Unit 12 What did you do last weekend 单元教案

Unit 12　What did you do last weekend?
课　题
Unit 12 What did you do last weekend?
课时
第一课时 Section A(1a-2d)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇和短语:
camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late
2. 掌握以下句型:
①—What 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!
能力目标
了解以下语法: Learn to talk about recent past events.
情感目标
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。
教学重点
1. Key vocabulary.
2. Talk about recent past events
教学难点
1. Talk about recent past events
2. Practice students’ listening, speaking, reading and writing skills.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming-up
and revision
1. Point to the previous Saturday and Sunday on a wall calendar and ask Ss to tell some things they did last weekend.
Say like this: Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as, cleaned my house on the weekend.
2. Use quick sketches (in the board) along with gestures to demonstrate the meaning of each activity.
1. Look at the wall calendar and tell some things that were done last weekend.
2. Remember the meaning of each activity.
复习学过的描述动作的词汇, 为接下来的学习作铺垫; 并通过即兴发言激发学生的学习兴趣。
Step 2
Presentation
(1a)
1. Focus attention on the picture. Ask students to tell what they see.
2. 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.
3. Point out the numbered list of activities. Say each one again and ask students to repeat.
4. Then ask students to match each activity with one of the pictures.
5. Write the letter of each activity next to the words.
6. Point out the sample answer.
7. Check the answers.
1. Look at the picture and tell what they see.
2. Repeat the phrases: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.
3. Match each activity with one of the pictures.
4. Point out the sample answer.
在语境中呈现和导入目标语言。
续表
教学环节
教师活动
学生活动
备课札记
Step 3
Listening
(1b)
1. Point to the activities in the picture in 1a.
2. Ask students to tell what the person did in each picture. (For example, she played badminton,
or Lucy went to the cinema. )
3. Play the recording the first time. (Students only listen. )
4. Play the recording a second time.
5. Correct the answers.
1. Look at the picture in 1a.
2. Tell what the person did in each picture.
3. Listen to the tape for the first time.
4. Listen to the recording again and write the days and times Lucy did each thing under the pictures.
5. Point out the sample answer under the picture.
通过听力练习, 让学生从听对话到模仿对话, 练习目标语言的运用。
Step 4
Pair work
(1c)
1. First let Ss read the conversation in 1c.
2. Then ask them to make similar conversations.
3. Let Ss. act out the conversation in front of the class.
4. Offer language or pronunciation support as needed.
1. Read the conversation in 1c.
2. Talk about the activities in the picture in pairs.
3. Make similar conversations.
4. Act out the conversation in front of the class.
通过这个活动练习, 使学生在语境中体会目标语言的运用。
Step 5
Listening
(2a)
1. Point to the five sentences and ask a student to read these sentences to the class.
(Say like this:
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. )
2. Play the recording the first time. Students only listen.
3. Play the recording a second time, and ask students to underline each word that is said on the tape. Point out the sample answer.
4. Correct the answers. (1. grandma
2. homework 3. English 4. farm 5. cows)
1. Read these sentences to the class.
2. Only listen to the tape the first time.
3. Listen to the tape again and underline each word that is said on the tape.
4. Point out the sample answer.
通过这个活动, 使学生对所学的词汇得以进一步的理解。在交流信息过程中, 进行真实的交际问答活动。
Step 6
Listening
(2b)
1. Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name.
(Say like this: 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 Becky or J for Jack next to each statement in 2a. The first one has been done for you. )
2. Play the recording the first time.
3. Play the recording again. 4. 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)
1. Focus on the pictures of Carol, Becky, and Jack and identify each person by name.
2. Students only listen to the tape the first time and point out the sample answer.
3. Listen to the recording again. And write a letter in front of each statement to show what each person did.
在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
续表
教学环节
教师活动
学生活动
备课札记
Step 7
Pair work
(2c)
1. Help Ss ask and answer in pairs.
2. Point to the example conversation.
3. Ask two students to read the dialogue to the class. Say like this: Now work with a partner. Student A, ask questions about what, who or where, Student B answers.
