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人教版初中第二册UNIT 5 How Was Your Weekend?
  作者:周喆   发布者:学科专家   来源:网络  发布时间:2014-07-21

  ● W5C1

  ● 1. Vocabulary  (Past Simple Tense)

  A). Ask Ss to write down all the phases in P25 (picture 1A) under the time axis.

      

    B). Ask Ss to write down the past tense of the verbal phrases.

      

  C). After a small discussion, Ss find out the rules by themselves.

  D). Teach them the rules of verbs in past simple tense.

  1). regular verbs:    + ed. /id/.   y     i +ed

  2). Irregular verbs:

  is / was    are / were     do / did     go / went     buy / bought

  3). 过去时无人称和数的变化。

  2. P25 Section A 1A;  P28 Section B 1A  Read the new phrases and practice.

  3. Listening.  P26 Section A 2A, 2B.

  A). “Above are all the things about weekend activities. What would you say if you want to ask others about their weekend?” elicit the main sentences:

  e.g.: How was your / his / her weekend?

        It was great / boring / pretty good / …

        What did you / he / she do over the weekend?

       How about you?

  B). “First, let’s listen to other people’s weekend. They are Anita, Ben and Sonia. Let’s see how did they spend their weekend.”  Listen to the tape twice. 2a; 2b.

  (Then do P29 Section B 3a.)

  C). “Now, please work in pairs and tell your partner what did you do over the weekend and how did you feel.”

  Interview your partner and take notes.

Name

Feeling

What you did

Time

You

 

 

 

  D). Change your partner and take notes.

  (Work in groups of four.)

  E). Ask four people (a group) come up to the front and do the memorizing activity. Other people take notes. Then let two Ss ask questions about what the people do in the front over the weekend.

  4. Homework.

  Copy the new phrases. (4 times)

  Workbook. 1,2,5.

  Make at least ten pieces of weekend activity phrases (include the 7 new ones in the book). Cut them into small pieces.

  ● W5C2

  1. Revision.  (P27 Section A 3a)

  2. Listening  (P25 Section A 1b)

  A). “Today, let’s listen to a girl’s weekend activities. Her name is Lucy. What you should do is to tell me what do you think about her weekend. Do you like it?”

  Before listening, Ss first guess what did Lucy do over the weekend. (Pair work)

 

  Prediction (Guess)

  Reality (Tape)

  Feeling

 

 

Saturday

Morning

 

 

Afternoon

 

 

Evening

 

 

Sunday

Morning

 

 

Afternoon

 

 

Evening

 

 

  B). Listen to the tape twice. And fill in the chart.

  C). Stick the little pieces in the chart and check the answers with the partner.

  D). Check the answer together. Ask someone to give a report

  e.g.: On Saturday morning, Lucy played tennis. And she did her homework…

  E). “Do you like her weekend or not? Why?”

  3. Task: “The Best Weekend Plan”

  A). “Please work in pairs and find out who has got the best weekend plan. Who both did their work and had fun.”  Ask your partner about their weekend plan and take notes. Draw ? or ? in the chart.

 

You

P1

P2

P3

Feeling

 

 

 

 

Saturday

Morning

 

 

 

 

Afternoon

 

 

 

 

Evening

 

 

 

 

Sunday

Morning

 

 

 

 

Afternoon

 

 

 

 

Evening

 

 

 

 

  B). Change your partner and take notes.

  C). Work in groups of four and find out whose weekend plan is the best. The group leader should give us a report. We need reasons.

  e.g.: Jim helped her mother clean the house on Saturday morning. (We think) It was good! Because he can help others…He both had fun and did his homework. That’s pretty good.

  D). Design a best weekend plan

  (groups of four).

  4. Homework

  Workbook: 3, 4

  Design a best weekend plan and write the reasons.

  Each group leader prepares 12 pieces of paper. Write 6 groups of regular and irregular verbs on them.

  ● W5C3

  1. Revision  (Porker Game)

  Give each group (groups of four) 12 blank cards and some markers. Help students write out pairs of cards with a present tense of a certain verb on one and the past tense of the same verb on the other. The students mix up the cards and give each student three cards. Players choose a card from the student on the right. The object of the game is to find the other (past or present tense) verb cards that match the ones you are holding and place the cards face up on the table. The first student to match up all their cards is the winner.

  2. Section B 1b, 2a, 2b.

  3. Role-play.

  Work in pairs. Student A is a famous person in the world, (e.g.: Jackie Chen). Student B is a TV reporter. Student B should interview A about how he or she spent his or her weekend.

