2019版七年級英語下冊 Unit 12 What did you do last weekend教案 （新版）人教新目標(biāo)版.doc

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Unit 12　What did you do last weekend? 課　題 Unit 12 What did you do last weekend? 課時 第一課時 Section A(1a-2d) 課型 New 教學(xué)目標(biāo) 知識目標(biāo) 1. 學(xué)習(xí)并掌握下列詞匯和短語: 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! 能力目標(biāo) 了解以下語法: Learn to talk about recent past events. 情感目標(biāo) 1. 幫助學(xué)生樹立合作學(xué)習(xí)觀點(diǎn)。 2. 講述美好的周末, 樹立學(xué)生享受生活, 熱愛美好的大自然情感。 教學(xué)重點(diǎn) 1. Key vocabulary. 2. Talk about recent past events 教學(xué)難點(diǎn) 1. Talk about recent past events 2. Practice students’ listening, speaking, reading and writing skills. 課前預(yù)習(xí) Preview the new words 教學(xué)方法 Situational approach; Listening and speaking approach; municative approach 教學(xué)過程 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 備課札記 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. 復(fù)習(xí)學(xué)過的描述動作的詞匯, 為接下來的學(xué)習(xí)作鋪墊; 并通過即興發(fā)言激發(fā)學(xué)生的學(xué)習(xí)興趣。 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. 在語境中呈現(xiàn)和導(dǎo)入目標(biāo)語言。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 備課札記 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. 通過聽力練習(xí), 讓學(xué)生從聽對話到模仿對話, 練習(xí)目標(biāo)語言的運(yùn)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. 通過這個活動練習(xí), 使學(xué)生在語境中體會目標(biāo)語言的運(yùn)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. 通過這個活動, 使學(xué)生對所學(xué)的詞匯得以進(jìn)一步的理解。在交流信息過程中, 進(jìn)行真實(shí)的交際問答活動。 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. 在聽力練習(xí)和小對話口語練習(xí)的基礎(chǔ)上, 進(jìn)行角色對話表演 , 開展有實(shí)際意義的交際運(yùn)用活動。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 備課札記 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. 通過兩人一組練習(xí)問答, 使目標(biāo)語言得以練習(xí)應(yīng)用, 從而也增強(qiáng)了學(xué)生的團(tuán)隊意識和合作精神。 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. 在聽力練習(xí)和小對話口語練習(xí)的基礎(chǔ)上, 進(jìn)行角色對話表演 , 開展有實(shí)際意義的交際運(yùn)用活動。 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. . . ”. 培養(yǎng)學(xué)生探究、歸納總結(jié)能力。 Step 10 Consolidation 教師設(shè)置鞏固檢測練習(xí): I. 單項(xiàng)選擇 (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 獨(dú)立完成檢測練習(xí), 進(jìn)行自我評價。 通過檢測練習(xí), 便于學(xué)生了解自己對本節(jié)課的詞匯、句型、語法等的掌握情況。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 備課札記 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. 他去年在自然歷史博物館當(dāng)一個導(dǎo)游。 He_______ _______a guide in the Natural History Museum last year. 2. ——你的周末過得怎樣? ——非常悠閑。 —_______ _______ your weekend? —I _______a very _______weekend. 3. 不要對老人大喊大叫, 這不禮貌。 Don’t_______ _______old people, it isn’t polite. 4. 我媽媽叫我不要熬夜太晚。 My mother asked me not to_______ _______too late. 5. 很多小朋友喜歡在春天放飛箏。 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. 板書設(shè)計 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! 教學(xué)反思 在本節(jié)課的教學(xué)活動設(shè)計中, 能夠創(chuàng)設(shè)豐富的語境, 設(shè)置循序漸進(jìn)的學(xué)習(xí)任務(wù), 充分發(fā)揮學(xué)生的主體作用, 引導(dǎo)學(xué)生合作學(xué)習(xí)、自主探究, 重視“預(yù)習(xí)——展示——練習(xí)——反饋”的學(xué)習(xí)過程。  課　題 Unit 12 What did you do last weekend? 課時 第二課時Section A(Grammar Focus-3c) 課型 New 教學(xué)目標(biāo) 知識目標(biāo) 1. 掌握以下單詞: 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. 繼續(xù)練習(xí)一般過去時態(tài) 能力目標(biāo) 使學(xué)生學(xué)會根據(jù)所提供的材料運(yùn)用所學(xué)的知識來進(jìn)行敘述、評價過去發(fā)生的事。培養(yǎng)學(xué)生語言實(shí)際運(yùn)用能力 情感目標(biāo) 1. 提高學(xué)生獨(dú)立學(xué)習(xí)能力。2. 培養(yǎng)學(xué)生動手能力和想象能力 教學(xué)重點(diǎn) 1. 重點(diǎn)詞匯: away, mouse, baby, shout , shout at, woof, language. 2. 特殊疑問句練習(xí)(what, when, where, who, how. . . ) 3. 談?wù)撨^去發(fā)生的事 教學(xué)難點(diǎn) Talk about recent past events; Practice students’ listening, speaking, reading and writing skills. 課前預(yù)習(xí) 1. New words　2. Grammar Focus 教學(xué)方法 采用Practicing, group work和Role-playing的學(xué)習(xí)策略。 