（水滴系列）七年級英語下冊 unit 12 what did you do last weekend（第2課時）section a（1a2d）教案 人教新目標版

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1、Unit12 What did you do last weekend? Section A 1a-2d 第二課時 Teaching goals: 一、功能：Talk about past events.(談論過去發(fā)生的事情) I worked as a guide at the Natural History Museum. I stayed up late to watch the soccer game. What did you do last weekend? Who visted

2、her grandma? Where did she go last weekeed? Who did she go with? 二、 詞匯和常用表達: 1.能正確使用下列詞匯： Camp,lake,beach,sheep, as, natural,visitor, tired. 2.能正確使用下列常用表達： Stay up late,go to the cinema,go boating, camp by the lake， go to the beach. 3.能認讀下列詞匯： Badminton, butterfly. 三、情感態(tài)度價值觀目標：

3、 幫助學生樹立合作學習觀點。 講述美好的周末，樹立學生享受生活，熱愛美好的大自然情感。 四、學習策略： 了解時間順序是講述故事的主線。 （設計意圖 ： 目標引領(lǐng)，采用盡量簡單的語言表述本節(jié)課的學習目標） Teaching procedures and ways 教學過程與方式 Step1 ：Preview 1. 寫出下列動詞的過去式。 is_______ are_______ do_______ go_______ play_______ camp________ visit________ study_______ feed________ work_______

4、 tell_________ stay________ 2.Put the following into English,then read them and try to remember them. 1你上周做什么?___________________ 2. 我做我的作業(yè)。 _______________ 3.我去看電影_____________________ 4. 我去劃船。___________________ 5. 我在湖邊扎營。________________ 6. 我去沙灘。________________ 7. 我打羽毛球________________

5、_ （設計意圖: 學前預習所學內(nèi)容，并記住一些短語和句子。為課上聽講做好充分準備和鋪墊。) Step2 Warming up and leading in 1. Talk about YueLiangwan and the Stone House trip the Stone House（石板房） YueLiangwan（月亮灣） T：Hello,boys and girls.Last weekend I went to YueLiangwan（月亮灣） and the Stone House（石板房）with my daugh

6、ter and my friends. Along the way , I took some photos. Do you want to see them? Ss：Yes. T: I’ll show you .What did I do last weekend? S1: rode a horse S2: fed chickens S3: went fishing. S4:…. T:Yes, You are right, it’s a happy and exciting weekend. How a

7、bout you? What did you do last weekend? First,let’s have a guessing game. （設計意圖：老師談論自己去月亮灣和石板房之旅，讓學生體驗過去所發(fā)生的真實事件，復習了上單元的詞組和句型，自然的引出了本單元的話題，月亮灣和石板房有些同學去過，剛開始就引起學生們的注意和興趣，讓同學們在輕松愉快的環(huán)境中學習本節(jié)課內(nèi)容。） 2. have a guessing game. 3.finish 1a （設計意圖：通過guessing game，展現(xiàn)本節(jié)課的詞組，為學習1a打

8、下鋪墊，同學們很喜歡這個游戲，會高度集中精力，對詞組的學習也非常感興趣。） Step3 Listening 1b Task1.The first time, Listen for the general idea of 1b. The general idea of the conversation is about __________. A: a last school trip B: Bob’s last weekend activities C: Lucy’s last weekend activities Answer: C （【設計意圖】:先聽大意，理解文段） P

9、lay the tape. Then check the answers. Task2. Listen again. T: You did a good job. Next, please listen again . Now look at 1a Listen and write the day, morning, afternoon or night below each picture. Check the answers. Answers: a: Sunday night ,b: Saturday afternoon, c: Saturday morni

10、ng d: Saturday night, e: Sunday afternoon, f: Sunday morning Task3. Listen and repeat. Task4. Listen again and fill in the blanks. Bob: Hey, Lucy. ____was you weekend? Lucy: Hi, Bob. It was great. Bob: So, what ____you____? Lucy: Well, ___Saturday morning, I_______ badminton. In the afterno

11、on I______________ the beach, and at night, I ________________. Bob: Cool. What about Sunday? Lucy: In the morning, I_______ by the lake with my classmates. In the afternoon, we ____________, and at night, I_________________. (設計意圖:聽力活動先讓學生聽大意，然后再聽細節(jié)，能逐步培養(yǎng)學生用聽的技能獲取、處理和傳遞所需信息的能力。理解

12、文段后，進行聽力模仿，感知英語發(fā)音特點，從而能很好地提高學生口語表達的水平。) Step4 Have a pair work. Ss ask and answer like this: S1: What did Lucy do on Saturday morning? S2: She played badminton. Step5 Listening Practice Now, let’s listen to 2a . Task 1. Listen for the main idea. The general idea of the conversation is

