人教版（PEP）六年级下册Unit Three Last Weekend单元教学设计（共6课时)
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| 名称 | 人教版（PEP）六年级下册Unit Three Last Weekend单元教学设计（共6课时) |  | |
| 格式 | zip | ||
| 文件大小 | 575.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2011-12-07 21:13:27 | ||
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文档简介
Unit Three Last Weekend
学习目标
1. 能听、说、读、写单词watch (watched), wash (washed), clean (cleaned), play (played), visit (visited), do (did), last, weekend, go (went), to, park, go (went) swimming, read (read), go (went) fishing; 能听、说、读单词cook (cooked), yesterday, study (studied), tongue twister, fly (flew), return, swim (swam)并能在句子中运用。
2. 能用一般过去时描述自己在过去的时间里所做的事情，如：I played football. / …
3. 能用主要句型询问他人在过去的时间里所做的事情并作答如：“What’s did you do last weekend I visited my grandparents. / … Did you read books / … Yes, I did. / No , I didn’t ...”并能在实际情境中运用。
4. 能理解并会说唱Let’s chant部分的歌谣。
5. 能认识拼读Pronunciation部分的音标及例词，完成单词音、形、意的连线活动。
6. 能听懂、会唱歌曲“At the Zoo”。
7. 能了解Story time, Good to know, Task time等部分的内容。
8. 培养学生合理安排生活的能力，教育学生养成尊老爱幼的习惯；培养学生的环保意识，教育学生保护环境人人有责。
课时安排
第一课时：Let’s start A Let’s Learn Let’s find out
第二课时：A Let’s try Let’s talk Let’s find out C Pronunciation
第三课时：A Let’s read Let’s play C Story time
第四课时：B Let’s learn Let’s play C Good to know Let’s sing
第五课时：Let’s chant B Let’s try Let’s talk Let’s find out
第六课时：B Let’s read C Let’s check Task time
资源库
文化习俗
世界环境保护日的来历
1972年6月5日至16日，在瑞典的首都斯德哥尔摩召开了有113个国家、1300多名代表出席的联合国人类环境会议，这是世界各国政府共同讨论当代环境问题，探讨保护全球环境战略的第一次会议，是人类环境保护史上的重大里程碑。为纪念斯德哥尔摩会议和发扬会议精神，同年第27届联合国大会确定设立联合国环境规划署的同时，确定了每年6月 5日为“世界环境日”。
许多国家、团体和人民群众在这一天都要开展各种活动来宣传强调保护和改善人类环境的重要性。斯德哥尔摩会议提出的口号是“只有一个地球”。参加会议的各国，共同讨论了当代的环境问题，通过了《人类环境宣言》。
世界环境日，象征着全世界人类环境向更美好阶段发展，标志着世界政府要积极为保护人类生存环境做出贡献。联合国环境规划署在世界环境日这天发表世界环境现状年度报告书，宣布世界各国环境质量状况。
历年世界保护环境日的主题
1974 Only one Earth只有一个地球
1975 Human Settlements人类居住
1976 Water: Vital Resource for Life水：生命的重要源泉
1977 Ozone Layer Environmental Concern; Lands Loss and Soil Degradation; Firewood关注臭氧层破坏，水土流失
1978 Development Without Destruction没有破坏的发展
1979 Only One Future for Our Children - Development Without Destruction为了儿童和未来——没有破坏的发展
1980 A New Challenge for the New Decade: Development Without Destruction新的十年，新的挑战——没有破坏的发展
1981 Ground Water; Toxic Chemicals in Human Food Chains and Environmental Economics保护地下水和人类的食物链，防治有毒化学品污染
1982 Ten Years After Stockholm (Renewal of Environmental Concerns)斯德哥尔摩人类环境会议十周年——提高环境意识
1983 Managing and Disposing Hazardous Waste: Acid Rain and Energy管理和处置有害废弃物，防治酸雨破坏和提高能源利用率
1984 Desertification沙漠化
1985 Youth Population and the Environment青年、人口、环境
1986 A Tree for Peace环境与和平
1987 Environment and Shelter: More Than A Roof环境与居住
1988 When People Put the Environment First, Development Will Last保护环境、持续发展、公众参与
1989 Global Warming; Global Warning警惕全球变暖
1990 Children and the Environment儿童与环境
1991 Climate Change. Need for Global Partnership气候变化—需要全球合作
1992 Only One Earth, Care and Share只有一个地球--一齐关心，共同分享
1993 Poverty and the Environment - Breaking the Vicious Circle贫穷与环境——摆脱恶性循环
1994 One Earth One Family一个地球，一个家庭
1995 We the Peoples: United for the Global Environment各国人民联合起来，创造更加美好的未来
1996 Our Earth, Our Habitat, Our Home我们的地球、居住地、家园
1997 For Life on Earth为了地球上的生命
1998 For Life on Earth - Save Our Seas为了地球上的生命——拯救我们的海洋
1999 Our Earth - Our Future - Just Save It! 拯救地球就是拯救未来
2000 2000 The Environment Millennium - Time to Act 2000环境千年 - 行动起来吧！
2001 Connect with the World Wide Web of life世间万物 生命之网
2002 Give Earth a Chance让地球充满生机
2003 Water - Two Billion People are Dying for It!水——二十亿人生命之所系
2004 Wanted! Seas and Oceans – Dead or Alive 海洋存亡 匹夫有责
2005 Green Cities – Plan for the Planet! 营造绿色城市，呵护地球家园 中国主题：人人参与 创建绿色家园
2006 Deserts and Desertification–Don't Desert Dry lands!
莫使旱地变荒漠 中国主题：生态安全与环境友好型社会
资源拓展
游戏教学法之一：测试记忆力法。
教每个单词都只用3分钟，那就是让学生听30秒，看30秒，读1分钟，写1分钟，然后就听写所学单词，看谁的记忆力强。教师备有一本记录本，一次通过的，记忆力为100%，誉为“记忆力强者”，给一颗五角星或小红花，有时还可以备一些小奖品。3分钟不能通过，再重新背一遍。两次通过者，记忆力为80%，三次以上通过者，记忆力为60%。这样调动了学生学习的积极性，个个都争取做“记忆力强者”。
游戏教学法之二：胡乱搭配。
如：学习方位词时我们可以做下面的游戏（以in为例）：先发给每位学生大小纸条各一张，要求在小纸条上写入物品名称，大纸条上写“in…”；收回所有的纸条后，由学生轮流上台，把小纸条和大纸条随意搭配，大声朗读拼凑起来的句子，如：
Betty is in a car.
Tom is in the cave.
My dog is in the desk.
The lion is in my bag.
游戏教学法之三：Hide and guess
在字母、音标、单词的教学中可以玩此游戏，请一位学生来抽一张字母、音标或单词卡片放在身后，其他学生猜他抽的是什么，猜中的学生获得抽卡片的机会，游戏可继续进行下去。
游戏教学法之四：Touch and Guess
如：在教水果名称词和句型时用“Touch and Guess”游戏，可以把课本上教学的banana, apple, pear和orange等实物放在一个布袋里，让一个学生蒙住眼睛伸手进去摸，然后，同学们一起发问，“What’s this ”或“What are those？”蒙住眼睛的同学回答“It’s a (an)……”或“They are……”，还可采用一般疑问句发问“Is this a (an)……”或“Are those……”让他来回答。老师和同学伴之以“Right”或“Wrong”等回答或鼓励。
游戏教学法之五：比反应
在检查学生对某一知识熟练程度及反应能力时可以做“比反应”的游戏，例如：当学生学完1~100的数字后，可组织玩“按规律数数”的游戏。教师可准备几张数字卡片，如“1，3，5，7……”，“2，4，6，8……”，“20，30，40……”，“3，6，9，15……”等，把学生分成几组，每组派一名代表上来抽签，抽到哪张卡片，就按卡片上的数字规律接着数数，获胜的小组可派代表为别的小组抽签。
游戏教学法之六：赛速度
赛速度，主要靠小组合作来完成，以小组为单位比速度，这种游戏主要是训练学生的说话速度，操作速度和运用英语解决问题的速度。比如：在教授人体五官时，需用“Touch your …”这个句型来操练学生说话速度和快速说出五官的熟练程度。具体做法是把学生分成四大组，每一组发一个印有卡通图案的小卡片，学生一边说“Touch your …”一边传递卡片，看哪一组的卡片最先传上来，哪组就获胜。
第一课时
Let’s start A Let’s Learn Let’s find out
【教材分析】
教学重点：
能掌握Let’s learn部分动词短语的过去式以及就过去式时间所做的事情进行简单地问答。
教学难点：
1. 动词短语过去式的拼写。
2. 动词过去式的发音。
【学情分析】
通过前几册的学习，学生已经接触并掌握了一般现在时、现在进行时、一般将来时等事态的用法。但一般过去时是第一次出现，学生第一次接触，往往不容易理解，所以教师要通过创设真实的情境、组织有意义的任务活动来启发学生，理解一般过去时的用法。
【教学目标】
一、能力目标：
能够用主要句型询问他人在过去的时间里所做的事情并作答，如：What did you do last weekend I visited my grandparents. / …
二、知识目标：
1. 能够听、说、读、写动词短语的过去式：watched TV, washed clothes, cleaned the room, played football, visited grandparents。
2. 能够听、说、认读句型：What did you do last weekend I visited my grandparents. 并能够对其中的动词短语进行替换。
3. 能完成Let’s find out 中的游戏。
4. 能掌握一般动词过去式的变化规律及其发音规则。
三、情感目标：
培养学生尊老爱幼的良好品质，教育学生团结友爱、乐于助人，愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
【教学准备】
词卡魔方（watch TV, clean the room, wash clothes, visit grandparents, play football, climb mountains）及这些动词词组的自制卡片，CAI课件，教学卡片，录音机，磁带，Saturday 和Sunday的桌签。
【教学过程】
一、Warming up / Revision（热身/复习）
1. Let’s chant.
Every weekend I climbed mountains. What do you do What do you do
Every weekend I read some books. What do you do What do you do
Every weekend I go shopping. What do you do What do you do
Every weekend I go hiking. What do you do What do you do
2. 划分小组
Now I divide you into two groups. Group one: Saturday. Group two: Sunday. You are the weekend. If you win you will get a picture of verb phrase.
3. Revision
Let’s play a game.
教师出示一个贴有动词词组的魔方盒子，教师随意向上抛一下盒子，让学生猜老师周末做的什么事情。Guess: “what do I usually do on the weekend ”
T: Look at the box. I’ll throw it. Please guess: “What do I usually do on the weekend ”
S1: You climb mountains /… (猜对的小组得一张动词词组图片)
【设计意图】聆听、吟唱好听的歌谣可以感染学生的情绪，调动学生学习的积极性；有趣的游戏既复习了旧知识又为学生学习新课打下了铺垫，激发了学生学习的兴趣。
二、Presentation / Practice（新课呈现 / 操练）
（一）分步学习新单词
1. 通过实物、游戏、TPR等活动，在情境中学习词组：played football, cleaned the room, washed clothes, watched TV , visited grandparents。
（1）学习词组played football
① 导入
T: Listen（摇动魔方盒子）, what’s in the box
Ss: A pencil / An apple / A ball / …
T: Yes, a football. Look, it’s a toy football. Boys, do you often play football on the weekend
Ss: Yes.
T: Did you play football last weekend, Xiaoming
Boy: Yes, I played football last weekend
② 呈现
教师呈现词卡“played /d/ football”并用红色蜡笔把过去式的后缀ed及其发音涂成红色。
③ 操练
a. 教师领读，学生模仿跟读。
b. 教师领着学生爬梯子，高低声朗读。
c. 分组读，男女生读，two by two or one by one。
d. spelling the phrase
T: What did you do last weekend
Ss: I played football.
T: Can you spell the phrase
Ss: Yes. P-l-a-y-e-d f-o-o-t-b-a-l-l
（2）学习词组watched TV, washed clothes, cleaned the room
① 导入
T: You played football last weekend. Guess “What did I do last weekend ”（课件出示一幅模糊图片，然后图片渐渐清晰，引导学生去猜测）
Ss: You played football / You watched TV / …
T: Yes, I watched TV. And （教师做拖地的动作）
Ss: Cleaned the room.
T: Great! And （教师做洗衣服的动作）
Ss: Washed clothes.
T: Yes, I watched TV, cleaned the room and washed clothes last weekend.
② 呈现
教师呈现词卡“watched /t/ TV” “cleaned /d/ the room” “washed /t/ clothes”并用红色蜡笔把过去式的后缀ed及其发音涂成红色。
③ 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，排排读，行行读。
c. 耳语：传词组。
d. spelling the phrase
T: What did I do last weekend
Ss: You watched TV, cleaned the room and washed clothes.
T: Can you spell them
Ss: Yes. W-a-t-c-h-e-d T-V; c-l-e-a-n-e-d t-h-e r-o-o-m; w-a-s-h-e-d c-l-o-t-h-e-s
（2）学习词组visited grandparents
① 导入
T: （课件出示一幅小狗图片）Look, this is a lovely dog. Guess “What did he do last weekend ”
Ss: He played football / You watched TV / …
T: No, he visited his grandparents.
Ss: Ah Ha, ha, ha …
② 呈现
教师呈现词卡“visited /id/ grandparents”并用红色蜡笔把过去式的后缀ed及其发音涂成红色。
③ 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，four by four，one by one。
c. spelling the phrase
T: What did the dog do last weekend
Ss: He visited his grandparents.
T: Can you spell them
Ss: Yes. V-i-s-i-t-e-d g-r-a-n-d-p-a-r-e-n-t-s.
d. 教师归纳五个动词组的过去式的发音。
（a）-ed在清辅音后面发/t/: watched, washed.
（b）-ed在浊辅音和元音后面发/d/: cleaned, played.
（c）-ed在/t/ /d/音后面发/id/: visited.
