人教新目标七年级英语下册教案 Unit 12 What did you

Unit 12 Section B（2a-2c）教案【教学目标】1. 学生根据图片和文章标题等||，预测新课内容||。

2. 学生能通过不同的阅读策略||，整体感知文章结构（总分）、搜寻主题句、关键词捕捉文章信息||。

3. 通过完成一系列问题掌握文章的写作手法、写作顺序、写作结构||，熟练掌握目标语言结构：Last weekend was...but...; so...that…; see...doing...; feel...doing...和大量的动词短语||。

4. 通过了解蛇和印度文化||，拓宽视野||。

【教学重难点】●重点：熟练掌握文章中出现的所有动词短语||，熟练掌握动词过去式的写法||。

能借助不同的方式复述故事||。

●难点：通过读故事提炼出文章的结构（总分）、顺序（时间顺序）、内容(六要素：how||，what||，who||，when||，where||，why||。

【课前准备】课本、多媒体课件、学案||。

【教学方法】头脑风暴、情景交际法、predicting||，skimming||，scanning||，careful reading||，detailed understanding||，catching and filling in the key words||，putting in the right order||，retelling等阅读策略、观察与思考、构建图式、文化渗透等||。

【新课导入】Step l: Lead-inBrainstorming: Can you list as many adjectives of describing animals as possible||，【新知呈现】Step 2: Presentation (2a)1. Brainstorming: Can you list animals we have learned? What kinds of animals are you sometimes afraid of? (Put a for being afraid of) Why?Animals Be afraid of Why2. Work in groups. Exchange your ideas with your group members.3. Ask several students to share their ideas in front of whole class.（设计意图：通过brainstorming复习动物词汇||，通过询问学生What kinds of animals are you sometimes afraid of? Why? 引出交际的内容||，激活与文章有关的背景知识||，鼓励学生发表个人看法||，在最短的时间里融入英语课堂||。

人教版Go for it 七年级下册Unit 12 What did you do last weekend?语法习题训练课课堂教学设计的总体思路：在游戏中进行一般过去时的语法习题课教学。

主要有四个大的环节：第一环节：听——学——唱(听英语歌曲Yesterday；自学探究“牢记四个四，学好过去时”；唱Chant)；第二环节：习题训练（复习一般过去时动词规则和不规则变化、一般过去时的几种基本句型及运用）；第三环节：游戏（运用过去时进行口语训练），——当堂检测。