1. Students work in pairs to ask and answer.
2. Read the dialogue to the class.
通过两人一组练习问答, 使目标语言得以练习应用, 从而也增强了学生的团队意识和合作精神。
Step 8
Role-play the
conversation
(2d)
1. Ask Ss to look at conversation in 2d. Then Ss read the conversation 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. Lead Ss to work in pairs and role-play the conversation.
3. Have several pairs perform their conversation for the rest of the class.
1. Look at conversation in 2d. Then read the conversation 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 conversation.
3. Perform their conversation for the rest of the class.
在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 9
Summarize
1. Guide the students to summarize the use of the past tense.
2. Guide the students to summarize the sentence structure with “what, who, where, when. . . ”.
1. Summarize the use of the past tense.
2. Summarize the sentence structure with “what, who, where, when. . . ”.
培养学生探究、归纳总结能力。
Step 10
Consolidation
教师设置巩固检测练习:
I. 单项选择
(D )1. —How was your trip?
—_______. I hope I can go there again. ?
A. Just so-so(一般)
B. Not very good
C. Nothing special
D. Wonderful
( C)2. —I watched TV and listened to music on Saturday.
—Sounds like a______ weekend. ?
A. busy　　　
B. boring
C. relaxing
D. tiring
( A )3. —Why didn’t you answer my telephone last night?
—Oh, _______. I went to the hospital to look after my friends. ?
A. I wasn’t at home
B. I am not at home
C. I am reading
D. I fall asleep
(C)4. Where_______you
_______yesterday, ?
Monica?
—I_______at home. ?
A. do. . . go; stay
B. did. . . went; stayed
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
教学环节
教师活动
学生活动
备课札记
Step 10
Consolidation
C. did. . . go; stayed
D. did. . . go; stay
( D)5. —Do you think a snake is_______? ?
—Yes. If I see a snake, I will be too_______to move. ?
A. scared; scared
B. scary; scary
C. scared; scary
D. scary; scared
Ⅱ. 完成句子
1. 他去年在自然历史博物馆当一个导游。
He_______ _______a guide in the Natural History Museum last year. ?
2. ——你的周末过得怎样? ——非常悠闲。
—_______ _______ your weekend? ?
—I _______a very _______weekend. ?
3. 不要对老人大喊大叫, 这不礼貌。
Don’t_______ _______old people, it isn’t polite. ?
4. 我妈妈叫我不要熬夜太晚。
My mother asked me not to_______ _______too late. ?
5. 很多小朋友喜欢在春天放飞筝。
Many little children like _______ _______ _____in spring. ?
答案: 　1. worked as
2. How was, had, relaxing
3. shout at　4. stay up　5. flying a kite
Step 11
Homework
1. Copy new words twice.
2. Write about what you did last weekend.
板书设计
Section A (1a-2d)
1. New words:
camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late
2. Structures:
①—What 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.
　—How interesting!
教学反思
在本节课的教学活动设计中, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。

课　题
Unit 12 What did you do last weekend?
课时
第二课时Section A(Grammar Focus-3c)
课型
New
教学目标
知识目标
1. 掌握以下单词: away, mouse, baby, shout , shout at, woof, language
2. 能掌握以下句型:
①—What did you do last weekend? 　—I did my homework.
②—Who visited her grandma? —Becky did.
③—Where did she go last weekend? —She went to a farm.
④—Who did she go with? —She went with her classmates.
3. 继续练习一般过去时态
能力目标
使学生学会根据所提供的材料运用所学的知识来进行叙述、评价过去发生的事。培养学生语言实际运用能力
情感目标
1. 提高学生独立学习能力。2. 培养学生动手能力和想象能力
教学重点
1. 重点词汇: away, mouse, baby, shout , shout at, woof, language.
2. 特殊疑问句练习(what, when, where, who, how. . . )
3. 谈论过去发生的事
教学难点
Talk about recent past events; Practice students’ listening, speaking, reading and writing skills.
课前预习
1. New words　2. Grammar Focus
教学方法
采用Practicing, group work和Role-playing的学习策略。
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming-up
and revision
1. Greet students.
2. Check the homework
1. Greet teachers
2. Hand in homework
温故知新, 为新的教学环节做好铺垫、衔接
Step 2
Grammar
Focus
1. Lead Ss to read sentences in Grammar Focus and translate the following sentences.
① 上个周末你做了什么事情?
