一般过去时的案例设计

1、一般过去时的案例设计一、 教学设计说明、 基本理念 英语课程标准强调培养学习兴趣，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，培养跨文化交际意识。小学英语教学要符合多元智能理论与儿童智慧教育，为学生创设良好的语言环境，使学生在愉快和自信的情绪中，充分发挥他们的想象力、创造力、实践力，培养学生的合作意识，使探究式学习和个性发展得到最大体验。、 整体设计思路针对教材的特点和学生的特点，我在设计本课时本着“激趣、创新、应用、拓展”的原则做了如下尝试：第一，根据基础教育课程改革纲要和英语课程标准灵活处理教材。第二，补充教学材料：实物、卡片、歌曲等。第三，充

2、分利用和开发英语课程资源。采用任务型的教学途径，力求通过多样化的操练和游戏活动，创设空间，培养学生的兴趣和自主学习能力。二、 教学目标与要求1、知识目标：能够听、说、读、写动词短语的过去式。2、能力目标：学生能用句型表述他人在过去某一时间发生的情况或动作。3、情感目标：使学生学会与他人进行合作、交流。三、教学重点重点掌握一般过去时的表达方式和四个短语动词的过去式。四、教学难点:重读闭音节动词过去式的变化。五、教学设备CIA, tape recorder, pictures六、教学步骤及说明Step 1: Warm up1.Lets chant： What did you do? What di

3、d you do?I swept the floor. What did you do?I read a book. What did you do?I drew pictures. What did you do?I washed clothes. What did you do?I cleaned the window.2. Sing a song: What did you do?（设计意图：唱歌是学生喜闻乐见的教学形式之一，通过说唱、唱歌等形式，引入课堂,能够调动学生的学习兴趣。）Step 2: Revision1.Show students some photos, ask and

4、answer:-What did you do? -I drew pictures, read a book, washed clothes, cleaned the room.2.Students write down the phrases on the blackboard and read. （设计意图：让学生进行两两合作，一个表演，一个运用句型复习四个已学过的动作，为下面的教学作好铺垫，使学生能更好的掌握所学的句型。）Step 3. Presentation1.T: What do you usually do on the weekend?S:I usually（通过师生对话，直接

5、引出词组）T: But I usually read books at home. I like reading books very much.2.Learn to say and spell “read books”.（学生跟读词组，并拼写词组）3.Show the photos, ask and answer:（从What did you do句型引出What did he do?句型）-What did he do?-He read books.4. Learn to say the following three phrases and write down the phrases

6、on the blackboard:（继续引出其余三个词组，并将词组写在黑板上，为学生以后的活动做准备）watch TV watched TVsleep sleptrun ranStep4. Drill and practice:1.Look at the photos, ask and answer: What did he/she do?He /She2.Look and guess: There are three actions in the pictures, guess:What did he/she do? （设计意图：通过模糊画面，让学生猜一猜他们干了什么，巩固词组，每幅图片上

7、三个动作，看谁记得最快，让小组合作进行说，看哪一组猜得多而准确。学生对猜一猜的兴趣较浓，再用小组竞争的形式让学生进行猜测，这既能调动学生的学习兴趣，又能培养他们的团队的合作精神。）3.操练句型4.Do an action: Students are divided into several groups. One acts teacher and says “Everybody. Do an action.” Practice the sentence patterns:“What did you do?”“What did he do?” （设计意图：做 “每个人做一个动作”游戏。这样既让学

8、生做了动作，又让学生切实体会过去时的含义。）Step 5. Consolidation and extension:1.Listen to a short story.（听猫和老鼠的故事，回答猫干了什么。通过故事练习词组）1)Listen to the story twice.2)Answer the questions:What did the cat do first/next?2.Write and say: What a busy family!1)Choose the activities the family members did and write them down.2)Ma

9、ke a short dialogue with your partners accorded to the chart.What a busy family!Look! This is my family. Last weekend, We were all very busy. What did we do?I _My father _My mother _My grandfather _My grandmother _Oh! What a busy family!_（设计意图：这样让学生对自己一家人的了解写自己一家在上周干了什么，并与学生合作以对话的形式表演出来，既能训练学生编对话的能力

10、，又充分调动了学生的学习积极性，巩固了所学的知识。）板书设计：Did houseworkWhat did he/she do?He /She read books read bookswatch TV watched TVsleep sleptrun ran反思：这节课我执教的内容是：pep小学英语六年级下册一般过去时的单词及句型。本节课，我觉得自己做得好的地方有以下几点：1.在教学设计上，我创设了情景.激发学生的学习兴趣和学习热情,让学生在愉快的氛围中去学习新知识。2 .在整节课的流动行程中，我主要是运用任务型教学，完成一个又一个任务来帮助学生学会知识，完成本节课的教学目标和任务。并且这些任务之间是存在着一定的关系的，它们由易到难，以递进方式上升，符合小学生的学习