1、Unit 12 Section A（2d-3c） 教案【教学目标】1. 通过2d的对话表演，领会一般过去时在具体语境中运用并熟练掌握目标语言：I worked as a guide at the Natural History Museum. I told the visitors about them and their living habits. I stayed up late to watch the soccer game.2. 通过语法表格，能更深入地理解一般过去时态的特殊疑问句的变化规律。3. 通过3a(关注语言形式)，3b（关注语言意义）和3c(关主口头交际)的逐级训练，能熟
2、练地正确地运用过去时态的各种不同句式。【教学重难点】重点：对like在不同人称、不同句式中的熟练运用。能用how about，what about，lets等提出建议。难点：对like第三人称单数形式的灵活运用。【课前准备】课本、多媒体课件、学案。【教学方法】猜测、对话表演、情景交际法、观察与思考、学法指导。【教学进程】Teaching procedures 【新课导入】Step l: Lead-in1. Greetings（学法指导：教师和学生互动交流周末怎么样，做了什么。根据实际情况可用不同的活动短语，用得越多越好。）T: How was your weekend?S: It was gr
3、eat.T: What did you do?S: I fed some sheep.2. Pair workLook at the pictures and talk about the weekendA: How was your weekend?B: It was great /OK /not bad/not very good.A: What did you do last weekend?B: .（设计意图：以Greetings和Pair work的方式导入，学生很快就能进入角色，搜索大量的活动短语，积极踊跃地举手交流，既培养了学生大胆开口的能力，又活跃了课堂气氛。）【新知呈现】St
4、ep 2: Presentation1. Look at the pictures of Lisa and Paul. They are talking about their weekends. Then what did they do? How was about their weekend?2. Look at the following picture and guess what Lisa did.（设计意图：设置情景，引出对话中的人物，让学生猜测，增加神秘感，学生带着好奇去阅读，更提高了兴趣感。）【新知学习】Step 3:Role-play the conversation. (
5、2d)1Read 2d silently.默读2d，根据图片看你的猜测是否正确？（设计意图：通过默读，培养学生快速寻找特点信息的能力。）2. Read 2d, and find out the answers to the questions.Q1: How was Lisas weekend?Q2: Where did she go?Q3: What did she do there?Q4: What did Paul do last weekend?3. Read 2d carefully. Then fill in the blanks without books(1) interest
6、ing!(2)Im tired. (3)I to watch the soccer game.(4)I worked a a guide at the N History Museum.(5)They have a b house with over 200 kinds of b .（设计意图：通过仔细阅读，培养学生搜索细节信息的能力。同时，通过填空，检测学生对对话中新单词和信息的掌握情况。）4. Play the tape and ask the students to read after it twice. Imitate the tune and intonation.5. Role-
7、play the conversation.6. Role-play the new conversations that students make by themselves.（学法指导：请几组学生为全班表演对话，看哪组表演得好。提醒他们声音要洪亮、发音要清晰准确、仪态要自然。教师可以给其他学生布置听力任务，如要求他们听后回答：What did he/she do?）（设计意图：通过小组表演，引入竞争机制，极大地调动学生的竞争意识。听的学生因为要回答问题，他们必须认真关注别人的表现，并记录所听到的信息。教师还可以让听的学生作为评委，点评其他学生的表现。）观察与思考1对话中出现了一种新的句式
8、，感叹句： ！感叹句的三种结构：How+形容词副词+（主十谓）!如：How beautiful she is! 她多漂亮呀What a/an+形容词十名词单数+（主+谓）!如：What a beautiful girl she is! 她是个多么漂亮的姑娘呀！What+形容词十名词复数不可数名词+（主十谓）!如：What smart boys they are! 多聪明的小家伙！Step 4: Grammar Focus1. Read Grammar Focus twice. First, read after the teacher. Second, read by themselves.2
