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Unit 12 What did you do last weekend? Section A (1a-2d) 一、教學(xué)目標(biāo)： 1. 語言知識(shí)目標(biāo)： 1)掌握以下單詞： 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, thanks ③ —I worked as a guide at the Natural History Museum. ④ —How interesting! 2) 能了解以下語法：learn to talk about recent past events. 2. 情感態(tài)度價(jià)值觀目標(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。 二、教學(xué)重難點(diǎn) 1. 教學(xué)重點(diǎn)： 1) Key vocabulary. 2) Talk about recent past events 2. 教學(xué)難點(diǎn)： 1) Talk about recent past events 2) Practice students’ listening, speaking, reading and writing skills. 三、教學(xué)過程 Ⅰ. Warming-up and revision Point 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. Listening Work on 1b 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 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. Pairwork Work on 1c 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, Ⅴ. Listening Work 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 cows Ⅵ. Listening Work 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 J Ⅶ. Pair work Ask 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 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. 板書設(shè)計(jì)： Section A (1a-2d) —Where did you do last weekend, Lucy? —I went to summer camp. —How was your weekend? ---Pretty good, thanks —I worked as a guide at the Natural History Museum. —How interesting! Section A (Grammar Focus-3c) 一、教學(xué)目標(biāo)： 1. 語言知識(shí)目標(biāo)： 1) 掌握以下單詞：away, mouse, baby, shout ,shout at, woof, language. 2) 繼續(xù)練習(xí)一般過去時(shí)態(tài) 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. 情感態(tài)度價(jià)值觀目標(biāo)： 1. 提高學(xué)生獨(dú)立學(xué)習(xí)能力。 2. 培養(yǎng)學(xué)生動(dòng)手能力與想像能力。 二、教學(xué)重難點(diǎn) 1. 教學(xué)重點(diǎn)： 1) Key vocabulary, 特殊疑問句練習(xí)。 2) Talk about recent past events 2. 教學(xué)難點(diǎn)： Talk about recent past events Practice students’ listening, speaking, reading and writing skills. 三、教學(xué)過程 Ⅰ. Warming- up and revision 1. Greet students. 2. Check the homework Ⅱ. Grammar Focus. 1. 學(xué)生閱讀Grammar Focus中的句子并完成下列填空題。 ① 上個(gè)周末你做了的什么事情？_____________________ ② 我做了我的家庭作業(yè)。___________________ 我們?nèi)澊?。___________________ ③ 誰去探望了她的奶奶？ ____________________ 是蓓基？___________________ ④上個(gè)周末她卻了哪里?。 ___________________ 她去了農(nóng)場。 _______________________ ⑤ 她和誰一起去的？ ____________________ 她和她的同學(xué)們一起去的。 _____________________________ 2. 學(xué)生們根據(jù)記憶完成句子，并自己校對答案。 3. Give Ss seven more time to remember the sentences. 4. 探究樂園： 一、一般過去時(shí)態(tài)的特殊疑問句 1. 特殊疑問詞 + was/were + 主語+ 其他？ 上個(gè)周末你過得怎么樣？ _______ _______ your last weekend? 2. 特殊疑問詞+ did + 動(dòng)詞原形+ 主語+其他？ 昨天他做了什么事情？ _____ ____ he do yesterday? 練一練： 對下列句子中的劃線部分提問。 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? Do the exercise with the Ss. Check the answer together. Ⅲ. Practice 1. Look at 3a. Tell Ss to fill in the blanks with who, what, where or how. Make the students finish the sentences by themselves. 2. Check the answers. 1 What , Who, 2 How, Where 3. What, Who. 3. Say, Now practice asking and answering questions like this about what the people did over the weekend. Practice in pairs Help students find partners. Then say, First read the dialogue together. Both students read both parts. Ⅳ. Practice 1. Look at 3b. Tell Ss to complete 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 tell the story in front of the class. Ⅴ. 3c This activity provides oral practice using 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 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. Now ask students to practice the activity in groups of four. Each students draws two things she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each others 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 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 Homework 1. Read the sentences in Grammar Focus. 2. Make some conversations by yourself. 板書設(shè)計(jì) Section A Grammar Focus-3c 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. Section B 1a-2c 一、教學(xué)目標(biāo)： 1. 語言知識(shí)目標(biāo)： 1) 能掌握以下單詞： fly, kite, fly a kite. 2) 能掌握以下句型： —Did you go anything interesting last weekend? —Not really, but I visited my sister. —My sister finished high school two weeks ago. 2. 情感態(tài)度價(jià)值觀目標(biāo)： 幫助學(xué)生對動(dòng)物懼怕心理，鼓勵(lì)學(xué)生學(xué)習(xí)自然知識(shí)。 教育學(xué)生合理安排作息時(shí)間，健康生活。 二、教學(xué)重難點(diǎn) 1) Key vocabulary, 一般過去時(shí)態(tài)一般疑問句練習(xí)。 2) Talk about recent past events 2. 教學(xué)難點(diǎn)： Talk about recent past events Practice students’ listening, speaking, reading and writing skills. 三、教學(xué)過程 Ⅰ. Warming- up and revision 1. Greet students 2. Show students new words in page 70, write on the blackboard. Make the students read. Ⅱ. Presentation Work on 1a. 