2019版七年級(jí)英語(yǔ)下冊(cè) Unit 12 What did you do last weekend教案 （新版）人教新目標(biāo)版.doc

Unit 12What did you do last weekend?課題Unit 12 What did you do last weekend? 課時(shí)第一課時(shí) Section A(1a-2d)課型New教學(xué)目標(biāo)知識(shí)目標(biāo)1. 學(xué)習(xí)并掌握下列詞匯和短語(yǔ): camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late2. 掌握以下句型: What 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! 能力目標(biāo)了解以下語(yǔ)法: Learn to talk about recent past events. 情感目標(biāo)1. 幫助學(xué)生樹(shù)立合作學(xué)習(xí)觀點(diǎn)。2. 講述美好的周末, 樹(shù)立學(xué)生享受生活, 熱愛(ài)美好的大自然情感。教學(xué)重點(diǎn)1. Key vocabulary. 2. Talk about recent past events 教學(xué)難點(diǎn)1. Talk about recent past events2. Practice students listening, speaking, reading and writing skills. 課前預(yù)習(xí)Preview the new words教學(xué)方法Situational approach; Listening and speaking approach; municative approach教學(xué)過(guò)程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記Step 1Warming-up and revision1. Point to the previous Saturday and Sunday on a wall calendar and ask Ss to tell some things they did last weekend. Say like this: Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as, cleaned my house on the weekend. 2. Use quick sketches (in the board) along with gestures to demonstrate the meaning of each activity. 1. Look at the wall calendar and tell some things that were done last weekend. 2. Remember the meaning of each activity. 復(fù)習(xí)學(xué)過(guò)的描述動(dòng)作的詞匯, 為接下來(lái)的學(xué)習(xí)作鋪墊; 并通過(guò)即興發(fā)言激發(fā)學(xué)生的學(xué)習(xí)興趣。Step 2 Presentation(1a)1. Focus attention on the picture. Ask students to tell what they see. 2. 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. 3. Point out the numbered list of activities. Say each one again and ask students to repeat. 4. Then ask students to match each activity with one of the pictures. 5. Write the letter of each activity next to the words. 6. Point out the sample answer. 7. Check the answers. 1. Look at the picture and tell what they see. 2. Repeat the phrases: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton. 3. Match each activity with one of the pictures. 4. Point out the sample answer. 在語(yǔ)境中呈現(xiàn)和導(dǎo)入目標(biāo)語(yǔ)言。續(xù)表教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記Step 3Listening(1b)1. Point to the activities in the picture in 1a. 2. Ask students to tell what the person did in each picture. (For example, she played badminton, or Lucy went to the cinema. )3. Play the recording the first time. (Students only listen. )4. Play the recording a second time. 5. Correct the answers. 1. Look at the picture in 1a. 2. Tell what the person did in each picture. 3. Listen to the tape for the first time. 4. Listen to the recording again and write the days and times Lucy did each thing under the pictures. 5. Point out the sample answer under the picture. 通過(guò)聽(tīng)力練習(xí), 讓學(xué)生從聽(tīng)對(duì)話到模仿對(duì)話, 練習(xí)目標(biāo)語(yǔ)言的運(yùn)用。Step 4Pair work(1c)1. First let Ss read the conversation in 1c. 2. Then ask them to make similar conversations. 3. Let Ss. act out the conversation in front of the class. 4. Offer language or pronunciation support as needed. 1. Read the conversation in 1c. 2. Talk about the activities in the picture in pairs. 3. Make similar conversations. 4. Act out the conversation in front of the class. 通過(guò)這個(gè)活動(dòng)練習(xí), 使學(xué)生在語(yǔ)境中體會(huì)目標(biāo)語(yǔ)言的運(yùn)用。Step 5Listening(2a)1. Point to the five sentences and ask a student to read these sentences to the class. (Say like this: 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. )2. Play the recording the first time. Students only listen. 3. Play the recording a second time, and ask students to underline each word that is said on the tape. Point out the sample answer. 