英语人教版九年级全册Period 1 (Section A 1a-2d).doc

Unit 12 What did you do last weekend?Period 1 (Section A 1a-2d)一、教学目标： 1. 语言知识目标：1)掌握以下单词及词组： camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late.能掌握以下句型：Where did you do last weekend, Lucy?I went to summer camp. How was your weekend? Pretty good, thanks I worked as a guide at the Natural History Museum. How interesting! 2) 能了解以下语法：learn to talk about recent past events.2. 情感态度价值观目标1.帮助学生树立合作学习观点。2.讲述美好的周末，树立学生享受生活，热爱美好的大自然情感。二、教学重难点1. 教学重点：1) Key vocabulary.2) Talk about recent past events2. 教学难点：1) Talk about recent past events2) Practice students listening, speaking, reading and writing skills.三、教学过程. Warming-up and revision Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as, cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity.). 1a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.Check the answers. ListeningWork on 1b This activity gives students practice in understanding the target language in spoken conversation.Point to the activities in the picture in activity la. Ask students to tell what the person did in each picture. For example, She played badminton, or Lucy went to the cinema. Play the recording the first time. Students only listen.Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing badminton; on Saturday morning.Correct the answers. Pair-workWork on 1c This activity provides guided oral practice using the target language.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend. Talk about the activities in the picture.Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,. Listening Work on 2a: This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the five sentences and ask a student to read these sentences to the class.Say, You will hear recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.Correct the answers.1grandma 2 homework 3 English 4 farm 5 cows. Listening Work on 2b: This activity provides listening practice using the target language.Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name.Say, Now I will play the recording again. Listen to the students talking about what they did over the weekend. Write C for Carol, B for B Becky or J for Jack next to each statement in activity 2a. The first one has been done for you.Play the recording the first time. Students only listen.Point out the sample answer, S, in statement 1. Say, Sonia visited her grandmother.Play the recording again. Ask students to write a letter in front of each statement to show what each person did.Check the answers. B B C J J. Pair work Ask and answer in pairs.Point to the example conversation. Ask two students to read the dialogue to the class. Say, Now work with a partner. Student A, ask questions about what, who or where , Student B answers. Students work in pairs. Role-play the conversation. 1. Ask Ss to look at conversation in 2d. Then Ss read the dialogue by themselves and find the answer to these questions: What did Lisa do on her weekend? What did Paul do on his weekend? 2. Ss work in pairs and role-play the conversations. 3. Have several pairs perform their conversations for the rest of the class. Language points1. camp在此处作不及物动词，意为“扎营；搭帐篷”。固定搭配：go camping去野营；camp out野营。e.g. The hunters camped near the river.猎人们在河边宿营。e.g. We go camping every summer.我们每个夏天都去野营。 拓展camp还可以作名词，意为“野营；营地”。e.g. They went back to their camp.他们返回营地了。2. sheep是可数名词，意为“羊；绵羊”，其单复数同形。当它作主语时，谓语动词的形式要根据它在句中的意义来确定。在此处，sheep是复数。e.g. There is no cat here, but there is a little sheep.这儿没有一只猫，但有一只绵羊。e.g. There are some sheep on the farm.农场上有很多绵羊。 拓展在英语中，与sheep类似的单复同形的名词还有：fish（鱼），deer（鹿），Chinese（中国人），Japanese（日本人）等。3. as在此处作介词，意为“作为”。e.g. As his best friend, I must help him.作为他最好的朋友，我必须帮助他。 拓展a) as还可以作副词，意为“同样地；一样地”。e.g. She has a lot of money. I have as much.她有很多钱，我也有那么多。b) as还可以作连词，意为“像一样（表比较）；如同，按照（表方式）；当时候（表时间）”。e.g. Do as I say.照我说的做。e.g. She sang as she worked.她一边唱歌一边工作。4. How interesting! 多有趣啊！ 该句是一个由how引导的感叹句，句型结构为：How+形容词/副词+（主语+谓语）！其中，how作状语，修饰形容词、副词或句子。在口语中，通常可将主语、谓语或其它句子成分省略。e.g. How beauti