【人教版(PEP)】六年级下册英语 Unit 3 Where did you go 同步教案（word版）

主备人 复备人 审批人 编号
时 间 学生姓名 班 级 小组
课 题 Unit 3 Where did you go Check and story time 课 型 巩固练习 课时 第6课时
本周行为训练重点 训练学生在课堂上能大胆展示，培养他们的倾听能力。
学习目标 1.巩固本单元的重要单词和句型。2.能读懂Story time中的故事。
重、难点预测 1.巩固本单元的重要单词和句型。2.能读懂Story time中的故事。
学 习 过 程 教师“复备”栏或学生笔记栏
课前预习1.读本单元A、B部分五次，并背出本单元的四会单词。2、翻译下列句子。 1）怎么了？ 2）你还好吗？ 3）我现在没事了。 4）你去哪儿了？ 5）它看起来像只猴子！ 6）你们去吐鲁番了吗？ 7）你们怎样去的？ 8）听上去不错！ 家长加油站 签名： 合作探究部分课前热身：Warm-up1、Free talk.（师生对话）2．Say a chant(前半部分唱两次) What did you do on your holiday I went, went swimming. What did you do on your holiday I took, took pictures. What did you do on your holiday I bought, bought gifts What did you do on your holiday I ate, ate fresh food.Step 1:Check(回顾复习，小小检测)1.复习三会单词：老师抽读单词卡片，让学生看图说单词。2.复习四会单词。学生抢答说单词并拼读出来。3．老师利用图片让学生编对话。 Where did you go to on your holiday I went to… . Step 2:presentation (呈现目标，自主学习) 1.学B Let’s check. (1)让学生观察图片。（2）老师播放录音，让学生判断正误。 （3）全班进行讲评订正。 （4）Listen again and answer the questions.2.学wrap it up.(让学生总结不规则动词的过去式)3．看图猜故事内容。4．学生用中文讲述故事内容。5．播放视频，了解故事内容。6．教师播放故事的视频，让学生通过视频理解故事内容，最后让学生模仿故事中人物的语音、语调学说故事。Step 3: Co-operation（合作交流，独学、对学、群学）1．模仿角色的语音、语调学说故事。2．鼓励学生分角色表演。Step 4: Show（大小展示，探究总结） 齐读故事、分角色表演故事、组长领读故事、齐唱歌曲、Step 5:Consolidation（达标检测，师生小结） 一、找出答语。（ ）1. What did you do yesterday A. She went to Harbin.( ) 2. Did Jack go fishing B. I hurt my foot yesterday.( ) 3. What happened C. I are fresh food.( ) 4. Where did Mary go last week D. By train.( ) 5. How did they go there E. No, he didn’t.二、改错1. I went there with train. ___________________________2. He did her homework last night. ______________________________3. What did you saw in the zoo ________________________________4. We bought some gifts and eat some food. _________________________5. What was the beach It was beautiful. ______________________________三、根据中文意思补充完整。1. 它看起来像只猫。 It________ _________ a ________.2. 去年你去吐鲁番了吗？ _______ you _______ to Turpan_________ year 3. 我们昨天坐火车去广州。 We_________ to Guangzhou by_______ __________.4. 你们怎样去的？ ________ did_______ _________ _________ 5. 你爸爸去哪了？_________ did your_________ ________ 6.昨天我去买了很多礼物。 I_________ lots of________ __________.Step 6:Summary. What have you learned today？Homework:板书设计
课后反思Unit 3 Where did you go
B Let’s check & Let’s wrap it up
教学目标
1.能完成“Let’s check”部分的相关练习。
2.能完成“Let’s wrap it up”部分的相关练习，了解动词的过去式变化。
3.能读懂“Story time”，理解故事内容。
4.巩固复习动词过去式及句子过去时所表达的含义。
5.提高学生的听、说、读、写综合能力。
教学重点
复习动词过去式及句子的过去时。
教学难点
故事内容的理解及综合能力的提高。
教学准备
教学光盘、单词卡片。
教学过程
Step 1：Warm-up
(1)转盘转一转。将本单元“Let’s learn”部分的单词卡片制作在一张转盘上，转动转盘，指针指到哪一个上面，同桌二人就围绕词语运用本单元的
句型：“ What did you do Where did you go How did you go there ”来进行回答。
(2)学生分男女生两组唱“Tell me about your holiday”，调动气氛。
Step 2：Presentation
(1)完成“Let’s check”。
A.组织学生观察图片，并“开火车”运用过去时描述图片。如:Mike rode a bike.
B.听听力，并将图片按所听的内容进行排序。
C.听第二遍听力，并完成相关的问题回答。
(2)完成“Let’s wrap it up”。
A.组织学生观察图片，并相互讨论，描述图片内容。
B.学生“开火车”朗读所给词语的原形以及过去式，注意变形后的单词及读音。
C.学生独立填出单词，教师一起核对答案。
D.引导学生将这两单元所学的不规则动词归纳总结出来。
Step3：Consolidation and extension
(1)完成“Story time”。
A.引导学生观察前两幅图片，并讨论：What happened？
B.教师将剩下的四幅图片的内容以小纸条的形式发给每组四张，引导学生按照故事发展的顺序将小纸条排序，并将排好的顺序展示给老师看，比一比哪个小组排序最快最准。
C.小组讨论两幅图之后，教师播放教学光盘，学生跟读，并理解故事内容，思考:How was Zoom’s holiday？ Where did he go？ How did he go there？ What did he see？ Is it real that Zoom went to the moon？
D.教师点拨重难点句子和词语，如：“he moon”“Here comes a spaceship”。
E.学生结合上下文理解“dream”的意思。
F.学生两人一组表演故事，操练句型。
(2)课堂小练习。
板书设计
教学反思
本部分以听、读、写的方式复习本单元的重点单词和句型。要求学生能听懂过去时句子的描述，能将不规则过去式动词进行归纳总结，并能认读本单元重点句型，从而读懂story，通过story巩固重点 句型。Unit 3 Where did you go part A
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
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、读、写句子 ( http: / / www.21cnjy.com )：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. 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. PresentationLet’s talk （从呈现完整对话到处理局部语言）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 Labour Day holiday. (2)结合日历，让学生理解 ( http: / / www.21cnjy.com )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。 教师提 ( http: / / www.21cnjy.com )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。
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。培养学生热爱大自然的美好情感。教育学生要锻炼身体，多参加户外活动。
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 blog ( http: / / www.21cnjy.com )It 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: John ha ( http: / / www.21cnjy.com )d 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 本节课继续学习动词过去 ( http: / / www.21cnjy.com )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。
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 ! 能独立完成Let’s try中的听力练习。培养学生团结互助的合作精神。
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: PresentationLet’s try1.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）预测对话内容。完成Let’s try后，教师提问：Sarah went to Hangzhou last winter holiday.What about Amy Where did she go How did sheGo 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 : Practice1.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 ZhejiangHowBy 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。Unit 3 Where did you go
A Let’s learn & Listen, answer and write
教学目标
1.能听、说、读、写rode,went,camp,fish,hurt,went camping,went fishing等词汇和短语。
2.能听、说、认读句子:Where did you go last Saturday I went to a forest park. What did you do there I rode a bike.
3.能够运用一般过去时询问别人在过去的某个时间去的地方及所做的事情。
教学重点
1.学习课本上出现的短语，注意ride,go,hurt的过去式。
2.学生能用所学句型进行简单的对话。
教学难点
熟练掌握已学不规则动词的过去式及具体应用。
教学准备
1.单词卡片
2.录音机及录音带或教学光盘
3.多媒体课件
教学过程
Step 1:Warm-up
1.师生相互问候。
2.师生运用上节课所学句型进行简单对话。
3.展示小舞台。
(1)超级演讲家。(根据学生掌握情况)学生以“My holiday”为题，试着描述一下自己曾经去过的一个地方，全班投票看谁的讲述更有趣，语言更准确。
(2)学生展示准备的对话。
Step 2:Presentation
1.呈现新单词。
(1)教师问一名学生:What’s your hobby 引导学生回答。教师指着自己说:I like riding a bike.I have many beautiful pictures. （然后用PPT展示自己的照片，引导学生看骑自行车照）Look at this picture. I rode a bike last week.（教师板书rode a bike和ride a bike，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写）
(2)学生跟读。
(3)教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 带领学生比较不同之处。教师带读，注意强调went的发音。
(4)教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
(5)教师出示骑自行车摔跤的图片，说:I like riding a bike.But I hurt my foot last month.并解释hurt的原形及过去式。
2.Let’s learn.
(1)教师通过呈现Let’s learn中的图片，引导学生练习对话:—Where did you go last Saturday —I went to a forest park.—What did you do there —I rode a bike.
(2)教师播放Let’s learn课文动画，学生跟读。
(3)学生同桌合作，模仿Let’s learn中的对话，根据实际情况对话。
3.Listen,answer and write.
(1)听第一遍录音，完成课文填空。
(2)听第二遍录音，核对所填答案。
(3)学生跟读，然后模拟对话。
Step 3：Consolidation and extension
1.快速抢答。规则：教师把全班学生分成四组，请一名学生上台，悄悄告诉他两个本课学的词组，让他依次做相应的动作，四个组的学生根据表演者的动作说出对应的英语，哪个小组首先猜出正确答案就得一分，最后总分最高的小组获胜。
2.英汉互译。规则：教师说英语，学生说汉语；教师说汉语，学生说英语。（教师及时表扬反应最快的学生，鼓励学生积极参与游戏）
3.学生灵活运用本课时词组，自由编对话，并上台表演。
4.最受欢迎的黄金线。（本课前已经布置）学生六人一组，搜集“五一”黄金周旅行线路，了解各条线路的行程安排，然后扮演“小记者”向同学们汇报。最后全班学生比一比，看谁推荐的线路最受大家欢迎。
5.学唱歌曲“Tell me about your holiday”。
6.课堂小练习。（PPT展示）
(1)全班学生一起做；再找学生回答。
(2)给学生时间独立完成练习，再核对答案。
7.学后反思：请一名同学对本节课进行总结。
Step 4:Homework
1.抄写并背诵重点词汇。
2.用本课时句型编一个对话。
3.完成练习册对应习题。
板书设计
Unit 3 Where did you go
rode a horse rode a bike went camping went fishing hurt my foot
ride—rode go—went hurt—hurt
Where did you go last Saturday
I went to a forest park.
What did you do there
I rode a bike.
教学反思
在本课教学中,教师根据学生的学习情况，根据学生学习中的问题，创设语言情境，与学生一起在应用中学习语言，具体采用了下面的做法：①用游戏的方式导入，激发学生的学习兴趣；②利用录音和多媒体全方位提高学生的理解能力；③采用任务型教学方法，提高学生解决实际问题的能力；④让学生自己总结本课所学知识，既巩固了知识又复习了本课的重点。同时要注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利地开展，学生才能在活动中学有所得。Unit 3 Where did you go
Period 1 Let’s learn Listen, answer and write P25
教师寄语： I can do better. （我能做得更好！）
Learning aims(学习目标):
能听说读写单词及词组: rode, rode a horse, rode a bike, went ,went camping, hurt, hurt my foot and went fishing.
能听说认读句子：Where did you go last Saturday I went to a forest park. What did you do there I rode a bike.
会唱歌曲《Tell me about your holiday》
Important &difficult points(重难点):
学习五个短语，注意ride, go,hurt的过去式。
学生能用句型进行简单的对话。
导学探究
Step 1.预习温故(用时5分钟）
Show the pictures and Go over the phrases of Unit 2.
S1:watched TV S2: I watched TV S3: I watched TV last weekend.
同样的方法复习cleaned my room, washed my clothes, stayed at home, read a book, saw a film, had a cold and slept.
Free talk. --- What did you do last weekend
--- I watched TV./ ...
Step 2. 新课内容展示（用时15分钟）
1. 教学短语
(1)Show the picture of ride a horse. 教读短语T: ride a horse I often ride a horse. (学生跟读)
Go camping, hurt my foot，go fishing.(用同样的方法复习这些词组)
(2) 呈现句子T: I rode a horse last weekend.
同样的方法教学短语rode a bike, went camping, hurt my foot，went fishing.