2. 通过游戏练习新词组
（1）复习词组，Read them as quickly as possible.
（2）Play a game: Guess “What did you do last weekend ”（教师任抽一张卡片，放在学生的头顶上，该省开始猜：I played football / …下面的学生根据该生抽到的卡片回答：Yes. / No.每个学生有三次机会，猜对的学生为本组赢一张动词词组卡片。）
【设计意图】通过各种形式的朗读和游戏活动，让学生快速记忆，寓教于乐，学生学习兴趣浓厚。
（二）听录音模仿语音语调
1. Listen and imitate.
2. Listen and number.（教师把磁卡的顺序打乱，让学生根据所听到的录音，重排词卡。）
（三）趣味操练
1. 自编歌曲（配“小星星”调）。
What did you do last weekend I played football, played football.
What about you What about you What did you do last weekend
I cleaned the room, cleaned the room. I cleaned the room, cleaned the room.
What did you do last weekend I watched TV, watched TV.
What about you What about you What did you do last weekend
I washed clothes, washed clothes. I washed clothes, washed clothes.
What did you do last weekend I visited my grandparents, visited my grandparents.
What about you What about you What did you do last weekend
I visited my grandparents, visited my grandparents. I visited my grandparents, visited my grandparents.
2. Saturday和Sunday比赛。Ask and answer: “What did you do last weekend I …”相邻两位同学的答案不能重复。哪组问答的又快又好，哪组获胜。
【设计意图】通过自编歌曲和比赛竞争，既能调整学生情绪又复习了所学知识。
三、Consolidation and extension（巩固与拓展）
1. Read and write.（写出下列动词的过去式。）
(1) watch ________ (2) wash ________ (3) play ________ (4) clean ________ (5) climb ________(6) listen ________ (7) cook ________ (9) visit ________
2. Sum up（总结）
Look! Last weekend I played football, cleaned the room, watched TV, washed clothes and visited my grandparents. Oh, I was so busy.
3. Make a survey.
Make a survey in groups. Use the following sentence：What did you do last weekend I listened to music. /….
ThingsNames watched TV listened to music played sports cooked dinner climbedmountains …
Chen Jie √
【设计意图】通过练习和调查表让学生学会在生活中运用所学知识，拓展学生的视野，培养学生综合运用语言的能力。
四、Emotional Theme（情感升华）
Time is gold. Don’t waste time, please.
一寸光阴一寸金。请不要浪费时间。
【设计意图】联系生活实际，教育学生不要浪费时间。
五、Homework（家庭作业）
☆ Listen to the tape 3 times.
☆☆ Write the four-skill phrases 5 times.
☆☆☆ Make a survey. 调查一下你的家人和朋友，他们上个周末都做了哪些有意义的事情。
【板书设计】
Unit 3 Last Weekend
Let’s start A Let’s Learn Let’s find out
watched /t/ TV washed /t/ clothes
played /d/ football cleaned /d/ the room
visited /id/ grandparents
What did you do last weekend
I visited my grandparents.
第二课时
A Let’s try Let’s talk Let’s find out C Pronunciation
【教材分析】
教学重点：
掌握句型“What did you do last weekend I played football. ”
教学难点：
句型“What did you do last weekend I played football. ”中的问句部分，以及Pronunciation部分三个双元音的发音。
【学情分析】
学生在第一课时中已经接触过句型“What did you do last weekend I …”，所以对本课时的这个重要句型并不陌生，也比较容易掌握，但双元音的发音一直是学生的难点，大部分同学读双元音时都发音不到位。
【教学目标】
（一）能力目标
能够用主要句型询问他人在过去的时间里所做的事情并作答，如：What did you do last weekend I visited my grandparents. / …
（二）知识目标
1. 能听说读写句型“What did you do last weekend I played football. ”并能在实际情景中运用。
2. 能够听懂并完成Let’s try部分的练习。.
3. 能够正确运用句型进行对话，完成Let’s find out部分的活动。
4. 能够正确认读语音部分的三个双元音音标：/i / /e / /u /
5. 能掌握help sb. (to) do sth.的用法。
（三）情感目标
培养学生尊老爱幼的良好品质，教育学生团结友爱、乐于助人，愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
【教学准备】
VCD、John和Wu Yifan的头饰、录音机、磁带、自制help词卡、自制两个足球网和数个小足球卡片小组竞赛使用，自制Pronunciation部分的单词卡片，自制三个双元音/i / /e / /u /的音标卡。
【教学过程】
一、Warming up/Revision（热身/复习）
1. Let’s chant（自编歌谣）
Last weekend I washed clothes.
What did you do What did you do
Last weekend I cleaned the room.
What did you do What did you do
Last weekend I played football.
What did you do What did you do
Last weekend I watched TV.
What did you do What did you do
2. 划分小组
教师把学生分成Boys and Girls（男女两组），每组一个自制足球网卡片，哪组答对问题，教师就将一个自制足球卡片贴在该生所属的足球网上。
3. Guessing game.
教师要求学生在自己的本子上任意写下一个动词词组，然后将其藏好，教师问：
T: What did he / she do last weekend Can you guess
Ss: He / She watched TV / played football / …
哪个学生猜对了，教师就将一个足球卡片贴在该生所属的足球网上。
【设计意图】复习巩固动词短语的过去式，为后面新句型的学习做好铺垫；用自编歌谣感染学生的情绪，激发学生学习兴趣。
二、Presentation/Practice（新课呈现/操练）
（一）分步学习对话中的重点语言
1. 教学单词help，练习句型help sb. (to) do sth.：帮助某人做某事。
（1）教师创设这样一个情景：教师一不小心把一些纸屑洒到了地板上。教师说：
T: Oh. Who can help me Who can help me clean the floor
出示自制help词卡，领读。板书句型：help sb. (to) do sth.领读，举例，如：help them clean the room; help him clean the window; help her wash clothes …
（2）练习句型：“help sb. (to) do sth.”
Game: Whisper. 教师把写有help me wash clothes, help him clean the window, help her cook the meals, help them clean the room, help them clean the floor, help them clean the chairs, help them empty the trash, help them do housework的八张卡片，给每行的第一个同学看一遍，并悄悄在他/她耳边读一遍，教师说开始，每行的第一个同学开始传话，每行的最后一个同学站起来向教师汇报，哪组传的又快又准，哪组获胜。
【设计意图】学生好胜心强，用比赛的形式练习句型，紧张，有趣，有利于激活学生的大脑思维，从而激发学生的学习兴趣。
2. 教学句型：“Did you help sb. (to) do sth.”，练习句型：“Did you help sb. (to) do sth.”
（1） 接着上面的话题，教师问：
T: Did you help your parents do housework
Ss: Yes, I did.
T: Did you help them empty the trash
Ss: Yes, I did.
T: Did you help them clean the room
S1: Yes, I did.
T: Did you help them …
（2）句子接龙：男女生轮流说句子，与别人重复或五秒中内不能说出句子者将被淘汰！
参考句型：
Did you help them clean their room
Did you help them clean their floor
Did you help them clean their board
Did you help them clean their desk
Did you help them …
【设计意图】学生好胜心强，用比赛的形式练习句型，紧张，有趣，有利于激活学生的大脑思维，从而激发学生的学习兴趣。
（二）巧用歌谣比赛来突破难点句型
Let’s chant (男女生对歌比赛)
（男）Clean their room, clean their room.
Did you help them clean their room
（女）Yes, yes, yes, I did.
Clean their floor, clean their floor.
Did you help them clean their floor
（男）No, no, no, I didn’t.
（女）Clean their board, clean their board.
Did you help them clean their board
（男）Yes, yes, yes, I did.
Clean their desk, clean their desk.
Did you help them clean their desk
（女）No, no, no, I didn’t.
【设计意图】通过吟唱脍炙人口的歌谣，能让学生快速掌握难点句型。竞争机制的引入，更激发了学生的学习兴趣。
（三）教学对话Let’s talk
1. Let’s try,导入新课。
T: What did Chen Jie do last weekend Let’s listen to the tape and circle the right answer.
Ss: Choose A. Chen Jie cleaned the room.
T: Yes, you are right. Now we know Chen Jie cleaned the room. What did you do last weekend
S1: I visited my grandparents.
T: What about you
S2: I watched TV.
S3: I …
T: OK, class. Do you know “What did John and Wu Yifan do last weekend ”
2. Watch VCD and answer the questions.
(1) What did John do last weekend He visited his grandparents.
(2) What did Wu Yifan do last weekend He played football.
3. Listen and tick or cross.
( ) (1) Last weekend Wu Yifan played basketball.
( ) (2) John visited his grandparents.
( ) (3) John helped them wash their clothes.
答案：×√×
4. Listen and imitate.
5. 分角色朗读对话，然后表演对话。
【设计意图】通过看VCD，回答问题，判断对错等形式帮助学生理解对话，掌握对话内容；而听录音模仿，分角色朗读、表演对话，却能使学生掌握正确的语音语调，培养学生良好的语感。
6. Pronunciation
（1）学习音标/i /
教师出示单词ear, near, here的自制卡片，字母组合都是用红色标记的，让学生朗读。
T: What’s the same sound
让学生总结这三个单词中所含有的相同音素/i /。教师出示自制音标卡/i /，引导学生自己观察教师的口型，准确发音。
（2）学习音标/e /
教师用同样的方法出示单词：bear, hair, there
教学方法同上。
（3）学习音标/u /
教师让学生读一读单词sure，让学生猜一猜着个单词是由哪个辅音和那个元音拼成，然后出示双元音/u /的音标卡，进行教学。
（4）巩固音标，完成练习。
a. 听录音跟读。
b. 学生读，教师纠正。
c. 完成Read and match部分练习，校对答案。
三、Consolidation and extension（巩固与拓展）
1. 分组创编对话。
T: Boys and girls. What did you do last weekend Please make a new dialogue in your groups.
2. Interview.
T: Now please interview your friend “What did he / she do last weekend ”
参考句型：
--- What did you do last weekend
--- I …
--- Did you help your mother /… clean /…
--- Yes, I did. / No, I didn’t.
【设计意图】通过各种活动，给学生一个任务，让学生运用所学知识自己去完成，既体现了任务型教学法的精神，又培养了学生的综合语言运用能力。
四、Emotional Theme（情感升华）
Respecting parents is the virtue of China.
孝敬父母是中华民族的美德。
【设计意图】联系生活实际，让学生将所学运用于生活之中。
五、Homework（家庭作业）
☆ Listen and imitate the dialogue 5 times.
☆☆ Act out the dialogue.
☆☆☆ Write a new dialogue according to your own weekend.
【板书设计】
Unit 3 Last weekend
A Let’s try Let’s talk Let’s find out C Pronunciation
What did you do last weekend
I played football.
Did you help them clean their room help sb. (to) do sth.
Yes, I did.
No, I didn’t.
第三课时
A Let’s read Let’s play C Story time
【教材分析】
教学重点：
能理解短文内容，掌握过去式的用法。
教学难点：
能阅读课文和Story time部分的对话。
【学情分析】
学生通过一、二课时的学习，对过去式已有了初步的了解，已经会用简单的句型如：“What did you do last weekend ”询问对方在过去时间所做的事情，但对动词过去式的用法仍不能掌握。
【教学目标】
一、能力目标
要求学生能在日常生活中正确运用本课的单词、句型来描述自己和他人在过去时间所做的事情，提高学生英语交际能力。
二、知识目标
1. 能听、说、会读Let’s read部分的内容，并完成相应的活动。
2. 会做Let’s play部分的句子接龙游戏。
3. 能够就课文内容进行问答练习。
4. 能通过图画理解Story time部分的故事情节，并能听懂、基本会说Story time部分的内容。
5. 能掌握am, is的过去式was的用法。
6. 能掌握together和with的用法。
三、情感目标
1．培养学生学习英语的兴趣及自信心。
2．教育学生要尊敬老人。
【教学准备】
自制一二课时学过动词原形及其过去式的词卡、Wu Yifan踢足球的幻灯片、课件（快速闪现一组Wu Yifan踢足球、打扫房间、看望祖父母、看电视、做面条、洗衣服、听音乐的图片）、Story time部分的挂图、录音机、磁带、VCD。
【教学过程】
一、Warming up/Revision（热身/复习）
1. Sing the song “At the Zoo”.
2. 划分小组
教师说：Today I’ll divide you into four groups: Group one, Group two, Group three, Group four. Which group win, you will get an apple. Now let’s have a competition, OK
3. 游戏：快速反应。
教师任意出示一张卡片，如“play”学生就要快速站起来说“played”并用该动词说出一个词组如“played football”。哪组同学反应快，哪组获胜，得一个苹果。
【设计意图】动听的歌曲可以烘托气氛，创设一种学习英语的环境。用游戏比赛的形式来复习动词的一般过去式，既有知识性，又有趣味性，能提高学生学习兴趣，调动学生主动学习的欲望。
二、Presentation/Practice（新课呈现/操练）
（一）分步学习对话中的重点语言
1. 教学am, is的过去式was，练习句型： He / She / Wu Yifan /… was busy last weekend.
（1）Free talk导出新语言。
T: What did you do last weekend
S1: I did my homework and played football.
T: What about you
S2: I cleaned my room and watched TV. What about you
T: Oh, I was busy last weekend.
教师出示was busy的词卡，解释was是am和is的过去式并领读。教师继续问：
T: I was busy last weekend What about you Were you busy
S1: Yes, I was busy.