课后作业是写作训练（运用过去时看图写文章）。

教学总体设计较为清晰，层次性体现较为合理。

具体如下：第一个环节由听英语歌曲Yesterday开始。

在这个部分，以Song Close 的形式将歌词设计成填空题，引出“一般过去时”的基本概念、基本用法和特征性的时间状语。

而后让学生自行探究学案上的关于一般过去时的“牢记四个四，学好过去时”，对一般过去时进行查缺补漏。

最后以chant 的形式将一般过去时的知识编成朗朗上口，易于记忆的口诀，让学生高声朗读背诵。

第二个环节是习题训练。

分以下几个小步骤：１．动词过去式转换练习。

采用竞赛的形式调动学生的学习积极性，目的是检测学生对动词一般过去式的掌握情况。

２．一般过去时态练习。

采用抢答的形式练习用动词的正确形式填空，时态转换等。

３．含有be动词的句子做句式转换练习。

目的是练习含有be动词的句子变一般疑问句及特殊疑问句。

4．含有实义动词的句子做句式转换练习。

采用学生板书的形式练习含有实义动词的句子变一般疑问句及特殊疑问句。

第三个环节是游戏。

目的是在游戏中运用一般过去时进行口语训练。

第一个游戏是Find someone who did sth。

学生们每人手中一张纸条，上面有4个任务。

学生们在班里自由走动，利用一般过去时与同学们进行问答，从而完成任务。

利用投影仪分享最先完成任务的同学的答案。

第二个游戏是Ongoing story（故事接龙）。

Unit 12 What did your do weekend Language goalIn this unit, students learn to talk about recent past events. New languageWhat did you do over the weekend? I cleaned my room.What did she do over the weekend? She did her homework.What did he do over the weekend? He went to the movies.What did they do over the weekend?' They played tennis.Section AAdditional materials to bring to class:wall calendarnewspaper and magazine pictures for Follow-up activity 1blank cards and markers for Follow-up activity 2Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned myhouse over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity, Ask students, What did you do over the weekend9 Accept one-word answers and rephrase these answers in complete sentences. For example, if you ask, What did you do over the weekend? and a student says. The beach, rephrase it by saying, Oh, you went to the beach over the weekend.Ask several different students and help these students say complete answers.1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat:went to the movies, played soccer, went to the beach,did homework, played tennis and cleaned my room.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the activities in the picture in activity la.Ask students to tell what the person did in each picture.For example,She played tennis, or Lucy played tennis.Play the recording the first time. Students only listen.Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing tennis; on Saturday morning.Correct the answers.1 c This activity provides guided oral practice using the target language.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend.Talk about the activities in the picture.Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,2b This activity provides listening practice using the targetlanguage.Call attention to the pictures of Carol, Ben, and Emma and ask students to identify each person by name.Say, Now I will play the recording again. Listen to the students talking about what they aid over the weekend. Write C for Carol, B for Ben or E for Emma next to each statement in activity 2a. The first one has been done for you.Play the recording the first time. Students only listen. Point out the sample answer, S, in statement 1. Say,Sonia visited her grandmother.Play the recording again. Ask students to write a letter in front of each statement to show what each person did.Check the answers.2c This activity provides guided oral and writing practice using the target language.Call attention to the dialogue and the list of activities in the box. Explain that students have to complete the dialogue using the activities words in the box.Students do the activity in pairs. When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class.3a This activity provides reading practice using the target language.Point to the three scenes in the picture. Ask students to describe what the person in each scene did. (Picture 1 shows: She went to the beach. Picture 2 shows: He did his homework and watched TV Picture 3 shows: She cleaned her room and studied for the math test.)After that, read the three dialogues with a student.The second part of each dialogue is incomplete.Say, The rest of the sentences are listed above the picture. Read them to the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations.Correct the answers.3b This activity provides guided oral practice using the target language.Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class.Say, Now practice asking and answering questions like this about what the people in the pictures did over the weekend. Practice in pairs. Use the dialogue as an example.Help students find partners. Then say, First read the dialogue together. Both students read both parts. Then make your own dialogues like that one. Tell what the people in activity 3a did over the weekend.Here is a sample dialogue:A: How was Sarah's weekend?B: It wasn't very good. She cleaned her room and studied for the math test.Ask pairs of students to present their dialogues to the class.4 This activity provides oral practice using die target language.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. Point to the picture of the Ty 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.Now ask students to priictice the activity in groups of four. Each students draws two diings she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each other's pictures in past tense. Walk around the class offering assistance where necessary.Ask a student to draw two pictures about his or her last weekend on the bonrd. 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 with9山东省平度市灰埠中学七年级下英语教案Section BNew languageI played the guitarI studied geography.I went to the library.1 a This activity introduces more key vocabulary.Call attention to the pictures. Ask students to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they can't describe. For example, I played the guitar.Then point to the numbered activities described in the list. Name the activities and ask students to repeat each one,After that, 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.As students work, move around the room answering questions as needed.Check the answers1 b This activity provides reading practice using the target language.Draw pictures of the happy face and unhappy face on the board. Write the word VMM under the happy face and the words not fun under the unhappy face.Ask students to name some activities they think are fun and some that are not fun. For example, a student might say doing homework or cleaning my room are not fun.Point out the happy face under the pictures in la.Say, He played the guitar. It was fun. The happy face shows it was fun.Say, A'oic draw a happy face or an unhappy face for letters a, c, and a, Correct the answers.2a This activity provides listening and writing practice usingthe target language.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.Play the recording the first time. Students only listen.Point out the sample answer, cleaned her room.Play the recording again. Ask students to HU in the phrases telling what each person did. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.2b This activity provides guided oral practice using the target language.Call attention to the example in speech bubbles.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. Help students find partners. Then say. First read the dialogue together. Read both parts. Then make your own dialogues like thatone. Tell what Sally and Jim did over the weekend.As students practice, move around the room monitoring progress.Ask pairs of students to present their dialogues to the class. 2c This activity provides open-ended oral practice using the target language.Point out the example in speech bubbles. Ask two students to read the dialogue to the class.With a student, say a conversation about what you did over the weekend. You may wish to write two or three activities on the board for students to use in their conversations.Help students find partners. As they practice their conversations, move around the room monitoring progress and giving language support as needed.Ask some pairs to present their real-life conversations to the class.3a This activity provides reading practice using the target language.Read the article to the class or have a student do it.Some students may not recognize the words shopping,mixture, and relatives. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning.Read the instructions. Point out the circle around the word circle and the underlining under the word underline.Expand on the instructions saying, Circle the things that you like. thethings that arc fun. Underline the things that you don't like, the things that are not fun.Review the answers. Students may have different answers for some items- For example, went to the library may be fan for some students and not fun for others.3b Tlus activity provides guided writing practice using the target language.Point out the numbered blanks in the paragraph.Say, Write a suitable phrase in each blank. Remember to put the verb in the past tense. Point out that students can look at the pictures below the passage for ideas.Call attention to the sample answer. Ask a student to read the sentence to the class,Ask students to complete the activity individually.Check the answers.3c This activity provides writing practice using the target language.Before they start writing, suggest that students list the things they did. Ask students to name several ihi; ;as they did over the weekend. Write the list on the board using past tense verbs. Ask a student to follow these notes and say what he or she didover the weekend. When the student is finished say. Now write the words you just said.As students work, move around the room monitoring progress and answering any questions students may have.Ask the students who finish first to write their sentences on the board. Check the sentences and make necessary corrections- Other students may use these sentences as they complete their own work,4 This activity provides writing and oral practice using the target language.Ask the class to give you the names of some famous people. They can be .sports stars, musicians, artists, politicians, etc.). Write them on the board- Then choose one of the people on the board and a.sk the students to imagine what that person did over the last weekend. Elicit three past tense sentences from the class and write them on the board.Ask students to look at the instruction. Explain that students must choose a famous person and write three things that famous person did over the weekend. Ask students to look at the example and guess who the person is (it should be a famous pop star, one that has an interesting hair color.).Divide students into pairs to do the activity. As students work, move around the room monitoring progress and making notes of common language problems. Have some students tell the class whotheir partners are and what their famous partners did over the weekend.。