（3）T:What did you do last weekend Ss: I rode a horse/ went camping …(学生多操练)
2. T: Where did you go last Saturday I went to a forest park.师生互答。
3. Play the tape of Let’s learn.学生跟读，然后分角色朗读对话。
Step 3.合作交流：（用时10分钟）
Play a game. 叫一名同学到讲台前表演动作，其他的同学说出短语。
学生灵活运用本课时词组，自由编对话。
Fnish Listen, answer and write. 齐读这些句子。（选上）
学唱歌曲《Tell me about your holiday》.
Step4、达标检测（用时9分钟）
一．读短语，选图片。
A. B. C. D. E.
1.rode a horse 2. rode a bike 3. went camping
4.hurt my foot 5. went fishing
二． 问与答，连连看。
1. What size are your shoes A. I went to the bookstore.
2. Where did you go yesterday B. I am 45 kg.
3. How heavy are you C. Size 7.
4. What did you do last night D. It was fine.
5. How was you weekend E. I watched TV.
三．连一连，读一读。
1. 他上周六去钓鱼。 A. I hurt my foot last Tuesday.
2. 我妈妈上周末去野营。 B. She rode a bike last Monday.
3. 约翰昨天去骑马。 C. He went fishing last Saturday.
4. 她上周一骑自行车。 D. My mum went camping last weekend.
5. 我上周二伤了脚。 E. John rode a horse yesterday.
四．写出下列动词的过去式。
go-- ride-- hurt -- watch -- clean--
学生小结：这节课我学到了 。
Step5、布置当堂作业（用时1分钟）
1.抄写并背诵四会短语 2. 用本课时句型写一个对话。
板书设计： Unit 3 Where did you go
rode a horse, rode a bike, went camping, hurt my foot and went fishing.
ride – rode go – went hurt -- hurt
Zhang Peng: Where did you go last Saturday
John: I went to a forest park.
Zhang Peng: What did you go there
John: I rode a bike.
教学反思：
Period 2 Let’s try Let’s talk P24
Learning aims(学习目标):
能听懂Let’s try并完成Tick and cross.
能理解Let’s talk并能听说认读下列句子： What happened Are you all right I’m OK now. Where did you go It looks like a mule. Did you go to Turpan Yes, we did.
能听说认读单词 fell off, mule,could, till, Labour Day, Turpan
Important &difficult points(重难点):
1. 听说认读句子：What happened Are you all right I’m OK now. Where did you go It looks like a mule. Did you go to Turpan Yes, we did.
2. 理解句子：I fell off my bike last Saturday and hurt my foot.
导学探究
Step 1.预习温故(用时5分钟）
复习 Let’s learn.Eg: rode a horse. I rode a horse last weekend.
Free talk. --Where did you go last Sunday/ Saturday -- I went to a forest park.
-- What did you do there -- I rode a bike. / ...
Step 2. 新课内容展示（用时15分钟）
教读并理解重点单词和句型fell off, mule,could, till, Labour Day, Turpan
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.
I fell off my bike last Saturday and hurt my foot.
2.学生听录音，老师教读对话。
3.学生小组阅读对话并回答问题。(1). What happened to John (2). Where did John go over his holiday (3). What did he do
4.学生讲解对话，教师补充答疑。
Step 3.合作交流：（用时10分钟）
Role play. 学生灵活运用本课时句型和所学词组扮演John和Amy打电话。
2. Finish Let’s try.
Step4、达标检测（用时9分钟）
一．填一填，译一译,读一读。。
1.r de a ho se ( ) 2.rode a b ke ( ) 3.w nt c mping ( )
4.h t my f t ( ) 5.went f shing ( ) 6.till ( ) 7.fell off ( )
二．情景选择
1. 当你想问你的同学过去发生什么事情了，你可以这样问： （ ）
A. What happened B. What did you do
2. 当你想问你生病的爸爸现在还好吗，你可以这样问： （ ）
A. Are you ill, dad B. Are you OK, dad
3. 当你想用英语表达“我现在没事了。”你可以这样说： （ ）
A. I am OK now. B. I am bad now.
4. 当你想问你的同学上周去北京了吗，你可以这样问： （ ）
A. Did you go to Beijing last weekend B. Do you go to Beijing
三．看图片，选句子。
1.( ) 2 ( ) 3. ( )
4.( ) 5.（ ） 6. ( )
A. There are lots of grapes. B. It looks like a tiger C. I fell off my bike.
D. We went to Turpan last Saturday. E. Labour day F. Look at my pictures.
四．单项选择
1. --- Where you go last Sunday --- I went to the nature park.
A. do B. did C. does
2. It looks a mule. A. at B. of C. like
3. --- Did you go to Beijing --- No,
A. we didn’t B. we did C. we do
4. --- What did you do there --- I
A. go fishing B. goes fishing C. went fishing
5. I took pictures food. A. at B. of C. in
学生小结：这节课我学到了 。
Step5、布置当堂作业（用时1分钟）
1. 熟读Let’s talk. 2. 抄写教学目标中的句子。
板书设计： Unit 3 Where did you go
fell off, mule,could, till, Labour Day, Turpan
---What happened
---I hurt my foot.
---Are you all right
---I’m OK now.
---Did you go to Turpan
---Yes, we did. / No, we didn’t.
教学反思：
Period 3 Let’s learn Look and say P27
Learning aims(学习目标):
听说读写单词和词组： ate, took, bought, gift, took pictures.
听说认读句子：How was your summer holiday It was good. I went fishing every weekend and took lots of pictures.
Important &difficult points(重难点):
听说读写单词和词组： ate, took, bought, gift, took pictures.
掌握不规则动词的过去式。
导学探究
Step 1.预习温故(用时5分钟）
齐读P25,师生互译重点短语和句子。
Translate the flowing sentences.
What happened Are you all right I’m OK now.
It looks like a mule. Did you go to Turpan Yes, we did.
Step 2. 新课内容展示（用时15分钟）
教学短语
(1) 教读短语T: Eat fresh food. I often eat fresh food. 同样的方法教学 take pictures, buy gifts, go swimming.
(2) 呈现句子：I ate fresh food last Sunday. 同样的方法教学went swimming, took pictures, bought gifts
（3）T: What did you do last Sunday Ss: I ate fresh food . (学生多操练)
3. T：How was your summer holiday Ss: It was good. I went fishing every weekend and took lots of pictures. 师生互答。
4. Play the tape of Let’s learn. 学生跟读。
Step 3.合作交流：（用时10分钟）
学生两人小组读短语：一人做动作，一人用动词的过去式说短语。
Role play: 学生灵活运用本课时词组表演Amy和Wu Yifan的对话，。
Finish “Look and say” and read these sentences.
全班齐读 P27.
Step4、达标检测（用时9分钟）
给下列图片选择正确的短语。
1. 2. 3. 4.
A. ate fresh food B. went swimming C. took pictures D. bought gifts
填一填，译一译，读一读。
A. lots of B. How C. How much D. went
1. （怎样）was your summer holiday
2. I took (许多) pictures.
3. （多少钱）is this
4. I (去) swimming last Sunday.
写出下列动词的过去式。
eat-- take-- buy -- read -- see --
连词成句。
1. did what do you last Monday ( )
2. ate he fresh food yesterday (.)
3. you did where go Sunday last ( )
4. all are right you ( )
5. I lots took of pictures (.)
学生小结：这节课我学到了 。
Step5、布置当堂作业（用时1分钟）
抄写并背诵本课时四个四会短语
板书设计： Unit 3 Where did you go
ate fresh food, went swimming, took pictures, bought gifts.
eat—ate take—took buy -- bought
-- How was your summer holiday
-- It was good. I went swimming every weekend and took lots of pictures.
教学反思：
Period 4 Let’s try Let’s talk P26
Learning aims(学习目标):
能听懂Let’s try部分的对话并完成练习。
能理解Let’s talk内容并能听说读写下列句子：
How did you go there We went there by plane. Sounds great!
3. 能听说认读单词beach.
Important &difficult points(重难点):
1.理解Let’s talk部分的内容并能听说认读学习目标中的句子。
2.用所学句型简单介绍自己的winter holiday.
导学探究
Step 1.预习温故(用时5分钟）
Show pictures and go over the phrases: Eg: ate fresh food, I ate fresh food/...
Free talk: T: How was your holiday Ss: It was good.
T: What did you do Ss: I went swimming. / ...
Step 2. 新课内容展示（用时15分钟）
1.板书并教读重点句型T: Where did you go last summer holiday Ss: I went to ...
T: How did you go there Ss: I went there by plane./ ... T: Sounds great!
2. 学生听录音，老师教读对话。
3. 学生谈论P26的五张图片。.
4..Read and answer the questions: (1) Where did Amy go last winter holiday (2) How did she go there (3) What did she do there (4) How was the beach
5.学生讲解对话，教师释疑。
Step 3.合作交流：（用时10分钟）
Role play.
学生灵活运用所学单词及词组句子谈论自己的winter holiday. 例： S1: Where did you go last winter holiday S2: I went to ... S1: How did you go there S2: We went there by ... S1: What did you do there S2: I ... S1: Sounds great!
3. Finish Let’s try.
Step4、达标检测（用时9分钟）
补全下列单词并翻译。
1. te fresh food （ ） 2.w nt swi ming （ ）
3. t ok pict res （ ） 4.b ght g fts （ ） 5.be ch ( )
二．单项选择。
1. -- did you go to Shanghai --- By plane.
A. What B. How C. When
2. John took pictures last weekend.
A. lots B. lot of C. lots of
3. -- did you go last Wednesday -- I went to the bookstore.
A. Where B. What C. How
4. --- How was your winter holiday --- .
A. It is good. B. I went swimming. C. It was good.
5. – What did she do -- .
A. She rode a horse. B. She likes riding a horse. C. Yes, she did.
三．根据课文对话(P26)判断对（A）错(B)
( )1. Amy went to Sanya with her family over her winter holiday.
( )2. Amy went to Sanya by train.
( )3. Amy took many pictures
( )4. Haina is not far from here.
( )5. It was cold in Sanya.
学生小结：这节课我学到了 。
Step5、布置当堂作业（用时1分钟）
1. 熟读Let’s talk. 2. 抄写第三单元的句子。
板书设计： Unit 3 Where did you go
S1: Where did you go last winter holiday S2: I went to ...
S1: How did you go there S2: We went there by ...
S1: What did you do there S2: I ...
S1: Sounds great!
教学反思：
Period 5 Read and write P28-29
Learning aims(学习目标):
理解Read and write的内容并完成后面的练习。
能听说认读单词basket, part, licked, laughed
能听懂，会说句子Max sat in a basket on the front of the bike. We dressed up and made a funny play. It was a bad day but also a good day!
Important &difficult points(重难点):
1.能听懂会说学习目标中的句子。
2. 理解It was a bad day but also a good day!的意思。
导学探究
Step 1.预习温故(用时5分钟）
1. Go over phrases: rode a horse, rode a bike, went camping, hurt my foot, went fishing, ate fresh food, went swimming, took pictures, bought gifts
2. Free talk: T: How was your last Sunday Ss: It was fine.
T: Where did you go Ss: I went to ...
T: What did you do there Ss: I rode a bike./ ...
Step 2. 新课内容展示（用时15分钟）
1. T: Something may happen everyday. Something is good and something is bad. But Wu Yifan had a bad but good day. Then, What happened Please turn to page 28. Read the passage and finish the task of page 29. You can discuss with your partner.
2. 教师板书讲解单词及句子：basket, part, licked, laughed.
Max sat in a basket on the front of the bike. We dressed up and made a funny play. It was a bad day but also a good day! 教读。
3. 学生小组阅读并讲解课文，教师答疑，完成后面的练习。
4. Play the tape to listen to the passage.
Step 3.合作交流：（用时10分钟）
领读Read and write 中的句子并纠正读音。
2.师生互译下列单词及句子：basket, part, licked, laughed.
Max sat in a basket on the front of the bike. We dressed up and made a funny play. It was a bad day but also a good day!
