第三册unit（精选8篇）

第三册unit（精选8篇）

1.第三册unit 篇一

　　一、教材分析：

　　1、教材的地位及作用：

　　第二册第五单元第二节课，本单元围绕做“比较”( Makingcomparison) 这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点，表示数量的some,few的比较。通过学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过some,few比较等级在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。

　　2、教学目标 ：（知识目标、能力目标、德育目标）

　　知识目标：

　　(1)学习、掌握some,few的比较等级；

　　(2)学习单词strong。

　　能力目标：提高学生听、说、读、写及知识自学的综合能力。

　　德育目标：教育学生热爱劳动。不劳无获(No pains,no gains)。

　　确立教学目标 的依据：

　　根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

　　3、重点与难点：

　　重点：学习表示数量some, a few的比较等级。

　　难点：some, a few的比较等级在实际生活中的应用。

　　确立重点与难点的依据：

　　根据教学大纲的要求，及本课在教材中所处的地位和作用。

　　二、教材处理：

　　根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到农场里。同时激发学生学习兴趣，使学生在参与农场的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。

　　三、教学方法：

　　通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。

　　四、教学手段：

　　主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程 。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

　　五、教学程序：

　　1、新课导入  

　　为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜测要去哪里？当学生猜出去农场时， 我们便“上车”， 一路欢歌(PickingApples)去农场。随着“嘎”的刹车声，电脑打出农场全景， 给学生一种身临其境的感觉，导入  正课。

　　2、新课的讲解

　　本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在农场里劳动为主线，通过树上结多少苹果，学生摘多少苹果，卡车运多少苹果筐，以及劳动后学生吃多少苹果的比较，将some,few的比较等级在一系列既关联又相对独立的语境中详细讲解，反复演练，使学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。

　　3、反复操练和巩固应用

　　为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。

　　4、反馈练习

　　本课的又一次高潮是将游戏与练习有机结合，融为一体。设计下棋游戏，棋盘为20个格，每格均为在苹果园里劳动的情景，并配有本课的重点－－比较等级的练习题。棋盘的上一男一女分别代表男生和女生两大组，值得一提的是决定男女生在棋盘上走几步的转盘，是用本课重点词汇fewest,fewer,a few,some,more和most组成，使学生在玩中进一步体会数量some,a few的比较等级的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。

　　5、归纳总结

　　本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动力听的节奏。进一步巩固，加强对本课内容的理解和运用。

　　6、展示板书

　　Unit 5 Lesson 18

　　Kate some apples.

　　Jim has more apples than Kate.

　　Meimei the most of all.

　　The first truck a few baskets.

　　The second one is carrying fewer tham the first.

　　The third one the fewest of all.

　　本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

　　由于缺少经验，在教学过程 中难免会出现不足，敬请各位老师不吝赐教。

2.第三册unit 篇二

　　教学目标： 

　　1、知识与技能目标：能听、说、读新授单词: baseball player，driver, farmer, doctor, nurse；能综合运用句型：what’s he ? he is a ….he is ….he likes….

　　2、情感态度：培养学生从小树立远大理想的情感。

　　3、文化目标：了解多种职业的特征。

　　教学重点：掌握5个单词的读音。

　　教学难点：掌握句型：what’s he ? he is a …..he likes ….

　　课前准备：课件、职业道具。

　　教学过程：

　　一、 热身（warm-up）

　　listen and do

　　t: walk/jump/run/swim/play ping pong/ play basketball/play volleyball…

　　s: do the action

　　二、导入（lead in）

　　t: drive the bus/drive the jeep/drive the car(展示课件：a picture of a driver driving a car and the word‘drive’)

　　三、呈现和过程

　　（一）driver

　　t: drive a car ,drive a car, he is a driver.( 课件展示：the word ‘driver’ and the sentence ‘he is a driver’.)

　　s: driver ,driver, he is a driver.

　　t: can you guess what color cars does the driver like?

　　s: he likes ….( 教师引导)

　　（二）farmer

　　t: let’s drive the car to the farm.(课件展示：a picture of a farm on which a farmer and the word: farm) what’s he ? →farmer

　　s: farmer, farmer, he is a farmer.

　　t: guess, what’s the farmer’s hobby?

　　s: he is a farmer. he likes …(课件展示：‘he is a farmer. he likes play balls.’)

