人教新目标七年级英语下册教案 Unit 12 What did you
人教版新目标英语七下unit 12教学设计
教学
目标
1背诵1a的短语。
2.完成听力内容。
3.自编对话。
2'
自
学
指
导
Guide One:
背1a的短语。完成1b
Guide Two
Finish Listening 1c check the answers
Guide Three:
Make a conversation with a parter like 1d and 1e
3'
教学
目标
1阅读完成对语篇的大意理解
2通过自主阅读，找出语篇中的疑难点，并通过小组合作向老师寻求帮助等多种学习方式解决问题。
2'
自
学
指
导
Guide One:
Read the passage aloud after the tape.
Translate the passage to the students
D.Where did your brother go last Sunday
15'
总结
作业
Summary.
Guide Ss to summarize what they’ve learnt
Homework
1.背诵1a的短语。Finish the.exercises.
3'
板
书
设
计
Drills：
What did you do last weekend?
A.didn’t do B.not did
C.doesn’t D.didn’t
2.My brotherhis homework yesterday morning.
人教新目标版七年级英语下册Unit12Whatdidyoudolastweekend(第1课时)教学设计
What did you do last weekend?
How was your weekend ?
1a
时间
8 m
5
读图，了解对话情景—地点和谈论的话题
T: First, look at the picture. Please watch and read.
Then, answer:
T:Who visited her grammar?
S: Emma did.
T: Where did Ben go? What did Ben do?...
S: ...
2．学生两人一组就听力材料中三人的周末活动进行问答，教师巡视并及时给予必要的帮助。
3．请几组学生展示对话。
4．要求学生就自己的周末活动进行对话交流。
6
运用5的课件，激活学生曾学过的活动
学生指认所知道活动的英语名称。教师给予评价。(肯定或“纠正”，即让学生接触某些未学的活动英语名称)。
T: Now, talk about activities you know in the picture.
7
理解辨认有关活动的英语词组
1．学生将1a中的短语与图片上的不同场景匹配。
1．通过提问引导学生谈论周末活动及活动时间。
T: Look at the picture. What did Lucy do on Saturday morning? Did she play badminton on Saturday morning? (教师随机板书：on Saturday morning)
4．能掌握一些不规则动词的过去式形式，如：do—did, feed—fed ...
5．能掌握并使用一些表示活动的动词短语来谈论周末 的活动，如：played badminton, went to the beach, camped by the lake, went to a farm, fed some cows ...
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||。
人教新目标七年级英语下册教案 Unit 12 教案
人教版Go for it 七年级下册Unit 12 What did you do last weekend?语法习题训练课课堂教学设计的总体思路：在游戏中进行一般过去时的语法习题课教学。
主要有四个大的环节：第一环节：听——学——唱(听英语歌曲Yesterday；自学探究“牢记四个四，学好过去时”；唱Chant)；第二环节：习题训练（复习一般过去时动词规则和不规则变化、一般过去时的几种基本句型及运用）；第三环节：游戏（运用过去时进行口语训练），——当堂检测。
课后作业是写作训练（运用过去时看图写文章）。
教学总体设计较为清晰，层次性体现较为合理。
具体如下：第一个环节由听英语歌曲Yesterday开始。
在这个部分，以Song Close 的形式将歌词设计成填空题，引出“一般过去时”的基本概念、基本用法和特征性的时间状语。
而后让学生自行探究学案上的关于一般过去时的“牢记四个四，学好过去时”，对一般过去时进行查缺补漏。
最后以chant 的形式将一般过去时的知识编成朗朗上口，易于记忆的口诀，让学生高声朗读背诵。
第二个环节是习题训练。
分以下几个小步骤：１．动词过去式转换练习。
采用竞赛的形式调动学生的学习积极性，目的是检测学生对动词一般过去式的掌握情况。
２．一般过去时态练习。
采用抢答的形式练习用动词的正确形式填空，时态转换等。
３．含有be动词的句子做句式转换练习。
目的是练习含有be动词的句子变一般疑问句及特殊疑问句。
4．含有实义动词的句子做句式转换练习。
采用学生板书的形式练习含有实义动词的句子变一般疑问句及特殊疑问句。
第三个环节是游戏。
目的是在游戏中运用一般过去时进行口语训练。
第一个游戏是Find someone who did sth。
学生们每人手中一张纸条，上面有4个任务。
学生们在班里自由走动，利用一般过去时与同学们进行问答，从而完成任务。
利用投影仪分享最先完成任务的同学的答案。
第二个游戏是Ongoing story（故事接龙）。
人教新目标版七年级英语下册教案Unit 12 What did your do weekend
Unit 12 What did your do weekend Language goalIn this unit, students learn to talk about recent past events. New languageWhat did you do over the weekend? I cleaned my room.What did she do over the weekend? She did her homework.What did he do over the weekend? He went to the movies.What did they do over the weekend?' They played tennis.Section AAdditional materials to bring to class:wall calendarnewspaper and magazine pictures for Follow-up activity 1blank cards and markers for Follow-up activity 2Point 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 myhouse over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity, Ask students, What did you do over the weekend9 Accept one-word answers and rephrase these answers in complete sentences. For example, if you ask, What did you do over the weekend? and a student says. The beach, rephrase it by saying, Oh, you went to the beach over the weekend.Ask several different students and help these students say complete answers.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:went to the movies, played soccer, went to the beach,did homework, played tennis and cleaned my room.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.1 b 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 tennis, or Lucy played tennis.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 tennis; on Saturday morning.Correct the answers.1 c 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,2b This activity provides listening practice using the targetlanguage.Call attention to the pictures of Carol, Ben, and Emma 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 aid over the weekend. Write C for Carol, B for Ben or E for Emma 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.2c This activity provides guided oral and writing practice using the target language.Call attention to the dialogue and the list of activities in the box. Explain that students have to complete the dialogue using the activities words in the box.Students do the activity in pairs. When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class.3a This activity provides reading practice using the target language.Point to the three scenes in the picture. Ask students to describe what the person in each scene did. (Picture 1 shows: She went to the beach. Picture 2 shows: He did his homework and watched TV Picture 3 shows: She cleaned her room and studied for the math test.)After that, read the three dialogues with a student.The second part of each dialogue is incomplete.Say, The rest of the sentences are listed above the picture. Read them to