3. Write about students’ bad but good day.
Step4、达标检测（用时9分钟）
一．读一读，选一选。
（ ）1. laugh A. 笑 B. 哭
（ ）2. basket A. 帽子 B. 篮，筐
（ ）3. lick A. 踢 B. 舔
（ ）4. beach A. 海滩 B. 海鸥
（ ）5. stay in the hospital A. 呆在医院 B. 呆在旅店
（ ）6. dress up A. 衣服 B. 打扮
（ ）7. part A. 角色 B. 表演
（ ）8. till A. 明天 B. 直到
（ ）9. fell off A. 掉下来 B. 感觉到
（ ）10. countryside A. 乡村 B. 国家
二．根据Read and write选择正确的短语完成下面的空格。
It was a sunny day. Wu Yifan and his family a bike for three people. They , and ate . However, his mum
bad fruit and she didn’t feel well. To make his mum happy, Wu Yifan and his dad and made a funny play.
三．给下面的对话排序。（也可以教师念句子，学生听音排序）
( )1. Fine, too. Where did you go
( )2. It was very good. How about you, Amy
( )3. Hello, Sarah. How was your holiday
( )4. Wonderful. How did you go there
( )5. I went to Hong Kong with my parents.
( )6. By plane.
学生小结：这节课我学到了 。
Step5、布置当堂作业（用时1分钟）
抄写第三单元短语及句子
板书设计： Unit 3 Where did you go
basket part licked laughed
Max sat in a basket on the front of the bike. We dressed up and made a funny play. It was a bad day but also a good day!
教学反思：
Period 6 Main scene Let’s check Let’s wrap it up Story time P30-31
Learning aims(学习目标):
复习本单元三会，四会单词和词组，四会句型。
完成Let’s check, let’s wrap it up, story time
Important &difficult points(重难点):
1.复习并掌握本单元的单词和句子 2. 借助图片理解Story time中的故事。
导学探究:
Step 1.预习温故(用时5分钟）
读课本三单元单词和句子
T: How was your winter holiday Ss: It was fine.
T: Where did you go Ss: I went to ...
T: How did you go there Ss: By ...
T: What did you do there Ss: I ...
Step 2. 新课内容展示（用时15分钟）
Main scene
1.T: John had a good Labour Day holiday. Please turn to page 22. Read the dialogue and tell me “What happened to John ”
2. Read and explain the dialogue.
4. 听录音，读对话。
5. Role play. 分角色表演对话。
6. Finish let’s check and let’s wrap it up.
Step 3.合作交流：（用时10分钟）
小组合作阅读Story time. 每个小组阅读一幅图。
小组代表讲解，教师答疑
3. 表演故事。（时间允许的情况）
Step4、达标检测（用时9分钟）
英汉互译。
1.ate fresh food（ ） 2.went swimming（ ） 3.took pictures（ ） 4.bought gifts （ ） 5.rode a horse ( ) 6.rode a bike ( ) 7.went camping ( ) 8. hurt my foot ( ) 9.went fishing ( )
10.很多年前有许多恐龙。There lots of dinosaurs many years ago.
11.你的假期怎么样？ was your holiday
12.你去了哪里？ you go
13.我去了月球 I the moon.
14.你怎样去那里的？ did you go there
15.乘宇宙飞船。 spaceship.
16.你看到了什么？ did you see
17.听上去不错！
二．给下面的句子选择合适的图片。
A. B. C. D.
E. F. G. H.
( )1. I saw Chang’e and the rabbit. ( )2. Here comes a spaceship.
( )3. We bought some gifts. ( ) 4. He’s laughed and laughed.
三．连词成句。
1. went she swimming weekend every (.)
2. my family went Turpan to I and (.)
3. you Xinjiang did to go ( )
4. go how did there you ( )
四．阅读短文，完成后面的习题。
On October 1st, we went to Wuyishan in Fujian by train. We stayed at a beautiful hotel. It was cool and cloudy on October 2nd. In the morning we climbed the mountains and went to see the waterfalls（瀑布）. We were tired, but we were happy. In the afternoon we went on a raft trip . We took some pictures. We had a lot of fun there.
( ) 1.When did you go to Wuyishan
A. On December 25th. B. On October 1st.
( )2. How was the weather on October 2nd
A. It was cold and cloudy. B. It was cool and cloudy.
( )3. Did you stay at a nice hotel A. Yes, we did. B. No, we did
( )4. Did you see the waterfalls and a show A. Yes, we did. B. No, we didn’t.
( )5. How did you go to Wuyishan A. By train. B. By bus.
学生小结：这节课我学到了 。
Step5、布置当堂作业（用时1分钟）
复习第三单元单词及句子。
板书设计： Unit 3 Where did you go
--- Where did you go -- I went to the moon.
--- How did you go there –- By spaceship.
--- What did you see -- I saw the rabbit.
took pictures dressed up rode a bike ate bad fruit bought gifts ate delicious food
took pictures dressed up rode ate bought gifts delicious food学科电子教案
主备人： 总第 13课时
教学内容 Unit3 Part A let’s try and Let’s talk 课 型 新授
教学目标 1. What happened Where did you go 2.Mt.Tianshan,Turpan,fell,hurt, rode,saw,eat,be ready
教学重点 Act Main scene and Let’s talk
教学难点 What happened Where did you go
教具学具 磁带 录音机
教 学 内 容 个人修改设计
教学过程 一．Warm—up（热身）1. Let’s look and talk about some pictures.2. Let’s listen and chant. Where did you go Where did you go I went to Mt.Tianshan and I went to Turpan.二．Presentation（新课呈现）1.Main scene Where did he go Where did he go He went to Turpan, He saw lots of grapes and ate lots of mutton.
教学过程 2. Let’s try and Let’s talk(1)Let’s try John answered a phone call from Amy. Listen and tick or cross. (2)Let’s play a gameT: Where did he go S: H e went to Mt.Tianshan.T: Did he go to Turpan S: Yes, he did.三．consolidationWhere did you go I went to…
板书设计或要点 What happened Where did you go I went to…
教学反思
学科电子教案
主备人： 总第 14课时
教学内容 Unit 3 Part A Let’s learn 课 型 新授
教学目标 1．能够听、说，读，写rode,hurt,went camping, went fishing2．Where did you go last Saturday What did you do there
教学重点 能够听、说，读，写rode,hurt,went camping, went fishing
教学难点 What did you do there
教具学具 磁带 录音机
教 学 内 容 个人修改设计
教学过程 一.Warm—up（热身）Let’s listen and chantWhere did you go and what did you do I rode a horseI rode a bike.I went camping.二.Presentation（新课呈现）1.看图说英语（1）呈现骑马图片 T: What did he do
教学过程 S: He rode a horse.(2)呈现野营照片 T: What did he do S: He went camping.(3)呈现钓鱼图片同理学习went fishing. T: What did he do S: He rode a bike.2. Sum-up time3. Dialogue time三.ConsolidationJohn: Where did you go last Saturday Linda: I went to a forest park.
板书设计或要点 Rode a horse went fishing Went camping rode a bike
教学反思
学科电子教案
主备人： 总第 15课时
教学内容 Unit3 part B Let’s try and Let’s talk 课 型 新授
教学目标 1．Where did you go over the winter holiday My family and I went to Sanya.2．Be far from by plane took pictures
教学重点 How did you go there
教学难点 能够运用本课重点句型
教具学具 磁带 录音机
教 学 内 容 个人修改设计
教学过程 一.Warm—up（热身）1.Free talkT: Did you go to Sanya S: Yes, I did.T: Do you like it S:Yes, I do.二．新课呈现（Presentation）1.学习重点句型： How did you go there I went there by plane.
教学过程 Where did you go over the winter holiday My family and I went to Sanya.2.Let’s try and Let’s talk三．巩固和延伸（Consolidation and extension）1．Make a new dialogue.2.完成探究学习第4题。
板书设计或要点 Where did you go I went to…How did you go there I went there by…
教学反思
学科电子教案
主备人： 总第 16课时
教学内容 Unit3Part B Let’s learn 课 型 新授
教学目标 1．能够听、说、读、写ate took pictures bought gift2．能用英文表达:How was your holiday
教学重点 能够听、说、读、写ate took pictures bought gift
教学难点 能用英文表达:How was your holiday
教具学具 磁带 录音机
教 学 内 容 个人修改设计
教学过程 一.Warm—up（热身）Where did you go over the winter holiday My family and I went to Sanya.How did you go there We went there by plane.二.Presentation（新课呈现）1.看图说话（1）学习ate fresh food T: What did Wu Yifan do S: He ate fresh food. T: Do you like fresh food S: Yes, I do.
教学过程 (2)学习went swimming T: What did Wu Yifan do S: He went swimming. T: Can you swim S: Yes, we can.2.总结本课的动词过去式。三．Consolidation T: What did he do S: He ate fresh food.
板书设计或要点 1．ate took pictures bought gift2．How was your holiday
教学反思
学科电子教案
主备人： 总第 17课时
教学内容 Unit 3 Part B Read and write 课 型 新授
教学目标 1．Basket part licked laugh2．能够听懂，读懂并内化Read and write
教学重点 能够听懂，读懂并内化Read and write
教学难点 能够听懂，读懂并内化Read and write
教具学具 磁带 录音机
教 学 内 容 个人修改设计
教学过程 一.Warm—up（热身）How was your holiday and what did he do He ate fresh food.He went swimming.He took pictures.He bought gifts.二.Presentation（新课呈现）1.讲解read and write—diaryWhat happened to Wu Yifan’s family
教学过程 2.总结文本中的所有动词的一般过去式。Was rode sat took ate bought ate did Stayed wanted dressed made played liked Jumped licked laughed三．Consolidation1．完成书上29页的部分z练习。2．复习巩固动词一般过去式的变法。
板书设计或要点 What happened to Wu Yifan’s family Bad:Good:
教学反思
学科电子教案
主备人： 总第 18课时
教学内容 Unit 3 Part B let’s check and story-time 课 型 新授
教学目标 1．Dinosaur was were drank ran museum moon Spaceship2. How was your holiday
教学重点 能够听说读写本单元的三四会词汇
教学难点 能够听说读写本单元的三四会词汇
教具学具 磁带 录音机
教 学 内 容 个人修改设计
教学过程 一.Warm—up（热身）教师播放嫦娥号飞船奔月的视频二.Presentation（新课呈现）1．全班同学分为四组，以记分牌形式进行比赛学习。2．出示重点句型How was your holiday It was fun.Where did you go I went to the moon.How did you go there
教学过程 By spaceship2.Story time三．ConsolidationIs it true No, it isn’t.
板书设计或要点 Where did Zoom go How did he go there What did he see
教学反思Unit 3 Where did you go
B Let’s try & Let’s talk
教学目标
1.能够在语境中理解生词beach的意思，并能正确发音。
2.能够理解对话大意，并回答问题。能按照正确的语音、语调朗读对话，并能进行角色表演。
3.能够在情景中运用句型“Where did you go… How did you go there What did you do there ”谈论假期活动。
教学重点
1.理解Let’s talk的内容并能听、说、认读学习目标中的句子。
2.用所学句型简单介绍自己假期所做的事。
教学难点
熟练运用所学句型描述自己的假期活动。
教学准备
1.单词卡片
2.录音机及录音带或教学光盘
3.多媒体课件
教学过程
Step 1:Warm-up
1.师生相互问候。
2.通过做游戏复习上节课所学词组。
(1) Bomb game.规则：教师在课件中反复呈现本课词组的图片，其中穿插炸弹图片。如果学生看到词组图片时，立即大声读出；如果学生看到炸弹图片时要用手捂住耳朵并迅速趴在桌子上“躲避”。（进行游戏时，出示图片要由慢到快；教师可以先带读，等到学生对单词比较熟悉时，再让学生看图片，说单词。）
(2)快速抢答。规则：教师把全班学生分成四组，请一名学生上台，悄悄告诉他一个本课学的词组，让他做相应的动作，四个组的学生根据表演者的动作猜出对应英语。哪个小组首先猜出正确答案就得一分，最后总分最高的小组获胜。
3.师生随机进行自由对话。
T: How was your holiday
S: It was good.
T: What did you do
S:I went swimming./…
Step 2:Presentation
1.Let’s try.
(1)教师介绍听力活动背景：Wu Yifan and Amy meet Sarah at school.教师引导学生阅读问题，然后提问：What are they talking about Can you guess 让学生进行听前猜测。
(2)教师播放第一遍录音，学生回答第一个问题。
(3)教师播放第二遍录音，学生回答问题:What did Sarah do there
（答案:She went to see the West Lake.）
(4)教师提问学生:Sarah bought some gifts.Who did she buy gifts for 教师第三次播放录音，并核对答案。
2.Let’s talk.
