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1、Unit 3 Where did you go?第一课时教学目标：1 .能够听、说、读、写以下动词短语：rode a horse rode a bike went camping hurt my foot went fishing2 .能够运用一般过去时询问别人在过去的某个时间点去哪里及所做的事情并做答。教学重难点：1 .本课时的教学重点是驾驭5个动词短语的过去式形式。2 .本课时的教学难点是以下两个句子的运用：Where did you go last Saturday? What did you do there?老师要多示范，通过有针对性的反复操练知道学生娴熟驾驭。教学打算：Teache
2、r：本课时的动词短语卡片教学过程：I. Warm-upI .老师播放课件有关本课时的5个动词词组的原型形式。II . Preview老师展示本部分的挂图问：Do you like weekend? What do you usually do on your weekend? Do you go on trip? What do you usual ly do during your trips?引导学生 依据提示图回答。IE. Presentation and PracticeLet s learn1 .老师问一名学生：What s your hobby?引导学生回答。老师指着自己说：I l
3、ike riding a horse. I have many beautiful pictures.然后拿出一张风景照说：Look at this picture. I took the picture last week. 老师板书 rode a horse 和 ride a horse, 请学生仔细视察并说出两个短语的不同之处，然后指导学生拼法。2 . I like riding a horse , I also like riding a bike , I often ride a bike on the weekend , I have mangy pictures of ridin
4、g a bike.然后拿出张骑自行车照说： Look at this picture. I rode a bike last week. 老师板书 rode a bike e 和 ride a bike,仔细视察并说出两个短语的不同之处，然后指导学生拼法。3 .老师拿出一张自己爬山的照片，说：I went to Xinjiang/last year. Guess. What did I do there?请学生猜。假如有学生猜到go camping,老师就向学生展示照片：Yes, that s right. I went camping.老师板书went camping,带读，引导学生对动词原
5、形 和过去式形式进行比较。老师接着问：Have you ever been went camping? Where have you been?引导学生说：I went camping in the mountain.老师可接着提问：When did you went Ccimping? I went camping in spring/April 8lh.4 .老师再次展示爬山的照片，说：I went camping in spring. Then I was hungry. I went to a river. Guess. What did I do there?假如学生猜到吃东西，老师
6、就拿出一张鱼的照 片说：Yes, fishing. 1 went fishing.板书 went fishing 和 go fishing,带领学生比较 不同之处。老师带读，留意强调went的发音。5 .老师依次出示野营和钓鱼的照片说:I went camping. I went fishing, too. What else did I do there? Guess.6 . I like riding a bike, but I often hurt my foot,出示骑自行车摔跤的图片,并说明 hurt的原型及过去式。7 .老师放Let s learn部分的录音，学生跟读。8 .运用句
7、型 Where did you go last Saturday? What did you do there?把本节课 学习的动词词组运用在对话中。IV. Consolidation and Extension同桌、小组内相互问答巩固本课学问。教学反思：其次课时教学目标：1 .能够听、说、读、写句型：Where did you go ? Did you go to Turpan? Yes, we did. 教学重难点：2 .本课时的教学重点是句型：Where did you go? Did you go to Turpan? Yes, we did.3 .本课时的教学难点是在实际情景中正确运
8、用所学对话。教学打算：Teacher：录音机及磁带；Let s learn部分的单词卡片；几张地名卡片；几张照片。 教学过程：I. Warm-up 1.老师与学生的日常会话。2.复习上一课时新课。II. Preview1. “打擂台”嬉戏请五名学生到教室前面，老师随意抽取一张短语卡片，让五名学生依据卡片上的内 容造句，如：I went camping in spring.不能正确造句的学生即被淘汰出局。然后老师 出示另一张卡片，留在台上的学生接着竞赛。能最终留在台上的学生成为擂主。III. Presentation and PractiseLet s try 学生听Let s try部分的录音