　　(三) what’s he ? /baseball player

　　t: what kinds of balls do you like?

　　s: i like…

　　t: the farmer likes playing many kinds of balls. look!（课件展示：basketball yao ming→ basketball player；ping pong kong linghui→ ping pong player 并备有图片）

　　t: what is he?

　　s: he is yao ming(kong linghui). yao ming(kong linghui) is a basketball player(ping pong player).

　　t: (课件： baseball player ) what is he?

　　s: player, player, a baseball player

　　t: (t shows a toy baseball stick) i’m a baseball player.(t pass it to s1)

　　s1: i’m a baseball player.(接龙操练：s1→s2→s3…→sn)

　　(四) doctor

　　t:(课件展示: a picture of a doctor)what’s he ? →doctor

　　s: dctor,doctor,he is a doctor.

　　t: i don’t like doctors. what about you ?

　　s1:i like/don’t like doctors.

　　（五） nurse

　　t: (shows some tools .e.g. 听诊器、护士帽.s1给s2戴上听诊器)

　　s1:what’s he /she?

　　s3: he/she is a …t:（shows a nurse cap and put it on a girl’s head）what’s she ? →nurse

　　s: nurse, nurse, she is a nurse.

　　t: i like nurse1.she is kind.

　　四、巩固和延伸

　　（一）复习单词（review the words）

　　(1)read all the words

　　(2) listen and do

　　t: act like a driver/farmer… ss do action

　　(3)let ss open the books and read “let’s learn” and practice “let’s do “

　　(4) s: practice ‘ let’s do’.

　　(二)、评选你最喜欢的职业人物：

　　每小组推荐一名优秀的职业人物代表，由小组内成员介绍，每人介绍一至二句。要求用上以下句型：

　　what’s he?

　　he is a …(职业）

　　he is …(特征）

　　he likes…（爱好）

　　（三）、作业（homework）

　　搜集其他职业的英语表达方法

3.第三册unit 篇三

　　本课是广州市小学英语第三册Unit10LookattheRainbow的第一课时，学生在二年级时已学过部分颜色方面的单词和Whatcolorisit?句型。本节课的教学内容是通过俩俩对话和开展游戏等活动，激活学生旧有的知识，通过对唤起对旧知识的回忆同时巩固和掌握新的单词和句型，并能够通过扩展阅读提高听说能力和用英语进行交际的能力。

　　本节课在训练学生学会认读单词和句子方面设计了多种活动形式，如在黑板上贴上了颜色卡片，并在卡片上展示单词，同时在黑板上板书单词，并引导学生通过拼读单词来认住单词的义形，同时由全班读单词，每组派一位同学拍打单词和唱颜色的歌来巩固所学的单词。

　　本节课的败笔有几点：

　　1.内容太多，学生无法接受。

　　2.新授句型时没有设计合适的情景去呈现句型。

　　3.教学中教师表达不明确，学生对句型的语义不理解。

　　如果再教本节课的话，本节课会在巩固颜色单词之余，只教授Whatcolourisit?It’s…通过教师问学生答，学生问教师答，并设计情景来充分训练此句型。

4.第三册unit 篇四

　　一.教学目标 ：

　　谈论自己的喜好；

　　询问他人的喜好；

　　能够谈论喜爱某种动物的理由；

　　做出自己的行动计划。

　　二.教学向导

　　语言目标

　　学习策略与思维技巧

　　重点词汇

　　使用like的一般现在时句型

　　使用like的一般现在时的疑问句，并做出肯定和否定的回答。

　　使用what 和like的特殊疑问句

　　名词的单复数的使用

　　通过讨论，做出推理与判断，培养综合分析能力

　　tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe,

　　smart, cute, ugly, intelligent, friendly, beautiful, shy, kind of, very, Africa, China

　　语言结构

　　语言功能

　　跨学科学习

　　Present tense to like

　　Yes/No questions and short answers

　　And/but

　　Adjectives of quality

　　Why do you like koala bears?

