Unit 4 Back in time（教学设计）-2025-2026学年外研版（三起）英语五年级下册

该小学英语教学设计聚焦一般过去时核心知识，涵盖yesterday、last week等时间副词，played、watched等规则动词及went、ate等不规则动词过去式，核心句型为“What did you do...? I + 动词过去式 + ...”。导入环节通过“回忆周末时光”情景，展示教师活动照片激发兴趣，结合时间轴对比“today”与“yesterday”，衔接一般现在时旧知，搭建从旧知到新知的学习支架。 资料亮点在于情景具象与分层输出，通过时间轴展示、旧照片联想等具象情景帮助理解过去时用法，设计一般现在时与过去时对比练习强化规则，分层任务从单词到对话创编降低表达压力。依托思维品质培养（今昔对比归纳）、语言能力提升（分层输出丰富表达）及学习能力发展（小组合作探究），助力学生夯实语法基础并提升话题拓展能力，为教师提供清晰的重难点突破策略与可操作的教学流程。

Unit 4 Back in time 教学设计 一、核心素养目标 立足五年级英语学情，落实四大核心素养。语言能力上，掌握yesterday, last week, ago, played, watched, walked等核心词汇与短语，熟练运用“What did you do...? I + 动词过去式 + ...”句型询问并描述过去的活动，能完成简单情景对话。文化意识上，了解中西方描述过去经历的表达习惯，培养对生活经历的表达兴趣。思维品质上，通过今昔对比、句型转换等活动，提升语言逻辑与归纳能力。学习能力上，养成自主探究、合作交流的习惯，学会运用一般过去时解决过去经历的表达问题，言简意赅覆盖核心要求。 二、教学重难点及突破策略 （一）教学重点 1. 核心词汇：掌握yesterday, last Sunday, three days ago等时间副词（短语），及play-played, watch-watched, walk-walked等规则动词过去式，了解go-went, eat-ate等基础不规则动词过去式。2. 核心句型：熟练运用“What did you do + 过去时间？”提问过去的活动，用“I + 动词过去式 + 活动名称.”应答，掌握过去式的肯定句结构。3. 话题表达：能围绕“过去的经历”展开简短对话，描述自己或他人过去做过的事情。 （二）教学难点 1. 过去式运用：正确掌握规则动词过去式的变化规则（加-ed），区分并运用基础不规则动词过去式，避免与一般现在时混淆。2. 句型结构：掌握一般过去时特殊疑问句（What did you do...?）的语序，避免出现语法错误。3. 话题拓展：能在基础对话中补充过去活动的简单细节（如地点、感受），提升语言输出的丰富性。 （三）突破策略 1. 情景具象突破：通过时间轴展示、旧照片联想、生活场景模拟等活动，让学生在具象语境中理解过去时的用法，强化词汇与句型记忆。2. 对比纠错突破：设计一般现在时与一般过去时的对比练习，梳理规则动词过去式变化规律，针对不规则动词进行专项巩固，纠正易混淆点。3. 分层输出突破：从单词到句型，再到对话创编，逐步提升语言输出难度，通过小组合作、角色扮演降低表达压力，突破话题拓展难点。 三、教学过程 （一）导入环节：情景激趣，衔接旧知 1. 情景导入 创设“回忆周末时光”情景：展示教师自己的周末活动照片（如看电视、散步、和朋友玩耍），提问：Look at these photos. They are about my weekend. I watched TV yesterday. What did you do last weekend? 引导学生用简单词汇尝试回应，激发对“过去活动”话题的兴趣。教师总结：Today we will learn to talk about our past activities and use the simple past tense. 自然引出单元主题与核心语法。 2. 旧知铺垫 ① 复习基础内容：回顾一般现在时表达日常活动的句型（如I watch TV every day. She plays football on Sundays.），及动词第三人称单数变化规则，为对比学习一般过去时铺垫。② 过渡衔接：教师板书课题“Back in time”，讲解短语含义为“回到过去”，通过时间轴对比“today”与“yesterday”，引出核心时间副词yesterday，过渡到过去式词汇与句型的新知学习。 （二）探究环节：新知学习，互动探究 1. 核心词汇与过去式学习 ① 时间副词（短语）教学：结合时间轴逐一教学，明确词义与用法。Yesterday：词义“昨天”，搭配例句“I walked to school yesterday.”；Last week/last Sunday：“上周/上周日”，强调“last + 时间名词”表示过去的时间，搭配例句“She played basketball last Sunday.”；Three days ago：“三天前”，讲解“数字 + 时间单位 + ago”结构，搭配例句“They went to the park three days ago.”。② 动词过去式教学：分规则与不规则两类教学。规则动词：以play, watch, walk为例，讲解“动词原形 + -ed”变化规则，说明发音差异（清辅音后读/t/，浊辅音及元音后读/d/，t/d后读/id/），搭配例句“I played football yesterday. He watched TV last night.”；不规则动词：重点教学go-went, eat-ate两个基础词汇，结合情景记忆，搭配例句“She went to the zoo yesterday. I ate a cake last weekend.”。③ 词汇巩固：组织“过去式配对”活动，教师展示动词原形卡片，学生快速找出对应的过去式卡片；开展“词汇接龙”游戏，以小组为单位，围绕核心动词过去式接龙，强化记忆。 2. 核心句型学习 ① 句型呈现：结合词汇教学，自然呈现核心句型。教师手持散步照片说：I walked to the park yesterday. 引导学生模仿，替换不同动词与时间副词造句（如I watched TV last night.）。再用提问句型“What did you do yesterday?”