【人教版】新目标七年级下册英语：Unit 12 教学设计
人教版英语七年级下册-Unit 12 (Section A 1a—2d)教案
人教版七年级下Unit12 What did you do lastweekend? 第一课时教学案例情景说明：21世纪是一个高度信息化的时代，以网络为核心的新技术已触及到人类现实生活的每一个角落，人类社会因此正经历着一场意义深远的革命，。
随着移动互联技术和教学软件技术的发展与运用，人们的生活方式、学习方式、沟通方式发生了深度变革。
教育PPT是一款专业服务教师的备授课一体化教学软件，提供PPT 课件制作与教学所需的资源、互动工具、学科工具等多元化功能，并提供多端录课、云端存储等教学常用功能。
运用PPT备授课软件进行教学，通过试听结合、图文并茂的多媒体资源，以及将知识点化繁为简的学科工具，增强学生对抽象知识点的理解与感受力，从而打造高效课堂教学效率。
课例呈现：一、教材依据新目标初中英语教材是一套能体现我国中学生心理和认知特点，满足广大中学生需求的英语教材，采用任务型语言教学模式，采用“话题、功能、结构、任务”相结合的编写思路，以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力，把“激发和培养学生学习英语的兴趣，使学生树立自信心”放在了课程任务的首要位置，具有很多优点，但由于学生认知水平的发展具有规律性和局限性，教师只有充分认识和掌握这种规律，并结合教学实际合理设计教学程序，充分发挥学生的主体作用，教学相长，才能使教学效果最优化。
在使用教育ppt融合创新对《Go for it》教材实践的半年来，教育ppt融合教学设计的教学内容都设计成由简到难的任务，采用不同层次的“任务”的形式来组织教学活动，尽可能准确地把握学生个体差异，激发其学习兴趣，为其搭建平台，充分相信每个学生的内在潜质，给学生以自我表现的机会，让其在每节课的学习过程中接受新知识，寓乐于学，建立他们学好英语、用好英语的初步自信心，促进学生综合平衡发展。
二、教材分析1.教材依据本节课选取的是新目标七年级下册Unit 12 What did you do last weekend?The first period (Section A 1a—2d)部分围绕“周末活动”展开讨论。
七年级英语下册Unit 12教学设计教学设计
七年级下册 Unit 12 教学设计
教学设计基本信息
作者姓名 出生年月
邮政编码 联系电话 所用教科书书 名 所教年级
性别 工作单位 通讯地址 电子邮箱
ቤተ መጻሕፍቲ ባይዱ
义务教育课程标准实验教科书《英语（新目标）Go for it!》
七年级
所教册次、单元 七年级下册 Unit 12
设计主题
Unit 12 Don’t eat in class. Section A 1a-1c(P71) ：Our English Classroom Rules
本课是七年级下 Unit 12 Don’t eat class.的第一课时，具有承上启下的作用。这是因为学生在七
年级上册已学过情态动词 can 的基本用法，在本册 Unit 2 中初步接触并了解了祈使句的用法，对本 单元的句型和语法结构有了认知前提。因此，在本节课的教学中围绕描述和制定“学校的规章制度”， 对祈使句和情态动 can 的用法进行深化和延伸，这将对学生在以后的课时中熟练运用祈使句和情态 动词谈论并制定规章制度具有重要的铺垫作用。 学生情况分析：
(2)通过对话、小组执行任务、讨论等活动，培养学生的合作意识。 4.教学重点、难点分析
Unit12Don’teatinclass教案教学设计汇编人教新目标七年级下-unit12教案_3
Unit 12 Don ' t eat in class. 教学目标：1. 谈论规则2. 祈使语气3. 表示允许4. 能够用口头或书面描述规则教学重点和难点：重点掌握祈使语气的用法，包括表示允许的Can 及其当情态动词用的及各种可以用在表述规章制度的动词和句型。
难点在于情态动词的用法，应答。
教学设计：学习内容学生活动教师活动1. 表示规则的句型：* --- Don' t run in the hallways.--- Sorry, Ms Mendoza.* Don ' t watch TV after school.* Don ' t go out on school nights.1. 思考、谈论规则。
have to do;以以及祈使句与它的* Don ' t talk loudly.* Do your homework after school!* Practice your guitar every day. 引导、启发、教授需学内容。
2. Can for permission, such as: We can do…We can' t do …Can we do …?--- What are the rules?--- Well, we can' t arrive late for class.--- Can we listen to music, Alex?--- We can' t listen to music in the hallways, but we can listen to it outside.2. 听录音，回答问题。
--- Can we eat in the classroom?--- No, we can' t.Can students wear hats in school?--- Yes, they can. 放录音；启发、提示问题及答语。
英语人教新目标七年级下册(2012年新编)Unit 12 Section A 教案4
Unit12What did you do last weekend?Section A 1a-2c学习目标1. 学习并掌握词汇：camp, lake, beach, badminton, sheep2. 学习目标语言：What did you do last weekend? Well, ……3. 情感态度目标：通过描述过去的事情，使学生学会尊重和理解别人，学会了解他人的喜好，增进情谊。
学习重点熟练拼写和运用等词。
学习难点对过去的事情进行询问。
学习过程一、预习与交流A. 预习课文，朗读理解记忆词汇。
B. 小试身手做家庭作业_______ 去电影院_______ 泛舟_______湖边野营________ 去沙滩_______ 打羽毛球________C. 你能通过预习说出下面的句子吗？并试着写下来。
——谁去拜访了她的奶奶？——是贝姬。
--Who ______ her grandma? --Becky ______.二、合作与探究A. 动口动手。
学习目标语：What did you do last weekend? Well,……B. Step 1 Talking in groups.小组交流学习成果，师生互动解决学习中困惑Step 2 Presentation and Learning1. Guidance: -- What did you do last weekend?--- Well …2. Pair work: ---Where did she go last weekend?---She went to a farm.Step 3 Language ability practice1. Finish the listening task in 1b, 2a, 2b.2. Pair work.C. Summary and Self-examination.三、展示交流挑战一：观察与运用。
人教新目标版七年级英语下册Unit12WhatdidyoudolastweekendPeriod1优质教案