(1)在学生完成Let’s try后，教师提问:Sarah went to Hangzhou last winter holiday. What about Amy Where did she go How did she go there What did she do 教师播放动画，学生带着问题观看动画。
(2)教师呈现Let’s talk相关的图片，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。参考问题:What did Amy do on the first / second /…Day How did she feel What was the weather like there What did she eat there
(3)教师引导学生根据Amy’s trip的导图，发挥想象，描述她的旅程。此活动可先在四人小组内进行，然后全班分享。
(4)教师在课件中呈现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
Where did you go
I went to Sanya.
When did you go there？
I went there over the winter holiday.
How did you go there
I went there by plane.
What did you do
I took lots of pictures…
(5)教师播放课文动画，学生跟读。
(6)教师播放课文录音，学生逐句跟读。（提醒学生在跟读的过程中注意模仿录音中的语音、语调）
(7)学生讲解对话，教师释疑。
(8)全体学生齐读，然后再分角色朗读。
Step 3：Consolidation and extension
1.小小配音员。教师播放Let’s talk的动画，三名学生分角色给动画配音。教师可挑学生上台表演对话。
2.“找朋友”游戏。规则：教师规定一段时间，让学生在各自的纸条上写下曾经去过的地方和所做的事情。然后学生在教室里随意走动“采访”，寻找与自己去过同样地方，做过同样事情的“朋友”，看谁找的朋友最多。最后教师归纳出学生最喜欢去的地方和最喜欢做的事情。
3.小小调查员。教师请一名学生说出自己曾经去过的几个地方和所乘坐的交通工具，然后示范填写表格。学生两人一组进行调查。如果时间允许，教师可请几名学生汇报调查结果。
4.编编新对话。教师在课件中把对话中的核心句型和词汇挖空，请学生根据自己的情况重新组织对话，鼓励学生加入更多自己的语言。
5.课堂小练习。（PPT展示）
(1)先鼓励学生单独做；再全班一起核对答案。
(2)给学生时间独立完成练习，再核对答案。
6.学后反思：请学生分享收获。
Step 4:Homework
1.听录音，正确流利地朗读课文Let’s talk的对话。
2.以“My winter holiday”为题写话，不少于6句。
3.完成练习册对应习题。
板书设计
Unit 3 Where did you go
Where did you go last winter holiday
I went to …How did you go there
We went there by …What did you do there
I …
教学反思
小学英语教学是要重视培养兴趣，但不能单靠唱歌游戏。所以，唱歌游戏应该作为小学生学习英语语言知识技能的一种手段，而不是培养兴趣的手段。本课多用单词卡片、多媒体课件等方式帮助小学生在记忆力强的时期多记单词，多学习语言规则，并尽可能多创造模仿的机会，提高学生的语音和语调。本课时的游戏环节有利于激发学生兴趣，而配音、编对话、做调查等环节的设计，则更好地帮助学生巩固知识，运用知识。主备人 复备人 审批人 编号
时 间 学生姓名 班 级 小组
课 题 Unit 3 Where did you go 课 型 课时 第7课时
本周行为训练重点 训练学生良好的考试习惯。
学习目标 完成本单元的知识过关检测内容
重、难点预测 能掌握本单元的知识过关检测内容
学 习 过 程 教师“复备”栏或学生笔记栏
一、旧知复习（Revision）1.听写本单元的单词。 2.复习本单元的重点句型。3.朗读一次课文。 二、单元知识过关检测：包括听力和笔试
课后反思
主备人 复备人 审批人 编号
时 间 学生姓名 班 级 小组
课 题 Unit 3 Where did you go 课 型 练习评讲 课时 第8课时
本周行为训练重点 训练学生良好的学习习惯。
学习目标 纠正单元知识过关检测中错误题。
重、难点预测 能掌握本单元的知识过关检测内容
学 习 过 程 教师“复备”栏或学生笔记栏
一、旧知复习（Revision）1.抽查单元的单词。2.复习本单元的重点句型。3.朗读一次课文 二、小结单元知识过关检测。
课后反思Period 3 Let’s learn Look and say P27
Learning aims(学习目标):
听说读写单词和词组： ate, took, bought, gift, took pictures.
听说认读句子：How was your summer holiday It was good. I went fishing every weekend and took lots of pictures.
Important &difficult points(重难点):
听说读写单词和词组： ate, took, bought, gift, took pictures.
掌握不规则动词的过去式。
导学探究
Step 1.预习温故(用时5分钟）
齐读P25,师生互译重点短语和句子。
Translate the flowing sentences.
What happened Are you all right I’m OK now.
It looks like a mule. Did you go to Turpan Yes, we did.
Step 2. 新课内容展示（用时15分钟）
教学短语
(1) 教读短语T: Eat fresh food. I often eat fresh food. 同样的方法教学 take pictures, buy gifts, go swimming.
(2) 呈现句子：I ate fresh food last Sunday. 同样的方法教学went swimming, took pictures, bought gifts
（3）T: What did you do last Sunday Ss: I ate fresh food . (学生多操练)
3. T：How was your summer holiday Ss: It was good. I went fishing every weekend and took lots of pictures. 师生互答。
4. Play the tape of Let’s learn. 学生跟读。
Step 3.合作交流：（用时10分钟）
学生两人小组读短语：一人做动作，一人用动词的过去式说短语。
Role play: 学生灵活运用本课时词组表演Amy和Wu Yifan的对话，。
Finish “Look and say” and read these sentences.[
全班齐读 P27.
Step4、达标检测（用时9分钟）
给下列图片选择正确的短语。
1. 2. 3. 4.
A. ate fresh food B. went swimming C. took pictures D. bought gifts
填一填，译一译，读一读。
A. lots of B. How C. How much D. went
1. （怎样）was your summer holiday
2. I took (许多) pictures.
3. （多少钱）is this ]
4. I (去) swimming last Sunday.
写出下列动词的过去式。
eat-- take-- buy -- read -- see --
连词成句。
1. did what do you last Monday ( )
2. ate he fresh food yesterday (.)
3. you did where go Sunday last ( )
4. all are right you ( )
5. I lots took of pictures (.)
学生小结：这节课我学到了 。
Step5、布置当堂作业（用时1分钟）
抄写并背诵本课时四个四会短语
板书设计： Unit 3 Where did you go
ate fresh food, went swimming, took pictures, bought gifts.
eat—ate take—took buy -- bought
-- How was your summer holiday
-- It was good. I went swimming every weekend and took lots of pictures.Unit 3 Where did you go
A Let’s try & Let’s talk
教学目标
1.能听、说、认读fell,off,mule,could,till,Labour Day,Turpan等词汇。
2.能听懂Let’s try的内容，并完成对应的训练题。
3.能理解Let’s talk的内容，并能熟练朗读对话。
教学重点
1.听、说、认读句子：What happened Are you all right I’m OK now.Where did you go Did you go to Turpan Yes,we did.
2.理解重点句型，并能运用过去式谈论假期活动。
教学难点
运用句型“Where did you go What did you do ”询问并回答有关假期去过的地方及做过的事情。
教学准备
单词卡片
录音机及录音带或教学光盘
多媒体课件
教学过程
Step 1:Warm-up
1.师生相互问候。
2.播放英语歌“Tell me about your holiday”，让学生跟着录音学唱。
3.“打擂台”游戏。规则：请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I watched TV last weekend.不能正确造句的学生即被淘汰出局。然后教师出示另一张卡片，留在台上的学生继续比赛。最后留在台上的学生成为擂主。
Step 2:Presentation
1.Let’s try.
(1)教师通过问候对话谈论的关于假期的话题，引导学生猜猜看John的假期过得怎么样。
(2)教师播放录音，学生完成题目。
(3)教师追问学生：Why was John at home 引导学生进行猜测。教师再次放录音，学生根据录音回答问题。
2.Let’s talk.
(1)教师播放本部分动画，学生带着问题观看动画，看后回答问题：①What happened to John last Saturday ②What did they talk about later
(2)教师利用图片帮助学生理解短语fell off；教师结合日历，让学生理解Labour Day holiday的概念。
(3)教师继续提问学生：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，并在课件上呈现关键信息。
(4)教师出示一张新疆的风景照,说：Look at this picture.This is a picture of Xinjiang.I went to Xinjiang two years ago.教师再拿出一张公园的照片，说：This is a park.I went to the park last weekend.
(5)教师根据PPT中的句子，解释“Where did he go… What did he do ”的用法。
(6)教师播放录音，学生跟读。（mule,Turpan,could及till为新词，教师需解释其意思，并注意学生的发音）
(7)教师播放课文录音，学生逐句仿读。（提醒学生在跟读的过程中注意模仿录音中的语音、语调）
(8)根据Let’s talk内容尝试分角色朗读对话。
Step 3:Consolidation and extension
1.角色扮演。学生灵活运用本课时句型和所学词组扮演John和Amy打电话。教师可选择学生上台表演对话。
2.教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 Zhejiang province. It’s an old city.Guess! Where did I go 引导学生使用句型“Did you go to… ”。
3.教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，教师问：Where did you go on your holiday 引导这名学生回答。再请几名学生轮流上台，台下的其他学生问：Where did you go on your holiday 教师指导讲台上的学生回答。
4.超级演讲家。学生以“My holiday”为题，试着描述一下自己曾经去过的一个地方，全班投票看谁的讲述更有趣，语言更准确。
5.教师将教材对话中的核心句型和词汇挖空，请学生根据自己的情况重新组织对话，鼓励学生加入更多自己的语言。
Amy: What happened
John: I fell off my bike last Saturday and hurt my foot.
Amy: That’s too bad! Are you all right
John: I’m OK e and look at my photos from the Labour Day holiday.
Amy: Where did you go
John: Mt.Tianshan,Xinjiang.I rode a horse.Look,it’s very small!
Amy: Oh,yes. It looks like a mule! Did you go to Turpan
John: Yes,we did.We saw lots of grapes there,but we couldn’t eat them.They won’t be ready till August.
6.学后反思：请几名学生对本节课进行总结。
Step 4:Homework
1.听录音，熟读Let’s talk的对话内容。
2.小组合作任务: 最受欢迎的黄金线。学生六人一组，搜集“五一”黄金周旅行线路，了解各条线路的行程安排，然后扮演“小记者”向同学们汇报。最后全班学生比一比，看谁推荐的线路最受大家欢迎。
3.完成练习册对应习题。
板书设计
Unit 3 Where did you go
Part A:Let’s try & Let’s talk
What happened I fell off my bike last Saturday and hurt my foot. Are you all right I’m OK now. Did you go to Turpan Yes, we did./ No, we didn’t.
教学反思
本课时主要是让学生能够读懂题目要求，学会听前预测听力的重点内容；能运用基本听力技巧完成本部分的听力任务；能通过听力活动获得Let’s talk版块的相关信息，为对话学习作准备。Let’s try版块让学生能够感知听力的语义及语用情景；能够在图片和老师的帮助下理解对话大意，并回答问题。教学中通过学生自学，同学之间、师生之间相互合作学习生词，引导学生主动学习，注重能力培养。通过多次听录音，观看动画的形式学习和操练主要句型，在掌握了该部分之后，学生再进行小组练习和角色扮演，对所学知识加以巩固。Unit 3 Where did you go
B Let’s learn & Look and say
教学目标
1.能够听、说、读、写ate fresh food,went swimming,took pictures,bought gifts等描述假期活动的词组。
2.能够运用句型“How was your summer holiday ”询问别人的假期情况；并能够正确运用所学词组描述自己的暑假生活。
教学重点
听、说、读、写ate,took,bought,gift,took pictures等词汇。
教学难点
掌握不规则动词的过去式及其在具体语境中的运用。
教学准备
1.单词卡片
2.录音机及录音带或教学光盘
3.多媒体课件
教学过程
Step 1:Warm-up
1.师生相互问候。
2.复习所学内容。教师在课件上出示单词卡片（含配图与单词），遮住单词的一部分（开头或者结尾），学生快速猜测并读出该单词。
3.师生互译重点短语和句子。
Step 2:Presentation
1.教师拿出相机做拍照动作，说：I took many pictures last holiday.What about you 教师板书短语took pictures，请学生写出动词原形take，然后教师教读，注意picture的发音。
2.教师借助图片与学生展开对话。
如：T:What did you do
S:I went swimming.
