课件22张PPT。Unit 12 What did you do last weekend?watched TVlistened to musicplayed soccercleaned the roomread a book
(read)fed the chickensWhat did they do yesterday ?went shoppingate ice creamdrew picturesthe past form of verbs1. clean
2. work
3. play
4. watch
5. climb
6. visit
7. learn
8. ask
9. talk
10. milk
11. pick
12. shop
13. study
14. worry
15. are
16. come
17. swim
18. see
19. eat
20. have
21. go
22. get
23. do
24. is/am
25. take
26. grow
27. ride
28. feed
29. teach
30. buy
cleanedworkedplayedwatchedclimbedvisitedlearnedaskedtalkedmilkedpickedshoppedstudiedwerecameswamsawatehadwentworriedgotdidwastookgrewrodefedtaughtboughtGuessing game!What did he do? He played badminton.
He went boating.What did he do?
He went to the cinema. What did he do?
They went to the beach.What did they do?
They went fishing.
What did they do? He did his homework. What did he do last weekend?
They visited a history museum.
What did they do last weekend? go campingcamp by the lakego to the beachplay beach volleyballplay badminton/’b?dm?nt?n/ Sunday nightSaturday afternoonSaturday nightSaturday morningSunday morningSunday afternoonPair workWhat did Lucy do on Saturday morning?She played badminton.Match the activities with the pictures [a-f]. 1. did my homework __
2. went to the cinema __
3. went boating __
4. camped by the lake __
5. went to the beach __
6. played badminton __faebdc1aWhat did Lucy do last weekend?On Saturday morning, ___________________
On Saturday afternoon, _________________
On Saturday night, _____________________
On Sunday morning, _____________________
On Sunday afternoon, ___________________
On Sunday night,_______________________she played badminton.she went to the beach.she went to the cinema.she camped by the lake.she went boating.she did her homework.What did you do last weekend?butterflyLisa guide visitorsNatural History Museumbutterfliesstay up late tiredHow was Lisa’s weekend?
2. Where did Lisa work as a guide?
Read the conversation and answer the questions.It was great.ReadingAt the Natural History Museum.3. What did she do there?
4. Why is Paul tired now?
She told the visitors about the butterflies and their living habits.Because he stayed up late to watch the soccer game.Paul: Hi, Lisa. How was your weekend?
Lisa: Great. Thanks.
Paul: What did you do?
Lisa: I worked as a guide at the Natural History Museum.
Paul: Really? How interesting!
Lisa: Yeah, it was fun. They have a butterfly house with over 200 kinds of butterflies! I told the visitors about them and their living habits. Did you have a good weekend?
Paul: Yeah, it was good, but I’m kind of tired now. I stayed up late to watch the soccer game.
Role-play the conversation.Paul: Hi, Lisa. How ___ your weekend?
Lisa: Great. ______.
Paul: What did you do?
Lisa: I worked ___ a guide __ the Natural History Museum.
Paul: Really? ____ interesting!
Lisa: Yeah, it was ____. They have a butterfly house with ____ 200 ____ ___ butterflies! I told the visitors ______ them and their _____ ______. Did you have a good weekend?
Paul: Yeah, it was good, but I’m kind of _____ now. I ______ ____ ____ to watch the soccer game.
Fill in the blankswasThanksasatHowfunoveraboutlivingtiredstayed up latekinds ofhabitsTranslation1. 上周末
2. 在星期六上午
3. 去划船
4. 做家庭作业
5. 去电影院
6. 在湖边野营
7. 去海滩
8. 打羽毛球
9. 准备考试
10. 当导游
11. 200种蝴蝶
12. 有点累
13. 自然历史博物馆
14. 生活习惯
15. 熬夜last weekendon Saturday morninggo boatingdo one’s homeworkgo to the cinemacamp by the lakego to the beachplay badmintonstudy for a testwork as a guide200 kinds of butterflieskind of tiredNatural History Museumliving habitsstay up late1. I visited my (aunt / grandma).
2. I did my (homework / sports).
3. I studied for the (English / math) test.
4. I went to a (farm / beach).
5. I fed some (sheep / cows). Listen and underline the words you hear.Listening2aMy busy weekend
I was very busy last weekend.On Saturday morning,I__________.On Saturday afternoon,I____________.Itwas a little difficult.
In the evening,I______________.On Sunday morning,I______________ with my friends.We__________,it was very interesing.writing"Learn from yesterday. Live for today. Dream for tomorrow."