Unit 12 What did you do last weekend?Section A (1a-2d)一、教学目标：1. 语言知识目标：1)掌握以下单词：camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late.能掌握以下句型：①—Where did you do last weekend, Lucy?—I went to summer camp.②—How was your weekend?—Pretty good, thanks③—I worked as a guide at the Natural History Museum.④—How interesting!2) 能了解以下语法：learn to talk about recent past events.2. 情感态度价值观目标1.帮助学生树立合作学习观点。

2.讲述美好的周末，树立学生享受生活，热爱美好的大自然情感。

二、教学重难点1. 教学重点：1) Key vocabulary.2) Talk about recent past events2. 教学难点：1) Talk about recent past events2) Practice students’ listening, speaking, reading and writing skills.三、教学过程Ⅰ. Warming-up and revisionPoint to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity,Ⅱ. 1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see.Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.Check the answers.Ⅲ. ListeningWork on 1bThis activity gives students practice in understanding the target language in spoken conversation.Point to the activities in the picture in activit y la. Ask students to tell what the person did in each picture. For example, She played badminton, or Lucy went to the ci nema. Play the recording the first time. Students only listen.Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures.Point out the sample answer under the picture of Lucy playing badminton;on Saturday morning.Correct the answers.Ⅳ. PairworkWork on 1cThis activity provides guided oral practice using the target language.Point to the example conversation. As k two students to read the dialogue to the class.Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend. Talk about the activities in the picture.Students work in pairs. As they talk, move arou nd the room monitoring their work. Offer language or pronunciation support as needed,Ⅴ. ListeningWork on 2a:This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the five sentences and ask a student to read these sentences to the class.Say, You will hear recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to underline each word that is said on the tap e. Point out the sample answer, grandmother.Correct the answers.1grandma 2 homework 3 English 4 farm 5 cows Ⅵ. ListeningWork on 2b:This activity provides listening practice using the target language.Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name.Say, Now I will play the recording again. Listen to the students talking about what they did over the weekend. Write C for Carol, B for B Becky or J for Jack next to each statement in activity 2a. The first one has been done for you.Play the recording the first time. Students only listen.Point out the sample answer, S, in statement 1. Say, Sonia visited her grandmother.Play the recording again. Ask students to write a letter in front of each statement to show what each person did.Check the answers. B B C J JⅦ. Pair workAsk and ans wer in pairs.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, ask questions about what, who or where , Student B answers. Students work in pairs.Ⅷ. Role-play the conversation.1. Ask Ss to look at conversation in 2d. Then Ss read the dialogue bythemselves and find the answer to these questions:① What did Lisa do on her weekend?② What did Paul do on his weekend?2. Ss work in pairs and role-play the conversations.3. Have several pairs perform their conversations for the rest of the class.Homework:1. Copy new words twice.2. Write about what you did last weekend.板书设计：。

