我们如何制作机器人模型。
Then the guide taught us hoe to make a model robot.
What did you/he/she/they do last weekend?
studied for the test
went to the mountains
did some reading
played tennis
went to the beach
Did st weekend? Yes, they did./No, they didn't. How was your trip? It was great/good……
4.What did Helen do in the museum? She learned a lot about robots, took photos and bought some lovely gifts for parents. 5.Did Jim take any photos? Why? No, he did. Because the rooms were really dark. 6.Why didn’t Jim buy any gifts? Because he thought the gifts were too expensive.
英语人教版七年级下册Unit11 SectionB (2a-2c)教学设计
七年级Unit11 How was your school trip? Section B (2a-2c) 教学设计一、教学目标（一）知识与技能1.能正确理解并运用以下表达：exciting, lovely, expensive, cheap, slow, fast, robot, guide, gift, everything, dark, hear, be interested in, all in all等。
2.能正确区分褒义词和贬义词，并将其运用于正确的语境之下。
3.能在思维导图的帮助下，复述课文。
（二）过程和方法1.通过找地点、形容词等，来理清文章的主要内容。
（三）情感态度与价值观1.通过阅读两篇日记理解不同人对待同一事物可以有不同的感受。
2.以积极的心态来面对各类事物，寻找适合自己的情绪调控方法。
二、教学重难点（一）教学重点1.正确拼读理解重点词汇及其用法。
2. 能够理解文章，掌握与旅行活动相关的动词短语和描述性形容词。
（二）教学难点在思维导图的帮助下，复述课文。
三、教学过程Step1 Pre-readingActivity 1: ListeningLet students listen to a short passage, then ask them “How was Cindy’s school trip?” and “What did she do?”（Helen：Last week there was a trip in our school. We went to thee zoo. We got there by train. It was fast. In the zoo, we saw lots of animals. We took photos of them. The guide is friendly. At last, we went to the gift shop and bought some lovely gifts. They were cheap. It was an exciting day.）S：It was exciting. She went to the zoo, saw lots of animals, took photos and bought some lovely gifts)T：How does she feel about the train? It is fast. But I think the plane is fast. The train is slow. What about you?S: I think the… is…T: How does she feel about the gifts? (lovely and cheap) How do you feel about them?S: Wow, they are expensive.T: Different people have different feelings about the same thing. They will use different words to describe.【设计意图：通过听Helen诉说自己的学校旅行，来导入新知，帮学生扫清部分单词的学习障碍。
新目标英语七年级下册课文Unit11
新目标英语七年级下册课文Unit11Unit 11: What do you think of game shows?Section A 1bJack: What do you think of soap operas, Mark?Mark: I don't like them.Jack: What do you think of game shows?Mark: I love them.Jack: What do you think of sitcoms?Mark: Sitcoms? Mmm.I don't mind them.Jack: What do you think of sports shows?Mark: I like them.Jack: What do you think of talk shows?2a,2bA:What do you think of Dumpling King?B:I love it.A: Do you like Er Bao?B:No.I can't stand him. But I don't mind his brother, Xiao Bao.How about you? Section B 2a,2bMaria: Hey, guys.Carol:Hello, Maria.Paul: Hi. What's up?Maria: I'm writing the "What's Cool?" article for the school magazine, and I want to ask you some questions. OK?Carol:Sure.Paul:Uh-huh.Maria: Well,look at these things.What do you think of them?Carol: OK. Um,well...Hmm. I love the watch.Paul: Oh, I don't mind the watch. My sister has one of those.Maria: What do you think of the sunglasses?Carol: I like them.Paul: Hmm... I do,too... Yeah, I like them.Maria : And how about the scart?Paul: Oh, I don't like the scarf.Carol: I don't ,either. I can't stand those scarfs. My mom wears scarfs like that.Maria: What do you think of the wallet?Paul: I like the wallet. It's really cool.Carol: I love it!。
Unit 11 Section B(2a----2c)教学设计
教学设计教学内容：新目标七年级英语下Unit 11 Section B(2a----2c) 课标要求与分析：课标要求提高学生的综合语言运用能力，因此从听，说，读，写几方面入手，听和说是理解的技能，读和写是表达的技能，因此我从听，说，读三个方面入手，将写留为作业。