“从过去中学习，活在今天，梦想着明天。”
评测练习
UNIT 12 What did you do last weekend?
Exercise 1
1. clean
2. work
3. play
4. watch
5. climb
6. visit
7. learn
8. ask
9. talk
10. milk
11. pick
12. Shop
13. study
14. worry
15. are
16. come
17. swim
18. see
19. eat
20. have
21. go
22. get
23. do
24. is/am
25. take
26. grow
27. ride
28. feed
29. teach
30. Buy
Exercise 2
What did Lucy do last weekend?
On Saturday morning, ___________________
On Saturday afternoon, _________________
On Saturday night, _____________________
On Sunday morning, _____________________
On Sunday afternoon, ___________________
On Sunday night,_______________________
Exercise 3
1. 上周末
2. 在星期六上午
3. 去划船
4. 做家庭作业
5. 去电影院
6. 在湖边野营
7. 去海滩
8. 打羽毛球
9. 准备考试
10. 当导游
11. 200种蝴蝶
有点累
13. 自然历史博物馆
14. 生活习惯
15. 熬夜
【拓展练习】
一、根据首字母或汉语提示完成单词。
1. —What did you do last weekend?
—I played b____________.
2. The children would like to go to summer c_________. They all like it.
3. We went to the b__________ last Sunday.
4. Lucy had to study for the English __________(考试).
5. She ___________(看望) her grandma last night.
二、句型转换
1. Anna’s weekend was very great. (划线提问)
__________ __________ Anna’s weekend?
2. They played basketball after school yesterday (改为一般疑问句)
_________ they _________ basketball after school yesterday?
The children read the book two days ago. (改为一般疑问句，并做回答)
_________ the children _________ the book two days ago?
Yes, ____________. / No, ____________.
I studied for the math test on Saturday evening. (划线提问)
_________ _________ you _________ on Saturday evening?
三、单项选择
1.—What did your cousin do last week?
—He ________ my father.
A. visited B. visits C. is visiting D. visit
2. He often _________ to school early, but this morning he _________ to school late.
A. went; goes B. goes; went C. goes; goes D. go; went
3. _________ they _________ tennis after class yesterday?
A. Did; play B. Do; play C. Do; played D. Did; played
【总结反思】
_______________________________________________________________________________
《新目标英语》(人教版七年级下册) 教材分析
?本次“一师一优课”活动所使用的是：2013人教版 七年级下册的教材。
???《Go for it》七年级下册共12个单元，全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。通过确定language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思想。
一、教学目标要求
Unit 1 Can you piay the guitar? Unit 2 What time do you go to school? Unit 3 How do you get to school? Unit 4 Don't eat in class. Unit 5 Why do you like pandas? Unit 6 I'm watching TV. Unit 7 It's raining? Unit 8 It there a post office near here? Unit 9 What does he look like? Unit 10 I'd like some noodles Unit 11 How was your school trip? Unit 12 What did you do last weekend?
本单元的核心话题能正确使用一般过去时态，能正确表达周末活动， 能用所学语言谈论过去发生的事情，能正确使用一般过去时态的特殊疑问句询问信息。
通过开展听说读写的语言实践活动，进一步发展学生的听说读写技能，使学生形成一定的综合运用语言的能力。
英语新课程标准倡导任务型教学模式，即让学生在老师的指导下，通过感知、体验、实践、参与和合作等方式，实现该任务的目标，感受成功。本课旨意在此，因此我将本课设置了四个任务，各任务由易到难，层层递进，并注意联系实际，模仿真实的运用英语的语言环境，让学生在小组合作中学会英语，掌握英语，运用英语。让学生能够整合所学知识并获得真实的情感体验，避免虚构。
教学反思
课堂优点：
1.英语新课程标准倡导任务型教学模式，即让学生在老师的指导下，通过感知、体验、实践、参与和合作等方式，实现该任务的目标，感受成功。因此我将本课设置了四个任务，各任务由易到难，层层递进，并注意联系实际，模仿真实的运用英语的语言环境，让学生在小组合作中学会英语，掌握英语，运用英语。教学过程中，注意引发学生对话题的兴趣，让学生体验到用英语进行交流的乐趣。同时，与学生进行广泛的合作、协调和沟通，并在适时进行指导和评价。
2.在本节课中我按照学生的实际水平，设置不同的问题，让每个学生都有参与的机会，给学生展示自我的舞台，尤其是底子薄或性格内向的学生，当他们取得一点小小的进步时，就鼓励他们，让他们也能感到有成就感。
课堂不足：
1.对于能顺利完成教学环节任务的学生，评价还不够到位，鼓励性不够强，评价过于笼统，没有贴近学生心理和他们的性格特点。
2.课堂语言还不够富有激情，缺少鼓动性，让学生不敢大胆发言。
3.整节课的活动形式过于单一，过于程式化。如果能让学生在更轻松，自由的课堂气氛下参与多种活动，效果能更好。
作为教师，要不断地学习和探索及反思自己的教学环节和教学思路、观点是否需要改进，是否符合学生的需求，以一丝不苟、谦虚谨慎的态度对待每一个教学细节。教师要懂得换位思考，多站在学生的角度上，放下为人师的架子，做一个温和而谦逊的引领者和帮助者，产生1+1大于2的效果。?????????????