9、，完成练习。Let s talk1 .老师出示一张新疆的风景照说：Look at this picture. This is a picture ofXinjiang. I went to Xinjiang two years ago.老师再拿出一张公园的照片，说：This is a park. 1 went to the park last weekend.老师板书：I went to指导学生拼法 单词went o2 . 老师出示一张中国地图说：This is a map of China. I went to a city last year. It s in Guangdong prov
10、ince. It s a new city. Guess. Where did I go?引导学生 用句型Did you go to , ?猜一猜，然后老师说：Yes, I did-3 .老师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，老师问：Where did you go on your holiday?引导这名学生回答。再请几名学生轮番上台，台下的学生其问： Where did you go on your holiday?老师指导讲台上的学生回答。4 .听录音，跟读Let s talk部分的内容。5 .老师出示能拼成重点句型的单词卡片，要求学生在最快的时间内组合成句。IV. C
11、onsolidation and Extension学生课后用一般过去时询问同学或老师曾经去过的地方，完成调查表。教学反思第三课时教学目标：1 .能够听、说、读、写以下句子：How did you go there? We went there by plane. Sounds great!2 .能够完成Let s try部分的练习。教学重难点：1 .本课时的教学重点是能敏捷运用句型：How did you go there? We went there by plane. Sounds great!2 .本课时的教学难点是：敏捷运用对话中的句型进行口语沟通。教学打算：Teacher：录音机和
12、录音带；B Let s learn部分的动词短语卡片。教学过程：Warm-up老师请几名学生描述自己上周做了些什么。如：I was busy last week. On Monday T went to a restaurant .On Tuesday I went to a park . T rode a bike. On Wednesday T played ping-pong. On Thursday I went camping* Preview1 .日常口语练习。T： What day is it today?S： It s T： What are you going to do t
13、his weekend?S： I am going to T： Have a good time!S： Thank you.T： I will this weekend.2 .老师让学生用句型 I am going to this weekend.或者 I will this weekend. 造句。PresentationLet, s talk1 .老师让学生尝试将句子How do you go to school?改成过去形式，同时进行适当引导， 使学生得出句子:How did you go to school?老师用更多地点进行替换操练:How did you go to HainanH
14、unanTurpan?老师板书并教读句型。留意对比两个句子。2 .老师出示Let s talk部分的教学挂图，激励学生用所学动词词组说出四幅图的行程 支配，老师适当辅导。如：Dayl, went to Sanya by plane;Day 2, went swimming and took pictures;Day3,payed footbal1 on the sand;Day4,rode a bike.老师播放Let s talk部分的录音，第一遍录音，学生静听，了解对话大致内容。其次 遍录音，学生带着问题听录音，问题如下： Where die Amy go last winter holi
15、day?How did she go there?What didi she do?听第三遍录音，学生核对答案，并标记出不懂得地方，如：Sounds great.老师答疑。最 终学生一边跟读一边用手指出所读句子，并分角色朗读课文。Practice学生两人相互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。可请几名学生上台汇报调查状况，如：S1： I went to Zhejiang last year.S2:How did you go there?SI: I went there by train.Consolidation and Extension背诵 Let s talk教学反
16、思：第四课时教学目标：L 能够听、说、读、写动词词组：ate fresh food went swimming took pictures bought gifts2.在实际情境中敏捷运用动词短语来进行替换练习。教学重难点：1 .本课时的教学重点是四会驾驭四个动词词组的一般过去式形式。2 .本课时的教学难点是驾驭四会单词bought, ate, took和went的读音和拼法。教学打算：Teacher：录音机和录音带；文具卡片；照片。教学过程：Warm-up1.老师放歌曲A trip to China”的录音，师生齐唱。Presentation and PractiseLet s learn1
17、 .老师拿出相机做拍照动作,说：I took many pictures last holiday . What about you? Did you took pictures too?学生回答:Yes.老师板书短语took pictures,请学生写出 动词原形take,然后老师教读，留意picture的发音，可实行拆音发教读。可采纳如下方 式教读和拼读：T0一0一K, took, took, tookTook picturesTA-K-E, take, take, takeTake pictures （协作音调、节拍）2 .老师出示自己旅行时拍的照片说took many pictures