(教师引导学生回答，板书并教读短语，分组比赛)
T:What did you do
（出示bought gifts的卡片）
S:I bought gifts.
（教师引导学生回答，板书并教读短语bought gifts。教师出示日常的生日礼物，学生一边模仿一边说单词gift。请几名学生比赛拼读单词，教师板书bought的动词原形）
3.教师呈现Let’s learn的图片，提问：Who is he What did he do
4.教师放let’s learn的录音，学生跟读。
5.师生互答。
T: How was your summer holiday
S :It was good.I went swimming and took lots of pictures.
6.同桌之间进行对话练习。（教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。）
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:I took pictures.
7.请学生上台表演。
Step 3：Consolidation and extension
1.I say, you do.学生两人一组读短语：一人做动作，一人用动词的过去式说短语。
2.Which is missing 规则：教师在课件上出示本课单词图片（可以重复出现），教师让学生先认真观察，然后让其中一张图片快速消失，问学生哪一个单词不见了。最先回答出来的学生所在的小组获胜。
3.Best partner.规则：教师请两名学生上讲台，一名学生根据教师的纸条表演动作，另一名学生猜：You went swimming.此游戏也可以分小组进行对抗赛，看哪一组在规定时间内猜对的句子最多。
4.Role play.学生灵活运用本课时词组表演Amy和Wu Yifan之间的对话。
5.Look and say.
(1)教师在课件中呈现Andy的图片，让学生猜测Andy的暑期活动，然后再呈现Andy的暑假活动图片。在呈现第四幅图时，引导学生思考为什么Andy见了Wu Yifan会说“How much is it ”。
(2)教师引导学生发挥想象，围绕Andy暑假活动的细节进行两人小组问答。
示例如下：A: What did Andy do last summer holiday
B:He ate fresh food.
A:What did he eat
B:He ate…
A:Why did he eat fresh food
B:Because he wanted to be healthy.Fresh food was good for him.
A:What else did he do
B:He went…
(3)教师呈现Andy暑假活动的四幅图，同桌两人一组进行描述。教师在课件上提供一些连词或短语作为语言支架，如:On the first day,after several days,a week later等。
6.Sing a song.
(1)教师播放本单元歌曲动画，学生观看一遍后跟唱两遍。
(2)学生分组比赛唱歌。
7.课堂小练习（PPT展示）
(1)全班学生一起做题；再找学生回答。
(2)给学生时间独立完成练习，再核对答案。
8.学后反思:请几名同学分享课堂感悟与收获。
Step 4:Homework
1.抄写并背诵本课时重点词汇。
2.仿照课本Look and say板块，发挥想象，写一写Andy去年暑假都做了什么，不少于6句。
3.完成练习册对应习题。
板书设计
Unit 3 Where did you go
eat—ate take—took buy—bought
ate fresh food
went swimming took pictures
bought gifts
How was your summer holiday？
It was good. I went swimming every weekend and took lots of pictures.
教学反思
本课时是对过去式的再学习，不同的是从“做什么”扩展为“去了哪里，怎样去”，并且再补充了ate fresh food;went swimming;bought gifts;took pictures等动词短语。该课时的教学重难点是以where,what,when开头的特殊疑问句的问答。因此在设计教学环节时，紧紧围绕这三个疑问词展开和拓展。从而加强他们对知识的巩固和运用。Unit 3 Where did you go
B Read and write
教学目标
1.能听、说、认读basket, part, licked, laughed等单词。
2.理解Read and write的内容并完成后面的练习。
3.能够通过看图讨论预测日记中故事的开端和发展，回忆相关话题的背景知识和话题词汇。能够在日记中捕捉不同类型的信息。
4.能够根据提示从日记中获取关键信息；能够利用上述信息仿照教材中的日记，并根据所提供的内容补全短文，描述自己一天的生活。
教学重点
1.能听懂、会说本课时教学的重点句子。
2.理解课本中日记的内容。
教学难点
从日记中获取关键信息，理解课文内容。
教学准备
1.单词卡片
2.录音机及录音带或教学光盘
3.多媒体课件
教学过程
Step 1:Warm-up
1.师生相互问候。
2.开展活动复习词组和重点句子。
(1)Which is missing？规则：教师在课件上出示本课单词图片（可以重复出现），教师让学生先认真观察，然后让其中一张图片快速消失，问学生哪一个单词不见了。最先回答出来的学生所在的小组获胜。
(2)活动：最佳拍档。规则：教师请两名学生上讲台，一名学生根据教师的纸条表演动作，另一名学生猜：You went fishing.此游戏也可以分小组进行对抗赛，看哪一组在规定时间内猜对的句子最多。
(3)小小配音员。教师播放课文Let’s talk的动画，学生跟读一遍，然后分角色给动画配音。
3.Free talk.
T:How was your last Sunday
S:It was fine.
T:Where did you go
S:I went to …
T:What did you do there
S:I rode a bike./…
T:What did Wu Yifan and his family do on April 23rd Where did they go What happened
Step 2:Presentation
1.阅读前。
(1)教师要求学生按教材要求与同桌讨论书上问题。完成后可在全班交流，教师把学生们的想法用简单的句子写在黑板上。
(2)教师让学生根据图片进行分类，哪些是好的事情？哪些是不好的事情？从而引出主题:Life is full of good things and bad things.（解释中文意思）
2.阅读中。
(1)第一次阅读。教师要求学生尝试快速阅读书中的日记，圈出不明白的地方，捕捉关键信息，给图片排序。若学生有疑惑，其他学生帮助解惑，教师适时给予帮助。
(2)第二次阅读。（小组合作）教师要求学生再次阅读文本，概括并写出这一天发生在吴一凡一家的好事和坏事；教师提醒学生找到后，可在书本上画出来。学生完成后，师生核对答案。
(3)第三次阅读。教师设计问题，检查学生对文章细节的理解。如：What was the date Where did Max sit How was the weather Why did they stay in the hotel in the afternoon
(4)第四次阅读。教师播放录音，让学生跟读。（提醒学生模仿录音中的停顿、语音和语调）
(5)教师在课件上呈现自己经历的一件好事情和一件不好的事情以及自己的对策，并在班上与学生交流。在此过程中渗透以下观念：事情都有两面，好事坏事不是绝对的，可以相互转换，因此要保持乐观的心态，通过努力把坏事变成好事。
(6)教师鼓励同桌间讲一讲自己同时经历的好事情和坏事情。并写在书中的横线上。
Step 3：Consolidation and extension
1.领读Read and write中的句子并纠正读音。
2.师生互译日记中的重点单词及句子。
3.学后反思：师生一起总结这节课的内容。
Step 4:Homework
1.听录音，熟读本课日记内容。
2.收集恐龙生活习性的图片和信息，下次上课时和大家分享。
3.完成练习册对应习题。
板书设计
Unit 3 Where did you go
sit—sat lick—licked laugh—laughed
Max sat in a basket on the front of the bike.
We dressed up and made a funny play.
Robin played the part of a dog.
It was a bad day but also a good day!
教学反思
本课时主要是对日记形式内容的学习，在课堂上多以鼓励性活动为主，在调动学生学习积极性的前提下，进一步了解目标阅读的内容，既加深了对个别单词的理解，也提高了对所学语言知识的掌握。这样能大大增强同学们的自信心，让他们主动地参与到课堂活动中来，成为学习的小主人。课时教学设计
课题：Unit3 A Let’s try Let’s talk
备课人： 上课人：
教学目标：
掌握四会句型Where did you go over your holiday I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。
教学重点：
掌握四会句型Where did you go over your holiday I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。 教学难点：
1.能够听、说、读、写Where did you go over your holiday I went to…等句型。
2. 如何在现实生活中运用所学单词、词组和句型。
教具学具课件准备：
录音机，磁带，单词卡，挂图。 第几课时：1
探索流程 个性添加（教学反思）
Step 1. Warm- up and revision
1、Enjoy the song: At the zoo
2、Daily oral practice
Good morning. Glad to meet you. How are you What day is today What’s the weather like today
Step 2. Presentation
Let’s talk
设计主情景“我是小小侦探”
1、“谁打扫了教室”
教师用课件动画形式出现一个明亮干净的教室。
出现一个老师和一个学生John。
Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him
J: I can help you to find him.
John跑了出去，碰到了Sarah，John就问Sarah. J: What did you do last weekend
Sarah: Hmm! I watched TV.
John跑去问了Wu Yifan.
J: What did you do last weekend
W：Hmm! I played football.
板书句型：What did you do last weekend I played football. 学生朗读。
教师头带John的头饰T: Look, John come to our class. He wants to find who cleaned the classroom last weekend.
T: What did you do last weekend
S1: I …
T: What did you do last weekend
S2: I …
T: Did you help the teacher clean the classroom
引导学生回答。
板书help，并朗读。
Step 3. Consolidation
2、Activity 2
3、Activity 3 Make the chant.
4、“找到了”
通过课件展示John和Zoom的对话。
J: What did you do last weekend
Z: I played football at school.
J: Did you help the teacher clean the classroom
Z: Yes, I did.
J: Oh, Zoom. You are great!
5、听录音，跟读书本对话。
6、学生一起朗读对话。
板书设计 作业布置
Unit3 Last weekend
What did you do last weekend
Where did you go over your holiday？
What did you do？
课时教学设计
课题：Unit3 A Let’s learn
备课人： 上课人：
教学目标：
1、能听、说、读、写过去式单词went， rode，hurt和词组 went camping，went fishing;能正确使用动词过去式。
2、能掌握句型Where did you go？ What did you do？及其正确的用法。
3、能利用What did you do？ Where did you go？询问别人过去做的事情，并能运用于日常生活之中。
教学重点：
教学重点：1、能听、说、读、写过去式单词went， rode，hurt和词组 went camping，went fishing;能正确使用动词过去式。
2、能掌握句型Where did you go？ What did you do？及其正确的用法。
3、能利用What did you do？ Where did you go？询问别人过去做的事情，并能运用于日常生活之中。 教学难点：
掌握本课的新单词及利用过去式的变化进行描述。
教具学具课件准备：
录音机、磁带、挂图等。 第几课时：2
探索流程 个性添加（教学反思）
Step 1. Warm- up and revision
1、Daily oral practice.
Good morning! Glad to meet you. How are you What’s the weather like today
2、Hang–man game.
( watch, wash, clean, play, visit)
3.做游戏，Guess, what’s my favourite animal 让学生描述他们喜欢的动物，引导他们这么说:It’s my favourite animal. It’s …cm tall. Its tail is …cm long. It likes to eat…..It can….Guess, what’s this
Step 2. Presentation
1、教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend)，然后问学生：What’s the date today What day is it today
2、教师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。
3、教师问学生：What do you usually do on Sundays
4、教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day 引导学生回答：It was last Sunday 板书并带读单词：last。教师：It was last Sunday. It was the last weekend. 板书、解释并朗读词组：last weekend。
5、引出句型：What did you do last weekend 板书句型并朗读。
6、呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。
7、Activity one: Bingo!
8、师生问答。（语言内容，媒介）
9、Activity two: 摘苹果游戏
10. 教师领读 Let’s learn部分。
Step 3. Consolidation
Let’s find out.
1、教师通过CAI出示图片，提问：
What did Zoom do last weekend
板书并认读：do-did, water-watered.
