人教版初中英语 七年级下册第十二单元Section A 1a—2c教案.doc

1、Unit 12 What did you do last week?Period 1 (1a 2c)一. Teaching aims and demands:1. Language goals:a) Enable my students to master the new words and phrases, such as test, stay, practice,did, went, what about.b) Enable my students to grasp the sentence pattern:n What did you do last weekend? n I did m

2、y homework.n What about your friend,-?n He danced and played the guitar.c) Enable my students to grasp the grammars: Regular verbs Irregular verbsPresent Past Present Past play played do didclean cleaned go went 2. Ability goals:a) Develop students ability of listening, speaking and writing.b) Encou

3、rage students to use the sentence pattern freely.c) Help students communicate with others randomly. 3. Moral goals:a) Cultivate my students confidence.b) Encourage them to cooperate with others.c) Encourage them to help each other and love their family members and the old.二. Teaching procedures:Step

4、 1. GreetingHello, everyone! Glad to see you again ! How are you? How is the weather today?What do you usually do when its - ?Step 2. Look and learn Now, look, what does he or she do on weekends?what do they do on weekends? Show pictures and help them answer:Step 3. Practice Ask students to practice

5、 the dialogue about the pictures for two minutes. Then ask one student to ask and the others listen and put up their hands to answer.Step 4. PresentationSay we know they do these things on weekends, do you want to know what I do on weekends? I usually watch TV on weekends. But last weekend, I visite

6、d my friends.Then show pictures and say her son did his homework,her daughter read books,we went to the cinema. Repeat the new phrases ,then I ask “ What did they do last weekend? Help students answer.Step 5. Practice Ask and answer in pairs for three minutes, then ask some pairs to act it out.Step

7、6. Have a chantSay weve learned so many past forms of the verbs, I want to know who can have the chant best. Step 7. Guessing gameTeacher ask “ What did he / she / they do last weekend? , the students guess. They can answer like this: I think he - ed -. When the students answer is right, he /she can

8、 get a present.Step 8. consolidation Deal with 1a and 1bStep 9. PairworkAsk “ What did Lucy do last weekend? . Answer the questions according to Activity 1b. then ask “ What did you do last weekend? I - ed- What about your friend, -? He / She - ed-.”Let the students find their partners to make this

9、dialogue. Then ask some to act it out.Step 10. ListeningSay I cleaned the room last weekend, what did Carol, Ben and Emmar do last weekend? Now , listen and do activity 2a and 2b.Step 11. Make a surveyAsk students to make a survey and give a report. Make a survey like this:n What did you do last wee

10、kend?n I- ed - on Saturday / Sunday morning / afternoon / evening.n What did your mother / father / sister / - do last weekend? n She / He - ed-.Then fill in the following chart: Name ActivityTimeLucycleaned the roomon Sunday morningLucy motherNancyReport:Hello, everyone! My name is ,I cleaned my ro

11、om on Sunday morning._Tell the students from the report, we know: 1.To love your family is to love yourself. 2. We must always be ready to help others. Step 12. Sing a song Follow the teacher to sing the song, then sing the song together.Step 13. HomeworkHelp the old and write down what you really d

12、id.教案点评及反思 一环节设计思路： 本课以听说写为主线，最后的中心任务落实在写。1以听和看引入，主要目的在于：一、回顾内已学内容，引出过去时；2营造较轻松的语言环境，缓解部分学生对于读写的畏惧心理。接下来，从看图说话引入读写，给学生铺垫知识的过程。读写并不脱离听说，因为语言是交流的工具，因此，在读的过程中适当穿插说，既练习口头表达，又巩固了读的成效。最后，本课的中心任务选自于学生熟悉的家人，即是任务，又象游戏，最后的展示是以报告的形式，这一点是根据课文练习来设计的。课下任务承接课堂任务，让学生自由发挥写作能力，是巩固过去时的练习。二课后反思： 学生是活动的主体，课堂上大部分的时间交给学生，

13、教师的引导是关键。如何一层层的导入，由易至难的阶梯状任务何时引入，如何引入都是关键所在。同时要注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利的开展，学生才能在活动中有所得。 在课堂设计上体现了任型教学的主导思想，以任务贯穿教师教学和学生活动的各个环节。学生活动的目的明确，每个步骤教师都给出了活动所需的语言知识内容，学生亦能准确的使用目标语言，在活动中学习掌握知识。此教案为本单元第一课时的教学设计，结合任务型的教学模式，根据七年级学生上课坐不住的特点，设计了一个chant和歌曲来提高学生的注意力，增加他们的兴趣，并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。通过完成这一系列任务，既使学生学会了使用过去时，又渗透了对学生的情感教育。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。