Unit 3 Where did you go？ Period 3教案（含课时作业设计和反思）

Period 3 Part B Let’s try，Let’s talk
本课时学习B部分的Let’s try和Let’s talk两个环节。Let’s try为一个听力活动，通过吴斌斌、埃米和萨拉在学校相遇的场景，为Let’s talk环节提供人物和背景信息。Let’s talk主要通过上述三人的谈话呈现本课时重要句型“—How did you go to＋地点名词/go＋地点副词？—I/We went there by＋交通工具(train，taxi，bus...)．”和“Sounds＋形容词！”，让学生感受上述句型的语义及语用情景。
知识目标
1．能够听、说、认读三会单词：beach；
2．能够用句型“—How did you go to＋地点名词/go＋地点副词？—I/We went there by＋交通工具(train，taxi，bus...)．”询问对方过去去某地的交通方式并回答；
3．能够用句型“Sounds＋形容词！”评价他人的经历或参加的活动；
4．能够独立完成Let’s try的听力活动；
5．能够理解对话内容，并能按照正确的语音、语调朗读对话。
能力目标
1．培养学生综合运用知识的能力；
2．培养学生的交际能力。
情感目标
培养学生的团队精神。
教学重点
能够在日常交际中灵活运用重点句型：—How did you go to＋地点名词/go＋地点副词？—I/We went there by＋交通工具(train，taxi，bus...)．
教师归纳并讲解重点句型，然后举例示范；学生两人一组进行问答练习，对该句型反复操练，以突破重点。
教学难点
能够在情景中正确运用where、how以及what引导的一般过去时的特殊疑问句。
教师让学生反复朗读对话，在语境中理解三个词引导的特殊疑问句的意思，然后教师讲解三个特殊疑问词的区别，并让学生通过活动操练这三个词引导的一般过去时的特殊疑问句。
多媒体课件。
Step 1：Warm up
1．学唱歌曲
(1)教师播放本单元歌曲Tell me about your holiday，学生静听，感知其旋律。
(2)教师再次播放歌曲，并用多媒体呈现其歌词，学生小声跟唱。
(3)等学生熟练之后，师生一起跟着录音大声唱出来。
2．教师呈现一些与活动相关的图片，随机抽选学生展开对话，如：
T：What did you do over your holiday？(呈现骑马的图片)
S1：I rode a horse.
T：What did you do over your holiday？(呈现钓鱼的图片)
S2：I went fishing.
T：What did you do over your holiday？(呈现骑自行车的图片)
S3：I rode a bike.
...
教师先通过歌曲活跃课堂气氛，激发学生的学习兴趣，然后通过师生问答对上一课时所学词汇进行复习巩固。
Step 2：Presentation
1.Let’s try
·教材意图
本环节通过吴斌斌、埃米和萨拉在学校相遇并谈论寒假期间活动的对话为Let’s talk的学习提供人物和背景信息，为会话学习做准备。
·教学建议
(1)教师用多媒体呈现吴斌斌、埃米和萨拉的图片，与学生展开对话，如：
T：Who are they
Ss：They are Wu Binbin，Amy and Sarah.
T：Yes，Wu Binbin and Amy meet Sarah at school.What are they talking about？Can you guess
Ss：...
教师让学生阅读题目并预测听力内容。
(2)教师播放录音，学生圈出答案。
(3)教师再次播放录音，学生检验自己的答案，然后教师核对答案。
(4)教师第三次播放录音，让学生仔细听，尽量听出听力原文。
(5)教师用多媒体呈现听力原文并播放录音，学生模仿其语音、语调进行跟读。
2.Let’s talk
·教材意图
本环节通过吴斌斌、埃米以及萨拉的对话引出本课时重要句型“—How did you go to＋地点名词/go＋地点副词？—I/We went there by＋交通工具(train，taxi，bus...)．”和“Sounds＋形容词！”，让学生感受上述句型的语义及语用情景。
·教学建议
(1)教师用多媒体展示不同的交通工具，如自行车、公共汽车、地铁、小汽车等，与学生展开对话，如：
T：How do you usually go to school
S1：By bus.
T：How do you usually go to school
S2：By bike.
T：How do you usually go to school
S3：By car.
...