Unit 12 What did you do last weekend?
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1)掌握以下单词：
camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late.
能掌握以下句型：
①—Where did you do last weekend, Lucy?
—I went to summer camp.
② —How was your weekend?
—Pretty good, thanks
③ —I worked as a guide at the Natural History Museum.
④ —How interesting!
2) 能了解以下语法：learn to talk about recent past events.
2. 情感态度价值观目标
1.帮助学生树立合作学习观点。
2.讲述美好的周末，树立学生享受生活，热爱美好的大自然情感。
二、教学重难点
1. 教学重点：
1) Key vocabulary.
2) Talk about recent past events
2. 教学难点：
1) Talk about recent past events
2) Practice students’ listening, speaking, reading and writing skills.
三、教学方法
采用多媒体技术教学，学生积极性高，同时可大大提高课堂效率。
采用情景教学，直观，生动，融知识点于游戏中，轻松，愉快。
以任务型教学为主线，采用“学案导学，分层教学法”贯彻始终。
四、设计理念
英语新课程标准倡导任务型教学模式，即让学生在老师的指导下，通过感知、体验、实践、参与和合作等方式，实现该任务的目标，感受成功。本课旨意在此，因此我将本课设置了四个任务，各任务由易到难，层层递进，并注意联系实际，模仿真实的运用英语的语言环境，让学生在小组合作中学会英语，掌握英语，运用英语。教学过程中，注意引发学生对话题的兴趣，让学生体验到用英语进行交流的乐趣。同时，与学生进行广泛的合作、协调和沟通，并在适时进行指导和评价。
新课程发展的理念是：为了每一个学生的发展。因此在新课程的实施中，必须面向全体学生，认清每个学生的优势，开发其潜能，培养其特长，使每位学生都具备一技之长，使全体学生各自走上不同的成才之路，成长为不同层次、不同规格的有用之才。分层教学在此时就显得尤为重要。
分层教学强调：“教师的教要适应学生的学，学生是有个体差异的，不能以牺牲一部分人的发展来换取另一部分人的发展，学生的个体差异是一份宝贵的可供开发的教学资源”。它的核心是面向全体学生，正视学生的个体差异，针对学生“最近的发展区”，实行分层推进教学，通过教学是每个层次的学生都能达到相应的目标，从而促进每个学生在最适合自己的学习环境求得最佳的发展。由于学生在生理发育、心里特征、兴趣爱好、智力水平、潜在能力、学习方法等方面存在差异，接受知识的智能有所不同，所以，必须从实际出发，因材施教，因人制宜，才能使不同层次的学生都得到发展。
基于以上几点考虑，针对不同的学生，设置不同的问题，让每个学生都有参与的机会，尤其是底子薄或性格内向的学生，当他们取得一点小小的进步时，就鼓励他们，让他们也能感到有成就感。
五、教学过程
Ⅰ. Warming-up and revision
Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity,
Ⅱ. 1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.
Point out the numbered list of activities. Say each one again and ask students to repeat.
Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.
Check the answers.
Ⅲ. Listening
Work on 1b
This activity gives students practice in understanding the target language in spoken conversation.
Point to the activities in the picture in activity la. Ask students to tell what the person did in each picture. For example, She played badminton, or Lucy went to the cinema. Play the recording the first time. Students only listen.
Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing badminton; on Saturday morning.
Correct the answers.