___________________
② 我做了我的家庭作业。
___________________
我们去划船了。
___________________?
③ 谁去探望了她的奶奶?
__________________
贝姬_______
④上个周末她去了哪里?
________________
她去了农场。
________________
答案:
① What did you do last weekend?
② I did my homework. / We went boating.
③Who visited her grandma?
Becky did.
④—Where did she go last weekend?
　—She went to a farm.
2. Give Ss seven more time to remember the sentences.
3. 探究乐园:
一般过去时态的特殊疑问句
1. Read sentences in Grammar Focus.
2. Ss finish off the sentences and check the answers by themselves.
3. Do the exercise.
利用学生感兴趣的课件, 进行复习或检查, 为下面内容的进展作铺垫; 并通过课件激发学生的学习兴趣。
续表
教学环节
教师活动
学生活动
备课札记
①特殊疑问词 + was/were + 主语+ 其他?
上个周末你过得怎么样?
_______ _______your last weekend? ?
②特殊疑问词+did + 主语+动词原形+其他?
昨天他做了什么事情?
_______ _______he do yesterday? ?
4. Do the exercise with the Ss.
Check the answer together.
答案: How was, What did
Step 3
Practice in
pairs
(3a)
1. Look at 3a. Tell Ss to fill in the blanks with who, what, when, where or how.
2. Make the students finish the sentences by themselves. Check the answers.
(1. What , Who 2. How, Where 3. What, When)
3. Let Ss practice asking and answering questions like this about what the people did over the weekend. Practice in pairs.
4. Help students find partners to read the dialogue together. (Both students read both parts. )
1. Look at 3a and fill in the blanks with who, what, when, where or how.
2. Finish the sentences by themselves. Check the answers.
3. Ss practice asking and answering questions in pairs.
4. Find partners to read the dialogue together.
在语境中呈现和导入目标语言。加深对句型和语言点的了解和运用。
Step 4
Group work
(3b)
1. Look at 3b. Tell Ss to complete the passage with the correct forms of the words in the box. Pay attention to the right sentence structure. Ss work by themselves.
2. Check the answers. (Answers: saw, was, climbed , ran away, said. )
3. Ask several students to tell the story in front of the class.
1. Ss work by themselves and complete the conversation.
2. Ss practice the passage in pairs.
通过小组合作, 让学生从填充短文到模仿讲故事, 加深对所学内容的理解、巩固, 锻炼和提高口语表达能力。
Step 5
Game(3c)
1. Tell Ss to think of two things they did last weekend. And draw pictures of them.
2. Lead Ss to guess what he / she did.
3. Give a model to the Ss.
(Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, and a picture of a tennis racket. )
4. Point to the picture of the TV/. . . and ask a student to make a sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the -ed in watched and played and remind students to use the past tense.
5. Ask students to practice the activity in groups of four.
1. Draw two things to make sentences.
2. Ss write questions and answers using the words in the brackets.
3. Practice the conversation with your partners.
通过绘画猜测游戏, 挖掘学生的动手能力和想象能力, 同时也能使所学知识在语境中得以致用。
续表
教学环节
教师活动
学生活动
备课札记
6. Ask a student to draw two pictures about his or her last weekend on the blackboard. Class members guess the correct past tense sentences. Then write wh-words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. Who did you play tennis with?
Step 6
Summarize
Guide the students to summarize the use of what/ where/ who/ when/ how. . .
Summarize the use of what/ where/ who/ when/ how. . . .
培养学生探究、归纳总结能力。
Step 7
Consolidation
教师设置巩固检测练习:
Ⅰ. 单项选择
(B) 1. He 　　the guitar last year, but now he is more　　in playing soccer. ?
A. plays; interested
B. played; interested
C. play; interesting
D. playing; interest
(A) 2. —Do you need a new dictionary, Susan?
—No, Mum. My uncle bought me _______yesterday. ?
A. one　 B. it　
C. the one　D. another
(A) 3. —Did you 　　your weekend? ?
—Yes, I had fun with my friends.
A. enjoy　 B. have
C. spend D. visit
(D) 4. —Hi, Jack. Would you please _______the picture on the wall? ?
—OK, I’ll do it right now.
A. pick up B. look up
C. get up D. put up
(B)5. —Hello, mum. Are you still on Lushan Mountain?
