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一般过去时讲课逐字稿课程名称：一般过去时教学目标：1. 学生能够理解一般过去时的概念和用法。
2. 学生能够正确使用一般过去时描述过去发生的事情。
3. 学生能够通过练习掌握一般过去时的构成和变化规则。
教学重点：1. 一般过去时的构成。
2. 不规则动词的过去式形式。
教学难点：1. 一般过去时与现在完成时的区别。
2. 不规则动词的过去式记忆。
教学准备：1. 黑板或白板。
2. 投影仪和PPT。
3. 练习纸和笔。
教学过程：一、导入（5分钟）1. 通过提问学生昨天做了什么，引起学生对过去时态的兴趣。
2. 简要介绍一般过去时的定义：用来描述过去发生的动作或状态。
二、讲解（15分钟）1. 展示一般过去时的结构：主语+动词的过去式+其他。
2. 举例说明规则动词的过去式构成（如：walked, talked）。
3. 讲解不规则动词的过去式（如：go-went, eat-ate）。
4. 强调一般过去时与现在完成时的区别：一般过去时强调过去某一具体时间发生的动作，而现在完成时强调过去发生的动作对现在的影响。
三、互动（15分钟）1. 让学生两人一组，互相用一般过去时描述昨天的活动。
2. 教师巡视，纠正错误，并提供帮助。
四、练习（15分钟）1. 完成PPT上的填空题，巩固一般过去时的构成。
2. 完成练习纸上的改写句子练习，将现在时态的句子改为过去时态。
五、游戏（10分钟）1. 进行“过去时态接力赛”，每组学生轮流用一般过去时描述一个动作，下一个学生必须接着描述另一个相关的动作。
2. 教师点评，表扬表现好的学生。
六、总结（5分钟）1. 回顾一般过去时的定义和用法。
2. 强调不规则动词的重要性，并鼓励学生多记忆不规则动词的过去式。
七、作业1. 完成练习册上的一般过去时专项练习。
2. 写一篇小短文，描述上周末的活动，要求使用一般过去时。
教学反思：在下一节课，可以增加更多的实际对话练习，让学生在模拟场景中使用一般过去时，以提高他们的语言运用能力。
语法教学（一般过去时说课稿）一、说教学内容我说课的内容是PEP教材六年级下册语法内容一般过去时.1.教材内容本节课复习的内容为Unit 2的语法:一般过去时.围绕“发生在过去的动作”这一话题，复习一般过去时的概念和结构以及动词变过去式的规则和不规则变化，尽可能多地滚动复习更多相关的动词短语。
本课要掌握的短语和句子有: watched TV; washed my clothes; cleaned the room; played football; stayed at home; read a book; read a book; saw a film; had a cold;Key sentences: What did you do last weekend? I played football; Did you read books? Yes, I did. No, I didn’t.2.教学目标依据小学英语课程的总目标，本单元知识的前后联系及对学情的分析，从3个维度出发，我把本课的教学目标定位为：(1)通过复习能够用What did…句型询问他人在过去的时间里所作的事情并作答。
如：What did you do last weekend? I played football. （2）能够用Did you…句型询问他人在过去的时间里是否作某事并作答。
如：Did you read books? Yes, I did. No, I didn’t.（3）能够用一般过去时描述自己在过去的时间里所做的事情。
如：Ihad a cold last weekend.（4）能够听、说、读、写本单元出现的四会短语和句子，掌握一般动词过去式的变化规则以及部分不规则动词的过去式形式。
教学重点：能听懂、会说、会用一些简单的关于询问及表达在过去时间内所做的事情的句子。
教学难点：能让学生在实际情境中运用这些句子及动词过去式的变化规则和读音规则。
Simple Past Tense说课稿OpeningGood afternoon teacher and my fellow students, I‘m very glad to be here to give you an introduction about my lesson. I will divide it into five parts, Teaching background, Teaching analysis, Teaching procedure, Blackboard design and Reflection of this lesson.Part1 Teaching backgroundGrammar is a major part in Junior English teaching, it aims to help students cultivate the competence of using English language knowledge. As teachers, we should focus on teaching objectives and design effective activities to improve their learning ability as well as solving the practical problems.Text AnalysisFirstly let's look at what I will teach. The title is the simple past tense. This lesson is from PEP Grade 8 Unit 1 where did you go on vacation. Students have to master the relevant grammar in junior stage. And I will let them know the usage of the simple past tense systematically. This grammar is also important in senior high school entrance examination.Students AnalysisAs for Grade 8 students, they have 1 year and a half English learning experiences in junior stage. In learning status, they have already studied variations in person and number of verbs, and they