清華附中 周喆

　　● 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). 過去時(shí)無人稱和數(shù)的變化。

　　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 (調(diào)查匯報(bào)上個(gè)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

　　教案點(diǎn)評：

　　此案例包括本單元四課時(shí)的教學(xué)設(shè)計(jì)，結(jié)合任務(wù)型的教學(xué)模式，在每課時(shí)都適當(dāng)設(shè)計(jì)了學(xué)生的調(diào)查活動。本單元學(xué)習(xí)一個(gè)重點(diǎn)語法現(xiàn)象：一般過去時(shí)，本設(shè)計(jì)先展示各種活動，讓學(xué)生感知這種語法現(xiàn)象，然后在情景交際中反復(fù)運(yùn)用，并通過學(xué)生的相互調(diào)查活動反復(fù)操練，最終通過寫報(bào)告，落實(shí)到筆頭訓(xùn)練，使學(xué)生掌握本單元目標(biāo)語言點(diǎn)的運(yùn)用。