—Oh, no. We are back home. We _______a really good journey(旅行). ?
A. have
B. had
C. are having
D. will have
Ⅱ. 根据首字母或汉语提示完成下列句子
1. —Do you know how many _______(语言) there are in the world? ?
—Sorry, I don’t know.
2. A family of _______ (老鼠) were in the kitchen on Saturday morning when they saw a big cat. ?
3. Now many families have a second b.
4. —Can you help my sister with her English when I am a_______? ?
—Of course.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
教学环节
教师活动
学生活动
备课札记
Step 7
Consolidation
5. Do you like listening to the song“ Two _______(蝴蝶)”? ?
答案: 1. languages　
2. mice　3. baby
4. away　5. butterflies
Ⅲ. 对下列句子中的画线部分提问。
1. I got up at nine yesterday morning. _______ _______you get up yesterday morning? ?
2. We did our homework last night.
_______ _______you _______last night? ?
3. They were in the supermarket last Sunday. _______ _______they last Sunday? ?
4. My last weekend was kind of boring. _______ _______your last weekend? ?
5. Linda took a walk with her parents after dinner. _______ _______Linda take a walk with after dinner? ?
答案: 1. When did　
2. What did, do
3. Where were　
4. How was　5. Who did
Step 8
Homework
1. Remember the sentences in Grammar Focus.
2. Make some conversations by yourself.
板书设计
Section A(Grammar Focus-3c)
1. Key words: away, mouse, baby, shout , shout at, woof, language
2. Key sentence structures:
①—What did you do last weekend?
—I did my homework.
②—Who visited her grandma?
—Becky did.
③—Where did she go last weekend?
—She went to a farm.
④—Who did she go with?
—She went with her classmates.
教学反思
在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。

课　题
Unit 12 What did you do last weekend?
课时
第三课时Section B (1a-2c)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇和短语: fly, kite, fly a kite.
2. 掌握以下句型:
—Did you do anything interesting last weekend?
—Not really, but I visited my sister.
My sister finished high school two weeks ago.
能力目标
能够用上所学的知识描述自己或他人过去做的事情
情感目标
帮助学生应对惧怕动物心理, 鼓励学生学习自然知识。
教育学生合理安排作息时间, 健康生活。
教学重点
1. Key vocabulary
2. 一般过去时态、一般疑问句练习。
3. Talk about recent past events
教学难点
1. Talk about recent past events
2. Practice students’ listening, speaking, reading and writing skills.
课前预习
利用图片使学生学习1a中的短语, 并引导学生进行Group work学会运用句型: sb. did. . . 描述过去做的事情, 为接下来的教学活动做好铺垫。
教学方法
采用Practicing, Listening for specific information和Role-playing的学习策略。
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and revision
1. Greet students
2. Play flash cards to show students new words on Page 70.
3. Make the students read.
1. Greet teacher
2. Watch flash cards to read and learn new words on Page 70.
利用学生熟悉并感兴趣的幻灯片, 复习学过的单词, 为完成1a作铺垫; 并通过幻灯片激发学生的学习兴趣。
Step 2
Presentation
(1a)
1. Call attention to the pictures.
2. Ask students to point to and use the past tense to describe as many of the activities as possible.
3. Point to and describe any activities they can’t describe. For example: I played the guitar.
4. Point to the numbered activities described in the list.
5. Name the activities and ask students to repeat each one.
6. Ask students to match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct phrase.
7. As students work, move around the room answering questions as needed. Check the answers: 1d , 2 c , 3 f , 4 e , 5a , 6 b.
1. Ss learn the phrases by themselves and try to remember them.
2. Finish the tasks according to the teacher’s request.
在语境中呈现和导入目标语言。
Step 3
Thinking
(1b)
1. Draw pictures of the happy face and unhappy face on the board.
2. Write the words fun under the happy face and the words not fun under the unhappy face.
3. Ask students to name some activities they think are fun and some that are not fun. For
1. Name some activities they think are fun and some that are not fun.
2. Draw a happy face or an unhappy face under the pictures in 1a.
通过该活动, 鼓励学生敢于思考敢于表达自己的想法和看法, 使所学知识得到更好的巩固和运用。
续表
教学环节
教师活动
学生活动
备课札记
example: a student might say studying for a test is not fun.
