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三.教学重难点:
重点:掌握不规则动词的过去式,会运用。
难点:运用所学描述自己游览的经历。
四.教学流程:
Ⅰ.Warm-up
Greeting.
Say the chant and do the actions :She painted a picture.
c.Devide S two groups: boys / girls
T: Look! It’s a mountain. Teach:mountain
We will have a match.Will the boys climb to the top or girls? Teach: top The winner will get the candies.
(设计意图:培养学生的竞争意识和合作精神,调动学生学习的积极性。)
c.复习规则的动词过去式(小组竞赛)
d.T:What did you do yesterday? S:…
T:What did the pig do yesterday? Let’s have a look!( activity one)
Look at the cartoon and answer.Then teach the words: went / saw
(让学生知道过去式有直接加ed的,有加d的,还有不规则的无规律可循的。学生了解了这一点,就为后面的阅读扫清了重大障碍。)
Listen and repeat.
Ⅱ.Pre-task:
T:Today , we are going to talk about a trip. 教读trip
Now Daming and Sam are describing their experience about their trip. This class. Let’s learn how to describe an experience of a trip from Daming and Sam.
While-task:
a.Look at the cartoon.Then answer: Did Daming and Sam go on a school trip yesterday? Where did they go?
CAI show the picture of the Great Wall. Learn: the Great Wall(渗透情感教育T:People all over the world know the Great Wall. It’s very long and tall. The Great Wall was build in the mountains.It’s very famous.We should be proud of it .)
b.Listen and circle the past tense. 第二遍:边读边提取核心词
设计意图:让学生在读的过程中去理解关键信息,去获得关键信息或是通过读来强化语言知识。为了达到这个目的,要让学生在阅读的过程中边读边完成一些任务,这里我安排了读一读圈一圈,圈出课文中的过去式。因为课文的重点就是这些不规则的动词过去式,有2个在热身一步已经呈现,还有3个是新词,学生通过读联系课文情景来猜哪个是过去式,相信学生能猜得出来,而且还能根据课文意思猜出它的原形。这个过程也是学生阅读理解的过程。
(学生读出带有动词过去式的局子,然后多媒体呈现课文句子。教师板书、教读,并让学生根据课文意思猜其原型,让学生在句中体会学习。适当造句。)
板书: Yesterday
went
↑ ↘
bought school trip saw