Lesson 4 What did you do last Saturday?教学设计和教学实录

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)

【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。