9、. Try to recite them.观察与思考2一般过去时态的肯定句：1. 主语+was/were+其他. 2. 主语+动词过去式+其他.一般过去时态的否定句：1. 主语十 +其他. 2. 主语十didnt十 +其他. 一般过去时态的一般疑问句及回答：1. Was/Were 十主语十其他？Yes，主语十 . /No，主语十 .2. Did+主语+ +其他？Yes，主语十 . /No，主语十 .一般过去时态的特殊疑问句：1. 特殊疑问词+ was/were+主语+其他？2. 特殊疑问词十did十主语+ +其他？Step 5: Work on 3a1. Look at 3a. Fill in
10、 the blanks with who, what, when, where or how.（学法指导：注意这些句子的特征，都是特殊疑问句。所填的词汇都是特殊疑问词。此类填空题，应主要根据答语的意思，来确定问句中所缺的特殊疑问词是什么。一定要认真审题。）2. Please read aloud these conversations. Then make your own conversations by using: who, what, when, where or how.学生可以谈论自己的周末，也可以谈论别人的事情。Step 6: Work on 3b1. Go through 3b
11、 quickly.2. Complete the passage with the correct forms of the words in the box.学法指导：(1)这是一个短文填空题，用所给动词的正确形式将短文内容补充完整。(2)应先通读一遍短文来掌握文章的大意，然后通过文中的一些重点句子的时态来确定整个故事发生的时间。由第一句中的“were”及时间状语“on Saturday morning”，可以确定本文的故事发生在过去，故除了一些直接引语句子外，应用一般过去时态。(3)细读每一句话，根据上下文意来推敲空格处的意思，确定用哪一个词汇，写出其正确的形式。3. Practice.
12、Complete the following passage with the correct forms of the words in the box.say look get walk ask haveMr. Jones went to the mountains for a holiday. He the train station and on the train on Sunday morning. He a new hat. He often put his head out of the window to at the mountains. But the wind pull
13、ed his hat off. He quickly threw his old bag out of the window. Some people “Why?” He ,”Theres no name and address on my hat, but theres my name and address on my bag.”（学法指导：仿3b出示一篇文章，根据以上所教的学法指导，完成短文。）（设计意图：此环节设计了学法指导，有利于学生完成短内容。紧跟着设计了一篇短文填空，目的是让学生把所学学法指导充分运用。）Step 7: Work on 3c1. Guessing gamesThi
14、nk of two things you did last weekend. Draw pictures of them. Your classmates guess what you did.2. Ask students to show pictures, and the rest of the students guess.（学法指导：要求学生在猜测的过程中用上所学的功能，并要求学生全部参与。）（设计意图：学生在猜测的过程中，活跃了思维，巩固了功能句的用法。）【课堂小结】看图完成对话：A: How your last weekend?B: It was great.A: did you
15、go?B: I went to the .A: did you go ？B: I went with my classmates.A: did you do there?B: We and some photos.【课后作业】1. 背诵Grammar Focus的内容。2. 把Step 5中口头编写的对话整理到练习本上。【板书设计】Unit 12 What did you do last weekend?Section A 2d-3cA: What did you do last weekend?B: I did my homework.A: Where did she go last wee
16、kend?B: She went to a farm.A: Who visited her grandma?B: Becky did,A: Who did she go with?B: She went with her classmate.【教学反思】本节课的设计有三个亮点：亮点一：在3a和3b中都加入了学法指导，有利于提高学生的解决问题的能力。亮点二：在2d对话课的处理上，设置了不同层次的探究任务，深入，有助于加深对对话的理解，学生能很流畅地表演出来。亮点三：在课堂小结中以看图完成对话的形式总结本节课的重点内容。当然，本节课中也存在几个需要继续探索的问题：1. 可以尝试先热身，再语法，再分角色表演对话，最后小组活动的教学步骤达成学习目标。2. 教学过程中若给学生留出充足的听说训练的机会，这样有时会导致教学环节处理不完整的情况。3. 为了加深对语法知识的理解，教师可以再补充几个含有过去时态的不同人称的肯定句、否定句、一般疑问句及简略回答，让学生巩固记忆，
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