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Unit 12 Section A（la-2c）教案

【教学目标】

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 。

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。

3. 学生能合理安排周末活动，过有意义的周末。

【教学重难点】

●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。

掌握规则动词和不规则动词的过去式。

掌握动词过去式词尾-ed的三种不同的读音规则。

●难点：能正确使用一般过去时态的特殊疑问句询问信息。

【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。

【教学进程】Teaching procedures 【新课导入】 Step l: Lead-in

1. Play the flash. Then ask students to tell what activities they can see and hear. 2. Free talk

How was your weekend? Please tell some things you did last weekend.

A: How was your weekend?

B: It was interesting. I played basketball.

（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。） 【新知呈现】 Step 2: Presentation

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].

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.

（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。） 【新知学习】

Step 3: Listening 1b

1. Play the tape the first time. Students only listen. 2. Play the tape a second time. Listen to 1b 3. Check the answers

4. Listen again.

What did Lucy do last weekend? Time Saturday In the morning In the afternoon At night Sunday In the morning What I played . I went to the . 1 went to the . I by the lake with my classmates In the afternoon At night

（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。） 观察与思考l

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？ 。

We went . I did my homework. 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 。

例如：在星期六的早上 ，在上午 。 Step 4: Pair work (1c)

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 A: What did you do last weekend, Lucy?

B: Well, on Saturday morning, I played badminton. Step 5: Listening 2a and 2b

1. Listen to 2a and underline the words you hear.

2. Listen again. Write C for Carol, J for Jack or B for Becky next to the statements in 2a. 3. Listen the third time, and then finish the table below. Who Becky What grandma homework Carol at home for the English test Jack to a farm some cows 4. Listen to the tape again. Pay attention to the pronunciation of the past forms.

（设计意图：听第一、二遍 录音，完成2a，2b。再次听录音，巩固目标语言，且让学生注意动词过去式的读音及书写。学生完成了表格，实际也为Pair work做好了充分的准备。） 观察与思考2

1. 仔细观察表格中所填单词，都是 词，且都是 式。也就是说描述过去周末活动的时候要用过去时态。

2. 特殊疑问句的过去时态要借助于助动词 ，句中的实义动词要用 。当who在句子中作主语时，不需要 ，而直接用动词的过去式，如：Who visited her grandma? 当who在子中作宾语时，则和其他问句一样，要借助于 。

Step 6: Pair work (2c) 1. Role-play

Student A asks questions with who, what or where and Student B answers. Then change roles.

A: Who visited her grandma? B: Becky did, 2. Make a survey

What did your classmates do last weekend? Please use “what, who, where” to ask. Bob What Who Where When