下载文档原格式
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 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 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. 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 the answer tothese 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.Homework:1. Copy new words twice.2. Write about what you did last weekend. 板书设计：Section A (Grammar Focus-3c)一、教学目标：1. 语言知识目标：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. 2. 情感态度价值观目标：1. 提高学生独立学习能力。
The weekend to remember教学设计一、教学设计（一）教学目标1、语言能力（1）能了解课文大意，获取有关周末旅行的基本信息。
（2）能通过阅读包含大凡过去时态句型的文章，进行简单的阅读技能训练，提高阅读理解能力。
*能流利地说出及运用阅读文本的词汇putup,makeafire,keepuswarm,getasurprise , shout to , wake up等，并能在情景中正确地运用。
*能在语篇中正确理解大凡过去时，并用其表达过去发生的事情。
2.思维品质通过对周末事情的叙述表达，培养学生的理性表达以及用英语进行多元思维的能力。
3学习能力（1）阅读策略。
能根据标题、图片或视频等预测语篇内容，并采用划关键词，构建词汇导图等有用的阅读方法和技巧，提取文本严重信息，获取文本大意。
（2）合作学习。
培养学生合作精神是基础教育阶段英语课程的任务之一。
在落实阅读任务时，采用小组合作学习方法，学习通过与同伴的交流、互助，共同促进提高，一起完成各种任务，在合作中发展学生互相学习和语言交流运用的能力。
（二）教学重点和难点（1）教学重点能听懂、理解、会说文本的单词和短语；理解并运动大凡过去时态叙述发生了的事情，并在足够的语言输入中，达成有用的语言输出；能通过关键信息获取周末事情的发展。
（2）教学难点能够在读懂文章后，自己复述整篇文章的内容，并学会表达自己的周末过得怎么样。
（三）教学过程Step 1 RevisionHave a free talk like this:-What did you do last weekend?-I went to the library.Step 2 Read and answerLet the students read the whole passage quickly. And answer the questions.Step 3 Listen and FindHave students listen to the tape and find out new words in this passage.Step 4 Read and put the phrases in order(1)Check the answers, and then learn the newwords and phrases.(2)Use these words and phrases to let the students learn the weekend to remember.Step 5 Read and discussStudents read by themselves and find out the points they can’t understand, and writethe answers to the questions below, then check the answers.Step 6 Summary and homeworkLet students correct the composition they have written and review the knowledge inthis unit .板书设计:1.put up ,make a fire ,keep us warm, get a terrible surprise, shout to, wake up2.so……that……3.It was important not to do……4.see/feel sb. doing sth.二、教学反思课文学习采取任务型教学方法，因为文章写得很生动，并且抒发感受比较多，学生对此很感兴趣并且能够顺利完成任务。
Unit 12 Section B （2a—2c）教学设计学习目标：1. 能够准确、流利的朗读文章。
2. 学会谈论周末所从事的活动——学习一般过去时的用法。
3. 学会通过阅读，结合上下文，找出丽莎周末发生了什么事情。
重、难点：重点句型：---What did Jim do? --- He went to the movies.---What did Sally do last weekend? ---She cleaned her room.独学准备：1.试读。
试读文本，用红笔划出文章中的生词，完成随堂笔记一；2.再读。
利用教材或工具书查看生词的读音和真正含义，再读文本；当堂测评分层达标基础落实★一．.单项选择( ) 1. I _____ my room last night.A. cleanB. cleansC. cleanedD. cleaning( ) 2. He _____ his homework on Sunday morning.A. doB. didC. to doD. doing( ) 3. It is time _____ home.A. goB. to goC. to go toD. to going( ) 4. What _____ you _____ last weekend?A. did; doB. did; didC. do; doesD. do, does二．句型转换。
1．I went to the museum yesterday. （对划线部分提问）_________________________________2．I read a book every day.（用last Sunday 改写）_______________________________3．My school trip was excellent. （对划线部分提问）_____________________________________4．The food was very delicious. （对划线部分提问）_____________________________________三：补充句子1 我的姐姐两年前高中毕业。
《新目标》英语七年级下册Unit 12 What did you do last weekend?Section B （3a- sb）授课教师：刘意佳2017. 06.23一、教学内容分析(Learning Content)本堂课为阅读后的写作课课型。
本堂课是七年级（下）第十二单元的第六课时Section B（3a-3b)。
本课体现了从“读”到“说”到“写”再到“用”的过程，要求学生运用目标语言来谈论一个特别的周末。
3a部分要求学生通过观察图片信息，运用过去时态描述男孩的周末活动，激活话题信息。
然后，学生运用过去时态的句子进行简单的口头描述，为3a部分的填空练习做准备。
完成3a的练习可以帮助学生对描述上周末的活动有一个框架性的了解。
但对于优生来说，还可以帮助他们写出更加优美精彩的习作。
除了课文提供3a的活动外，教师还可以充分挖掘、利用阅读文章Section B (2b) “A Weekend to Remember”, 通过分析作者的写作方法、文章结构，引导学生认真分析和思考，构建写作的结构和框架，为学生的写作打开思路。
同时，教师可以引导学生思考如何开头、结尾，同时要提醒学生关注写作中连词的正确使用，以及恰当加入优美句子等方法为作文增光添彩。
二、学生情况分析( Knowing Students)学生在本单元学习了一般过去时态的基本用法，能够简单地运用这一时态回答问题，组成句子。
在写作过程中，需要学生运用一般过去时态时态，正确表达过去发生的事件。
在完成3a的填空任务时，要引导学生运用一般过去时态正确地描述六幅图的活动。
但是，如果只是模仿3a的要求作文，简单罗列每个时间的不同活动就会显得文章非常的无趣和呆板。
学生在作文的时候，不先对文章结构进行合理安排，就容易出现重点不突出，只简单罗列句子的情况。
所以，在课堂教学中，教师对学生写作的指导是必不可少的。
三、学习目标(Learning Objectives )学习目标语言知识语法能正确运用一般过去时态的谈论过去发生的事件。
