1、Unit 3 Where did you go ? part A教学目标知识与能力目标能够听、说 、读、写句型:Where did you go ? Did you ? Yes, we did . No, we didnt. How did you go there ?能够在情景中运用句型:Where did you go ? Did you ? Yes, we did. No, we didnt. How did you go there ? 询问并回答别人在过去的时间里去了哪里，乘坐什么交通工具。能够听、说、读、写单词: rode a horse, rode a bike, went ca
2、mping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.能够正确使用上述词组谈论和描述人物在过去做的事情了解新疆的风土人情。课时安排 3 课时第一课时教学内容 A. Lets try Lets talk课 型 对话教学教学目标 学生能够听、说、读、写句子：What happened ? Are you all right ? Im OK now. Where did you go ? It looks like a mule ! Did you go to Tur
3、pan ? Yes, we did. 能够独立完成 Lets try 中的听力练习。 教育学生懂得与他人分享旅行中的经历。教学重点难点在实际情景中灵活运用句型：Where did you go ? I went to? 来与他人进行交流。教学准备 课件、图片教学步骤：Step 1. Warm-up1.利用图片和学生一起唱歌谣，要求一边唱一边做动作。 如：What can you do ? I can sing.What can you do ? I can dance.What can you do ? I can climb a mountain.What can you do ? I ca
4、n take a pictures.What can you do ? I can speak Chinese.2.用多媒体课件展示自己外出旅游的照片，并做相关介绍。如：Last summer holiday, I went to Hainan. It was so beautiful. I went swimming in the sea. And picked some seashells on the beach. Step 2. PresentationLets talk（从呈现完整对话到处理局部语言）1. 整体感知对话并回答问题。(1)通过提问要求学生猜测：Did yougo to
5、Johns home ? What happened toJohn? What did they talk about later?请学生带着问题观看动画或阅读文本，了解 John 脚受伤的原因：He fell of hisbike,利用图片帮助学生理解并教授 fell.同时，通过观看动画或阅读文本获得对话的主旨：They talked about Johns Labour Day holiday.(2)结合日历，让学生理解 Labour Day holiday 概念。提问：Look at the calendar. What date is it ? Its May 1st . On May
6、 1st ,we usually have three days off. We call it Labour Day holiday.(3)继续提问学生：Where did John go on his Labour Day holiday ? What did he do there ? 要求学生带着问题观看动画或阅读文本获取信息，并用思维导图板书对话关键信息。Johns Labour Day holidayWhere did he go ? What did he do ? ?(4).结合思维导图，描述 Johns Labour Day holiday,然后让学生提问：What else
7、 do you want to know about Johns Labour Day holiday ? 鼓励学生对 John 的假期提出 问题：Who did John go with ? Was he happy ? What did people wear there ? Could they dance well ? 等等。结合学生的问题，利用图片或视频介绍新疆风土人情，并让学生对此进行适当的对话拓展。(5).呈现 Lets talk 的插图，提问学生：Look at Johns pictures. Where is it ? Mr. Tianshan or Turpan ? Can
8、 you guess ? 让学生把插图与思维导图中的地点进行匹配，并在此过程中向学生介绍 Mt. Tianshan 和 Turpan 的风土人情，教读 mule, Turpan, could 和 till.(6).根据文本内容引出句型并帮助学生理 解句型。教师提问：Lets have a look at Johns Labour Day holiday again. Where did he go over his holiday ? What did he do ? 引导学生回答：He went to He根据思维导图中的句子解释 Where did he go? What did he d
9、o ?的用法。2.巩固与拓展(1)两人小组活动。学生两人一组，每人长纸条上写两个过去时的句子，然后把句子在单词间的空隙处剪开。学生交换剪下来的单词，看谁能最先把同(2)组织学生分角色朗读对话，请学 生给对话配音。(3)让学生复述 John 的五一假期。(4)四人小组活动。Step 3. PracticeLets try1.放录音，学生完成第一、二题。2.追问学生 Why was John at home ?引导学生进行猜测。再次放录音，学生根据录音完成第三题，验证之前的预测。Step 4. Consolidation and extension1.学生背诵本 课时的四会句子。2.做同步精练的相
