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单 元 教 学 设 计
单元 Unit 12 What did you do last weekend 总课时数 5
制定教学目标的依据 学科核心素养与课标分析 本单元以“周末活动(Weekend activities)”为话题，涉及新课标中“人与自我”范畴内“生活与学习”主题群中的“丰富、充实、积极向上的生活”子主题内容。通过本单元，学生将主要学习正确使用一般过去时态，尤其是该时态的特殊疑问句，询问或描述过去发生的事情，从而激发英语学习兴趣，在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，形成多维思考的意识，并帮助学生拓宽视野，了解国外学生的周末生活，初步了解印度的蛇文化，并帮助学生形成自主规划的意识。
教材分析 本单元以“周末活动”为主线，功能是运用一般过去时谈论刚刚过去的一些常见周末活动。A部分通过Lucy的周末活动和听力输入导入本单元的话题和本部分的关键句型，重点是表示周末生活的动词短语和一般过去时的特殊疑问句；B部分在此基础上，进一步学习更多动词的过去式，通过1a-1e的词汇及听力教学，2a-2c的阅读教学，3a-3c的写作教学进一步巩固所学语言，并完成从读的输入到写的输，此部分更加强调语言的运用，要注意发展学生的语言流利性，重点是一般过去时态在听、说、读、写各技能的运用。
学情分析 本单元的话题是谈论过去的周末活动，学习内容贴近学生生活，运用过去时态谈论过去发生在生活中的具体事件，学生学习兴趣浓厚。在上一单元的学习中，学生已经接触过一般过去时态，对这个时态有了一定的认识，新旧知识相互联系，他们很容易理解和接受，也为本单元一般过去时态的正确理解和使用打下了一定的基础。一般过去时态对于七年级的同学来说，是一种全新的时态，而且和汉语相比有很大不同，初学时不免会感到无所是从。这就要求教师备课时，在语言输入环节，为学生创设恰当的情境，设置合理的任务，让学生体会该时态的意义和用法。在语言输出环节，要进行大量的口语练习，让学生在运用中学习知识。
教 学 目 的 语言能力 能够在“周末生活大调查”等真实情境中，正确使用一般过去时态，尤其是该时态的特殊疑问句，以听说读看写等方式询问或描述过去发生的事情；能够根据标题和插图预测短文主要内容；能够了解时间顺序是讲述故事的主线；
文化意识 能够拓宽视野，了解国外学生的周末生活，初步了解印度的蛇文化；能够树立自主规划自我生活和学习的意识；
思维品质 能够在各种语言实践活动中，通过听说读看写等训练，准确获取有关过去发生的事情等方面的信息，学会与人探讨、交流和表达自我观点和看法，进行合理推测，有逻辑、辩证地、创新性地表达个人看法，实现知识与思维能力的迁移；
学习能力 通过描述过去发生的事情，激发对英语语言学习的兴趣；通过听、说、读、写等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率。能够参与结对活动、小组活动时，能积极与他人合作，相互帮助，共同完成学习任务，体验在“做”中使用目标语言；能够有意识地训练自己的英语思维，努力做到善学、乐学。课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 12 What did you do last weekend Section A (GF-3c) 班级 备课教师
课型 语法课 课时 2
核心素养与思政渗透 在本课时中，围绕“周末活动”的话题而设计的观察、归纳、探究等活动，能够帮助学生更好地掌握一般过去时态，尤其是该时态的特殊疑问句，询问或描述过去发生的事情，激发其对英语语言规则的主动探究。通过不同活动，将本单元的主要语法知识在不同的情境中呈现出来，给学生提供感知、体验和运用新的语言结构的机会，引导学生在谈论过去事情的过程中，拓宽视野，了解国外学生的周末生活，并帮助学生形成自主规划学习和生活的意识，努力使自己的生活变得丰富多彩有意义。
课标分析 新课标要求七年级学生能归纳学过的语法规则；能辨识和分析常见句式的结构特征；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在谈论周末生活的语境中，通过观察归纳、同伴合作等方式，正确理解和运用一般过去时，尤其是该时态的特殊疑问句，询问或描述过去发生的事情；
文化意识 通过在谈论周末生活的过程中，拓宽视野，了解国外学生的周末生活，并形成自主规划学习和生活的意识，努力使自己的生活变得丰富多彩有意义；
思维品质 能够在老师的引导下，通过观察、讨论、归纳等课堂活动，掌握一般过去时态的特殊疑问句用法，提高思维的逻辑性、批判性和创新性，加强语言表达的准确性；
学习能力 能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教材内容分析 本课是一节语法课，Grammar Focus在梳理Section A中所学的语言结构基础上，通过问答练习带领学生进行自主探究性的语法学习、发现并巩固本单元目标语言的主要语法知识；3a是一个控制性较强的活动，让学生填合适的疑问词，训练学生根据上下文推断所缺信息的能力；活动3b是一个小故事，学生根据丰富语境用动词的适当形式填空，这个故事里面还包含着一个大道理：It’s important to learn a second language.活动3c是一个较为开放的猜测游戏，一名学生画能表现出周末活动的两个提示，其他学生根据提示猜测其周末活动。
重点 学会使用规则动词和不规则动词的一般过去式；能用带有who，where，what等特殊疑问词的一般过去时句子询问信息并能作出正确回答；
难点 准确写出动词的过去式形式；能用一般过去时态完成读、写任务。
学情分析 通过第一课时的学习，学生对本单元的主题——谈论过去的周末活动，有了一定的认识，并能围绕这一主题进行初步的交际活动。基于上一单元的基础，学生可以运用一般过去时态来谈论过去的一些活动，并了解了谈论过去要用过去时态，具备一定的学习基础，学习难度不大。故教师要引导学生在各种语言实践活动中归纳、总结一般过去时态的句式特点，充分调动学生的积极性，让学生高度参与到对语言规律的探索中来。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Warming up. Guess the people’s activities by asking questions. Sa: Did they have a party Step 2. Presentation. Match the sentences and report the answers in pairs. Sa: Who did she go with Sb: She went with her classmates. Observe the sentences and try to sum up the structure. Write down questions and answers as many as possible with the given words. Check their answers by reading their sentences. Step 3. Practice. Work on 3a. Read and fill in the blanks with “who, what, when, where or how”. Then check their answers by reading the sentences aloud. Work on 3b. Read the instruction. Complete the passage with the correct forms of the words in the box. Try to explain some words in the context with T’s help. Work in groups and try to act out the story. Work on 3c. Work in groups. One S thinks of one thing he