PEP小学英语六年级第四元Let‘s read

第一篇：PEP小学英语六年级第四元Let‘s read

PEP小学英语六年级第四单元

本单元主要的语言训练项目是有关业余爱好的英语表达和一般现在时的简单用法，主要句型如下：What’s your hobby? I like doing something.He likes„.Does he / she live in the city? Yes, he / she does.No, he / she doesn’t.“I like doing something.”这个句型学生在以前的学习中遇到过。“ like doing sth.”这种表达形式学生曾重点练习过。因此,学生理解和运用I like doing something 这一句型应该不会有太大的困难,但它作为“What is your hobby?”的答句,学生在对话时也许会不能很快地反应过来,因此,要强化对话练习,使学生形成习惯性的语感。师生可通过不同形式的游戏、活动,展开互动,既要激发和保持学生学习的兴趣,又要使训练具有实效性。此外,学生对本课出现的5个新的动词短语的掌握和运用也会有一定困难,所以要采用多种不同的方式加以强化练习、记忆,同时还要提示学生运用一些以前学过的动词短语,作一些拓展训练。

Unit 4ALet’s Read

教学目标：

1、听、说、认读两封电子邮件。

2、培养学生乐于与人交往的性格。

3、了解电子邮件的基本格式。

4、学唱英语歌My Pen Pal

教学重点：阅读两封电子邮件。

教学难点：理解、认读句子： My twin sister Ann likes „We look the same, but we don’t like the same things.Tell me something about you.教学准备：

1、老师准备录音机、磁带，学生准备最喜爱的明星画片

2、PPT课件

教学过程：

Step 1 Introduce my pen pal

教材分析：教学内容：Let’s readLet’s sing

教师展示自己笔友的照片，以及相互的E-mail.介绍自己笔友的业余

爱好等基本情况。运用句型：She likes reading books.She likes

playing ping-pong.引出课题，I have a pen pal

This is Linda.She lives in America.She is a teacher.She is tall and

heavy.She likes swimming and playing baseball.This is the E-mail she

wrote to me.We often write to each other.She is my pen pal.I’m her pen

pal.引导学生猜测pen pal的意思。最后点出Pen pal means pen friend.简单学习pen pal.(设计意图：通过老师介绍自己的笔友特点及爱好，引入交友情景，为后面进入的阅读创造情景，同时排除pen pal这个障碍，为阅读打

好基础。)

Step 2 Show your favourite star

同学们展示自己最喜爱的明星的画片，进行介绍。

This is my favourite star.Her name is ……..She likes doing ……

She lives in ……

(设计意图：运用自己喜爱的明星照片做为学具，激发学生说英语的兴趣，练习句型She lives in……,She likes doing …….突出本课学习的重点，既是复习，又是新课的内容。)Step 3 Preparation

1.Free talk

T: Hello.What’s your name?

S: My name’s ….T: Nice to meet you.S: Nice to meet you, too.T: I live in ….Tell me something about you.Where do you live?

S: I live in ….板书 I live in „.Tell me something about you.并领读。

T: Tell me something about you.同学自我介绍，运用上句型

I live in ……

I like doing …….在相应位置板书I like „.What’s your hobby?

（设计意图：同学们通过自我介绍，联系到实际，做到知识的活学活用。理论联系实际，达到语言交际的作用，学习与人沟通的能力。所练习的句型也正是本单元的重点内容。）

2.Let’s chant.What’s your hobby?What’s your hobby?

Diving, diving,diving.I like diving.What’s your hobby?What’s your hobby?

Riding a bike, riding a bike.I like riding a bike.What’s his hobby?What’s his hobby?

Collecting stamps, collecting stamps.He likes collecting stamps.What’s her hobby?What’s her hobby?

Making kites, making kites.She likes making kites.（设计意图：歌谣的运用，复习了Let’s Learn 中的短语，又练习了本单元的重点句型，活跃了课堂气氛，激发了学生学习的兴趣。）Step 4 In-reading1、第一遍阅读。快速阅读第一封邮件，并回答问题：

1）What are their names?

2）Who is Alice’s sister?