4. Point out the happy face under the pictures in 1a. Say: He sang and played the guitar. It was fun. The happy face shows it was fun. Say, draw a happy face or an unhappy face under each picture.
5. Review the answers. Students may have different answers for some items. For example, went to the library may be fun for some students and not fun for others.
Step 4
Listening
(1c)
1. Call attention to the names Jim and Sally and the write-on lines under each name. Say: Now you are going to hear a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write what each person did.
2. Play the recording the first time. Students only listen. Point out the sample answer, did her homework.
3. Play the recording again. Ss listen and check their answers.
4. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.
1. Students only listen to the recording for the first time. Point out the sample answer, did her homework.
2. Ss listen to the recording again and check their answers.
3. Ss look back at earlier activities in this unit to get spelling help.
通过教材中提供的听力训练, 学生能更好地理解和掌握本节课所学的词汇和语言, 为角色扮演提供了充足的语言素材。其中设计了听前指导, 让学生对听力内容有初步了解, 增强听力的目的性。听后学生成果展示, 能让学生体会到成功的愉悦感。
Step 5
Group work
(1d)
1. Call attention to the example in speech bubbles.
2. Ask a pair of students to read the dialogue to the class. Say: Now practice talking about what Jim and Sally did over the weekend. Practice in pairs. Use the dialogue as an example.
3. Help students find partners. Say: First read the dialogue together. Read both parts. Then make your own dialogues like that one. Tell what Sally and Jim did over the weekend.
4. As students practice, move around the room monitoring progress.
5. Ask pairs of students to present their dialogues to the class.
1. Ask a pair of students to read the dialogue to the class.
2. Find partners to read the dialogue together first, then make their own dialogues like that one. Tell what Sally and Jim did over the weekend.
3. Ask pairs of students to present their dialogues to the class.
通过以上所学内容进行小组活动, 在运用信息过程中, 提高学生的识记和辨析能力。
Step 6
Pair work(1e)
1. Point out the example in speech bubbles. Ask two students to read the dialogue to the class.
2. With a student, say a conversation about what you did over the weekend.
3. Help students find partners. As they practice their conversations, move around
1. Read the dialogue to the class.
2. With the teacher, say a conversation about what he /she did over the weekend.
3. Find partners to practice their conversation.
通过团队活动使目标语言得以进一步巩固, 增强了学生们的口语交际能力, 培养了团队协作精神。
续表
教学环节
教师活动
学生活动
备课札记
the room monitoring progress and giving language support as needed.
4. Ask some pairs to present their real-life conversations to the class.
4. Present their real-life conversations to the class.
Step 7
Thinking
(2a)
1. Show some photos of animals on the screen. Ask the class to answer the questions:
What kind of animal are you afraid of?
Why?
2. Make a list. Ask students to say the words by themselves.
1. Look at some photos of animals on the screen and answer the questions:
What kind of animal are you afraid of?
Why?
2. Make a list and say the words by themselves.
通过写动物名称的拼写和口头问答练习使目标语言得到进一步的巩固和理解, 同时也为2b的学习打下基础。
Step 8
Reading
(2b)
1. Fast reading
　Read the article and find the answer to this question:
　What did they see near the fire the next morning?
(They saw a snake sleeping near the fire. )
2. Careful reading
Read the article and find the answers to the questions on P71.
3. Check the answers with the Ss.
1. Ss read the article quickly and find the answers to this question.
2. Ss read the passage carefully and find the answers to the questions.
通过阅读任务的完成, 培养学生在速读过程中捕捉信息的能力。在精读过程中培养学生的阅读能力、思维能力和理解能力。
Step 9
Reading
(2c)
1. Ask the students to read the story in 2b again, put the sentences in order.
2. 阅读指导: (见课件部分)
3. Check the answer. Answer: 6 2 8 4 7 5 1 3
4. Ask the students to retell the story using the phrases.
1. Read the story in 2b again, put the sentences in order.
2. 阅读指导: (见课件部分)
3. Check the answer.
4. Retell the story using the phrases.
排序活动使学生加深了对课文的理解, 培养增强了学生的逻辑能力。
Step 10
Summarize
1. 引导学生总结本节课所学的重点词汇、句型。
2. 引导学生说出本节课学会了什么, 哪些地方还存在问题。
1. 总结本节课所学的重点词汇、句型。
2. 说出本节课学会了什么, 哪些地方还存在问题。
培养学生探究、归纳总结能力。
Step 11
Consolidation
教师设置巩固检测练习:
Ⅰ. 单项选择
(C) 1. There _______some money in my pocket(口袋) yesterday, but now there is nothing. ?