提问学生，强调助动词did的用法，引导学生用“I + 动词过去式 + ...”应答，同时补充否定句“I didn’t watch TV yesterday.”，讲解过去式否定句结构（主语 + didn’t + 动词原形 + ...）。② 句型辨析：对比一般现在时与一般过去时，如“I watch TV every day.”（日常习惯，一般现在时）与“I watched TV yesterday.”（过去的动作，一般过去时），让学生明确时态适用场景；强调特殊疑问句“What did you do...?”的语序，说明did为助动词，后面动词需用原形，避免学生误说“What did you played...?”。③ 互动练习：开展“问答接龙”活动，教师提问学生，学生应答后再提问下一位同学，强化句型运用；组织“小组互问互答”，每人用核心句型询问组员上周末的活动，记录答案并分享，提升互动参与度。 3. 话题拓展与课文感知 ① 课文感知：播放教材录音，引导学生听录音，圈出文中出现的时间副词、动词过去式及核心句型，初步感知课文语境（外研版教材本单元课文围绕人物谈论过去的经历展开，侧重规则动词过去式运用）。再次播放录音，学生跟读，模仿语音语调，理解课文大意；第三次播放录音，学生分句跟读，重点纠正过去式的发音与句型的语气。② 话题拓展：引导学生补充过去活动的简单细节，如地点、感受，提供“park, zoo, happy, interesting”等词汇辅助表达，如“I played football in the park yesterday. It was fun.”。组织“情景角色扮演”，创设“回忆假期经历”情景，小组内分工扮演不同角色，围绕过去的活动展开完整对话，融入词汇、句型及细节补充，提升话题表达能力。 （三）巩固环节：分层任务，深化提升 1. 基础任务：词汇句型巩固 ① 词汇练习：完成“动词过去式拼写”与“时间副词搭配”练习，如根据动词原形写出过去式（play-____, walk-____），将时间副词与对应的句子连线，巩固词汇掌握。② 句型练习：替换句子中的动词与时间，完成句型仿写，如将“I played football yesterday.”替换为watch TV, last night等，确保句型结构正确；完成简单的问答配对，强化句型应答逻辑。 2. 提升任务：对话创编与展示 分组任务：以“我的假期经历”为主题，小组合作创编一段简短对话，要求包含核心词汇、问答句型及细节补充，对话长度不少于5句，需运用至少2个动词过去式。每组完成创编后，上台展示，教师点评，重点关注过去式运用、句型正确性及表达流畅度，针对性纠正错误。 3. 拓展任务：实践探究与总结 布置实践任务：① 回家后用所学句型询问家人昨天做了什么，记录答案，下节课分享；② 制作一张“我的过去经历卡片”，写上自己过去做过的2-3件事，搭配简单图画，培养综合运用能力与创造力。 （四）拓展环节：总结升华，理念渗透 1. 主旨总结 师生共同总结：Today we learned time adverbs like yesterday, last week, and past tense verbs such as played, watched, went. We also mastered the sentences “What did you do...? ” and “I + past tense verb + ...”. We can use these to talk about our past activities. Recording our experiences is a happy thing. 强化知识梳理，渗透记录生活经历的积极理念。 2. 易错辨析 梳理易错点，① 时态混淆：误用一般现在时表达过去活动，如误说“I play football yesterday.”；② 过去式错误：规则动词漏加-ed，不规则动词记错（如go-gone），发音不标准；③ 句型错误：特殊疑问句中动词用过去式（如What did you played?），否定句中误用过去式（如I didn’t played TV.）。引导学生对照自查，通过例句纠错，强化正确用法。 （五）总结梳理环节：归纳回顾，强化认知 1. 知识回顾 师生共同梳理：本节课核心围绕“过去的经历”展开，掌握了yesterday, last week等时间副词（短语），及play-played等规则动词、go-went等不规则动词的过去式；熟练运用“What did you do...?”“I + 动词过去式 + ...”等句型谈论过去的活动；通过互动练习、角色扮演与对话创编，提升了语言运用能力；了解了一般过去时的用法场景，落实了核心素养目标。 2. 方法提炼 提炼学习方法：① 情景记忆法：结合时间轴、照片、生活场景记忆词汇与句型，提升记忆效率；② 对比归纳法：对比一般现在时与一般过去时，归纳动词过去式变化规律，强化知识体系；③ 合作学习法：通过小组合作创编、互问互答，突破表达难点，培养合作能力；④ 实践运用法：将所学知识运用到家庭交流、卡片制作中，实现“学用结合”。鼓励学生运用这些方法，持续提升英语语言能力。 四、板书设计 Unit 4 Back in time （一）核心词汇 1. 时间副词（短语）： ① yesterday 昨天 ② last week / last Sunday 上周 / 上周日 ③ three days ago 三天前 2. 动词过去式： ① 规则动词：play-played 玩；watch-watched 看；walk-walked 走 ② 不规则动词：go-went 去；eat-ate 吃 （二）核心句型 1. 提问过去活动：What did you do + 过去时间？ ① 例句：What did you do yesterday? 2. 应答（肯定句）：I + 动词过去式 + 活动名称. ① 例句：I played football yesterday. 3. 否定句：I didn’t + 动词原形 + 活动名称. ① 例句：I didn’t watch TV yesterday. （三）话题拓展 1. 补充细节：I went to the zoo yesterday. It was interesting. （四）易错提醒 1. 规则动词过去式加-ed，不规则动词特殊记 2. 