首先老师让学生观察第一封邮件的图片人物，T：Look at the girls in the picture．They look the same．They are twin sisters．What are their names? Let's read the first e-mail.Read quickly and find the key words．学生回答的时候，要求能说出依据。然后通过描述这两个女孩的共同特征，引出twin sisters.They look the same.理解twin和They look the same.的含义，然后，出示另两对双胞胎的照片，引导学生说They are twin sisters/brothers.They look the same.（设计意图：本文文本量较长，有一定难度，设计时自然而然将两封邮件分成两部分进行阅读，先处理Alice给Liu Yun的邮件内容。阅读前老师描述人物图片，学生通过快速阅读找出简单信息，即这两个

人物的名字。此遍阅读教会学生找关键词、句，培养学生跳读的能力。twin sister的理解放在文中进行。）

2、第二遍阅读。仔细阅读第一封邮件，并回答问题。

1）What’s Alice’s hobby?

2）What’s Ann’s hobby?

老师提示学生仔细读，并勾划出答案。做完后，同伴交流答案及依据。最后，老师核对答案。

由这两个问题的答案：Alice likes swimming, diving, and riding a bike.Ann likes drawing pictures and making kites.引出新句子They don’t like the same things.并让学生猜测意思。

3.判断正误。

1）Alice lives in America.2)Alice and Ann are not twin sisters.3)Alice likes swimming and riding a bike.4)Ann likes diving and making kites.5)Alice and Ann look the same,but they don’t like the same things.(设计意图：结合老师的示例，引导学生自己创设问题。为下一部分学生自己出题目互相解答做准备。)

Liu Yun has got the e-mail.This is the e-mail from Liu Yun to Alice.出示第二封邮件。

第一遍阅读第二封邮件。快速阅读，回答问题：

1）Where does Liu Yun live?

2）What is Liu Yun’s hobby?

4、第二遍阅读第二篇邮件。仔细阅读，回答问题：

1）What is her mother’s hobby?

2）What is her father’s hobby? 提示学生仔细读，并勾划出答案。做完后，小组交流，并说说怎么找到答案的。最后，老师对答案。

5、让学生根据第二封邮件内容，岀几道判断题，利用实物展台，展

示出来，学生作答。

（设计意图：让学生出题的目的，就是检查他们对文章的理解程度，以及在以后的解题过程中，能够到原文找到答案，这是训练的目的。）

5、通读这两封邮件，完成短文。

Alice lives in________.Her pen pal is _______.Liu Yun lives in _________.Liu Yun’s mom is a _______.She likes swimming.Her dad is a ___ reporter.He likes listening to music.Liu Yun likes ____________ and ___________.完成后，首先小组交流，然后全班交流。

Step 4 Let’s singMy Pen Pal

（设计意图：）

Step 5 Post-reading

We’ve read two e-mails.And we can write an e-mail like this.T: Liu Yun is Alice’s pen pal.I want Ann to be my pen pal.So I wrote an e-mail to Ann.You can find a pen pal and write an email to him or her.用课件展示一封邮件。

Step 6 Let’s write

教师写一封E-mail给自己的笔友，同学们配合。然后要求学生记下教师的电子邮件地址，让学生模仿本课的电子邮件，给老师写一封邮件。并记录下一些笔友的通讯方式。同学们互相交流自己的笔友的通讯地址。

（设计意图：教师书写时，提示学生书写电子邮件的格式与写法，这样自然教学，不漏痕迹。同学们也亲自体会到了写电子邮件给国外友人的快乐和自豪。）

Step 7 Homework：

1)Activity books

2)Write an email to your pen pal

第二篇：人教版PEP小学英语六年级上册Unit4IhaveapenpalPartALet’sread教学设计

人教版（PEP)小学英语六年级上册Unit 4 I have a pen pal.Part A Let’s read教学设计

教学目标分析 1.知识技能目标：

（1）能够听懂、会说、认读Let’read中的两封电子邮件，培养学生英语阅读的方法和技巧。

（2）能就业余爱好做简要叙述。

（3）能根据词语、例句的提示，写出简短的交友电子邮件。2.情感目标：

（1）培养学生的合作意识，鼓励学生积极运用所学语言进行表达与交流。

（2）注重培养学生乐于与人交往的性格，鼓励学生发展广泛的兴趣爱好。

3.学习策略：

语篇整体输入学习，让学生通过自主探究与合作学习，在任务活动中掌握知识，同时培养学生学会使用阅读策略进行有效阅读的能力。

4.文化目标：

了解英语电子邮件的基本知识。4．教学重点、难点分析 教学重点：

（1）能够听懂、会说、认读Let’read中的两封电子邮件，培养学生英语阅读的方法和技巧。

（2）能就业余爱好做简要叙述。教学难点：

能根据词语、例句的提示，就业余爱好做简要叙述,写出简短的交友电子邮件并分享。

教学过程 Pre-reading

一、Warm-up and revision 1.Say the rhyme then answer

（1）出示rhyme缺失的题目My_______，齐唱Rhyme后，引出My hobby，板书Hobby。结合题目，板书Who，划线father，mother，sister提示rhyme中涉及4位家庭成员的hobby。

Say a rhyme My hobby

Tell me about your father.What does he like to do ?