人教版新目标英语七年级下册《Unit 12 What did you do last weekend》优质说课稿3一. 教材分析人教版新目标英语七年级下册《Unit 12 What did you do last weekend》是围绕学生日常生活和休闲活动展开的一篇文章。

通过描述学生们在上个周末所做的事情，引导学生运用一般过去时进行交流。

本节课的主要内容包括一般过去时的构成和用法，以及如何用一般过去时询问和描述过去的事件。

文章中涉及到许多与日常生活相关的词汇，如play basketball, read a book, watch a movie等，有利于激发学生的学习兴趣和参与度。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂并运用一般现在时进行交流。

但是，对于一般过去时的构成和用法还比较陌生，需要通过本节课的学习来掌握。

此外，学生们的思维方式和学习习惯各有不同，因此在教学过程中需要关注每个学生的需求，引导他们积极主动地参与课堂活动。

三. 说教学目标1.知识目标：学生能够掌握一般过去时的构成和用法，学会用一般过去时询问和描述过去的事件。

2.能力目标：学生能够在实际情境中运用一般过去时进行交流，提高英语表达能力。

3.情感目标：激发学生对英语学习的兴趣，培养他们积极向上的学习态度。

四. 说教学重难点1.教学重点：一般过去时的构成和用法，以及如何用一般过去时询问和描述过去的事件。

2.教学难点：一般过去时的构成，即在过去的时间状语（如lastweekend, yesterday等）下，动词要变成过去式。

五. 说教学方法与手段1.教学方法：采用任务型教学法，情境教学法和交际教学法，引导学生通过完成任务，参与情境活动和交际互动来学习英语。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣和参与度。

六. 说教学过程1.导入：通过提问学生“What did you do yesterday?”来引发学生对过去事件的思考，引出本节课的主题。

Unit 12 What did you do last weekend?第二课时Section A (Grammar Focus-3c)一．教学目标（一）知识与技能：1) 掌握以下单词：away, mouse, baby, shout ,shout at, woof, language.2) 继续练习一般过去时态能掌握以下句型：—What did you do last weekend?—I did my homework.—Who visited her grandma?—Becky did.—Where did she go last weekend?—She went to a farm.—Who did she go with?—She went with her classmates.（二）过程与方法：培养学生自主学习的能力、语言综合运用能力、听力、英语会话能力、与他人合作的能力。

（三）情感态度与价值观：1. 提高学生独立学习能力。

2. 培养学生动手能力与想像能力。

二．教学重点：1) Key vocabulary, 特殊疑问句练习。

2) Talk about recent past events三．教学难点：Talk about recent past eventsPractice students’ listening, speaking, reading and writing skills.四．教学准备:运用多媒体辅助教学，将本课所需要的录音、图片、文字制成PPT课件，使抽象的语言变得直观，为学生运用英语进行交际创设情境，实现师生互动，生生互动和人机互动的多向交流。