4. Correct the answers. (1. grandma 2. homework 3. English 4. farm 5. cows)1. Read these sentences to the class. 2. Only listen to the tape the first time. 3. Listen to the tape again and underline each word that is said on the tape. 4. Point out the sample answer. 通過(guò)這個(gè)活動(dòng), 使學(xué)生對(duì)所學(xué)的詞匯得以進(jìn)一步的理解。在交流信息過(guò)程中, 進(jìn)行真實(shí)的交際問(wèn)答活動(dòng)。 Step 6Listening(2b)1. Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name. (Say like this: 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 Becky or J for Jack next to each statement in 2a. The first one has been done for you. )2. Play the recording the first time. 3. Play the recording again. 4. 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)1. Focus on the pictures of Carol, Becky, and Jack and identify each person by name. 2. Students only listen to the tape the first time and point out the sample answer. 3. Listen to the recording again. And write a letter in front of each statement to show what each person did. 在聽(tīng)力練習(xí)和小對(duì)話口語(yǔ)練習(xí)的基礎(chǔ)上, 進(jìn)行角色對(duì)話表演 , 開(kāi)展有實(shí)際意義的交際運(yùn)用活動(dòng)。續(xù)表教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記Step 7 Pair work(2c)1. Help Ss ask and answer in pairs. 2. Point to the example conversation. 3. Ask two students to read the dialogue to the class. Say like this: Now work with a partner. Student A, ask questions about what, who or where, Student B answers. 1. Students work in pairs to ask and answer. 2. Read the dialogue to the class. 通過(guò)兩人一組練習(xí)問(wèn)答, 使目標(biāo)語(yǔ)言得以練習(xí)應(yīng)用, 從而也增強(qiáng)了學(xué)生的團(tuán)隊(duì)意識(shí)和合作精神。Step 8Role-play the conversation(2d)1. Ask Ss to look at conversation in 2d. Then Ss read the conversation by themselves and find the answer to these questions: What did Lisa do on her weekend? What did Paul do on his weekend? 2. Lead Ss to work in pairs and role-play the conversation. 3. Have several pairs perform their conversation for the rest of the class. 1. Look at conversation in 2d. Then read the conversation 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 conversation. 3. Perform their conversation for the rest of the class. 在聽(tīng)力練習(xí)和小對(duì)話口語(yǔ)練習(xí)的基礎(chǔ)上, 進(jìn)行角色對(duì)話表演 , 開(kāi)展有實(shí)際意義的交際運(yùn)用活動(dòng)。Step 9 Summarize1. Guide the students to summarize the use of the past tense. 2. Guide the students to summarize the sentence structure with “what, who, where, when. . . ”. 1. Summarize the use of the past tense. 2. Summarize the sentence structure with “what, who, where, when. . . ”. 培養(yǎng)學(xué)生探究、歸納總結(jié)能力。Step 10Consolidation教師設(shè)置鞏固檢測(cè)練習(xí): I. 單項(xiàng)選擇(D )1. How was your trip? _. I hope I can go there again. A. Just so-so(一般) B. Not very goodC. Nothing special D. Wonderful( C)2. I watched TV and listened to music on Saturday. Sounds like a_ weekend. A. busyB. boringC. relaxingD. tiring( A )3. Why didnt you answer my telephone last night? Oh, _. I went to the hospital to look after my friends. A. I wasnt at homeB. I am not at homeC. I am readingD. I fall asleep(C)4. Where_you_yesterday, Monica? I_at home. A. do. . . go; stayB. did. . . went; stayed獨(dú)立完成檢測(cè)練習(xí), 進(jìn)行自我評(píng)價(jià)。通過(guò)檢測(cè)練習(xí), 便于學(xué)生了解自己對(duì)本節(jié)課的詞匯、句型、語(yǔ)法等的掌握情況。續(xù)表教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記Step 10ConsolidationC. did. . . go; stayedD. did. . . go; stay( D)5. Do you think a snake is_? Yes. If I see a snake, I will be too_to move. A. scared; scaredB. scary; scaryC. scared; scaryD. scary; scared. 完成句子1. 他去年在自然歷史博物館當(dāng)一個(gè)導(dǎo)游。He_ _a guide in the Natural History Museum last year. 2. 你的周末過(guò)得怎樣? 非常悠閑。_ _ your weekend? I _a very _weekend. 3. 不要對(duì)老人大喊大叫, 這不禮貌。Dont_ _old people, it isnt polite. 4. 我媽媽叫我不要熬夜太晚。My mother asked me not to_ _too late. 5. 很多小朋友喜歡在春天放飛箏。