or she did last weekend and draws pictures. Others guess what he or she did. Step 4. Conclusion. Read the sentences aloud and try to sum up the differences between the two tenses. Let Ss play a guessing game with the pictures covered. T: No, they didn’t. They read books at home. Ask Ss to play another game —— Mine sweeping. Show the sentences in the grammar box and let Ss match the questions with the answers. Let Ss read the sentences in Grammar Focus and have a conclusion about the structures of special questions. Provide some words for Ss to ask different questions and answer. Let Ss check their answers in groups and then in class. Guide Ss to read and understand the instruction and the sentences. Then ask them to complete the sentences. Explain the language points. Make sure Ss can understand the instruction and the short passage. Ask Ss to fill in the blanks and check the answers. Show some pictures as examples. Present some examples and guide Ss to compare the simple past tense with the simple present tense. T: Have a nice day! 通过猜测游戏，导入本课谈论过去事情的话题，活跃课堂氛围，并采用扫雷游戏，引导学生运用更多动词的过去式形式叙述自己经历。 引导学生仔细观察语法聚焦表格中的例句，在观察、归纳、探究等语言实践活动中逐步进入深度学习，探索一般过去时态的语言规律和用法。利用问题导向，引导学生通过问答匹配、观察思考或同伴讨论来总结一般过去时态的特殊疑问句句式结构，并通过开放式造句练习巩固夯实。 3a是一个控制性较强的活动，让学生填合适的疑问词，训练学生根据上下文推断所缺信息的能力； 活动3b是一个小故事，要求学生根据丰富语境用动词的适当形式填空，这个故事里面还包含着一个大道理：It’s important to learn a second language. 活动3c是一个较为开放的猜测游戏，让学生进行小组合作，一名学生画能表现出周末活动的两个提示，其他学生根据提示猜测其周末活动。 通过例句对比，与已学过的一般现在时态建立联系，更好地理解一般过去时态的用法和语言表达方式，并渗透情感教育。
课 时 达 标 检 测
一、选适当的疑问词填空(what,who, where,when,how,how many) 1.______ did Tom and Jack do last Saturday They went to the beach. 2.______ mice did you see Five. 3._______ was your last summer vacation It was pretty good. 4.______ fed the sheep My mother did. 5.____ __ did you do your homework yesterday. At school. 二、单选 ( )1. Who cleaned the room Li Lei _______. A. was B. did C. is D.had ( )2. Li Lei ______ the book____the library last week. A. gave, back B. gives, back C. gave, back to D.gives, back to ( )3. The mouse ____ when I came in. A. ran away B. is running C. run away D. runs away ( )4. Do you have _______to say A.something important B. important something C. important anything D. anything important ( )5.How many languages can Sally _______ A. talk B. say C. speak D.tell ( )6.Lily played _____tennis_____Saturday morning. A. \,on B. the, in C.\,in D.the,on ( )7.What did you do______ I went shopping. A.on weekends B.next weekend C.last weekend D.at weekend ( )8.He didn’t come to school, and he stayed___ home. A.in B.at C.to D.with ( )9.What did you do after school yesterday I ____ basketball with my friends. A.play B.playing C.plays D.played ( )10.When____ you______the bike Last month. A.is, buy B.do,buy C.are,buying D.did,buy ( )11. -- Did you have a ___________ at school last week -- Yes, we did. I got an A. A. test B. look C. walk D.study ( )12. -- How long did Helen __________ in Changsha -- For a week. A. sit B. stay C. feel D.go ( )13. Lucy __________ go to the movies. She watched TV at home. A. isn’t B. didn’t C. wasn’t D.aren’t 三、句型转换 1. She reads a book.(用last Sunday改写句子) She _____a book______ ________. 2.They camped by the lake yesterday. (提问) _______ ________they ________ yesterday 3.His weekend was very terrible. (提问) ________ ________his weekend
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 12 What did you do last weekend Section A (GF-3c)
作 业 设 计
Level A How much do you know about the simple past tense Please draw a mind map to show us.
Level B Do some exercises on the simple past tense.