2、教师问几个学生：What did you do？
3、Do a survey。学生之间相互了解，并做好记录。
完成后上台进行解说。
4、填入所缺的单词。
板书设计 作业布置
Unit 3 Last weekend
rode a horse
rode a bike
went camping
hurt my foot
went fishing
A.抄写本课时的四会单词3遍。
B.和他人谈一谈自己上个周末的活动。
课时教学设计
课题：Unit3 B Let’s try Let’s talk
备课人： 上课人：
教学目标：
1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture；能听说认读单词beach，basket，part，licked，laughed和短语went swimming。
2、掌握四会句型How did you go there？I went there by plane。
教学重点：
1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture；能听说认读单词beach，basket，part，licked，laughed和短语went swimming。
2、掌握四会句型How did you go there？I went there by plane。
教学重点：1、能听、说、读四会句型How did you go there？I went there by plane
2. 如何在现实生活中运用所学单词、词组和句型。
教具学具课件准备：
1 the teaching pictures
2 the figure pictures
3 some photos
4 radio and tapes
5 word cards and figure cards 第几课时：3
探索流程 个性添加（教学反思）
Step 1. Warm- up and revision
1. Hang-man game
( went to a park, went swimming ,went fishing, went hiking, read books)
2 游戏Bingo
3. Let’s try
Step 2. Presentation
1. chant
(1) 教师用课件呈现chant
（在课件上出现几幅图片NIGHT PARK JUNE等，然后在YES的地方出现一个人）
(2) 学生二人小组说唱书本上的chant
(3) 学生用手头的卡片自编一个chant
2. Let’s talk
(1) Listen and do
(2) Look and answer
(3) Listen and read
Step 3. Consolidation
Activity 1.Let’s find out (见表格2)
Activity 2 The story of Zoom
Activity 3 Guessing
Task-time
1) Pair work
A: What did you do last weekend / Did you …
B: I (did)…/ Yes, I did.
2) 在问答过程中完成书中所示的表格.
3) 邀请几组同学到前面汇报调查结果
B．learn
教学难点：1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等
2、能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。
教学难点：
1、 掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday？的灵活运用。
2、如何在现实生活中运用所学单词、词组和句型。
Step 1. Warm- up and revision
1) Free-talk:
T: What day is today
A: Today is…
T: What day was yesterday (强调 yesterday)
B: Yesterday/ It was…
T: What did you do yesterday
C: I (did)…yesterday. ( 用前几课时已经学的词组)
2) Chain-drill:
C: I (did)…yesterday. What did you do yesterday
D: I (did)…yesterday. What did you do yesterday
E, F…( ask the teacher)
T: I went to a park yesterday.
Step 2. Presentation
1) Let’s learn:
继续Chain-drill,由T 引出并出示新授词组:
went hiking.
2) 学生已经了解了go 的过去式后, T 边用
I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.
3)Ask and answer:
A: T ask and Ss answer.
B: S1 ask and S2 answer.
C: S3 ask and T answer.
由此,T 引出新授词组: read a book.
4) 自编chant. Chant together.见附录
5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.
6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.
Step 3. Consolidation
通过各种游戏，操练所学词组
Activity 1 找搭档
Activity 2 我是侦察兵
Activity 3 记忆大挑战
Task-time
1) Pair work
A: What did you do last weekend / Did you …
B: I (did)…/ Yes, I did.
2) 在问答过程中完成书中所示的表格.
3) 邀请几组同学到前面汇报调查结果
板书设计 作业布置
How did you go there？
I went there by plane。
1.朗读对话。
2.用词组或短句来描述自己爸爸或妈妈上周末的活动情况，并且写下来。
课题：Unit 3 B Let’s learn 备课人： 上课人：
教学目标：
1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等
2、能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。
教学重点：
1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等
2、能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。 教学难点：
1、 掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday？的灵活运用。
2、如何在现实生活中运用所学单词、词组和句型。
教具学具课件准备：
1 the teaching pictures
2 the figure pictures
3 some photos of the teachers
4 radio and tape
5 the word cards and figure cards 第几课时：6
探索流程 个性添加（教学反思）
Step 1. Warm- up and revision
1) Free-talk:
T: What day is today
A: Today is…
T: What day was yesterday (强调 yesterday)
B: Yesterday/ It was…
T: What did you do yesterday
C: I (did)…yesterday. ( 用前几课时已经学的词组)
2) Chain-drill:
C: I (did)…yesterday. What did you do yesterday
D: I (did)…yesterday. What did you do yesterday
E, F…( ask the teacher)
T: I went to a park yesterday.
Step 2. Presentation
1) Let’s learn:
继续Chain-drill,由T 引出并出示新授词组:
went hiking.
2) 学生已经了解了go 的过去式后, T 边用
I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.
3)Ask and answer:
A: T ask and Ss answer.
B: S1 ask and S2 answer.
C: S3 ask and T answer.
由此,T 引出新授词组: read a book.
4) 自编chant. Chant together.见附录
5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.
6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.
Step 3. Consolidation
通过各种游戏，操练所学词组
Activity 1 找搭档
Activity 2 我是侦察兵
Activity 3 记忆大挑战
Task-time
1) Pair work
A: What did you do last weekend / Did you …
B: I (did)…/ Yes, I did.
2) 在问答过程中完成书中所示的表格.
3) 邀请几组同学到前面汇报调查结果
板书设计 作业布置
Unit 3Last weekend
1.听本部分的录音，读给朋友或家长听。
2.活动手册
课时教学设计
课题：Unit 3 B read and write
备课人： 上课人：
教学目标：
1、 能读懂并理解Read and write的内容，并完成其中的任务
2、 学生能够通过看图讨论预测故事的开端和进一步发展来激活相关背景知识或储备词汇
3、 能够通过完成读后活动训练在语篇中捕捉不同信息类型和思考能力
4、 能够在阅读中获取有用的句型口头描述一下自己一天的活动
教学重点：
本课的教学重点是掌握四会词组,并用所学词组和句型进行调查 教学难点：本课的教学难点是灵活运用所学的内容进行交际。
教具学具课件准备：
1 the teaching pictures
2 the figure pictures
3 some photos
4 word cards and figure cards 第几课时：4
探索流程 个性添加（教学反思）
1.阅读前
（1）看一看，说一说。教师要求学生按教材要求与同桌讨论：How did Wu Yifan meet Max？ What will happen？完成后可在全班交流，教师把学生们的想法用简单的句子写在黑板上
（2）教师让学生分类，哪些是好的事情？从而引出主题：life is full of good news and bad news。
2.阅读中
（1）第一次阅读：教师要求学生尝试快速阅读文本，捕捉关键信息，给图片排序
（2）第二次阅读：教师要求学生再次阅读文本，概括并写出这一天发生在吴一凡一家的三件好事和两件坏事。
（3）第三次阅读：理解更多细节。
（4）教师放自制的课件，呈现几名学生讲述自己同事经历好事情和坏事情的不寻常的经历
（5）教师引导学生结合自己的实际情况，写出发生在自己身上的一件好事情、坏事情和自己的对策。
3.阅读后
（1）教师补充中国传统故事，塞翁失马，焉知非福。
（2）完成活动手册。
板书设计 作业布置
Unit3Last weekend
1.抄写四会词3遍。
2.课后继续交流同桌的周末或前天的活动信息。
课时教学设计
课题：unit 3 B Let’s check Story time
备课人： 上课人：
教学目标：
1.能够完成Let’s check
2.能理解story time中故事
教学重点：
1.能够完成Let’s check
2.能理解story time中故事 教学难点：
1.能够完成Let’s check
2.能理解story time中故事
教具学具课件准备：
1 the teaching pictures
2 the figure pictures
3 radio and tape 第几课时：6w W w . x K b 1.c o M
探索流程 个性添加（教学反思）
Step 1 Warm-up.
1.利用词卡，帮助学生复习各个词汇（动词及其过去式）
2. Free Talk:
教师先和较优秀的学生示范，然后让生生合作完成。例如：
(1) What did you do yesterday？
(2) Did you /he / she …
主要复习本单元的主句型。
出示学习目标
Step 2 Pre-reading.
1.“绕口令”活动。以此介绍： twister, tongue twisters.
板书并教读。
2.教师出示挂图，师生一起用过去式讨论挂图内容。
Step 3 In-reading.
1. General reading.(略读)
让学生快速阅读课文，并回答：
A. Did they read tongue twisters together
B. Did Mike fly kites
C. Did the dog jump into the river
Check the answers.
2. Detailed reading(细读)
让学生仔细阅读课文，完成课后练习题2 Number the sentences.
（可以独立阅读，也可以小组合作。）
校对答案。
3. let’s read(读写)
完成课后练习题1 Finish the sentences.
4. Listen to the tape.首先静听然后跟读。
5. Read aloud. (朗读)同时小组找出短文中不理解的句子进行讨论。
读完之后质疑释疑。
Step 4 Post-reading
1.复述对话
在此环节中，教师要帮助学生找出key words.以降低难度。同时，要教给学生如何找关键词。
2. Story time
(1)让学生先独立阅读。找出不理解、不会读的地方。
(2)共同释疑。
(3)听录音，跟读。
(4)分角色读或表演。（根据学生的程度选择）
Step 5 Progress
做本部分基础训练的练习。
板书设计 作业布置
Unit3Last weekend
A.学生听录音，跟读对话，书写四会句型。
B.利用所学的知识调查朋友的有关活动信息，并记录下来。Unit 3 Where did you go
A Let’s learn & Listen, answer and write
教学目标
1.能听、说、读、写过去式动词短语“went camping，went fishing，rode a bike，rode a horse，hurt my foot”并了解 “went”“rode” “hurt”的动词原形。
2.能听、说、认读句子：“Where did you go last weekend/Saturday ”“I went to…” “What did you do ”“I + v. -ed…”。运用英语询问和回答过去去过的地方和完成的动作。
3.能完成“Listen，answer and write”。
教学重点
掌握过去式动词短语，能灵活运用英语询问和 回答过去去过的地方和完成的动作。
教学难点
掌握不规则动词的过去式。
教学准备
单词卡片、教学光盘、人物头饰、活动图片。
教学过程
Step1： Warm-up
（1）教师拿出Unit 2所学的动词或动词短语的卡片，“cleaned my room，washed my clothes，watched TV，stayed at home，read a book，had a cold，slept，saw a film”。学生抽单词或短语卡片“开火车”回答，如：S1：I cleaned my room last weekend. What did you do S2 抽到“I had a cold”，S2：I had a cold and slept. What did you do last weekend S3：…
（2）按照刚刚的接龙回答形式，反复操练句型Did you …？ Yes，I did./No，I didn’t.
（3）表演Part A 中的 “Let’s talk”部分。
Step 2 ： Presentation
（1）教师以微博的方式打开John的微博，并查看John last Tuesday活动的图片来吸引学生的注意力。教师展示John骑马的图片，并出示：ride a horse→rode a horse。
T：What did John do last Tuesday
S：He rode a horse.
T：What did he do besides(除了）riding a horse
展示露营图片，并引导回答。
S：He went camping.
T：go→went camping
T：What did he do else 展示钓鱼图片，引导回答。
S：He went fishing.
（2）教师展示John的新动态，并查看上周六的活动，问：
T：What did he do last Saturday
S：He rode a bike but fell off his bike，so he hurt his foot.
（3）板书对应的动词过去式短语，跟音朗读，并思考：Where did John go last Saturday What did he do there
ride→rode a horse；rode a bike
go→went camping ； went fishing
hurt→hurt my foot
Step 3： Consolidation and extension
（1）戴上人物头饰，并拿出John两天活动的图片，同桌二人替换“ Let’s learn”的关键词，进一步操练句型：“Where did you go last …？”“I went to …”“ What did you do ”“ I + v.-ed …”.
（2）同桌二人拿出自己曾经活动或游玩的图片，并运用句型：“Where did you go …？”“I went to …”“What did you do there ” “I + v.-ed …”来练习句型。
（3）完成“Listen，answer and write”，听听力，并写出所完成的动作。
（4）课堂小练习。
写出下列动词短语的过去式形式。
骑马 rode a horse 骑自行车 rode a bike
露营 went camping 去钓鱼 went fishing
使我的脚受伤hurt my foot
Step 4： Homework
跟读“Let’s learn”部分，并学习正确的语音语调，了解动词的不规则过去式。
板书设计
Unit 3 Where did you go
Part A ： Let’s learn & Listen，answer and write
ride→rode a horse rode a bike went fishing
go→went camping hurt→hurt my foot
—Where did you go last Saturday
—I went to a forest park.
—What did you do there
—I rode a bike.