He likes swimming.And that’s my hobby,too.Tell me about your mother.What does she like to do?

She likes singing.And that’s my hobby,too.Tell me about your sister.What does she like to do?

She likes drawing.And that’s my hobby,too.Wow!My hobbies are fun!What a lot of fun!

（2）根据rhyme的内容进行口头提问，板书What：

T: Q1: What’s my father’s hobby? Ss: He likes… Q2: What’s my mother’s hobby? She likes...Q3: What’s my sister’s hobby? She likes...Q4: What’s my hobby? You like…

【设计意图】通过一首自编的韵律诗引出本课话题hobby的学习，复习相关的V-ing词汇，通过快问快答的形式，复习本课句型She likes…/ He likes …，为本课的教学做好铺垫。

3.Show the title

T: Look, I have the same hobby with my dad, mom and sisiter’s.Sometimes the same hobby may be one of the reason that we become close family and good friends.The pen friend is a kind of friends,or we can name it “pen pal”.T have Ss read the title.【设计意图】承接Rhyme，引出same hobby，自然过渡到本课的主题I have a pen pal，感知pen pal的含义。

二、Present the task 1.Present the task

T: This is also the slogan of the website called “ 1millionpenpals.com”（百万笔友网）.今天，我们的学习任务是：在百万笔友网上交笔友，写邮件分享。

宣布本课的小组评价方式。

【设计意图】巧设语境，将本课主题设定为百万笔友网站的标语，紧扣本课功能话题Hobby，层层铺垫并展开。

2.Sharp eyes

T: Look!People make pen pals here according to Hobby.This boy is the member of this website.What's his hobby? Use your sharp eyes to tell me : He likes…What about this girl? What’s her hobby?

Ss:He likes… / She likes… 3.Share their hobbies.T: Among these, what is your hobby? Please ask and answer in pairs ,then share.Ss: What’s your hobby? I like… She/ He likes…

【设计意图】通过Sharp eyes环节，让学生快速说句子He likes…/She likes…的环节，复习与Hobby相关的V-ing词汇，激活旧知的同时巩固操练本课句型。创设贴近真实的语言话题，顺承Share their own hobbies环节，让学生分享业余爱好，同时复习本课句型What’s your hobby? I like…。展示过程中，也让学生复习并运用本课句型I like … She /He likes ….进行表达。

While-reading

一、Read the first email 1.Predict the content

T: Look!You’ve got a lot of hobbies like our friends Liu Yun and Alice.They’re members of this website.They often email each other.Here comes an email.根据英语邮件的格式，让学生猜测写信人与收件人。引导学生提问，预测Alice的信件内容。

2.Listen and circle

T: Now let’s listen and answer this question.Q: What’s Alice’s hobby ?

给出Tip1: 抓关键词，找答案。引导学生在阅读中找关键词回答问题。板书、核对答案。

【设计意图】结合课文内容，初步渗透英语书信格式。预测信件内容，培养学生问问题的能力，从而也激发学生的阅读兴趣。让学生带着问题思考，进行第一次的听音，初步感知信件内容。同时，渗透阅读策略（抓关键词）辅助学生更好地获取语篇信息。

3.Peruse the email（1）T: In Alice’s email,she still talked about “Ann”.So my questions are about “Ann”.Q1: Who is Ann? Q2: What’s Ann’s hobby?