五．教学过程（一）.温故互查温故互查学生自学新单词（教材P69的单词），看谁记得又快又准。

（2 分钟）根据首字母或汉语提示完成句子。

1. Do you understand body l ?2. The lovely b is only half a year old.3. There are many m (老鼠) near the old house.4. I (跑开) from home when I was sixteen years old.5. You needn't (大声叫嚷) me.（二）.设问导读Ⅰ. Warming- up and revision1. Greet students.2. Check the homeworkⅡ. Grammar Focus.1. 学生阅读Grammar Focus中的句子并完成下列填空题。

第三课时Section B(1a－1e)Target Navigation 【目标导航】Key words and phrases：fly，kite，fly a kiteKey sentences：—Did you do anything interesting last weekend?—Not really，but I visited my sister.Skills：进一步学习和谈论过去事件。

Emotion：交流回忆以前做过的事情，增进同学间的相互了解。

The guidance of learning methods 【学法指导】采用自主学习的方式，能根据需要进行有目的的预习。

Learning important and difficult points【学习重难点】1．继续学习一般过去时态。

2．区分有趣和无趣的活动；对事件进行评价。

Teaching Steps 【教学过程】Autonomous Learning Scheme 【自主学习方案】预习指导与检测(一)预习指导1．根据图片和对话等，预测新课内容。

2．根据音标拼读单词并牢记。

3．勾画出重点和疑难点。

(二)预习检测英汉互译1．弹吉他____________2．去图书馆____________3．放风筝____________4．和朋友共进晚餐____________5．swimming pool____________6．Not really.____________(Keys：1.play the guitar，2.go to the library，3.fly a kite，4.have dinner with friends，5.游泳池，6.不完全是；不见得。

)Classroom Learning Guidance Scheme 【课堂导学案】【探究一】1．Learn and finish 1a.Then try to remember the phrases.2．Game：Quick action about the phrases.A：flew a kite B：放风筝3．Do you think the activities in 1a are fun? Draw a happy face or an unhappy face under each line.【探究二】Listening1．Listen.What did Sally and Jim do last weekend? Complete the chart in 1c.1。

12 B（11e）教案【教学目标】1. 学生通过和1b进一步巩固动词的过去时态，并掌握不规则动词的过去式的构成。

2. 学生通过有目的地听力训练，在听的过程中获取有效信息，完成相应的听力任务。

3. 学生通过听力活动中说话者的情感表达，加深对听力材料理解。

能模仿录音中的语音语调对听力材料进行转述。

【教学重难点】●重点：进一步巩固学习动词的过去式，如: , , , 等。

能用自然的语音语调和丰富的语言询问彼此周末的活动。

●难点：听力材料中信息量大，学生能理解听力信息，【课前准备】课本、录音机、多媒体课件、图片、学案。

【教学方法】头脑风暴、记忆竞赛、听力活动、情景交际问答式、小组活动、问题秀。

【教学进程】【新课导入】l:1.. : ?2. 给学生几秒钟的时间记忆短语，然后进行比赛看谁能快速地说出活动短语。

（设计意图：用和的形式来导入，能激发学生的兴趣且丰富学生的头脑，能考查学生的记忆能力和反应能力，同时复习巩固活动短语，为学习新内容作铺垫。

）【新知呈现】2:1. . .2. .3. .a . . ?T: ?S: a .T: ?S: a( .)4. 1bT: ? a . . , a a .（设计意图：通过对每幅图片的描述，引导学生由使用旧知识过渡到自主使用新知识，达到了自然呈现的目的。

1b使用评价性的语言区分有趣和无趣的活动，通过练习学生能够完整地表达自己或他人的周末。

）【新知学习】3: 1c1. .( . T: . ? a . . , .): , ! .: . I . I .: ?: .: ?: , I a .: ? , ?: , . , I . ? ?: , I . , I a . , I .: ! !: , I . !（设计意图：教师导入听力语境，让学生明白听力要谈论话题是什么。

并且为1c的表格作铺垫，降低听力难度。

）2. .（学法指导：在听的过程中重点感受语气词的语音语调。

）3. . ? .(学法指导：由于此部分所填信息较多，播放第一遍听力时，教师可以引导学生先在旁边写重点词汇，播放第二遍听力时再核对信息，将信息转移到1c的表格中。