教 学 反 思课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 12 What did you do last weekend Section B (3a-Self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课时以周末活动为中心话题，在写作通过看、读、说等方式引导学生进行语料的累积和文本的分析，给学生提供大量的写作素材和写作模板，帮助学生整理写作思路，进行方法指导，从而激发学生的英语学习兴趣，回顾和复习本单元语言知识，增强语言运用能力，掌握英语记叙文的写作方法及技巧，在语言学习中发展逻辑思维、辩证思维和创新思维，拓宽学生视野，使其了解国外学生的周末生活，懂得丰富自己的课余生活，享受各种活动带来的愉悦。
课标分析 新课标要求七年级学生能分析和梳理常见书面语篇的基本结构特征；积累常用的词语搭配；能辨识和分析常见句式的结构特征；能分析和梳理常见书面语篇的基本结构特征；能用简单的连接词建立语义联系；在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够围绕“周末生活”的话题，在了解彼此周末生活的情境中，通过看、读、说等活动搜集、理解所需要的语言基础信息；能够灵活使用与周末活动相关的动词短语、动词过去式形式以及一般过去时态，完成英文记叙文的写作任务；
文化意识 能够拓宽视野，了解国外学生的周末生活，并懂得丰富自己的课余生活，享受各种活动带来的愉悦；
思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关周末活动的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过多种渠道学习和复习，保持英语学习兴趣；认识了以读促写的写作模式并尝试进行写作。
教材内容分析 本课是一节写作课，要求学生在前面听、说、读的基础上，尝试简单的语言输出。3a是一个控制性较强的写作活动，学生根据图片提示完成短文，这篇短文还可作为3b的写作范文；3b则是一个相对开放的写作，学生根据3a梳理出的写作结构，写出自己的周末。
重点 掌握与周末活动相关的动词短语和不规则动词的过去式；根据所提供的材料，运用恰当的主题句、time line和一般过去时态描述关于周末生活的过去经历；
难点 能够在写作中熟练、灵活地运用一般过去时态，掌握英语记叙文的写作方法及技巧。
学情分析 通过前四课时的语言实践训练，学生基本能熟练地听、说、读、写有关的词汇和句子，对周末生活的话题很感兴趣，学习积极性高，乐意参与教师设置的各种有意义的语言实践活动，在完成活动任务的过程中，能认真地听从老师的指导和配合老师完成学习任务，能正确地理解和使用有关的知识。本课时话题写作与前后单元内容知识都有密切联系，学生通过第12单元的学习之后，积累了大量的可供本课时写作所使用的语言点，如did homework, played badminton等；在表达情感方面，也提供了帮助，如: It was...等。而在学习本单元之后，学生积累了大量关于周末活动的词汇、短语、句子，这些都有助于写作过程中为学生降低写作难度，提供写作信息。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Review. According to the question words, retell Lisa’s weekend they’ve learned last class. Ss: Narration(记叙文). Step 2. Pre-writing. Observe the pictures in 3a and complete the passage with some verb phrases. Sa: He cleaned the room. Sb: He did homework. Sc: He helped his mother cook dinner. Check their answers by reading aloud. Read the short passage again and and try to catch the key information and then make sentences. Sa: On Saturday morning, I cleaned the bedroom at home. Sb: On Sunday morning, I read books in the library. Try to analyze the structure of the passage. Have some translation practice to learn to make their expressions better. Step 3. While-writing. Read the instruction. With T’s help, draw an outline and list some useful expressions. Have a writing practice. Write a passage by themselves for eight minutes. Step 4. Post-writing. After writing, have a self-check for 3 minutes according to the checklist. Then share their passages with partners and evaluate each other according to the evaluation sheet. Step 5. Self check. Finish the self check part. Report their answers and talk about their reasons. T: Do you remember Lisa’s unforgettable weekend Present a mind map to help Ss retell the passage in 2b. T: What type of writing is the passage Explain the structure of narration and guide Ss to analyze the passage. Show the pictures and guide Ss to talk about them. T: What did he do last weekend Then ask Ss to fill in the blanks with the proper forms of the verb phrases. Check the answers. Provide a chart for Ss to list the time, activities and places. Guide Ss to make sentences using the words. T: How does he write his weekend Guide Ss to divide the passage into three parts and find out the useful expressions in each part. Teach Ss how to connect the sentences into a passage according to the time order. Present the instruction. Guide Ss to read it and make sure they can understand the meaning. While Ss are writing, walk around the classroom to offer help if they need. Offer the evaluation standards to the class. Pick out one or two examples to evaluate in class. Provide the sample writing for Ss to learn more and appreciate. Let Ss finish the activities in Self Check. 利用思维导图和关键问题词的提示，引导学生复述阅读语篇，检查学生掌握情况，激活关于英文记叙文的已有知识，巩固已学短语和句型，为下面的写作环节做铺垫。 3a的看图说话为语言学习提供了支架，学生通过完形填空的形式完成了这一短文，促进其对一般过去时态动词短语的建构，并巩固了语言基础知识。 回读3a短文，通过图表形式引导学生寻找记叙周末活动的关键信息点，并能根据已有信息进行造句练习，巩固一般过去时态的用法，为后面的写作提供思路和语料。 对文章进行再次阅读分析，通过问题引导学生依次关注英文记叙文的结构、顺序、时态和丰富的语言表达方式，帮助学生巩固、内化本单元所学的关于周末活动的目标语言，并让学生进行主旨、结构、语言及写法等方面的分析，帮助学生快速积累语料，同时注意到细节信息的准确表达，达到以读促写的目的，为后面的环节做铺垫，促进学生逻辑性思维品质的提升和良好写作习惯的养成。 在进行了一系列的写前活动练习渗透了写作技巧之后，让学生当堂写作，为其提供实践的机会。 培养学生良好的自我纠正习惯和方法，以及合作精神、批判思维能力和对作品的鉴赏能力。通过“自查-互查-展评”多角度的检查方式，来欣赏自己的文章、同伴的文章，积累更多好词好句。同时，能够发现不足，及时进行更正。 自我检测，总结反思。
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Ⅰ. 完形填空。 Mike had a very busy weekend. 1 Saturday morning, he cleaned his room. In the afternoon, he 2 his homework. It was 3 difficult. On Saturday night, he 4 TV. His aunt cooked pizza for 5 . On Sunday morning, he 6 to the library and 7 a book about history. Then in the afternoon he 8 geography. On Sunday night he 9 the radio and saw 10 interesting talk show. ( )1.A.In B.On C.For D.At ( )2.A.does B.is doing C.did D.do ( )3.A.a little B.little C.a few D.few ( )4.A.saw B.watched C.read D.looked at ( )5.A.he B.his C.her D.him ( )6.A.goes B.went C.is going D./ ( )7.A.read B.readed C.reads D.looked ( )8.A.is studying B.studies C.studied D.had studied ( )9.A.listened B.listened to C.listens to D.listens ( )10.A.a B.an C.the D.a few Ⅱ. 根据句意及首字母提示完成短文填空。 Kelly works for China Daily. She is a reporter(记者) there. She is 11.b_____ every day and sometimes works on the 12.w_____. Last weekend she was busy as usual. On Saturday morning, she 13.w_____ to the Great Wall and 14.t_____ some photos there. She came 15.b_____ at 5 p.m. Then she 16.w_____ an NBA basketball game on TV. In the evening she 17.w_____ a report about the Great Wall for China Daily. On 18.S_____ morning, she 19.t_____ her daughter to the zoo. In the afternoon, she had an important meeting. Then she had dinner in a restaurant. It was nine o’clock when she got home. She was so tired 20.b_____ happy. 11.________12.________13.________14.________15.________ 16.________17._______ 18.________19.________20.________
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板 书 设 计
Unit 12 What did you do last weekend Section B (3a-Self check)
作 业 设 计
Level A Polish your writing according to your peers’ and teacher’s advice.
