Module 3 Unit 1 Where did you go？ 教案 （含反思）

Module
3
Unit
1
Where
did
you
go
【知识目标】
(1)要求大部分学生能理解,部分学生能掌握的词汇:
weekend,place,
British
Museum,
how
要求大部分学生能理解,部分学生能掌握句型:
1.What
did
you
do
at
the
weekend
Where
did
you
go
How
did
you
go
there
【能力目标】
(1)能读懂、理解课文大意并回答出相关问题;
(2)能运用所学句型询问过去所做的事情,去过的地方,并能回答提问。
【情感目标】
引导和培养学生英语学习的自主性和积极性,促使养成互帮互助,共同体验的合作学习习惯。通过本课学习,激发学生热爱世界,热爱家乡的情怀。
【学情分析】
这节课选自外研版小学英语(三年级起)五年级上册模块三,第一单元。课题是《Where
did
you
go 》,是一节会话课,考虑到地域差异和学生的英语基础,计划两课时完成,本课是第一课时。
【教学重难点】
重点：
1、正确理解课文。
2、用过去时提问并能描述上周末发生的事情。
难点：
以what,
where,How引导的一般疑问句过去时。
【课前准备】
1.
单词卡片/时间展示图；
2.
教学光盘或其他录音机设备；
3.
教学课件。
【教学过程】
Step
1：Greetings?
【设计意图】通过日常问候使学生进入英语课堂学习状态。
Step
2：Warm
up
?
T:
What
day
is
it
today
Ss:
It
is
Friday.
T:
How
many
days
in
a
week Monday....
Ss:Tuesday.....
T:
So
there
are
seven
days
in
a
week,
now
let’s
chant!Follow
me!Sunday、Monday、Tuesday.....
Ss:Sunday、Monday、Tuesday....
T:
Look,the
green
words,
we
call
Saturday
and
Sunday
,weekend.Follow
me...
Ss:weekend,
weekend...
【设计意图】说唱律动是小学生喜欢的学习形式,以星期为载体的说唱活动不仅能够复习星期词汇,引出单词“weekend”,而且还能进一步调动学生的学习热情。
Step
3：Lead-in
?
T:
Talk
time!
Qiao
Jiaxuan,
Did
you
go
to
Beijing
in
the
summer
holidays
SQ:
Yes,
I
did.
T:What
did
you
do
You
can
answer
”I
went
to
Beijing.”
SQ:I..........
T:
Everybody,
What......
Ss:
What.....
T:
Qiao....
SQ:I
went
.....
T:
Look,
did
you
visit
the
Great
Wall
SQ:
Yes,
I
did.
T:(So)Where
did
you
go
You
can
answer
”I
visited
the
.....”
SQ:
I..........
T:
Everybody,
Where......
Ss:
What.....
T:
Qiao....
SQ:I
visited
.....
T:
Did
you
go
to
the
Great
Wall
by
bus
SQ:
Yes,
I
did.
T:
(So)How
did
you
go
there
..You
can
answer”I
went
by
bus.”
SQ:I..........
T:
Everybody!
How......
Ss:
How..... .
SQ:I
went
.....
T:
Can
you
ask
and
answer
with
your
partner
.......
T:
Everybody!
Can
you
Ss:Yes!
T:Ask
and
answer
in
pairs,then
let's
have
a
show!
……
(设计意图:围绕教学目标中三个重要句式预设情境,以旧知引导新知,使用学习过的过去式一般疑问句问答与指定学生对话,依次引出特殊疑问句式,顺势与全班学生一起操练。之后,由两位同学示范问答,各小组积极模仿展示。)
Step
4：Presentation
1.
New
words:
place,
the
British
Museum
T:
Today
we
will
learn
Module
3
,Unit
1
Where………
Ss:
Where
did
you
go

T:
Look,
what’s
this
Ss:
Big
Ben.
T:
And
what’s
this
Ss:
Tower
Bridge.
T:
Where
are
they
Ss:
They
are
in
London.
T:
Big
Ben
is
a
place.
Place.
Follow
me.
Ss:
Place,
place...