Many little children like _ _ _in spring. 答案: 1. worked as2. How was, had, relaxing3. shout at4. stay up5. flying a kiteStep 11 Homework1. Copy new words twice. 2. Write about what you did last weekend. 板書(shū)設(shè)計(jì)Section A (1a-2d)1. New words: camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late2. Structures: What 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! 教學(xué)反思在本節(jié)課的教學(xué)活動(dòng)設(shè)計(jì)中, 能夠創(chuàng)設(shè)豐富的語(yǔ)境, 設(shè)置循序漸進(jìn)的學(xué)習(xí)任務(wù), 充分發(fā)揮學(xué)生的主體作用, 引導(dǎo)學(xué)生合作學(xué)習(xí)、自主探究, 重視“預(yù)習(xí)展示練習(xí)反饋”的學(xué)習(xí)過(guò)程。課題Unit 12 What did you do last weekend? 課時(shí)第二課時(shí)Section A(Grammar Focus-3c)課型New教學(xué)目標(biāo)知識(shí)目標(biāo)1. 掌握以下單詞: away, mouse, baby, shout , shout at, woof, language2. 能掌握以下句型: What did you do last weekend? I did my homework. Who visited her grandma? Becky did. Where did she go last weekend? She went to a farm. Who did she go with? She went with her classmates. 3. 繼續(xù)練習(xí)一般過(guò)去時(shí)態(tài)能力目標(biāo)使學(xué)生學(xué)會(huì)根據(jù)所提供的材料運(yùn)用所學(xué)的知識(shí)來(lái)進(jìn)行敘述、評(píng)價(jià)過(guò)去發(fā)生的事。培養(yǎng)學(xué)生語(yǔ)言實(shí)際運(yùn)用能力情感目標(biāo)1. 提高學(xué)生獨(dú)立學(xué)習(xí)能力。2. 培養(yǎng)學(xué)生動(dòng)手能力和想象能力教學(xué)重點(diǎn)1. 重點(diǎn)詞匯: away, mouse, baby, shout , shout at, woof, language. 2. 特殊疑問(wèn)句練習(xí)(what, when, where, who, how. . . )3. 談?wù)撨^(guò)去發(fā)生的事教學(xué)難點(diǎn)Talk about recent past events; Practice students listening, speaking, reading and writing skills. 課前預(yù)習(xí)1. New words2. Grammar Focus教學(xué)方法采用Practicing, group work和Role-playing的學(xué)習(xí)策略。教學(xué)過(guò)程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記Step 1Warming-up and revision1. Greet students. 2. Check the homework1. Greet teachers2. Hand in homework溫故知新, 為新的教學(xué)環(huán)節(jié)做好鋪墊、銜接Step 2Grammar Focus1. Lead Ss to read sentences in Grammar Focus and translate the following sentences. 上個(gè)周末你做了什么事情? _ 我做了我的家庭作業(yè)。_我們?nèi)澊?。_ 誰(shuí)去探望了她的奶奶? _貝姬_上個(gè)周末她去了哪里? _她去了農(nóng)場(chǎng)。_答案: What did you do last weekend? I did my homework. / We went boating. Who visited her grandma? Becky did. Where did she go last weekend? She went to a farm. 2. Give Ss seven more time to remember the sentences. 3. 探究樂(lè)園: 一般過(guò)去時(shí)態(tài)的特殊疑問(wèn)句1. Read sentences in Grammar Focus. 2. Ss finish off the sentences and check the answers by themselves. 3. Do the exercise. 利用學(xué)生感興趣的課件, 進(jìn)行復(fù)習(xí)或檢查, 為下面內(nèi)容的進(jìn)展作鋪墊; 并通過(guò)課件激發(fā)學(xué)生的學(xué)習(xí)興趣。續(xù)表教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記特殊疑問(wèn)詞 + was/were + 主語(yǔ)+ 其他? 上個(gè)周末你過(guò)得怎么樣? _ _your last weekend? 特殊疑問(wèn)詞+did + 主語(yǔ)+動(dòng)詞原形+其他? 昨天他做了什么事情? _ _he do yesterday? 4. Do the exercise with the Ss. Check the answer together. 答案: How was, What didStep 3Practice in pairs (3a)1. Look at 3a. Tell Ss to fill in the blanks with who, what, when, where or how. 2. Make the students finish the sentences by themselves. Check the answers. (1. What , Who 2. How, Where 3. What, When)3. Let Ss practice asking and answering questions like this about what the people did over the weekend. Practice in pairs. 4. Help students find partners to read the dialogue together. (Both students read both parts. ) 1. Look at 3a and fill in the blanks with who, what, when, where or how. 2. Finish the sentences by themselves. Check the answers. 3. Ss practice asking and answering questions in pairs. 4. Find partners to read the dialogue together. 在語(yǔ)境中呈現(xiàn)和導(dǎo)入目標(biāo)語(yǔ)言。加深對(duì)句型和語(yǔ)言點(diǎn)的了解和運(yùn)用。Step 4Group work (3b)1. Look at 3b. Tell Ss to plete the passage with the correct forms of the words in the box. Pay attention to the right sentence structure. Ss work by themselves. 2. Check the answers. (Answers: saw, was, climbed , ran away, said. )3. Ask several students to tell the story in front of the class. 