7年级应该达到3级目标，因此我本课也是按照3级标准来进行的教材分析：本部分是阅读课，阅读课重在提高学生的阅读能力，能够根据文章进行写作教材处理：既然是阅读课，那么重在读，本课我采取了三次阅读的方式，一次的难度比一次大，目的在于由浅入深，层层深入的方式让学生既增加对文章的理解，同时也提高了学生的综合语言运用能力，为写作打下基础。
学情分析：七年级的学生已经偏大，不是很活跃，本课又是阅读课，要想让他们张开嘴说必须有适当的方法，因此在三读课文之后采取小组合作的学习方式，目的是让大家全员参与，也应了课标的要求，面向全体学生。
教法：采用师生互动及生生互动，小组合作方法学法：合理利用图片，多媒体及录音有效的辅助工具，共同促进学习效率的提高，根据课标中的教学建议（四）合理利用各种教学资源，提高学生的学习效率。
“三读文章”促进学习效率的提高教学重点：动词的过去式及形容词的使用教学难点：文章的写作形式和特点，会仿写情感态度及价值观：通过Helen’s school trip 和Jim’s school trip的学习，教育学生有好的心态来面对生活，外出郊游要注意安全。
学习目标：1.学会使用动词的过去式和形容词的使用方法，用来描述事物2.理解文章大意，能根据文章完成任务并复述3.能根据所学内容写作教学方法：互动法小组合作教学准备：多媒体设备教学流程：Step 1 GreetingsStep 2 Lead—in.T：Listen to me carefully, please take out of which words are adjective words. OK?S: Sure.T: Last weekend, I took the train to the school trip. I think it was interesting and exciting. The weather was very hot. I ate some ice—cream. It was delicious. And I bought a gift for my friends. It was not expensive. And it was very beautiful and cute.Afterthat, I visited visitors’ center. It was kind of boring. But it was very large and great.Then I went to the zoo and saw some pandas. They were very lovely. I took some photos to them. All in all, it was an exciting day. I was very happy.(这些重黑体形容词教师边说，学生边回答，教师并将几个关联词如after that, then, all in all 等板书上，为学习新课文做准备)S: Answer the questions.Step 3 learn new lessons.T: Today we will learn Helen’s and Jim’s school trip. Open your books and turn to page 65. Look at part 2b, read the text by yourselves. Circle the words you don’t know and underline the verb’s past tense and adjective words. After a while, I will call some students to read it. Listen to the tape and correct your pronunciation. ( 听一遍录音,纠正学生的错误发音)S: OK.T: A few minutes later, find some students answer some questions.(读课文，让学生挑出动词的过去式和形容词，并圈出你不认识的单词，为理解文章打基础)如果没人提问题，教师问学生，along, model, not… at all的用法T: After reading, please answer the questions, 大屏幕展示问题，学生回答yes/no.(这样做的目的是先让学生初读课文，解决生词和大概意思，因此我设置了几个较为简单的yes/no问题，目的就是先让学生了解文章大意)S: Answer the questions.T: Look at the screen, please everyone read it again and answer the questions (带着问题再次读课文，回答课前的两个问题，这样做的目的是让学生对课文再次了解) A few minutes later, check the answers.T: Look at the screen again, work in pairs and please everyone read it aloud and answer the questions. (带着问题大声读文章，回答大屏幕上的题，这次的题目较上次的难，目的是层层深入，让学生由浅变难，深层次的理解文章大意,因此采取小组合作的形式，由组长负责教组员进行这个过程)T: Close your books. Finish the Part , complete the chart and answer some questions. eg: How was Helen’s trip? How was Jim’s trip? How did they get there? How did they feel about the train? How did they feel about the museum? How did they feel about the gift shop and gifts?(读完了三遍文章，学生对此语段有了更深的理解，因此这个时候合上书，独自完成表格的问题，这样起到了检测的效果)Step 4 巩固练习T: Please take out of the paper, fill in the blanks. 找两名学生上黑板写，几分钟后，找学生批改。
人教版英语七年级下册Unit11SectionB2a2c教学设计
1.关注学生的一般过去时运用能力，引导他们通过具体实例，逐步掌握该时态的用法。
2.针对学生词汇量不足的问题，教师应提前准备相关词汇卡片，帮助学生拓展词汇。
2.各小组展示自己的对话，其他小组进行评价，教师给予反馈和指导。
（四）课堂练习
1.教师设计一系列练习题，包括填空、选择、改写句子等，让学生巩固一般过去时的用法。
2.学生进行听力练习，听懂并准确回答关于过去活动的相关问题。
3.教师邀请学生上台进行角色扮演，模拟真实场景，运用一般过去时进行交流。
（五）总结归纳
3.听力练习：完成课后听力练习，包括一般过去பைடு நூலகம்的对话和短文。学生需在听懂的基础上，完成相关练习题，提高听力理解能力。
4.词汇拓展：学生查阅课外资料，搜集与过去活动相关的词汇，并进行分类整理。要求每个类别至少包含5个词汇，以拓展学生的词汇量。
5.课堂笔记整理：学生整理本节课的课堂笔记，包括一般过去时的用法、重点词汇和句型等。要求条理清晰，便于复习和巩固。
1.学生能够听懂并准确说出关于过去活动的词汇和句型。
2.学生能够使用一般过去时来描述过去发生的事情。
3.学生能够通过听力练习，提高英语听力技巧，获取关键信息。
（二）过程与方法
在本章节的教学过程中，教师采用任务型教学法，以学生为主体，引导他们积极参与课堂活动。通过小组讨论、角色扮演、听力训练等多种教学方法，激发学生的学习兴趣，培养他们的合作意识和自主学习能力。
3.合作学习：鼓励学生进行小组合作，共同完成课堂任务。通过讨论、交流，学生可以互相借鉴、学习，提高口语表达能力。