Unit 12 What did you do last weekend?Learning Objectives一、Topics（话题）:Weekend activities二、Functions (功能)Talk about past events三、Structures (结构)1. Simple past tense (II)2. What questions3. Who questions四、Target Language (目标语言)How was your weekend?It was great.What did you do last weekend?I played soccer.Who did you play with?I played with my friend.五、Vocabulary （词汇）lake, beach, sheep, kite, moon, snake, forest, surprise, pretty, natural, shout, fly, stay, move, jump, wakecamp by the lake, go to the beach, play badminton, stay up late, fly a kite, get a terrible surprise, shout at/to …, wake … up, put up …, jump up and down 六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）do homework, go shopping, play computer games, play sports, watch a movie, stay at home, visit friends, study for a test, cook dinner, kind of tired How was …? What did you do …? Did you have …?八、教材分析本单元是本册教材的最后一个单元，以复习为主，一方面复习之前学过的很多动词短语，一方面通过以谈论上周末的活动为话题，继续巩固学习一般过去时态的应用。

Unit 12 What did you do last weekend?The First PeriodSection A (1a—2d)I. Teaching aims1. Knowledge aims:⑴ Key words: camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor,tired, stay, stay up late.⑵ Target language:①—Where did you do last weekend, Lucy?—I went to summer camp.② —How was your weekend?—Pretty good, thanks③ —I worked as a guide at the Natural History Museum.④ —How interesting!2. Ability aims:To learn to talk about recent past events.II . Main Points1) Key vocabulary.2) Talk about recent past eventsIII. Difficult points1) Talk about recent past events2) Practice students’ listening, speaking, reading and writing skills.IV. Teaching MethodTask-based teaching method, Listening and writing methods; Pair-work.V. Teaching aidsTape recording, CAIVI. Teaching proceduresReflections:The Second PeriodSection A (Grammar Focus – 3c )Ⅰ. Teaching aims1. Knowledge aims:⑴ Key words: away, mouse, baby, shout ,shout at, woof, language.⑵ Target language:—What did you do last weekend?—I did my homework.—Who visited her grandma?—Becky did.—Where did she go last weekend?—She went to a farm.—Who did she go with?—She went with her classmates.2. Ability aims:Talk about recent past events3. Emotion aims:To remember the key words and target language.II . Main Points1) Key vocabulary.2) Talk about recent past eventsIII. Difficult points1) Talk about recent past events2) Practice students’ listening, speaking, reading and writing skills. IV.Teaching MethodTask-based teaching method, PairworkV. Teaching aidsTape recording, some pictures.Reflections:The Third PeriodSection B ( 1a –1e )I. Teaching aims1. Knowledge aims:⑴ Key vocabulary: fly, kite, fly a kite.⑵ Target language:—Did you go anything interesting last weekend?—Not really, but I visited my sister.—My sister finished high school two weeks ago.2.Ability aims:To improve students’ listening, speaking, reading and writing abilitie s.3. Emotion aims: Learn to communicate with others .II. Main Points1) Key vocabulary.2) Talk about recent past events.III. Difficult points1) Talk about recent past events2) Practice students’ listening, speaking, reading and writing skills. IV. Teaching MethodTask-based teaching methodV. Teaching aidsTape recording, CAIVI. Teaching proceduresReflections:The Fourth PeriodSection B (2a – self check )Ⅰ. Teaching aims1. Knowledge aims:(1).Keywords: moon, jump, wake, forest, ear, sing-sang, study –studied, have –had, go-went, fly- flew, swim-swam, put up, get a surprise, shout to, up and down, wake...up，high school,⑵ Target language:---Did you go anything interesting last weekend?---Not really, but I visited my sister.---My sister finished high school two weeks ago.2. Ability aims: Train students’ reading and writing skills.3. Emotion aims: Help students learn from each other and work together .II. Main PointsTo learn to talk about weekend activities using simple past tense.III. Difficult pointsUse the simple past tense to write a passage.IV. Teaching MethodTask-based teaching methodV. Teaching aidsTape recording, pictures.Reflections:。

