Lesson 4 Did You Have Fun?教案3

Lesson4: Where Did You Go? 一

教学目标：

1. 能听、说、读、写taught thought bought 这三个不规则动词的过去式

2. 可以说出并能够听懂句型Where did you go ?/I went to the ____./What did you do?/I ___(动词过去式)_____(名词) 3. 学生能够运用一般过去时态的句型，仿照课文的第一部分，把自己一天的活动描述给别人听，写成一个小语篇

二

教学重难点：

三个不规则动词过去式的学习和应用，并能够运用一般过去时态的句型来描述自己一天的活动。

三

教学准备：

课件单词卡片

头饰

实物（运动鞋一双 T恤衫一件

乒乓球一个）

录音机

四

教学过程：

1. Step one : Greeting

T: Hello， boys and girls . S: Hello， teacher. （课件出示以下动词和动词词组：jump ,walk to school, see a bird, play ping-pong, go to the park, eat a hot dog ）

T: Are you happy?

S: Yes.

T:I am happy, too. It’s fun .Today,

let’s have fun together. Here are some verbs. Let’s do some actions. Read and do. Please stand up.

S: Read and do .

T: Did you have fun?

S: Yes.

T: Just now what did you do?

S1: I jumped .

S2: I saw a bird.

S3: …

[设计意图：回忆几个动词的过去分词，不是单纯的用卡片，而是让学生看词做动作，然后再回忆自己刚才做过什么。以此来复习学过的动词过去式，并唤起学生对一般过去时态概念的理解和回忆]

2. Step two: New concepts

(老师带上史密斯夫人的头饰，提前背好台词的两名学生戴上李明和詹尼的头饰，布置好的场景：家

时间：晚上)

[设计意图：借助由老师和学生参与其中的角色表演的形象直观的教学手段，创造一个真实生动的情景。这样有效地避免语法教学的枯燥性和单一性，对学习主要是以感性认识为主的小学生来说，不仅可以很好的吸引他们的注意力，激发其学习兴趣，还能够提高课堂教学的效果。尤其让有了一定语言基础的学生也参与其中，学生会觉得很有成就感。兴趣会更高的]

l buy---bought

T: Good job. What did Jenny and LiMing do yesterday ?Let’s have a look.

(Jenny 用J来代表，LiMing 用L代表，Mum用M 来代表)

J: Hi , Mum. We are home!

M: Hi ,LiMing and Jenny. Where did you go?(板书)

L: In the morning , we went to the store.

J: In the afternoon, we went to the gym.

T:板书课题

S:学生猜意思

表格出示

Places(地

Did some things(干的一些事

Time 点)

In the morning store

In the afternoon gym

In the evening

home 情)

Talked with Mrs.Smith

[设计意图：随着对话的完成把表格填完，帮助他们理清课文的脉络，也为他

们写自己的一天的活动提供一定的帮助。]

（课件出示:store 时间：morning）

M: What did you buy at the store？

L: I bought a pair of runners and a T-shirt .

M: :What did you buy at the store, Jenny？

L:I bought some ping-pong balls.

M: Oh ,your father and I often buy some things at the store .

(课件出示两句话：

Mr. and Mrs. Smith often buy some things at the store.

LiMing and Jenny bought runners,a T-shirt and ping-pong balls yesterday morning)

S: read the two sentences .

T:板书 often buy yesterday morning bought

S: read the word: bought

T: bought is buy’s past tense. bought 是 buy 的过去分词

S: read the word: bought

T: What did Jenny and LiMing buy at the store.

S: They bought runners ,a T-shirt and ping-pong balls .

T: Fill in the blank

(老师在讲课的前一天要布置这样的一次作业：到超市买一件东西)

T: LiMing and Jenny bought runners, a T-shirt and ping-pong balls yesterday. What did you buy yesterday?

S1: I bought…

S2:…

Work in pairs:

—What did you buy yesterday?

—I bought …

[设计意图：通过昨天布置的作业：到超市买东西，对这样已经发生过的事情进行谈论，让学生明白过去分词的意义并能够用过去分词把过去发生的事情用

英语表达出来。这样可以让学生体会和领悟语言形式的表意功能、内化语言规则，而且能有效提高其语用能力。]

l teach----taught

（课件出示:gym 时间：afternoon）

M: In the afternoon, you went to the gym .What did you do ?

J: I taught LiMing to play basketball.(边说边LiMing做动作)

L: I taught Jenny to play ping-pong.(边说边Jenny做动作)

M: Great. Your father and I usually teach Jenny to cook .but yesterday afternoon LiMing taught you to play ping-pong.

(课件出示这两句话：

Your father and I usually teach Jenny to cook .

Resterday afternoon LiMing taught you to play ping-pong.)

