一般過去時(shí)的教學(xué)設(shè)計(jì).doc

1、一般過去時(shí)態(tài)的教學(xué)設(shè)計(jì)Step 1: Warm up1. Let s chant：Whatdidyou do?I swept the floor.What didyou do? I read a book.Whatdidyou do? I drew pictures.Whatdidyou do? I washed clothes.What didyou do? I cleaned the window.Step 2 ：自主學(xué)習(xí)，合作探究1.引出動(dòng)詞閱讀小短文My morning，讓學(xué)生找出動(dòng)詞。In the morning , I get up at half past five. I was

2、h my faceand brush my teeth . I run for thirty minutes on the playground . Icooked meal for my family then I wake my son up . After wehave breakfast , I take my little son to the bus and sendhim to school.Step 3 一般過去時(shí)：1一般過去時(shí)表示過去某個(gè)時(shí)間發(fā)生的動(dòng)作或存在的狀態(tài)，常和表示過去的時(shí)間狀語(yǔ)連用。一般過去時(shí)也表示過去經(jīng)?；蚍磸?fù)發(fā)生的動(dòng)作。2Be 動(dòng)詞在一般過去時(shí)中的變化： am

3、和 is 在一般過去時(shí)中變?yōu)閣as 。（ was not = wasnt ） are 在一般過去時(shí)中變?yōu)閣ere 。（ were not = werent ）帶有 was 或 were 的句子，其否定、疑問的變化和 is, am, are 一樣，即否定句在 was 或 were 后加 not ，一般疑問句把 was 或 were 調(diào)到句首。3句中沒有 be 動(dòng)詞的一般過去時(shí)的句子：否定句： didn t+ 動(dòng)詞原形，如：Jim didn t go homeyesterday.一般疑問句：在句首加did ，句子中的動(dòng)詞過去式變回原形。如： Did Jim go home yesterday?特殊

4、疑問句：疑問詞+ did +主語(yǔ) + 動(dòng)詞原形？如： What did Jim do yesterday?疑問詞當(dāng)主語(yǔ)時(shí)：疑問詞+ 動(dòng)詞過去式？如： Who went to home yesterday?Step 4 、小組合作探究與展示（一）分小組討論歸納出規(guī)則動(dòng)詞的過去式構(gòu)成：展示：1、一般加 ed ;2、以 e 結(jié)尾的加 d；拓展：3、以輔音字母加y 結(jié)尾的改 y 為 i 加 ed；4、以輔元輔結(jié)尾的重讀閉音節(jié)，雙寫末尾的輔音字母加ed（二）分小組討論歸納出不規(guī)則動(dòng)詞的過去式構(gòu)成：展示：1、沒有變化，如: put -put2、改變?cè)舻模?:ring rang ，run ran ，be

5、come- became3、更特殊的情況，如： have had ， is was ， see saw ， leave left ，hide - hid設(shè)計(jì)意圖：小組合作學(xué)習(xí)克服了以前教學(xué)的覆蓋率不高、學(xué)生的實(shí)踐機(jī)會(huì)不夠多、訓(xùn)練不夠充分的缺點(diǎn)，逐步改變了學(xué)生惰性較強(qiáng)、懶于開口、過分依賴教師的被動(dòng)學(xué)習(xí)方式。在小組合作學(xué)習(xí)過程中，學(xué)生在知識(shí)、能力、興趣、素質(zhì)等方面相互溝通，相互認(rèn)同，相互補(bǔ)充，相互影響，相互促進(jìn)。這種學(xué)習(xí)方式可以解決個(gè)別差異，縮小兩極分化，有助于因材施教。Step 5 、精讀1、Read the passage carefully and answer the questions：

6、When did this story happen？What did the neighbor look like?What did lucy see about her neighbor?How did they become friends?通過回答后面三個(gè)問題，讓學(xué)生能夠基本復(fù)述這篇故事。2、What did you learn from Lucy?If you want others to be nice, be nice to them.設(shè)計(jì)意圖：從廣義來說, 外語(yǔ)教學(xué)的根本任務(wù)是使學(xué)生能夠“使用所學(xué)到的外語(yǔ)達(dá)到交際的目的”。精讀的目的在揣摩，在鑒賞，對(duì)一篇文章，不僅僅是做對(duì)后面的

7、題目就完了，還要對(duì)文章的篇章結(jié)構(gòu)、段落邏輯、轉(zhuǎn)折啟承、關(guān)鍵句子、語(yǔ)法結(jié)構(gòu)做一個(gè)透徹的分析，通過這樣的訓(xùn)練，可以培養(yǎng)學(xué)生對(duì)文章的細(xì)節(jié)理解、把握能力，進(jìn)而熟悉、領(lǐng)會(huì)其中的一些語(yǔ)法現(xiàn)象、句型、搭配等。Step 6 、當(dāng)堂練習(xí)1. Tom and Mary _ (come) to China last month.2. Mike _(not go) to bed until12 oclocklastniht.So he _ (get) up late.3. Mary _ (read) English yesterday morning.4. Tom _ (begin) to learn Chinese

8、 last year.5. My mother _ (not do)housework yesterday.6. There _ a telephone callfor you justnow. (be)7. -When _ you _ (come) to china?-Lastyear.8. _ (be) it cold in your city yesterday?9. Howmanypeople _ (be) there in your class last term?10. There _ (be) a football match on TV yesterday evening, but I _ (have) no time to watch it.11. 我過了一個(gè)忙碌但卻刺激的周末。_ _ _ _but excitingweekend.12. 上周六他們做什么了？他們做作業(yè)和購(gòu)物了。What _ they _ _ Saturday?They _ _ homework and _ _.13. 今天早上方方得做飯，因?yàn)樽蛲硭赣H不在家。This morning Fangfang _ _ _ _ becausehis