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 cant describe. For example, I played the guitar. 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 answers：1d ,2 c ,3 f ,4 e ,5a ,6 b. Ⅲ. Thinking Work on 1b: This activity provides reading practice using the target language. Draw pictures of the happy face and unhappy face on the board. Write the words fun 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 studying for a test is not fun. Point out the happy face under the pictures in la. 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 for letters a, c, and a, 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. Ⅳ. Listening 1c This activity provides listening and writing practice using the 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, did her homework. Play the recording again. Ss listen and check their answers. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish. Ⅴ. Pairwork Work on 1d: 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 that one. 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. Ⅵ. Pairwork Work on 1e: 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. Ⅶ. Thinking Work on 2a: This activity provides writing and oral practice using the target language. Show some photos of animals on the screen. Ask the class to answer the questions 1. what kind of animal are you afraid of ? 2. Why? 3. Make a list. Ask students to say the words by themselves. Ⅷ. Reading Work on 2b:　 This activity provides reading practice using the target language. 1. Fast reading Read the article and find the answer to this question: What did they see near the fire the next morning? (They saw a snake sleeping near the fire) Ss read the article quickly and find the answers to this question. Then check the answers with the class. 2. Careful reading Read the article and find the answers to the questions on 71. Ss read the passage and find the answers to the questions. Check the answers. Ⅸ. Reading Work on 2c Read the instructions again, put the phrases in order according to the passage then use then to retell the story. 1. Ask the student to read the story in 2b again, put the sentences in order. 2. 閱讀指導(dǎo)：（見課件部分） 3. Check the answer. Answer: 6 2 8 4 7 5 1 3 3. Ask the students retell the story using the phrases. Homework 1. Review the article in 2b. 2. Ask Ss. Write down your own last weekend. 板書設(shè)計(jì)： Section B 1a-2c sing-sang study –studied have –had go-went fly- flew swim-swam Did you go anything interesting last weekend? Not really, but I visited my sister. My sister finished high school two weeks ago. Section B 3a-Self Check 一、教學(xué)目標(biāo)： 1. 語言知識(shí)目標(biāo)： 1）復(fù)習(xí)一般過去時(shí)態(tài)的用法及動(dòng)詞的過去式。能正確敘述過去發(fā)生的事情。 2）通過不同形式的練習(xí)題來練習(xí)談?wù)撨^去發(fā)生的事件。 3）學(xué)會(huì)談?wù)撟约汗?jié)假日的活動(dòng)。 2. 情感態(tài)度價(jià)值觀目標(biāo)： 1) 能積極主動(dòng)學(xué)習(xí)，合作學(xué)習(xí)。 2）溫故知新,養(yǎng)成復(fù)習(xí)總結(jié)習(xí)慣。 二、教學(xué)重難點(diǎn) 1. 教學(xué)重點(diǎn)：1）復(fù)習(xí)一般過去時(shí)態(tài)的用法及動(dòng)詞的過去式。 2）通過不同形式的練習(xí)來熟練運(yùn)用所學(xué)的知識(shí)。 2. 教學(xué)難點(diǎn)： 正確判斷時(shí)態(tài)，能對一般過去時(shí)態(tài)熟練運(yùn)用，描述過去的事件。 三、教學(xué)過程 Ⅰ. Warming- up and revision 1. Daily greeting. 2. Retell the article in 2b. 3. Review the vocabulary in this unit. Ⅱ. Presentation Show the picture in 3a, what can you see ? Ask the students to practice in pairs. Ⅲ. Practice This activity provides reading and writing practice using the target language. Point out the pictures and ask students to describe what they see. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning. Answer: did my homework, helped my mother, went to the library, played soccer, watched TV. Ⅳ. Self Check1 1. Review the phrases in this unit, complete the phrases in self check 1.Ask students do the exercise by themselves, then check the answer. Answer: go out with friends fly a kite go for a walk milk a cow pick apples camp near the lake take photos study for a test 2. Use the phrases to make some sentences in recent past events. Ⅴ. Self Check 2 This activity provides reading and writing practice using the target language. 1. Make the students complete the conversation. Move around the room monitoring progress and giving language support as needed. 2. Check the answer. Answer : Where did you go? Who did you go with? What did you do? Did you learn anything? 2. Ask two students to perform the dialogue to the class. Homework 1. Review Section B. 2. Now write a travel diary .Imagine you are an American student on vacation in Beijing. Have students do the activity individually. Write on pieces of paper. Set it as written homework to be collected and marked. 板書設(shè)計(jì)： Section B 3a-Self Check go out with friends fly a kite go for a walk milk a cow pick apples camp near the lake take photos study for a test Where did you go? Whom did you go with? What did you do? Did you learn anything?