教师转述：He / She was busy , too.板书，领读。
（2）传话游戏，练习新句型。
教师分别告诉每组第一位同学一个句子如：I was busy. He was busy. She was busy. John was busy.然后让学生悄悄地一个一个往后传，哪组传地又快又准确，哪组获胜，为本组获得一个苹果。
2. 教学用第三人称的语气来描述过去发生的事情，练习句型“ He watched TV / …”
（1）课件出示吴一凡踢足球的一张幻灯片（遮住踢足球的部分），让学生猜：What did Wu Yifan do last weekend 引导学生猜“ He watched TV / He cleaned the room / …”
（2）游戏：火眼金睛。
教师用课件快速闪现一组Wu Yifan踢足球、打扫房间、看望祖父母、看电视、做面条、洗衣服、听音乐的图片，然后让学生四人一组用句型：He …来描述吴一凡所做的事情，一人记录，哪组描述的最多，记录最全，哪组获胜。
【设计意图】把课本中的重点语言分散学习，逐个突破，减轻学生学习的压力；各种游戏穿插其中，既增强了知识的趣味性，又有激发了学生学习的兴趣。
（二）巧用自编歌曲来突破重点句型（配两只老虎调）
What did he do last weekend
He played football. He played football.
He watched TV. He watched TV.
He was busy. He was busy.
What did he do last weekend
He cooked noodles. He cooked noodles.
He washed clothes. He washed clothes.
He was busy. He was busy.
What did he do last weekend
He cleaned the room. He cleaned the room.
He visited grandparents. He visited grandparents.
He was busy. He was busy.
【设计意图】通过旧曲新编来自编好听的歌曲，能快速突破难点句型，激发了学生的学习兴趣。
（三）教学Let’s read and write
1. Watch VCD.感知短文。
2. Listen to the tape. Answer the question: What did Wu Yifan do last weekend
3. 读，划知识点。
教师解释with和together的用法。with“和……一起”后面要跟上人“with sb.”；together“一起”一般放在句子末尾。
4. Read and choose.
(1) Wu Yifan ________ busy last weekend.
A. is B. was C. am
(2) Sarah listened to music ________ her good friends.
A. with B. and C. together
(3) John and Wu Yifan watched cartoons ________.
A. with B. and C. together
(4) I’m going to visited my grandparents ________ Sunday.
A. in B. on C. at
(5) They cleaned their classroom________ the afternoon.
A. in B. on C. at
答案：B A C B A
5. 再读课文，解答疑惑。（先让学生解答，学生解答不了的老师解释。）
6. Read and finish the sentences on the book.
答案：(1) visited (2) played football (3) washed clothes cleaned his room
【设计意图】通过听、读、看、做等形式来学习课文，能让学生较容易地理解短文内容；选择填空和完成句子的练习可以让学生更好的掌握本课的知识点。
三、Consolidation and extension（巩固与拓展）
1. Translate.（写出下列动词短语的过去式。）
(1) 看望祖父母 ________ (2) 踢足球________ (3) 打扫房间 ________ (4) 洗衣服 ________ (5) 看电视 ________
答案：(1) visited grandparents (2) played football (3) cleaned the room (4) washed clothes (5) watched TV
2. Read and fill in the blanks.
Sarah was busy last weekend. She visited her grandparents on Saturday. It was her grandfather’s birthday. They did the dishes and cooked noodles together. In the evening they watched football games together. They were very happy. Sunday morning, she listened to music and cleaned her room. In the afternoon she did her homework. In the evening she washed clothes and played sports. She was tired but she was happy.
Sarah ________ busy last weekend. She ________ her grandparents on Saturday. It was her grandfather’s birthday. They ________ the dishes. In the evening they ________ football games together. They were very happy. Sunday morning, she ________ to music and ________ her room. In the evening she ________ clothes and ________ sports. She was tired but she was happy.
答案：was, visited, did, watched, listened, cleaned, washed, played
3. 仿照短文，根据自己上个周末所做的事情写一篇小短文。
【设计意图】通过各种练习给学生一个具体的任务，再让学生用所学的知识来解决问题，完成任务，体现了任务型教学途径；让学生仿写短文，是学生学以致用，培养了学生综合语言运用能力。
4. Story time
(1) 看图讨论故事的大概意思。
(2) 听录音，看图画，理解故事。
(3) 角色扮演。
四、Emotional Theme（情感升华）
Respecting parents is the virtue of China.
孝敬父母是中华民族的美德。
【设计意图】联系生活实际，让学生将所学运用于生活之中。
五、Homework（家庭作业）
☆ Listen to the tape 3 times.
☆☆ Read the passage skillfully.
☆☆☆ 以“Last Weekend”为题写一篇50个单词左右的小作文。
【板书设计】
Unit 3 Last Weekend
Let’s read Let’s play C Story time
Wu Yifan was busy last weekend.
He visited his grandmother Saturday morning.
They cooked noodles together.
He played football with his friends.
第四课时
B Let’s learn Let’s play C Good to know Let’s sing
【教材分析】
教学重点：
四会短语的听、说、读、写。
教学难点：
掌握不规则动词的过去式形式。
【学情分析】
学生从本单元一开始就学习过去式，到本课时对过去式已不再陌生，已对过去式有了初步的了解，但不规则动词过去式的不规则变化却是第一次出现，学生不容易理解，教师要告诉学生动词的过去式有规则变化，也有不规则变化。在不规则变化中，动词的过去式不是在词尾加-ed，而是变成了另一个单词。
【教学目标】
一、能力目标：
能够询问他人昨天做的事情并回答，如：What did you do yesterday I went to a park.
二、知识目标：
1. 听、说、认读下列短语：went to a park, went swimming, read a book, went fishing, went hiking。
2. 听、说、认读句子：What did you do yesterday I went hiking.
3. 能够做Let’s play 中的游戏，并通过这个游戏进一步巩固所学短语和锻炼学生的记忆能力。
4. 能够理解并会唱“At the zoo”。
5. 能够熟悉Good to know中的标志，增强环保意识。
6. 能掌握不规则动词的过去式。如：go --- went; read --- read。
三、情感目标：
培养学生关心他人的良好品质。教育学生要团结友爱，使学生愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
【教学准备】
本课时的教学卡片，教师在公园看书的照片，Good to know部分四个标志牌的自制卡片，John, Zhang Peng, Amy, Chen Jie, Sarah的自制头饰。
【教学过程】
一、Warming up/Revision（热身/复习）
1. 播放歌曲 “At the Zoo”。
师生一起跟唱。
2. 划分小组。
教师说：Today I’ll divide you into four groups: Group one, Group two, Group three, Group four. Which group win, you will get a star. And after class you can get an apple.
3. 复习
Guess: What did … do last weekend 教师叫一位同学到教室前面，然后出示一张卡片给该生看，该生根据图片做动作，大家猜。如：
T: Xiao Ming was busy last weekend. Let’s ask him “What did you do , Xiao Ming ”
Xiao Ming: 做动作
S1: You washed clothes / watched TV / …
Xiao Ming: Yes. I cleaned my room.
T: You’re helpful.
Ss: Did you clean your room yesterday
Xiao Ming: Yes. / No.
【设计意图】聆听、吟唱好听的歌曲可以感染学生的情绪，调动学生学习的积极性；有趣的游戏既复习了旧知识又为学生学习新课打下了铺垫，使学生对学习倍感兴趣。
二、Presentation/Practice（新课呈现/操练）
（一）分步学习新单词
1. 通过实物、卡片、游戏等活动学习词组：went to a park, went swimming, went fishing, went hiking, read a book。
（1）学习词组：went to a park
① 导入
接上面的游戏，请学生反问教师
Ss: What did you do yesterday
T: I went to a park.
② 呈现
教师呈现词卡“went to a park”并用红色蜡笔把go的过去式went涂成红色。
③ 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，four by four，one by one。
c. spelling the phrase
T: What did I do yesterday
Ss: You went to a park.
T: Can you spell “went to a park”
Ss: Yes. W-e-n-t t-o a p-a-r-k.
（2）学习词组：read a book
① 导入
T: Guess “What did I do in the park ”（出示一张自己在公园看书的照片，遮住看书的动作让学生去猜）
Ss: You played football / You watched fish / …
T: Yes, I read a book.（出示自己在公园看书的照片）
② 呈现
教师呈现词卡“read a book”并用红色蜡笔把read的过去式read涂成红色。并强调read (/red/)过去式的发音。
③ 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，排排读，行行读。
c. spelling the phrase
T: What did I do in the park yesterday
Ss: You read a book.
T: Can you spell “read a book”
Ss: Yes. R-e-a-d a b-o - o-k.
（3）学习词组：went swimming, went fishing, went hiking
① 导入
T: Yesterday I went to a park. And I read a book in the park. What did John, Amy and Zhang Peng do yesterday Do you know
Ss: No.
T: Let’s look at our English book and find out “What did they do yesterday ” OK
Ss: OK!
Ss: They went hiking. Zhang Peng went swimming, and John went fishing.
② 呈现
教师呈现词卡“went hiking; went fishing; went swimming”并用红色蜡笔把go的过去式went涂成红色。注意强调swimming的写法：双写m再加ing。
③ 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，four by four，one by one。
c. 耳语：传词组。
d. spelling the phrase in group of four.
S1: What did you do yesterday
S2: I went to a park. W-e-n-t t-o a p-a-r-k. What did you do yesterday
S3: I went swimming. W-e-n-t s-w-i-m-m-i-n-g. What did you do yesterday
S4: I went hiking. W-e-n-t h-i-k-i-n-g. What did you do yesterday
S1: I went fishing. W-e-n-t f-i-s-h-i-n-g.
2. 通过游戏练习新词组
（1）复习词组。Game: Read them as quickly as possible.
（2）Play a game: Guess “What did you do yesterday ”（教师任抽一张卡片，放在学生的头顶上，该生开始猜：I went swimming / …下面的学生根据该生抽到的卡片回答：Yes. / No.每个学生有三次机会，猜对的学生为本组赢一颗五角星。）
【设计意图】通过各种形式的朗读和游戏活动，让学生快速记忆，寓教于乐，激发学生学习兴趣。
（二）听录音模仿语音语调
1. Listen and repeat.
2. Listen and number. 听录音，按听到的顺序给黑板上的词卡排序。
（三）趣味操练
1. Let’s chant（自编歌谣）找五个同学分别戴上Sarah, John, Amy, Chen Jie, Zhang Peng的头饰，饰演五个不同的角色。
Ss: Amy, Amy, what did you do yesterday, yesterday
Amy: I went hiking, went hiking.
Ss: John, John, what did you do yesterday, yesterday
John: I went fishing, went fishing.
Ss: Chen Jie, Chen Jie, what did you do yesterday, yesterday
Chen Jie: I went to a park, went to a park.
Ss: Sarah, Sarah, what did you do yesterday, yesterday
Sarah: I read a book, read a book.
Ss: Zhang Peng, Zhang Peng, what did you do yesterday, yesterday
Zhang Peng: I went swimming, went swimming.
2. 小组活动。四人一组，分组讨论：What did you do yesterday I did my homework / watched TV / went to a park …
【设计意图】通过自编歌谣以另一种有趣的形式复习所学知识；分组讨论，培养学生用英语进行交际的能力。
三、Consolidation and extension（巩固与拓展）
1. Read and write.（写出下列动词短语的原形和过去式。）
(1) 去游泳 ________ ________ (2) 踢足球 ________ ________ (3) 打扫房间 ________ ________ (4) 去钓鱼 ________ ________ (5) 去远足 ________ ________ (6) 读书 ________ ________ (7) 看电视 ________ ________ (8) 看望祖父母________ ________ (9) 去公园 ________ ________ (10) 洗衣服 ________ ________
2. Sum up（总结）
Yesterday I went to a park. I went swimming, went fishing and read a book in the park. I went hiking. I was so happy.
3. Game: Look for friends.（找朋友）
教师让学生快速写下昨天所做的事情，然后在教室里自由走动，询问其他同学：What did you do yesterday 寻找做过同样事情的“朋友”，看谁的朋友多。最后找出全班同学昨天做得最多的事情。
4. Good to know.
教师出示went fishing的教学卡片问：
T: What did John do yesterday
Ss: He went fishing.
此时教师把准备好的红色斜杠贴在词卡上，再次呈现图片。问：
T: Look! Can John go fishing now
Ss: No.
T: What do the signs mean 引导学生说出该标志的意思。随后一一呈现其他几个标志，请学生讲讲它们的意思，并和学生讨论一下保护环境的重要性。
【设计意图】通过练习和游戏让学生学会在生活中运用所学知识，培养学生综合运用语言的能力。与学生讨论保护环境的重要性，教育学生保护环境人人有责。
四、Emotional Theme（情感升华）
Only One Earth, Care and Share.
只有一个地球--一齐关心，共同分享。
【设计意图】联系实际，培养学生保护环境的意识。
五、Homework（家庭作业）
☆ Listen to the tape 3 times.
☆☆ Write the phrases 5 times.
☆☆☆ Interview: 用句型：What did you do yesterday 采访一下自己周围的人昨天做得什么事情？
【板书设计】
Unit 3 Last Weekend
B Let’s learn Let’s play C Good to know Let’s sing
What did you do yesterday
went (go) to a park
went (go)swimming
I went (go) hiking
went (go) fishing
read (read) a book
第五课时
Let’s chant B Let’s try Let’s talk Let’s find out
【教材分析】
教学重点：
能听说读写句型“Did you read books Yes, I did. / No, I didn’t. ”
教学难点：
能正确使用动词的原形和过去式形式。
【学情分析】
学生在第二课时中已经接触过句型“Did you help them clean their room Yes, I did.”，所以对本课时的这个重要句型并不陌生，但动词原形和过去式形式的正确使用是学生的难点，学生知道助动词did后面要跟动词原形，但容易出错。
【教学目标】
（一）能力目标
能够用主要句型“Did you read books Yes, I did. / No, I didn’t. ””来询问他人在过去的时间里所做某件事来吗？并做出回答。
（二）知识目标
1. 能听说读写句型“Did you read books Yes, I did. / No, I didn’t. ”并能在实际情景中运用。
2. 能够听懂并完成Let’s try部分的练习。.