A. is　　　B. are　　
C. was　　D. were
(B)2. I can see two _______and three _______in the picture. ?
A. cows; sheeps
B. cows; sheep
C. cow; sheep
D. cow; sheeps
(C)3. Many _______
come to _______the Great Wall every year. ?
A. visits; visit
B. visitors; visits
C. visitors; visit
D. visits; visits
(C)4. The girl was _______scared that she cried. ?
A. very B. too
C. so D. much
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
教学环节
教师活动
学生活动
备课札记
Step 11
Consolidation
(B)5. We don’t know _______next. ?
A. how to do
B. what to do
C. what to do it
D. where to do
(B)6. We watch the students _______soccer every afternoon. ?
A. to play
B. play
C. played
D. plays
Ⅱ. 完成句子
1. 这个故事太短, 我一个小时就看完了。
The story is _______ short_______I finished reading it in one hour. ?
2. 不要叫醒那些装睡的人。
Don’t _______the one who is pretending to sleep. ?
3. 安静地坐在椅子上, 不要上上下下地跑动。
Don’t run _____ _____ _________, sit on the chair quietly. ?
4. 王月帮我把桌子搬进了房间。
Wang Yue helped me move the table _______the room. ?
5. 上课的时候不能看窗户外面。
Don’t look _______ _____the window when you are in class. ?
答案: 1. so, that
2. wake up　
3. up and down
4. into　5. out of
Step 12
Homework
1. Review the article in 2b.
2. Ask Ss to write down their own last weekend.
板书设计
Section B(1a-2c)
Words: sing-sang　study-studied　have-had　go-went　fly-flew　swim-swam
Sentences:
Did you do anything interesting last weekend? 　 Not really, but I visited my sister. 　 My sister finished high school two weeks ago.
教学反思
长期以来受应试教育的影响, 学生的听力水平始终难以提高, 虽然听力测试分数高, 但仍是“聋子, ’; 写作水平高, 却仍是“哑子”。因此, 新课标要求教师在课堂上应努力做到让每个学生达到每堂课的听力目标、说的目标。教师应充分做好课前准备, 熟悉每堂课的听力目标、说的目标; 充分估计学生在听的过程中可能遇到的障碍, 并考虑以何种方式解决; 充分考虑评价方式, 并做好评价记录(教师评价、学生自评)。

课　题
Unit 12 What did you do last weekend?
课时
第四课时Section B(3a-Self Check)
课型
New
教学目标
知识目标
1. 复习一般过去时态的用法及动词的过去式
2. 通过不同形式的练习题来练习谈论过去发生的事件
能力目标
1. 能正确叙述过去发生的事情
2. 学会谈论自己节假日的活动
情感目标
1. 能积极主动学习, 合作学习
2. 温故知新, 养成复习总结习惯
教学重点
1. 复习一般过去时态的用法及动词的过去式
2. 通过不同形式的练习来熟练运用所学的知识
教学难点
正确判断时态, 能对一般过去时态熟练运用, 描述过去的事件
课前预习
1. 小组预习, 准确翻译下列词汇。
clean one’s room, do one’s homework, help. . . (to) do. . . , cook, go to the library, play soccer, watch TV
2. 预习过SectionB(3a-3b)之后, 请快速翻译下列句子(见课件)
教学方法
采用Practicing和group work的学习策略。
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm
upand review
1. Daily greeting.
2. Retell the article in 2b.
3. Review the vocabulary in this unit.
1. Ss have a dictation of the new words and expressions.
2. Ss retell the passage in 2b.
复习学过的词汇和句型, 为学习下面的内容作铺垫。
Step 2
Presentation
(3a)