Level B Draw a mind map to sum up the knowledge of this unit.
教 学 反 思课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 12 What did you do last weekend Section A (1a-2d) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课时围绕“周末活动”的话题展开，引导学生在谈论周末生活的语境下，学习正确使用一般过去时态，尤其是该时态的特殊疑问句，询问或描述过去发生的事情，以此激发英语学习的兴趣，促进学生在语言学习中发展思维，在思维发展中学习语言，并帮助其拓宽视野，了解国外学生的周末生活，并帮助学生形成自主规划学习和生活的意识，努力使自己的生活变得丰富多彩有意义。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能多角度、辩证地看待事物和分析问题；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流；能在学习过程中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在谈论周末生活的情境中，掌握与话题相关的词汇，正确使用一般过去时态，以听说等方式询问和描述过去发生的事情；能够通过听前预测、听中记录、听后复述和创编等途径，促进听说能力的提升；
文化意识 能够拓宽视野，了解国外学生的周末生活，并树立形成自主规划学习和生活的意识，努力使自己的生活变得丰富多彩有意义；
思维品质 能够在听说活动中准确获取并表达有关过去发生事情的信息，并联系自身表达个人观点和看法，提高思维的逻辑性、批判性和创新性，实现知识与思维能力的迁移；
学习能力 通过谈论周末生活，激发对英语学习的兴趣；通过听说等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能在学习活动中积极与他人合作，共同完成学习任务。
教材内容分析 本课时为本单元第一课时，是一节听说课。1a-1c通过Lucy的周末活动和听力输入导入本单元的话题和本部分的关键句型。1a活动引出“谈论周末活动”的话题及所要用到的What did you do last weekend 这个重要句式，同时复习一些表示周末活动的动词短语，学习一些新短语；1b是一个听力输入活动，让学生对1a谈到的句型和短语建立音义之间的联系；1c是基于听力内容的控制性口语操练活动；2a-2c给出了更为丰富的语言运用环境，即教师询问学生周末活动，以听力的形式对单元重点词汇进行了复习，拓展了单元重点句型。2d对话活动集中呈现1a-2c部分所涵盖的主要内容，引导学生在相应的语境中进行相对综合的语言输出，对后面语法归纳和操练及Section B部分起着承上启下的作用。
重点 表示周末活动的动词短语和一般过去时的特殊疑问句；
难点 一般过去时的特殊疑问句，学生容易忘记要借助助动词did；熟练掌握不规则动词的过去式形式。
学情分析 在之前的学习中，学生已能够熟练运用一般过去时态谈论过去发生在生活中的具体事件，为本课时一般过去时态的正确理解和使用打下了一定的基础。本课时的话题是谈论过去的周末活动，学习内容贴近学生生活，学生学习兴趣浓厚。通过复习前面学过的动词过去式，特别是不规则动词的过去式，学生能以旧带新，更好地理解新词汇及动词过去式形式的发音规则。
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设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Look at the pictures and try to talk about the weekend activities. Play a game. Say the past tense form of these verb phrases. Step 2. Pre-listeningⅠ. Observe the pictures and match the activities with the pictures. Sa: Lucy went to the beach in picture b. Step 3. While-listeningⅠ. Read and understand the instruction in 1b. Listen to the conversation and write the day, morning, afternoon or night below each picture. Listen again and fill in the chart. Check their answers by making sentences. Sa: On Saturday morning, Lucy played badminton. Repeat the conversation after the recording. Step 4. Post-listeningⅠ. Ask and answer questions based on the chart about Lucy’s weekend activities with their partners. Sa: What did you do last weekend, Lucy Sb: Well, on Sunday morning, I played badminton. According to the mind map, try to retell Lucy’s weekend activities in groups and then in class. Work with their partners and make new conversations. Sa: Hi, Frank. How was your weekend Sb: I think It was busy/ great/ interesting/... Step 5. ListeningⅡ. Watch the video. Sa: No, she didn’t. Sb: She went fishing. Observe the picture and answer the questions. Sc: A teacher and students. Sd: In the classroom. Listen to the conversation and choose the words they hear to make sentences. Listen again for the students and their feeling about the weekend. Check the answers. Se: Becky visited her grandma last weekend. ... They had a good weekend. Step 6. Post-listeningⅡ. Work in pairs. Student A asks questions with who, what or where and Student B answers. Then change roles. Sa: Who stayed at home last weekend Sb: Carol did. Step 7. Role-play. Observe the picture and talk about the things they can see. Ss: The girl looks happy and there is a butterfly. Listen to the conversation and find out the answers to the questions. Then report their answers. Read the conversation and try to understand the meaning. Listen again and fill in the blanks. Work in groups and retell the conversation one by one. Step 8. Conclusion. Sa: Lisa. Because she worked as a guide at the Natural History Museum and learned a lot. It’s a really meaningful thing. Show Doraemon and his friends. T: Hello, I’m Doraemon and these are my friends. We had a happy weekend last week. What did we do Show some phrases about weekend activities. T: Pass the challenge and you can help Daxiong back to the real world. T: What a happy weekend! Lucy had a great weekend too, what did she do Ask Ss to finish 1a and then check the answers by making sentences. Make sure Ss can understand the instruction in 1b. Play the recording. For the first time, let Ss write down the time. Invite some Ss to report their answers. For the second time, let Ss complete the chart with some activities and feeling. Invite some Ss to make sentences. For the third time, let Ss read the conversation after the recording. 　