3. 能够正确运用句型进行对话，完成Let’s find out部分的活动。
4. 能够正确理解并吟唱本单元主情景图中Let’s chant部分的歌谣。
5. 能正确使用动词的原形和过去式形式。
（三）情感目标
培养学生关心他人的良好品质。教育学生要团结友爱，使学生愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
【教学准备】
VCD、Teacher和Mike的头饰、录音机、磁带、装有动词短语纸条的盒子，自制的各种动词短语纸条（有动词短语原形的纸条，也有动词短语的过去式形式的纸条），自制Let’s find out部分调查表、教学挂图、主要句型：Did you read books Yes, I did. No, I didn’t.词条。
【教学过程】
一、Warming up/Revision（热身/复习）
1. Let’s sing: At the Zoo
2. 划分小组
教师把学生分成Group one, Group two, Group three, Group four四大组哪组答对问题，教师就给哪组画一颗五角星。
3. 游戏：脱口秀
教师请学生上台在准备好的盒子里抽去一张纸条，上写有一个动词短语（可能是原形，也可能是过去式），要求学生根据纸条上的动词短语快速说出其对应的动词短语。如：如果学生抽到“clean the room”，那么该生就要快速说出它的过去式形式“cleaned the room”；反之，如果学生抽到“cleaned the room”， 那么该生就要快速说出它的原形“clean the room”。能在三秒钟说出来的为本组赢得一颗五角星。
【设计意图】听音跟唱好听的歌曲，可以感染学生的情绪，激发学生学习兴趣；利用游戏复习巩固动词短语的原形和过去式形式，使知识变得既有趣味性又记忆深刻，为后面新句型的学习做好铺垫。
二、Presentation/Practice（新课呈现/操练）
（一）分步学习对话中的重点语言
教学句型：“Did you read books Yes, I did. / No, I didn’t.”练习句型：“Did you …Yes, I did. / No, I didn’t.”
（1）游戏：开火车
T: What did you do yesterday
S1: I played football. What did you do yesterday
S2: I …What did you do yesterday
S4: I …
（2）接着上面的话题，教师问：
T: Did you read books （出示词条）
Ss: Yes, I did.（教师出示词条，并领读。）
T: Did you empty the trash
Ss: Yes, I did.
T: Did you clean your room
S1: No, I didn’t.（教师出示词条，并领读。）
T: Did you …
S1: Yes, I did. / No, I didn’t.
教师板书主要句型：Did you read books Yes, I did. No, I didn’t.引导学生总结：did是助动词do和does的过去式，did后面的动词要用动词原形。
（2）句子接龙：学生轮流说句子，与别人重复或五秒中内不能说出句子者将被淘汰！
参考句型：
Did you clean their room
Did you wash clothes
…
【设计意图】学生好胜心强，用游戏的形式开展比赛练习重点句型，紧张，有趣，有利于激活学生的大脑思维，从而激发学生的学习兴趣。
（二）巧用自编歌曲来突破难点句型
1. Let’s sing （配Hello, hello! What’s your name 调）
Did you read books yesterday Yesterday Yesterday
Did you read books yesterday
Yes, yes, yes, I did.
Did you watch TV yesterday Yesterday Yesterday
Did you watch TV yesterday
No, no, I didn’t.
…
2. 自编歌曲比赛。
学生四人一组用学过的动词短语自编歌曲，哪组编得动词短语最多最好听，哪组获胜，为本组赢得一颗五角星。
【设计意图】通过旧曲新编来自编好听的歌曲，能让学生快速掌握难点句型。竞争机制的引入，更激发了学生的学习兴趣。
（三）教学对话Let’s talk
1. Let’s try,导入新课。
T: What did John do yesterday Did he go swimming Did he watch TV Let’s listen to the tape and circle the right answer.
Ss: Choose C. John went fishing.
T: Yes, you are right. Now we know John went fishing yesterday. But “what did Mike do yesterday ” do you know
S1: He visited his grandparents
T: Maybe. OK, class. Let’s watch VCD.
2. Watch VCD and answer the questions.
(1) What did Mike do yesterday He went fishing.
(2) Did he read books Yes, he did.
3. Listen and imitate.
4. 分角色朗读对话，然后表演对话。（教师出示挂图，学生可以看图表演。）
【设计意图】通过观看VCD，回答问题，看图表演等形式帮助学生理解对话，掌握对话内容；听录音模仿，分角色朗读、表演对话，既使学生掌握了正确的语音语调，又培养了学生良好的语感。
三、Consolidation and extension（巩固与拓展）
1. 分组创编对话。
T: Boys and girls. What did you do yesterday Please make a new dialogue in your groups.
2. Let’s find out.
（1）教师出示事先准备好的Let’s find out.部分调查表，找一位基础较好的同学进行示范问答，并根据该生的问答来完成表格。
（2）小组活动。
学生四人一组，运用本课新授的句型完成自己的调查表。
（3）教师请2-3组同学进行汇报，并给予适当的评价：表现好的小组将为本组赢得一颗五角星。
3. Interview.
T: Now please interview your friend “What did you do yesterday ”
参考句型：
--- What did you do yesterday
--- I …
--- Did you read books / watch TV / clean…
--- Yes, I did. / No, I didn’t.
【设计意图】通过各种活动，给学生一个任务，让学生运用所学知识自己去完成，既体现了任务型教学法的精神，又培养了学生的综合语言运用能力。
四、Emotional Theme（情感升华）
Value your time, study hard!
珍惜时间，努力学习！
【设计意图】联系生活实际，教育学生珍惜时间。
五、Homework（家庭作业）
☆ Listen and imitate the dialogue 5 times.
☆☆ Act out the dialogue.
☆☆☆ Copy the main sentences 5 times and remember them.
【板书设计】
Unit 3 Last weekend
Let’s chant B Let’s try Let’s talk Let’s find out
Did you read books
Yes, I did.
No, I didn’t.
第六课时
B Let’s read C Let’s check Task time
【教材分析】
教学重点：
能理解Let’s read中的内容并能根据短文完成文后的练习。
教学难点：
能认读一些新语言，如：We read funny tongue twisters together. Suddenly my kite flew into the lake. I was very grateful to him.
【学情分析】
通过前五课时的学习，学生对过去式已有了初步的了解，已经会用一些基本句型如：“What did you do last weekend / yesterday Did you read books / …Yes, I did. No, I didn’t.”来询问或回答在过去时间所做的事情，但不规则动词过去式的用法仍是学生学习的难点。
【教学目标】
一、能力目标
要求学生能在日常生活中正确运用本课所学的单词、句型来描述自己和他人在过去时间所做的事情，提高综合语言运用能力。
二、知识目标
1. 能听、说、读Let’s read部分的短文并完成后面的练习。
2. 能完成Task time中的任务。
3. 能完成Let’s check部分的练习。
4. 能掌握下列动词的过去式：am, is --- was; walk --- walked; study --- studied; read --- read; go --- went; fly --- flew; see --- saw; jump --- jumped; swim --- swam; return --- returned
5. 能掌握介词to和into的用法。
三、情感目标
1．培养学生学习英语的兴趣及自信心。
2．在学习中通过游戏及各种竞赛活动培养学生合作意识。
【教学准备】
本单元的10张教学词卡、录音机、磁带、tongue twisters的课件、tongue twisters的自制词卡、录音机、磁带、VCD。
【教学过程】
一、Warming up/Revision（热身/复习）
1. Let’s chant.(on page 26)
T: Boys and girls, first let’s chant, OK Before that, I’ll divide you into two groups: Boys Team and Girls Team. Let’s have a competition. If you win, you will get a word of a tongue twister. Who can finish your tongue twisters first, who will win.
2. Competition.
男女生歌谣对唱比赛。
3. 游戏：快速认读。
教师任意出示一张本单元的教学卡片，如“went fishing”，要求学生要快速站起来大声读出该动词短语并造句如：“went fishing; I went fishing yesterday.”哪组同学反应快，哪组获胜，得一个绕口令中的单词。
4. Let’s check
听录音完成此部分内容。
(1) Liu: What did you do last weekend
Mike: I went fishing. (A)
(2) Mike: What did you do yesterday
Liu: I washed my clothes. (B)
(3) Amy: Did you watch TV last weekend
John: Yes, I did. (A)
(4) John: Did you play basketball yesterday
Zhang: No, I didn’t. I played football. (B)
【设计意图】用游戏比赛的形式来复习动词短语的一般过去式，既有知识性，又有趣味性，提高了学生学习兴趣，调动了学生学习的主动性。
二、Presentation/Practice（新课呈现/操练）
（一）分步学习对话中的重点语言
1. 教学tongue twisters，练习句型：We read funny tongue twisters together.
（1）游戏导出新语言。
T: Now, let’s play a game: read funny tongue twisters.
课件出示：funny tongue twisters
① Tall Paul did fall on the ball.
② Cat, cat, catch the fat rat.
教师让学生四人一组朗读绕口令，感知tongue twisters。教师出示tongue twisters的词卡，领读。板书：We read funny tongue twisters together. 教师领读，学生分组读，开火车读等。
（2）朗读绕口令比赛。
教师用课件出示以下绕口令：
A brown cow has a crown.
Our mouse has a mouth.
A short house wore shoes.
Father and mother eat dinner.
Let’s play on the plane.
让学生两人一组练习朗读，然后分男女生比赛。教师随机任意出示一个绕口令，分别让男生和女生起来读，谁读得又快又准确，谁获胜，为本组获得一个绕口令中的单词。
2. 教学grateful，练习句型“ I was very grateful to him.”
（1）教师接着上面的比赛说：Oh, He / She won another word for our Boys / Girls Team. I was very grateful to him / her. 教师出示grateful的自制词卡，让学生跟读。板书句型“ I was very grateful to him.”教师领读，学生跟读，分组读，两人读等。
（2）Game: Brain storm
教师提示学生用be grateful to sb.来说句子。如：I was grateful to her. He was grateful to me. Mike was grateful to Lily.等等。
【设计意图】把课本中的重点语言分散学习，逐个突破，减轻学生学习的压力；各种游戏穿插其中，极大地调动了学生的积极性，使学生在玩中巩固所学知识，并能提高学生综合运用语言的能力。
（二）巧用自编歌谣来突破重点句型
Tongue twisters, tongue twisters,
Funny tongue twisters.
We read funny tongue twisters.
Grateful, grateful, very grateful.
I was very grateful to him.
【设计意图】通过自编好听的歌谣，能快速突破难点句型，激发了学生的学习兴趣。
（三）教学Let’s read and write
1. Watch VCD.整体感知短文。
2. Listen to the tape. Number the sentences on page 33, exercise 2.
3. 读，划知识点。
教师引导学生发现介词to和into的用法。To表示动作的方向，译成“向，朝”，如：He swam to his mother. 他朝她妈妈游去。；into也表示动作的方向，但译成“到……里”，如：He jumped into the river. 他跳到了河里。
4. Read and finish the sentences on page 33, exercise 1.
答案：(1) walked (2) went to a park (3) dog
5. 再读课文，解答疑惑。（先让学生解答，学生解答不了的老师解释。）
6. Read and choose.
(1) I walked ________ John’s home in the afternoon.
A. in B. to C. at
(2) Sarah studied Chinese ________ Chen Jie. They read English ________.
A. with, with B. and, with C. with, together
(3) The dog jumped ________ the lake and swam ________ the child.
A. into, to B. in; into C. into, into
(4) I ________ to a park last Sunday.
A. go B. went C. going
(5) I ________ very grateful to her after that.
A. was B. am C. is
答案：B C A B A
【设计意图】通过听、读、看、做等形式来学习课文，能让学生较容易地理解短文内容；选择填空和完成句子的练习可以让学生更好的掌握本课的知识点。
三、Consolidation and extension（巩固与拓展）
1. Translate.（写出下列动词的过去式。）
(1) am ________ (2) walk ________ (3) study ________ (4) read ________ (5) go ________(6) fly ________ (7) see ________ (8) jump ________ (9) swim ________ (10) return ________
答案：(1) was (2) walked (3) studied (4) read (5) went (6) flew (7) saw (8) jumped (9) swam (10) returned
2. Read and answer the following questions.
Last Sunday was a fun day. I walked to John’s home in the morning. I studied Chinese with him. We read funny English stories together.
In the afternoon, I went to a bookstore. I wanted to buy a comic book. But there were so many people. It was difficult to find an interesting comic book quickly.
Suddenly I saw a very interesting comic book. I was very happy. I really wanted to buy it. But at that time, I couldn’t find my money. I shouted “Where is my money ” I was very sad. Suddenly a beautiful girl came to me and said: “Excuse me, is this your money ” “Yes, yes. Thank you very much. I can buy my favourite comic book.” I said happily. I was very grateful to her.
(1) What was the weather like last Sunday
__________________________________________________
(2) How did I get to John’s home
__________________________________________________
(3) What did we do last Sunday morning
__________________________________________________
(4) Where did I go Sunday afternoon
__________________________________________________
(5) Did I buy my favourite comic book
__________________________________________________
答案：
(1) It was a fun day.
(2) I walked to John’s home.
(3) You studied Chinese and read funny English stories together.
(4) You went to a bookstore.
(5) Yes, I did.
3. 仿照短文，写一篇小短文，描述一下自己亲身经历过的事情。
【设计意图】通过各种练习先给学生一个具体的任务，再让学生用所学的知识来解决问题，完成任务，体现了任务型教学法；让学生仿写短文，是为了让学生学以致用，培养了学生综合语言运用能力。
4. Task time
让学生在教室里自由走动完成课本34页的表格。参考句型：What did you do last weekend I went … Did you climb a mountain Yes, I did. / No, I didn’t.
四、Emotional Theme（情感升华）
We should take pleasure in helping people.
我们应该助人为乐。
【设计意图】联系生活实际，教育学生生活中要做助人为乐的好孩子。
五、Homework（家庭作业）
☆ Listen to the tape 3 times.
