新目标英语七年级下册第十单元Unit 10: Where did you【精彩3篇】
篇一：Unit 10: Where did you go?
In Unit 10 of the New Target English 7A, students learn how to talk about past activities and ask questions using the simple past tense. Through various activities and exercises, they practice using vocabulary related to places and activities, as well as forming questions and statements in the past tense.
The unit starts with a warm-up activity where students discuss their favorite places to visit. They then move on to learn and practice the target language through a variety of listening, speaking, reading, and writing activities. For example, they listen to a conversation and complete a chart with information about the speakers' activities. They also read a text about a family's trip to the beach and answer comprehension questions.
To further reinforce the target language, students engage in pair work and group work activities. They take turns asking and answering questions about past activities, using prompts provided in the textbook. They also work in groups to create a survey about past activities and interview their classmates.
In addition to the language focus, the unit also includes a cultural corner section where students learn about different places around the world. They read about famous landmarks and discuss their own travel experiences.
At the end of the unit, students have the opportunity to review and consolidate what they have learned through a variety of activities, such as completing a crossword puzzle, writing a diary entry about a past activity, and playing a board game.
Overall, Unit 10 of the New Target English 7A provides students with the necessary language skills and cultural knowledge to talk about past activities and ask questions in the simple past tense. The unit offers a variety of engaging activities and opportunities for students to practice and apply their learning.
篇二：Unit 10: Where did you go?
In Unit 10 of the New Target English 7A, students explore the theme of past activities and develop their language skills in the simple past tense. Throughout the unit, they engage in various activities and exercises that promote listening, speaking, reading, and writing.
The unit begins with a warm-up activity where students share their favorite places to visit. They then learn and practice the target language through a series of activities. For example, they listen to a conversation and complete a chart with information about the speakers' past activities. They also read a text about a family's trip to a theme park and answer comprehension questions.
To reinforce the target language, students participate in pair work and group work activities. They take turns asking and answering questions about past activities using prompts provided in the textbook. They also work in groups to create a survey about past activities and interview their classmates.
In addition to the language focus, the unit includes a cultural corner section where students learn about famous landmarks around the world. They read about these landmarks and discuss their own travel experiences.
At the end of the unit, students have the opportunity to review and consolidate their learning through various activities. They complete a crossword puzzle, write a diary entry about a past activity, and play a board game.
Unit 10 of the New Target English 7A equips students with the necessary language skills and cultural knowledge to talk about past activities in the simple past tense. The unit provides engaging activities and opportunities for students to practice and apply their learning, making it an effective and enjoyable learning experience.
新目标英语七年级下册第十单元Unit 10: Where did you 篇三
新目标英语七年级下册第十单元Unit 10: Where did you go on vacation?（英语教案）
新目标英语七年级下册第十单元Unit 10: Where did you go on vacation? Language goal In this unit students learn to talk about past events. New language Where did you go on vacation? I went to the mountains. Where did they go on vacation? They went to New York. Where did he go on vacation? He stayed at home. Where did she go on vacation? She visited her uncle. Did you go to the beach? Yes, I did. /No, I didnt. Section A Ask questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a 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. Ask, Who visited a friend last Saturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write thissentence on the board. Underline the word visited. 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. Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past. 1 a This activity introduces the key vocabulary. Focus attention on the picture. Ask students to tell what they 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, and visited museums. Point out the numbered list of activities. Say each one again and ask students to repeat. Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer. Check the answers. 1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains. Play the recording the first time. Students only listen. Play the recording a second time. This 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 white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains. Correct the answers. 1 C This activity provides guided oral practice using the target language. Point out the example conversation. Ask two students to read the dialogue to the class. Say, Now work with a partner. Make your own conversations about the pictures. Say the dialogue in the picture with a student. Do a second example, if you wish. Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed. 2a This activity gives students practice in understanding the key vocabulary in spoken conversation. Point to the three peoples names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class. Say, This is a recording about three peoples vacations. Please match the people with the places they went to on vacation. Play the recording the first time. Students only listen. Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1. Correct the answers. 2b This activity provides more listening practice using the target language. Call attention to the chart. Ask a student to read through the names and activities listed. Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the Yes, I did. or No, I didnt. blank after each activity. |Play the recording the first time. Students only listen. Point out the sample answer under Yes, I did in the first blank after the words Nancy... go to Central Park? Say, Did Nancy go to Central Park? Yes, she did. Play the recording again. Ask students to put checkmarifl in the correct blanks. 2c This activity provides guided oral practice using the target language. Say, Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like. As students talk, move around the room, monitoring the conversations and offering support as needed. You may want to have a group of students present their conversation to the class. 3a This activity provides reading and writing practice using the target language. 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. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.) After that, 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. Correct the answers. 3b This activity provides guided oral practice using the target language. Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, 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? If students dont know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes. Say,Now work with a partner. Make your own conversations about the pictures. Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish. Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed. 4. This activity provides speaking practice using t