10、关练习。Unit 3 Where did you go ?What happened ?Are you all right ? Im OK now.Where did you go ?It looks like a mule.Did you go to Turpan ? Yes, we did.教学反思本课以说唱歌谣的形式来导入新课，一方面激发了学生的学习兴趣，另一方面让学生了解本课所要学习的内容，为后面新的知识的学习做了铺垫。新课教学阶段，教师以师生的会话的形式展开教学，学生在轻松的谈话氛围中学习知识，同时还进行了相关知识的拓展，有利于学生融入到真实的语言环境中，将所学的重点单词和句型运用到
11、以后的对话交流中去。在巩固新知阶段，教师以教学内容为中心，充分考虑到教学实际，特地设计了“采访”游戏这一环节，使学生在轻松、愉快的氛围中巩固新知识。第二课时教学内容 A. Lets learn , Listen,answer and write课 型 单词教学教学目标 能听、说、读、写以下动词短语: rode a horse, rode a bike, went camping, hurt my foot, went fishing. 能运用一般过去时来询问别人在假日里去了哪里、干了什么并作答。 培养学生热爱大自然的美好情感。 教育学生要锻炼身体，多参加户外活动。教学重点 运用五个动词短语来进
12、行句型替换练习教学难点 掌握三个动词短语过去式的读音和拼写教学准备 图片、照片与课件教学过程 ：Step 1 : Warm-up1.师生进行连锁问答练习，如：T: I went to Xinjiang on my holiday .Where did you go on your holiday？S1: I went to. Where did you go on your holiday？S2: I went to. Where did you go on your holiday？S3: I went to. Where did you go on your holiday？Step 2
13、: PresentationLets learn利用教材中的情景展开词汇教学1.利用图片整体呈现本部分单词并教授。教师利用挂图呈现 A.Lets learn 板块的插图，提问：T: Look, this is Johns blog. When did he send pictures and writeon the blog ? It was May 1st , the Labour Day holiday. What did he do on Labour Day holiday ? 然后要求学生看图，说出 John 五一假期所做的事情：S: He rode a horse. He went
14、 camping . He went fishing. 教师根据学生的回答继续 追问：T: Where did he ride a horse ? What was the weather like there on Labour Day holiday ? Who did he ride a horse with ? How did he feel ? 引导学生根据自己对新疆的了解，结合图片，发挥想象，针对 John 在新疆旅游的细节进行对话。教师教授 rode a horse, went camping, went fishing 的时候，注意 rode 和 a 之间的连续。2.教师提问学
15、生T: John had a good time in Xinjiang on Labour Day holiday. Last weekend, he also had two Days off. Where did he go last Saturday ? What did he do there ?引导学生猜测 John 上周末去的地方和做的事情，然后听课文录音，获取信息后，验证之前的猜测，再教授 rode a bike.3.围绕课文插图 John 五月十二日微博的内容，教师继续与学生一起讨论 John 上周末的活动。教师提问：T : What else did he do last
16、Saturday? Who rode a bike with him ? Was it fun to ride a bike in the forest park ? What happened to him later? If you were John, what would you do ? 引导学生谈论并回答，教师教授hurt my foot. 4.教师播放 Lets learn 中的录音，学生跟读，然后让学生两人一组进行对话。Step 3 : Practice1.教授自编 Lets chantWhat did you do on your holiday ?I rode a hors
17、e. I rode a horse.What did you do on your holiday ?I rode a bike. I rode a bike.What did you do on your holiday ?I went camping. I went camping. What did you do on your holiday ?I hurt my foot. I hurt my foot. What did you do on your holiday ?I went fishing. I went fishing. 2.教 Listen, answer and wr
18、ite教师播放此部分录音，学生完成相关练习，然后以教师问学生答的形式核对答案。Step 4 : Consolidation and extension1.学生背诵并抄写本课时的四会动词短语。2.做同步精练相关的练习。板书设计： Unit 3 Where did you go ?Zhang: Where did you go last Saturday ?John: I went to a forest park.Zhang: What d id you do there ?John: I rode a bike.rode a horse.went camping.went fishing.hu
