Unit 1 Did you come back yesterday?优秀教学设计内容

Module 1 unit 1 Did you come back yesterday?教学设计

教学目标：

1、让学生掌握基本句型：

Did you come back yesterday?-No, we came back last Sunday.

2、让学生描述过去发生的事情。

教学重难点：

教学重点：让学生掌握基本句型:

Did you come back yesterday?-No, we came back last Sunday.

教学难点：让学生描述过去发生的事情。

课前准备: pictures, cards, tape recorder, computer

教学过程：

Step I. Warming-up

Listen and act

T: Come to the blackboard! Walk back!play football，watch TV，play computer games ，go swimming…

Ss: Do actions

Step II. Revision

1.Guess: What did Miss Liu do yesterday?

T do actions, Ss guess and use sentences describe.

For examples:

1).（教师做做饭的动作）

学生用英语描述：You cooked yesterday.

2). (教师做打电脑的动作)

学生用英语描述：You played computer games yesterday.

…

Step III. Presentation

1.出示课文教学挂图，

T: Who can you see?

S1:I can see Amy.

S2:I can see Sam and Lingling.

S3:I can see another boy. He’s John.

T: Are Lingling 、Sam and Amy in England or in China?

S1: They are in London.

S2: I think they are in a park .

T: Good job.

2.listen and answer

T: Did Sam and Amy come back yesterday?

S1: No, they came back last Sunday.

讲解come back (教师站在教室中间向学生发指令)T: Walk to the blackboard. (学生向黑板走去)，教师招手并对学生说: Come back.如此几次，学生理解了come back的意思。

: What did they buy in the park?

S2: They bought some ice creams.

(教师出示图片，学生明白了ice cream的意思)

T: What happened after that?

S3: Lingling dropped her ice cream.

讲解drop (教师拿一本书装做不小心掉在地下) T:Oh. I dropped my book. （告诉

学生drop的过去式是dropped）

3. Teacher writes the words on the blackboard. Then read after teacher.

(教师通过肢体语言与动作让学生理解了come back drop

ice cream等单词的含义,并通过教师领读，学生自读加深了印象)

4.Follow the tape recorder read the dialogue. （学生跟读课文然后以四人为单位分角色朗读，教师评出最佳朗读组）

5. (出示图片) T: Look at the picture. This is Sam’s family. Yesterday evening, they were very busy. Let’s say: What did they do yesterday evening? （给学生两分钟准备）

T: What did Sam do yesterday evening?

S1: Sam watched TV.

S2: He helped his dad.

T: Can you ask questions like me?

Ss: Yes.

S3: What did Amy do yesterday evening?

S4: She painted a picture.

…

StepⅣ

Practice

1.（展示图片）.T: Who is she? Yes, it’s me. On summer vacation my family went to Qingdao .We went there by car. My daughter and I went swimming in the sea. We ate some seafood. At there, we had a good time.

2. Talk about the summer vacation

1) I want to know where did you go on summer vacation?

2) When did you come back?

3) How did you go there?

4) What did you eat?

5) What did you wear? …

(在大屏幕上出示这些句子，告诉学生在交谈中可以通过这些问题来询问其他同学的暑假生活)

StepⅤ

Homework

Say and write: What did your parents or friends do last weekend?

教学反思

本节课是放暑假回来后的第一节英语课，内容跟暑假有关，学生有亲身体会，比较好导入。

本课涉及的主要时态是一般过去式。及让学生掌握基本句型： Did you come back yesterday?-No, we came back last Sunday. 本课的难点也是一般过去时态和对基本句型的掌握。又由于英汉语法的差异，学生受汉语影响很大，思想上难转过弯来。这是一个思想上的坎。

一般过去式要用到动词的过去式，因此在复习热身的时候我用I say you do的活动来让学生熟悉动词的原型与过去式。但是整堂课下来我发现学生对动词的过去式的掌握还是不太牢固，尤其是一些不规则动词的过去式记不牢好。例“come”的过去式“came”。然后是一般过去式的语法规则，学生也弄不懂，例如句子中有助动词did后为什么后边的动词要用原形，而没有助动词did则用过去式。为了让学生自主学习，积极动脑，采用“三疑三探”教学模式，先是学生小组讨论，试着通过课文来找出一般过去时的语法规则，然后加以讨论，最后我通过句型来进行操练，通过听、读、讲来加深学生对描述过去发生事情的表达方法进行理解，然后慢慢熟练接受。

在本节课中，我处处设疑，让学生充分开动脑筋，回答老师的问题，并对回答对的同学给予一点的奖励，充分调动了他们的积极性，活跃了课堂气氛，收到了良好的教学效果。在任务运用方面，我从听、想、答三个方面反复巩固学生对新知识的理解，从而基本完成了本课的教学目标。

本节课质疑再探环节，许多同学都提出了一般过去时的相关问题，这也体现了此时态，确实是教学中的难点，学生掌握起来比较困难。因此在运用拓展环节，我主要是针对时态，编写一些问题。千变万化来巩固学生的一般过去时态及一般疑问句的掌握。我觉得还学要一课时来让学生加深该时态的印象。

当然这节课也表现出了很多不足的地方，如在听录音方面，多数学生听不出，影响的课文的内容。还有设疑自探环节提出的问题虽然多，但能用英语回答的没有多少个，多数学生干脆用汉语回答等等。这都体现了学生英语口语学习的薄弱性。为了避免学生学习哑巴英语，在日常教学中应注意培养学生的听说能力。让理论

联系实际，学生能够学以致用。这样才能激发起学生学习的兴趣及自主性。三疑三探教学模式让学生爱学习，主动学习，动手、动脑提出问题，解决问题。切实让学生参与到教学中。