1. Show the picture in 3a, what can you see ?
2. Ask the students to practice in pairs.
1. Look at the picture in 3a, and answer the question: what can you see ?
2. Practice in pairs.
通过练习, 在语境中体会、练习并为如何写英语小广告埋下伏笔。
Step 3
Practice
1. Point out the pictures and ask students to describe what they see.
2. Write each new word on the board and discuss its meaning.
3. Lead Ss to make sentences with these phrases in English.
4. Let some Ss read out their sentences in groups.
1. Look at the pictures and describe what they see.
2. Write each new word and discuss its meaning.
3. Make sentences with these phrases in English.
4. Read out their sentences in groups.
通过独学使知识学以致用; 通过小组合作培养学生团队精神, 增强学生合作共赢意识。
Step 4
Self Check 1
1. Review the phrases in this unit, complete the phrases in Self Check
2. Ask students to do the exercise by themselves, then check the answer. Answer:
go out with friends　　fly a kite
go for a walk milk a cow
pick apples camp near the lake
take photos study for a test
3. Lead Ss to use the phrases to make some sentences in recent past events.
1. Review the phrases in this unit, complete the phrases in Self Check
2. Do the exercise by themselves, then check the answer.
3. Use the phrases to make some sentences in recent past events.
通过写作练习提高学生学以致用的能力。
Step 5
Self Check 2
1. Make the students complete the conversation. Move around the room monitoring progress and giving language support as needed.
2. Check the answer. Answer: Where did you go? Who did you go with? What did you do? Did you learn anything?
Put the words that they learned in different groups.
通过读、写练习, 增强所学知识的识记能力, 拓展生活常识。
续表
教学环节
教师活动
学生活动
备课札记
3. Ask two students to perform the dialogue to the class. Make sure Ss know what to do. Put the words you learned in different groups.
4. Check the answers.
Step 6
Summarize
Guide the students to summarize the use of the past tense
Summarize the use of the past tense.
培养学生探究、归纳总结能力。
Step 7
Consolidation
教师设置巩固检测练习:
Ⅰ. 单项选择
(C)1. —_______? ?
—Very boring.
A. When did you go there
B. What did you do yesterday
C. How was your weekend
D. Where did you go this morning
(A)2. _______a hot morning, he went to the pool with his uncle. ?
A. On　　B. In　　
C. At　　D. Of
(A)3. How can you make the snake _______away? ?
A. go B. to go
C. going D. went
(C)4. —_______ you _______ sports yesterday? ?
—Yes , I did.
A. Were , do
B. Was; do
C. Did , do
D. Did　/
(A)5. —Who cleaned the blackboard?
—I _______. ?
A. did B. does
C. was D. am
Ⅱ. 阅读理解
任务型阅读　读短文, 回答问题
One weekend, a wife and a husband(丈夫) went to visit a shop in Tokyo(东京). After they got back home, they couldn’t find their camera(照相机). They thought the camera must be in the shop. After a few weeks(几个星期), they went to that shop again and the boss of the shop gave their camera back to them.
When their pictures of the camera came out , the husband saw two pictures he did not take. One is a man standing at the door of the shop. In his hand there is a piece of paper(一张纸)with some words on it “I find your camera. ” The other is a boy with a piece of paper in his hand. There are some words on the paper too “I take the pictures”.
1. What did the wife and her husband do one weekend ?
_______________________________?
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
教学环节
教师活动
学生活动
备课札记
Step 7
Consolidation
2. When did they find their camera was lost?
_______________________________
3. Did they find their camera after a few weeks?
_______________________________
4. Who found the camera and who took the pictures?
_______________________________
5. came out 在此的汉语意思是
_______________________________
答案:
1. They went to visit a shop in Tokyo.
2. After they got back home.
3. Yes, they did.
4. A man found the camera and a boy took the pictures.
5. 洗出来
Step 8
Homework
1. Review Section B.
2. Now write a travel diary . Imagine you are an American student on vacation in Beijing. Have students do the activity individually. Write on pieces of paper. Set it as written homework to be collected and marked.
板书设计
Section B(3a-Self Check)
1. Phrases: go out with friends　　fly a kite
go for a walk milk a cow
pick apples camp near the lake
take photos study for a test
2. Sentences:
①Where did you go?
②Whom did you go with?
③What did you do?
④Did you learn anything?
教学反思
在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。