鲁教版七年级上册 Unit 4 What did you do last weekend？Section B 3a-3c 教案

Unit4 What did you do last weekend
Section B 3a-3c教学设计
教材分析:
本单元是鲁教版初二上学期第四单元。主要以周末活动为主线，以What did you do last weekend 为中心话题，主要运用what/where/who 引导的特殊疑问句来谈论周末活动“去了哪里，做了什么，和谁一起去的，周末怎么样？ ”功能是运用一般过去时谈论刚刚过去的一些常见周末活动。
学生分析:
1、初二学生经过小学和初一的学习，已经有了一定的英语基础知识和听说能力，正逐渐向读写过渡，学生们对英语学习还保持着较浓厚的兴趣。
2、从年龄特征看，学生们也很在乎他人的评价。在学习过程中通过“兵教兵”小组合作，鼓励性评价等措施，提高学生综合语言技能。
一、学习目标：
1.知识目标：
(1) 掌握关于周末活动的动词短语。
(2) 掌握以Where、What和Who引导的特殊疑问句。
2．能力目标：能够用一般过去时描述自己及他人的周末活动。
3．情感目标：能积极主动学习，合作学习，合理安排周末时间。
二、教学重难点：
重点是运用一般过去时写一篇关于周末活动的文章。难点是正确使用一般过去时，特别是不规则动词的过去式。
三、教学过程：
Step1. Warming-up and revision
1. T: Let’s listen to an English song, first. The song’s name is “yesterday once more”.
2. Revise the past tense in the song words.
T: On weekends, I like to listen to music. Today we are going to talk about weekends and how to write about them. What did I do last weekend
3. The teacher shows some pictures about the teacher’s last weekend.
The students guess what the teacher did last weekend.
【设计思路】通过学生喜爱的英语歌曲来复习动词过去式，为写作时运用动词过去式描述我的上一个周末埋下伏笔，学生也容易轻松接受。从学生熟悉的老师的周末谈起并复习常用的动词短语，也便于学生写作时采用“拿来主义”，避免学生写作中常出现的无话可说.
Step2. Presentation
Show the pictures in 3a.
T：Look at this lovely boy! He also told us about his last weekend. What did he do
Ss: …
Step3. Pair work . Look at the pictures and complete the passage in 3a.
1. Ask the students to fill in the blanks according to the pictures.
2. Check the answers in pairs then check together in class.
【设计思路】半控制性写作训练是为了让学生初步感知作文的写作结构和内容，为下面的独立写作降低难度。
Step4. Put the sentences in right order.
1. The teacher broke up the boy’s passage and let the students put the sentences in right order quickly.
2. Let the students find out the rules.
Pay attention to the topic sentence , the timeline and the past tense verbs.
【设计思路】分组合作中让学生把打乱的作文重新排序，在合作中寻找写作的技巧，采用小组竞赛，即可活跃课堂气氛，又能通过学生的嘴说出写该篇文章时注重时间线索，更能加深学生的印象。
Step5. Group work
1. Do a survey in groups according to 3b.
The students can ask like this:
How was your last weekend What did you do …
2. Give a report.
My friend, … had a busy / nice / happy / great / colorful…weekend. He /She…
【设计思路】结合学生自身的生活实际进行英语交流，突出了语言的交际性和真实自然性，学生也更愿意参与到交流活动当中去。
Step6. Writing
1. Ask two students to the blackboard to write about his /her group member’s last weekend and the other students write on the exercise books by themselves.
2. Check the student’s passage together according to the checklist.
Ask some students to underline the topic sentence and the timeline. Wave the past tense verbs.
3. Check in pairs.
4. Read their own passages one by one.
【设计思路】两名学生（一名优秀生，一名中等生）上讲台现场写作更有借鉴和评讲性，便于学生学习和老师及时发现问题。老师给学生的作文评价标准，其实就是学生写作中的注意事项，使学生在自评和互评作文时有法可依，也为学生写作指引了方向。分享和交流学生自己写的作文，更是一种学生成果的展示，使学生在交流中不断进步。
Step7. Summary
Ask some students to say what they have learned and how to write the passage about weekend.
【设计思路】让学生在不断地反思总结中成长，使不同水平的学生都有收获。
板书设计： Unit4 What did you do last weekend
Section B 3a-3c
I had a busy /relaxing /exciting weekend.On Saturday morning,I... On Saturday afternoon,I...On Saturday night,I...