英语组王平老师“Last Weekend”教案反思及评课稿

Lesson plan of Unit 2 book 4Last Weekend

Teaching Aim:

1. To talk about past events in order.

2. To use the past tense of irregular verbs.

3. To use after in clauses.

4. To tell time ( from digital clocks)

Key verb phrases with their past tense:

get up—gotup get dress---got dress, brush teeth---brushedteeth,

wash face—washedface, have/eat breakfast/lunch/dinner-------had/atebreakfast, lunch, dinner, go to school----wentto schooll, run to school----ranto school , do homework----didhomework, get home----gothome, wash the dishes/do the dishes----washedthe dishes/didthe dishes ,

Teaching procedures:

Step 1: Greeting –free talk

1. T asks: how are you today? What’s the date today? What do you usually do everyday?

(While students mention some daily activities, let them write the key verbs with ms, I write what the students say on the blackboard, students write on their notebook. )

2. T: All these activities we do everyday, but what is our unit title? ( students read the title Last Weekend)

Mention last weekend, yesterday are the things already passed.)

Step 2: Presentation

T: I am going to introduce three friends to you, let’s take a look at what they did yesterday.

(1) Sue, Show Sue’s picture. Q: What did Sue do? Students look at the picture, try to say: Sue ___got____(get) up very late. (encourage students say very late, why did they know Sue get up very late?, let them tell because there is a clock, it is 9:10) , then show another question: What did Sue do after she got up very late? (Cover one picture, have students guess, finally, revile the picture, have them say : Sue _ran____ (run) to school.

Show another picture of Mike and Tom, using the same step with Sue, try to practice the usage of “after”.

(2) Students open their books, work in groups to read the part 3 and questions of part 4. check their reading by inviting some group to stand up to read in public. Also check their questions and answers.

Step 3 practice Jane’s Last Sunday

I. (1) T: I am going to introduce a student that all of you know who she is. Please tell what did she do?

Show picture 1, Ss try to say : Jane got up. Q: What did Jane do after she got up? ( encourage students to guess more activities, trying to use the past tense in their sentences) , then show the 2^ndpicture.

Picture 2: the same step with picture 1, after students know what Jane did after she got up. Q: What did Jane do after she brushed her teeth?

Picture 3, 4, 5 also use the same step, just arousing students interests and try to let them speak more phrases and sentences of past tense.

(2) Show a passage of Jane’s last Sunday. Hand out each a piece of paper. Like this:

Last weekend (is) too much fun for Jane. She _______(get ) up very late. After she______ (brush) her teeth , __________(wash) her face, she _________(ride) her bike to the fruit store. Then she ________( buy) some apples. It______(is) a very happy day.

After a few minutes, have them check and discuss their answers in small groups. Then I will tell them the past tense of buy, bought. (I think this maybe they don’t know). Then have them read in group’s .check reading by inviting some groups to read.

II. Focus attention on the blackboard. Have them try to give each base verb the past tense. For those they don’t know, let them go back home check on their internet or dictionary, then tell me tomorrow.

Step 4. My National holiday

Have them write their own National Day holiday. Give some questions:

1. How was your National Day holiday?

2. What did you do?

3. What did you do after …?

Have them talk in groups first, and then write down on their exercise books.

Blackboard designing:

Everyday Unit 2 Last weekend

Go slide what did Jane do? Jane got up.

Get do what did Jane do after she got up?

Read wash

Ride brush

Write play

... …

Reflection课后反思：

这节课学习的是新派英语第四册第二单元Last Weekend,第三部分What did they do?

内容只有六句话。主要语法是过去式。过去式对学生一直是个难点，怎样教授过去式才能更加突出以学生为中学，让学生愿意主动去学？如果只是单纯老师教，学生背，是灌输式；我在整节课贯穿的思想是让学生积极思维，让学生在情景中学习使用过去式。因此我的步骤是：

1. 头脑风暴：让学生说出每天做的事情，学生和我一起将重点的动词写下来，学生写在笔记本上，老师写在黑板上；

2. 通过介绍三个学生（Sue, Mike, Tom）昨天的活动转到过去发生的事情,每一个学生都有两个图片，但是我只给出第一张，让后让学生猜猜第二张图片是什么，这个学生做完第一件事情第二件事情是什么，比如：Sue got up very late.老师再问：What did Sue do after she got up very late?

