Lesson 1课件配套优秀公开课教案设计

课题

设计者

Our Weekend Activities 海淀区星火小学

唐京晶

1.教学目标(含重、难点) 1.学生能够听懂、会说关于过去周末活动的单词和短语danced、jumped rope、listened to music、cleaned the window、rowed a boat、played computer games、watched TV、climbed a hill、stayed at home、played the piano、visited grandparents、played chess。

2.学生能够使用What did you do last weekend? I…询问交流周末生活，同时使用It was…等句型表达感受。

3.学生能够利用思维导图将周末活动进行分类和归纳。

教学重点：

1.关于过去周末活动的单词和短语的过去式表达以及发音的变化

2.句型：What did you do last weekend?

I ….

教学难点：

1.感知过去时态的用法。

2.感知词缀ed的不同发音[id]、

[d]、

[t] 2.教学过程与教学资源设计

Step 1: Warming Up

Activity1:师生谈论平时周末活动

T: How many days are there in a week? What are they? S: …

T: From Monday to Friday, we go to school. We call them “weekdays”

T: What about Saturday and Sunday?

Ss: Saturdays and Sundays are weekend.

T: Do you like weekends? What do you do on the weekend? Ss: I often…

Activity 2: 利用日历学习last weekend T: You have wonderful weekends. Do you want to know my weekend? 教师先介绍this weekend和last weekend的区别，然后谈论自己的周末生活

T: This weekend, I am going to…Last weekend, I…

引导学生观察动词的变化：What’s in common? What do you find? Why? 引导学生感知过去时态。

[设计意图]：通过让学生观察真实的日历，感知、体会上周末与这周末时间的前后关系，教师

结合自己的周末生活，引出过去时态，请学生观察动词的变化，寻找规律，一般过去时的表意

功能和动词词形的变化规律都会被学生发现，学生的思维被激活。

Step 2：Presentation Activity 1: 出示A项情境图，听并整体感知

1.观察图片

教师出示情境图，请学生观察

T: Who are they? What are they talking about?

Ss :…

2.第一遍听，完成勾选，重点听活动

T: Open your books at page44. Listen and try to tick the things they did on the weekend. 3.第二遍听，检查答案，重点听形容词

T: Listen again and check your answers. Try to find how were their weekends?

Activity 2:学习动词短语过去时用法

1.

What did Lily do last weekend? 听录音学习新词：visited grandparents/climbed a hill/cleaned the window/watched TV T: How was Lily’s weekend? What do you think of Lily’s weekend? Why? 2. What did Joy do last weekend?教师出示Joy四幅图片

听录音学习新词：danced/jumped rope/listened to music/rowed a boat. 3. What did Bill do last weekend?教师出示Bill四幅图片

听录音学习新词：played computer games/stayed at home/played chess/played the piano T: How was Bill’s last weekend? Do you like Bill’s weekend? Why? Ss:…

4. 教师出示PPT，呈现ed不同发音的归纳总结，请学生齐读并感知。

Activity 3: 学习教材B项歌谣

1.交流周末活动

T: We just learned about Lily、Bill and Joy’s last weekend. What about your last weekend? T: How was your last weekend? What did you do last weekend? Ss: …

2.学唱歌谣

T: We can use a chant to sing our weekend. It will be more challenging and interesting. Look at Part

B on page45. The first time, just listen and watch. T: Listen it again. This time, listen and sing with the chant.

[设计意图]：首先通过听力活动，使学生初步感知本课的新词汇和主要功能句型。之后利用课

件分别谈论三位主线人物所做的事情，学习动词过去式短语。最后通过听歌谣、重复歌谣的机

械操练，帮助学生熟练地掌握本课的新词和主要功能句型。

Step 3：Practice

Activity 1: 学生创编歌谣

请学生利用Part B的歌谣和句式，结合自己的周末生活，创编新的歌谣，两个人一组唱一唱

What did you do last weekend? I…

It was…

What about you?

Activity 2: 找不同

通过观察对比房间图片中物品的变化，推断出教师在上周末做了什么事情。学生两人一组讨论。

Activity 3: 利用思维导图进行词汇分类

T: We can do a lot of things during the weekend. We can classify them into different categories. Please discuss in your group and tell us the reason. At last, try to draw a mind map on the paper. 学生4人小组讨论分类方式，并说出原因。

由小组leader进行分工，在纸上画出思维导图

[设计意图]：学生结合自己的周末活动创编歌谣，灵活运用所学知识进行拓展；最后利用思维导图对周末活动进行分类并能说出分类依据，学生的思维被充分激活。

Step 4

Production Activity 1: 利用思维导图汇报并自我评价

1.教师出示思维导图，示范。

2.请每个小组派一名代表到台前结合思维导图说一说周末活动

Activity 2: Write about last weekend. 教师布置分层书写任务

Task1: 写一段不少于5句话的介绍自己和朋友周末活动及感受的小语段

Task2: 写一段不少于3句话的介绍自己周末活动的小语段

Task3: 完成书上Part C填空题

[设计意图]：教师设计分层书写练习单，学生可以根据自己的兴趣和能力，有选择的完成自己

喜欢的任务，关注孩子的不同特点和个体差异。

Step5：Summary ﹠

Homework T: We can do many things on the weekend. Let’s enjoy our colorful weekend! Homework：

1. Listen and sing the chant. 2. Finish your writing paper. 3. Read a Picture Book 《My Visit to the Aquarium》