S: read the two sentences.

T:板书 usually teach yesterday afternoon taught

S: read the word: taught

T: taught is teach’s past tense.

S: read the word: taught

T: What did Jenny and LiMing do in the gym .

S: LiMing taught Jenny to play ping-pong. and Jenny taught LiMing to play basketball.

T: Yes,you are right. They taught each other a sport .(边说边加上“互相”的手势)老师把表格填上：taught each other a sport .What is the meaning ?

S:Guess

Practise one :

看表格说句子

Time（年份）

teachers

taught us

学科

[设计意图：让学生根据以前教过自己的老师教过自己什么课这样的亲身经历来说句子，他们很容易体会到taught的用法 ]

Practise two:

Have a match:

全班分为两组，以对抗的方法说过句子I taught 谁 to do some thing.限定时间看哪一组说的多，多的为优胜组。老师可以给提供学过的动词过去分词

[设计意图：小学生活泼好动，富于挑战性。把语法教学融入其中，这样可以有效地激活学生思维、激发其兴趣。还可以让学生明白taught somebody to do something 和taught somebody something在用法上的区别,免得拓展环节出现是否用to的疑惑，同时也是对taught的发音及用法的训练和巩固]

l think---thought

M:What did Danny do? Let’s look at the pictures.

(课件出示：书上第二部分的第三组图片，先出示过去式的图和句型，再出示另一张图和句型)

T：read the sentences.Do you have some questions?

S:ask

T:reply(板书：always think yesterday thought hurt hurt)

S：read the sentences

[设计意图：因为thought特别抽象，所以采取了直接讲解的方式；又因为thought在运用的过程中，其后面句子中的动词也要用动词的过去式，这样在操练的过程中，就增加了难度，所以我没有安排对thought的操练]

T：把这节课讲解的六句话重现在课件上，让学生去总结一下自己发现了什么，让学生自己去感悟一般现在时态和一般过去时态的区别。如果学生回答不出来老师可以给提示，让他们能理解就行了（或者看板书进行总结也可以）

[设计意图：语法教学不能是老师给下定义，要让学生在句子练习和句子对

比的过程中去总结出自己对一般过去时态的理解，让他们自己学会概括总结，培养他们独立自主学习的能力。]

T：Waaa,they had fun yesterday .Let’s have fun ,too.Sing a song .(放录音唱歌)

S：sing

[设计意图：在节奏鲜明，富于韵律感的歌谣中学习语法，能起到事半功倍的效果。此歌曲很好学，考虑到这节课的内容太多，可以让学生课下自己学会，上课时只跟唱一下，活跃一下气氛，放松一下即可]

l Part one:Hi Mum !We’re home !

T：Did you have fun ?

S:Yes

T:Look at part one.Read it .I have some difficulties.Can help you me ?

(小黑板出示：1、He is a good basketball player !什么意思

2、He played basketball with a ping-pong ball.什意思)

S:Listen and read then help the teacher.

[设计意图：培养六年级学生能根据上下文猜意思的能力，为他们能很快适应初中的学习做准备，同时推测能力也是学好英语的必备能力]

T: Thank you .I understand now.Can you help me again ?Fill in the blanks .

课件出示：LiMing and Jenny had fun yesterday .They went to the store .They ___ a T-shirt,some runners and ping-pong balls.Then they ____ to the gym .LiMing ___Jenny to hit the ball .Jenny ___LiMing to ____and catch the basketball .Danny wanted to learn.But he ____the basketball is too heavy .Danny wanted to hit ping-pong ball.But he ____his hand .Poor Danny!

hurt bought thought throw went taught

S:Read the text by themselves then fill in the blanks

[设计意图：让学生根据课文内容填空，能够检测到他们对学到的单词过去式的运用和课文内容的理解，同时这又是对拓展环节的铺垫]

Part two :Fill in the blanks with appropriate forms of the verb.

（1）They usually ______ (teach) each other a sport.

(2) Jenny ______(go) to the park tomorrow.

(3) Danny always _______ (think) he can catch the ball.

(4) This morning , Jenny and Li Ming______(buy)some things at the store.

(5) They _______(teach) each other a sport yesterday.

(6) Danny ______(think) he could hit the ball.

Part three:extension

T:Use the past tense to describ “What did you do yesterday?”You can use the words .

(课件出示：一些地点的单词，一些动词的过去式或短语)

[设计意图：这一环节很有难度，这能让学生去体会一般过去时态是如何运用的，同时也能体现梯度性，阅读不是单纯的阅读，而是要从语言形式和语言内容上来学习，从而让学生也能写出这样的英语短篇。老师要进行个别指导，如果时间不充足，可以当做是家庭作业完成，老师要进行返批]

Homework：完成拓展练习

板书设计：