给出Tip 2: 细读文章，寻答案。（2）板书、核对Q1答案。引导学生读：twentytwelvetwin twin sister/ twin brother / They’re twins.引导学生猜测twin sister含义，提供A.双胞胎姐妹 B.表姐妹 选项选择。

归纳Tip 3:大胆猜词。（插图、上下文）

（3）板书、核对Q2答案。小结Alice和Ann的Hobby，引导学生感知But we don't like the same things.的含义。

【设计意图】通过阅读，让学生进一步获取语篇的主要信息。同时，培养学生精读寻答案的阅读技巧和大胆猜词的能力，帮助学生建立对语篇结构的整体理解。发挥板书的语用功能，帮助学生更好地梳理文本脉络。

4.Scan the email

T: Alice and Ann, they are twins.And they live together.So my question is Where do they live?（板书Where）30 seconds for you to scan the email, and find out the answer.给出Tip4: 寻读文章，抓关键！板书、核对答案。【设计意图】培养学生快速阅读，寻读关键信息的能力。5.Listen and imitate

T: It’s time for you to listen and imitate the email.If you’ve got any questions about new words, you can look up the word bank , and that might help you understand the email better.【设计意图】重视纯正地道的语音模仿，新词词库的提供帮助学生更好地完成文本的自主阅读。

6.Summarize the content

（1）反馈板书Who, Where,What(hobby)提纲式的问题，以及学生读前所提问题。

（2）Summarize 4 reading tips Reading tips

Tip 1：抓关键词，找答案。Tip 2: 细读文章，寻答案。Tip 3: 大胆猜词!(插图、上下文)Tip 4: 寻读文章，抓关键。

【设计意图】借助板书的语用功能疏理Who, Where,What(hobby)的问题，总结Reading tips，为第二封语篇的教学做铺垫。

二、Read the second email 1.Listen and circle

T: Look!In Alice’s email, she talked a lot about Hobby.What about Liu Yun?

Q: What’s Liu Yun’s hobby?

复现Tip1: 抓关键词，找答案。在表格中核对答案。WhoLiu YunLiu Yun’s________Liu Yun’s__________ WhereThey live in ___________.What

(Hobby)She likes playing the violin and writing emails.She likes_____________ He likes___________

【设计意图】带着问题思考，有目的地听音，初步感知语篇内容。活用抓关键词的策略进行阅读，在表格中核实答案。

2.Fill in the blank

T: I’ll give you 2 minutes to do the rest.复现Tip2: 细读文章，寻答案。Tip 4:寻读文章，抓关键。投影仪展示学生完成的表格，反馈并核对答案。WhoLiu YunLiu Yun’s mom(mother)Liu Yun’s dad（father）

WhereThey live in China.What

(Hobby)She likes playing the violin and writing emails.She likes swimming.He likes listening to music.【设计意图】课堂活动有效结合校本作业，提高作业实效性。表格内容延续第一封邮件Who, Where,What(hobby)的提纲式问题，培养学生整体感知语篇内容。同时，培养学生活用阅读策略（细读文本、寻读答案、抓关键词）的能力，顺利完成自主填表的活动。

3.Listen,imitate and circle.T: Apart from hobbies, she still talked about something.That is “Job”.(板书Job)We know that Liu Yun is a student.What about her mother and father’s? Let’s listen, imitate and circle the answer while reading.核对关键词句：My mom is a singer.My dad is a TV reporter.板书singer, TV reporter

根据singingsingsinger, reportreporterTV reporter 猜测词义。补充Tip 3:大胆猜词。（词汇构成)

【设计意图】重视纯正地道的语音模仿，同时补充渗透阅读中猜词的技巧与方法，使学生更好地理解语篇内容。

4.Say more sentences

学生小组内先PK说句子，比比谁能说出更多关于Liu Yun的信息，而后小组间进行说句子PK赛

【设计意图】培养学生朗读课文的能力。结对朗读的形式，互帮互助，降低学习难度的同时培养学生的合作意识。通过说句子PK赛的活动，检测学生对文本的掌握程度，鼓励学生积极运用所学语言进行表达。

Post-reading

一、Finish the task 1.Show the task

T: Liu Yun ,Alice and Ann have a lot of hobbies.I really hope that you can Have more hobbies.Make more friends.（兴趣广泛，广交益友）So that’s why we should finish the task.让学生自主选择Alice, Ann或Liu Yun其中一人为pen pal, 写封email 给Ta。

【设计意图】结合本课语境，适时渗透本课的情感教育（兴趣广泛，广交益友），以此鼓励学生在百万笔友网上交笔友写邮件，以完成本课的学习任务。

2.Good to know

T: But before that, there is something you should know.完善板书的书信，结合板书与课件展示英语电子邮件的基本知识。