　　讨论喜好

　　陈述理由

　　文学：鼓励学生创作，根据自己调查的资料和感受写出对保护动物的理解

　　三.重点句型

　　Why do you want to see the pandas?

　　Because they’re cute.

　　Why does he like the koala bears?

　　Because they are kind of interesting.

　　What animals do you like?

　　I like penguins. They are cute.

　　What other animals do you like?

　　I like dogs, too.

　　Where are lions from?

　　They are from Africa.

　　四.教学步骤 ：

　　Step 1: Lead-in

　　Show parts of animal’s bodies by slide show, let students guess what animals they are.

　　Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.

　　Step 2: Task one: make a survey: what animals do your group mates want to see?

　　Listen to the tape and finish Section A, 2a and 2b;

　　Ask group mates what animals they want to see in a zoo, fill in the chart as below:

　　Name

　　Favorite animals

　　Why

　　Lucy

　　Pandas, monkeys

　　cute and friendly; smart and naughty

　　Presentation: show their pair work

　　report: Lucy wants to see pandas. She thinks pandas are very cute and friendly…

　　Step 3: Task two: make decision what animals your group wants to see in a zoo.

　　1. choose the most popular three animals in one’s group;

　　2. listen to the tape, finish Section B, 2a and 2b;

　　3. make a plan when you go to a zoo with your group mates.

　　Give a dialogue sample:

　　Boy: Where do you want to go now?

　　Girl: Let’s see the elephants.

　　B: The elephants? Why do you like elephants?

　　G: Oh, they’re interesting. And they are really intelligent.

　　B: Yes, but they are ugly, too.

　　G: Oh, Tony! So, where do you want to go?

　　B: Let’s see the pandas. They are kind of cute.

　　G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?

　　B: They’re over there on the left, just across from the koala bears.

　　Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zoo and state your reasons.

　　Group work:

　　1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)

　　2. mark the order your group see animals;

　　3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…

　　Step 5: Homework: Task:

　　If you have a wild animal zoo, what animals do you want to put in your zoo?

　　Draw a map of your zoo and state why you have these wild animals.

5.第三册unit 篇五

　　Step1 Warming-up

　　Sing and do the actions.(If you are happy…)

　　Step2 Revision

　　Revise some new words in Unit 5 using some sentences and phrases. Show one sentence to the class and ask them to translate it into Chinese. And then ask them to say a Chinese sentence like this.

　　Say, If you know , you can stand up directly and give me the answer. If you can answer the most questions, you will be the winner.

　　Step3 Practice

　　This activity provides guided oral practice using the target language.

　　Show some pictures and get the students to work in pairs. One student asks and the other describes what the person in each picture did using the target language (What did he/she/they do over the weekend? He/She/They ... ) as an example. Say, Remember to put the verbs in the past tense. After finishing this, Say, You did a good job. Now do you find out the rule of the past forms? Would you like to have a try? OK, let's have a try!

　　Step 4 Practice

　　Let them fill in the chart and ask them to have a summary. Pay attention to the differences and similarities and then review irregular past forms. Show some verbs and then let them tell me the past forms and the past participle  according to the form of AAA/ABC / ABB. Say, read-read-read. Can you do it like this? The students finish the others. Then ask them to have a summary in each form.

　　Step 5 Exercises

　　Divide the students into four to do the activity.

　　Say ,There are four exercises and which one would you like to choose? I will give you two minutes to prepare in each team. If your team can't answer and the other team can help you. This team will lose one sticker. And the other team will get one sticker. Now let's begin. Team One, which one would you like to choose? And Team Two? And Team Three? What about you, Team Four?

　　If Team One choose Exercise Three, say, Team One, do you want to be a teacher? Imagine you are a good teacher, can you give us any questions about the three sentences? If you can give us the most questions, you will be the best teacher. A volunteer stands in front of the class and asks some students( including the students from the other teams) to answer his questions. (例1 请把这个句子变成一般疑问句 2 把这个句子变成否定句 3 划线提问last night...)Any other volunteers take turns to do like this. Then choose the best one and say congratulations to him/her.  The students who give the right answer can get a sticker.