have accumulation of the simple present tense.And in this period, they have curiosity and strong wish to explore. They are happy to express their views and can pay much attention to what the teacher says in class. For this situation, my solution is to motivate their interests and let them work together.Part2 Teaching analysisBased on the background analysis, I want to tell you something about my teaching. The teaching analysis are designed in four.Teaching objectivesFirst is teaching objectives, three parts are included. In this class, I will let students to comprehend the usage of the simple past tense and to master the single past of regular and irregular verbs and use them correctly. After class, I hope that they cantalk about their daily activities and write an article by using the simple past tense. During the class, I want to help students to cultivate their skills of communication and teamwork spirit, and improve their learning initiative.Key points and difficultyFor the key points, students should understand the single past of regular and irregular verbs and use them correctly, and master the adverbial of time. The difficulty is to write an article by using the simple past tense.Teaching and learning methodsI use some methods to support the whole process. As you can see, the heuristic teaching and cooperative inquiry. After watching a short video, they will have a group discussion and then I will explain the language points and let them practice. After that, I will summarize what they have learned in class and give them a task to consolidate.Then they will show themselves in front of the class. At last I will arrange the homework.Part3 Teaching procedureHere comes my teaching procedures. I will state it in details. There are 7 parts in total.Lead in, I will play a short video for students and ask someone to answer my question” what are they talking about?” The short video talks about what the cartoon did last weekend.Explanation, then I will explain the definition and how the verbs change in the simple past tense.Group work, After that students will discuss in a group, I will give them four groups of sentences, they should try to find the rules about how these words change. After discussion, they will draw a conclusion and I will make a summary and tell them to pay attention to the pronunciation about the verbs. In this section, students have mastered most of knowledge in this class.Practice, they should do some practice to review what they have learned.Consolidation and Production, I will give them a task to write an essay about what they did in Spring Festival. 