T:
There
are
two
places.
Places.
Ss:
Places.
T:
What’s
this
Ss:…
T:
This
is
museum,
a
place
where
has
a
large
collection
of
historical
relics.
follow
me一个收藏大量历史文化遗物的地方,in
Chinese
,it
means
博…. !
Ss:博物馆!
T:Yes!
You’re
so
clever!
Follow
me!
,!
Ss:
Museum,
museum.
T:
British
means
English,
clear
T:
So
great!
Look!
There
are
lots
of...
Ss:
Places!
T:
Yes,
let’s
review.
Place,
places,
lots
of
places.
Ss:
Place,
places,
lots
of
places.
(设计意图:图片呈现本课主要词汇,在学习中练习,在练习中拓展,在拓展中强化,使学生迅速理解掌握和初步运用新学的单词或词组,为后续课文学习做好准备。)
Step
5：Listen
,read
and
learn.
T:
Ok!Now
let’s
listen
to
the
text,then
judge,”T”
or
”F”,
clear .
Ss:
Yes!
T:
Open
your
book!
Are
you
ready
Ss:
Ready.
T:
Go!
Listen
to
the
text
for
two
times
,then
judge
and
check.
T:Now
read
the
text
after
the
record,
then
answer
the
three
questions,let’s
read
them
together,Question1….
Ss:
What
did
they
do
at
the
weekend
……
T:
Ready !Go!
Read
the
text
after
the
record
two
times
,then
check.
T:Boys
and
girls,what
did
Amy
do
at
the
weekend
Ss:
She
visited
lots
of
place.
T:The
first
place
is…She
went
to….(Showing
the
picture
of
the
British
Museum.)
S1:
The
British
Museum!
T:
And…..(
Showing
the
picture
of
the
Big
Ben.)
S2:
They
visited
Big
Ben.
T:And…(Showing
the
picture
of
the
London
Eye.)
S3:And
the
London
Eye!
T:
How
did
the
go
there
(Pointing
to
the
picture
of
bus
in
the
middle
of
the
black
board.)
Ss:They
went
by
bus.
T:
Great!This
is
Amy’s......
Ss:Weekend!(Writing
“Amy’s
Weekend”
on
the
blackboard.)
T:
Great!Now
practice
the
dialogue
in
pairs,then
let’s
show!
(设计意图:遵循听说读写的学习规律,使学生带着任务来听课文,读课文,分层设计练习,锻炼学生捕捉关键信息的能力,然后通过问答巩固核心句式。小组练习课文对话,进一步加深会话应用场景的印象,小组表演,初步检测学生的学习和语用情况,培养学生学习自信。最后使用图片和简笔画呈现故事脉络,形成绘本框架,引导学生复述课文内容,从句到篇引导学生形成英语思维。)
Step
6：Production
Make
a
dialogue
in
pairs,
practise
and
show.
(设计意图:导入生活,学以致用,升华本课意义:“Enjoy
trip,enjoy
life!”)
Step
7：Summary
T:At
last,
let’s
sing
a
song.
(设计意图:最后用《新年好》旋律编入本课主要内容,练一练,唱一唱,寓教于乐,加深印象。)
Step
8：Homework
Fill
the
blanks
of
the
letter.
(设计意图:转换文本,强化基础读写,使学生在书信形式中巩固所学,锻炼语言思维。)
【教学反思】
教师在单词或词组的教学中，不能只是教读单词或词组。要循序渐进的插入本单元的重点句子，让学生在记单词或词组的过程中熟悉句子。这样能满足不同学的学生的学习要求。根据学生的个人素质、性格特点、记忆力、反应速度等，因材施教，分层要求，以求通过最有效的激励机制促进学生进步。最后，在今后的每一节课中都要灵活运用所学句型，请学生造句，培养学生的创新意识。
备注说明:1.本节课贯穿运用的评价机制是讲男生女生分成两个方阵,根据小组和个人表现加星星,得数最多的为本节课的获胜方。
2.教学设计中出现的“SQ”是指姓乔的这名学生;“Ss”是指全体学生;“S1/2/3..”是指某位学生。