　　If Team Two choose Exercise One, say, Please finish the exercise as soon as possible. If you finish , please hands up.

　　If Team Three choose Exercise Two, Say, Please finish the exercise ASSP, if you finish , put up your hands.  Pay attention to the differences between the past tense and the present tense.

　　If Team Four choose Exercise Three, say, first guess what he /she did and then go to interview your classmates ,please. This activity provides writing and oral practise using the target language. ( What did you do over the weekend? I went to a movie ...)

　　Say ,How many stickers do you get? Choose the winners.

　　Step 6 Task

　　Say, Ask some of your classmates about their weekend activities. Try to find out who had a great weekend. This activity will use the target language.

　　1 How was your weekend?

　　2 It was great/good/ok.

　　3 What did you do over the weekend?

　　4 I read a book/cleaned my room/went shopping/played basketball....

　　Ask pairs of students to present their dialogues to the class. Finally we will choose the student who had a great weekend.

　　Step 7 Task

　　Say, We have different weekends and weekdays. Sometimes it's great. Sometimes it's terrible. Now choose one of your weekdays and weekends and tell us your story. Show two reports to the students. The students can write their stories according to the two reports. Then ask some students to read to the class.

　　Step 8 Summary

　　Get the students to make some sentences with the past tense. Pay much attention to the adverbial modifier.

　　Step 9 Homework

　　Read the passage I give you.

6.第三册unit 篇六

　　（步骤一）复习

　　检查家庭作业 。

　　（步骤2）介绍新语言项目

　　把学生分为若干小组。把List at least five ways we can clean up our hometown..这菊花写在黑板上。给学生及分钟时间让他们在他们的小组里列出他们自己的净化他们家乡的方法。教师在教室里四处走动并给学生必要的帮助，确保每个学生都有发言的机会。鼓励学询问在他们讨论时需要用的词语。他们特可以使用汉英辞典。让几组学生和全班一起给出他们的答案。把学生的想法写在黑板上。

　　（步骤3）读，说

　　学生用书低11页第一部分。口语录音带第9课。合上书。把下列这个问题写在黑板上：What has the factory been doing?方录音杨学生汀病赵答案。核对答案。（It has been pouring waste water into the river near it.）教学生词pour, waste,dirty和词组be afraid of.把书打开。在访一边录音让学生听并让他们跟着重复。

　　和全班一起做练习死地9课怜惜1。

　　（步骤四）介绍信语言项目

　　收集一个学生的资料，斌感召下列方式在黑板上画一时间轴线：

　　rd

　　1988→→→1994→→→ 2000→→→now

　　born      started      3  year

　　primary     jr.middle

　　school      school

　　让学生两人一组就这些问题进行问答练习，并把他们同伴的经历画一时间轴线。

　　讨论那些他们的时间轴线写在黑板上的学生的情况。说He/She was born(fourteen) years ago.He/She started primary school(eight) years ago. He/She finished primary school just over(two)years ago.让个别学生用同样的方式谈论他们的同伴。

　　复习单词since和for:说He/She has been at this school since 2000.说Istarted at this school in 19(97). I’ve been here…(向学生打手是要他们完成这个句子)since19(97)/for(five)years.

　　谈论另外一个老师。在黑板上写下这位老师开始在这个学校教书的日期。这一次，把how long has (Miss Li)been at this school?这个文具介绍给学生。在这里使用现在完成实施用来表示动作的延续性，或者发生在过去而已含蓄到现在的状态。

　　（步骤5）问、答

　　学生用书第11页地2部分。让两个学生自愿模仿练习第一个对话。教学生词member,join,on(意思是about)和environment.接着让另外两个学生模仿练习第二个对话。让学生良人一组活动，用方框里的词语编写他们自己的对话。样机组学生和全班一起给出他们的对话。

　　（步骤6）练习册

　　做练习册第9课练习2和3。练习2营全班一起来完成。鼓励学生提问半晌其他学申个入药总是提问他们的同伴。如果时间允许，让几个学生谈一谈他们采访过的其中一个学生。提起学生注意，这个练习里的所有动词所表示的动作都能延续一段时间。

