内容发布更新时间 : 2024/5/5 22:52:42星期一 下面是文章的全部内容请认真阅读。

Unit 3 Where did you go ?

教学目标 ●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。 知识与能力目标 课时安排 6课时 第一课时

教学内容 A. Let’s try Let’s talk 课 型 对话教学 ● 学生能够听、说、读、写句子：What happened ? Are you all right ? I’m OK now. Where did you go ? It looks like a mule ! Did you go to Turpan ? 教学目标 Yes, we did. ● 能够独立完成Let’s 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-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. 整体感知对话并回答问题。 (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 Labout 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 ? 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 hlokday ? 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。 教师提问：Let’s have a look at John’s Labour Day hlokday gaain. 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 ?