Unit12,What,did,you,do,last,weekend?教学设计与反思
成考报名 发布时间：09-23 阅读：
Unit12,What,did,you,do,last,weekend?教学设计与反思(一)
Unit 12 What did you do last weekend? 教学设计 教案
教学准备
1. 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。
2. 教学重点/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.
3. 教学用具
多媒体设备
4. 标签
教学过程
Section A 1 (1a-2d)
Ⅰ. Warming-up
Point to the previous Saturday and Sunday on a wall calendar, let the students to tell some things they did last weekend,
Ⅱ. Presentation
Give the students some pictures and learn some new words.
III. Work on 1a.
This activity introduces the key vocabulary.
1. 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.
2. Point out the numbered list of activities. Say each one again and ask students to repeat.
3. 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.
4. Check the answers.
Ⅲ. Listening
Work on 1b.
This activity gives students practice in understanding the target language in spoken conversation.
1. 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.
2. 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.
3. Check the answers.
Ⅳ. Pairwork
Work on 1c
This activity provides guided oral practice using the target language.
1. Point to the example conversation. Ask two students to read the dialogue to the class.
2. 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 last weekend. Talk about the activities in the picture.
3. Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,【Unit12,What,did,you,do,last,weekend?教学设计与反思】
Ⅴ. Listening
Work on 2a.
This activity gives students practice in understanding the key vocabulary in spoken conversation.
1. Point to the five sentences and ask a student to read these sentences to the class.
2. 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.
3. Play the recording the first time. Students only listen.
4. 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.
5. Check the answers.【Unit12,What,did,you,do,last,weekend?教学设计与反思】
Ⅵ. Listening
Work on 2b.
This activity provides listening practice using the target language.
1. Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name.
2. Say, Now I will play the recording again. Listen to the students talking about what they did last 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.
3. Play the recording the first time. Students only listen.
4. Play the recording again. Ask students to write a letter in front of each statement to show what each person did.
5. Check the answers.
Ⅶ. Pair work
Work on 2c.
1. Point to the example conversation. Ask two students to read the dialogue to the class.
2. Say, Now work with a partner. Student A, ask questions about what, who or where, Student B answers. Students work in pairs.
Ⅷ. Reading
1. Learn some new words.
2. Ask Ss to look at conversation in 2d. Then Ss read the dialogue by themselves and find the answer to these questions:
1) How was Lisa’s weekend?
2) Where did Lisa work as a guide?
3) What did she do there?
4) Why is Paul tired now?
3. Ss work in pairs and role-play the conversations.
IX. Language points
1. sheep是名词, 意为“绵羊”。它是单复数同形的单词, 当它作主语时谓语动词的单复数形式要根据它在句中的意思来确定。类似的单词还有deer (鹿), Chinese (中国人)等。例如：
Look, there are three sheep eating grass under the tree.
看! 树下有三只羊在吃草。
2. I worked as a guide at the Natural History Museum.
我在自然历史博物馆里做导游的工作。
句中的as是介词，意为“作为；当作”。如：
My sister works as a nurse in a hospital.
我妹妹在一家医院当护士。
【运用】
将下面的句子翻译成英语。
你在一所中学当老师吗？
3. How interesting! 多么有趣啊！
这是一个感叹句，句子结构为：
How + 形容词或副词 + （主语 + 谓语）！ 例如：
How interesting the book is!
那本书太有趣了！
4. They have a butterfly house with over 200 kinds of butterflies!
它们(指博物馆)有一个200多种蝴蝶的蝴蝶馆。
句中的with是介词，意为“有；带有”。如：
Unit12,What,did,you,do,last,weekend?教学设计与反思(二)
Unit 12 What did you do last weekend? 教学设计 教案
教学准备
1. 教学目标
1.学习一些表示活动的新短语。
2.复习周六周日及早中晚的表达法。
3.复习句型What did you do？
4.继续通过谈论过去的事来复习一般过去时态。
2. 教学重点/难点
Language points (语言点)
1. 词汇：1)名词n. lake, beach, badminton, sheep
2)形容词adj. tired
3)动词 v. camp, stay
2. 句型：What did you do?
Did you …?
How was your weekend?
It was great.
Difficulties （教学难点）
1. 一般过去时态的使用
3. 教学用具
4. 标签
教学过程
1. Warm-up and revision（课堂热身和复习）
（1）Daily greetings to the Ss
(2) Revision （复习）： T: Did you have a school trip last weekend?
S: Yes, I went to the zoo with my classmates.
T: How about you?