Unit 12 What did you do last weekend?1. VocabularyWords , phrases & sentences in Unit 12.2. Target language----What did you do last weekend? ----I played soccer.----Who did you play with? ----I played with my friend.----How was your weekend? ----It was great.----Did you/he/she/they go to the Central Park? ----Yes, I/he/she/they did. 3. FunctionsSimple past tence; What questions; Who questions.4.Teaching important / difficult pointsHow to listen to and talk about recent past events.5. Difficulties Simple past tense.6. Importance How to listen to and talk about recent past events7.Teaching aids A tape recorder. Some pictures.8. Period F our periods.Period 1 (Section A : 1a -- Grammar Focus)Step 1 Lead in: Listen to the tape of Section A 1a.Before listening, two questions are given:What did they talk about?What did they do on vacation?Step 2 Task one: show one’s own vacation activities.Ask some Ss to use the pictures they prepared before class and describe their vacation tour.Teacher try to catch the verbs they use and write them down on the blackboard, point out the past form of these verbs.Step 3 Pair work and presentation.Brain storm: let students know by using the past form of the verbs.Step 4 Task two: My classmates’ vacation. Listen to the tape of Section B2a,ab. Step 5 Class work: ask classmates about their vacation and fill a chart.Step 6 Task three: decide on next vacation destination.Compare the information you got from the classmates, decide where you want to go and sta te why.Pl SStep 7 ReportI deci ded to go to …Mary went there last summer vacation. The weather there was …the food …I think it was …So I want to go there next vaca tion.Step 8 Homework:Write down your final choice and state why.。
新目标七年级英语下册第十二单元教案
Unit 12: Don't eat in class.Language goalIn this unit students learn to talk about rules.New languageCan we eat in school?We can eat in the cafeteria, but we can't eat in the classrooms.Can students wear hats in school?Yes, they can./ No, they can't.Section AAdditional materials to bring to class:a candy bar, a small radioPlace a candy bar and a small radio on a table and ask and answer questions about each one. As you give yes answers, nod your head yes. As you give no answers, shake your head no. Say, holding up a candy bar, Can we eat in class? No, we can't. Can we eat in the cafeteria? Yes, we can. Repeat. Yes, we can. Say, holding up a radio, Can we listen to music in class? No, we can't. Repeat. Can we listen to music at a friend's house? Yes, we can. Repeat. Yes,we can.If you wish, you can bring in other items and practice more questions and answers. For example, you can hold up items and ask: Can we use a calculator in math class?Can we use a dictionary in English class? Can we wear shoes in gym class?la This activity introduces the key vocabulary.Focus attention on the five rules written under "School Rules". Read the list to the class. Then read the list again, using simple explanations or acting out some rules to make clear the meaning of each one. For example,point to your watch: Class starts at 9:00. Don't arrive late for class. 9:05 is late. 9:10 is late. If you come to class at 9:10, you are breaking the rules. 9:00 is not late. Don'tarrive late for class. Repeat. Don't arrive late for class.Point out the students in the picture and the boxes next to them. Say, Each of these students is breaking one of these rules. Write the number of the rule each student is breaking in the box next to him or her. 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 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 picture.Say, This conversation tells about three students. The students arebreaking rules. Point out the direction line and the space after each name. Say, Write the number of the rule next to the name of the 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 number of the rule after each name.Correct the answers.1 c This activity provides guided oral practice using the target language.Point out the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A is from another country. He or she doesn't know the rules 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 support 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.