【設(shè)計(jì)意圖】使用課件逐一出示動(dòng)詞，讓學(xué)生說(shuō)出chant 中出現(xiàn)的規(guī)則動(dòng)詞過(guò)去式，并引導(dǎo)學(xué)生感知-ed的發(fā)音規(guī)則。同時(shí)教授此課中出現(xiàn)的phone的過(guò)去式，引導(dǎo)學(xué)生發(fā)現(xiàn)以e結(jié)尾的動(dòng)詞只加d變過(guò)去式和painted 的-ed發(fā)音，分解難點(diǎn)，掃除障礙。 T：We use the past tense form of the verbs to describe the past activities. As we know Daming got a reward yesterday. Why？ （課件出示圖片理解got a reward）然后老師逐一出示圖片， 提問(wèn)個(gè)別學(xué)生單獨(dú)描述后，全班共同看圖描述，復(fù)習(xí)unit 1 所學(xué)內(nèi)容。此環(huán)節(jié)為后面新教授的內(nèi)容做好鋪墊。

　　Step Three： Elicitation and presentation

　　1. Elicit the new story.

　　(1) Arrange a task for listening. What did the Smarts do yesterday？

　　Get students listen to the CD-ROM and find out the answers.

　　(2) Feedback by using the self-made software. Show students the pictures one by one with the sentences in which the verbs are deleted. Ask them to fill in the blanks. Then copy the main verbs on the board.

　　(3) Check it one by one by asking “Who cooked noodles？ ...” Copy the subjects on the board.