助动词did后，动词用原形；didn’t后，动词用原形 五、课堂练习 情景内容：Students in Class Two are talking about their weekend activities. Tom says he played basketball with his friends last Sunday. Lily didn’t go to school yesterday. She went to the zoo with her family and ate a cake there. Lucy walked to the park yesterday afternoon. She watched birds in the park. Mike didn’t play football last weekend. He watched TV at home. 1. Tom 【played basketball】 last Sunday with （ ） A. his family B. his friends C. his teachers D. Lucy 2. What did Lily do yesterday? （ ） A. She went to the zoo. B. She played basketball. C. She walked to the park. D. She watched TV at home. 3. Lucy watched birds yesterday afternoon （ ） A. at home B. in the zoo C. in the park D. at school 4. Which sentence is correct? （ ） A. Mike played football last weekend. B. Lily didn’t eat a cake yesterday. C. Lucy walked to the park yesterday. D. Tom went to the zoo last Sunday. 5. The word 【ate】 in the passage is the past tense of （ ） A. eat B. go C. play D. watch 6. What didn’t Mike do last weekend? （ ） A. He didn’t watch TV. B. He didn’t play football. C. He didn’t go to the park. D. He didn’t eat a cake. 7. Which sentence uses the simple past tense correctly? （ ） A. I go to the zoo yesterday. B. She didn’t played basketball. C. He walked to school last week. D. They watch TV last night. 8. Lily went to the zoo with her family yesterday. She （ ） there. A. ate a cake B. played basketball C. watched birds D. walked to the park 9. 结合上述情景，用所学句型完成一段对话，要求包含提问、应答及细节补充，不少于5句。 10. 结合情景和所学知识，谈谈你上周末做了什么，用3-4句话表达，至少运用2个动词过去式。 六、答案解析 （一）单选题答案及解析 1. B 解析：情景明确提到Tom says he played basketball with his friends last Sunday.，故选B。 2. A 解析：情景中Lily didn’t go to school yesterday. She went to the zoo with her family...，可知莉莉昨天去了动物园，故选A。 3. C 解析：情景提到Lucy walked to the park yesterday afternoon. She watched birds in the park.，故选C。 4. C 解析：A项迈克上周末没踢足球，与情景不符；B项莉莉昨天吃了蛋糕，否定表述错误；D项汤姆上周日打篮球，并非去动物园；C项语法、语义均正确，故选C。 5. A 解析：ate是不规则动词eat的过去式，对应原形为eat，故选A。 6. B 解析：情景提到Mike didn’t play football last weekend.，可知迈克上周末没踢足球，故选B。 7. C 解析：A项go需变过去式went；B项didn’t后需用动词原形play；D项watch需变过去式watched；C项walked为walk的过去式，句型结构正确，故选C。 8. A 解析：情景中Lily... went to the zoo with her family and ate a cake there.，故选A。 （二）材料分析题参考答案 9. 示例：A: What did you do last weekend? B: I played basketball with my friends. A: Did you go anywhere else? B: No, I didn’t. What about you? A: I went to the park and watched birds there. B: That sounds interesting! 10. 示例：I had a happy weekend. I went to the zoo with my family last Sunday. We ate delicious food there. I didn’t watch TV at home. I felt very happy. 七、反思与感悟 本节课通过情景互动、角色扮演落实教学目标，学生能掌握核心词汇与过去式用法，基本运用句型谈论过去活动。但部分学生对不规则动词过去式记忆不牢，句型中助动词did的用法易出错，语言输出细节不足。后续需增加专项纠错与记忆练习，设计更多生活化情景，鼓励学生大胆表达，强化知识运用能力。 学科网（北京）股份有限公司 $