S: I didn’t have a school trip last weekend. I stayed at home.
T: Well, what did you do at home?
S: I did my homework.
【教学设计说明】本单元主要通过谈论上周末发生的事情来巩固学习一般过去时态。由于本单元是复习单元，因此可以延续上个单元的话题，即学校郊游来导入本单元话题，这样导入简洁、自然。
2. Presentation （呈现新知识）
(1) Show pictures of some activities. Explain the new phrases to the Ss.
T: I have a friend, Lucy. She had a busy weekend. Let’s look at what she did last weekend.
(2) Work on 1a. Match the activities with the pictures [a–f].
【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。
3. Work on 1b （完成1b）
（1） Listen and write the day, morning, afternoon, or night below each picture.
(2) Check Ss’ answers.
（3） Listen again and finish the chart on the PPT.
【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，并复习表示早中晚的表达方式。通过教师自己设计的表格使学生进一步学会新短语书写。
4. Work on 1c (练习)
(1) Role-play. Student A is Lucy. Student B is to ask Lucy about her weekend.
B: What did you do last weekend, Lucy?
A: Well, on Saturday morning, I played badminton.
B: What did you do …?
A: I …
(2) Student C and D are Lucy’s friends. They are talking about Lucy’s weekend.
C: Lucy had a busy weekend.
D: Well, what did she do?
C: On Saturday morning, she played badminton.
D: What did she do on Saturday afternoon?
C: She …
(第一轮应提问成绩较好的学生，第二轮提问成绩较差的学生)【Unit12,What,did,you,do,last,weekend?教学设计与反思】
【教学设计说明】此环节为机械操练，使不同层次学生掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。
5. Work on 2a & 2b (完成2a和2b)
（1）T: Please turn to page 68. Look at the sentences in 2a. Read them aloud.
（2）T: Now listen carefully and underline the words you hear.
（3）T: Can you get the answers?
Check Ss’ answers.
（4） T: Please look at 2b. Listen again and write C for Carol, J for Jack or B for Becky next to the statements in 2a.
【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。
8. Work on 2c （完成2c）
Student A asks questions with who, what or where and Student B answers. Then change roles.
【教学设计说明】此环节既能充分练习学生的目标语言,并且帮助学生复习由who，what 和where 构成的特殊疑问句式。
课后习题
Oral: 1. 朗读并熟记第67页的短语和句子。
Written: 抄写第67页的短语和句子。
Unit12,What,did,you,do,last,weekend?教学设计与反思(三)
Unit 12 What did you do last weekend? 教学设计 教案
教学准备
1. 教学目标
1.1知识目标：
（1）学习重点词汇：
lake, beach, sheep, kite, moon, snake, forest, surprise, pretty, natural, shout, fly, stay, move jump, wake camp by the lake, go to the beach, play badminton, stay up late, fly a kite, get a terrible surprise, shout at/to …, wake … up, put up …, jump up and down
（2）掌握以下句型：
How was your weekend?
— Pretty good, thanks
What did you do last weekend?
— I did my homework.
Where did she go last weekend?
— She went to a farm.
Who did she go with?
— She went with her classmates.
（3）掌握一般过去时的特殊疑问句及其回答
1.2能力目标：
（1）能够熟练使用一般过去时进行口语交际和书面表达。
（2）能够掌握日常活动中常用的动词的过去式。
（3）能够将现在进行时灵活适时地运用到日常学习和生活中去。
1.3 情感态度与价值观 ：
（1）通过各种形式的任务活动，引导学生在体验、参与、合作与交流中增加了解、增进友谊。
（2）在课堂活动中乐于模仿，勇于开口，积极参与，激发学生学习英语的兴趣和热情。 （3）能在小组活动中积极与他人合作，相互帮助。
2. 教学重点/难点
教学重点
（1）掌握常见的短语和表达法。
（2）掌握以下句型：
How was your weekend?
— Pretty good, thanks
What did you do last weekend?
— I did my homework.
Where did she go last weekend?
— She went to a farm.
Who did she go with?
— She went with her classmates.
—I am watching TV .
What is he/she doing ？
—He/She is doing homework.
What are they doing?
—They are eating dinner.