【设计意图】自然融入英语文化意识渗透，发挥板书的语意功能，帮助学生更好地了解英语电子邮件的基本知识。

3.Write emails

T: Now you can write an email to your pen pal.提供邮件模板（二选一）

4.Share emails in groups first ,then share them with the whole class.【设计意图】校本作业与课堂课堂任务紧密结合，提高作业实效性。让学生尝试用英语写邮件交笔友，学以致用。同时，这样由听、说、读过渡到写，能达到听说读写全方位的训练。此外，考虑个体差异，AB两份邮件模板二选一，内容和形式皆分层设计，由易至难，满足不同层次学生的需求。

二、Summary

（1）结合板书，小结复习本课内容。（2）宣布比赛得主。

三、Homework 完成校本作业。

【设计意图】校本作业的设计有效融和课堂作业，课中完成部分有效结合课堂活动，体现作业的高效性；课下完成部分，拓展作业外延，丰富知识的拓展与运用。此外，设计充分考虑个体差异，采用分层作业设计，满足不同层次学生的需求。作业中适当渗透文化意识，同时鼓励学生开发和利用现实生活中鲜活的英语学习资源，积极利用书报杂志、网络信息等打开文化外延，拓展学生学习和运用英语的渠道。

四、Design on the board

第三篇：Pep小学英语六年级上册第四单元教案

Unit 4I have a pen pal

(Period 1)

一 Teaching aims:To listen, say and recognize “What’s your hobby?” “I like collecting stamps.”To master the following phrases: riding a bike, diving, playing the violin, collecting stamps, making kites.二 Teaching emphasis: the “ing” form of “ ride, dive, play, collect, make.”

三 Teaching difficulties: ride-riding, dive-diving, make-making.四 Teaching aids: 1.Tape and tape recorder.2.Word cards.3.Some leaves, an album, two pictures of kites.五 Teaching process:

Step 1 Warm up

Sing the song of “I love going hiking.”

Step 2 Preview

Let’s play a game of rolling a snowball.T: I like apples.S1: I like apples and bananas.S2: I like apples, bananas and pears.S3: I like ….T: I like English.S4: I like English and Chinese.S5: I like English, Chinese and math.S6: I like ….T: I like swimming.S7: I like swimming and painting.S8: I like swimming, painting and singing.S9: I like ….Step 3 Presentation

1.Say and ask a student while acting.T: I like playing the violin.What’s your hobby?

S1: I like playing the violin.Present “hobby and playing the violin” on the blackboard.Read for the students, then repeat the question with several different individuals.2.Take out a stamp from the album, then two and ask “What’s this?” or “ What are they?” Get them to answer the questions.Write “collecting stamps” on the blackboard and read.T: I like collecting stamps.Do you like collecting stamps?Ss: Yes, I do./ No, I don’t.3.(Pretend to ride a bike)

T: What am I doing?

S: You’re riding a bike.T: Yes, I’m riding a bike.I ride a bike to work everyday.I like riding a bike.Write “riding a bike” on the blackboard and read.4.Take out a kite, then two.Ask “What’s this?” and “ What are they?” Get them to answer.T: What am I doing?

S: You’re flying a kite.T: Yes, I’m flying a kite.And I like flying kites.I like making kites, too.Write “making kites” on the blackboard and practice.5．Show the picture of diving.T: What is he doing?

S: He is diving.Do the same thing as above.Step 4 PracticeChant together.What is your hobby? What is your hobby? Playing, playing, I like playing the violin.Collecting, collecting, I like collecting stamps.Riding, riding, I like riding a bike.Making, making, I like making kites.Diving, diving, I like diving.2.Play the tape for the Ss to listen and repeat.Then ask and answer in pairs.3.Play a guessing game.Pick out one card from the word cards, take this one as their own hobby, then make their partner one to guess.S1: What’s my hobby?

