新七年级下Unit12学案
2012版初中英语新课标金榜学案配套课件： Unit 12(人教版 七年级下)
—Yes, a little.
A. Is B. Was C. Has D. Can
（
A. is
）2. He ______ swim when he was four years old.
B. was C. can D. could
（
）3.______ run in the hallway.
A: 5.______ ______ do you have to do?
B: We have to clean our classroom.
答案: 1. What; rules
4. dining room
2. arrive/be late for 3. can’t eat
5. What else
else adj. & adv. 其他的；别的；另外的 ▶What else do you have to do? 你还能做别的吗？
5. uniform
Ⅱ. 完成句子(5分钟，10分)
1. 放学后我不能踢足球，因为我不得不先做家庭作业。 I can’t ______ ______ after school because I ______ ______ do my homework first. 2. 约翰必须在6点前到家吗？ ______ John ______ to get home before 6 o’clock? 答案：1. play soccer；have to 2. Does; have
Ⅰ. 选出正确的词填空 (5分钟，10分） hallway Ms rulesHow many ______ are there in your school? 2. Don’t ______ with each other outside.
七年级下英语Unit12 P3教案新部编本
（知识技能、过程方法、情感态度）
To learn the school rules.
重点
have/has to
难点
When to use have/has to
板书设计
Unit12Don'teat in class.
Section A
Sentences Words
You have to wear sports shoes gym class
Then point to the three words.Say the words and ask students to repeat each one.
After that, ask students to fill in the blank in each picture with one of the words from the box.As students work, move around the room answering questions as needed.
Ask pairs of students to make up their own conversations.Move around the room offering language support as needed.
Ask some pairs to present their conversations to the class.
Ask some students to read their lists to the class.Answer any questions other students have about the lists.You may wish to write some new items on the board so students can learn new words.
人教版英语七年级下册教案：Unit12 What did you do last weekend ？ Section B(2a-2c)
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||。
七年级英语下册Unit 12暑假培优补差学案
七年级英语下册Unit 12暑假培优补差学案一、暑期知识巩固（一）必背短语1do my homework 做我的家庭作业2 a swimming pool3go boating / camping 去划船/去野营4play badminton 打羽毛球5on Saturday morning 在星期六早上6work as 以…身份而工作7have a good weekend 周末过得开心8move into移进9stay up late 熬夜10run away 跑开11shout at 对…大声叫嚷（有恶意）shout to（无恶意）冲…呼喊12fly a kite =fly kites 放风筝13high school 中学14put up a tent 搭起帐篷，举起15in the countryside 在乡下16get a surprise 吃惊17make a fire 生火18each other 互相19so…that…如此…以至于…（引导结果状语从句）20go to sleep 入睡21the next morning 第二天早上22look out of…向…外看23wake…up 把…弄醒代词必须放中间，如wake him up 24jump up and down 跳上跳下(二）必背句子1—What did you do last weekend? 上个周末你做什么了？—I did my homework. / We went boating. 我做了我的家庭作业。
/我们去划船了。
2—Who visited her grandma? 谁看望了她的奶奶？—Becky did. 贝姬看望了。
3My sister finished high school two weeks ago. 我的姐姐两周前中学毕业了。
4But I was so tired that I went to sleep early.但是我是如此疲倦，以至于我很早就睡着了。
外研版七年级下册英语Module12Westernmusic全模块同步学案(含答案)
外研版英语七年级下册Module 12 Western music ◎第1课时Unit 1 It’s so beautiful!1. Y ou listen to pop music, Lingling, don’t you?玲玲，你听流行音乐，是吧？本句是反意疑问句。
反意疑问句由两部分组成，前一部分是对事实的陈述，后一部分是简短的提问。
反意疑问句的规则：前否后肯，前肯后否。
【例】You are a student, aren’t you?你是一名学生，是吗？2. It’s so noisy! And much too fast! 它太吵闹了！并且太快了！(1)noisy形容词，意为“吵闹的”。
其名词形式是noise，意为“噪音”。
【例】He is having a meeting now. Don’t be noisy. 他正在开会，不要吵闹。
(2)much too意为“太”，用来修饰形容词或副词。
【例】It’s much too hot outside.外面天气太热了。
3. Well, I like both.噢，我都喜欢。
both代词，意为“两个；两者”。
【例】Both are doctors.两个人都是医生。
【拓展】①both of…意为“……两者”，后接名词或代词的复数形式。
【例】Both of them are my friends.他们两个都是我的朋友。
②both…and…意为“……和……都”，连接并列的句子成分。
连接名词、代词作主语时，谓语动词用复数形式，【例】Both Tom and Tony are from Britain.汤姆和托尼都来自英国。
4. Give us a break!让我们清净一会儿吧！Give us/ me a break!常用于口语，意为“让我们/我清净一会儿吧！”，意在告诉对方停止做令自己烦恼的事情。
【例】Give me a break! I am tired.让我清净一下吧！我累了。
新目标七年级英语下册Unit12教案
教案新目标七年级英语下册Unit12:教案The First period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key V ocabulary: in class, rule, hallway, classroom, Mrs., flight School Rules Don't arrive late for class. Don't run in the hallway. Don't cat in the classrooms. Don't listen to music in the classrooms. Don't flight. Target language: What are the rules? Well, we can't arrive late for class. 2.Ability objects Train students' listening and speaking skills. 3.Moral Object As students, we must obey school rules. Ⅱ.Teaching Key points The school rules and the target language. Ⅲ.Teaching Difficulties Learn to talk about the school rules. Train students' listening and speaking skills. Ⅳ.Teaching Methods Scene teaching method. Listening and oral practicing methods. Ⅴ.Teaching Aids Pictures. A projector. A tape recorder. Ⅵ.Teaching Procedures Step ⅠRevision Review some key words and language points learned in Unit 11 briefly Step Ⅱ 1a "School Rules". Read the list to the class. Then rea Focus attention on the five rules written under d the list again, using simple explanations or acting out some rules to make clear the meaning of e't arrive late for class. 