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.2b This activity provides further listening practice using the target languagePoint 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.2c This activity provides guided oral practice using thetarget language.Point out the sample conversation and have a pairo students read it tothe class.Say, Now work with a partner. Student A is Alex am student B is Christina. Alex tells Christina about 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 needed.Ask some pairs to present their conversations to tha class.3a This activity introduces more key vocabulary.Call attention to the three pictures. Read the sentences in the speech bubbles, saying blank each time 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 students work, move around the room answering questions as needed.Check the answers.3b This activity provides oral practice using the targetlanguage.Point out the conversation in the speech bubbles and ask two students to read it to the class. Ask students 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 questions 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.4This game provides oral practice using the target language.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 ones we have talked about.When students have finished writing their lists, have them put their papers in a bag. Without looking, 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 has 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 the 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 them to do this activity in groups of four.。
人教新目标版七年级英语下册Unit12Whatdidyoudolastweekend(SectionA1a-2d)优质教案
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 didlast 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 cowsⅥ. 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 ta lking 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 by themselvesand 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：。
人教新目标版七年级英语下册Unit12Whatdidyoudolastweekend(SectionB1a-2c)优质教案
Unit 12 What did you do last weekendSection B 1a-2c一、教学目标：1. 语言知识目标：1) 能掌握以下单词： fly, kite, fly a kite.2) 能掌握以下句型：—Did you go anything interesti ng last weekend?—Not really, but I visited my sister.—My sister finished high school two weeks ago.2. 情感态度价值观目标：帮助学生对动物惧怕心理，鼓励学生学习自然知识。
教育学生合理安排作息时间，健康生活。
二、教学重难点1) Key vocabulary, 一般过去时态一般疑问句练习。
2) Talk about recent past events2. 教学难点：Talk about recent past eventsPractice students’ li stening, speaking, reading and writing skills.三、教学过程Ⅰ. Warming- up and revision1. Greet students2. Show students new words in page 70, write on the blackboard. Make the students read.Ⅱ. PresentationWork 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 can't describe. For example, I played the guitar.Point to the numbered activities described in the list. Name the activities andask 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. ThinkingWork 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 fac e.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 1cThis 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. PairworkWork 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 pra ctice, move around the room monitoring progress.Ask pairs of students to present their dialogues to the class.Ⅵ. PairworkWork 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 pa rtners. 