S2: You like diving.S1: No.S2: You like making kites.S1: Yes, you’re right.Get them to do like this in pairs.4.Interview.Work in four groups.Choose two group leaders to interview their member’s hobbies.They can do like following: Take a piece of paper, write down the five hobbies on it, ask “ What’s your hobby?” and tick below the right item.When they finish the interview, make a report: Four children like diving, three children like playing the violin, ….If time is up, this activity can be done after class.Step 5 Make a conclusion and give assignments

During this period, we learned five verb phrases and the ing form of them, you should pay more attention to diving, riding and making.We talked about one’s hobby by using “What’s your hobby? I like diving.” Copy the five phrases and the sentence patterns in your exercise books.Step 6 Bb design

playing the violincollecting stampsWhat’s your hobby?riding a bikemaking kites

diving

第四篇：PEP六年级英语下册第二单元第三课时Let

PEP六年级英语下册第二单元第三课时Let’s read教学反思 反思：

1.对have a flu 有必要创设这样的情境吗？

根据《英语课程标准》的精神和小学生的生理和心理特点、认知水平，教学中要特别把培养学生[此文转于淘教案网 taojiaoan.com]的学习兴趣、良好的学习习惯、初步的语感和用英语进行简单日常交流的能力作为教学的主要目标。在引出这一新词的过程中，不仅为学生创设了较好的听英语的环境，而且也为学生提供了运用英语交流的机会。这些情境结合学生的生活实际，既进行了德育渗透，又让学生感到英语就在身边。如果没有这些情境，直接告诉学生这个词的意思就是“得了流感”，给人的感觉就是学知识，而非学语言。这样的情境创设非常必要，但在创设时要注意使用标准的简单的英语。

2.理解和朗读如何分配时间？

英语中的阅读课如何上？低年级和高年级的阅读课有区别吗？我个人认为是有区别的。区别就在于理解和朗读的时间分配上。高年级以理解篇章大意为主，朗读为辅。时间的安排上朗读的时间稍短些，读通读顺即可。但不能没有朗读。低年级的阅读课以朗读为主，在读中理解篇章大意。时间的安排上朗读的时间要稍长些。案例中仅让学生跟读两遍，课堂教学流于形式。优生读不读均可，但学困生没有进行自主朗读，对文本的理解只能是人云亦云。

第五篇：pep小学六年级英语说课稿

《PEP小学英语》六年级下册 Unit 3

Last

Weekeed

一、教材分析:

本课出自于《PEP小学英语》六年级下册Unit 3 Last Weekeed第一课时.这是一节运用所学知识表达在过去时间内所做事情的课时.二、学情分析: 六年级的学生对于英语已经有了一定的自主学习能力.同时,学生已经掌握较多的动词短语,为本课时的学习打下了基础,本课时,学生将在已学动词短语的基础上,掌握一般动词过去式的构成以及部分不规则动词的过去式,同时,谈论过去时间内所干的事情.三、教学目标:

1、认知目标: 1)能够听,说,读,写短语watched TV，washed the clothes，cleaned the room，played football，visited grandparents.2)能听懂问句What did you do last weekend？并做出正确回答。3)能运用所学语言知识完成Let's find out的任务。

2、能力目标: 能够用一般过去时描述自己在过去时间里所做的事情。

3、情感目标: 通过本课语言知识的学习,教育学生应多熟悉身边的人所做的事情,并能做到经常关心他人。

四、教学重、难点：

学生多一点表现自己的机会,这样不仅复习了旧知识,还渲染了学习英语的良好氛围,使课堂氛围在一开始便充满活力.3、Presentation新授

(1)教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend),然后问学生：What day is it today? 学生回答: It’s Sunday.(2)教师说：On Sunday(weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。跟着老师朗读几遍动词短语。(3)教师问学生：What do you usually do on Sundays? 学生回答教师的问题。

(4)教师再次出示日历，圈出上个星期天的日子，然后问学生：这是上个周末吗？学生回答：yes.教师板书、解释并朗读词组：last weekend，学生跟读并掌握词组：last weekend.设计意图：

自然地引入一般过去时,使学生了解last weekend是过去的时间点,使学生在讲述周末活动的情景中展开学习,为动词词组过去时的学习埋下伏笔.(5)引出句型：What did you do last weekend?板书句型并朗读。(6)呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.教师领读，强调这些过去式的发音/t/, /t/, /d/, /d/, /id/，学生跟读。

（7）教师问几个学生：What did you do last weekend? 如果学生回答正确，教师就板书动词短语的过去式形式；如果学生回答时说出的是动词原形，教师先板书动词原形，然后提示学生在后面加上后缀-ed，示范正确答案；如果学生回答上面的问题时，用到了不规则的动词，教师可先给出其正确的过去式形式，但不必细讲。几名学生回答后，教师引导学生观察并总结规则动词过去式的变化规律。设计意图: 这一部分,通过对知识的小结,帮助学生将本课的信息进行加工,储存,从而明确教学目标,重点和难点。