Ask Ss to role-play the conversation between Lucy and her friend in pairs. Invite some pairs to show their conversations in class then. Then provide a mind map for Ss to retell Lucy’s weekend. Offer more pictures and the structure to help Ss make their own conversations in pairs. T: Enjoy your weekend! Play an English song. T: Did she go camping T: What did she do Ask Ss to look at the picture in 2a. T: Who are they T: Where are they Play the recording. For the first time, let Ss underline the words they hear. For the second time, let Ss judge the students who did the activities. And then recognize the students’ names in the picture. Explain some language points. Ask Ss to work with their partners and make conversations according to the information in 2a & 2b. Then let Ss work in groups and do a survey about what he/she did last weekend. And invite some Ss to give a report about their survey results. Let Ss look at the picture. T: What information can you get from this picture Play the recording and ask some questions. Explain the language points. Provide a short passage and let Ss complete it. Offer some pictures to help Ss retell the conversation. Have a conclusion about what they’ve learned. T: Who had a more meaningful weekend, Lisa or Paul Why 利用学生熟悉的动画人物创设学习情境，导入本课周末生活的话题，活跃课堂氛围，激发学生学习兴趣，让学生处于放松的学习状态，并将重点词块的学习提前下放，为后面活动做铺垫。利用游戏的方式帮助学生巩固夯实动词过去式的变化规则。 让学生在学习新单词的同时，突破重难点，强调动词的过去式。与学生的互动使得课堂的交互性进一步提高。 听前浏览所给内容，能让学生学会有目的地听，通过听力内容的播放，逐步引导学生认识本单元的重点句型，掌握不规则动词的过去式。通过完成表格，不仅有助于学生听力能力的提高，而且能够让学生巩固重点词汇的书写。通过语音语调的模仿，使学生的口语能力有所提高。 引导学生通过合作学习进行初步的语言实践，帮助学生在真实的语境中感知、模仿所学语言，培养学生运用语言进行交际的能力，促进其逻辑性和发散性思维品质的提升，并渗透情感教育，提倡学生享受周末时光，使之变得有丰富有意义。 听前引导学生快速阅读所给插图和文本信息，通过观察、预测等方式帮助学生熟悉听力情景，做好语言上的准备，减轻学生听时的负担和压力，提高听力技能。 通过听力选择、听力判断等方式，引导学生获取同学们周末生活的细节信息，输入本课目标语言，达成知识目标，训练学生通过听来获取细节的技巧。 通过同伴合作，加强信息交流，在小组调查和汇报交流的语言实践活动中内化目标语言，巩固重点知识，运用过去时来描述自己或他人的周末。通过小组内的周末活动调查活动和调查报告，培养良好的听说习惯。同时，增强合作学习意识，在语言实践活动中夯实目标语言。 通过听说活动的再设计和仔细阅读，培养学生搜索细节信息的能力。同时，通过短文改编填空和图片引导复述，检测学生对对话中重点词汇和关键信息的掌握情况。 总结反思，自我检测。渗透情感教育，引导学生树立丰富课余活动，过有意义的生活的意识。
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一、用所给汉语的正确形式填空。 1. They __________ (扎营) in the open air last night. 2. Miss Lin is a guide at the __________ (自然的) History Museum. 3. Mom worked all day and she is very __________ (疲劳的)now. 4. She had to s __________ at home because it rained yesterday. 二、用适当的形式填空。 1. There are some ___________(beach) by the sea. 2. Did you feed these ___________(sheep) 3. Many __________(visit)came to Beijing to visit the Great Wall. 4.Jane saw many___________（butterfly）in the garden just now. 5.What _____ you _____(do) last Friday I______(go) to the movies 6.Li Lei _______(study)geography yesterday. 三、单选题。 ( )1. Tom played____badminton with his friends yesterday afternoon. A.a B. the C.\ D. an ( )2. I often do my homework and read books ____Saturday morning. A .on B .in C. at D .by ( )3.How do you study _______your test. A. at B. with C.in D.for ( )4.Could you tell me something about your_____ A. live habit B. living habits C. life habit D. life habits ( )5.Linda ____very late to learn Chinese last year. A. stayed up B. stood up C.sat down D. slept ( )6._____did you do last Sunday I went to the beach. A.What B.Where C.When D.How ( )7.Who went to the farm John_____. A. went B. was C. did D. does ( )8.Can I borrow some money from you I’ll_______to you tomorrow. A. give back it B. give it back C. give back them D. give them back. ( )9._____interesting the story is! A .How B. How a C. What D. What a ( )10.Lucy can speak English ,but she wants to learn_______language. A. second B. a second C. the second D. the two 四.根据汉语完成句子，每空一词。 1. 上周日我和朋友们去海滩了。 I _____ ______ _______ _________with my friends last Sunday. 2. 我正在为数学考试而学习。 I’m________ ______ the math test. 3. 莉莉昨天晚上熬夜很晚，所以今天很累。 Lily _______ ______ very late last night, so she is very______today.
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 12 What did you do last weekend (Section A 1a-2d)
作 业 设 计
Level A Write a dairy about what you did on Dragon Boat Festival.
Level B Write a short passage about Lisa’s last weekend according to the conversation in 2d.