9:05 is lach one. For example, point to your watch: Class starts at 9:00. Don't arriate. 9:10 is late. If you come to class at 9:10, you are breaking the rules. 9:00 is not late. Don't arrive late for class. ve late for class. Repeat. DonPoint out the students in the picture and the boxes next to them. Say, Each of these students is brea king one of these rules. Write the number of the rule each student is breaking in the box next to hi m or her. Point out the sample answer. Check the answers. (This activity introduces the key vocabulary.) Step Ⅲ 1b Point to the five rules in activity la. Ask a different tudent to read each rule to the class. Point to the picture. Ask different students to say the ules that the students are breaking in the pict ure. Say, This conversation tells about three students. The students are breaking rules. Point out the dir ection line and the space after each name. Say, Write the number of the rule next to the name of th e student who is breaking that rule. Play the recording the first time. Students only listen. Play the recording a second time. As they listen to the recording this time, students fill in the numb er of the rule after each name. Correct the answers. (This activity gives students practice in understanding the target language in spoken conversation.) Step Ⅳ 1c Point out the example conversation. Ask two students to read the dialogue to the class. 't know the rulesSay, Now work with a partner. Student A is from another country. He or she doesn of this school. Student B tells him or her the rules from activity la. As the pairs talk, move around the room monitoring their work. Offer language or pronunciation s upport as needed. Ask several pairs to present one or more of their conversations to the class. Say, Now let's talk about the rules of our school. Student B is from another country. Student A tells him or her about the rules of our school. Again, move around the room monitoring progress and offering help as needed. (This activity provides guided oral practice using the target language.) Step Ⅴ Summary In this class we 've mainly learned to talk about school rules. As students, we must obey school rul es. Step Ⅵ Homework Write down the rules in activity 1a without looking at books. scriptⅦ. Post s criptUnit12 Don’t eat in class. The Second period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key V ocabulary: outside, cafeteria, have to Target language: A: What are the rules at your school? B: Don 't run in the hallways and don 't arrive late for school. 2.Ability objects Train students ' listening and speaking skills. 3.Moral Object Do what you can and don't do what you can 't either at school or aomewhere else Ⅱ.Teaching Key points Learn to talk about rules using the target language. Ⅲ.Teaching Difficulties The target language. Train students ' listening and speaking skills. Ⅳ.Teaching Methods Listening and oral practicing methods. Teaching by explanation. Ⅴ.Teaching Aids Pictures. A projector. A tape recorder. Ⅵ.Teaching Procedures Step ⅠRevision Show the same pictures as in activity 1a on the screen by a projector to talk about school rules. Step Ⅱ 2a (This activity gives students practice in understanding the target language in spoken conversation.) Point to the picture in activity 2a. Ask students to tell what they are doing. (They're talking.) Say, Listen to their conversation. They're talking about school rules. Play the recording the first time. Students only listen. Say, Now listen again. This time, put a checkmark next to the activities they're talking about. Point out the sample answer. Play the recording a second time. Students put checkmarks next to the activities they hear. Correct the answers. Step Ⅲ 2b Point out the list of can and can't in the chart in activity 2a. Say, Now listen to the recording again. This time,circle can or can't to show which things Alex and Christina can and can't do at their school. Point out the sample answer for number 1. Play the recording and have students circle the answers. Correct the answers. (This activity provides further listening practice using the target language.) Step Ⅳ 2c Point out the sample conversation and