Ⅳ. Pairwork
Work on 1c
This activity provides guided oral practice using the target language.
Point to the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend. Talk about the activities in the picture.
Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,
Ⅴ. Listening
Work on 2a:
This activity gives students practice in understanding the key vocabulary in spoken conversation.
Point to the five sentences and ask a student to read these sentences to the class.
Say, You will hear recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.
Correct the answers.1grandma 2 homework 3 English 4 farm 5 cows
Ⅵ. Listening
Work on 2b:
This activity provides listening practice using the target language.
Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name.
Say, Now I will play the recording again. Listen to the students talking about what they did over the weekend. Write C for Carol, B for B Becky or J for Jack next to each statement in activity 2a. The first one has been done for you.
Play the recording the first time. Students only listen.
Point out the sample answer, S, in statement 1. Say, Sonia visited her grandmother.
Play the recording again. Ask students to write a letter in front of each statement to show what each person did.
Check the answers. B B C J J
Ⅶ. Pair work
Ask and answer in pairs.
Point to the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Student A, ask questions about what, who or where , Student B answers. Students work in pairs.
Ⅷ. Role-play the conversation.
1. Ask Ss to look at conversation in 2d. Then Ss read the dialogue by themselves and find the answer to these questions:
① What did Lisa do on her weekend?
② What did Paul do on his weekend?
2. Ss work in pairs and role-play the conversations.
3. Have several pairs perform their conversations for the rest of the class.
Homework:
1. Copy new words twice.
2. Write about what you did last weekend.
四．教学方法:
采用多媒体技术教学，学生积极性高，同时可大大提高课堂效率。
采用情景教学，直观，生动，融知识点于游戏中，轻松，愉快。
以任务型教学为主线，采用“学案导学，分层教学法”贯彻始终。
五．设计理念
英语新课程标准倡导任务型教学模式，即让学生在老师的指导下，通过感知、体验、实践、参与和合作等方式，实现该任务的目标，感受成功。本课旨意在此，因此我将本课设置了四个任务，各任务由易到难，层层递进，并注意联系实际，模仿真实的运用英语的语言环境，让学生在小组合作中学会英语，掌握英语，运用英语。教学过程中，注意引发学生对话题的兴趣，让学生体验到用英语进行交流的乐趣。同时，与学生进行广泛的合作、协调和沟通，并在适时进行指导和评价。
新课程发展的理念是：为了每一个学生的发展。因此在新课程的实施中，必须面向全体学生，认清每个学生的优势，开发其潜能，培养其特长，使每位学生都具备一技之长，使全体学生各自走上不同的成才之路，成长为不同层次、不同规格的有用之才。分层教学在此时就显得尤为重要。
分层教学强调：“教师的教要适应学生的学，学生是有个体差异的，不能以牺牲一部分人的发展来换取另一部分人的发展，学生的个体差异是一份宝贵的可供开发的教学资源”。它的核心是面向全体学生，正视学生的个体差异，针对学生“最近的发展区”，实行分层推进教学，通过教学是每个层次的学生都能达到相应的目标，从而促进每个学生在最适合自己的学习环境求得最佳的发展。由于学生在生理发育、心里特征、兴趣爱好、智力水平、潜在能力、学习方法等方面存在差异，接受知识的智能有所不同，所以，必须从实际出发，因材施教，因人制宜，才能使不同层次的学生都得到发展。
基于以上几点考虑，在本节课中我按照学生的实际水平，将每个小组中的四个成员编成No1、No2、No3、No4号,针对不同的学生，设置不同的问题，让每个学生都有参与的机会，给美国学生展示自我的舞台，尤其是底子薄或性格内向的学生，我降低他们的学习标准，当他们取得一点小小的进步时，就鼓励他们，让他们也能感到有成就感。
六．教学流程
Step 1 Warm up
T: Good morning, class.
Ss: Good morning, teacher.
T: Please enjoy a poem: Never give up. It means if you have problems, never give up. Please read together.
Ss: 学生齐读这首诗。
T：Please believe yourselves. Are you ready ? Let’s begin our class.
(通过师生交流进行热身，激发了学生参与和竞争的意识。)
Step 2 Report
T：Now let’s do a report. Do you like traveling ?
Ss: Yes.
T: So do I . During the summer holidays, I want to go to the Great Wall. Can you tell me something about the Great Wall ? Who can ?
S1: I can.
