(共19张PPT)
Unit 4
What did you do last weekend
Section B (3a-Self Check)
What did Carol do
What did she do
She
rode a horse
milked a cow
fed chickens
took photos
went for a walk
talked with a farmer
picked some strawberries
She had a wonderful weekend.
____ out with friends
____ for a walk
____ apples
____ photos
go
take
pick
go
Complete the phrases.
5. fly a ______
6. milk a _____
7. camp ____ the lake
8. study _____ a test
kite
for
by
cow
A: I had a school trip last week.
B: Really. ________________ (go)
A: I visited the fire station.
B: _____________________ (go with)
A: I went with my classmates.
B: ___________________ (do)
Where did you go
Who did you go with
What did you do
2. Complete the conversation.
A: We watched how firefighters worked. What an interesting job they have!
B: ______________________ (learn anything)
A: Sure. We learned how to call the fire station and what to do when there is a fire.
Did you learn anything
useful
Last weekend, I was very relaxed.
On Saturday morning…
I visited my parents .
On Saturday afternoon…
I listened to music .
On Saturday night…
I watched TV.
happy
relaxing
interesting
I played badminton
On Sunday morning…
On Sunday afternoon…
I went shopping.
On Sunday night…
took a shower
went to sleep
exciting
delicious
relaxed
How was my last weekend
It was relaxing.
I had a relaxing weekend.
I had a busy weekend. On Saturday morning, I __________________. In the afternoon, I ___________________. It was a little difficult. On Saturday night, I stayed at home and ________________ cook dinner. On Sunday morning, I ____________________. I read a book about history. Then in the afternoon, I _____________ with my friends. On Sunday night, I _____________. I saw an interesting talk show.
Look at the pictures and complete the passage.
3a
cleaned my room
did my homework
helped my mom
went to the library
played soccer
watched TV
3.I had a busy weekend.
5.On Saturday morning, I cleaned my room. In the afternoon, I did my homework. It was a little difficult.
4.On Saturday night, I stayed at home and helped my mom cook dinner.
1.On Sunday morning, I went to the library . I read a book about history. Then in the afternoon, I played soccer with my friends.
2.On Sunday night, I watched TV. I saw an interesting talk show.
Put the sentences in right order.(小组合作排序）
3，5，4，1，2
I had a busy weekend.
On Saturday morning, I cleaned my room.
In the afternoon, I did my homework . It was a little difficult. On Saturday night, I stayed at home and helped my mom cook dinner.
On Sunday morning, I went to the library . I read a book about history.
Then in the afternoon, I played soccer with my friends.
On Sunday night, I watched TV. I saw an interesting talk show.
Find out the rules. (找规律）
Topic sentence
Time line
Beginning
A good beginning can make the article more attractive（有吸引力的）
Come straight to the point (开门见山)
I had a __(busy/relaxing)
weekend.
Last weekend, I was very
__(busy/relaxed).
Ending
A good ending can make the article complete（完整的）
Sum up(总结，首尾呼应)
All in all, this weekend was______.
Body
Ending
Beginning
Body
Main part
important
write more
to make it colorful
activities+feelings
interesting, difficult, exciting, cool, terrible, delicious, great, boring…
Para 1
Para 2
Para 3
On Saturday morning, I …
On Sunday morning, I …
On Saturday afternoon, I …
On Saturday evening, I …
On Saturday afternoon, I …
On Saturday evening, I …
My last weekend was kind of busy.
I washed my clothes on Saturday morning. On Saturday afternoon, I went to the library. I read an interesting book there. I cooked dinner in the evening. The food was delicious. On Sunday morning, I used the computer. On Sunday afternoon, I played ping-pong. On Sunday evening, I did my homework.
The weekend was busy but happy.
Homework
B
假设上个周日，你和你的同学到老年人之家(the Old People’s Home) 去看望老人，请把活动情况用英文写一篇70个词左右的文章。
主要内容:
1.时间、地点、人物及交通方式;
2.擦门窗、洗衣、整理床铺等，随后，为老人唱歌、跳舞;
3.感受:有点儿累但很愉快;要学会照顾、尊重老人。
A
本周你们刚刚参加过学校组织的旅游。请你以“My last trip”为题，用英文写一篇70个词左右的文章，介绍一下你的周末活动。
内容可适当发挥，使短文连贯通顺。
You went on vacation to some places. Write to a friend about your trip.