have a pairo students read it to the class. Say, Now work with a partner. Student A is Alex am student B is Christina. Alex tells Christina ab out the rules at your school Change roles so that both of you practice both parts. As students work in pairs, move around the room monitoring progress and offering assistance, if n eeded. Ask some pairs to present their conversations to the class. (This activity provides guided oral practice using the target language.) Step Ⅴ Summary 't do at schooIn this class we do more listening and oral practice talking about what you can or canl. Step Ⅵ Homework Copy and recite the questions and answers in the grammar box. scriptⅦ. Post s criptUnit 12 Don’t eat in class. The Third period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key V ocabulary: sneakers, gym target language: John, you have to wear sports shoes for gym class. At school, we have to clean the classroom. 2.Ability objects Train students' ability to use words in contest. Train students' speaking skill. 3.Moral Object "have to" and "can". You need much practice. It's a little difficult to learn to use the words Ⅱ.Teaching Key points The target language. The usage of the words “have to” and “can”. Ⅲ.Teaching Difficulties The target language. The usage of the words “have to” and “can”. Ⅳ.Teaching Methods Teaching by pictures. Oral practicing method. Ⅴ.Teaching Aids Pictures. A projector. Ⅵ.Teaching Procedures Step ⅠRevision Review what students have learned in previous classes. Step Ⅱ 3a Call attention to the three pictures. Read the sentences in the speech bubbles, saying blank each ti me you come to a blank line. Then point to the three words. Say the words and ask students to repeat each one. After that, ask students to fill in the blank in each picture with one of the words from the box. As s tudents work, move around the room answering questions as needed. Check the answers. (This activity introduces more key vocabulary.) Step Ⅲ 3b Point out the conversation in the speech bubbles and ask two students to read it to the class. Ask st udents to explain what have to means. (It means something is necessary. It must be done. You have no choice about it.) Ask several pairs of students to read the conversation to the class. Say, Now please change some of the words and make your own conversations. Ask and answer qu estions about the rules of this school. Give true answers. Ask pairs of students to make up their own conversations. Move around the room offering language support as needed. Ask some pairs to present their conversations to the class. (This activity provides oral practice using the target language.) Step Ⅳ 4 Say, You will write down six rules. What rules can you think of? Remember to use can and have to .Write some responses on the board. Then say. Work on your own. Write a list of six rules. You can use the ones on the board or other o nes we have talked about. When students have finished writing their lists, have them put their papers in a bag. Without looki ng, they take another paper from the bag. Say, Now go around the room. Ask if people can do the things on your list. Find the person who h as the list of rules that you wrote. Allow ten minutes for students to find who have their lists. Ask some students to read their lists to the class. Answer any questions other students have about t he lists. You may wish to write some new items on the board so students can learn new words. Alternatively, if you would prefer not to have your students more around the room, you can ask th em to do this activity in groups of four. (This game provides oral practice using the target language.) Step Ⅴ Summary Get students to read the target language on the blackboard again. Underline the words “have to wear”, “have to clean”, “don’t have to wear”. Explain to students how to use the words correctly. Step Ⅵ Homework Copy and write down all the target language learned in this class without looking at the books. scriptⅦ. Post s criptUnit 12 Don’t eat in class. The Fourth period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Target language: Don’t watch TV after school. Don’t go out on school nights. Do your homework after school. 2.Ability objects Train students’ listening skill. Grasp the imperatives. 