Irregular verbs教学设计案例

小学英语六年级下册一般过去时复习课教学设计

教学内容与目标： 1、复习三四单元过去式的单词及四会句子。 2、掌握动词过去式的变化规则以及正确运用一般过去时 3、通过谈论“holiday”联系生活去运用过去式句子,培养学生热爱生活的积极情感，合理安排生活的生活态度。

教学重点、难点： 能灵活运用动词过去式谈论过去发生的事情。

教学步骤：

一、热身活动

1. enjoy chanting.

2. free talk. t: hello! i am miss huang. i often play games on the weekend. what about you? what do you often do on the weekend? 师生问好，回答问题。

热身，引出话题.。 s1: i often play football on the weekend. t: i like holidays. it can make me feel happy. do you like holidays? ss:… t: what do you often do on your holiday? s2：i often …… on my holiday.

二、整体梳理再现

（一）1.梳理主要语言结构之一what did you do last weekend? did you …

…?

t: we often do many interesting things to make ourselves happy. today let’s talk about our holiday.(板书holiday) last weekend i went hiking. how about you? what did you do last weekend? s3:i …（板书：.what did you do last weekend? i …

…）

） t: what about you? did you …

…? s4:…（板书：did you……?根据学生回答板书：yes ,i did./no, i didn’t.） ask the ss to talk about their last weekend. then check several pairs.

2.猜测教师上周末活动，梳理主要动词词组。 t..i had fun last weekend. do you know what i did last weekend? let’s guess. you only have three chances.（教师事先准备老师本人看电视/洗衣服/读书照片）

（课件呈现主要语言结构之一：what did you do last weekend? i…

…did you …?以及教师的两三张模糊照片。）

教师根据学生猜测活动，板书主要词组(watched tv, washed clothes, cleaned my room, played football, learned chinese/english, climbed a mountain, rowed a boat, visited my grandparents, read a book)。（板书时问学生can you spell…

…，让学生通过拼读回忆词组书写，板书时动词过去式-ed 部分用彩色粉笔书写）

3.练习。ask the ss to talk about their last weekend. then check several pairs.

（二）1.讨论猜测学生假期生活，梳理主要知识结构之二where did you go on your holiday?

how did you go there? （教师可叫学生画出假期照片图引导其他学生猜测或与多个学生交流）

t：weekend is colorful. but i like holiday better ,because i can go to some places ,such as ……look! i went to …on my holiday.(教师呈现自己出游照片)where did you go on your holiday? s1:i went to …

…（教师板书where did you go on your holiday? i went to …

…） t: really? did you take pictures? can we share it? s1: yes, i did.(学生拿出自己画的出游照片) t: class ,… went to …do you want to know more? you can ask him. 其他学生提问：how did you go there? s1:i went by …(教师板书此句型how did you go there? i went by …) 引导其他学生提问s1：what did you do? s1: you guess. 其他学生猜测。（教师根据学生猜测，板书went to a park/swimming/fishing/hiking/skiing/ice-skating, sang and danced, took pictures, ate good food, saw elephants, bought presents，板书时让学生拼写这些词组，动词不定

式用彩色粉笔板书）

教师补充问题：did you get to …?did you have fun?(教师板书get/got to, have/had fun)

2.练习。talk about their trips using their pictures.(几位学生带着他们画的出游照片到各组，其他学生与之交流)

三、归类点拨一般过去时口诀: 一般过去时并不难，表示过去动作、状态记心间。 动词要用过去式，时间状语句末站。

1.齐读句子（一般现在时态和一般过去时的句子），让生总结特点（注意这几种句式中动词的形式），教师补充。提醒学生要根据上文问句来确定回答时动词的形式。

2.齐读动词词组，让学生总结-ed 的发音，教师补充。本环节设计了快速抢答的游戏，由学生们根据他们在上一环节想到的动词过去式总结归纳出动词过去式的构成。（按春、夏、秋、冬的活动词组设计）春天：（plant trees—planted trees, fly kites, go hiking.）夏天(go swimming, eat ice cream, have a sunshine )秋天(climb mountains, see red leaves, eat fruits)冬天(go skiing. make a snowman, go skating, play in the snow)

3.引导学生发现不规则中中的小规则。不规则动词的变化需要学生巧妙的记忆。如take—took, sing—sang

四、交际应用

1.小组活动。利用what，where, how, 等特殊疑问句采访其它组员假期的活动，然后每组推荐一名同学汇报本组组员假期活动。

2.小组交流。给四个小组分发在四个地点：hangzhou; hainan; beijing; harbin, 的活动图片，利用本节课句子谈论图片，引导不同小组学生展开交流。

五、针对练习

一般过去时的练习活页，学生独立完成。对完成得好的同学提出表扬。

六、小结。

1.总结知识。齐读句子和词组。

2.总结如何过有意义的假期和周末。we like weekends and holidays. we have a lot of fun on the weekends and holiday. we learn how to make our weekend/holiday colorful and interesting. we are studying, we are happy.

homework:

写下一篇my weekend/holiday的短文。

板书设计

my weekend/holiday

what did you do last weekend/on your holiday? i __________________（板书-ed的短语） ______________（板书不规则动词的短语）

where did you go on your holiday? i went to …

how did you go there?

i went …