　　练习3可以单独完成。

　　家庭作业 ：

　　完成练习册里的练习。

　　把练习3写在练习本里。

7.第三册unit 篇七

　　我说课的内容时pep小学英语三年级下学期unit 4 part b的第三课，包括 let's say和let’s do两部分

　　一、 教材分

　　1.教学内容

　　本单元继续字母教学，学习字母rr, ss, tt,以及以这些字母开头的单词。

　　以及let’s do，通过有韵律的听听做做活动，来复习巩固a-t的字母。

　　2.教学目标

　　新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。基于以上认识，对教学内容的分析已基本教材的特点，我将教学目标确定为：

　　（1） 能力目标：能够看懂、听懂a-t英文表达.

　　（2） 只是目标：能够听、说、认读本课的重点单词, rain , rainbow, snake , taxi.

　　（3） 情感、策略、文化等有关目标：

　　a 情感态度：注重培养学生学习的愿望，鼓励学生参与实践活动。

　　b 学习策略：注重观察，交际功能。

　　3.重点与难点

　　依据以上对教学内容和教学目标的分析以及小学生的认识规律和英汉语言差异，我认为对四个名词及r，s，t的学习是本课的重点及难点。

　　4.教学方法

　　根据以上对教材的分析，我采用情景法、直观法、多媒体辅助法、全身反映法等教学方法。由英语手指游戏开始，创设外语语言氛围，激发学生的学习兴趣。

　　二、教学过程

　　1.以学生为主体，复习导入

　　当课堂奏响“以人为本”的主旋律，课堂也有专制走向民主。我反思传统课型，一改复习由教师唱主角的现象，根据学生已往的知识，先边说边玩手指游戏，

　　这种方法可以突出学生的主体性，激发其兴趣。

　　2.变课堂为生活，句中学词

　　语言的实质是交际，交际的环境是生活。正如叶圣陶先生所说，“只有来自于生活的语言才是自己的语言。”因此，我做了以下的设计：

　　（1） 以电教为手段，呈现材料

　　心理学研究，人们对初次接触的材料尤其是生动形象的实物或实景会有很深的印象。我根据这一心理特征，运用多媒体课件展示色彩逼真，形象生动的动态画面，分别反映森林，老虎，出租等，并且以故事为主线，在句子中领读单词，适时出示相应词卡。进一步引导学生用新词操练，如：让学生说说除课件中beijing’s taxi外其他城市的出租车以及各色出租车。

　　（2） 以游戏为方式，突破难点

　　正如新课标所强调的，传统课注重机械传授，忽略了体验与参与。在本课的设计过程中，我力图有所改进，设计了多种多样的游戏。

　　a 猜谜及戴头饰表演

　　通过学生喜欢的猜谜游戏，引出新授单词snake，can you guess? it’s an animal. it has a long body, very very long, what is it? 然后请学生配戴头饰进行表演，i’m snake, i like apple….

　　b run and touch 游戏

　　老师将课前准备好的卡片r，s，t，rain，rainbow，squirrel，snake，tiger，taxi等发给学生，持卡片的学生站在讲台前，听老师或同学的指令，当听到自己所持卡片的单词时，便快速拍一下讲台桌，反映快而准确的同学为胜者。由于此任务的目标明确，学生的注意力指向性强，所以在突破难点方面可达到事半功倍的效果。

　　c 玩“炸弹”游戏

　　游戏分三个层次复习巩固所学字母， 首先o，p，q，r，s，t为一组，其次是h，i，j，k，l，m，n为第二组，最后是a，b，c，d，e，f，g为第三组，每组老师都设计一个或两个字母为炸弹，当读到炸弹字母时学生必须做趴下的姿势。活动设计在此处，适应了小学生意志力较薄弱，注意力易分散的心理特征。再一次集中学生的注意力，有效维持学生的学习兴趣。