Where did you go
Were you with your family
What did you do
How was the weather
Was the food good
Did you buy anything
Do you want to go again
Throw away all of your troubles
and enjoy your weekend!
抛开烦恼，享受周末吧！
Thank you!鲁教版七年级上Unit 4 Section B(3a-Self check) 教学设计
学科 英语 年级 七年级 课型 新授课 设计者 李明霞
课题 鲁教版七年级上Unit 4 Section B(3a-Self check) 课时 第五课时
课标要求 依据《义务教育英语课程标准》（2022年版）要求，本部分内容聚焦学生综合语言运用能力培养，要求学生能运用英语完成制作香蕉奶昔步骤的描述，提升语言表达与实际应用能力。在语言能力方面，学生要熟练掌握制作奶昔相关词汇、短语及句型，用英语清晰、准确地描述制作过程；文化意识上，通过对比中西方饮品制作文化，增强跨文化交际意识；思维品质方面，培养逻辑思维和批判性思维，如在制作步骤描述中分析先后顺序的合理性；学习能力上，引导学生通过自主、合作学习，掌握学习策略，提高学习效率。
教材分析 课程标准要求学生英语学习表现出积极性和初步的自信心，能听懂有关熟悉话题的语段和简短的故事，能与教师或同学就熟悉的话题（如学校、家庭生活）交换信息。能读懂小故事及其他文体的简单书面材料。能用短语或句子描述系列图片，编写简单的故事。能根据提示简要描述一件事情，参与简单的角色表演等活动。能尝试使用适当的学习方法，克服学习中遇到的困难。能意识到语言交际中存在文化差异。本单元主要围绕学生周末这一话题，让学生大量练习过去式的用法。Section A主要谈论周末发生的事情， Section B 则是不同的人从不同的视角谈论假期做的事情，阐述自己的观点。Section B内容一方面要把Section A内容运用熟练，另一方面出示新句型，让学生学会如何用英语说明过去的事情。让学生体会不同的情况下如何表达自己的感受。在教学设计中要注意由易到难，循序渐进的进入，避免操之过急给学生造成学习障碍。 Self check是对本单元内容的回顾和检测，包括词汇知识的评价，语言、语音应用能力的评价，幽默的卡通，教师可再设计一些练习，让学生作好单元过关测试准备。本节课是 Section B 写作部分，本课属于阅读写作课，学习对象为五四制七年级的学生。根据《国家英语课程标准》四级目标，能引出话题并进行写作练习。根据课件展示及教师示范，能叙述自己发生在过去的事件，培养学生的语言表达能力。
学情分析 本单元的主题围绕学生周末活动以及假期活动展开，学会用过去时陈述和表达过去发生的事情。围绕这一主题进行一系列交际活动，使学生熟练掌握过去时并正确使用。动词过去式较难掌握，过去时对学生来说是全新的语法知识，也是重要的考点。1.语言基础：学生应已掌握基本的英语词汇和句型，特别是与日常生活、学校活动相关的内容。他们可能已经学习过如何描述过去的经历，如使用一般过去时态。2.文化理解：学生对周末活动的概念应有所了解，包括其目的、常见活动等。他们对不同国家或地区的假期旅行习俗可能有一定认知，这有助于在讨论中引入跨文化交流的元素。3.学习兴趣与动机：学生通常对分享自己的经历感兴趣，因此这个话题可能会激发他们的参与热情。通过小组讨论或角色扮演等活动，可以进一步激发学生的学习动力。
核心素养目标 语言能力目标1.能准确理解并口头和书面表达与周末活动相关的词汇及短语，如：camp by the lake, go to the beach 等 ，并能在实际情境中运用。2.能够完成与本单元话题相关的听力、口语、阅读和写作任务，如听懂关于周末活动的简短对话，进行关于周末经历的交流，读懂描述周末活动的短文，以及用英语写出自己上周末的活动。学习能力目标1.通过自主学习、合作探究和小组讨论，培养学生自主归纳总结动词过去式变化规则的能力，提高学习效率。2.引导学生学会从听力材料、阅读文本中获取关键信息，锻炼信息提取和处理能力，并能将所学知识运用到实际表达中。思维品质目标1.在描述周末活动时，培养学生的逻辑思维能力，学会有条理地组织语言，按照时间顺序或重要性顺序叙述事件。2.通过对不同周末活动的讨论和思考，激发学生的发散思维，鼓励学生分享独特的经历和观点，培养创新意识。 文化意识目标1.了解西方国家人们的周末生活方式和常见活动，拓宽国际视野，增强文化理解和包容。 2.通过对比中外周末文化差异，加深对本国文化的认同和热爱，培养跨文化交际意识。
教学重点 1.词汇与句型：掌握“blender、peel、cut up、pour、mix”等重点词汇及“How do you make... ”“First,... Next,... Then,... Finally...”等核心句型，并能灵活运用。2.步骤描述：能够用英语完整、准确、连贯地描述香蕉奶昔制作步骤，理解并掌握表达顺序的连接词在描述过程中的作用。3.文本理解与写作：理解教材文本内容，提取关键信息，模仿文本结构进行写作，完成香蕉奶昔制作过程的书面表达。
教学难点 1.复杂步骤表述：准确、清晰地用英语表述制作过程中的细节和关键步骤，如控制原料用量、搅拌机操作方法等，避免表达模糊或错误。2.逻辑连贯表达：合理运用连接词，确保制作步骤描述逻辑清晰、连贯流畅，避免步骤混乱或连接词使用不当。3.知识迁移运用：将所学的制作描述方法迁移到其他食物制作介绍中，实现知识的灵活运用，提高语言实际应用能力。