第一课时Section A (1a-2d)一．教学目标（一）知识与技能：1)掌握以下单词：camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late.能掌握以下句型：①—Where did you do last weekend, Lucy?—I went to summer camp.②—How was your weekend?—Pretty good, thanks③—I worked as a guide at the Natural History Museum.④—How interesting!2) 能了解以下语法：learn to talk about recent past events.（二）过程与方法：培养学生自主学习的能力、语言综合运用能力、听力、英语会话能力、与他人合作的能力。

（三）情感态度与价值观：1.帮助学生树立合作学习观点。

2.讲述美好的周末，树立学生享受生活，热爱美好的大自然情感。

二．教学重点：1) Key vocabulary.2) Talk about recent past events三．教学难点：1) Talk about recent past events2) Practice students’ listening, speaking, reading and writing skills.四．教学准备:运用多媒体辅助教学，将本课所需要的录音、图片、文字制成PPT课件，使抽象的语言变得直观，为学生运用英语进行交际创设情境，实现师生互动，生生互动和人机互动的多向交流。

五．教学过程（一）.温故互查温故互查学生自学新单词（教材P67-68的单词），看谁记得又快又准。

（2 分钟）1. We went to summer c for vacation and had a good time.2. After walking for three days, they were really t .3. —Where did you go last summer vacation?—Nowhere, just s at home.4. There is a big lake in the park. We can go b in it.5. If you go to Hainan Island, d on’t miss（错过）the beautiful b .6. A lot of v come to Beijing around the world every year.7. The boy s up late playing computer games last night.（二）.设问导读Ⅰ. Warming-up and revisionPoint to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity,Ⅱ. 1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.Check the answers.Ⅲ. ListeningWork on 1bThis activity gives students practice in understanding the target language in spoken conversation.Point to the activities in the picture in activity la. Ask students to tell what the person did in each picture. For example, She played badminton, or Lucy went to the cinema. Play the recording thefirst time. Students only listen.Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing badminton; on Saturday morning.Correct the answers.Ⅳ. PairworkWork on 1cThis activity provides guided oral practice using the target language.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend. Talk about the activities in the picture.Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,Ⅴ. ListeningWork on 2a:This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the five sentences and ask a student to read these sentences to the class.Say, You will hear recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.Correct the answers.1grandma 2 homework 3 English 4 farm 5 cowsⅥ. ListeningWork on 2b:This activity provides listening practice using the target language.Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name.Say, Now I will play the recording again. Listen to the students talking about what they did over the weekend. Write C for Carol, B for B Becky or J for Jack next to each statement in activity 2a.The first one has been done for you.Play the recording the first time. Students only listen.Point out the sample answer, S, in statement 1. Say, Sonia visited her grandmother.Play the recording again. Ask students to write a letter in front of each statement to show what each person did.Check the answers. B B C J JⅦ. Pair workAsk and answer in pairs.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, ask questions about what, who or where , Student B answers. Students work in pairs.Ⅷ. Role-play the conversation.1. Ask Ss to look at conversation in 2d. Then Ss read the dialogue by themselves and find theanswer to these questions:①What did Lisa do on her weekend?②What did Paul do on his weekend?2. Ss work in pairs and role-play the conversations.3. Have several pairs perform their conversations for the rest of the class.（三）.自我检测一、补全对话，每空一词。

Teaching Plan for Lesson 1,Unit12 What did you do last weekend?T e a c h i n g O b j e c t i v e s教学目标：1. Learn and practice the verb phrases expressing what people did last weekend(e.g., did my homework, went to the cinema, went boating , camped by the lake, went to the beach, played badminton, etc.).2. Learn and practice the sentence patterns:（---What did … do last weekend?---I/Bob/Lucy/He/She/they played badminton / went to the cinema….） a nd use them to talk about the past events and describe what they did last weekend.3. Practice talking about what each student did last weekend in pairs.4. Let the students realise that having the colorful weekend activities are the wealth of life.Teaching Procedure教学过程：Step 1: Warming upShare a beautiful song named “Yesterday Once More”.设计意图：所谓“乐学越开心”，英文歌曲在初中英语教学中不但能调动课堂气氛，更重要的是能从语音、听力、语法、中西文化等方面让学生对英语这门语言有更深刻的了解。