教学反思
本部分主要学习五个不规则过去式动词短语：“rode a horse” “rode a bike”“went camping”“went fishing”“hurt my foot”，并能灵活运用描述过去动作的句型。另外，掌握运用以下句型询问和回答去过哪儿和做过什么：“ Where did you go…？”“ went to …” “What did you do ”“I + v.-ed …”也是本部分的重点。教师在教授本课时时要注意动词过去式的不规则变化，并做特别强调。Unit 3 Where did you go
B Let’s learn & Look and say
教学目标
１．能听、说、认读动词短语“ate fresh food，went swimming，took picture，bought gifts”。
２．能运用句型“How was your…holiday？“It was good/great/wonderful”，来问答假日感受。
３．能运用过去式动词短语描述过去所完成的动作。
４．了解动词过去式的不规则变化。
５．完成“Look and say”任务。
教学重点
听、说、认读四个动词短语，并能描述过去曾做过的动作。
教学难点
动词过去式的不规则变化。
教学准备
单词卡片、教学光盘。
教学过程
Step1：Warm-up
（１）播放本单元歌曲“Tell me about your holiday”，学习歌曲并分组比赛唱歌。
（２）同桌二人表演Part B中“Let’s talk”部分的对话。
（３）同桌二人Free talk，互相问答winter holiday所去过的地方、做过的事情、出行方式和游玩感受，运用句型：“Where did you go…？”“What did you do there？”“How did you go there？”“How was…？”
Step2：Presentation
Free talk T：Last winter holiday，Amy went to Sanya. She took lots of pictures and she also went swimming. What did Wu Yifan do over his summer holiday？教师展示Wu Yifan游泳的图片。
S：He went swimming.教师板书：go~—went swimming并展示Wu Yifan照相的图片。
S ：He took pictures.教师板书：take~—took pictures。
B.教师做吃东西状，并自己描述：I’m eating fresh food.教师出示Wu Yifan吃东西的图片，并问：“What did he do？”引导学生回答：“He ate fresh food.”教师板书：eat—ate fresh food。
C.教师请一名同学上台扮演售货员，自己扮演顾客，引导开展对话:S：Can I help you？
T：Yes，I’d like to buy gifts for my friends.教师出示Wu Yifan买东西的图片，并问：What did he do？
S：He bought gifts.板书:buy—bought gifts。提醒学生注意不规则动词的过去式。
听“Let’s learn”录音，学生跟读，并思考问题：“How was his summer holiday？What did he do last summer holiday？”
Step3：Consolidation and extension
学生“开火车”描述自己去年寒假或暑假所做的两件事，并能运用刚刚所学的动词过去式短语。如：I went swimming every weekend and ate fresh food.
同桌二人一组模仿“Let’s learn”部分的对话，运用句型：“How was your holiday？”“What did you do ”来进行提问。
(3)完成“Look and say”。观察图片，填空，并向组员描述Andy在去年暑假里所做的事情。如:
He ate fresh food and took picture so fit.
(4)课堂小练习。
Step 4：Homework
跟读“Let’s learn”部分，并运用所学句型向朋友、同学等描述去年暑假或寒假的活动。
板书设计
教学反思
本部分以描述Wu Yifan去年暑假的活动为内 容来展开来学习以下过去式动词短语：“ate fresh food，went swimming，took pictures，bought gifts ”。教师在教学的时候要对比现在时的理解，并板书动词的现在式与过去式，进行对比记忆。另外，提醒学生注意，如果要描述两个动作，可以用一句话，中间用and连接。Unit 3 Last Weekend 学案
学习内容 Section B Let’s learn
课 型 生词教学
课 时 第4课时
学习目标1．我能够听、说、读、写五个动词 ( http: / / www.21cnjy.com )短语：went to a park, went swimming, read a book, went fishing, went hiking.
2. 我会听、说、认读句型What did you do yesterday I went hiking.并能询问他人。
知识链接 在A部分已学过规则动词的过去式。
学习过程
1、导学
1） 生复习导入: A: What did you do last weekend B：I played football.
2）生齐读学习目标。
2、独学
1）生听音跟读五个动词短语。
2）自己读三遍，不会的做上记号。
3、互学
1）同桌互读纠错。
2）小组同学能当小老师领读，检查是否都会读。
3）生谈谈本课动词的变化，如本课动词都是____规则变化，（规则/不规则）
（ ）-----went ( ) ------read 注意read 的发音。
4）小组成员问答：
A :What did you do yesterday ？ B : I……
5)Let’s play
小组成员快速的看图片，然后合上书，凭记忆快速抢答：
What did Mike/John/ Amy/ Chen Jie……do yesterday ？
4、课堂检测
1）写出下列动词的过去式。
go read fly
play fail watch
have do study swim
watch ---- clean------ wash----- visit----
2) 选择填空。
1 –What_____you_______last weekend
--I went hiking.
A：do, do B: do, did C: did, do
2 ---What did Tom do last week ？
---He played________ with me last week.
A :the football B: a football C: football
3---What did Mike do yesterday
---He ________swimming.
A: goes B: go C: went
Ⅲ.连词成句。
1. last what you do did week (？)
2. the played violin I (. )
3. go swimming you did ( )
4. went a park to he yesterday ( )
5. Mike did what do yesterday ( )
Ⅱ、 选择填空。
( ) 1.What did you do last weekend B. I _____ my clothes.
A. washed B. wash C. watch
( ) 2. What ________ you usually do on your holiday
A. do B. did C. does课时教学设计
课题：Unit3 A Let’s learn 备课人： 上课人：
教学目标：1、能听、说、读、写过去式单词went， rode，hurt和词组 went camping，went fishing;能正确使用动词过去式。2、能掌握句型Where did you go？ What did you do？及其正确的用法。3、能利用What did you do？ Where did you go？询问别人过去做的事情，并能运用于日常生活之中。
教学重点：教学重点：1、能听、说、读、写过去式单词went， rode，hurt和词组 went camping，went fishing;能正确使用动词过去式。2、能掌握句型Where did you go？ What did you do？及其正确的用法。3、能利用What did you do？ Where did you go？询问别人过去做的事情，并能运用于日常生活之中。 教学难点：掌握本课的新单词及利用过去式的变化进行描述。
教具学具课件准备：录音机、磁带、挂图等。 第几课时：2
探索流程 个性添加（教学反思）
Step 1. Warm- up and revision 1、Daily oral practice.Good morning! Glad to meet you. How are you What’s the weather like today 2、Hang–man game. ( watch, wash, clean, play, visit) 3.做游戏，Guess, what’s my favourite animal 让学生描述他们喜欢的动物，引导他们这么说:It’s my favourite animal. It’s …cm tall. Its tail is …cm long. It likes to eat…..It can….Guess, what’s this Step 2. Presentation1、教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend)，然后问学生：What’s the date today What day is it today 2、教师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。3、教师问学生：What do you usually do on Sundays 4、教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day 引导学生回答：It was last Sunday 板书并带读单词：last。教师：It was last Sunday. It was the last weekend. 板书、解释并朗读词组：last weekend。5、引出句型：What did you do last weekend 板书句型并朗读。6、呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。7、Activity one: Bingo!8、师生问答。（语言内容，媒介）9、Activity two: 摘苹果游戏10. 教师领读 Let’s learn部分。Step 3. Consolidation Let’s find out.1、教师通过CAI出示图片，提问：What did Zoom do last weekend 板书并认读：do-did, water-watered.2、教师问几个学生：What did you do？3、Do a survey。学生之间相互了解，并做好记录。完成后上台进行解说。4、填入所缺的单词。
板书设计 作业布置
Unit 3 Last weekendrode a horserode a bikewent campinghurt my footwent fishing A.抄写本课时的四会单词3遍。B.和他人谈一谈自己上个周末的活动。
课时教学设计
课题：Unit3 B Let’s try Let’s talk 备课人： 上课人：
教学目标：1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture；能听说认读单词beach，basket，part，licked，laughed和短语went swimming。2、掌握四会句型How did you go there？I went there by plane。
教学重点：1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture；能听说认读单词beach，basket，part，licked，laughed和短语went swimming。2、掌握四会句型How did you go there？I went there by plane。 教学重点：1、能听、说、读四会句型How did you go there？I went there by plane2. 如何在现实生活中运用所学单词、词组和句型。
教具学具课件准备：1 the teaching pictures2 the figure pictures3 some photos4 radio and tapes5 word cards and figure cards 第几课时：3
探索流程 个性添加（教学反思）
Step 1. Warm- up and revision Hang-man game ( went to a park, went swimming ,went fishing, went hiking, read books)2 游戏Bingo3. Let’s try Step 2. Presentationchant 教师用课件呈现chant（在课件上出现几幅图片NIGHT PARK JUNE等，然后在YES的地方出现一个人）学生二人小组说唱书本上的chant 学生用手头的卡片自编一个chant2. Let’s talk (1) Listen and do(2) Look and answer(3) Listen and read Step 3. ConsolidationActivity 1.Let’s find out (见表格2)Activity 2 The story of ZoomActivity 3 GuessingTask-time1) Pair workA: What did you do last weekend / Did you … B: I (did)…/ Yes, I did.2) 在问答过程中完成书中所示的表格.3) 邀请几组同学到前面汇报调查结果B．learn教学难点：1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等2、能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。教学难点：掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday？的灵活运用。2、如何在现实生活中运用所学单词、词组和句型。Step 1. Warm- up and revision 1) Free-talk: T: What day is today A: Today is… T: What day was yesterday (强调 yesterday) B: Yesterday/ It was… T: What did you do yesterday C: I (did)…yesterday. ( 用前几课时已经学的词组)2) Chain-drill:C: I (did)…yesterday. What did you do yesterday D: I (did)…yesterday. What did you do yesterday E, F…( ask the teacher)T: I went to a park yesterday.Step 2. Presentation1) Let’s learn:继续Chain-drill,由T 引出并出示新授词组:went hiking.2) 学生已经了解了go 的过去式后, T 边用课题：Unit 3 B Let’s learn备课人： 上课人：教学目标：1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等2、能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。教学重点：1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等2、能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。教学难点：掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday？的灵活运用。2、如何在现实生活中运用所学单词、词组和句型。教具学具课件准备：1 the teaching pictures2 the figure pictures3 some photos of the teachers4 radio and tape5 the word cards and figure cards第几课时：6探索流程个性添加（教学反思）Step 1. Warm- up and revision 1) Free-talk: T: What day is today A: Today is… T: What day was yesterday (强调 yesterday) B: Yesterday/ It was… T: What did you do yesterday C: I (did)…yesterday. ( 用前几课时已经学的词组)2) Chain-drill:C: I (did)…yesterday. What did you do yesterday D: I (did)…yesterday. What did you do yesterday E, F…( ask the teacher)T: I went to a park yesterday.Step 2. Presentation1) Let’s learn:继续Chain-drill,由T 引出并出示新授词组:went hiking.2) 学生已经了解了go 的过去式后, T 边用I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing. 3)Ask and answer: A: T ask and Ss answer. B: S1 ask and S2 answer. C: S3 ask and T answer.由此,T 引出新授词组: read a book.4) 自编chant. Chant together.见附录5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.Step 3. Consolidation通过各种游戏，操练所学词组Activity 1 找搭档Activity 2 我是侦察兵Activity 3 记忆大挑战Task-time1) Pair workA: What did you do last weekend / Did you … B: I (did)…/ Yes, I did.2) 在问答过程中完成书中所示的表格.3) 邀请几组同学到前面汇报调查结果板书设计作业布置 Unit 3Last weekend1.听本部分的录音，读给朋友或家长听。2.活动手册I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.3)Ask and answer: A: T ask and Ss answer. B: S1 ask and S2 answer. C: S3 ask and T answer.由此,T 引出新授词组: read a book.4) 自编chant. Chant together.见附录5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.Step 3. Consolidation通过各种游戏，操练所学词组Activity 1 找搭档Activity 2 我是侦察兵Activity 3 记忆大挑战Task-time1) Pair workA: What did you do last weekend / Did you … B: I (did)…/ Yes, I did.2) 在问答过程中完成书中所示的表格.3) 邀请几组同学到前面汇报调查结果
