【正文】 去問Let’s me you play football last weekend?引導學生回答，Yes ,I did./ No,I didn’t5．同桌用課本配圖進行意義操練。(設計意圖：利用聽力活動進一步熟悉本單元新詞，并引入新句型What did you do last weekend?降低了難度，讓學生更容易接受。（設計意圖：通過游戲的方式復習所學過的內(nèi)容，活躍課堂氣氛，讓學生更有興趣參與，提高學生的主動性。對本主備稿的評價教 學 過 程 二次備課（一）、Preparation快舉快讀游戲，復習動詞的原形和過去式，如watch TV watched TV wash the clothes washed the clothes一個比劃一個猜。教具準備教師準備若干張圖片。3．能夠正確運用重點句型進行對話，完成Let’s find out部分的游戲。）（五）、Progress總結規(guī)則動詞過去式詞尾的讀音：(1)．在濁輔音和元音后面發(fā)/d/(2)．在清輔音后面發(fā)/t/(3)．在/t/,/d/音后面發(fā)/id/2．完成配套練習上的練習。完成后請幾位同學上臺講解自己組內(nèi)同學的上周末活動情況。2．接龍問答游戲T: What did you do last weekend ?S1:I watched about ?S2:I played about ?S3:………….黑板上畫一棵大蘋果樹，每個蘋果上都有一個過去單詞，在樹下放三個筐，每個筐上標上[t],[d],[id],讓學生按正確發(fā)音把蘋果放入筐里。，打開課本跟讀短語，學生小組內(nèi)相互指讀短語。T: Now I know what you do on the what I usually do on the weekend?學生猜出后，T:I usually clean the room on the weekend I cleaned the room the room 和cleaned the room.(設計意圖：由clean the room 到cleaned the room 符合認知規(guī)律，讓學生自己從幾個詞組中找出發(fā)音規(guī)律，這樣更容易記憶。Let’s startT: What do you usually do on the weekend? 幫助學生回憶學過的動詞短語,并引導學生回答，如：I usually play football.(設計意圖：通過簡短交流，讓學生回憶周末所做的活動，既復習了以前的單詞，又為學習這些單詞的過去式做了鋪墊。教具準備 。(2)聽懂會說句子:What did you do last weekend ? 并能在實際情景中靈活用。，并能做到經(jīng)常關心別人。： What did you do last weekend ? 并能做出正確的回答。Step 4 Post—reading(閱讀后活動)Retell the 、說、讀、寫，對所學語言進行重組和創(chuàng)造，以促進語言活動中多維能力的發(fā)展。在閱讀前，創(chuàng)設一系列情景突破文中的難點句子：We read funny tongue twisters my kite flew into the was very grateful to 3 Inreading（閱讀中活動）(1)General reading 略讀T： Today Zhang Peng walked to Mike’s home, What did they do? Where did Zhang Peng go? Do you want to know? Now open your books and turn to page the passage quickly and silently, then answer my questions: they read tongue twisters together? Mike fly kites? the dog jump into the river? Check up the answers.(2)Detailed reading 細讀T：This time read the passage carefully and answer my you have something difficult, you can circle can talk about in your did they do together? did Zhang Peng go? returned the kite to Zhang Peng? Check up the : Do you have any questions? Ss: Yes/No.（歸納總結過去式的變化規(guī)則。3）Teach: I was very grateful to ：―At that time, A dog saw the did the dog do ? Guess.‖ 教師引導學生回答：―He jumped into the lake and swam to minutes later, he returned the kite to was very grateful to ，并讓學生由集體到部分再到個別輪流讀此句。教師繼續(xù)說：―I flew kites last was that? Guess.‖ 教師引導學生回答：―Suddenly my kite flew into the ，并讓學生由集體到部分再到個別輪流讀此句。2）Teach : Suddenly my kite flew into the lake.（教師拿出風箏，一邊做放風箏的動作一邊問：）―What am I doing?‖學生回答：― You are flying kites.‖ 教師繼續(xù)說：―Yes, and I like flying kites very what I did last weekend.‖ 學生猜到是―fly kites‖ 時，教師引導學生回答： I flew kites last ―flew‖ 并領讀。接著教師提問：―What did we do?‖ 幫助學生回答：― We read funny tongue twisters together.‖教師邊板書邊領讀，并讓學生由集體到部分再到個別輪流讀此句。）教師說：Let’s read some Tongue twisters together。教學過程Step 1 Preparation（準備活動）(1)Let’s chant.（讓學生齊唱3單元Let’s chant部分的歌謠）用Let’s chant既復習了所學的動詞過去式，又激發(fā)了學生的學習興趣?！痵 read部分的短文。板書設計： Unit 3 Part B Let’s talkseesaw Did you read books？Yes, I did./No, I didn’t第六課時教學內(nèi)容 Part B Let’s read教學目標 1． 