☆☆ Read the passage skillfully.
☆☆☆ 以“I Was Grateful to …”为题写一篇50个单词左右的小作文。
【板书设计】
Unit 3 Last weekend
B Let’s read C Let’s check Task time
We read funny tongue twinsters together.
Suddenly my kite flew into the lake.
I was very grateful to him.
学习目标
1. 能听、说、读、写单词watch (watched), wash (washed), clean (cleaned), play (played), visit (visited), do (did), last, weekend, go (went), to, park, go (went) swimming, read (read), go (went) fishing; 能听、说、读单词cook (cooked), yesterday, study (studied), tongue twister, fly (flew), return, swim (swam)并能在句子中运用。
2. 能用一般过去时描述自己在过去的时间里所做的事情，如：I played football. / …
3. 能用主要句型询问他人在过去的时间里所做的事情并作答如：“What’s did you do last weekend I visited my grandparents. / … Did you read books / … Yes, I did. / No , I didn’t ...”并能在实际情境中运用。
4. 能理解并会说唱Let’s chant部分的歌谣。
5. 能认识拼读Pronunciation部分的音标及例词，完成单词音、形、意的连线活动。
6. 能听懂、会唱歌曲“At the Zoo”。
7. 能了解Story time, Good to know, Task time等部分的内容。
8. 培养学生合理安排生活的能力，教育学生养成尊老爱幼的习惯；培养学生的环保意识，教育学生保护环境人人有责。
课时安排
第一课时：Let’s start A Let’s Learn Let’s find out
第二课时：A Let’s try Let’s talk Let’s find out C Pronunciation
第三课时：A Let’s read Let’s play C Story time
第四课时：B Let’s learn Let’s play C Good to know Let’s sing
第五课时：Let’s chant B Let’s try Let’s talk Let’s find out
第六课时：B Let’s read C Let’s check Task time
资源库
文化习俗
世界环境保护日的来历
1972年6月5日至16日，在瑞典的首都斯德哥尔摩召开了有113个国家、1300多名代表出席的联合国人类环境会议，这是世界各国政府共同讨论当代环境问题，探讨保护全球环境战略的第一次会议，是人类环境保护史上的重大里程碑。为纪念斯德哥尔摩会议和发扬会议精神，同年第27届联合国大会确定设立联合国环境规划署的同时，确定了每年6月 5日为“世界环境日”。
许多国家、团体和人民群众在这一天都要开展各种活动来宣传强调保护和改善人类环境的重要性。斯德哥尔摩会议提出的口号是“只有一个地球”。参加会议的各国，共同讨论了当代的环境问题，通过了《人类环境宣言》。
世界环境日，象征着全世界人类环境向更美好阶段发展，标志着世界政府要积极为保护人类生存环境做出贡献。联合国环境规划署在世界环境日这天发表世界环境现状年度报告书，宣布世界各国环境质量状况。
历年世界保护环境日的主题
1974 Only one Earth只有一个地球
1975 Human Settlements人类居住
1976 Water: Vital Resource for Life水：生命的重要源泉
1977 Ozone Layer Environmental Concern; Lands Loss and Soil Degradation; Firewood关注臭氧层破坏，水土流失
1978 Development Without Destruction没有破坏的发展
1979 Only One Future for Our Children - Development Without Destruction为了儿童和未来——没有破坏的发展
1980 A New Challenge for the New Decade: Development Without Destruction新的十年，新的挑战——没有破坏的发展
1981 Ground Water; Toxic Chemicals in Human Food Chains and Environmental Economics保护地下水和人类的食物链，防治有毒化学品污染
1982 Ten Years After Stockholm (Renewal of Environmental Concerns)斯德哥尔摩人类环境会议十周年——提高环境意识
1983 Managing and Disposing Hazardous Waste: Acid Rain and Energy管理和处置有害废弃物，防治酸雨破坏和提高能源利用率
1984 Desertification沙漠化
1985 Youth Population and the Environment青年、人口、环境
1986 A Tree for Peace环境与和平
1987 Environment and Shelter: More Than A Roof环境与居住
1988 When People Put the Environment First, Development Will Last保护环境、持续发展、公众参与
1989 Global Warming; Global Warning警惕全球变暖
1990 Children and the Environment儿童与环境
1991 Climate Change. Need for Global Partnership气候变化—需要全球合作
1992 Only One Earth, Care and Share只有一个地球--一齐关心，共同分享
1993 Poverty and the Environment - Breaking the Vicious Circle贫穷与环境——摆脱恶性循环
1994 One Earth One Family一个地球，一个家庭
1995 We the Peoples: United for the Global Environment各国人民联合起来，创造更加美好的未来
1996 Our Earth, Our Habitat, Our Home我们的地球、居住地、家园
1997 For Life on Earth为了地球上的生命
1998 For Life on Earth - Save Our Seas为了地球上的生命——拯救我们的海洋
1999 Our Earth - Our Future - Just Save It! 拯救地球就是拯救未来
2000 2000 The Environment Millennium - Time to Act 2000环境千年 - 行动起来吧！
2001 Connect with the World Wide Web of life世间万物 生命之网
2002 Give Earth a Chance让地球充满生机
2003 Water - Two Billion People are Dying for It!水——二十亿人生命之所系
2004 Wanted! Seas and Oceans – Dead or Alive 海洋存亡 匹夫有责
2005 Green Cities – Plan for the Planet! 营造绿色城市，呵护地球家园 中国主题：人人参与 创建绿色家园
2006 Deserts and Desertification–Don't Desert Dry lands!
莫使旱地变荒漠 中国主题：生态安全与环境友好型社会
资源拓展
游戏教学法之一：测试记忆力法。
教每个单词都只用3分钟，那就是让学生听30秒，看30秒，读1分钟，写1分钟，然后就听写所学单词，看谁的记忆力强。教师备有一本记录本，一次通过的，记忆力为100%，誉为“记忆力强者”，给一颗五角星或小红花，有时还可以备一些小奖品。3分钟不能通过，再重新背一遍。两次通过者，记忆力为80%，三次以上通过者，记忆力为60%。这样调动了学生学习的积极性，个个都争取做“记忆力强者”。
游戏教学法之二：胡乱搭配。
如：学习方位词时我们可以做下面的游戏（以in为例）：先发给每位学生大小纸条各一张，要求在小纸条上写入物品名称，大纸条上写“in…”；收回所有的纸条后，由学生轮流上台，把小纸条和大纸条随意搭配，大声朗读拼凑起来的句子，如：
Betty is in a car.
Tom is in the cave.
My dog is in the desk.
The lion is in my bag.
游戏教学法之三：Hide and guess
在字母、音标、单词的教学中可以玩此游戏，请一位学生来抽一张字母、音标或单词卡片放在身后，其他学生猜他抽的是什么，猜中的学生获得抽卡片的机会，游戏可继续进行下去。
游戏教学法之四：Touch and Guess
如：在教水果名称词和句型时用“Touch and Guess”游戏，可以把课本上教学的banana, apple, pear和orange等实物放在一个布袋里，让一个学生蒙住眼睛伸手进去摸，然后，同学们一起发问，“What’s this ”或“What are those？”蒙住眼睛的同学回答“It’s a (an)……”或“They are……”，还可采用一般疑问句发问“Is this a (an)……”或“Are those……”让他来回答。老师和同学伴之以“Right”或“Wrong”等回答或鼓励。
游戏教学法之五：比反应
在检查学生对某一知识熟练程度及反应能力时可以做“比反应”的游戏，例如：当学生学完1~100的数字后，可组织玩“按规律数数”的游戏。教师可准备几张数字卡片，如“1，3，5，7……”，“2，4，6，8……”，“20，30，40……”，“3，6，9，15……”等，把学生分成几组，每组派一名代表上来抽签，抽到哪张卡片，就按卡片上的数字规律接着数数，获胜的小组可派代表为别的小组抽签。
游戏教学法之六：赛速度
赛速度，主要靠小组合作来完成，以小组为单位比速度，这种游戏主要是训练学生的说话速度，操作速度和运用英语解决问题的速度。比如：在教授人体五官时，需用“Touch your …”这个句型来操练学生说话速度和快速说出五官的熟练程度。具体做法是把学生分成四大组，每一组发一个印有卡通图案的小卡片，学生一边说“Touch your …”一边传递卡片，看哪一组的卡片最先传上来，哪组就获胜。
第一课时
Let’s start A Let’s Learn Let’s find out
【教材分析】
教学重点：
能掌握Let’s learn部分动词短语的过去式以及就过去式时间所做的事情进行简单地问答。
教学难点：
1. 动词短语过去式的拼写。
2. 动词过去式的发音。
【学情分析】
通过前几册的学习，学生已经接触并掌握了一般现在时、现在进行时、一般将来时等事态的用法。但一般过去时是第一次出现，学生第一次接触，往往不容易理解，所以教师要通过创设真实的情境、组织有意义的任务活动来启发学生，理解一般过去时的用法。
【教学目标】
一、能力目标：
能够用主要句型询问他人在过去的时间里所做的事情并作答，如：What did you do last weekend I visited my grandparents. / …
二、知识目标：
1. 能够听、说、读、写动词短语的过去式：watched TV, washed clothes, cleaned the room, played football, visited grandparents。
2. 能够听、说、认读句型：What did you do last weekend I visited my grandparents. 并能够对其中的动词短语进行替换。
3. 能完成Let’s find out 中的游戏。
4. 能掌握一般动词过去式的变化规律及其发音规则。
三、情感目标：
培养学生尊老爱幼的良好品质，教育学生团结友爱、乐于助人，愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
【教学准备】
词卡魔方（watch TV, clean the room, wash clothes, visit grandparents, play football, climb mountains）及这些动词词组的自制卡片，CAI课件，教学卡片，录音机，磁带，Saturday 和Sunday的桌签。
【教学过程】
一、Warming up / Revision（热身/复习）
1. Let’s chant.
Every weekend I climbed mountains. What do you do What do you do
Every weekend I read some books. What do you do What do you do
Every weekend I go shopping. What do you do What do you do
Every weekend I go hiking. What do you do What do you do
2. 划分小组
Now I divide you into two groups. Group one: Saturday. Group two: Sunday. You are the weekend. If you win you will get a picture of verb phrase.
3. Revision
Let’s play a game.
教师出示一个贴有动词词组的魔方盒子，教师随意向上抛一下盒子，让学生猜老师周末做的什么事情。Guess: “what do I usually do on the weekend ”
T: Look at the box. I’ll throw it. Please guess: “What do I usually do on the weekend ”
S1: You climb mountains /… (猜对的小组得一张动词词组图片)
【设计意图】聆听、吟唱好听的歌谣可以感染学生的情绪，调动学生学习的积极性；有趣的游戏既复习了旧知识又为学生学习新课打下了铺垫，激发了学生学习的兴趣。
二、Presentation / Practice（新课呈现 / 操练）
（一）分步学习新单词
1. 通过实物、游戏、TPR等活动，在情境中学习词组：played football, cleaned the room, washed clothes, watched TV , visited grandparents。
（1）学习词组played football
① 导入
T: Listen（摇动魔方盒子）, what’s in the box
Ss: A pencil / An apple / A ball / …
T: Yes, a football. Look, it’s a toy football. Boys, do you often play football on the weekend
Ss: Yes.
T: Did you play football last weekend, Xiaoming
Boy: Yes, I played football last weekend
② 呈现
教师呈现词卡“played /d/ football”并用红色蜡笔把过去式的后缀ed及其发音涂成红色。
③ 操练
a. 教师领读，学生模仿跟读。
b. 教师领着学生爬梯子，高低声朗读。
c. 分组读，男女生读，two by two or one by one。
d. spelling the phrase
T: What did you do last weekend
Ss: I played football.
T: Can you spell the phrase
Ss: Yes. P-l-a-y-e-d f-o-o-t-b-a-l-l
（2）学习词组watched TV, washed clothes, cleaned the room
① 导入
T: You played football last weekend. Guess “What did I do last weekend ”（课件出示一幅模糊图片，然后图片渐渐清晰，引导学生去猜测）
Ss: You played football / You watched TV / …
T: Yes, I watched TV. And （教师做拖地的动作）
Ss: Cleaned the room.
T: Great! And （教师做洗衣服的动作）
Ss: Washed clothes.
T: Yes, I watched TV, cleaned the room and washed clothes last weekend.
② 呈现
教师呈现词卡“watched /t/ TV” “cleaned /d/ the room” “washed /t/ clothes”并用红色蜡笔把过去式的后缀ed及其发音涂成红色。
③ 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，排排读，行行读。
c. 耳语：传词组。
d. spelling the phrase
T: What did I do last weekend
Ss: You watched TV, cleaned the room and washed clothes.
T: Can you spell them
Ss: Yes. W-a-t-c-h-e-d T-V; c-l-e-a-n-e-d t-h-e r-o-o-m; w-a-s-h-e-d c-l-o-t-h-e-s
（2）学习词组visited grandparents
① 导入
T: （课件出示一幅小狗图片）Look, this is a lovely dog. Guess “What did he do last weekend ”
Ss: He played football / You watched TV / …
T: No, he visited his grandparents.
Ss: Ah Ha, ha, ha …
② 呈现
教师呈现词卡“visited /id/ grandparents”并用红色蜡笔把过去式的后缀ed及其发音涂成红色。
③ 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，four by four，one by one。
c. spelling the phrase
T: What did the dog do last weekend
Ss: He visited his grandparents.
T: Can you spell them
Ss: Yes. V-i-s-i-t-e-d g-r-a-n-d-p-a-r-e-n-t-s.
d. 教师归纳五个动词组的过去式的发音。
（a）-ed在清辅音后面发/t/: watched, washed.
（b）-ed在浊辅音和元音后面发/d/: cleaned, played.
（c）-ed在/t/ /d/音后面发/id/: visited.