the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations.Correct the answers.3b 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 asking and answering questions like this about what the people in the pictures did over the weekend. Practice in pairs. Use the dialogue as an example.Help students find partners. Then say, First read the dialogue together. Both students read both parts. Then make your own dialogues like that one. Tell what the people in activity 3a did over the weekend.Here is a sample dialogue:A: How was Sarah's weekend?B: It wasn't very good. She cleaned her room and studied for the math test.Ask pairs of students to present their dialogues to the class.4 This activity provides oral practice using die 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 Ty 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 priictice the activity in groups of four. Each students draws two diings she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each other's 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 bonrd. 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 with9山东省平度市灰埠中学七年级下英语教案Section BNew languageI played the guitarI studied geography.I went to the library.1 a This activity introduces more key vocabulary.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 can't describe. For example, I played the guitar.Then 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 answers1 b This activity provides reading practice using the target language.Draw pictures of the happy face and unhappy face on the board. Write the word VMM 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 doing homework or cleaning my room are not fun.Point out the happy face under the pictures in la.Say, He played the guitar. It was fun. The happy face shows it was fun.Say, A'oic draw a happy face or an unhappy face for letters a, c, and a, Correct the answers.2a This activity provides listening and writing practice usingthe 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, cleaned her room.Play the recording again. Ask students to HU in the phrases telling what each person did. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.2b 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 thatone. 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. 2c 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.3a This activity provides reading practice using the target language.Read the article to the class or have a student do it.Some students may not recognize the words shopping,mixture, and relatives. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning.Read the instructions. Point out the circle around the word circle and the underlining under the word underline.Expand on the instructions saying, Circle the things that you like. thethings that arc fun. Underline the things that you don't like, the things that are not fun.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.3b Tlus activity provides guided writing practice using the target language.Point out the numbered blanks in the paragraph.Say, Write a suitable phrase in each blank. Remember to put the verb in the past tense. Point out that students can look at the pictures below the passage for ideas.Call attention to the sample answer. Ask a student to read the sentence to the class,Ask students to complete the activity individually.Check the answers.3c This activity provides writing practice using the target language.Before they start writing, suggest that students list the things they did. Ask students to name several ihi; ;as they did over the weekend. Write the list on the board using past tense verbs. Ask a student to follow these notes and say what he or she didover the weekend. When the student is finished say. Now write the words you just said.As students work, move around the room monitoring progress and answering any questions students may have.Ask the students who finish first to write their sentences on the board. Check the sentences and make necessary corrections- Other students may use these sentences as they complete their own work,4 This activity provides writing and oral practice using the target language.Ask the class to give you the names of some famous people. They can be .sports stars, musicians, artists, politicians, etc.). Write them on the board- Then choose one of the people on the board and a.sk the students to imagine what that person did over the last weekend. Elicit three past tense sentences from the class and write them on the board.Ask students to look at the instruction. Explain that students must choose a famous person and write three things that famous person did over the weekend. Ask students to look at the example and guess who the person is (it should be a famous pop star, one that has an interesting hair color.).Divide students into pairs to do the activity. As students work, move around the room monitoring progress and making notes of common language problems. Have some students tell the class whotheir partners are and what their famous partners did over the weekend.。
人教版七年级英语下册教案Unit12Whatdidyoudolastweekend2
Yes, he. / No, he.