　　（3）以巩固为窗口，拓展知识

　　小学段学生活泼好动，所以tpr活动会深受儿童喜爱。节奏和动作能刺激大脑皮层，激活记忆，使学生在对各指令的反应中自然习的语言。运用全身反应法来充分发挥tpr活动的优势。对于let's do部分，我分两步进行教学。第一步让学生静静地听录音，仔细观察课件中的图片，理解语句；第二部分图片模仿并做动作，可由教师领读，然后听录音做动作，对于有能力的同学鼓励其跟读。

　　三、 学法指导

　　在本课中，我努力以课标为指导，以活动为方式，变课堂为乐园。坚持“词不离句，句不离章”的教学原则，使学生以生活为课堂，逐步提高自己的综合语言运用机能，形成自主学习的能力。

8.第三册unit 篇八

　　Review of Unit 5

　　Step1 Warming-up

　　Sing and do the actions.(If you are happy…)

　　Step2 Revision

　　Revise some new words in Unit 5 using some sentences and phrases. Show one sentence to the class and ask them to translate it into Chinese. And then ask them to say a Chinese sentence like this.

　　Say, If you know , you can stand up directly and give me the answer. If you can answer the most questions, you will be the winner.

　　Step3 Practice

　　This activity provides guided oral practice using the target language.

　　Show some pictures and get the students to work in pairs. One student asks and the other describes what the person in each picture did using the target language (What did he/she/they do over the weekend? He/She/They ... ) as an example. Say, Remember to put the verbs in the past tense. After finishing this, Say, You did a good job. Now do you find out the rule of the past forms? Would you like to have a try? OK, let's have a try!

　　Step 4 Practice

　　Let them fill in the chart and ask them to have a summary. Pay attention to the differences and similarities and then review irregular past forms. Show some verbs and then let them tell me the past forms and the past participle  according to the form of AAA/ABC / ABB. Say, read-read-read. Can you do it like this? The students finish the others. Then ask them to have a summary in each form.

　　Step 5 Exercises

　　Divide the students into four to do the activity.

　　Say ,There are four exercises and which one would you like to choose? I will give you two minutes to prepare in each team. If your team can't answer and the other team can help you. This team will lose one sticker. And the other team will get one sticker. Now let's begin. Team One, which one would you like to choose? And Team Two? And Team Three? What about you, Team Four?

　　If Team One choose Exercise Three, say, Team One, do you want to be a teacher? Imagine you are a good teacher, can you give us any questions about the three sentences? If you can give us the most questions, you will be the best teacher. A volunteer stands in front of the class and asks some students( including the students from the other teams) to answer his questions. (例1 请把这个句子变成一般疑问句 2 把这个句子变成否定句 3 划线提问last night...)Any other volunteers take turns to do like this. Then choose the best one and say congratulations to him/her.  The students who give the right answer can get a sticker.

　　If Team Two choose Exercise One, say, Please finish the exercise as soon as possible. If you finish , please hands up.

　　If Team Three choose Exercise Two, Say, Please finish the exercise ASSP, if you finish , put up your hands.  Pay attention to the differences between the past tense and the present tense.

　　If Team Four choose Exercise Three, say, first guess what he /she did and then go to interview your classmates ,please. This activity provides writing and oral practise using the target language. ( What did you do over the weekend? I went to a movie ...)

　　Say ,How many stickers do you get? Choose the winners.

　　Step 6 Task

　　Say, Ask some of your classmates about their weekend activities. Try to find out who had a great weekend. This activity will use the target language.

　　1 How was your weekend?

　　2 It was great/good/ok.

　　3 What did you do over the weekend?

　　4 I read a book/cleaned my room/went shopping/played basketball....

　　Ask pairs of students to present their dialogues to the class. Finally we will choose the student who had a great weekend.

　　Step 7 Task

　　Say, We have different weekends and weekdays. Sometimes it's great. Sometimes it's terrible. Now choose one of your weekdays and weekends and tell us your story. Show two reports to the students. The students can write their stories according to the two reports. Then ask some students to read to the class.

　　Step 8 Summary

　　Get the students to make some sentences with the past tense. Pay much attention to the adverbial modifier.

　　Step 9 Homework

　　Read the passage I give you.