以下是威廉希尔app 为您推荐的新目标七年级英语下册全册Unit 9: How was your weekend?英文教案，希望本篇文章对您学习有所帮助。

新目标七年级英语下册全册Unit 9: How was your weekend?英文教案

Language goal

In this unit, students learn to talk about recent past events.

New language

What did you do over the weekend? I cleaned my room.

What did she do over the weekend? She did her homework.

What did he do over the weekend? He went to the movies.

What did they do over the weekend?' They played tennis.

Section A

Additional materials to bring to class:

wall calendar

newspaper and magazine pictures for Follow-up activity 1

blank cards and markers for Follow-up activity 2

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,

Ask students, What did you do over the weekend9 Accept one-word answers and rephrase these answers in complete sentences. For example, if you ask, What did you do over the weekend? and a student says. The beach, rephrase it by saying, Oh, you went to the beach over the weekend.

Ask several different students and help these students say complete answers.

1 a 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:went to the movies, played soccer, went to the beach,did homework, played tennis and cleaned my room.

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.

1 b 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 tennis, or Lucy played tennis.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 tennis; on Saturday morning.

Correct the answers.

1 c 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,

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

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.

2b This activity provides listening practice using the target language.

Call attention to the pictures of Carol, Ben, and Emma 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 aid over the weekend. Write C for Carol, B for Ben or E for Emma 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.

2c This activity provides guided oral and writing practice using the target language.

Call attention to the dialogue and the list of activities in the box. Explain that students have to complete the dialogue using the activities words in the box.

Students do the activity in pairs. When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class.

3a This activity provides reading practice using the target language.

Point to the three scenes in the picture. Ask students to describe what the person in each scene did. (Picture 1 shows: She went to the beach. Picture 2 shows: He did his homework and watched TV Picture 3 shows: She cleaned her room and studied for the math test.)

After that, read the three dialogues with a student.The second part of each dialogue is incomplete.

Say, The rest of the sentences are listed above the picture. Read them to the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations.

Correct the answers.

3b This activity provides guided oral practice using the target language.

Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class.

Say, Now practice asking and answering questions like this about what the people in the pictures did over the weekend. Practice in pairs. Use the dialogue as an example.

Help students find partners. Then say, First read the dialogue together. Both students read both parts. Then make your own dialogues like that one. Tell what the people in activity 3a did over the weekend.

Here is a sample dialogue:

A: How was Sarah's weekend?

B: It wasn't very good. She cleaned her room and studied for the math test.

Ask pairs of students to present their dialogues to the class.

4 This activity provides oral practice using die target language.

Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, and a picture of a tennis racket. Point to the picture of the Ty and ask a student to make a sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the -ed in watched and played and remind students to use the past tense.

Now ask students to priictice the activity in groups of four. Each students draws two diings she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each other's pictures in past tense. Walk around the class offering assistance where necessary.

Ask a student to draw two pictures about his or her last weekend on the bonrd. Class members guess the correct past tense sentences. Then write wh- words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. Who did you play tennis with9

Section B

New language

I played the guitar

I studied geography.

I went to the library.

1 a This activity introduces more key vocabulary.

Call attention to the pictures. Ask students to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they can't describe. For example, I played the guitar.

Then point to the numbered activities described in the list. Name the activities and ask students to repeat each one,

After that, ask students to match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.

Check the answers

1 b This activity provides reading practice using the target language.

Draw pictures of the happy face and unhappy face on the board. Write the word VMM under the happy face and the words not fun under the unhappy face.

Ask students to name some activities they think are fun and some that are not fun. For example, a student might say doing homework or cleaning my room are not fun.

Point out the happy face under the pictures in la.Say, He played the guitar. It was fun. The happy face shows it was fun.Say, A'oic draw a happy face or an unhappy face for letters a, c, and a,

Correct the answers.

2a This activity provides listening and writing practice using the target language.

Call attention to the names Jim and Sally and the write-on lines under each name.

Say, Now you are going to hear a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write what each person did.

Play the recording the first time. Students only listen.

Point out the sample answer, cleaned her room.

Play the recording again. Ask students to HU in the phrases telling what each person did. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.

2b This activity provides guided oral practice using the target language.

Call attention to the example in speech bubbles.Ask a pair of students to read the dialogue to the class.

Say, Now practice talking about what Jim and Sally did over the weekend. Practice in pairs- Use the dialogue as an example.

Help students find partners. Then say. First read the dialogue together. Read both parts. Then make your own dialogues like that one. Tell what Sally and Jim did over the weekend.

As students practice, move around the room monitoring progress.

Ask pairs of students to present their dialogues to the class.

2c This activity provides open-ended oral practice using the target language.

Point out the example in speech bubbles. Ask two students to read the dialogue to the class.

With a student, say a conversation about what you did over the weekend. You may wish to write two or three activities on the board for students to use in their conversations.

Help students find partners. As they practice their conversations, move around the room monitoring progress and giving language support as needed.

Ask some pairs to present their real-life conversations to the class.

3a This activity provides reading practice using the target language.

Read the article to the class or have a student do it.

Some students may not recognize the words shopping,mixture, and relatives. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning.

Read the instructions. Point out the circle around the word circle and the underlining under the word underline.Expand on the instructions saying, Circle the things that you like. the things that arc fun. Underline the things that you don't like, the things that are not fun.

Review the answers. Students may have different answers for some items- For example, went to the library may be fan for some students and not fun for others.

3b Tlus activity provides guided writing practice using the target language.

Point out the numbered blanks in the paragraph.Say, Write a suitable phrase in each blank. Remember to put the verb in the past tense. Point out that students can look at the pictures below the passage for ideas.

Call attention to the sample answer. Ask a student to read the sentence to the class,

Ask students to complete the activity individually.

Check the answers.

3c This activity provides writing practice using the target language.

Before they start writing, suggest that students list the things they did. Ask students to name several ihi; ;as they did over the weekend. Write the list on the board using past tense verbs.

Ask a student to follow these notes and say what he or she did over the weekend. When the student is finished say. Now write the words you just said.

As students work, move around the room monitoring progress and answering any questions students may have.

Ask the students who finish first to write their sentences on the board. Check the sentences and make necessary corrections- Other students may use these sentences as they complete their own work,

4 This activity provides writing and oral practice using the target language.

Ask the class to give you the names of some famous people. They can be .sports stars, musicians, artists, politicians, etc.). Write them on the board- Then choose one of the people on the board and a.sk the students to imagine what that person did over the last weekend. Elicit three past tense sentences from the class and write them on the board.

Ask students to look at the instruction. Explain that students must choose a famous person and write three things that famous person did over the weekend. Ask students to look at the example and guess who the person is (it should be a famous pop star, one that has an interesting hair color.).

Divide students into pairs to do the activity. As students work, move around the room monitoring progress and making notes of common language problems. Have some students tell the class who their partners are and what their famous partners did over the weekend.

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