T: Please come here.(in front of the whole class)
(此环节展示的是上节课布置的家庭作业，即检查了学生的完成情况，又锻炼了学生的听说能力，同时，也完成了本节课的一个教学目标，了解了中国的一个自然地理概况。)
Step 3 Main tasks
(本节课的复习目标有四个，让学生明确自己的学习任务，以便于他们检验自己的学习效果。)
Step 4 New words
（本环节主要复习本单元的单词，这也是所有任务中最基础的一个。）
首先，让两个学生分别领读单词，并完成学案上补全单词练习。然后，教师利用多媒体有针对性的完成大屏幕上几个重点单词的用法，突出重点。最后，听写20个重点单词，让学生两人一组互相检查对错，并立刻弥补。这样，不但检查了学生的记忆能力，而且也锻炼了他们的听力。
在练习大屏幕上的题目时，我侧重于检查提问每组中编号是No3和No4的学生，因为这是考察基础知识，所以给他们的机会就适当的多一些。
Step 4 Phrases
本环节采用英汉互译的方式，先安排学生完成学案上的练习，然后通过大屏幕展示答案。本环节我特意安排一个抢答环节，看哪一组抢答的正确率更高。不仅可以适时地调节气氛，更为重要的是能调动出学生的参与意识，增强小组的凝聚力。然后通过大屏幕上完成句子的方式重点训练一些重点短语的用法。
Step 5 The important sentences
教师把本单元的重点句子展示在大屏幕上，先让他们快速自己背熟，然后小组内互相检查，看谁背的更熟练，进行小组内的比赛。并让No1和No2帮一下No3和No4，通过小组内成员之间互帮互助来完成此项任务，达到小组合作学习的目的。
Step 6 Numbers
大屏幕上出现几个数字，由小到大，采用抢答的方式，让他们正确地读出这些数字，并观察总结多位数字的读法。此环节即完成了任务2，又锻炼了学生归纳总结的能力。
Step 7 Grammar focus：comparatives and superlatives with adj. and adv.
1.大屏幕上首先出示一些规则的形容词和副词的比较级和最高级形式，让学生自己观察，通过小组合作讨论总结出它们的变化规则，并举例说出同类词的比较级和最高级。
2.出示不规则此的比较级和最高级，并要求学生用最快的速度记住它们，两人一组进行检查。
3.大屏上展示学案上的实战演练题，让学生做完并说出为什么用比较级或最高级，真正做到学以致用。
4.Pay attention to the following (考点)：
1(.比较级+and+比较级 越来越……
2(. The + 比较级，the + 比较级 越…… 越…..
3). 同级比较
4). 比较级修饰问题 a little, a bit, even, still, much, a lot, far 等可修饰比较级。
5).同义表达
Shanghai is the biggest city in China.(同义句）
Shanghai is ___ than __ ___ ___ in Chnia.
5.反馈练习：对以上考点进行一检测，多媒体呈现答案。
(此环节充分发挥No1和 No2 的积极性，充分发表自己的见解，让他们体会到成功的喜悦。也让No3和 No4 学会很多知识。同时，在这一环节，多媒体屏幕上呈现知识点效果好，不同颜色的字体形象、直观、显著，一目了然，重点突出。)
Step 8 Enjoy a poem
(学生到此时间已久，一定有些疲劳，让他们放松一下，而且这首诗也帮助他们学习good的比较级和最高级，鼓励学生尽力而为，不断进步。)
Step 9 Writing
针对本单元的话题：保护动物设计的这篇书面表达。先让学生速读提示和要求，然后根据提示和要求在规定时间内完成，并相互交流，最后，大屏上展示一篇美文，让学生欣赏，并据此改正自己的语法错误。引导学生认识保护动物的重要性，并积极参与其中。
Homework:
1.Read and remember the new words and phrases in Unit8.
2.Go over the grammar :the Present Perfect Tense.
(根据分层教学的要求，No3和 No4可以只完成作业1，No1和 No2的学生完成两项。这样，既满足了程度较低的学生保证完成任务，增强自信心和成就感，也满足尖子生旺盛的求知欲，提高学兴趣。)
总之，整节课注重学生的兴趣，坚持以学生为中心，以任务型教学为主线，以分层教学贯穿始终，以培养学生的自主学习、合作探究为目的，让学生在集体合作中能够发挥每个人的长处，使学生在合作中学会互补、启发，最终产生1+1大于2的效果。