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. ThinkingWork 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 a nswer the questions1.what kind of animal are you afraid of ?2.Why?3.Make a list. Ask students to say the words by themselves.Ⅷ. ReadingWork on 2b:This activity provides reading practice using the target language.1. Fast readingRead 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 readingRea d 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. ReadingWork on 2cRead 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. 阅读指导：（见课件部分）3. Check the answer.Answer: 6 2 8 4 7 5 1 33. Ask the students retell the story using the phrases.Homework1. Review the article in 2b.2. Ask Ss. Write down your own last weekend.板书设计：。
初中英语_初中英语新目标七下Unit 12教学设计学情分析教材分析课后反思
（6）教学设计Step1 Review1. Conversations between the teacher and some studentsT: Today is Thursday. How was your weekend?S1: It was…T: What did you do last weekend?S2: I did…last weekend.S3: ….(The teacher writes several past forms of verbs.)2. Show pictures of activities and let students make conversations and recall the past forms.3. Review the past form of some verbs in Unit 11 and Section A of Unit 12.Step2Lead in1.Learn new words with the help of pictures.2.Lead in with a picture of a tiger and some questions, especially. “Why don’t youlike tigers? Because they’re scary. / You are afraid of tigers. / You feel scared when you see tigers.”3.What kinds of animals are people sometimes afraid of?Why?Make a list.Step 3Presentation1.Listen to the passage and answer the question “What were they afraid of?”2.Read the passage quickly and answer the questions.(1) How was Lisa’s last weekend?(2) What lesson did Lisa learn from the weekend?3. Read the passage carefully and answer the questions.(1) Where did Lisa and her family go last weekend?(2) How did Lisa feel when she saw the snake?(3) What did Lisa and her sister do?(4) What did their parents do? Why did they do that?4. Read again and complete2c.Put the phrases in order.5. Find the difficult points.E.g. <1> ago… <2> feel sth. doing .….Step 4 PracticeStep 5 Homework（5）学情分析七年级学生经过接近两个学期的学习，已经具备一定的英语基础知识和英语综合语言运用能力。
新目标七年级英语下册Unit12说课
新目标七年级英语下册Unit12说课Good morning,everyone. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is made of five parts. It includes Teaching material analysis, Teaching aims, Teaching methods and Studying methods ,Teaching procedures and blackboard design.一．教材分析今天我要说课的内容是Go for it七年级英语下册第十二单元Section A部分。
本单元的题目是Don’t eat in class!本单元的核心话题是谈论规章制度。
教材内容围绕着学校的规章制度而展开，让学生明白在学校应该做什么，不应该做什么，从而制定规章制度，规范自己的言行，也使教学内容得到升华。
二．教学目标（根据新目标和学生实际情况确定本课时的教学目标为：）1．知识目标：使学生能够掌握新单词“rule,hallway,classroom,fight,Ms”以及句型“Can we eat in school?”We can eat in the dining hall,but we can’t eat in the classroom.””Can students wear hats in school?Yes ,they can ./No,they can’t.”2.能力目标：发展学生听说读写的能力及培养学生互相交流的能力。
3.情感目标：培养学生自我约束能力，从而规范自己的言行。
4．教学重点：掌握本课新单词及句型。
5．教学难点：情态动词的用法，祈使句的用法及have to的用法。
6．教学用具：在本节课中，多媒体教学以及棒棒糖，MP3等实物教具将会使课堂生动从而提高教学效果。
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百度文库：教学资料 教学资料------教案设计 Unit 12 What did you do last weekend?
Section A 1 (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, thanks ③ — 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 events 2. 教学难点： 1) Talk about recent past events 2) Practice students’ listening, speaking, reading and writing skills. 三、教学过程 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 百度文库：教学资料 教学资料------教案设计 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. 百度文库：教学资料 教学资料------教案设计 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.