教 学 反 思课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 12 What did you do last weekend Section B (1a-1d) 班级 备课教师
课型 听说课 课时 3
核心素养与思政渗透 本课时围绕“周末活动”的话题展开语言实践活动，通过创设刷朋友圈的学习情境，引导学生谈论自己和朋友的周末生活，进一步引导学生巩固使用一般过去时态和更多关于周末活动的短语表达法和不规则动词的过去式，从而激发学生学习英语的兴趣，促进其在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，帮助其拓宽视野，了解国外学生的周末生活，并帮助学生形成自主规划学习和生活的意识，努力使自己的生活变得丰富多彩有意义。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能多角度、辩证地看待事物和分析问题；能根据语篇内容或所给条件进行改编或创编；有积极主动的学习态度和较强的自信心；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流。
教学目标 语言能力 能够在刷朋友圈的情境中，正确使用一般过去时态和更多关于周末活动的短语表达法和不规则动词的过去式，以听、看、说等方式，谈论周末活动；通过听前预测、听中细节获取、听后信息整合、迁移创新等途径促进听说技能的提升；
文化意识 能够拓宽视野，了解国外学生的周末生活，并树立自主规划学习和生活的意识，努力使自己的生活变得丰富多彩有意义；
思维品质 能够在听说活动中准确获取并清晰表达有关周末活动等方面的信息，提高思维的逻辑性、深刻性和批判性；
学习能力 能够通过谈论周末活动，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
教材内容分析 本课是一节听说课，是A部分的拓展，学生进一步学习更多动词的过去式。活动1a-1e是一个完整的听说任务链。1a呈现更多关于周末活动的短语表达法和更多不规则动词的过去式，如sing-sang，fly-flew，have-had等；1b是一个询问学生观点的开放活动，目的是巩固1a的语言；1c是一个听力活动，两个学生Sally和Jim谈论自己的周末活动，信息量比较大，内容也较丰富；1d是一个半控制性口语输出活动，学生用1c的信息，谈论Sally和Jim的周末；1e是一个开放性口语输出活动，学生两人一组谈论自己的周末。
重点 听说技能的巩固、拓展；进一步巩固学习动词的过去式，如sing -sang，fly-flew，have-had等；用自然的语言语调和丰富的语言询问彼此周末的活动；
难点 能从听力材料中准确提取信息，听懂谈论“周末活动”的对话；正确运用一般过去时态进行实践性表达；
学情分析 学习了Section A后，学生掌握了一定的词汇量和语法，同时具有良好的学习习惯和方法，对实义动词和be动词的过去式形式的正确使用也很熟悉，所以本课时的学习不会有太大的困难，主要注意新增加的不规则动词的过去式，如sing -sang，fly-flew，have-had，swim-swam等的变化特点和它们的正确发音。为了突破本课时出现的新的动词短语，教师可设计更多有趣的任务，让学生有兴趣参与，反复巩固。1c的听力材料信息量较大，内容较丰富，中等偏下的学生在完成时可能会存在障碍，因此教师需根据自己学生的实际情况增加一些任务，给学生搭好脚手架，让所有学生都能突破难点，顺利完成任务。听力训练中还需重视训练学生的朗读技巧，放录音，让学生边听边模仿语音语调，特别提醒学生注意动词过去式的读音。在学生展示环节中，对学生的表现要做出积极而适当的评价。
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Step 1. Lead-in. Enjoy the chant and try to find out the verb phrases about the activities. Listen to the T’s introduction and learn some phrases about activities and time, such as sang and played the guitar, swam in a swimming pool, on Saturday morning, etc. Step 2. Pre-listening. Read the pictures and statements on Wechat and answer the questions. Sa: She did her homework and studied for the test. Sb: She felt a little tired. Play the game to test their memory. Observe the pictures and read the phrases. Match the activities with the pictures. And then draw a happy face or an unhappy face under each picture and talk about their reasons. Step 3. While-listening. Read and understand the instruction and questions. Listen to the conversation and fill in the chart. Report their answers. Sa: Sally stayed at home on Saturday. She was busy. Sb: On Saturday morning, Jim sang and played the guitar. He felt relaxed. Listen again and fill in the blanks in the conversation and short passage. Read them aloud to check the answers. Step 4. Post-listening. Retelling. Introduce Sally’s and Jim’s weekend life according to the pictures and time. Role-play. Work with their partners and talk about Sally’s and Jim’s weekend activities and then about their own weekend. Sa: Did Sally go out on Saturday Sb: No, she didn’t. She did her homework and studied for a test. Sb: He went to ... Sc: Did you do anything interesting last weekend Sd: Not really, but I visited my sister. Step 5. Conclusion. Have a summary of what they have learned with the help of T. Play a video and let Ss chant together. T: What did it do yesterday Show pictures and introduce what the T did last week. Show a picture of Memories on Wechat and ask Ss some questions. T: What did she do last weekend T: How was her last weekend Play a memory game with Ss. Ask some questions beginning with “who” and “did”. Show the pictures in 1a and make sure Ss can read the phrases aloud. T: Here are some things that Sally and Jim did yesterday. T: Do you think the activities in 1a are fun T: What did Sally and Jim do last weekend Play the recording. For the first time, let Ss write down the phrases about activities. T: When did they do it How was their last weekend For the second time, let Ss record the time and feelings. For the third time, let Ss complete the conversation. For the fourth time, let Ss complete the short passage. Provide some pictures and time and let Ss retell the students’ weekend activities. Ask Ss to work in pairs and make conversations about Sally’s and Jim’s weekend activities. Offer some sentence structures to help them. Two minutes later, invite some pairs to show their conversations. T: What did you do last weekend Share it with your partners. Provide some questions for Ss to talk about their own school trips. Explain some language points and ask Ss to do some exercises. 用唱歌谣的形式和教师自我经验的介绍导入谈论过去活动的话题，并利用直观形象的图片引导学生巩固所学、学习新词，激发学生的学习兴趣。 创设刷微信朋友圈的真实生活场景，利用多张图片和发表意见、朋友评论，形象展示各种周末活动，引导学生学习更加丰富的动词短语和动词过去式形式，持续引发学生学习兴趣，为其创造更多说英语、用英语的展示交流机会，为下一步听说活动的开展做准备。 通过对每幅图的描述，引导学生由使用旧知识过渡到自主学习新知识，达到自然呈现的目的。1b使用评价性的语言，引导学生区分有趣和无趣的活动，学生通过练习能够完整地表达自己或他人的周末生活。 通过层层递进的听力活动，进行知识的理解巩固和听力策略的渗透。听力活动一、二通过表格形式引导学生捕捉记录关于活动、时间和感受的词汇信息；听力活动三、四分别通过对话填空和短文填空的形式引导学生获取更多细节并巩固语言基础，让学生在一次又一次的听力中分别侧重关注不同方面的细节，促进听力能力的提高和听力策略的形成。 通过复述对话内容，引导学生利用活动和时间的关键信息进行内容的复述，巩固目标语言，内化夯实基础。 从语用的角度出发，让学生在创设的真实语境中运用目标语言，从而感知英语学习的重要性及实用性。为其提供结构性问题，降低难度，照顾学困生。学生表演对话后，教师引导学生从完整性、流畅性、表演的自然程度、语音语调的准确性以及趣味性等多方面对对话进行评价。 总结提炼，自我反思。渗透情感教育，帮助学生树立自主规划生活的意识，努力使自己的生活变得丰富多彩有意义。