2. 通过游戏练习新词组
（1）复习词组，Read them as quickly as possible.
（2）Play a game: Guess “What did you do last weekend ”（教师任抽一张卡片，放在学生的头顶上，该省开始猜：I played football / …下面的学生根据该生抽到的卡片回答：Yes. / No.每个学生有三次机会，猜对的学生为本组赢一张动词词组卡片。）
【设计意图】通过各种形式的朗读和游戏活动，让学生快速记忆，寓教于乐，学生学习兴趣浓厚。
（二）听录音模仿语音语调
1. Listen and imitate.
2. Listen and number.（教师把磁卡的顺序打乱，让学生根据所听到的录音，重排词卡。）
（三）趣味操练
1. 自编歌曲（配“小星星”调）。
What did you do last weekend I played football, played football.
What about you What about you What did you do last weekend
I cleaned the room, cleaned the room. I cleaned the room, cleaned the room.
What did you do last weekend I watched TV, watched TV.
What about you What about you What did you do last weekend
I washed clothes, washed clothes. I washed clothes, washed clothes.
What did you do last weekend I visited my grandparents, visited my grandparents.
What about you What about you What did you do last weekend
I visited my grandparents, visited my grandparents. I visited my grandparents, visited my grandparents.
2. Saturday和Sunday比赛。Ask and answer: “What did you do last weekend I …”相邻两位同学的答案不能重复。哪组问答的又快又好，哪组获胜。
【设计意图】通过自编歌曲和比赛竞争，既能调整学生情绪又复习了所学知识。
三、Consolidation and extension（巩固与拓展）
1. Read and write.（写出下列动词的过去式。）
(1) watch ________ (2) wash ________ (3) play ________ (4) clean ________ (5) climb ________(6) listen ________ (7) cook ________ (9) visit ________
2. Sum up（总结）
Look! Last weekend I played football, cleaned the room, watched TV, washed clothes and visited my grandparents. Oh, I was so busy.
3. Make a survey.
Make a survey in groups. Use the following sentence：What did you do last weekend I listened to music. /….
ThingsNames watched TV listened to music played sports cooked dinner climbedmountains …
Chen Jie √
【设计意图】通过练习和调查表让学生学会在生活中运用所学知识，拓展学生的视野，培养学生综合运用语言的能力。
四、Emotional Theme（情感升华）
Time is gold. Don’t waste time, please.
一寸光阴一寸金。请不要浪费时间。
【设计意图】联系生活实际，教育学生不要浪费时间。
五、Homework（家庭作业）
☆ Listen to the tape 3 times.
☆☆ Write the four-skill phrases 5 times.
☆☆☆ Make a survey. 调查一下你的家人和朋友，他们上个周末都做了哪些有意义的事情。
【板书设计】
Unit 3 Last Weekend
Let’s start A Let’s Learn Let’s find out
watched /t/ TV washed /t/ clothes
played /d/ football cleaned /d/ the room
visited /id/ grandparents
What did you do last weekend
I visited my grandparents.
第二课时
A Let’s try Let’s talk Let’s find out C Pronunciation
【教材分析】
教学重点：
掌握句型“What did you do last weekend I played football. ”
教学难点：
句型“What did you do last weekend I played football. ”中的问句部分，以及Pronunciation部分三个双元音的发音。
【学情分析】
学生在第一课时中已经接触过句型“What did you do last weekend I …”，所以对本课时的这个重要句型并不陌生，也比较容易掌握，但双元音的发音一直是学生的难点，大部分同学读双元音时都发音不到位。
【教学目标】
（一）能力目标
能够用主要句型询问他人在过去的时间里所做的事情并作答，如：What did you do last weekend I visited my grandparents. / …
（二）知识目标
1. 能听说读写句型“What did you do last weekend I played football. ”并能在实际情景中运用。
2. 能够听懂并完成Let’s try部分的练习。.
3. 能够正确运用句型进行对话，完成Let’s find out部分的活动。
4. 能够正确认读语音部分的三个双元音音标：/i / /e / /u /
5. 能掌握help sb. (to) do sth.的用法。
（三）情感目标
培养学生尊老爱幼的良好品质，教育学生团结友爱、乐于助人，愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
【教学准备】
VCD、John和Wu Yifan的头饰、录音机、磁带、自制help词卡、自制两个足球网和数个小足球卡片小组竞赛使用，自制Pronunciation部分的单词卡片，自制三个双元音/i / /e / /u /的音标卡。
【教学过程】
一、Warming up/Revision（热身/复习）
1. Let’s chant（自编歌谣）
Last weekend I washed clothes.
What did you do What did you do
Last weekend I cleaned the room.
What did you do What did you do
Last weekend I played football.
What did you do What did you do
Last weekend I watched TV.
What did you do What did you do
2. 划分小组
教师把学生分成Boys and Girls（男女两组），每组一个自制足球网卡片，哪组答对问题，教师就将一个自制足球卡片贴在该生所属的足球网上。
3. Guessing game.
教师要求学生在自己的本子上任意写下一个动词词组，然后将其藏好，教师问：
T: What did he / she do last weekend Can you guess
Ss: He / She watched TV / played football / …
哪个学生猜对了，教师就将一个足球卡片贴在该生所属的足球网上。
【设计意图】复习巩固动词短语的过去式，为后面新句型的学习做好铺垫；用自编歌谣感染学生的情绪，激发学生学习兴趣。
二、Presentation/Practice（新课呈现/操练）
（一）分步学习对话中的重点语言
1. 教学单词help，练习句型help sb. (to) do sth.：帮助某人做某事。
（1）教师创设这样一个情景：教师一不小心把一些纸屑洒到了地板上。教师说：
T: Oh. Who can help me Who can help me clean the floor
出示自制help词卡，领读。板书句型：help sb. (to) do sth.领读，举例，如：help them clean the room; help him clean the window; help her wash clothes …
（2）练习句型：“help sb. (to) do sth.”
Game: Whisper. 教师把写有help me wash clothes, help him clean the window, help her cook the meals, help them clean the room, help them clean the floor, help them clean the chairs, help them empty the trash, help them do housework的八张卡片，给每行的第一个同学看一遍，并悄悄在他/她耳边读一遍，教师说开始，每行的第一个同学开始传话，每行的最后一个同学站起来向教师汇报，哪组传的又快又准，哪组获胜。
【设计意图】学生好胜心强，用比赛的形式练习句型，紧张，有趣，有利于激活学生的大脑思维，从而激发学生的学习兴趣。
2. 教学句型：“Did you help sb. (to) do sth.”，练习句型：“Did you help sb. (to) do sth.”
（1） 接着上面的话题，教师问：
T: Did you help your parents do housework
Ss: Yes, I did.
T: Did you help them empty the trash
Ss: Yes, I did.
T: Did you help them clean the room
S1: Yes, I did.
T: Did you help them …
（2）句子接龙：男女生轮流说句子，与别人重复或五秒中内不能说出句子者将被淘汰！
参考句型：
Did you help them clean their room
Did you help them clean their floor
Did you help them clean their board
Did you help them clean their desk
Did you help them …
【设计意图】学生好胜心强，用比赛的形式练习句型，紧张，有趣，有利于激活学生的大脑思维，从而激发学生的学习兴趣。
（二）巧用歌谣比赛来突破难点句型
Let’s chant (男女生对歌比赛)
（男）Clean their room, clean their room.
Did you help them clean their room
（女）Yes, yes, yes, I did.
Clean their floor, clean their floor.
Did you help them clean their floor
（男）No, no, no, I didn’t.
（女）Clean their board, clean their board.
Did you help them clean their board
（男）Yes, yes, yes, I did.
Clean their desk, clean their desk.
Did you help them clean their desk
（女）No, no, no, I didn’t.
【设计意图】通过吟唱脍炙人口的歌谣，能让学生快速掌握难点句型。竞争机制的引入，更激发了学生的学习兴趣。
（三）教学对话Let’s talk
1. Let’s try,导入新课。
T: What did Chen Jie do last weekend Let’s listen to the tape and circle the right answer.
Ss: Choose A. Chen Jie cleaned the room.
T: Yes, you are right. Now we know Chen Jie cleaned the room. What did you do last weekend
S1: I visited my grandparents.
T: What about you
S2: I watched TV.
S3: I …
T: OK, class. Do you know “What did John and Wu Yifan do last weekend ”
2. Watch VCD and answer the questions.
(1) What did John do last weekend He visited his grandparents.
(2) What did Wu Yifan do last weekend He played football.
3. Listen and tick or cross.
( ) (1) Last weekend Wu Yifan played basketball.
( ) (2) John visited his grandparents.
( ) (3) John helped them wash their clothes.
答案：×√×
4. Listen and imitate.
5. 分角色朗读对话，然后表演对话。
【设计意图】通过看VCD，回答问题，判断对错等形式帮助学生理解对话，掌握对话内容；而听录音模仿，分角色朗读、表演对话，却能使学生掌握正确的语音语调，培养学生良好的语感。
6. Pronunciation
（1）学习音标/i /
教师出示单词ear, near, here的自制卡片，字母组合都是用红色标记的，让学生朗读。
T: What’s the same sound
让学生总结这三个单词中所含有的相同音素/i /。教师出示自制音标卡/i /，引导学生自己观察教师的口型，准确发音。
（2）学习音标/e /
教师用同样的方法出示单词：bear, hair, there
教学方法同上。
（3）学习音标/u /
教师让学生读一读单词sure，让学生猜一猜着个单词是由哪个辅音和那个元音拼成，然后出示双元音/u /的音标卡，进行教学。
（4）巩固音标，完成练习。
a. 听录音跟读。
b. 学生读，教师纠正。
c. 完成Read and match部分练习，校对答案。
三、Consolidation and extension（巩固与拓展）
1. 分组创编对话。
T: Boys and girls. What did you do last weekend Please make a new dialogue in your groups.
2. Interview.
T: Now please interview your friend “What did he / she do last weekend ”
参考句型：
--- What did you do last weekend
--- I …
--- Did you help your mother /… clean /…
--- Yes, I did. / No, I didn’t.
【设计意图】通过各种活动，给学生一个任务，让学生运用所学知识自己去完成，既体现了任务型教学法的精神，又培养了学生的综合语言运用能力。
四、Emotional Theme（情感升华）
Respecting parents is the virtue of China.
孝敬父母是中华民族的美德。
【设计意图】联系生活实际，让学生将所学运用于生活之中。
五、Homework（家庭作业）
☆ Listen and imitate the dialogue 5 times.
☆☆ Act out the dialogue.
☆☆☆ Write a new dialogue according to your own weekend.
【板书设计】
Unit 3 Last weekend
A Let’s try Let’s talk Let’s find out C Pronunciation
What did you do last weekend
I played football.
Did you help them clean their room help sb. (to) do sth.
Yes, I did.
No, I didn’t.
第三课时
A Let’s read Let’s play C Story time
【教材分析】
教学重点：
能理解短文内容，掌握过去式的用法。
教学难点：
能阅读课文和Story time部分的对话。
【学情分析】
学生通过一、二课时的学习，对过去式已有了初步的了解，已经会用简单的句型如：“What did you do last weekend ”询问对方在过去时间所做的事情，但对动词过去式的用法仍不能掌握。
【教学目标】
一、能力目标
要求学生能在日常生活中正确运用本课的单词、句型来描述自己和他人在过去时间所做的事情，提高学生英语交际能力。
二、知识目标
1. 能听、说、会读Let’s read部分的内容，并完成相应的活动。
2. 会做Let’s play部分的句子接龙游戏。
3. 能够就课文内容进行问答练习。
4. 能通过图画理解Story time部分的故事情节，并能听懂、基本会说Story time部分的内容。
5. 能掌握am, is的过去式was的用法。
6. 能掌握together和with的用法。
三、情感目标
1．培养学生学习英语的兴趣及自信心。
2．教育学生要尊敬老人。
【教学准备】
自制一二课时学过动词原形及其过去式的词卡、Wu Yifan踢足球的幻灯片、课件（快速闪现一组Wu Yifan踢足球、打扫房间、看望祖父母、看电视、做面条、洗衣服、听音乐的图片）、Story time部分的挂图、录音机、磁带、VCD。
【教学过程】
一、Warming up/Revision（热身/复习）
1. Sing the song “At the Zoo”.
2. 划分小组
教师说：Today I’ll divide you into four groups: Group one, Group two, Group three, Group four. Which group win, you will get an apple. Now let’s have a competition, OK
3. 游戏：快速反应。
教师任意出示一张卡片，如“play”学生就要快速站起来说“played”并用该动词说出一个词组如“played football”。哪组同学反应快，哪组获胜，得一个苹果。
【设计意图】动听的歌曲可以烘托气氛，创设一种学习英语的环境。用游戏比赛的形式来复习动词的一般过去式，既有知识性，又有趣味性，能提高学生学习兴趣，调动学生主动学习的欲望。
二、Presentation/Practice（新课呈现/操练）
（一）分步学习对话中的重点语言
1. 教学am, is的过去式was，练习句型： He / She / Wu Yifan /… was busy last weekend.
（1）Free talk导出新语言。
T: What did you do last weekend
S1: I did my homework and played football.
T: What about you
S2: I cleaned my room and watched TV. What about you
T: Oh, I was busy last weekend.
教师出示was busy的词卡，解释was是am和is的过去式并领读。教师继续问：
T: I was busy last weekend What about you Were you busy
S1: Yes, I was busy.
