3、T: Oh, the room was bright and clean.

I was so excited. When I got home. I wrote a diary about the exciting things on the farm. But where’s my diary?

师再问Where’s my diary? 时，轻哼歌曲，带动学生一起唱。歌曲唱完，师继续问：Where’s my diary?

(设计意图: 由上个阶段的生生操练转化为师生操练，并穿插歌曲，复习句型和歌曲，调节课堂气氛，避免枯燥。)

It’s ... , I think. (生自由回答)

T: Ah, look, it’s here.（课前将日记本放在教师的书本下面。） Do you want to have a look at my diary?

Let’s open it.

4、出示日记《Last weekend》

学生轻声读日记：Answer the question：What did I do on Uncle Lee’s farm last week?

学生读后找出句子，边说边出示动词词组。

played  picked  tasted  milked  collected  pulled  cooked  danced

(当学生说到played the guitar under a bright star,解决igh的发音。)

T: We know we can put “ed” or “d” at the ending of the verbs.

(点单词分类)

played  tasted  picked  danced  milked  collected  pulled  cooked

But we should  pay attention to the pronuciations. Can you find the rule of “ed”(师出示音标)

学生自由读单词进行分类：

played   picked   collected

pulled   milked    tasted

        cooked

        danced

生齐读归纳读音后的单词。

5、T: I was very happy last weekend. My friends were very happy, too.

They did different things. Please listen .

承上启下的过渡，引入正文，自然流畅。

What did Mike do? Please listen again and match.

学生做听力后让学生再说说：

What did Mike do?  He…

What did Yang Ling do? She…

6、T: How about you? What did you do last weekend?

What else did you do?

学生操练以上句型并反馈（2-3组）

What did your father do last weekend?

What did your mother do last weekend?

（设计意图：通过对学生及家人周末情况的了解，让学生在实际运用中进一步掌握一般过去时态，充分体验语言的准确性和实用性。）

T:Let’s write down the things about your family’s weekend.

 (设计意图: 六年级学生除了在语言表达方面要流畅，在很大程度上教师也要训练学生写的能力，而在讨论后的基础上写日记，大大降低了任务的难度，是适合较大范围学生的一种训练方式。)

My family’s  weekend

Last weekend,I_____________________ It_________fun.

My father___________________________________.

My  mother__________________________________________.

My_______________________________________________________.

___________________________________________________________

We _________very happy .