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Ⅰ. 单项选择。 ( )1. — ______ was your weekend, Annie — It was great. A. How B. What C. Where D.when ( )2. ______ most young children, computer games are very interesting. A. For B. Of C. About D.in ( )3. —Tim ______ the science test last weekend. What about you, Peter —I________English. A. studied; studied B. studied for; studied C. studied for; studied for ( )4. Peter and Tony visited their English teacher this morning, but Rosa ______. A. wasn’t B. doesn’t C. didn’t D.isn’t ( )5. What do those soccer players usually do ______ Sunday mornings A. in B. on C. at D.of ( )6. —Who ______ dinner yesterday evening in your family — My mother. She ______ dinner for us every day. A. cooks; cooks B. cooked; cooks C. cooked; cooked ( )7. Everyone_______the school trip last week. A. went B. enjoyed C. stayed D.took ( )8. Maria spent two hours ______ the piano last night. A. played B. to play C. playing D.plays Ⅱ. 句型转换。 1. Tom listened to CDs yesterday.(变否定句) Tom _________ ________to CDs yesterday. 2. Father slept all day last Monday.(改一般疑问句) _________father_________all day last Monday 3. I was very busy last week.(改否定句和一般疑问句) I________ very busy last week. ________you very busy last week 4. She took the wallet away from the table.(对划线部分提问) _______ _______she_______the wallet away from 5 .Last weekend she got up very early.(对划线部分提问) ______ ______she_______up very early Ⅲ. 动词填空。 1. Last summer my family and I_______(go) to the beach. 2. We_______(be ) in Dalian last year. 3. Ed________(be) always late for class last term. 4. Tom______ (see) many apples on the tree yesterday. 5. ______ they ______(take) any photos in 2003
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Unit 12 What did you do last weekend Section B (1a-1d)
作 业 设 计
Level A Do a survey among ten of your classmates about their favorite weekend activities. Draw a chart and write a short passage about your survey results and opinions.
Level B Write a short passage about Sally’s and Jim’s weekend activities based on activity 1c&1d.
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授课时间：2023年 月 日
课题 Unit 12 What did you do last weekend Section B (2a-2c) 班级 备课教师
课型 阅读课 课时 4
核心素养与思政渗透 本课时围绕“特别的旅行”的话题展开以读为主的语言实践活动，在谈论印度之行的情境下，引导学生正确使用一般过去时态和更丰富的动词短语和不规则动词的过去式形式，运用略读、寻读、构建思维导图等阅读策略对文本进行解读和尝试输出，帮助学生在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，激发其学生的学习主动性和学习兴趣，帮助其拓宽视野，初步了解印度的蛇文化，并增强自我保护的安全意识。
课标分析 新课标要求七年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能根据听到或读到的关键词对人物、地点、事件等进行推断；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能多角度、辩证地看待事物和分析问题；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在谈论印度之旅的语境中，正确理解和掌握课文中的新词汇，增加词汇量；正确使用一般过去时态和更丰富的动词短语和不规则动词的过去式形式，通过读、说、写等方式，理解文章主题，梳理文章内容，并运用略读、寻读、构建思维导图等阅读策略对文本进行解读；
文化意识 能够拓宽视野，初步了解印度的蛇文化，并增强自我保护的安全意识；
思维品质 能够在老师的帮助下，通过推理判断等活动，增进对语篇的理解和分析能力，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关特别的旅行的语篇，保持英语学习兴趣；通过阅读策略的感悟、体验和学习，增强阅读理解能力。
教材内容分析 本课以阅读活动为主，通过阅读进一步巩固所学语言，并从读的输入过渡到写的输出。2a是一个读前活动，学生通过该活动复习学过的动物名称和描述动物的形容词，激活学生与文章有关的背景知识，为后面的阅读做好准备；2b活动让学生读故事后回答问题，检测学生对关键信息的理解。通过这个在印度遭遇蛇的故事，进一步输入本单元的目标语言和动词的过去式形式，既巩固学生的语言基础，也让学生增长了知识，开阔了视野；2c是读后活动，目的是通过复述来实现语言输出。
重点 熟练掌握文章中出现的所有动词短语，熟练掌握动词过去式的写法；能借助不同的方式复述故事；
难点 通过读故事提炼出文章的结构（总分）、顺序（时间顺序）、内容（六要素：how, what, who, when, where, why）。
学情分析 本课时讲述了Lisa一家人过周末时在印度遭遇蛇的故事。故事情节有趣，能激起学生学习的兴趣，学生能够带着强烈的求知欲探索文章信息，在跌宕起伏的情节中自然学得语言。教师又通过提供给学生图片，借助图片信息帮助其更好地理解文章内容。此部分更强调语言的运用，更注意发展学生的理解能力和熟练运用语言的能力。虽然课文篇幅较长，但故事的顺序性、前后连贯性极强，学生学起来并不会感到很困难。教师应该设计有效的任务链，让学生轻松习得语言。
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设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Have a free talk with T. Step 2. Pre-reading. Look at the animals and try to describe them. Brainstorm some key words about a weekend to remember. Step 3. While-reading. Prediction. Observe the picture and guess the topic of the passage. Sa: It’s about an unforgettable experience about a snake at a weekend. Skimming. Read the passage quickly and fill in blanks. Scanning and order. Read the second paragraph and put the things they did on the first day in right order. After ordering, retell their experience on Day 1 in pairs. Sa: First, they took a long bus ride to a lake in the countryside. ... Scanning and answering. Read