13、“ ”. A: some students are talking about their weekend activities B: a teacher is asking students about their weekend activities C: a teacher is telling her students about her weekend activities Answer: B Task 2. Listen again and underline the words you hear. 1.______I visited my(aunt/gra

14、ndma). 2._______I did my(homework/sports). 3._______I studied for the(English/math) test. 4._____I went to a(farm/beach). Answers: 1.grandma 2.homework 3.English 4.farm 5.cows Task 3 Listen again. From the conversation we know Carol, Jack and Becky are talking about their weekend activities. Pl

15、ease write C for Carol, J for Jack or B for Becky next to the statements in 2a. Answers: 1. M 2. M 3. C 4. J 5. J Task 4 Listen again. Fill in the blanks. Last weekend, Becky______________________, and she ___________________. Carol _____________ and _________________________. Jack ______

16、_______and ______________. Answers: visited her grandma, did her homework, stayed at home, studied for the English test, went to a farm, fed some cows Play the tape. Then check the answers. Task4. Listen and repeat. (【設計意圖】聽力活動先讓學生聽大意，然后再聽細節(jié)，能逐步培養(yǎng)學生用聽的技能獲取、處理和傳遞所需信息的能力。理解文段后，進行聽力模仿，感知英語發(fā)音特點，從

17、而能很好地提高學生口語表達的水平。) Step 5:Post-listening activities聽后活動 Task1. 2c Student A asks questions with who,what, or where and Student B answers. Then change roles. studied for the English test went to a farm visit my aunt/grandma Sample dialogue: Who stayed at home last weekend? Carol. I

18、 think. What did he do? He studied for his English test. Where did Jack go last weekend? (設計意圖:進一步鞏固聽力內(nèi)容和目標語言，為下一步的綜合語言輸出做好準備。) Task2.Role-play the conversation.2d 1.Read the conversation with these questions. 1)How was Lisa’s weekend? 2) Where did Lisa work as a guide? 3) What did she do

19、 there? 4)Why is Paul tired now? 2. Role-play the conversation in pairs. StudentA is Paul. StudentB is Lisa. 3.Read the conversation and fill in the blanks. Paul: Hi, Lisa. How ___ your weekend? Lisa: Great. ______. Paul: What did you do? Lisa: I worked ___ a guide __ the Natural History Mu

20、seum. Paul: Really? ____ interesting! Lisa: Yeah, it was ____. They have a butterfly house with ____ 200 ____ ___ butterflies! I told the visitors ______ them and their _____ ______. Did you have a good weekend? Paul: Yeah, it was good, but I’m kind of _____ now. I ______ ____ ____ to watch th

21、e soccer game. Step6 Make a survey T: We have known about the things that Carol ,Jack and Becky did . Make a survey. Ask your partners what they did last week. T:Please report like this: …’s weekend was great because on Sunday morning, he went to the farm and fed the sheep On Sunday a

22、fternoon, he… Let’s see who had a great weekend? (設計意圖:通過設計一個真實、貼近學生生活的情景，激發(fā)學生的學習積極性，讓學生運用所學內(nèi)容，來完成一個生活中的真實任務，這樣做既鞏固了本課所學的目標語言，又能培養(yǎng)學生在實踐中運用所學知識的能力，也能鍛煉他們的思維、口語表達、演講等各項綜合能力。） Step7 .Inquiry into knowledge by translation 1. I worked as a guide at the Natural History Museum. ________________

23、____________________________ “work as +_______” 意為“______________”。 Eg：埃里克在那家俱樂部里做音樂老師的工作。 Eric ________a music teacher in the club. 2. How interesting! ________________________ 這是一個_______句，表示“__________! 句子結(jié)構(gòu)為：__________+ _____________+！ Eg:那本書太有趣了！ How__________ the book i

24、s! 3. I stayed up late to watch the soccer game. _________________________________________________ stay up 意為“_________；__________” 。 Eg:1.不要熬夜，這對你的健康不好。 Don’t _____________late. It’s bad for your health. 2.咱們別睡覺，迎接新年的到來吧。 Let’s________ to see the New Year. (設計意圖：鼓勵學生通過合作學習自己總結(jié)，

25、引導學生觀察、發(fā)現(xiàn)、歸納和掌握語言規(guī)律，形成有效的學習策略，必要時老師可以給予適當?shù)狞c撥,落實了以學定教。) Step7 Do a summary. 一、歸納總結(jié)動詞的過去分詞的規(guī)則變化以及不規(guī)則變化。 動詞過去分詞規(guī)則變化記憶口訣： 動詞變化很好記，一般末尾加-ed。 如果詞尾有個e，緊跟其后加個d。 輔音字母加y，要y把變i，特殊變化要熟記。 巧記不規(guī)則動詞的過去 1. ? 有?a?則?a?(aught)不算多,?teach, catch?就兩個。 ???? 無?a 則?o?(ought)三幾個，bring,?buy?和?think。 ??? (

