Lesson 1优秀完整教案

Unit 2 A Magic Day（第一课时）

一、教学目标

1.语言知识目标：能够熟练掌握本单元的动词的过去式的变化规律；能够熟读本单元的主要句型并能运用来交流；能够理解运用过去式来描写的阅读材料；能提取重要信息来完成相关的阅读练习。

2.语言技能目标：

听：听懂句子，理解其意，获取信息。

说：能流利准确动词及其过去式；能够熟读本单元的主要句型并能运用来交流。

读：能流利读出Target的内容，能读懂vocabulary部分内容。

写：能运用本单元的动词过去式和句子来写出关于描写过去已发生的事情。

3.学习策略目标：通过自主学习、合作学习的态度和方法增强其合作学习的意识。

4.情感态度目标：鼓励学生大胆地用动词过去式来描述过去的事情，体验学习的成功感。

5.文化意识目标：初步了解阿拉神灯的故事和西班牙、法国及意大利的旗帜、名胜古迹及

二、内容分析

1.

能四会掌握use/used, study/studied, play/plated, visit/visited, run/ran, talk/talked, jump/jumped, clean/cleaned 2. 能熟练运用句型来交流：What did you do this morning? I read a book. Do you go to the beach after that? No, I didn’t. I went to the park.

三、教学重点，难点。

1. 重点：能四会掌握动词及其过去式并能结合Target的句型来表达。

2. 难点：

掌握本课的动词原形及其过去式变化的规律，能区分wrote和rode的读音。

三、教学准备

课件，单词卡片

四、教学过程

Step 1 Warm- up

1.Free talk

T: Hello, what did you do yesterday?

S1: I ( cleaned the windows )

T: What about you? What did you do the day before yesterday?(

S2: I ( studied )

（通过提问学生问题，使教师与学生之间进行交流，消除学生的紧张的心理，并复习上单元的知识，为下面的chant做铺垫）

2. Chant

T: Boys and girls. Let’s chant: What did you do?

(通过chant，起到复习上单元的知识点，活跃气氛，为本节课的学习内容做铺垫。) Step 2

Lead-in & Presentation

新课引入：

1. T: Boys and girls. Our friends Gogo, Tony and Jenny. They had a happy weekend. Where did they go? Do you want to know about their holiday? Where did they go? What did they do?

Ss: Yes

T：OK! Let’s look. （出示图片）

Where did Gogo go last weekend? 板书go He went to the park. 引出went, 板书went. 学习went，待学生掌握了went的读音后，再出示park, movie theater, Canada这几个地方来操练句型：Where did you go? I went to…

(设计意图：既巩固了学生对went的读音，加深对went的理解，也操练了Where did you go? I went to…)

2.T: What did they eat ?板书eat, （出示吃面条图片）He ate some tasty noodles. 引出ate，板书ate,学习ate. (师生问答) T: What did they eat ?

Ss: They ate some noodles.

(出示今天早上学生吃面条时的相片)

T: What did you eat this morning? 引出this morning

Ss: We ate some noodles.

利用课件bread, meat, tofu, cheese这几种食物的单词来操练句型：What did you eat this morning? I ate…

3. (出示写信的图片) T; What did the boy do yesterday? （板书此句型）He wrote a letter.引出wrote,板书write/wrote.学习wrote, 待学生掌握了wrote的读音后,同桌操练句型：What did he do yesterday? He wrote a letter.

屏幕展出唱歌的图片来引导学生学sing-sang这个单词）T：He sang a song last night.引出sang, 板书并学习sang.

（待学生掌握了sang的读音后，利用课件播放went, ate, wrote, sang这几个单词的图片来进行师生问答----小组操练----学生展示）T: Did you…? Ss: Yes, I did. / No, I didn’t. I…并板书此句型。

5. （屏幕播出看书的图片）T: This was a book. What did Jenny do this morning? She read a book. Did Jenny read about hiking? Ss: No, she didn’t. She read about ... 引出read. 板书read/read, 学习read/read, 向学生强调read的ea组合发/e/音. （师生问答）

T: What did Jenny do this morning?

Ss: She read a book.

T: Did she read a book?

Ss: Yes, she did. （设计意图：词不离句，既巩固了单词又操练了句型）

6. T:屏幕播出Tony骑着自行车）T: Look, Tony rode a bike on the street.引出rode，板书ride / rode,学习rode. 特别向学生强调wrote 和rode读音的区分在t和d的字母的读音。

7.（利用播放图片在屏幕巩固单词）

8. T: What did he do this morning? Look.（屏幕出现make models的单词卡片的图片）He made models this morning. 引出made, 板书made, 学习made. 师生问答：What did he do this morning? He made models. Did he make models? Yes, he did.

9. 听录音并跟读

（设计意图：让生接受纯正的英语读音，增强他们的语感）

10. Pair-work

让生结合单词来操练句型。先由师生展示，再由小组操练，最后小组展示。

Step 3

Practice 完成Pratice1的练习

（设计意图：检测学生对单词和句型的掌握程度）

Step 4

Extension

1. 学唱chant.

（设计意图：活跃气氛，为接着的学习提供良好的精神面貌）

2. (利用屏幕出示) Last Saturday, I visited my grandmother. First I …Then I…In the afternoon,I…and…In the evening,I…Then I

…

（设计意图：进一步帮生巩固本课的单词，还锻炼了学生写作文的水平）

Step 5

Summary

齐读黑板上的单词和句子。

Step 6

Homework

Tell your friends or your parents what you have done yesterday, then write it down.(告诉你的朋友或父母亲你昨天做了什么事情,然后把它写下来)

（设计意图：通过此作业来检验学生今天这节课内容的掌握程度。）

五、板书设计

Unit 2

go---went

eat---ate

write----wrote

sing----sang

read---read

ride----rode

drink---drank

make---made

What did you do this morning?

I …

Did you … after that ?

Yes, I did.

/

No, I didn’t. I …