1. Ss work by themselves and plete the conversation. 2. Ss practice the passage in pairs. 通過(guò)小組合作, 讓學(xué)生從填充短文到模仿講故事, 加深對(duì)所學(xué)內(nèi)容的理解、鞏固, 鍛煉和提高口語(yǔ)表達(dá)能力。Step 5Game(3c)1. Tell Ss to think of two things they did last weekend. And draw pictures of them. 2. Lead Ss to guess what he / she did. 3. Give a model to the Ss. (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. ) 4. Point to the picture of the TV/. . . 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. 5. Ask students to practice the activity in groups of four. 1. Draw two things to make sentences. 2. Ss write questions and answers using the words in the brackets. 3. Practice the conversation with your partners. 通過(guò)繪畫(huà)猜測(cè)游戲, 挖掘?qū)W生的動(dòng)手能力和想象能力, 同時(shí)也能使所學(xué)知識(shí)在語(yǔ)境中得以致用。續(xù)表教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記6. Ask a student to draw two pictures about his or her last weekend on the blackboard. 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 with? Step 6 SummarizeGuide the students to summarize the use of what/ where/ who/ when/ how. . . Summarize the use of what/ where/ who/ when/ how. . . . 培養(yǎng)學(xué)生探究、歸納總結(jié)能力。Step 7Consolidation教師設(shè)置鞏固檢測(cè)練習(xí): . 單項(xiàng)選擇(B) 1. He the guitar last year, but now he is morein playing soccer. A. plays; interestedB. played; interestedC. play; interestingD. playing; interest(A) 2. Do you need a new dictionary, Susan? No, Mum. My uncle bought me _yesterday. A. one B. itC. the oneD. another (A) 3. Did you your weekend? Yes, I had fun with my friends. A. enjoy B. haveC. spend D. visit(D) 4. Hi, Jack. Would you please _the picture on the wall? OK, Ill do it right now. A. pick up B. look upC. get up D. put up(B)5. Hello, mum. Are you still on Lushan Mountain? Oh, no. We are back home. We _a really good journey(旅行). A. haveB. hadC. are havingD. will have . 根據(jù)首字母或漢語(yǔ)提示完成下列句子1. Do you know how many _(語(yǔ)言) there are in the world? Sorry, I dont know. 2. A family of _ (老鼠) were in the kitchen on Saturday morning when they saw a big cat. 3. Now many families have a second b. 4. Can you help my sister with her English when I am a_? Of course. 獨(dú)立完成檢測(cè)練習(xí), 進(jìn)行自我評(píng)價(jià)。通過(guò)檢測(cè)練習(xí), 便于學(xué)生了解自己對(duì)本節(jié)課的詞匯、句型、語(yǔ)法等的掌握情況。續(xù)表教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記Step 7Consolidation5. Do you like listening to the song“ Two _(蝴蝶)”? 答案: 1. languages2. mice3. baby4. away5. butterflies. 對(duì)下列句子中的畫(huà)線部分提問(wèn)。1. I got up at nine yesterday morning. _ _you get up yesterday morning? 2. We did our homework last night. _ _you _last night? 3. They were in the supermarket last Sunday. _ _they last Sunday? 4. My last weekend was kind of boring. _ _your last weekend? 5. Linda took a walk with her parents after dinner. _ _Linda take a walk with after dinner? 答案: 1. When did2. What did, do 3. Where were4. How was5. Who didStep 8 Homework1. Remember the sentences in Grammar Focus. 2. Make some conversations by yourself. 板書(shū)設(shè)計(jì)Section A(Grammar Focus-3c)1. Key words: away, mouse, baby, shout , shout at, woof, language2. Key sentence structures: What did you do last weekend? I did my homework. Who visited her grandma? Becky did. Where did she go last weekend? She went to a farm. Who did she go with? She went with her classmates. 教學(xué)反思在本節(jié)課的教學(xué)活動(dòng)設(shè)計(jì)中, 能夠利用豐富的語(yǔ)境, 設(shè)置循序漸進(jìn)的學(xué)習(xí)任務(wù), 充分發(fā)揮學(xué)生的主體作用, 引導(dǎo)學(xué)生合作學(xué)習(xí)、自主探究, 重視“預(yù)習(xí)展示練習(xí)反饋”的學(xué)習(xí)過(guò)程。課題Unit 12 What did you do last weekend? 課時(shí)第三課時(shí)Section B (1a-2c)課型New教學(xué)目標(biāo)知識(shí)目標(biāo)1. 學(xué)習(xí)并掌握下列詞匯和短語(yǔ): fly, kite, fly a kite. 2. 