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2. Task-based Language Learning .
（3）Emotion and attitude
To help Ss love our world and get them know the world is a book and the trip can make them learn a lot.
Key Points
To talk about past events and let Ss learn to use and master the simple past tense;
Difficult Points
To discuss Ss’ past events and try to express Ss’ opinions.
Teaching Aids：Multimedia.
教学过程
Step 1【Warming up】
The teacher arouses the students' interest by sharing a few photos of their school trip and prepare for the new lesson.
设计意图:创设情景法调动学生全身感官,尤其大脑相关联信息为学生学习提供了更多的感知材料,使学生对学习认知活动具有增力效能。
Step 2【Presentation】
1. present the new words: trip, excellent, farm, farmer, grow, pick,anything;
2. present the new phrases: milk a cow, ride a horse, feed chickens, quite a lot (of) , in the countryside.
设计意图:利用学生头脑中已有的信息和知识过渡到新知识中,于轻松愉悦的思维中掌握新知识,新技能,新方法。
Step 3【Word practice】
Guide the Ss to read in a right way and practice the words in the language situations .The teacher helps Ss and explain .
设计意图:词汇是语言的最小单位,词汇的学习在英语学习中有着举足轻重的地位,掌握好词汇,帮助学生更好进行下一步的语言表达。
Step 4【Pattern Presentation】
The teacher Presents the new patterns in the language situations and helps Ss
feel the correct expressions of the language.
The patterns: How was /were...? Was it...? Yes, it was./No, it wasn’t. Were they...?Yes, they were./No, they weren’t. What did he do ? He fed chickens. Did he ...?Yes, he did./No, he didn’t.
设计意图：学习语言从学生生活中的语言片段入手，让学生在真实的语言情境中感知语言并运用语言进行。新句型的学习设计成梯度教学过程，即由词汇-句型-会话的学习路线，关注不同特点学生的个体差异的学习。
Step 5【Activities】
(1)Group work
Let Ss ask and answer in groups
Guessing games
Ss use “Did he...?”to try to guess the right answer by seeing a little information in the photos.
设计意图: 教师设计真实有趣的语言环境，提高学生的参与活动热情，激发学生英语表达的兴趣，帮助学生在语境中应用语言。