Hehis homework after school yesterday.
2.They went to the beach last weekend.
theyto the beach last weekend?
Tinaan interesting talk show last night?
反思总结
1.知识建构
2.能力提高
3.课堂体验
重点目标
1、2
难点目标
2
导入示标
目标三导
学做思一：你能够熟练掌握一般过去时态的一般疑问句和否定句结构变化吗？
【导学1】认真学习69页Grammar Focus.
【导做1】
请你将下列句子变为一般疑问句并作肯定和否定回答和否定句。
1. He did his homework after school yesterday.
学做思二：你知道不同疑问词的在特殊疑问句子中的用法吗？
【导学2】
从B栏中选择出恰当的答语，并连线。
A B
1.How did you come to school yesterday?On Saturday.
2. When did she go on vacation?By bus.
3. What did Dave lose?With her parents.
4. Who did Lisa go with?His violin.
5. How often did you climb the mountain?Once a month
6. How far is it from your home to school?About 5 kilometers
人教新目标英语七年级下册unit 12《what did you do last weekend》section a 1a-2d教案.doc
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 activit y la. Ask students to tell what the person did in each picture. For example, She played badminton, or Lucy went to the ci nema. 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. As k 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 arou nd 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 tap e. Point out the sample answer, grandmother.Correct the answers.1grandma 2 homework 3 English 4 farm 5 cows Ⅵ. 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 ans wer 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 bythemselves 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.板书设计：。
人教版新目标英语七年级下册《Unit12Whatdidyoudolastweekend》优质说课稿3
人教版新目标英语七年级下册《Unit 12 What did you do last weekend》优质说课稿3一. 教材分析人教版新目标英语七年级下册《Unit 12 What did you do last weekend》是围绕学生日常生活和休闲活动展开的一篇文章。
通过描述学生们在上个周末所做的事情，引导学生运用一般过去时进行交流。
本节课的主要内容包括一般过去时的构成和用法，以及如何用一般过去时询问和描述过去的事件。
文章中涉及到许多与日常生活相关的词汇，如play basketball, read a book, watch a movie等，有利于激发学生的学习兴趣和参与度。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂并运用一般现在时进行交流。
但是，对于一般过去时的构成和用法还比较陌生，需要通过本节课的学习来掌握。
此外，学生们的思维方式和学习习惯各有不同，因此在教学过程中需要关注每个学生的需求，引导他们积极主动地参与课堂活动。
三. 说教学目标1.知识目标：学生能够掌握一般过去时的构成和用法，学会用一般过去时询问和描述过去的事件。
2.能力目标：学生能够在实际情境中运用一般过去时进行交流，提高英语表达能力。
3.情感目标：激发学生对英语学习的兴趣，培养他们积极向上的学习态度。
四. 说教学重难点1.教学重点：一般过去时的构成和用法，以及如何用一般过去时询问和描述过去的事件。
2.教学难点：一般过去时的构成，即在过去的时间状语（如lastweekend, yesterday等）下，动词要变成过去式。
五. 说教学方法与手段1.教学方法：采用任务型教学法，情境教学法和交际教学法，引导学生通过完成任务，参与情境活动和交际互动来学习英语。
2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣和参与度。
六. 说教学过程1.导入：通过提问学生“What did you do yesterday?”来引发学生对过去事件的思考，引出本节课的主题。
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教学设计
自主学习(课前预习)
（一）预习指导:学生通过以下方式进行预习：利用人机对话、磁带、光碟、网络、拼读法等听懂、读会单词、单词和句子；通过以往的旧知识或借助同步教材全解，预习领会新的单词、短语及句子等用法)
1.复习单词和短语：认真复习Unit 12单词表中P68-69页的单词和短语以及上一节短语和句子.完成一项就在后面√
1）认真反复听（3遍）________ ;
2）认真反复跟读（3遍）________;
3）请根据中文意义默写出对应的英文单词：
作为，当做__________, 游客，访问者_______________, 疲倦的，疲劳的_________
停留，待_________, 离开，远离__________, 老鼠___________(________)
幼小的，婴儿_____________, 呼叫，喊叫____________，语言_____________
自然的______________,★蝴蝶_____________,
4）请根据中文意义默写出对应的英文词组：
深夜不睡______________, 跑开_______________, 冲……大喊_______________