26、還有 fight — fought 戰(zhàn)斗；打架 ) 這句話是記憶?catch, teach?和 bring,?buy, think?的過去式的口訣。 ?即: catch—caught,? teach—taught;? bring—brought,?buy—bought, think—thought 2.? 保持原形不變： ???? 必須(must)讓(let)他們放(put)下切(cut)刀來讀(read)書，以免敲 打(hit)受傷(hurt)花錢(cost)。 ?? ??這句話是記憶過去式和動詞原形相同

27、的單詞的。 即：must — must,?let — let,?put — put,?cut — cut,?read — read , hit — hit,??hurt — hurt,?cost — cost?(還有 set — set?安裝；啟動) 3.?當鈴聲響（ring）起后，開始(begin)? 游泳(swim)唱歌(sing)，然后坐(sit)下來，給(give)點喝(drink)的吧，?i?就變成?a 。 ????這句話是記憶將原詞中的?i?改為字母 a?的單詞。 即：?ring—rang，?swim—swam,

28、 sing—sang,? begin—began , ? sit—sat,? give—gave,? drink—drank 即：?ring—rang，?swim—swam, sing—sang,? begin—began , ? sit—sat,? give—gave,? drink—drank 4.? 動詞中間兩個 e，去掉一個后加?t；如是?t,?d?來結(jié)尾，去 e?之后不加 t 。 ??這句話是記憶中間是兩個元音字母 e?的動詞變過去式的口訣。 feel—felt,? keep—kept,? sleep—slept,? sweep

29、—swept,? meet—met,? feed—fed ????(覺得，保持，睡覺?再?掃除，比?會見，喂養(yǎng)?多個 t 。) 5.? 在陽光“照耀”下“騎”車“開”車“寫”字，我“I”就變成零“O”。 ???? 這句話是記憶將原詞中的?i?改為字母?o?的單詞。 即：shine — shone, ?ride — rode,? drive — drove, ?write — wrote 二.The important sentences: I worked as a guide at the Natural History Museum. I stayed up lat

30、e to watch the soccer game. What did you do last weekend? Who visted her grandma? Where did she go last weekeed? Who did she go with? Step 8 The end-of- class test當堂檢測 一 .Have a competition. 1. 1.Eric is a music teacher in the club.(同義句) Eric _____ ____a music teacher in the club.

31、 2.He is a very friendly boy.(感嘆句) _________ ___________ ____________ _______________(同義句) 3.他們有一個有200多種蝴蝶的房子。 They have a butterfly house____ ____ ____ ____ _____ 4.1).Good _______ /'h?b?ts/ make success. 2). Thousands of _______ (visit) come to China to see the Great Wall. 5. Don’t ________

32、__ too late, or you will feel tired.(填上適當短語) 二．翻譯下列句子 1.上個周末你做什么了？ 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？ 4. 是蓓基. 5.上個周末她去了哪里？ Homewrk: You must do: Recite the new words and useful expressions. If you can: Write a short passage about your weekend. 參考答案 Inquiry into knowledge by translation.

33、 1.我在自然歷史博物館里做導游的工作。 職業(yè)，做某工作，worked as 2.多么有趣啊！感嘆句，多么。。。 。。。，How+形容詞/副詞+（主語+謂語），interesting 3.我熬夜觀看足球比賽了。 熬夜；深夜不眠 stay up, stay up late. The end-of- class test當堂檢測 一、1. works as 2. What a friendly boy，How friendly 3. with over 200 kinds of 4. habits，visitors 5.

34、stay up What did you do last weekend? 二、1. 2. I did my homework. 3. We went boating. 4. Who visited her grandma? 5.Becky did. 6. Where did she go last weekend? 7. She went to the farm. 8.Who did she go with? 9.She went with her classmates. 亮點： 1.本課的導入。通過談論自己上周的活動，以及觀看在月亮灣和石板房的旅途中

35、所拍的照片引入一般過去時，避免了枯燥乏味的說教，激發(fā)了學生的學習積極性，讓學生在輕松好奇的氛圍中自然引入本節(jié)課的目標語言。 2.聽后活動的設計幫助學生分析聽力任務，讓學生有目的地去聽，并且進行對話，既鞏固了本課所學的目標語言，又開拓了學生的思維，使學生的思維跳出了課本。培養(yǎng)學生在實際生活中運用本課所學內(nèi)容來解決現(xiàn)實生活中實際問題的能力。培養(yǎng)學生綜合運用語言的能力。 不足之處：本節(jié)課容量較大，一些環(huán)節(jié)處理的太快。 聽力活動的使用建議： 聽力部分要讓學生先解決疑難問題，為更好的聽懂打好基礎(chǔ)。聽后活動是聽力的輸出部分，教師可以根據(jù)時間留到課下解決一些問題。比如具體英漢翻譯。