教师转述：He / She was busy , too.板书，领读。
（2）传话游戏，练习新句型。
教师分别告诉每组第一位同学一个句子如：I was busy. He was busy. She was busy. John was busy.然后让学生悄悄地一个一个往后传，哪组传地又快又准确，哪组获胜，为本组获得一个苹果。
2. 教学用第三人称的语气来描述过去发生的事情，练习句型“ He watched TV / …”
（1）课件出示吴一凡踢足球的一张幻灯片（遮住踢足球的部分），让学生猜：What did Wu Yifan do last weekend 引导学生猜“ He watched TV / He cleaned the room / …”
（2）游戏：火眼金睛。
教师用课件快速闪现一组Wu Yifan踢足球、打扫房间、看望祖父母、看电视、做面条、洗衣服、听音乐的图片，然后让学生四人一组用句型：He …来描述吴一凡所做的事情，一人记录，哪组描述的最多，记录最全，哪组获胜。
【设计意图】把课本中的重点语言分散学习，逐个突破，减轻学生学习的压力；各种游戏穿插其中，既增强了知识的趣味性，又有激发了学生学习的兴趣。
（二）巧用自编歌曲来突破重点句型（配两只老虎调）
What did he do last weekend
He played football. He played football.
He watched TV. He watched TV.
He was busy. He was busy.
What did he do last weekend
He cooked noodles. He cooked noodles.
He washed clothes. He washed clothes.
He was busy. He was busy.
What did he do last weekend
He cleaned the room. He cleaned the room.
He visited grandparents. He visited grandparents.
He was busy. He was busy.
【设计意图】通过旧曲新编来自编好听的歌曲，能快速突破难点句型，激发了学生的学习兴趣。
（三）教学Let’s read and write
1. Watch VCD.感知短文。
2. Listen to the tape. Answer the question: What did Wu Yifan do last weekend
3. 读，划知识点。
教师解释with和together的用法。with“和……一起”后面要跟上人“with sb.”；together“一起”一般放在句子末尾。
4. Read and choose.
(1) Wu Yifan ________ busy last weekend.
A. is B. was C. am
(2) Sarah listened to music ________ her good friends.
A. with B. and C. together
(3) John and Wu Yifan watched cartoons ________.
A. with B. and C. together
(4) I’m going to visited my grandparents ________ Sunday.
A. in B. on C. at
(5) They cleaned their classroom________ the afternoon.
A. in B. on C. at
答案：B A C B A
5. 再读课文，解答疑惑。（先让学生解答，学生解答不了的老师解释。）
6. Read and finish the sentences on the book.
答案：(1) visited (2) played football (3) washed clothes cleaned his room
【设计意图】通过听、读、看、做等形式来学习课文，能让学生较容易地理解短文内容；选择填空和完成句子的练习可以让学生更好的掌握本课的知识点。
三、Consolidation and extension（巩固与拓展）
1. Translate.（写出下列动词短语的过去式。）
(1) 看望祖父母 ________ (2) 踢足球________ (3) 打扫房间 ________ (4) 洗衣服 ________ (5) 看电视 ________
答案：(1) visited grandparents (2) played football (3) cleaned the room (4) washed clothes (5) watched TV
2. Read and fill in the blanks.
Sarah was busy last weekend. She visited her grandparents on Saturday. It was her grandfather’s birthday. They did the dishes and cooked noodles together. In the evening they watched football games together. They were very happy. Sunday morning, she listened to music and cleaned her room. In the afternoon she did her homework. In the evening she washed clothes and played sports. She was tired but she was happy.
Sarah ________ busy last weekend. She ________ her grandparents on Saturday. It was her grandfather’s birthday. They ________ the dishes. In the evening they ________ football games together. They were very happy. Sunday morning, she ________ to music and ________ her room. In the evening she ________ clothes and ________ sports. She was tired but she was happy.
答案：was, visited, did, watched, listened, cleaned, washed, played
3. 仿照短文，根据自己上个周末所做的事情写一篇小短文。
【设计意图】通过各种练习给学生一个具体的任务，再让学生用所学的知识来解决问题，完成任务，体现了任务型教学途径；让学生仿写短文，是学生学以致用，培养了学生综合语言运用能力。
4. Story time
(1) 看图讨论故事的大概意思。
(2) 听录音，看图画，理解故事。
(3) 角色扮演。
四、Emotional Theme（情感升华）
Respecting parents is the virtue of China.
孝敬父母是中华民族的美德。
【设计意图】联系生活实际，让学生将所学运用于生活之中。
五、Homework（家庭作业）
☆ Listen to the tape 3 times.
☆☆ Read the passage skillfully.
☆☆☆ 以“Last Weekend”为题写一篇50个单词左右的小作文。
【板书设计】
Unit 3 Last Weekend
Let’s read Let’s play C Story time
Wu Yifan was busy last weekend.
He visited his grandmother Saturday morning.
They cooked noodles together.
He played football with his friends.
第四课时
B Let’s learn Let’s play C Good to know Let’s sing
【教材分析】
教学重点：
四会短语的听、说、读、写。
教学难点：
掌握不规则动词的过去式形式。
【学情分析】
学生从本单元一开始就学习过去式，到本课时对过去式已不再陌生，已对过去式有了初步的了解，但不规则动词过去式的不规则变化却是第一次出现，学生不容易理解，教师要告诉学生动词的过去式有规则变化，也有不规则变化。在不规则变化中，动词的过去式不是在词尾加-ed，而是变成了另一个单词。
【教学目标】
一、能力目标：
能够询问他人昨天做的事情并回答，如：What did you do yesterday I went to a park.
二、知识目标：
1. 听、说、认读下列短语：went to a park, went swimming, read a book, went fishing, went hiking。
2. 听、说、认读句子：What did you do yesterday I went hiking.
3. 能够做Let’s play 中的游戏，并通过这个游戏进一步巩固所学短语和锻炼学生的记忆能力。
4. 能够理解并会唱“At the zoo”。
5. 能够熟悉Good to know中的标志，增强环保意识。
6. 能掌握不规则动词的过去式。如：go --- went; read --- read。
三、情感目标：
培养学生关心他人的良好品质。教育学生要团结友爱，使学生愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
【教学准备】
本课时的教学卡片，教师在公园看书的照片，Good to know部分四个标志牌的自制卡片，John, Zhang Peng, Amy, Chen Jie, Sarah的自制头饰。
【教学过程】
一、Warming up/Revision（热身/复习）
1. 播放歌曲 “At the Zoo”。
师生一起跟唱。
2. 划分小组。
教师说：Today I’ll divide you into four groups: Group one, Group two, Group three, Group four. Which group win, you will get a star. And after class you can get an apple.
3. 复习
Guess: What did … do last weekend 教师叫一位同学到教室前面，然后出示一张卡片给该生看，该生根据图片做动作，大家猜。如：
T: Xiao Ming was busy last weekend. Let’s ask him “What did you do , Xiao Ming ”
Xiao Ming: 做动作
S1: You washed clothes / watched TV / …
Xiao Ming: Yes. I cleaned my room.
T: You’re helpful.
Ss: Did you clean your room yesterday
Xiao Ming: Yes. / No.
【设计意图】聆听、吟唱好听的歌曲可以感染学生的情绪，调动学生学习的积极性；有趣的游戏既复习了旧知识又为学生学习新课打下了铺垫，使学生对学习倍感兴趣。
二、Presentation/Practice（新课呈现/操练）
（一）分步学习新单词
1. 通过实物、卡片、游戏等活动学习词组：went to a park, went swimming, went fishing, went hiking, read a book。
（1）学习词组：went to a park
① 导入
接上面的游戏，请学生反问教师
Ss: What did you do yesterday
T: I went to a park.
② 呈现
教师呈现词卡“went to a park”并用红色蜡笔把go的过去式went涂成红色。
③ 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，four by four，one by one。
c. spelling the phrase
T: What did I do yesterday
Ss: You went to a park.
T: Can you spell “went to a park”
Ss: Yes. W-e-n-t t-o a p-a-r-k.
（2）学习词组：read a book
① 导入
T: Guess “What did I do in the park ”（出示一张自己在公园看书的照片，遮住看书的动作让学生去猜）
Ss: You played football / You watched fish / …
T: Yes, I read a book.（出示自己在公园看书的照片）
② 呈现
教师呈现词卡“read a book”并用红色蜡笔把read的过去式read涂成红色。并强调read (/red/)过去式的发音。
③ 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，排排读，行行读。
c. spelling the phrase
T: What did I do in the park yesterday
Ss: You read a book.
T: Can you spell “read a book”
Ss: Yes. R-e-a-d a b-o - o-k.
（3）学习词组：went swimming, went fishing, went hiking
① 导入
T: Yesterday I went to a park. And I read a book in the park. What did John, Amy and Zhang Peng do yesterday Do you know
Ss: No.
T: Let’s look at our English book and find out “What did they do yesterday ” OK
Ss: OK!
Ss: They went hiking. Zhang Peng went swimming, and John went fishing.
② 呈现
教师呈现词卡“went hiking; went fishing; went swimming”并用红色蜡笔把go的过去式went涂成红色。注意强调swimming的写法：双写m再加ing。
③ 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，four by four，one by one。
c. 耳语：传词组。
d. spelling the phrase in group of four.
S1: What did you do yesterday
S2: I went to a park. W-e-n-t t-o a p-a-r-k. What did you do yesterday
S3: I went swimming. W-e-n-t s-w-i-m-m-i-n-g. What did you do yesterday
S4: I went hiking. W-e-n-t h-i-k-i-n-g. What did you do yesterday
S1: I went fishing. W-e-n-t f-i-s-h-i-n-g.
2. 通过游戏练习新词组
（1）复习词组。Game: Read them as quickly as possible.
（2）Play a game: Guess “What did you do yesterday ”（教师任抽一张卡片，放在学生的头顶上，该生开始猜：I went swimming / …下面的学生根据该生抽到的卡片回答：Yes. / No.每个学生有三次机会，猜对的学生为本组赢一颗五角星。）
【设计意图】通过各种形式的朗读和游戏活动，让学生快速记忆，寓教于乐，激发学生学习兴趣。
（二）听录音模仿语音语调
1. Listen and repeat.
2. Listen and number. 听录音，按听到的顺序给黑板上的词卡排序。
（三）趣味操练
1. Let’s chant（自编歌谣）找五个同学分别戴上Sarah, John, Amy, Chen Jie, Zhang Peng的头饰，饰演五个不同的角色。
Ss: Amy, Amy, what did you do yesterday, yesterday
Amy: I went hiking, went hiking.
Ss: John, John, what did you do yesterday, yesterday
John: I went fishing, went fishing.
Ss: Chen Jie, Chen Jie, what did you do yesterday, yesterday
Chen Jie: I went to a park, went to a park.
Ss: Sarah, Sarah, what did you do yesterday, yesterday
Sarah: I read a book, read a book.
Ss: Zhang Peng, Zhang Peng, what did you do yesterday, yesterday
Zhang Peng: I went swimming, went swimming.
2. 小组活动。四人一组，分组讨论：What did you do yesterday I did my homework / watched TV / went to a park …
【设计意图】通过自编歌谣以另一种有趣的形式复习所学知识；分组讨论，培养学生用英语进行交际的能力。
三、Consolidation and extension（巩固与拓展）
1. Read and write.（写出下列动词短语的原形和过去式。）
(1) 去游泳 ________ ________ (2) 踢足球 ________ ________ (3) 打扫房间 ________ ________ (4) 去钓鱼 ________ ________ (5) 去远足 ________ ________ (6) 读书 ________ ________ (7) 看电视 ________ ________ (8) 看望祖父母________ ________ (9) 去公园 ________ ________ (10) 洗衣服 ________ ________
2. Sum up（总结）
Yesterday I went to a park. I went swimming, went fishing and read a book in the park. I went hiking. I was so happy.
3. Game: Look for friends.（找朋友）
教师让学生快速写下昨天所做的事情，然后在教室里自由走动，询问其他同学：What did you do yesterday 寻找做过同样事情的“朋友”，看谁的朋友多。最后找出全班同学昨天做得最多的事情。
4. Good to know.
教师出示went fishing的教学卡片问：
T: What did John do yesterday
Ss: He went fishing.
此时教师把准备好的红色斜杠贴在词卡上，再次呈现图片。问：
T: Look! Can John go fishing now
Ss: No.
T: What do the signs mean 引导学生说出该标志的意思。随后一一呈现其他几个标志，请学生讲讲它们的意思，并和学生讨论一下保护环境的重要性。
【设计意图】通过练习和游戏让学生学会在生活中运用所学知识，培养学生综合运用语言的能力。与学生讨论保护环境的重要性，教育学生保护环境人人有责。
四、Emotional Theme（情感升华）
Only One Earth, Care and Share.
只有一个地球--一齐关心，共同分享。
【设计意图】联系实际，培养学生保护环境的意识。
五、Homework（家庭作业）
☆ Listen to the tape 3 times.
☆☆ Write the phrases 5 times.
☆☆☆ Interview: 用句型：What did you do yesterday 采访一下自己周围的人昨天做得什么事情？
【板书设计】
Unit 3 Last Weekend
B Let’s learn Let’s play C Good to know Let’s sing
What did you do yesterday
went (go) to a park
went (go)swimming
I went (go) hiking
went (go) fishing
read (read) a book
第五课时
Let’s chant B Let’s try Let’s talk Let’s find out
【教材分析】
教学重点：
能听说读写句型“Did you read books Yes, I did. / No, I didn’t. ”
教学难点：
能正确使用动词的原形和过去式形式。
【学情分析】
学生在第二课时中已经接触过句型“Did you help them clean their room Yes, I did.”，所以对本课时的这个重要句型并不陌生，但动词原形和过去式形式的正确使用是学生的难点，学生知道助动词did后面要跟动词原形，但容易出错。
【教学目标】
（一）能力目标
能够用主要句型“Did you read books Yes, I did. / No, I didn’t. ””来询问他人在过去的时间里所做某件事来吗？并做出回答。
（二）知识目标
1. 能听说读写句型“Did you read books Yes, I did. / No, I didn’t. ”并能在实际情景中运用。
2. 能够听懂并完成Let’s try部分的练习。.