掌握以下句型: Did you do anything interesting last weekend? Not really, but I visited my sister. My sister finished high school two weeks ago. 能力目標(biāo)能夠用上所學(xué)的知識(shí)描述自己或他人過(guò)去做的事情情感目標(biāo)幫助學(xué)生應(yīng)對(duì)懼怕動(dòng)物心理, 鼓勵(lì)學(xué)生學(xué)習(xí)自然知識(shí)。教育學(xué)生合理安排作息時(shí)間, 健康生活。教學(xué)重點(diǎn)1. Key vocabulary2. 一般過(guò)去時(shí)態(tài)、一般疑問(wèn)句練習(xí)。3. Talk about recent past events教學(xué)難點(diǎn)1. Talk about recent past events2. Practice students listening, speaking, reading and writing skills. 課前預(yù)習(xí)利用圖片使學(xué)生學(xué)習(xí)1a中的短語(yǔ), 并引導(dǎo)學(xué)生進(jìn)行Group work學(xué)會(huì)運(yùn)用句型: sb. did. . . 描述過(guò)去做的事情, 為接下來(lái)的教學(xué)活動(dòng)做好鋪墊。教學(xué)方法采用Practicing, Listening for specific information和Role-playing的學(xué)習(xí)策略。 教學(xué)過(guò)程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記Step 1Warm up and revision1. Greet students2. Play flash cards to show students new words on Page 70. 3. Make the students read. 1. Greet teacher2. Watch flash cards to read and learn new words on Page 70. 利用學(xué)生熟悉并感興趣的幻燈片, 復(fù)習(xí)學(xué)過(guò)的單詞, 為完成1a作鋪墊; 并通過(guò)幻燈片激發(fā)學(xué)生的學(xué)習(xí)興趣。Step 2 Presentation(1a)1. Call attention to the pictures. 2. Ask students to point to and use the past tense to describe as many of the activities as possible. 3. Point to and describe any activities they cant describe. For example: I played the guitar. 4. Point to the numbered activities described in the list. 5. Name the activities and ask students to repeat each one. 6. 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. 7. As students work, move around the room answering questions as needed. Check the answers: 1d , 2 c , 3 f , 4 e , 5a , 6 b. 1. Ss learn the phrases by themselves and try to remember them. 2. Finish the tasks according to the teachers request. 在語(yǔ)境中呈現(xiàn)和導(dǎo)入目標(biāo)語(yǔ)言。Step 3Thinking(1b) 1. Draw pictures of the happy face and unhappy face on the board. 2. Write the words fun under the happy face and the words not fun under the unhappy face. 3. Ask students to name some activities they think are fun and some that are not fun. For 1. Name some activities they think are fun and some that are not fun. 2. Draw a happy face or an unhappy face under the pictures in 1a. 通過(guò)該活動(dòng), 鼓勵(lì)學(xué)生敢于思考敢于表達(dá)自己的想法和看法, 使所學(xué)知識(shí)得到更好的鞏固和運(yùn)用。續(xù)表教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記example: a student might say studying for a test is not fun. 4. Point out the happy face under the pictures in 1a. Say: He sang and played the guitar. It was fun. The happy face shows it was fun. Say, draw a happy face or an unhappy face under each picture. 5. Review the answers. Students may have different answers for some items. For example, went to the library may be fun for some students and not fun for others. Step 4 Listening(1c)1. 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. 2. Play the recording the first time. Students only listen. Point out the sample answer, did her homework. 3. Play the recording again. Ss listen and check their answers. 4. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish. 1. Students only listen to the recording for the first time. Point out the sample answer, did her homework. 2. Ss listen to the recording again and check their answers. 3. Ss look back at earlier activities in this unit to get spelling help. 通過(guò)教材中提供的聽(tīng)力訓(xùn)練, 學(xué)生能更好地理解和掌握本節(jié)課所學(xué)的詞匯和語(yǔ)言, 為角色扮演提供了充足的語(yǔ)言素材。其中設(shè)計(jì)了聽(tīng)前指導(dǎo), 讓學(xué)生對(duì)聽(tīng)力內(nèi)容有初步了解, 增強(qiáng)聽(tīng)力的目的性。聽(tīng)后學(xué)生成果展示, 能讓學(xué)生體會(huì)到成功的愉悅感。Step 5Group work(1d)1. Call attention to the example in speech bubbles. 2. 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. 3. Help students find partners. 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. 4. As students practi