8 minutes later, I will invite someone to show their works, and this is an example.Summary, finally I made a mind-map to review the language points in this class with my students.Homework, homework for the students is divided into three parts. Firstly they should finish relevant practice. Secondly I ask them to summarize the language points and take some notes in the book. The last is to preview the content in section B and read the article.Part4 Blackboard designThis is one of the key points in this class. And I think it's a little bit difficult for students, so I put them on the blackboard.Part5 Teaching reflectionAt last, I would like to share my teaching reflection.Teaching effectIt includes two parts, knowledge and ability. Students have to master the preliminary simple past tense, includes definition and structures, the single past of regular and irregular verbs, the adverbial of time. Students should realize the usage of the simple past tense, and broaden the thoughts of solving problems. They can describe the things occurred in the past after class.Teaching reflectionFirst, I use a short video to motivate the students learning interests and set some questions to let them think and work together. These are the two questions. Secondly, I ask them to write an essay about what they did in spring festival to consolidate the points and lead the students to use the knowledge into their lives. Thirdly, I use a mind-map to summarize and help students to review the content in this class.EndingThat's all for today's sharing, thank you!。
说课稿本次课围绕以下内容展开：指导思想和理论依据，教学目标，教学对象，教学重难点，教学准备，教学方法，教学步骤和评价体系。
一．指导思想和理论依据。
本次课选用青少版新概念—2A，课时选用第12单元The London Bus的A课口语部分。
青少版新概念在秉承老版新概念先进教学理念的基础上，遵循先听后说，先说后读，先读后写的原则，语法大纲体现复现率和渐进性。
教材通过精心设计的听力、阅读和练习，帮助学生扎实地掌握英语的各项知识和能力，最终能够自信的用英语进行交流。
二．教学目标包括五个部分。
文化意识。
文化背景：学生对1B16单元的英国名胜古迹，2A1单元伦敦机场以及2单元伦敦马拉松等内容均有了初步认识，本课文化目标让学生了解伦敦巴士的发展变化。
语言目标。
语言背景：学生在11单元已经初识be型一般过去时，并从10单元开始进入篇章学习。
本科所达文化目标包括：1.巩固class norm中的日期表达法2.巩固be型一般过去时，能在口语中熟练运用3.认知含实义动词的一般过去时，为14单元的学习做铺垫4.继续语篇学习。
语言技能：利用所学句型结构对事物进行描述，并在口语交际中熟练进行句型转换学习策略：包括认知、资源策略。
利用教学媒体创设情境，寓教于乐，让学生身临其境，最大限度发挥主动性。
交际策略：积极与老师和同学合作，完成学习任务。
情感态度：关注时事，了解本国与他民族的人文知识。
通过以上五个教学目标的达成，培养学生综合语言的运用能力三．教学对象六年级学生，具有两年以上学习基础，在平时的课堂习得中养成良好的学习习惯，有较好的口语表达能力，课堂表现积极、气氛活跃四．教学重难点教学重点：语篇学习，能力培养：听说、认读教学难点：be 动词在一般过去时和一般现在时中的使用及转换五．教学准备PPT课件，红色、绿色伦敦巴士各一辆，英国名胜古迹卡纸各两张，英国国旗12面六．教学方法听说法、任务型教学、情景教学、交际教学、头脑风暴其中，任务型教学体现在以下步骤中。
一般过去时复习课说课今天我说课的内容是人教版八上一般过去时的语法复习课，依据新的课程标准和新的课堂教学设计的理念，本节课教学设计的主要对象是学生，本着为学生的学习而设计教学为宗旨。
注重于学生的自主、探究、合作学习。
培养学生积极主动的学习态度。
关注学生的个体差异，尽量满足不同学生的学习需要，努力创设能引导学生主动参与的学习环境。
激发学生的学习积极性，培养学生运用知识的态度和能力，使每个学生都能得到充分的发展。
我说课的内容包括以下几方面。
说课流程1．说教材本次说课的内容为八上的一般过去时的语法内容。
这三个单元的语法内容是一般过去时的用法以及where, how，what引导的重点句型的问与答，其中涉及到的动词过去式的变化和使用规则，丰富了学生运用一般过去时交流的话题。
2. 说教学目标（一）、知识与技能目标：1）让学生复习巩固动词过去式的构成、用法。
2）让学生复习一般过去时的时间标志词，和一般过去时的句型构成。
能运用以what,where，how等特殊疑问词引导的特殊疑问句进行交流。
（二）过程与方法：学生通过小组合作，交流，归纳等探索活动，掌握知识目标，并学会运用。
（三）情感目标：1. 让学生敢于、乐于、善于开口讲英语,积极参与交流,树立学好英语的信心。
3. 说重难点重点1.复习动词过去式的变化规则，用法；以及一般过去时各种句式结构。
难点1.能运用where，what，how 等特殊疑问词引导的特殊疑问句进行交流。
4. 说教法和学法针对本节课的特点，采用我校“师导生探，实践应用”的教学模式，利用“五代”教学步骤把教学的重心放在如何促进学生的“学”上，引导学生以自主探索、小组活动、集体交流等多样化的方式学习，使学生积极参与到教学活动中，通过合作交流，激发学生的学习兴趣，使学生的主体地位得到充分的发挥。
5. 说教学过程一、复习动词过去式的构成。
由学生总结归纳出动词过去式的构成并归纳一般过去时的时间标志词。
