Lesson 1第一课时教学设计

Unit 2

A Magic Day

第一课时

一、教学目标

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. 二、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

结合课文chant的罗马、法国和西班牙这三个地方，设计了Gogo、Tony和Jenny分别去这三个地方度假的情景来教授Vocabulary的词汇，也为chant环节扫清单词障碍。

1. T: Boys and girls. Our friends Gogo, Tony and Jenny. They had a holiday in some foreign countries last week. 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. （屏幕播放Gogo在意大利罗马并配有国旗的图片）

Where did Gogo go? 板书go He went to Rome. 引出went, 板书went. 学习went，待学生掌握了went的读音后，利用课件播放park, USA, school, movie theater, Canada这几个地方

的图片来操练句型：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 Gogo eat in Rome?板书eat, （屏幕播出pizza的图片）He ate some tasty pizza. 引出ate，板书ate,学习ate. (师生问答) T: What did Gogo eat in Rome?

Ss: He ate some pizza.

(屏幕播放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.

利用课件播放bread, meat, tofu, cheese这几种食物的图片来操练句型：What did you eat this morning? I ate…

3. (播放Gogo写信的图片) T; What did Gogo do this morning? （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 Gogo do this morning? He wrote a letter.

4.T: Gogo went to Rome. He ate some tasty pizza and wrote a letter to us. What about Jenny? Did she go to Rome, too? (屏幕播出Spain的图片并配有国旗) Ss: No, she didn’t.（引出Did…句型）

T: She went to Spain. Did she eat any tasty pizza? Ss: No, she didn’t. T: Did she write a letter?

Ss: No, she didn’t. （屏幕展出Jenny唱歌的图片来引导学生Yes or No的回答）T：She sang a song.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Jenny看书的图片）T: This was a book. It was about Spain. What did Jenny do this morning? She read a book. Did Jenny read about Rome? Ss: No, she didn’t. She read about Spain. 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: Gogo went to Rome. Jenny went to Spain. Where did Tony go? （屏幕播放法国埃菲尔铁塔和法国国旗的图片）Did Tony go to Rome, too? Ss: No, he didn’t. T: Did he go to Spain with Jenny?

Ss: No, he didn’t. T: Where did Tony go? Oh, he went to France。（屏幕播出Tony在法国街道上骑着自行车）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sharp eye播放葡萄酒的图片在屏幕一闪而过）T: What’s this? Is it a bottle of water? Ss: No, it isn’t. T: Is it a bottle of juice?

Ss: No. T: It’s a bottle of wine. （同时屏幕出现刚才的葡萄酒图片）Ss: Yes, it is. T: France is famous for wine. So Tony wanted to drink some. He drank a little. 引出drank,板书drink / drank（屏幕播出难受的表情）Did Tony like drinking the wine. Ss: No, he didn’t. T: Can we drink any wine now?

Ss: No. We shouldn’t drink any wine now.

T: Yes, we

can’t do that now. Because the wine is bad for our health. You’re very good. I proud of you. 学习

drank。

8. T: Tony drank a little wine. 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) Hello, I’m

. I

to

with my parents for a holiday. I had a good time. First, I

some tasty food and

some juice. Next, I

shopping with my parents. They bought（买）some books and models. When we stayed in a hotel, I

a book and

models. Then I

. I was very happy.

（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

完成Activity的练习

（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 …