（三）利用评价

将全班分为四大组，采用小组比赛的方式进行激励性评价。

六、教学过程：

课前TPR: Read and do.

Step1: Warming up

1. Greetings.

Ｔ：What was the weather like yesterday?

2. Chant.

　　T: （课件）Look at the picture! Yesterday was a holiday! What did they do?？（初次感知过去式rowed）

　　T: (CD-ROM)Now, let's chant.（Clap.）

【 设计意图：TPR复习学过的知识，为后面的学习做铺垫，激发学生的学习热情。Chant节奏明快，在感知新知识的同时能快速把学生带入英语学习氛围中。】

Step2:Presentation.

　　1.告诉学生自己的快乐周日，创设情境让学生感知过去式。

　　T:They had a very happy day. And I had a happy Sunday, too. Look...And I helped my Mum.　

　　Did you help Mum? You can say...

　　２.板书课题"I helped Mum."。

　　(板书:I helped/t/ Mum.边写边读，３遍)

　　T: Now you know my happy Sunday. What did you do last Sunday?

3. 呈现任务,更有指向性地学习。

T: Wow, you had a happy Sunday, too. Today, we'll learn M7U1 I helped Mum.

　　学习任务：学习了今天的课文，我们再来谈谈我们happy Sunday。首先，我们来看看Amy的happy Sunday。

【设计意图：以任务为驱动的学习，能够使学生在时间有限的情况下，集中注意力，学习最重要的内容。】

Step３. Text learning.

　　1. Watch the video. (感知课文，理解语境)

　　2. What did Amy do?(学习cooked , washed)

　　1) 过渡T: Look at Amy's face. She's very happy.

　　A. T: What did Amy do?

　　Let's listen, point and underline the sentences.

　　课件出示句子：I cooked noodles yesterday. (把Amy 贴上，板书Yesterday...让生spell cooked)

　　B. 学习cooked( look, book, food, cool). 个别读, 小组读。

　　边做动作边读词组，齐读句子。

　　C. T: Did you help your Mum cook?你帮妈妈煮过饭吗？

　　What did you cooked?( I helped Mum. I cooked...)

　　２）过渡T：And what else did Amy do?(Amy 还做了什么？)

A. S：课件出示句子：I helped Mum and I washed clothes. (板书让生spell washed)