课件22张PPT。Last weekend单元课时框架设计
A项通过Lily与Binbin的对话，情景化地呈现了本单元功能句：How was your weekend? What did you do last weekend? 及其答语：It was wonderful. I ...
B项通过采访调查的方式，操练本课功能句。（改为思维图）C书写练习，学生根据B项中对Andy的调查结果，完成句子填空。（改为口头）Lesson 2 教材分析在第一课时初步了解了过去时语境的情况下，本节课需要进行深入的学习，学会描述过去的事情，给予适当评价，并培养乐于分享，表达关爱与安慰的品质。因此本节课可以用思维图的形式多方面教授描述事件，又要有过去时用法的拓展，还要探究语言背后的意义。
学生关注为何过去做了这件事的原因，及情感态度的培养。 多问Why ? 适当拓展相关知识，激发学生乐于交流与分享。我的备课思考 确定 第二课小话题：How was your weekend?能够听懂、会说用来询问某人上周末活动安排的功能句： How was your weekend? What did you do last weekend? 及其答语：It was wonderful. I ...
能够在恰当的情境中口头运用功能句，做到简单交流。
3. 培养学生乐于交流分享，有条理的讲述自己过去的经历，做出简单评价。并能给予他人回应，表达关爱与安慰。
本课教学目标教学重点
句型How was your weekend? What did you do last weekend? 及其答语：It was wonderful. I ...
能够在恰当的情境中口头运用功能句，做到简单交流。
教学难点
1.句子的连音现象。
2.培养学生乐于交流分享，有条理的讲述自己过去的经历，做出简单评价。并能给予他人回应，表达关爱与安慰。教学流程图歌曲
上课前，教师播放Mr Morten 歌曲，活跃课堂气氛，把学生带入过去时的世界。课前- 歌曲视听热身- 1 绘本阅读绘本引入
绘本引入last weekend主题,形式新颖，贴切自然。边读绘本，教师边提出问题引发学生思考，Where? What ? How ? Where ? 为课文学习做好铺垫，最后提出Why were children happy? 引发学生对意义的关注。1.What did they do on the weekend? Where were the party?
2.What did they do for preparation?
3. Who came? What did they do? Were they happy?
4.What happened? What could they do?5.What did dads do? What happened? How did they feel?
6. Who cooked ? Where were children? How were they?
7. What happened? How did they feel?
8.What happened?
9.They were having the party now. Why did they have this party? Was it special? Why or why not?热身- 2 师生问答师生简单交流
T：What do you think of the barbecue? How was their weekend? The children had a happy special weekend. How about you? What did you do before?rowed a boat listened to music danced jumped rope stayed at home played chess played the piano played computer gamesWhat did you do last …/on…/yesterday? Learn: How was your weekend? What did you do last weekend? 及其答语：It was wonderful. I ...
Use the sentences and make communication.
3. Want to share and communicate your experience, give proper reactions, learn to show your care and comfort.
引出主题Lesson2 : How was your weekend?点明本课教学目标
教师依次说明本节课教学目标，让学生明确本课教学目的，更有针对性的进行新内容的学习。呈现新知 – 观察主题图教师出示主题图（模糊）讲明背景： Binbin and Lily were talking about their last weekend.师生围绕主题图进行交流，引发学生根据图片及思维图的提示，小组讨论后发散思维主动提问，What do you want to know? 提高学习的真实性和主动性。教师按照问题从简到难的顺序依次板书在黑板上。第一遍：听歌谣（listen）,整体感知新语言,回答部分简单的问题。（How）
第二遍：视听视频（watch and number）教师引导学生关注 What …last weekend?学生看视频边将标号填到对应图片上。
第三遍：再次视听，学生自检，小组讨论。教师同时对其它问题的答案，并将动词卡片贴到黑板上。（可以只听2遍）
第四遍：让学生自读，关注背后的原因，画出Why did they do it? Is it special?答案，谈一谈自己的理解。
呈现新知 – 播放歌谣前2-3遍视听，教师旨在让学生按自己的选择找到关键信息，锻炼对文章整体的理解与把握，关注细节信息，不过多的强调语言。第4遍关注背后的原因。第四遍：让学生自读，关注背后的原因，画出Why did they do it? How was their weekend?答案，谈一谈自己的理解。 如果没有明确说明，小组谈论，勇敢表达,突破难点。What did you do last weekend?
I stayed in bed all day.
What a pity!整体理解文章后，再关注对语言细节。 先强调文章朗读的连音现象，单词及句子，教师带读—再放听力逐句跟读文章—全班分角色读—小组练习，展示—按板书提示师生练习—小组练习展示。强调语音，练习朗读师生合作，尝试复述朗读后，在图片和板书的提示下，师生合作问答，之后小组合作练习。 展示环节如果不能全部复述，全班同学可以稍加提示。对于勇于展示与尝试的同学，教师应当给予表扬。How was your last…/ …?
It was wonderful.
What did you do last…/ on…/ yesterday?
(I … on Saturday/ Sunday.)
(First, I … Next, I …Finally,…I …)
板书重点整体学习课文之后，教师进行板书，带读，点明本节课重点语言点。板书后，进行操练。That really sounds fun.
That was cool / wonderful / exciting …
What a pity! I’m sorry to hear that.关注评价师生总结如何给予他人回应，强调给予适当的评价很重要。操练功能句1——纸条问答教师带领学生读纸条上的时间，与一名学生示范功能句问答。之后2人合作操练，并给予适当评价。之后邀请同学谈一谈，并询问How was the day? 引导同学给予评价，对难点的突破。 last birthday yesterday last children’s day last winter vacationtomb sweeping day拓展活动——思维图说明做不同的事情因为不同的原因， 师生示范填写思维图，并进行表达。之后由学生填写，相互交流。My ______________ Homework1 Listen to Part A again, try to retell.
2 Talk about things you did before.
3 Read stories
