Unit12Whatdidyoudolastweekendsectiona1

<h1>Unit 12 Section A（la-2c） 教案</h1> <p>【教学目标】</p> <p>1. 学生通过上下文语境听、说、认、读并理解本课的新词汇 :camp ,lake, beach, badminton, sheep 。</p> <p>2. 学生能够掌握句型：A: What did you do last weekend? B: I…; A: Who visited her grandma? B: …; A: Where did she go? B: …并在模仿、学习、表演的基础上逐步达到自然流与真实运用的目的。</p> <p>3. 学生能合理安排周末活动，过有意义的周末。</p> <p>【教学重难点】</p> <p>●重点：学会运用动词短语camped by the lake; went to the beach; played badminton 等表达过去发生的事情。</p> <p>掌握规则动词和不规则动词的过去式。</p> <p>掌握动词过去式词尾-ed的三种不同的读音规则。</p> <p>●难点：能正确使用一般过去时态的特殊疑问句询问信息。</p> <p>【课前准备】课本、录音机、多媒体课件、表格、学案。</p> <p>【教学方法】视听法、情景交际法、图片、课件演示、观察与思考、猜测游戏、思维导图等。</p> <p>【教学进程】Teaching procedures </p> <p>【新课导入】</p> <p>Step l: Lead-in</p> <p>1. Play the flash. Then ask students to tell what activities they can see and hear.</p> <p>2. Free talk</p> <p>How was your weekend? Please tell some things you did last weekend.</p> <p>A: How was your weekend?</p> <p>B: It was interesting. I played basketball.</p> <p>（ 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 意图：本单元的内容是过去时态的延续，通过复习一般过去时的句型，能够帮助学生清除本单元的一些学习障碍，使学生能快速进入学习状态。其次，本单元的话题涉及周末的活动。通过free talk自然地就引入到周末活动话题上来，让学生处于放松的学习状态，而不会因为新的学习内容的出现而感到惧怕。通过播放视频方式也能很快抓住学生的眼球，调动他们的积极性，同时也活跃了课堂氛围。）</p> <p>【新知呈现】</p> <p>Step 2: Presentation</p> <p>1. Show the pictures of la. Then tell the students to look at the pictures carefully and say what they see. Match the activities with the pictures [a-f].</p> <p>2. Ask students to listen to the teacher, and read them loudly: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.</p> <p>（设计意图：让学生在学习新单词的同时，突破重难点，强调动词的过去形式，图片的展示使得难点的突破来得轻松且易接受，与学生的互动——图片字母连接，使得课堂的交互性进一步提高。学生跟读环节学习巩固la短语，同时也为1b听力扫清障碍。）</p> <p>【新知学习】</p> <p>Step 3: Listening 1b</p> <p>1. Play the tape the first time. Students only listen.</p> <p>2. Play the tape a second time. Listen to 1b</p> <p>3. Check the answers</p> <p>4. Listen again.</p> <p>What did Lucy do last weekend?</p> <table border="1" cellspacing="0" cellpadding="0"> <tbody> <tr> <td colspan="2"><p>Time</p></td> <td><p>What</p></td> </tr> <tr> <td rowspan="3"><p>Saturday</p></td> <td><p>In the morning </p></td> <td><p>I played           .</p></td> </tr> <tr> <td><p>In the afternoon</p></td> <td><p>I went to the          .</p></td> </tr> <tr> <td><p>At night</p></td> <td><p>1 went to the          .</p></td> </tr> <tr> <td rowspan="3"><p>Sunday</p></td> <td><p>In the morning</p></td> <td><p>I          by the lake with my classmates</p></td> </tr> <tr> <td><p>In the afternoon </p></td> <td><p>We went          .</p></td> </tr> <tr> <td><p>At night</p></td> <td><p>I did my homework.</p></td> </tr> </tbody> </table> <p> </p> <p>（设计意图：听前浏览所给内容，能让学生学会有目的地听。通过听力内容的播放，逐步引导学生认识本单元的重点句型，掌握不规则动词的过去式。最后一次听力完成表格，不仅有助于学生听力能力的提高，而且能够让学生巩固重点词汇的书写。同时，通过模仿语音语调，使学生的口语能力有所提高。）</p> <p>观察与思考l</p> <p>l. 观察1a中的动词过去式，有规则动词                    ，有不规则动词                    。你能写出这些动词的原形吗？          。</p> <p>2. 仔细观察上面表格中所填的介词。在描述周末活动的时候，注意所用时间状语的表达法：在具体的某一天的上午、下午、晚上用          ，只是说在上午、下午、晚上用介词          。</p> <p>例如：在星期六的早上             ，在上午          。</p> <p>Step 4: Pair work (1c)</p> <p>Show the table above. Student A is Lucy. Student B asks Lucy about her weekend. Talk about the activities in the) picture. Offer language or pronunciation support as needed</p> <p>A: What did you do last weekend, Lucy?</p> <p>B: Well, on Saturday morning, I played badminton.</p> <p>Step 5: Listening 2a and 2b</p> <p>1. Listen to 2a and underline the words you hear.</p> <p>2. Listen again. Write C for Carol, J for Jack or B for Becky next to the statements in 2a.</p> <p>3. Listen the third time, and then finish the table below.</p> <table cellspacing="0" cellpadding="0"> <tbody> <tr> <td><p>Who</p></td> <td><p>What</p></td> </tr> <tr> <td rowspan="2"><p></p></td> </tr> </tbody> </table>