教师让学生尝试用一般过去时询问上学方式，并得出句子：How did you go to school？接着教师带领学生替换地点进行操练，并总结出句型：—How did you go to＋地点名词/go＋地点副词？—I/We went there by＋交通工具(train，taxi，bus...)．
(2)教师说：Sarah went to Hangzhou last winter holiday.What about Amy？Let’s have a look.然后让学生带着以下问题阅读对话。
①Where did Amy go
②Who did she go with
③When did she go
④How did she go there
(3)教师随机抽选学生回答问题，如：
T：Where did Amy go
S1：She went to Sanya.
T：Who did she go with
S2：She went with her family.
T：When did she go
S3：Over the winter holiday.
T：How did she go there
S4：By plane.
(4)教师用多媒体展示Let’s talk的教材插图，让学生观察图片并分组讨论完成以下表格：
Days What did she do？
Day 1
Day 2
Day 3
Day 4
讨论结束后，教师请几名学生回答问题并核对答案。
(5)教师简单总结疑问词where、how、when、who、what的用法。
(6)教师与学生就课文内容展开问答，如：
T：How was the weather
Ss：It was warm.
T：How was the beach
Ss：It was beautiful.
T：Sounds great!
教师板书句子：Sounds great！然后讲解其意思并带领学生反复朗读，接着讲解句型“Sounds＋形容词！”
(7)教师播放录音，学生模仿其语音、语调跟读，然后三人一组练习对话。
(8)教师请几组学生表演对话，对表现优异的学生给予奖励。
Step 3：Practice
1．教师用多媒体呈现以下信息：
　　　
让学生任选一组编写对话，如：
S1：Where did you go over the holiday
S2：I went to Beijing.
S1：How did you go there
S2：By plane.
S1：What did you do there
S2：I took pictures and rode a bike.
2．教师让学生两人一组互相调查对方寒假的一次旅行，并用表格记录下来，最后教师请几名学生汇报调查结果。表格如下：
Name Where How What
调查句型：Where did you go？How did you go there？What did you do there
汇报句型：...went to...He/She went there by...He/She...there.
Step 4：Consolidation and extension
1．学生把Let’s talk的对话读给家长听。
2．完成配套的课时作业。
Unit 3　Where did you go
beach
1．—How did you go there
—We went there by plane.
句型：—How did you go to＋地点名词/go＋地点副词？
—I/We went there by＋交通工具(train，taxi，bus...)．
2．Sounds great!
句型：Sounds＋形容词！
一、从方框中选择正确的疑问词填空。
1．— 　What　 did you do yesterday
—I played football.
2．— 　When　 did you go to school
—I went to school at 8 o’clock.
3．— 　 Where　 did you go
—I went to Beijing.
4．— 　How　 did you go to the park
—By bus.
5．— 　Who　 did you go with
—I went there with my cousin.
二、单项选择。
(　A　)1.—How did you go to Beijing
— ________ plane.
A．By B．At C．On
(　C　)2.—What did you do there
— ________.
A．I ride a horse B．I want to go fishing C．I went swimming
(　B　)3.It ________ great.
A．sound B．sounds C．looks like
(　B　)4.I took ________ pictures.
A．lot B．lots of C．a lots of
(　A　)5.—How ________ the beach
—It was beautiful.
A．was B．is C．were
三、阅读短文，判断正(T)误(F)。
Last summer holiday，I went to Xinjiang with my family.We went there by train.On the first day，we visited my father’s friend.On the second day，we went to Turpan.I saw lots of grapes and ate lots of mutton kebabs(烤肉串)．They were delicious.We took pictures there.We were happy.
(　F　)1.Last summer holiday，I went to Zhejiang with my family.
(　F　)2.I ate lots of grapes in Xinjiang.
(　F　)3.We visited my uncle on the first day.
(　F　)4.We went to Xinjiang by subway.
(　T　)5.We took pictures in Xinjiang.
本课时主要学习会话。在完成听力活动之前，教师先让学生阅读题目并预测听力内容，培养学生良好的听力习惯，在学生完成听力练习之后又反复播放录音，让学生尽量听出听力原文，有利于锻炼学生的听力能力。
在会话学习阶段，教师通过旧知引出新知，自然地过渡到新课的学习，并通过问答的形式对课文内容进行了梳理，帮助学生更好地理解课文内容。最后教师让学生编对话并完成调查表，给学生提供了自由表达的空间，充分锻炼了学生的口语表达能力。