教学方法 1.情境教学法：通过播放香蕉奶昔制作视频、展示实物原料（香蕉、搅拌机等），创设真实情境，激发学生表达欲望。2.任务驱动法：布置“制作流程图绘制”“小组合作写作”等任务，让学生在完成任务中掌握知识，提升能力。3.合作学习法：组织小组分工，如一人负责记录步骤、一人负责绘图、一人负责汇报，促进学生协作交流。4.对比分析法：对比中文与英文制作步骤表达差异，如中文常省略主语，而英文需明确主语或使用祈使句，强化语法意识。5.多媒体辅助法：利用PPT、互动白板标注重点词汇和句型，动态呈现制作步骤，增强视觉记忆。6.分层教学法：针对不同水平学生，设计分层任务，如基础层学生完成步骤填空，提高层学生创新制作配方并描述。
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
环节一Leading in Listen to a song and say something about the song：T: Do you like this song Ss： YesT: The song is about the school trip. Do you like the school trip OK, this class we will learn Unit3 How was your school Section B (3a-4) 学生听歌曲回答问题，从而引出标题 课前通过 listen to a song and free talk，让学生回顾上学期的 school trip, 迅速集中学生的注意力，激发学生对本节课学习内容的好奇心，调节课堂气氛，让学生以最佳的精神面貌迎接这节英语课。课前展示的歌曲内容与本单元内容息息相关，引出本节课谈论的话题 school trip,自然导入。
环节二 Listening 1.Listen and answer the questions--What does she do rode a horse milked a cow fed chickensShe took photos went for a walk talked with a farmer picked some strawberries2.Practise（pair work）:A: Can you guess where she went last Sunday B: She went to a farm.A: Good! We can also say she had a trip to a farm. ①学生个体展示答案，如有错，他人纠错② 学生结对练习新句式③ 学生班内分享④学生齐读记忆单词。 通过听听力回顾与郊游有关的短语和句子，并围绕School trip这一主题和评价任务，记录相关信息和要点，完成相关评价任务，依托目标语言进行描述与阐释，进一步复习与学校郊游有关的短语和句型。
环节三Self Check 1.Complete the phrases. ______ out with friends fly a ________________ for a walk milk a __________ ______ apples camp __________ the lake ______ photos study __________ a testHave the students do the exercises. Then check their answers.Then, complete the conversation.A: I had a school trip last week. B: Really. ________________ (go) A: I visited the fire station. B: _____________________ (go with) A: I went with my classmates.B: ______________ (do) A: We watched how firefighters worked. What an interesting job they have!B: ______________________ (learn anything) A: Sure. We learned how to call the fire station and what to do when there is a fire. Have the students fill in the blanks. 1、学生填词，突破词组，便于下一步教学的推进。2、完成对话3、通过对话练习下一步教学环节扫清障碍。 对教材地道的文本进行复习，并能够悟出叙事一件事用过去时，起入门、示范和引领作；让学生朗读复述，复述的过程实际是理解和记忆的过程，学生将自己看到或读到的语言信息输入大脑，经过认知、对比、分析、理解、记忆等一系列思维活动，对语言进行加工，然后复述出来。通过复述，学生口头语言表达能力得到了提高，同时又促进了听、读、写三种能力的发展，从而增强了学生的自信心，让学生以愉快积极的心态自主地参与到学习活动中去，做学习的主人。让学生领悟文章的丰富多彩来于对旅行活动的描述以及所感。
