根据以下教学材料，设计一节课的教案。请分析教学目标和教学重难点，并按照新课导入、知识呈现、练习巩固、拓展延伸等具体环节设计，并在恰当之处辅以设计意图说明，中英文皆可。
教学材料：
教学材料：
【正确答案】教学目标：
1．学生准确运用基本句型“—Did you come back yesterday? —No, we came back last Sunday.”准确描述过去发生的事情。
2．学生通过角色扮演掌握交际中句型的用法。
3．学生能够积极参与课堂活动，学习热情高涨。
教学重点：学生准确掌握基本句型及其用法。
教学难点：学生对动词drop和come的过去式的掌握和运用。
教学过程：
Step 1 Warming-up
Listen and Act
The teacher invites some students to come to the blackboard and do actions such as walk back, play football, watch TV, play computer games, go swimming...
Students do actions.
(设计意图：教师发号指令，让学生做动作，一方面营造英语学习氛围，另一方面巩固所学，为新课的学习做好准备。)
Step 2 Presentation
1．出示课文教学挂图
T: Who can you see?
S1: I call see Amy.
S2: I can see Sam and Lingling.
S3: I can see another boy. He's John.
T: Are Lingling, Sam and Amy in England or in China?
S1: They are in London.
S2: I think they are in a park.
T: Good job.
2．Listen and Answer
T: Did Sam and Amy come back yesterday?
Ss: No, they came back last Sunday.
讲解come back：教师站在教室中间向学生发指令“Walk to the blackboard”，学生向黑板走去，然后教师招手并对学生说“Come back。如此几次，学生理解了come back的意思。
T: What did they buy in the park?
Ss: They bought some ice creams. (教师出示图片，学生明白了ice cream的意思)
T: What happened after that?
Ss: Lingling dropped her ice cream.
讲解drop：教师拿一本书装作不小心掉在地下并说“Oh. I dropped my book.”，告诉学生drop的过去式是dropped。
(设计意图：教师通过肢体语言与动作让学生理解了come back，drop，ice cream等单词的含义，并通过听录音回答问题的形式理解对话内容。)
Step 3 Practice
T: (出示图片)Look at the picture. This is Sam's family. Yesterday evening, they were very busy. Let's say: What did they do yesterday evening?(给学生两分钟准备)
T: What did Sam do yesterday evening?
S1: Sam watched TV.
S2：He helped his Dad．
T: Can you ask questions like me?
Ss: Yes.
S3: What did Amy do yesterday evening?
S4: She painted a picture.
...
(设计意图：让学生通过观察图片，用新句型提问问题，并让其他学生回答。这种“问题接龙”游戏有利于操练学生对新句型的掌握，锻炼学生的发散性思维。)
Step 4 Consolidation
1．Guess: What did Miss Liu do yesterday?
The teacher does actions, and students guess and use sentences to describe.
For examples:
(1)教师做做饭的动作，学生用英语描述：You cooked yesterday.
(2)教师做打电脑游戏的动作，学生用英语描述：You played computer games yesterday.
(设计意图：联系已学内容，通过教师做动作，学生用过去式描述教师的行为，增加前后知识的联系，引导学生学会举一反三。)
2．Talk about the summer vacation
教师用课件呈现以下问题。学生根据问题的提示自由会话。
(1)Where did you go on summer vacation?
(2)When did you come back?
(3)How did you go there?
(4)What did you eat/wear?
(设计意图：用课件呈现询问学生暑假情况的句子，让学生借鉴句子提示的内容进行自由会话，以锻炼学生在实际交流中运用所学知识的能力。)
1．学生准确运用基本句型“—Did you come back yesterday? —No, we came back last Sunday.”准确描述过去发生的事情。
2．学生通过角色扮演掌握交际中句型的用法。
3．学生能够积极参与课堂活动，学习热情高涨。
教学重点：学生准确掌握基本句型及其用法。
教学难点：学生对动词drop和come的过去式的掌握和运用。
教学过程：
Step 1 Warming-up
Listen and Act
The teacher invites some students to come to the blackboard and do actions such as walk back, play football, watch TV, play computer games, go swimming...
Students do actions.
(设计意图：教师发号指令，让学生做动作，一方面营造英语学习氛围，另一方面巩固所学，为新课的学习做好准备。)
Step 2 Presentation
1．出示课文教学挂图
T: Who can you see?
S1: I call see Amy.
S2: I can see Sam and Lingling.
S3: I can see another boy. He's John.
T: Are Lingling, Sam and Amy in England or in China?
S1: They are in London.
S2: I think they are in a park.
T: Good job.
2．Listen and Answer
T: Did Sam and Amy come back yesterday?
Ss: No, they came back last Sunday.
讲解come back：教师站在教室中间向学生发指令“Walk to the blackboard”，学生向黑板走去，然后教师招手并对学生说“Come back。如此几次，学生理解了come back的意思。
T: What did they buy in the park?
Ss: They bought some ice creams. (教师出示图片，学生明白了ice cream的意思)
T: What happened after that?
Ss: Lingling dropped her ice cream.
讲解drop：教师拿一本书装作不小心掉在地下并说“Oh. I dropped my book.”，告诉学生drop的过去式是dropped。
(设计意图：教师通过肢体语言与动作让学生理解了come back，drop，ice cream等单词的含义，并通过听录音回答问题的形式理解对话内容。)
Step 3 Practice
T: (出示图片)Look at the picture. This is Sam's family. Yesterday evening, they were very busy. Let's say: What did they do yesterday evening?(给学生两分钟准备)
T: What did Sam do yesterday evening?
S1: Sam watched TV.
S2：He helped his Dad．
T: Can you ask questions like me?
Ss: Yes.
S3: What did Amy do yesterday evening?
S4: She painted a picture.
...
(设计意图：让学生通过观察图片，用新句型提问问题，并让其他学生回答。这种“问题接龙”游戏有利于操练学生对新句型的掌握，锻炼学生的发散性思维。)
Step 4 Consolidation
1．Guess: What did Miss Liu do yesterday?
The teacher does actions, and students guess and use sentences to describe.
For examples:
(1)教师做做饭的动作，学生用英语描述：You cooked yesterday.
(2)教师做打电脑游戏的动作，学生用英语描述：You played computer games yesterday.
(设计意图：联系已学内容，通过教师做动作，学生用过去式描述教师的行为，增加前后知识的联系，引导学生学会举一反三。)
2．Talk about the summer vacation
教师用课件呈现以下问题。学生根据问题的提示自由会话。
(1)Where did you go on summer vacation?
(2)When did you come back?
(3)How did you go there?
(4)What did you eat/wear?
(设计意图：用课件呈现询问学生暑假情况的句子，让学生借鉴句子提示的内容进行自由会话，以锻炼学生在实际交流中运用所学知识的能力。)
【答案解析】