2.短语：短语的预习方式和单词的预习方式大致相同，先在书上找到每个短语出现的具体位置，尝试着准确地拼读好每个短语中的每个单词，再把每个短语整体反复读，不会的再在人机对话或其它听力设备中去听读、跟读，直到会读会写为止。
完成一项就在后面√
1) 在书上找到以下短语出现的位置，用红笔等自己喜欢的颜色的笔勾画出来________2）认真反复听以下短语（3遍）________ ;
3）认真反复跟读以下短语（3遍）________;
预习此处的短语：
1.work as a guide, ★
2.at the Natural History Museum, ★
3.a butterfly house,
★4.with over 200 kinds of butterflies, 5.living habits, 6.kind of tired,
7.a good weekend,8.watch the soccer game, 9.sound fun, 10.play with my father,
11.have so much fun, 12.go to the beach with my parents, 13.a family of mice,
14.be afraid, 15.climb onto sth., 16.learn a second language
4）请尝试把下列短语的英语和中文意思, 正确配对(不会的，翻书或同步教材全解找答案，用红笔订正出来,还有不会的，认真听同学或老师评讲；打★的为拓展的短语，选作，鼓励同学们通过预习，猜测词义或查阅相关资料，其中不认识的单词一定要查阅词典，注上音标)：________
( ) 1. go to the beach with my parents, A.当导游
( ) 2. learn a second language B.在自然历史博物馆
( ) 3. climb onto sth C. 蝴蝶馆
( ) 4. a family of mice D.有超过200种蝴蝶
( ) 5. be afraid E.生活习惯
( ) 6. have so much fun F.有点累
( ) 7. play with my father G.一个愉快的周末
( ) 8. sound fun H.看足球比赛
( ) 9. watch the soccer game I.听起来很有趣
( ) 10. a good weekend J.和我父亲一起玩
( ) 11. kind of tired K.玩得如此高兴
( ) 12. living habits L.和父母一起去海滩
( ) ★13. with over 200 kinds of butterflies M.老鼠一家
( ) ★14. a butterfly house N.害怕
( ) ★15. at the Natural History Museum O.爬上某物
( )16. work as a guide P.学另一种语言
3.句子和对话: 请认真P68，2d的对话，P69，“Grammar Focus”的句子, 尤其听读下面的重点句子，了解其汉语意思，并尝试着将汉语和英语配对。
（打◆的为重难点句子；打★为拓展的句子，其它为基础的基本句型，请同学们根据自己的情况，尽力完成目标和任务）
1). 认真听读对话及句子（3遍）________;
2). 英语和汉语配对__________;
句子：
( )◆1.What did you do last weekend?
( ) 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 a farm.
( )◆8.Who did she go with?
( ) 9.She went with her classmates.
( )◆10.How was your weekend？
( )★11.I worked as a guide at the Natural History Museum.
( )★12.They have a butterfly house with over 200 kinds of butterflies.
( ) 13.Did you have a good weekend?
( ) 14.I am kind of tired now.
( ) 15.I stayed up late to watch the soccer game.
1.她和谁一起去的？
2.我熬夜到很晚为了看足球赛。
3.她和她的同学一起去的。
4.我现在有点累。
5.你周末过得好吗？
6.我做了我的家庭作业。
7.他们有个蝴蝶馆有超过200种蝴蝶。
8.你上周末做了什么？
9.我去划了船。
10.谁拜访了她的奶奶？11.贝奇做了。
12.她上周末去了哪里？13.我在自然历史博物馆当了导游。
14.她去了农场。
15.你的周末怎样？
3).请尝试完成P69 3a不确信答案的话，可以用铅笔做在书上。
_____________
（二）预习检测、评价
(Tips: 评价标准1.完成度2.完成的认真程度，从书写可体现3. 正确率. )
1.自评_______________
2.小组互评___________
合作学习运用(课中释疑)
1. 核对预习检查答案（Tips：A. 组内选一个学生进行呈现答案B. 老师给予评价，学生互评C. 老师针对易错点进行评讲）
2. 根据课文流程授课
Step1 Review and Lead-in
Quick action: The phrases in 1a or the past forms of the verbs.
Show some pictures, finish 3b
Step2 Presentation
1.Role-play the conversations in 2d.
Step3 Pair work
Student A asks questions with who, what or where and Student B answers. Finish 3a
Step4读Grammar Focus, 并注意过去时的问法。
--What did you/he/ she/they do? --Wher e did you/he/she/they go?--Who…?
Step5 Talking. Make a conversation.
3.合作交流Group work ---- 语法归纳拓展
一般过去时态的特殊疑问句:
特殊疑问词+was/were + 主语+ 其他？
特殊疑问词+ did + 动词原形+ 主语+其他？
探究学习展示(课中做)
1.当堂检测
2.评测练习
自主学习(课后巩固)
1. 听写单词
2. 听写短语：
3. 听写句子：
4. 资料上的作业：
5. 预习下一节
反思
我学会了____________________ 我运用了____________________
我帮助了____________________ 我得到了____________________
我还需要_____________________。