Look, we have ……I cleaned my room last week. What about you? 3. T: Understand? Now take out your paper and talk with your partner. 4. T: Who wants to show? Step 5Home work 1Read the text .
2,Write the words and the sentences
板书设计
Module1 Unit 1 I helped my mum /t/
Yesterday I finished my homework. /t/
cleaned my room. /d/
washed my trousers. /d/
其中字母ed以及音标由红色粉笔标注。
教学反思
课时备课卡
课题 课型 教 学 目 标 . Unit 2 Amy painted a picture New 教学准备 课时 1 Letter cards, tape recorder and ppt 知识与能力目标 （1）词汇 能够听说读写的单词cook(cooked) noodles watch(watched) help(helped) 能够听说认读的单词paint phoned （2）句子
能够听说读写的句子Mr Smart cooked noodles. 能够听说认读的句子Ms Smart phoned Grandma. Amy painted a picture. 情感态度目标 帮助学生体会父母一天的工作是十分忙碌的，教育学生爱父母，做力所能及的家务劳动。 教学重难点 教法与学法 动词的过去式的表达以及ed的不同发音。 动词的过去式的表达以及ed的不同发音。 教 学 过 程 二次修改 Step One: Warming up 1. Greet the students. Divide them into groups of apples and pears. 2. Say a chant. (课件出示自编chant内容，有音乐伴奏) 【设计意图】以一首自编的chant开始，其目的是不但复习了Unit 1 中刚刚学到的一般过去式, 而且激发了学生的表现欲和参与欲, 使学生迅速进入浓厚的英语课堂氛围中。 Step Two: Revision 1. Compare and say. (1) Change the verbs into the past simple tense forms. (2) Help students be aware of the pronunciation of ?ed‘. (3) Drill the verbs and their past simple tense forms. 2. Go over the story learned in Unit 1. Elicit and help the students retell the story by using ?Yesterday, Daming…‘ 【设计意图】使用课件逐一出示动词，让学生说出chant 中出现的规则动
词过去式，并引导学生感知-ed的发音规则。同时教授此课中出现的phone的过去式，引导学生发现以e结尾的动词只加d变过去式和painted 的-ed发音，分解难点，扫除新授障碍。 T：We use the past tense form of the verbs to describe the past activities. As we know Daming got a reward yesterday. Why? (课件出示图片理解got a reward ) 然后老师逐一出示图片, 提问个别学生单独描述后，全班共同看图描述，复习unit 1 所学内容。此环节为后面新授做好铺垫
Step Three: Elicitation and presentation 1. Elicit the new story.
(1) Arrange a task for listening. What did the Smarts do yesterday? Get students listen to the CD-ROM and find out the answers . (2) Feedback by using the self-made software. Show students the pictures one by one with the sentences in which the verbs are deleted. Ask them to fill in the blanks. Then copy the main verbs on the board.
(3) Check it one by one by asking ―Who cooked noodles?...‖ Copy the subjects on the board.
(4) Elicit and help them to find the objects of each sentences. Stick the cards on the board. 2. Listen and repeat. 3. Look and say.
【设计意图】导入环节老师通过导入语 Do you want to know what Sam and his family did yesterday? 引学生的注意力, 自然入课。这样设计符合 ―乐学‖, 强调学生的主体性, 激发学生学习动机。任务呈现, 让学生清楚本节课的学习
目标是继续学习描述过去发生的事情，下课前同学们将观看一段录像，说出自己的同学昨天做了什么，然后用书面形式表达出来。通过任务呈现使学生从课堂一开始就明确了要完成的任务。同时也让学生感觉到只有通过本课的学习才能获得知识、技能、信息来完成这个任务。课文呈现，从听说入手呈现一个完整的故事情节, 让学生感知理解本课功能句型, 目的是为学生的听力发展打下基础。然后设计看图回答问题---测测你的记忆力---动词短语对对碰三个环节，目的是检测学生的理解程度。其次的 listen and repeat环节, 目的是培养了学生模仿说的能力。最后是look and say，目的是加深学生对一般过去时用法的理解和记忆。[
Step Four: Practice and Consolidation 1. Play a guessing game.
Use the pictures from Activity chant. Cover a certain part of a picture, ask them to guess what the boy/ girl is doing. 2. Learn the chant.
(1) Play the CD-ROM , Ss say along the music.
(2) Ss say and act with T one sentence by one sentence. (3) Ss stand up and say the chant with the action. 3. Mime and say.
(1) Give students a demonstration. (2) Work in pairs. (3) Feedback.
【设计意图】通过看一看，猜一猜活动演绎歌谣中句子的含义，将韵律诗导出；然后初次听，让学生小声跟说初步感受韵律；再次听，引导学生模仿，逐句跟说；最后师生听伴奏带边说边做动作，完成对韵律诗的初步学习。活动Mime and say. 用CAI课件呈现AB Activity 1和 SB Activity 4中的动词过去式短语，通过师生、生生示范，使学生明确活动怎样做，克服学习焦虑。然后进行两人pair work练习，最后小组展示并给与小组评价。此活动将枯燥的语言现象转变为学生乐于接受的生动有趣的课堂形式,使学生全员参与进一步拓展延伸了所学内容。
Step Five: Fulfill the task.
1. Watch a video and remember what he did yesterday. 2. Feedback and check the answers. 3. Look and say what the child did yesterday.
4. Complete the worksheet. Then work in pairs, compare the answers. 5. Ask the child in the video to report first, then call another student to report. At last ask the whole class to say together
【设计意图】通过观看同学生活录像，进行说、读、写技能的训练，完成活动任务。此活动深入了解学生的生活, 发掘兴趣点, 创设情景，引导学生们通过观察，对过去发生的一系列动作进行描述，并将获取信息进行处理和使用。在运用过程中认识, 领悟语言, 激发兴趣, 启迪思维, 从而挖掘学生运用语言的能力，同时也发展了学生用英语解决实际问题的能力。此环节还注重情感渗透，帮助学生体会父母一天的忙碌，教育学生要关爱父母，做力所能及的家务劳动，养成良好的