3.Moral Object You may have many rules at home. Maybe you don’t like some of them. Maybe you think your parents are too strict with you . In fact, parents do love you. Ⅱ.Teaching Key points The target language. The imperatives. Ⅲ.Teaching Difficulties The target language. The imperatives. Train students’ listening skill. Ⅳ.Teaching Methods Listening method. Pairwork. Ⅴ.Teaching Aids A tape recorder. A projector. Ⅵ.Teaching Procedures Step ⅠRevision Students talk about school or home rules using “can’t”, “can’t”, “have to” and “don’t have to”. Step Ⅱ 1 Focus attention on the four pictures. Ask students to ell what they see in each picture, using whate ver words hey can. If necessary, supply the words or sentences and ask the class to repeat. Say a se's he doing? He's doing homework. Repeat. He's doing hontence or two about each picture. Whatmework. The class repeats. Point out the list of rules. Say each rule and ask students to repeat. Th students to match each rule with one of the pictures. Say, Write the letter of each picture on the blank line in front of one of the rules. Point out the sample answer. Check the answers. (This activity introduces more key vocabulary.) Step Ⅲ 2a Say, This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house 'and each rule that Emily has at her house. Point out ,the sample answer. Play the tape again and have students make check- J marks. You may wish to play the tape more than once at this point. Correct the answers. (This activity provides listening and writing practice using the target language.) Step Ⅳ 2b Say, Now listen to a conversation between Dave and Emily. Listen carefully to their questions and answers. Play the tape. Students only listen. Say, Now number the rules in the order Dave and Emily talk about them. The first rule Emily talks about is Don't go out on school nights. The number 1 is in the blank in front of that rule to show that it is the first rule that Dave and Emily talk about. Play the tape again. This time students write in the numbers 1-4 as Dave and Emily talk about each rule. Check the answers. (This activity provides listening and reading practice using the target language.) Step Ⅴ 2c 't you do? What do you have to do?Say, Now talk about the rules in your house. What ,can and can Word with a partner. As students talk, move around the room, monitoring conversations and offering language support as needed. Have some pairs of students present their conversations to the class. (This activity provides guided listening and speaking practice using the target language.) Step Ⅵ Summary In this class we’ve mainly talked about home rules. No matter how you like or don’t like these rules, you must understand and respect your parents. Step Ⅶ Homework Make up some imperative sentences. scriptⅦ. Post s criptUnit 12 Don’t eat in class. The Fifth period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key V ocabulary: Dr, by, wash, No talking. Talking about family rules. 2.Ability objects Train students’ reading and writing skills. 3.Moral Object Everyone has family rules. If you think some of them are unfair, talk with you parents. They wil l understand you. Ⅱ.Teaching Key points The letter, the list of family rules and the signs in activities 3a and 3b. Ⅲ.Teaching Difficulties Train students’ reading and writing skills. Ⅳ.Teaching Methods Reading and writing methods. Ⅴ.Teaching Aids The blackboard. A projector. Ⅵ.Teaching Procedures Step Ⅰ Revision Ask some students to say their sentences to the class. Step Ⅱ 3a Call attention to the letter and point out the opening, Dear Dr Know. Explain that this is a letter to a newspaper writer. Zhao Pei is writing to get some advice. Read the letter to the class or ask a student to do this. Answer any questions students may have. Ask students to work alone. Have students read the letter and write the numbers 1 through 8 in fro nt of the sentences that talk about rules. Then ask students to write the rules on the blank next to th e letter. Correct the answers. (This activity provides reading practice using the target language.) Step Ⅲ 3b Call students' attention to the pictures. Ask different .students to explain what the pictures mean. Point out the sample answer. Say, Now you have to write rules to match the rest of the pictures. Students do the activity individually. As they work, move around the classroom monitoring progress and offer help as necessary. Check the answers. (This activity provides guided writing practice using the target language.) Step Ⅳ 3c Say, Now write a letter to Dr Know. Tell Dr Know