19、rt my foot.教学反思本节课继续学习动词过去式的变化形式，涉及语法知识。教师 没有过多地去讲解语法知识，而是通过对比的形式来帮助学生掌握动词的过去式，让学生从板书上、朗读中直接接触新知识，使学生以最简捷的方式来完成学 习任务。教师以图片、情景对话、动作模仿等方式进行短语教学，使学生快速高效地完成课堂学习任务。第三课时教学内容 B. Lets try Lets talk课 型 对话教学教学目标 能听、说、读、写以下句子：How did you go there ? We went there by plane. Sounds great ! 能独立完成 Lets try 中的听力练习。
20、培养学生团结互助的合作精神。教学重点 掌握重点句型教学难点 灵活运用对话中的句型进行口语交流。教学准备 图片、课件。教学过程 ：Step 1: Warm-up1.教师请几名学生描述自己上周做些什么，如：I was busy last week. On Monday I went to a restaurant. On Tuesday I went to a park. I rode a bike. On Wednesday I played ping-pong. On Thursday I went camping. .2.日常进行日常会话交流，如：T: What did you do on
21、your holiday ?S1: I rode a horse.T: What did you do on your holiday ?S2: I rode a bike.T: What did you do on your holiday ?S3: I went fishing.3. 师生齐声说唱 chant, 如：How do you go to school ?By bus, by bus.How do you go to the park?By bike, by bike.How do you go to the science museum ?By taxi, by taxi.St
22、ep 2: PresentationLets try1.听前预测。教师出示人物图片，介绍听力活动背景: Who are they ? Wu Yifan and Amy are at school. They meet Sarah. 老师引导学生阅读第一个问题，然后提问：What are they talking about ? Can you guess ? 让学生进行听前猜测。2.教师放第一遍录音，要求学生回答第一个问题。3.教师问：What did Sarah do there ? 让学生根据自己对杭州的了解进行猜测。然后老师放第二遍录音，学生回答问题后，教师还可提问：What was t
23、he West Lake like ? What else could we do in the West Lake ? 引导学生谈论杭州西湖。4.教师提问：Sarah bought some gifts. Who did she buy gifts for ? 教师放第三次录音，并核对第二题答案。Lets talk（从呈现完整对话到处理局部语言）1 预测对话内容。完成 Lets try 后，教师提问：Sarah went to Hangzhou last winter holiday.What about Amy ? Where did she go ? How did sheGo ther
24、e ? What did she do ? 要求学生带着问题观看动画或阅读文本后回答问题。板书如下：When did she go ?Where did she go ? Amys Trip How did she go there?What did she do ? 2.教师与学生谈论 Amy 的三亚之行。老师呈现 A.Lets talk 板块的插图，提出问题: What did Amy do on the first / second / day ? How did she feel ? What was the weather like there ? What did she eat
25、there ? Did she ? 引导学生结合图片，发挥想象，对 Amy 在三亚旅游的细节进行对话，并教读单词beach.3.教师引导学生根据 Amys trip 的思维导图，发挥想象，描述 Amys trip. 此活动可先在四人小组内进行，然后全班分享。4.教师用 PPT 呈现或板书 Amy 旅游信息的句子，要求 学生根据提供的信息推断出合适的疑问句。Amys Holiday Trip_?I went to Sanya._?I went there over the winter holiday._?I went there by plane._?I took lots of pictur
26、es._?Step 3 : Practice1.学生两人互相询问对方曾经去过的地方和所乘坐的交通工具，然后制成表格。可请几名学生上台表演报调查结果，如：S1: I went to Zhejiang last year.S2: How did you go there ?S1: I went there by train.Where ZhejiangHow By train2.学生之间讨论自己是怎样度过寒假。Step 4 : Consolidation and extension1.学生朗读本课时的四会句子。2.做同步精练的相关练习。板书设计： Unit 3 Where did you go ?A：How did you go there ?B: We went there by plane.A: Sounds great!教学反思本课主要培养学生的听力能力和口语表达能力。在教学中，老师先以听力训练为基础，让学生在听清楚正确发音的基础上进行模仿发音，再让学生通过分角色对话来练习口语，互补不足。这样进行教学，一方面给他们提供了自由表达的空间，另一方面极大地提高了学生的口语表达能力。教学过程中，教师以学生说为主，老师引导为辅，能锻炼学生开口说英语的能力，学生说也是以自身实际为主，能让英语深入到学生的实际生活中。