Para. 3 and try to find out the answers to the questions. Sa: When we looked out of our tent, we saw a big snake sleeping near the fire. Sb: She felt scared. Sc: They shouted to their parents to let them know about the danger. Sd: Her father jumped up and down in their tent. Learn about some language points. Step 4. Post-reading. Role-play. Work in groups of three and play the roles of Lisa’s father, sister and her. Then some groups act out in class. Learn about the knowledge about the snake culture in India and the first aid knowledge in the face of snakes. Work on 2c. Read the phrases aloud and put them in order according to the passage. Then use them to retell the story. Retelling. Try to fill in the blanks without looking at the books. Step 5. Conclusion. With the T’s help, sum up the structure and the order of the passage. Then do some exercises. T: Did you have any special trips in your life What happened T: Have you ever seen them in your trip Are you afraid of them Why？ Provide some animals for Ss to talk about unforgettable trips. Show the picture in 2b and let Ss predict what the passage is about. T: What happened to Lisa Offer some question words to guide Ss to catch the key information. Explain some language points, like finish high school, take sb. to..., etc. And do some exercises. Provide some pictures of activities and let Ss order them according to Para. 2. Explain some language points, like each other, etc. Ask Ss to read the third paragraph and ask some questions. T: What was the terrible surprise T: How did Lisa feel when she saw the snake T: What did Lisa and her sister do then T: What did their parents do Why did they do that Let Ss work with their group members to act out Lisa’s experience of meeting a snake. Provide some key words to help Ss and give comments after they act out. Add some background information about the snake culture in India and the first aid knowledge. Make sure Ss can understand the instruction. Invite two Ss to retell the story with the help of phrases and a mind map. Ask Ss to close their textbooks and complete the short passage. 利用自由谈论的形式，通过问题直入特别的旅行话题，激活学生的学习兴趣和相关背景知识，为下一环节做铺垫。 继续难忘旅行的话题，利用直观形象的动物图片引导学生发表自己看法，并通过头脑风暴思考难忘的原因，为接下来的语篇阅读增加背景知识，降低阅读难度。 渗透快速阅读策略：通过观察插图和语篇标题，猜测概括文章大意，明确语篇类型，培养学生的读前阅读技巧与阅读习惯，有助于学生更好地理解文章。 通过略读策略的指导和运用，培养学生快速把握主要内容的能力，利用where, when, who, what, how等疑问词引导学生准确把握记叙文的几要素，方便学生做进一步的思考和探讨。 通过扫读策略的指导和运用，培养学生精准搜索关键信息的能力，利用图片引导学生复述课文内容，在实践过程中内化所学语言。 将词汇教学融于对语篇的阅读过程中，避免脱离语境教授单词的现象，帮助学生更好地理解和记忆。 通过问题链引导学生与文本对话，与作者对话，通过进一步的思考，加深对语篇内容的深层理解和细节挖掘，并鼓励学生根据所获取的信息进行口头表达，促进其逻辑性、辩证性思维的发展。 通过角色扮演，进行情景再现，引导学生在“身临其境”中内化语言，增加体验感和学习乐趣。 通过拓展“Snakes and India”，让学生初步了解印度的蛇文化，促进跨文化意识的提升，并增加一些急救常识。 利用关键词汇和思维导图的提示，引导学生基于阅读语篇所获得的信息，针对语篇内容进行复述和改编，实现知识的有效内化迁移，增强合作精神。 总结提炼，反思检测。
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一、用下列动词的适当形式填空。 1. A: Did you _________ (had) noodles for breakfast yesterday B: No, I _________. I _________ (get) up late. I just _________ (drink) a cup of coffee. But I _____ (eat) a lot for lunch. 2. A: I _________ (go) to a movie last weekend. How about you B: I _________ (not do) my homework. I _________ (visit) my grandma. 3. A: What did you do yesterday B: Yesterday, we _________ (play) basketball on the playground. We _________ (be) very happy. 4. A: When _________ Mr Green usually _________ (do) some reading B: He _________(do) some reading in the morning. 5. His teacher ________ (go) to work on foot every day. 6. Would you like ________ (play) tennis with us 7. It was sunny and hot yesterday. We went to the park and _______ (fly) kites. 二、用所给动词的恰当形式填空。 1．What about ________ (eat) something, Jenny 2．Look! Dave and Mary ___________ (dance). 3．Our teacher often ________ (reach) school early in the morning. 4．_______ (be) there a hotel near here last year 5．He _________ (not do) his homework last night. 6．We _________ (go) to the beach last summer vacation. 7．My brother ____________ (take) a shower now. 8．Tony ______ (be) born in 1989. 9．My mother ___________ (not leave ) the shop. 10．Let me tell you how ________ (use) the radio. 11．On my way home, I saw a girl _______ (cry) in the corner. 三、翻译下列句子。 1.我太害怕了而无法动。 I’m _____ scared______I couldn’t move. 2.对我们而言，学好英语是重要的。 It’s _______ _____ ____ _____study English. 3. 我向窗外望去，看见一些男孩在打篮球。 I_______ _______ ________the window and saw some boys ______ ______. 4. 作为学生，我必须努力学习 . ______ _____ ______ , I must work hard.
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 12 What did you do last weekend Section B (2a-2c)
作 业 设 计
Level A Write a short passage to introduce your most unforgettable trip with a picture.
Level B Draw a mind map about the passage.
教 学 反 思
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