3. 能够正确运用句型进行对话，完成Let’s find out部分的活动。
4. 能够正确理解并吟唱本单元主情景图中Let’s chant部分的歌谣。
5. 能正确使用动词的原形和过去式形式。
（三）情感目标
培养学生关心他人的良好品质。教育学生要团结友爱，使学生愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
【教学准备】
VCD、Teacher和Mike的头饰、录音机、磁带、装有动词短语纸条的盒子，自制的各种动词短语纸条（有动词短语原形的纸条，也有动词短语的过去式形式的纸条），自制Let’s find out部分调查表、教学挂图、主要句型：Did you read books Yes, I did. No, I didn’t.词条。
【教学过程】
一、Warming up/Revision（热身/复习）
1. Let’s sing: At the Zoo
2. 划分小组
教师把学生分成Group one, Group two, Group three, Group four四大组哪组答对问题，教师就给哪组画一颗五角星。
3. 游戏：脱口秀
教师请学生上台在准备好的盒子里抽去一张纸条，上写有一个动词短语（可能是原形，也可能是过去式），要求学生根据纸条上的动词短语快速说出其对应的动词短语。如：如果学生抽到“clean the room”，那么该生就要快速说出它的过去式形式“cleaned the room”；反之，如果学生抽到“cleaned the room”， 那么该生就要快速说出它的原形“clean the room”。能在三秒钟说出来的为本组赢得一颗五角星。
【设计意图】听音跟唱好听的歌曲，可以感染学生的情绪，激发学生学习兴趣；利用游戏复习巩固动词短语的原形和过去式形式，使知识变得既有趣味性又记忆深刻，为后面新句型的学习做好铺垫。
二、Presentation/Practice（新课呈现/操练）
（一）分步学习对话中的重点语言
教学句型：“Did you read books Yes, I did. / No, I didn’t.”练习句型：“Did you …Yes, I did. / No, I didn’t.”
（1）游戏：开火车
T: What did you do yesterday
S1: I played football. What did you do yesterday
S2: I …What did you do yesterday
S4: I …
（2）接着上面的话题，教师问：
T: Did you read books （出示词条）
Ss: Yes, I did.（教师出示词条，并领读。）
T: Did you empty the trash
Ss: Yes, I did.
T: Did you clean your room
S1: No, I didn’t.（教师出示词条，并领读。）
T: Did you …
S1: Yes, I did. / No, I didn’t.
教师板书主要句型：Did you read books Yes, I did. No, I didn’t.引导学生总结：did是助动词do和does的过去式，did后面的动词要用动词原形。
（2）句子接龙：学生轮流说句子，与别人重复或五秒中内不能说出句子者将被淘汰！
参考句型：
Did you clean their room
Did you wash clothes
…
【设计意图】学生好胜心强，用游戏的形式开展比赛练习重点句型，紧张，有趣，有利于激活学生的大脑思维，从而激发学生的学习兴趣。
（二）巧用自编歌曲来突破难点句型
1. Let’s sing （配Hello, hello! What’s your name 调）
Did you read books yesterday Yesterday Yesterday
Did you read books yesterday
Yes, yes, yes, I did.
Did you watch TV yesterday Yesterday Yesterday
Did you watch TV yesterday
No, no, I didn’t.
…
2. 自编歌曲比赛。
学生四人一组用学过的动词短语自编歌曲，哪组编得动词短语最多最好听，哪组获胜，为本组赢得一颗五角星。
【设计意图】通过旧曲新编来自编好听的歌曲，能让学生快速掌握难点句型。竞争机制的引入，更激发了学生的学习兴趣。
（三）教学对话Let’s talk
1. Let’s try,导入新课。
T: What did John do yesterday Did he go swimming Did he watch TV Let’s listen to the tape and circle the right answer.
Ss: Choose C. John went fishing.
T: Yes, you are right. Now we know John went fishing yesterday. But “what did Mike do yesterday ” do you know
S1: He visited his grandparents
T: Maybe. OK, class. Let’s watch VCD.
2. Watch VCD and answer the questions.
(1) What did Mike do yesterday He went fishing.
(2) Did he read books Yes, he did.
3. Listen and imitate.
4. 分角色朗读对话，然后表演对话。（教师出示挂图，学生可以看图表演。）
【设计意图】通过观看VCD，回答问题，看图表演等形式帮助学生理解对话，掌握对话内容；听录音模仿，分角色朗读、表演对话，既使学生掌握了正确的语音语调，又培养了学生良好的语感。
三、Consolidation and extension（巩固与拓展）
1. 分组创编对话。
T: Boys and girls. What did you do yesterday Please make a new dialogue in your groups.
2. Let’s find out.
（1）教师出示事先准备好的Let’s find out.部分调查表，找一位基础较好的同学进行示范问答，并根据该生的问答来完成表格。
（2）小组活动。
学生四人一组，运用本课新授的句型完成自己的调查表。
（3）教师请2-3组同学进行汇报，并给予适当的评价：表现好的小组将为本组赢得一颗五角星。
3. Interview.
T: Now please interview your friend “What did you do yesterday ”
参考句型：
--- What did you do yesterday
--- I …
--- Did you read books / watch TV / clean…
--- Yes, I did. / No, I didn’t.
【设计意图】通过各种活动，给学生一个任务，让学生运用所学知识自己去完成，既体现了任务型教学法的精神，又培养了学生的综合语言运用能力。
四、Emotional Theme（情感升华）
Value your time, study hard!
珍惜时间，努力学习！
【设计意图】联系生活实际，教育学生珍惜时间。
五、Homework（家庭作业）
☆ Listen and imitate the dialogue 5 times.
☆☆ Act out the dialogue.
☆☆☆ Copy the main sentences 5 times and remember them.
【板书设计】
Unit 3 Last weekend
Let’s chant B Let’s try Let’s talk Let’s find out
Did you read books
Yes, I did.
No, I didn’t.
第六课时
B Let’s read C Let’s check Task time
【教材分析】
教学重点：
能理解Let’s read中的内容并能根据短文完成文后的练习。
教学难点：
能认读一些新语言，如：We read funny tongue twisters together. Suddenly my kite flew into the lake. I was very grateful to him.
【学情分析】
通过前五课时的学习，学生对过去式已有了初步的了解，已经会用一些基本句型如：“What did you do last weekend / yesterday Did you read books / …Yes, I did. No, I didn’t.”来询问或回答在过去时间所做的事情，但不规则动词过去式的用法仍是学生学习的难点。
【教学目标】
一、能力目标
要求学生能在日常生活中正确运用本课所学的单词、句型来描述自己和他人在过去时间所做的事情，提高综合语言运用能力。
二、知识目标
1. 能听、说、读Let’s read部分的短文并完成后面的练习。
2. 能完成Task time中的任务。
3. 能完成Let’s check部分的练习。
4. 能掌握下列动词的过去式：am, is --- was; walk --- walked; study --- studied; read --- read; go --- went; fly --- flew; see --- saw; jump --- jumped; swim --- swam; return --- returned
5. 能掌握介词to和into的用法。
三、情感目标
1．培养学生学习英语的兴趣及自信心。
2．在学习中通过游戏及各种竞赛活动培养学生合作意识。
【教学准备】
本单元的10张教学词卡、录音机、磁带、tongue twisters的课件、tongue twisters的自制词卡、录音机、磁带、VCD。
【教学过程】
一、Warming up/Revision（热身/复习）
1. Let’s chant.(on page 26)
T: Boys and girls, first let’s chant, OK Before that, I’ll divide you into two groups: Boys Team and Girls Team. Let’s have a competition. If you win, you will get a word of a tongue twister. Who can finish your tongue twisters first, who will win.
2. Competition.
男女生歌谣对唱比赛。
3. 游戏：快速认读。
教师任意出示一张本单元的教学卡片，如“went fishing”，要求学生要快速站起来大声读出该动词短语并造句如：“went fishing; I went fishing yesterday.”哪组同学反应快，哪组获胜，得一个绕口令中的单词。
4. Let’s check
听录音完成此部分内容。
(1) Liu: What did you do last weekend
Mike: I went fishing. (A)
(2) Mike: What did you do yesterday
Liu: I washed my clothes. (B)
(3) Amy: Did you watch TV last weekend
John: Yes, I did. (A)
(4) John: Did you play basketball yesterday
Zhang: No, I didn’t. I played football. (B)
【设计意图】用游戏比赛的形式来复习动词短语的一般过去式，既有知识性，又有趣味性，提高了学生学习兴趣，调动了学生学习的主动性。
二、Presentation/Practice（新课呈现/操练）
（一）分步学习对话中的重点语言
1. 教学tongue twisters，练习句型：We read funny tongue twisters together.
（1）游戏导出新语言。
T: Now, let’s play a game: read funny tongue twisters.
课件出示：funny tongue twisters
① Tall Paul did fall on the ball.
② Cat, cat, catch the fat rat.
教师让学生四人一组朗读绕口令，感知tongue twisters。教师出示tongue twisters的词卡，领读。板书：We read funny tongue twisters together. 教师领读，学生分组读，开火车读等。
（2）朗读绕口令比赛。
教师用课件出示以下绕口令：
A brown cow has a crown.
Our mouse has a mouth.
A short house wore shoes.
Father and mother eat dinner.
Let’s play on the plane.
让学生两人一组练习朗读，然后分男女生比赛。教师随机任意出示一个绕口令，分别让男生和女生起来读，谁读得又快又准确，谁获胜，为本组获得一个绕口令中的单词。
2. 教学grateful，练习句型“ I was very grateful to him.”
（1）教师接着上面的比赛说：Oh, He / She won another word for our Boys / Girls Team. I was very grateful to him / her. 教师出示grateful的自制词卡，让学生跟读。板书句型“ I was very grateful to him.”教师领读，学生跟读，分组读，两人读等。
（2）Game: Brain storm
教师提示学生用be grateful to sb.来说句子。如：I was grateful to her. He was grateful to me. Mike was grateful to Lily.等等。
【设计意图】把课本中的重点语言分散学习，逐个突破，减轻学生学习的压力；各种游戏穿插其中，极大地调动了学生的积极性，使学生在玩中巩固所学知识，并能提高学生综合运用语言的能力。
（二）巧用自编歌谣来突破重点句型
Tongue twisters, tongue twisters,
Funny tongue twisters.
We read funny tongue twisters.
Grateful, grateful, very grateful.
I was very grateful to him.
【设计意图】通过自编好听的歌谣，能快速突破难点句型，激发了学生的学习兴趣。
（三）教学Let’s read and write
1. Watch VCD.整体感知短文。
2. Listen to the tape. Number the sentences on page 33, exercise 2.
3. 读，划知识点。
教师引导学生发现介词to和into的用法。To表示动作的方向，译成“向，朝”，如：He swam to his mother. 他朝她妈妈游去。；into也表示动作的方向，但译成“到……里”，如：He jumped into the river. 他跳到了河里。
4. Read and finish the sentences on page 33, exercise 1.
答案：(1) walked (2) went to a park (3) dog
5. 再读课文，解答疑惑。（先让学生解答，学生解答不了的老师解释。）
6. Read and choose.
(1) I walked ________ John’s home in the afternoon.
A. in B. to C. at
(2) Sarah studied Chinese ________ Chen Jie. They read English ________.
A. with, with B. and, with C. with, together
(3) The dog jumped ________ the lake and swam ________ the child.
A. into, to B. in; into C. into, into
(4) I ________ to a park last Sunday.
A. go B. went C. going
(5) I ________ very grateful to her after that.
A. was B. am C. is
答案：B C A B A
【设计意图】通过听、读、看、做等形式来学习课文，能让学生较容易地理解短文内容；选择填空和完成句子的练习可以让学生更好的掌握本课的知识点。
三、Consolidation and extension（巩固与拓展）
1. Translate.（写出下列动词的过去式。）
(1) am ________ (2) walk ________ (3) study ________ (4) read ________ (5) go ________(6) fly ________ (7) see ________ (8) jump ________ (9) swim ________ (10) return ________
答案：(1) was (2) walked (3) studied (4) read (5) went (6) flew (7) saw (8) jumped (9) swam (10) returned
2. Read and answer the following questions.
Last Sunday was a fun day. I walked to John’s home in the morning. I studied Chinese with him. We read funny English stories together.
In the afternoon, I went to a bookstore. I wanted to buy a comic book. But there were so many people. It was difficult to find an interesting comic book quickly.
Suddenly I saw a very interesting comic book
(1) What was the weather like last Sunday
__________________________________________________
(2) How did I get to John’s home
__________________________________________________
(3) What did we do last Sunday morning
__________________________________________________
(4) Where did I go Sunday afternoon
__________________________________________________
(5) Did I buy my favourite comic book
__________________________________________________
答案：
(1) It was a fun day.
(2) I walked to John’s home.
(3) You studied Chinese and read funny English stories together.
(4) You went to a bookstore.
(5) Yes, I did.
3. 仿照短文，写一篇小短文，描述一下自己亲身经历过的事情。
【设计意图】通过各种练习先给学生一个具体的任务，再让学生用所学的知识来解决问题，完成任务，体现了任务型教学法；让学生仿写短文，是为了让学生学以致用，培养了学生综合语言运用能力。
4. Task time
让学生在教室里自由走动完成课本34页的表格。参考句型：What did you do last weekend I went … Did you climb a mountain Yes, I did. / No, I didn’t.
四、Emotional Theme（情感升华）
We should take pleasure in helping people.
我们应该助人为乐。
【设计意图】联系生活实际，教育学生生活中要做助人为乐的好孩子。
五、Homework（家庭作业）
☆ Listen to the tape 3 times.
☆☆ Read the passage skillfully.
☆☆☆ 以“I Was Grateful to …”为题写一篇50个单词左右的小作文。
【板书设计】
Unit 3 Last weekend
B Let’s read C Let’s check Task time
We read funny tongue twinsters together.
Suddenly my kite flew into the lake.
I was very grateful to him.