about the rules in your house. Remind students that they talked about these rules in activity 2c. Ask several students to read their letters to the class. (This activity provides personalized writing practice using the target language.) Step Ⅴ 4 's list of rulAsk students to make a list of the rules in their houses. Have the students use Zhao Peles as a model. Have some students read their lists to the class. Make language corrections as needed. Point out the sample question and answer in the speech bubbles. Ask two students to read it to the class. Ask students to move around the room and ask each other questions. Their job is to find other stud ents who have the same rules. 's nameWhen student A finds another student with the same rule, student A writes the other student next to that rule on his or her list. You may wish to do a quick check to see which rules are most common. Alternative: If you would prefer not to have your students move around the room, you can ask the m to do this activity in groups of four. They survey the other members of their group to find who h as the same rules as they do. (This activity provides listening, speaking, reading and writing practice using the target language.) Step Ⅵ Summary In this class we’ve done much reading and writing practice talking about family rules. Step Ⅶ Homework After class, write a letter to your parents to let them know what you think of the rules. scriptⅦ. Post s criptUnit 12 Don’t eat in class. The Sixth period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Review all the key words in this unit. Make a list of family rules and write a letter to Dr. Know. 2.Ability objects Train students’ writing skill. 3.Moral Object Please wear a helmet while riding. Otherwise, It’s dangerous. Ⅱ.Teaching Key points Review all the words in this unit. Make a list of family rules and write a letter to Dr. Know. Ⅲ.Teaching Difficulties Make a list of family rules and write a letter to Dr. Know. Ⅳ.Teaching Methods Writing method. Asking and answering method. Ⅴ.Teaching Aids Printed papers. A projector. Ⅵ.Teaching Procedures Step Ⅰ Revision Invite a few students to read their letters to parents to the class. Step Ⅱ 1 Ask students to check all the words they know. Get students to find out the meanings of the words they don’t know by reviewing the lessons, asking the teacher, asking classmates or looking up in a dictionar y. (This activity provides a comprehensive review of all key vocabularies presented in this unit.) Step Ⅲ 2 Ask students to write five new words in their V ocab-builder. Then ask them to exchange their books with a partner to share the words with each other. At the same time, invite a student to write his or hers on the blackboard to share them with the whole class. Tell students to read their words aloud to try to memorize them. (This activity helps students to build vocabulary.) Step Ⅳ 3 Draw students’ attention to the pictures. Say, These pictures show that what the Fraser family must or mustn’t do. Look at picture 1. It shows that they mustn“Don’’t talk loudly. So we write t talk loudly.” in the box. Please look at the other pictures carefully and write the rules down in th e box. Have students write the rules on their own. Check the answers. Step Ⅴ Just for fun! Let all the students read the conversation in the cartoon pictures. Ask, Why is the cartoon funny? Help students to say, The helmet is too large. Step Ⅵ Summary In this class we’ve reviewed the key words presented in this unit and talked more about the family rules. In the end we’ve also practiced writing a letter. This is useful for us to improve our writing skill. Step Ⅶ Homework Review all the words and language points learned in this unit. Prepare for the final-term examination. scriptⅦ. Post s cript。
Unit 12Life is full of the unexpected Section B 学案
Last Friday night, my friends invited me to the costume party. At 6:00 p.m., I got dressed and went off to take bus. I showed up a little late for the traffic jam. The party was really interesting and I enjoyed myself.
Unit 12 Life is full of the unexpected.
Section B
Period 3 1a-2e
To learn to use new words and expressions To know about the April Fool’s Day
Look and say
1a Put these words in the correct columns in the
chart. Some words can go in more than one column.
Nouns Verbs (people, places, (action, words) things) Adjective (description words)
paragraph with the main idea.
