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Unit 3 Where did you go ? partA
| 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 didn’t. 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 didn’t. 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 camping, 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
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第一课时
教学内容
| A. Let’s try Let’s talk
| 课 型
| 对话教学
| 教学目标
| - 学生能够听、说：What happened ? Are you all right ? I’m OK now. Where did you go ? It looks like a mule ! Did you go to Turpan ? Yes, we did.
| 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-up
1.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 can 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. Presentation
Let’s talk
（从呈现完整对话到处理局部语言）
(1)通过提问要求学生猜测：Did you
go to John’s home ? What happened to
John? 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 his
bike,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 John’s Labour Day holiday.
(2)结合日历Labour Day holiday概念。提问：Look at the calendar. What date is it ? It’s May 1st . On May 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。
John’s Labour Day holiday
Where did he go ? What did he do ? ?
(4).结合思维导图，描述John’s Labour Day holiday,然后让学生提问：What else do you want to know about John’s 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Let’s talk的插图，提问学生：Look at John’s pictures. Where is it ? Mr. Tianshan or Turpan ? Can 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。
问：Let’s have a look at John’s 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 do ?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. Practice
Let’s try
1.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 extension
1.学生背诵本课时的四会句子。
2.做同步精练的相关练习。
| Unit 3 Where did you go ?
What happened ?
Are you all right ? I’m 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。
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第二课时
教学内容
| A. Let’s 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。
| 教学重点
| 运用五个动词短语来进行句型替换练习
| 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-up
1.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 : Presentation
Let’s 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.Let’s learn板块的插图，提问：
T: Look, this is John’s blog. When did he send pictures and write
on the bIt 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 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.教师提问学生
T: Jd 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 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Let’s learn中的录音，学生跟读，然后让学生两人一组进行对话。
Step 3 : Practice
1.教授自编Let’s chant
What did you do on your holiday ?
I rode a horse. 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 write
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 extension
1.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 did you do there ?
John: I rode a bike.
rode a horse.
went camping.
went fishing.
hurt my foot.
| 教学反思
| 本节课继续式的变化形式，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。
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第三课时
教学内容
| B. Let’s try Let’s 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 !
| 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-up
1.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 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.
……
Step 2: Presentation
Let’s try
1.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 the 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。
Let’s talk
（从呈现完整对话到处理局部语言）
提问：Sarah went to Hangzhou last winter holiday.
What about Amy ? Where did she go ? How did she
Go there ? 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 ? Amy’s 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.Let’s 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 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Amy’s trip 的思维导图，发挥想象，描述Amy’s 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。
Amy’s Holiday Trip
___________________________?
I went to Sanya.
___________________________?
I went there over the winter holiday.
___________________________?
I went there by plane.
___________________________?
I took lots of pictures.
___________________________?
……
Step 3 : Practice
1.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
| Zhejiang
| | | | How
| By train
| | | |
2.学生之间讨论自己是怎样度过寒假。
Step 4 : Consolidation and extension
1.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。
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