环节四While writing Look at the pictures of my last weekend. Help me complete my weekend.Last weekend, I was very busy. On Saturday morning, I …. They were happy. On Saturday afternoon, I … It was relaxing. In the evening, I … They were interesting. On Sunday morning, I … I was tired. In the afternoon, I … We bought some food. They were delicious. In the evening, I … The teacher asks:How was my weekend 学生根据图画以及短文内容，补充完整我的周末活动。老师提问，学生回答问题。反复练习本课重难点 根据情境补全我的周末前置练习，旨在激发学生的主动参与热情，我有意提供的写作范文也为后面的提笔写作铺好了路，激起写作兴趣。由易到难，循序渐进的原则。通过看图并回答问题，进一步练习本课重难点。
……环节四Pre-writing Look at the pictures and complete the passage. I had a busy weekend. On Saturday morning, I __________________. In the afternoon, I ___________________. It was a little difficult. On Saturday night, I stayed at home and ________________ cook dinner. On Sunday morning, I ____________________. I read a book about history. Then in the afternoon, I _____________ with my friends. On Sunday night, I _____________. I saw an interesting talk show.Have the students fill in the blanks. They can discuss in groups. Then check their answers.Find out the rules. (找规律）I had a busy weekend. On Saturday morning, I cleaned my room. In the afternoon, I did my homework . It was a little difficult. On Saturday night, I stayed at home and helped my mom cook dinner. On Sunday morning, I went to the library . I read a book about history. Then in the afternoon, I played soccer with my friends. On Sunday night, I watched TV. I saw an interesting talk show.Check their answers. Then help the students find the structure.Help the student find how to write a passage. ①小组合作分析、梳理与归纳②学生个体展示③老师讲解、纠错并进行总结 反复练习，让学生通过不断练习总结写作是按照什么顺序进行描述的，从而帮助学生形成进的框架。总结思维导图，和学生一起梳理通过前面读前和写作前支架所获得的信息，让学生根据黑板上老师的板书，来思考，培养学生积极思考，善于提出问题的能力。梳理日记内容，进行层级分类，提要素，理关系，建结构，使接下来的写作内容脉络清晰，并且及时进行追问，引发学生思考。
环节四Post-writing Write down the passage according to the mind map. Correct the passage together. 1.学生书写自己的周末。2.选出一篇学生习作，通过投影进行讨论，让同学提出意见并修改。 小组纠错的环节也是学生互相学习和共同进步的过程，通过相互间辨认并改正彼此写作内容中的遗漏，句子结构和语法以及用词的错误，再次为学生提供学习、借鉴和对比的机会，强化了同学间的合作性学习。同学之间给的建议会促进和提高很大。
总结评价 The teacher asks Ss:What did we learnt this lesson Have the Ss discuss in pairs. 学生小组活动，总结本课所学习内容。 通过总结帮助学生理顺本课所学习的内容，起到巩固作用。
分层作业 基础作业：Grasp the words and phrases. And according to the pictures , retell the article.拓展作业：Tell the Ss about your weekend.
板书设计
教学反思 学生的参与度整体较高，尤其是在小组讨论和角色扮演环节，学生们表现出了极大的兴趣和热情。他们能够积极分享自己的周末活动，倾听他人的周末活动，并在交流中不断尝试使用新学的词汇和句型。也有部分内向的学生在集体活动中较为被动，需要教师更多的鼓励和引导。采用了情境教学法、任务型教学和合作学习等多种教学方法。这些方法在一定程度上激发了学生的学习兴趣和积极性，提高了课堂效果。但同时，也认识到不同学生的学习风格和能力存在差异，需要教师在教学过程中更加灵活地运用各种教学方法，以满足不同学生的需求。
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