18、.出示ate fresh food的照片。 问：What did I do?帮助学生回答：You ate fresh food.板书短语 ate fresh food 的照 片。请学生尝试写出ate的动词原形eat,并着重强调二者的发音，尤其是ate。将两个 动词结合起来教读，并进行拼读竞赛。3 .老师借助于图片学生张开对话。如：T： What did you do ?5: I went swimming.（老师帮助学生回答，板书并教读短语，分组竞赛）T： What did you do ?（出示 bought gifts 的卡片）S: I bought gifts.老师帮助学生回答，板书并教
19、读短语bought gifts。老师出示日常的生日礼物，学生一 边仿照一边说单词gift。请几名学生竞赛拼读单词gift,老师板书bought的动词原形。4.老师放let s learn部分的录音，学生跟读。熟读后，同桌之间进行对话练习。 Practice:老师指导学生把本课的动词短语和句型结合编成chant形式练习。如：T： What did you do ?S: I went swimming.T： What did you do ?S: I bought gifts.T： What did you do ?S: I ate fresh food.T： What did you do ?S
20、: I took pictures.Look and say老师出示Look and say部分的图片，请学生看图片，并让他们依据自己的理解说一说 图片中所描绘的事。Consolidation and Extension听写四会单词第五课时教学目标：1 .能朗读、理解Read and write部分的短语并完成相关练习。2 .能独立完成Let s check和Let s wrap it up中的练习。教学重难点：1 .能朗读、理解Read and write部分的短语并完成相关练习。2 .理解短文中出现的新单词、短语及句子。教学打算：Teacher：录音机和录音带；本单元的动词短语卡片和教学挂
21、图；若干纸片；教学过程：Warm-up老师利用前面课时所学的重点短语和句型与学生绽开以下对话：T： What did you do on your summer holiday?S: I went swimming.T： How did you go to Sanya?S: 1 went to Sanya by plane.PresentationRead and writeL老师让学生观看课本p25上方的图片，学生分组探讨图片中所描绘的故事，并回答 下列问题：How did Wu Yifan meet max?What will happen next?小组汇报探讨结果，老师进行评价，激励学
22、生发挥想象力，用自己的话将故事补充完整。2 .播放Read and write部分的录音，学生先静听一遍，了解短文大致内容。然后老师 将学生分成四大小组，两个大组负责阅读短文第一段，另外两个大组负责阅读短文其次段。3 .学生完成Number the pictures部分的练习。并将每个图片所对应的句子在文中找出 来进行朗读。4 . Read and write部分的录音，学生一，边跟读录音，-边用手指出相应的句子。5 .老师朗读短文最终一段，提问：What happened to Wu Yifan s family?What was bad for them?What was good for
23、 them?Find out the answers and write them down on the book.学生独立完成练习，老师引导学生将所填信息进行朗读。6 . T:Now write about your bad but good day.学生独立完成此部分练习,老师适当辅 导。PractiseLet, s check老师引导学生观看图片并写出相应的动词短语播放Let s check部分的录音，学生依据录音推断图片是否正确，完成练习。Let s wrap it up老师引导学生观看图片,学生独立完成此部分练习，然后听录音回答问题。Consolidation and Extens
24、ion将Read and write部分读给家长第六课时教学目标：1 .能理解Stcxry time中的故事2 .能表演Stoc，time中的故事教学重难点：能理解Story time中的故事能表演Story time中的故事教学打算：Teacher：录音机和录音带；本课时的单词卡片和教学挂图。教学过程：Warm-up老师放嫦娥奔月的影视片段，为学习能理解Story time中的故事做铺垫。PresentationStory time1 .老师出示 Story time 部分的教学挂图，说：Look, Zoom is on the moon. The girl must be Chang* e
25、. What happened?Please read the story.给学生几分钟时间自主阅读故事， 同时让学生找出不理解的单词或句子。2 .教室绽开分层教学，分阅读曾粗进行提问：How was zoom, s holiday?Where did he go?How did he go there?What did he see?How did he come back?(6)Did zoom really go to the moon?Why? Which pictures is real?Which i s Zoom s dream?学生依据老师提问，自主阅读，找寻答案，最终师生依据问题依次一起梳理故事。3 .老师反复播放Story time部分的录音，学生一边跟读一边用手指出所读的句子，留意 仿照语音语调。Practise老师从故事中挑出本单元重点句型和短语，师生一起大声朗读。Consolidation andExtension将Story time熟读教学反思：