教學(xué)過程 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 備課札記 Step 1 Warming-up and revision 1. Greet students. 2. Check the homework 1. Greet teachers 2. Hand in homework 溫故知新, 為新的教學(xué)環(huán)節(jié)做好鋪墊、銜接 Step 2 Grammar Focus 1. Lead Ss to read sentences in Grammar Focus and translate the following sentences. ① 上個周末你做了什么事情? ___________________ ② 我做了我的家庭作業(yè)。 ___________________ 我們?nèi)澊恕? ___________________ ③ 誰去探望了她的奶奶? __________________ 貝姬_______ ④上個周末她去了哪里? ________________ 她去了農(nóng)場。 ________________ 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. 探究樂園: 一般過去時態(tài)的特殊疑問句 1. Read sentences in Grammar Focus. 2. Ss finish off the sentences and check the answers by themselves. 3. Do the exercise. 利用學(xué)生感興趣的課件, 進(jìn)行復(fù)習(xí)或檢查, 為下面內(nèi)容的進(jìn)展作鋪墊; 并通過課件激發(fā)學(xué)生的學(xué)習(xí)興趣。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 備課札記 ①特殊疑問詞 + was/were + 主語+ 其他? 上個周末你過得怎么樣? _______ _______your last weekend? ②特殊疑問詞+did + 主語+動詞原形+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. 在語境中呈現(xiàn)和導(dǎo)入目標(biāo)語言。加深對句型和語言點(diǎn)的了解和運(yùn)用。 Step 4 Group work (3b) 1. Look at 3b. Tell Ss to plete 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 plete the conversation. 2. Ss practice the passage in pairs. 通過小組合作, 讓學(xué)生從填充短文到模仿講故事, 加深對所學(xué)內(nèi)容的理解、鞏固, 鍛煉和提高口語表達(dá)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. 通過繪畫猜測游戲, 挖掘?qū)W生的動手能力和想象能力, 同時也能使所學(xué)知識在語境中得以致用。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 備課札記 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. . . . 培養(yǎng)學(xué)生探究、歸納總結(jié)能力。 Step 7 Consolidation 教師設(shè)置鞏固檢測練習(xí): Ⅰ. 單項(xiàng)選擇 (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. 根據(jù)首字母或漢語提示完成下列句子 1. —Do you know how many _______(語言) 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. 獨(dú)立完成檢測練習(xí), 進(jìn)行自我評價。 通過檢測練習(xí), 便于學(xué)生了解自己對本節(jié)課的詞匯、句型、語法等的掌握情況。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 備課札記 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. 對下列句子中的畫線部分提問。 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. 板書設(shè)計 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. 教學(xué)反思 在本節(jié)課的教學(xué)活動設(shè)計中, 能夠利用豐富的語境, 設(shè)置循序漸進(jìn)的學(xué)習(xí)任務(wù), 充分發(fā)揮學(xué)生的主體作用, 引導(dǎo)學(xué)生合作學(xué)習(xí)、自主探究, 重視“預(yù)習(xí)——展示——練習(xí)——反饋”的學(xué)習(xí)過程。  課　題 Unit 12 What did you do last weekend? 課時 第三課時Section B (1a-2c) 課型 New 教學(xué)目標(biāo) 知識目標(biāo) 1. 學(xué)習(xí)并掌握下列詞匯和短語: 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. 能力目標(biāo) 能夠用上所學(xué)的知識描述自己或他人過去做的事情 情感目標(biāo) 幫助學(xué)生應(yīng)對懼怕動物心理, 鼓勵學(xué)生學(xué)習(xí)自然知識。 教育學(xué)生合理安排作息時間, 健康生活。 教學(xué)重點(diǎn) 1. Key vocabulary 2. 一般過去時態(tài)、一般疑問句練習(xí)。 3. Talk about recent past events 教學(xué)難點(diǎn) 1. Talk about recent past events 2. Practice students’ listening, speaking, reading and writing skills. 課前預(yù)習(xí) 利用圖片使學(xué)生學(xué)習(xí)1a中的短語, 并引導(dǎo)學(xué)生進(jìn)行Group work學(xué)會運(yùn)用句型: sb. did. . . 描述過去做的事情, 為接下來的教學(xué)活動做好鋪墊。 教學(xué)方法 采用Practicing, Listening for specific information和Role-playing的學(xué)習(xí)策略。 教學(xué)過程 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 備課札記 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. 利用學(xué)生熟悉并感興趣的幻燈片, 復(fù)習(xí)學(xué)過的單詞, 為完成1a作鋪墊; 并通過幻燈片激發(fā)學(xué)生的學(xué)習(xí)興趣。 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. 在語境中呈現(xiàn)和導(dǎo)入目標(biāo)語言。 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. 通過該活動, 鼓勵學(xué)生敢于思考敢于表達(dá)自己的想法和看法, 使所學(xué)知識得到更好的鞏固和運(yùn)用。 續(xù)表 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 備課札記 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. 通過教材中提供的聽力訓(xùn)練, 學(xué)生能更好地理解和掌握本節(jié)課所學(xué)的詞匯和語言, 為角色扮演提供了充足的語言素材。其中設(shè)計了聽前指導(dǎo), 讓學(xué)生對聽力內(nèi)容有初步了解, 增強(qiáng)聽力的目的性。聽后學(xué)生成果展示, 能讓學(xué)生體會到成功的愉悅感。 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 practi