Paragraph 1 Paragraph 2 Paragraph 3
2a
Have you ever played jokes on others, especially on April Fool’s Day? Have you ever been fooled by others? Tell your story to yd the passage quickly. Then match each
七年级英语下册Unit12第1课时教案分析
七年级英语下册Unit 12 第1时教案分析七年级英语下册Unit12第1时教案分析【学习目标】学生能学会关于假期活动和评判时所用到的形容词。
学生能熟练地谈论过去的情形。
引导学生合理安排余时刻踊跃参与各【学习重点】学会用过去时态描述一些活动。
【学习难点】通过交流表达和听力训练引入各类学习方式和策略来谈论自己假期所经历的一些活动能灵活运用一样过去时的句子：hatdidudlasteeend/Sunda…？Hasureeend/vaatin…？【学习提示】Shsepituresfthepasteventsabutthevaatinrtheeeendnth esreen：？Hashiseeend?1【学习提示】Revietherds【学法指导】Hasureeend？你的周末过得怎么样？【用法】此句是h引导的特殊疑问句意为“……怎么样如何？”【举例】Hasursuervaatin？你暑假过得如何？是系动词a的过去式。
【举例】Heasathe2dasag他两天之前在家。
此句的回答为：Itasgreat/Itas/Itasgd/Itasn'tgd2【学习提示】ListentthetapenP67andfinishthetassin1b2．ListenttapesnP68andfinishthelisteningtassin2aand 2bThenlistenagainandrepeat情景导入生成问题．Dutnversatin2Shsepituresfthepasteventsabutthevaatinrtheeeendnt hesreenandas：hatdidud?Hasureeend?：_________________________________________________________ _______________自学互研生成能力Tas1 Let'sreadnerdsIanread2．Ianrite试读1a的短语并在书上将其与图片配对。
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英) 15712 Unit12 What did you do last weekend? Period1主备：王鹏鹂同备：七年级英语备课组审核：陈桂杰备课时间：2013.5【学习目标】1. 通过预习, 能说出和简单运用表示周末活动的动词短语.2. 会写出规则动词和不规则动词的过去式.3. 学会用What did you do last weekend? I......... 来询问和回答周末活动.【自主预习】:1.预习课本P67-68, 写出下列动词短语。
（动词短语用过去式）做家庭作业_____________ 去看电影________________ 去划船______________去湖边露营______________ 去沙滩__________________ 打羽毛球_____________看望我的祖母______________为英语考试做准备______________ 喂了一些奶牛___________2.通过预习, 根据提示词, 连词成句.(1)Sunday, did, I, on, homework, morning, my ____________________________________.(2)A: did,weekend, what, do,last,you. ____________________________________________?B: Saturday, camped, lake,by,I,on,the,morning ___________________________________.【团队合作探究】1. 动词过去式知多少？（小组合作探究学习：请观察给出的动词，你能写出其它动词的过去式吗？)1) want - wanted 2)live--lived 3) study – studied 4)stop—stoppedclean – cleaned dance – danced play – played plan______turn ______ taste _______ stay _______happen ______ waste _______ cry ________wish _________ agree _______ marry _______你知道下列动词的过去式吗？do ______ go ______ have _____ is_____ see_____sit______ read______ feed_____ am______ are_____提示:A: What did you do last weekend, Becky?B: I …...A: What abo ut your friend, …?B: She / He …... What did you do?A: I …...【达标检测】: 一．写出下列动词的过去式1.do2.play3.clean4.visit5.study6.practice7.have 8.stay 9.read 10.watch 11.cook 12.die13.get 14.sit 15.look 16. go 17. eat 18. stop二.单选( ) 1. I ____ my homework yesterday. A don’t do B didn’t do C didn’t D don’t( ) 2. We played badminton _____ Sunday morning. A on B in C for D at( ) 3. A: ___ did you do last weekend? B: I visited my grandparents.A HowB WhatC WhereD Who( ) 4. A: Who went camping? B: Becky____. A go B went C did D do( ) 5. ---What did you do last weekend? ---__________________.A I have a good trip.B I read a book about science.C I was very tiredD I liked it very much.【延伸迁移】调查: 写出小组内你想采访同学的姓名,并猜测他们的周末是怎么过的, 然后去采访那英) 15712 Unit12 What did you do last weekend? Period2主备：王鹏鹂同备：七年级英语组审核：陈桂杰备课时间：2013.5【学习目标】1.通过自主预习, 识记一些重点短语并能理解课文大意完成首字母填空.2.能用带有who,where,what等特殊疑问句的一般过去时询问信息并能做出正确的回答.3. 通过表演故事, 会使用规则动词和不规则动词的过去式.【自主预习】1. 预习课本P 68,69,72 , 写出下列短语很多游客_______ 有点疲劳______ 多么有趣啊__________ 告诉某人关于某事__________熬夜很晚___________ 生活习惯__________ 在自然历史博物馆________________________听起来很有趣_____________丢东西__________ 老鼠一家_____________快速跑开__________爬到她父亲的后背上______________________大声叫嚷______________挤牛奶______________学习第二语言很重要___________________________ 它有点困哪_________________________帮助我妈妈做饭__________________看一个有趣的谈话节目_____________________________2.