（3）掌握一般过去时的特殊疑问句及其回答
2.2 教学难点
（1）使用一般过去时进行口语交际和书面表达。
（2）日常活动中常用的动词的过去式。
2.3易考点
（1）使用一般过去时进行口语交际和书面表达。
（2）日常活动中常用的动词的过去式。
3. 教学用具
4. 标签
教学过程
Step1 warming up（2min）
通过询问同学们上个周末做了什么引入单元主题，激发学生兴趣。 Step2 单词、句型学习（27min）
Ø 利用图片展示Section A 中出现的生词和本单元的主要句型，并进行跟读和讲解。（10min）
Ø 利用1a、 1b的听力练习进行巩固和1c的练习进行操练。（5min） Ø 利用2a、2b的听力练习进行巩固和2c的对话练习进行操练。（5min） Ø 领读2d课文并对其中的重点知识进行讲解，并且通过小组的角色扮演培养语感，巩固刚刚学过的单词和句型。（7min）
Step3：语法学习（13min）
Ø 展示Grammar Focus的句子，请同学们观察共同发现规律。（3in） Ø 对一般过去时态下what、who、where引导的特殊疑问句及答语等语法知识进行系统讲解，并且利用3a、3b进行练习，利用3c的对话练习进行提升。（10min） Step4：课堂总结（3min）
Ø 对本节课学习的单词、短语、句型和语法知识进行小结。（2min） Ø 布置作业：复习并熟练掌握本节知识，预习并完成Section B 2a、2b、2c、3a和self-check练习，完成课外练习。（1min）
课堂小结
对本节课学习的单词、短语、句型和语法知识进行小结。（2min） 布置作业：复习并熟练掌握本节知识，预习并完成Section B 2a、2b、2c、3a和self-check练习，完成课外练习。（1min）
Unit12,What,did,you,do,last,weekend?教学设计与反思(四)
新人教版七年级英语下册Unit 12 what did you do last weekend教学反思
Unit 12 what did you do last weekend?教学反思
上完这节课静静得反思自己本节课的思路及效果。主要在培养学生良好的品质和终身学习的能力，题研究上注重科学探究的学习，关注体验性学习，提倡交流与合作、自主创新学习，在这方面有一些新的体会。
一、面向全体学生，为学生全面发展和终身发展奠定基础
1、创设各种情景鼓励学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度。
2、为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。
3、鼓励学生通过体验、实践、合作、探索等方式，发展听、说、读、写的综合能力。
4、创造条件让学生能够探究他们自己的一些问题，并自主解决问题。
二、关注学生情感，创造民主、和谐的教学气氛
学生只有对自己、对英语及其文化有积极的情态，才能保持英语学习的动力并取得成绩，刻板的情态，不仅会影响英语学习的效果，还会影响其它发展，情态是学好英语的重要因素，因此我努力创造宽松民主、和谐的教学空间，做到：
1、尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性。
2、把英语教学与情态有机地结合起来，创造各种合作学习的活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。
3、建立融洽、民主的师生交流渠道，经常和学生一起反思学习过程和学习效果，互相鼓励和帮助，做到教学相关。
三、加强对学生学习策略的指导，让他们在学习和适用的过程中逐步学会如何学习
1、积极创造条件，让学生参与到阶段性学习目标，以及实现目标的方法。
Unit12,What,did,you,do,last,weekend?教学设计与反思(五)
Unit 12 What did you do last weekend 教案
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
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. 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.
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 themselves 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：
Section A 2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 掌握以下单词：away, mouse, baby, shout ,shout at, woof, language.
2) 继续练习一般过去时态
能掌握以下句型：
— What did you do last weekend?
— I did my homework.
— Who visited her grandma?
—
Becky did.
— Where did she go last weekend?
— She went to a farm.
— Who did she go with?
— She went with her classmates.
2. 情感态度价值观目标：
1. 提高学生独立学习能力。
2. 培养学生动手能力与想像能力。
二、教学重难点
1. 教学重点：
1) Key vocabulary, 特殊疑问句练习。
2) Talk about recent past events
2. 教学难点：
Talk about recent past events
Practice students’ listening, speaking, reading and writing skills.
三、教学过程
Ⅰ. Warming- up and revision
1. Greet students.
2. Check the homework
Ⅱ. Grammar focus.
1. 学生阅读Grammar Focus中的句子并完成下列填空题。 ① 上个周末你做了的什么事情？_____________________ ② 我做了我的家庭作业。___________________
我们去划船了。___________________
③ 谁去探望了她的奶奶？ ____________________ 是蓓基？___________________
④上个周末她却了哪里? ___________________
她去了农场。 _______________________
⑤ 她和谁一起去的？ ____________________
她和她的同学们一起去的。 _____________________________
2. 学生们根据记忆完成句子，并自己校对答案。
3. Give Ss seven more time to remember the sentences.