  4. Homework

  Survey: Interview at least ten people in our class and write a report about how many people did the same thing at the same time over the weekend.

  Workbook: 6.

  ● W5C4

  1. Reading 3a, 3b

  2. Self-check

  3. Class presentation

  4. Supplementary Reading

  5. Quiz 5

  6. Homework

  Workbook: 7.

  Challenging Activity: Interview your grandparents and your parents about what they did over the weekend when they are at your age. And then write down what you did over the weekend and please predict what the children will do over the weekend in year 2050. This is a letter for them to read and to find out the great changes during these 100 years.

  Students’Handout

  UNIT 5  How Was Your Weekend?

  Task 1 (调查汇报上个周末做了什么)

  Interview your partner and take notes.

Name

Feeling

What you did

Time

You

 

 

 

  Task 2

 

Prediction (Guess)

Reality (Tape)

Feeling

 

 

Saturday

Morning

 

 

Afternoon

 

 

Evening

 

 

Sunday

Morning

 

 

Afternoon

 

 

Evening

 

 

  Task 3

  Ask your partner about their weekend plan and take notes. Draw ? or ? in the chart. Design a best weekend plan

 

Feeling

Saturday

Sunday

Morning

Afternoon

Evening

Morning

Afternoon

Evening

You

 

 

 

 

 

 

 

P1

 

 

 

 

 

 

 

P2

 

 

 

 

 

 

 

P3

 

 

 

 

 

 

 

The Best

 

 

 

 

 

 

 

  教案点评:

  此案例包括本单元四课时的教学设计,结合任务型的教学模式,在每课时都适当设计了学生的调查活动。本单元学习一个重点语法现象:一般过去时,本设计先展示各种活动,让学生感知这种语法现象,然后在情景交际中反复运用,并通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。

 

 

 
  相关评论 点击数:1116     评论数:20    
游客     发表评论于:2014-10-7 11:24:34
本单元学习一个重点语法现象:一般过去时,本设计先展示各种活动,让学生感知这种语法现象,然后在情景交际中反复运用,并通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。效果明显.学生边学边用.达到目标.
游客     发表评论于:2014-10-22 20:38:50
本设计先展示各种活动,让学生感知这种语法现象,然后在情景交际中反复运用,并通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。
黄朝芝     发表评论于:2014-10-24 14:36:17
本单元学习一个重点语法现象:一般过去时,本设计先展示各种活动,让学生感知这种语法现象,然后在情景交际中反复运用,并通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。效果明显.学生边学边用.达到目标.
游客     发表评论于:2014-10-27 16:53:48
设计先展示各种活动,让学生感知这种语法现象,然后在情景交际中反复运用,并通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。
刘霞     发表评论于:2014-10-27 16:55:17
通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。效果明显.学生边学边用.达到目标. 设计先展示各种活动,让学生感知这种语法现象,然后在情景交际中反复运用,并通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。
游客     发表评论于:2014-11-11 13:13:45
让学生感知这种语法现象,然后在情景交际中反复运用,并通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。效果明显.学生边学边用.达到目标.
游客     发表评论于:2014-11-11 17:48:37
让学生感知这种语法现象,然后在情景交际中反复运用,并通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。效果明显.学生边学边用.达到目标.
游客     发表评论于:2014-11-11 17:49:44
图形相对应讲解非常具体,使学生易于理解,使孩子们感知更具体!
游客     发表评论于:2014-11-11 17:50:07
本单元学习一个重点语法现象:一般过去时,本设计先展示各种活动,让学生感知这种语法现象,然后在情景交际中反复运用,并通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。效果明显.学生边学边用.达到目标.
刘勇     发表评论于:2014-11-18 23:19:17
让学生展示各种活动,让学生感知语法现象,好招。
游客     发表评论于:2015-1-30 16:50:31
以表格的形式设计学生的活动,让学生互相做调查,任务完成好。
游客     发表评论于:2015-1-30 16:51:00
以表格的形式设计学生的活动,让学生互相做调查,任务完成好。
游客     发表评论于:2015-1-30 16:51:50
以表格的形式设计学生的活动,让学生互相做调查,任务完成好。
游客     发表评论于:2015-2-9 7:54:46
一般过去时态,是学好现在完成时态的基础,要掌握
游客     发表评论于:2015-8-4 19:52:28
很好。教师主要发挥学生的主动性,效果很好。
游客     发表评论于:2016-12-25 21:23:34
很好,只是过于简单
游客     发表评论于:2018-4-28 11:50:13
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游客     发表评论于:2019-8-5 12:37:05
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