通过预习,根据P68 2d及首字母填空.Lisa’s weekend was r_____ great. She worked as a g______at the N______ History Museum. How i________! There’s a butterfly house with o___ 200 kinds of b_________in it. She told the v_____ about their l______ habits. But she ‘s kind of t_____because she s_____up late to watch the soccer game last night.【团队合作探究】:1.听2d 对话,在听的过程中理解下面问题,并记录下来.(1)How was Lisa’s weekend? ___________________________________________ .(2)What did she do? __________________________________________________.(3)How many kinds of butterflies do they have?_____________________________.(4)What did Lisa tell the visitor? _________________________________________.2.观察Grammar focus表格, 小组讨论并思考以下问题:(1)这些特殊疑问词分别表示什么意思?___________________________________(2)这些问句的过去时态一般借助那个助动词?________. 句中的实义动词要用什么形式?________(3)观察:第2句Who visited her grandma? 第4句:Who did she go with? 为什么一个需要助动词,一个不需要?___________________________________________________________________.归纳: 在过去时态的特殊疑问句中,一般需要借助助动词______,而句中的实义动词用_______. 但Who 问句需要区别对待:当who 在句中做主语时,________(需要,不需要)借助助动词did,直接用实义动词的_______.如:谁拜访她祖母呢?,试翻译:________________________; 当who在句中做______时, 则和其他问句一样,要借助助动词_____.3 根据3b,让学生小组讨论,先读故事填词, 注意规则和不规则动词过去式的用法.然后小组内分角色表演故事, 一个当narrator(叙述者),一个扮演Father Mouse,一个扮演Baby Mouse, 一个扮演猫. 注意语气变化.【达标检测】一. 单选( )1. She showed the visitors around _____ a guide. A as B with C for( )2 ---______ your school day? --- It was great! A How is B What was C How was( )3 I ______ English yesterday evening. A. study B. studied C. studyed( ) 4. Last week, seven kids ______ a movie. A. saw B. watch C. looked D. read( )5. --Where ____ you yesterday? -- I stayed ______ home, reading books.A were atB was atC were in【延伸迁移】结合课本p72 3a, 小组活动,学生轮流介绍自己上周末的活动,并用概念图或者图画的形式展示出来, 并进行汇报.Report:Last weekend I was busy. I._____________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ ______________________________________________________________________________________英) 15712 Unit12 What did you do last weekend? Period3主备：王鹏鹂同备：七年级英语组审核：陈桂杰备课时间：2013.5【学习目标】1. 通过自主预习, 识记一些重点短语及用法2. 通过阅读,让学生学会阅读,从单词短语再到语篇结构上去理解文章.3. 通过时间顺序能画出概念图,并复述课文.【自主预习】1. 预习课本P70-71, 写出下列短语唱歌和弹吉他_________________ 为考试做准备________________跟朋友吃晚餐________________去图书馆________________ 放风筝_______________ 在游泳池游泳__________________一个令人难忘的周末_____________________ 有趣但吓人___________去露营______________乘长途汽车去湖边_____________________搭帐篷_____________生火___________取暖___________ 煮食物___________ 大吃一惊_______________ 从帐篷里往外看___________弄醒蛇_____________ 开始跳上跳下__________________ 爬进森林_____________有用的教训_________________【团队合作探究】:1.头脑风暴, 小组讨论, 说出大家一般都害怕的动物并说出原因.___________________________________________________________________________2.Reading skills. 小组讨论,分别通过阅读技巧完成以下任务.(1)Fast reading: 快速阅读,完成2b 中1,2,6 题(2)Careful reading 阅读细节,完成2b中3,4,5.(3) 注重语篇阅读,完成2c.3.小组合作,.一名学生扮演记者, 其他三名学生分别扮演Lisa, Lisa’s father and her sister, 记者采访这三位, 编成对话._______________________________________________________________________________________ _______________________________________________________________________________________ ______________________________________________________________________________________ 4.在2c基础上,让学生根据先后顺序画出lisa的周末,根据概念图复述课文._______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 【达标检测】用所给动词的适当形式填空。