(这里有个亮点：学生从图片的9:10 AM,.说出了Sue got up very late.而不仅仅是只说Sue got up.)

（老师在这里意图培养学生通过观察图片说句子的能力）

3. 通过学生非常熟悉的同班同学简贞在家的几幅照片，较好地操练了What did ----do after…?

每一次图片出来后学生都要去猜下一幅图片是什么，在这个过程中又一次运用到了过去式的句子；

说完图片，我又给每个学生发了一段关于简贞的last Sunday所做的一些事情的小短文，短文有开场有结尾；学生自己独立完成后，小组讨论答案，然后老师检查答案，再请几个小组大声朗读短文。学生对怎样写last weekend有了一个大概的框架。

4. 师生再次回到黑板上的动词，让学生独立完成给动词原形写上过去式，并请几个学生在黑板前写；写完后对学生没有写出的几个动词过去式，老师没有给出答案，鼓励学生今天晚上回家后自己查找有关动词的过去式，第二天告诉老师，对能够自己找到的并告诉老师的学生给予加分表扬。

5. 关于周末作业，我给学生布置的作业是：写写自己的国庆节；

个人认为本节课的亮点是：学生整节课学习状态很好，积极主动；过去式的学习不是机械训练动词原形-过去式，而是通过一定的情景，让学生在情景中注意到动词发生的变化；另外，学生通过独立思考，小组讨论，对Jane’s last Sunday的小短文完成的较好。课堂结构层次分明，学生在不知不觉中学习的知识由浅入深；老师的点拨作用也发挥的较好，比如buy- bought这个新知识点。

不足和需要改进的地方：

个人在思考当小学生遇到语法现象的时候我们老师应该怎样去面对，应该采取怎样的方法最适合学生。因为时间关系，有些步骤时间不够，比如黑板上写动词，如果可以写成动词短语更好；另外，在猜Jane的图片活动时，也觉得明显时间不够；最后学生自己独立完成动词过去式时也因为时间不够没有让学生多熟悉熟悉；

评王平老师的课

评课人：卓汉英

本节课的授课对象为四年级的学生，教学内容为Book4 Unit2第三部分内容。

一、教学亮点

1.让学生打开思维，充分挖掘自己已知。

热身部分提问What do you do every day?给学生充分的时间表达自己所学，教师将 其板书在黑板上。在课本正文中，选择先让学生看大图中的第一副小图回答问题，然后思索并猜测这之后的事情并用英语表达出来。

2.首尾呼应，拓展所学，并激励学生课后主动学习。

鼓励学生将上课热身部分的动词的过去式写出来，并请一个学生在黑板上作答。检

查所写，对于学生不知道的过去式的单词，没有急于直接给答案，而是作为课后作业，让学生自己课后通过学习工具找到答案。

3.注重学生学习方法的培养，让学生会学习。

在老师将学生所说单词板书在黑板上的时候，同时请学生和老师比赛将单词写在自己的本子上（看看谁可以超过我？）。

4.联系生活实际，让整个课堂显得更有生命力。

拍摄了班上一位同学的Last Sunday所做的事情，让学生猜测她之后要做的事情，既可以激发学生的学习兴趣，也很巧妙的将before和after引入其中，由句成篇，完成整篇文章。

5.总之，本堂课所包含的信息量非常丰富，学生学得很专注，很有兴致，并且收获颇丰。

二、教学建议

整堂课很流畅，设计很棒。如果非得提一点意见的话，可以这样：对于提问的部分，建议可以让学生进行提问，可以起到锻炼学生交际能力的作用。