能夠聽、說、認讀Let’s read 部分的短文并完成文后的練習。完成配套內(nèi)容。本環(huán)節(jié)主要是語言的輸出，引導學生運用本課所學句型表達自己的想法，將本課所學內(nèi)容運用到實際，培養(yǎng)學生運用語言運用能力。(2)同桌互相調(diào)查。Step 4 Production ’s find out(1)師生示范 T: Did you go swimming/…on the weekend?學生根據(jù)實際情況回答Yes, I did./ No, I didn’t，并在表格中劃V或X。3． 把對話中的人物換成其他三幅圖中的人物，讓學生編出自己的新對話。Step 3 Practice 1． 讓學生分角色朗讀對話。找學生當小老師領讀。然后找學生回答問題。然后教師核對答案。找?guī)捉M學生對話。然后說I saw the full moon, was ’s watch ’s chant you go to the park? Yes, I went to the you go at night? Yes, I went at you see the full moon? Yes, I saw the full you go last night? No, I went in a guessing game T: Ask: What did I do yesterday ? Guess!S: Did you…? T: Yes, I did./ No, I didn’: What did …do yesterday ? S: Did you …? S1。然后將全班學生分成兩部分練習Did you…? Yes, I , I didn’’s chant教師問：Boys and girls, Did you go to a park yesterday? 引導學生根據(jù)實際情況回答。然后將句子Did you read books?中的read 劃出。SA: watch TV SB: watched TV SA: go to a park SB: went to a park SA: go swimming SB: went swimming SA: read a book SB: read a book SA: go fishing SB: went fishing SA: go hiking SB: went hiking 通過教師和學生的交流，復習所學過的動詞過去式和句型，為新課學習做好鋪墊。、磁帶。教學重難點 、說、讀、寫句型：Did you read books? Yes, I , I didn’?！痵 try部分的聽力練習。（1）完成活動手冊相應內(nèi)容。.（1）聽錄音，跟讀，教師領讀，學生小組內(nèi)互讀短語（通過這個環(huán)節(jié)讓學生準確掌握所學新單詞的發(fā)音）（2）。教學 過 程 1)Freetalk: T: What day is today? A: Today is…T: What day was yesterday?(強調(diào) yesterday)B: Yesterday/ It was… T: What did you do yesterday? C: I(did)…yesterday.(用前幾課時已經(jīng)學的詞組)2)Chaindrill: C: I(did)… did you do yesterday? D: I(did)… did you do yesterday? E, F…(ask the teacher)T: I went to a park （1）繼續(xù)Chaindrill,由教師引出并出示新授詞組:went hiking.（2）學生已經(jīng)了解了go的過去式后, 教師邊用I went(這個動詞用動作表示),: went swimming, went fishing.（3）同樣的方式，教師引出新授詞組 read a book。 Read the story time and answer ―What did Zoom do last weekend?板書設計：Unit3 A Let’s read…was busy last did you do last weekend?I watched TV….第四課時教學內(nèi)容 Part B Let’s learn教學目標 1．能夠聽、說、讀、寫短語：went to a park, went swimming, read a book, went fishing, went hiking。Do you have any questions？If you have，pleas 、(1)Listen to the tape and read after it.(2)Read in groups（四）Postreading What did you do last weekend?Please write a passage about your was busy last Saturday Saturday the afternoon.(五)Progress ：今天我們學習了如何描述自己的周末活動，及如何詢問別人的周末活動。(1)Read again and finish the sentences of the book.(2)Point student answer the questions and 、(1)Please read the passage again and finish the form:再次展示小黑板并拿出下發(fā)的調(diào)查表Wu Yifan’s weekend Saturday morning Saturday evening Sunday morning Sunday afternoon（2）看著調(diào)查表回答What did Wu Yifan do last weekend?完成課本上的第二個問題。（三）、Inreading(1)Do you want to know what Wu Yifan did last weekend?展示小黑板Let’s read the passage and tick or cross: Wu Yifan was busy last weekend.()Last Sunday was Wu Yifan’s grandma’s birthday.()讓學生帶著簡單的問題首次閱讀短文，增加學生再次閱讀的興趣。生邊答，師邊板書。（二）：Prereading再詢問兩個學生，達到鞏固…was busy last 。其他地方跟回答第二人稱時沒有變化）設計意圖：通過轉述他人的活動，讓學生學會如何表達第三人稱活動形式。教具準備教師準備一臺錄音機和相關錄音帶。教學重難點理解短文內(nèi)容，能模仿短文描述自己或他人的周末生活。并能模仿短文描述自己或他人的周末生活。如：Zhang Peng listened to