板书设计 作业布置
How did you go there？I went there by plane。 1.朗读对话。2.用词组或短句来描述自己爸爸或妈妈上周末的活动情况，并且写下来。
课时教学设计
课题：Unit 3 B read and write 备课人： 上课人：
教学目标：能读懂并理解Read and write的内容，并完成其中的任务学生能够通过看图讨论预测故事的开端和进一步发展来激活相关背景知识或储备词汇能够通过完成读后活动训练在语篇中捕捉不同信息类型和思考能力能够在阅读中获取有用的句型口头描述一下自己一天的活动
教学重点：本课的教学重点是掌握四会词组,并用所学词组和句型进行调查 教学难点：本课的教学难点是灵活运用所学的内容进行交际。
教具学具课件准备：1 the teaching pictures2 the figure pictures3 some photos4 word cards and figure cards 第几课时：4
探索流程 个性添加（教学反思）
1.阅读前（1）看一看，说一说。教师要求学生按教材要求与同桌讨论：How did Wu Yifan meet Max？ What will happen？完成后可在全班交流，教师把学生们的想法用简单的句子写在黑板上（2）教师让学生分类，哪些是好的事情？从而引出主题：life is full of good news and bad news。2.阅读中（1）第一次阅读：教师要求学生尝试快速阅读文本，捕捉关键信息，给图片排序（2）第二次阅读：教师要求学生再次阅读文本，概括并写出这一天发生在吴一凡一家的三件好事和两件坏事。（3）第三次阅读：理解更多细节。（4）教师放自制的课件，呈现几名学生讲述自己同事经历好事情和坏事情的不寻常的经历（5）教师引导学生结合自己的实际情况，写出发生在自己身上的一件好事情、坏事情和自己的对策。3.阅读后（1）教师补充中国传统故事，塞翁失马，焉知非福。（2）完成活动手册。
板书设计 作业布置
Unit3Last weekend 1.抄写四会词3遍。2.课后继续交流同桌的周末或前天的活动信息。
课时教学设计
课题：unit 3 B Let’s check & Story time 备课人： 上课人：
教学目标：1.能够完成Let’s check2.能理解story time中故事
教学重点：1.能够完成Let’s check2.能理解story time中故事 教学难点：1.能够完成Let’s check2.能理解story time中故事
教具学具课件准备：1 the teaching pictures2 the figure pictures3 radio and tape 第几课时：6
探索流程 个性添加（教学反思）
Step 1 Warm-up.1.利用词卡，帮助学生复习各个词汇（动词及其过去式）2. Free Talk:教师先和较优秀的学生示范，然后让生生合作完成。例如：(1) What did you do yesterday？(2) Did you /he / she … 主要复习本单元的主句型。出示学习目标Step 2 Pre-reading.1.“绕口令”活动。以此介绍： twister, tongue twisters.板书并教读。2.教师出示挂图，师生一起用过去式讨论挂图内容。Step 3 In-reading.1. General reading.(略读) 让学生快速阅读课文，并回答：A. Did they read tongue twisters together B. Did Mike fly kites C. Did the dog jump into the river Check the answers.2. Detailed reading(细读) 让学生仔细阅读课文，完成课后练习题2 Number the sentences.（可以独立阅读，也可以小组合作。） 校对答案。3. let’s read(读写) 完成课后练习题1 Finish the sentences.4. Listen to the tape.首先静听然后跟读。5. Read aloud. (朗读)同时小组找出短文中不理解的句子进行讨论。 读完之后质疑释疑。Step 4 Post-reading1.复述对话在此环节中，教师要帮助学生找出key words.以降低难度。同时，要教给学生如何找关键词。2. Story time(1)让学生先独立阅读。找出不理解、不会读的地方。(2)共同释疑。(3)听录音，跟读。(4)分角色读或表演。（根据学生的程度选择）Step 5 Progress做本部分基础训练的练习。
板书设计 作业布置
Unit3Last weekend A.学生听录音，跟读对话，书写四会句型。B.利用所学的知识调查朋友的有关活动信息，并记录下来。Unit 3 Where did you go
Part A
教学内容 Let’s learn, Listen, answer and write, Let’s try, Let’s talk
教学目标 【知识目标】1.四会词汇：went, camp, went camping, fish, went fishing, rode, hurt2.三会词汇：fell, off, Labour Day, mule, Turpan, could, till3.重点句型：(1)—Where did you go —I went to a forest park.(2)—Did you go to Turpan —Yes,we did.【能力目标】1.能够听、说、读、写四会词汇，能够听、说、认读三会词汇。2.能够对某人去过的地方和所做的事情进行问答。如:Where did you go I went to… What did you do yesterday I visited my grandparents.3.能够用一般过去时的一般疑问句形式询问别人过去某个时间所做的事情并作答。如：Did you go fishing last weekend Yes,I did./No,I didn’t.【情感目标】自由地谈论去过的地方和做过的事情，激发学生对过去经历的美好回忆。热爱生活，学会分享，增进友谊。
教学重点 1.能听、说、读、写过去式单词went，rode，hurt和词组 went camping，went fishing等;能正确使用动词过去式。2.能利用“Where did you go？What did you do？”互相询问去过的地方和做过的事情，并能根据实际情况灵活作答。
教学难点 1.掌握本部分的新单词并利用过去式的变化进行描述。2.灵活运用“Where did you go？” “What did you do？”谈论去过的地方和做过的事情。
教学准备 课本、课件、课本挂图、日历、John头饰若干、小奖品、磁带和录音机（或其他课本配套音频设备）等 课时安排 2课时
第一课时
教学过程 批注
Warm-up & Revision1.Daily oral practiceGood morning! Glad to meet you. How are you Last weekend, I did many things. Can you guess and say what I did. Now let’s play a game.2.Game:Look and say教师做watched TV, washed the clothes, cleaned the room, played football, read a book, slept, had a cold（rode a horse, rode a bike, went camping, went fishing, hurt my foot）等动作，学生运用Unit 2所学说出对应的英文（注意用过去式），对于括号里的内容，用中文答出即可。学生比比谁反应快。 以师生互动游戏的方式回顾上个单元重点知识并导入新一单元的学习。对于在游戏环节表现优秀的学生，教师给予适当表扬或奖励（小奖品）。
二、Presentation & PracticeLet’s learn1.教师出示一个日历给大家看，圈出今天的日子是Friday，然后问学生：What’s today What day is it tomorrow 2.教师说：“On Saturdays ( the weekend)，I usually wash clothes, clean the room, play football, watch TV and visit my grandparents.”出示教师所说动作的卡片，学生跟读词组。3.教师问学生：What do you usually do on Saturdays 4.教师再次出示日历，圈出上个星期六的日子，然后问学生：What was that day 引导学生回答：It was last Saturday. 板书并带读单词last。教师：It was last Saturday. It was last weekend. 板书、解释并朗读词组last weekend。5.教师呈现五张分别表示骑马、骑自行车、野营、钓鱼和伤脚的图片，带领学生认读并学习词汇。6. 呈现本课两个重点句型“Where did you go last Saturday What did you do ”并带读。7.播放录音让学生跟读。8.引导学生模仿课文例子进行会话。可以先采用师问生答的方式，然后学生结对问答。9.鼓励学生（2—3对）上台表演他们的会话。教师适时纠错，给予表现优秀的学生一定奖励）Listen,answer and write教师呈现本部分课本挂图，学生浏览问题和图片。播放录音，学生听大意。再次播放录音，学生将相应的人物活动填写在课本答题线上。师生核对答案。 通过学生结对互助练习逐渐掌握句型。通过台上表演，鼓励学生大胆表达。
作业设计 1.抄写并背诵本课所学四会词汇。2.自主预习B部分Let’s talk课文。 板书设计 Unit 3 Where did you go rode a horse rode a bikewent camping hurt my footwent fishingWhere did you go last Saturday I went to...What did you do there I...
第二课时
教学过程 批注
一、Warm-up & Revision1.Daily oral practiceGood morning. Glad to meet you. How are you What day is it today What’s the weather like today 2.呈现上节课用到的图片，和学生一起回顾词汇及句型。
二、Presentation & PracticeLet’s try1.让学生读题。2.播放录音，让学生完成三个小题。3.师生核对答案。4.再次播放录音，教师对学生有疑问的地方进行简单讲解。Let’s talk1.设计主情景“我是小小侦探”——“谁打扫了教室？”（1）教师用课件动画形式呈现一个明亮干净的教室。出现一个老师和一个学生John。T:Look,our classroom.It’s very clean and tidy.But who cleaned it I don’t know.I want to thank him.Can you help me find him J:I can help you to find him.John跑了出去，碰到了Sarah，John就问Sarah。J:What did you do last weekend Sarah: Hmm! I watched TV. 然后John跑去问Wu Yifan。J:What did you do last weekend W:Hmm! I played football.板书句型：What did you do last weekend I played football. 学生朗读。（2）教师配带John的头饰T: Look, John comes to our class. He wants to find who cleaned the classroom last weekend. T:What did you do last weekend S1:I...T:What did you do last weekend S2:I...T:Did you help the teacher clean the classroom 引导学生回答。2.用录音机或其他设备播放课文录音，让学生完整听一遍之后再逐句播放，让学生跟读。3.讲解句型“Where did you go Mt. Tianshan, Xinjiang.” “Did you go to Turpan Yes, we did.”。4.让学生两人一组分角色练习Let’s talk部分的对话。5. 学生讨论John假期去了哪里，做过什么。然后再说说自己的假期。完成课文后的问题。 先看题，再听录音做题。创设情境，进行趣味游戏，活跃课堂气氛。 分角色朗读，教师可以对语音、语调掌握得好的学生进行表扬，并且鼓励其他人向他学习。
作业设计 1.熟读Let’s talk部分课文。2.自主预习B部分Let’s learn新课。 板书设计 Unit 3 Where did you go What did you do last weekend I played football.Where did you go over your holiday？What did you do？
Part A部分重点学习了几个表示过去活动的词语,并将这些词语运用到了日常的口语交际中。教师引导学生通过图片展示、问答、游戏、会话表演等一系列活动来训练“Where did you go last Saturday I...”“What did you do there I...”两个句型,让学生在日常交际中学会问答过去的活动，激发学生对过去经历的美好回忆。
Part B
教学内容 Let’s learn, Look and say, Let’s try, Let’s talk, Read and write, Let’s check, Let’s wrap it up, Story time（C部分）
教学目标 【知识目标】1.四会词汇：ate,took,took pictures,bought,gift2.三会词汇：beach,basket,part,licked,laughed 3.重点句型：(1)—How was your summer holiday —It was good.(2) —Where did you go over the winter holiday？—My family and I went to Sanya.(3)—How did you go there —We went there by plane.【能力目标】1.能够听、说、读、写四会词汇，能够听、说、认读三会词汇。2.理解并掌握重点句子。3.灵活运用所学句型自由谈论和评价过去的旅游经历。【情感目标】培养学生热爱旅游、热爱生活的积极情感，引导学生与人交往，与人交流、合作。
教学重点 1.Let’s learn（四个过去式词组）＆Let’s talk＆Read and write＆Let’s wrap it up。2.运用重点句型谈论假期去过哪里并评价旅游经历。
教学难点 1.能在实际情景中灵活运用重点句型。2.模仿课本Read and write用日记记录自己的一天的活动情况。3.动词过去式的不规则变化。
教学准备 课本、课件、单词卡片、挂图、小奖品若干、磁带、录音机（或其他音频播放设备）等 课时安排 4课时
第一课时
教学过程 批注
一、Warm-up & Revision1.Free talk T:What day is today S1:Today is... T:What day was yesterday (强调yesterday) S2:It/Yesterday was... T:What did you do yesterday S3:I (did)...yesterday. (用前几课时所学的词组作答)2. Chain-drill:S3: I (did)...yesterday. What did you do yesterday S4: I (did)...yesterday. What did you do yesterday S5: ...(ask the teacher)T: I went to a park yesterday.3.播放教材配套英文歌曲“Tell me about your holiday”，然后带学生一起唱，进一步为新课预热。 以师生自由谈论、学生句子接龙的形式复习前几次课所学词汇和句型。用歌曲活跃课堂气氛。
二、Presentation & PracticeLet’s learn1.带学生听Let’s learn部分的录音，并让学生跟读。2.继续Chain-drill,教师引出并出示新授词组:ate fresh food, went swimming, took pictures, bought gifts。3.出示课本动词卡片，学生朗读。4.学生已经了解eat, go, take, buy的过去式后, 教师边用“I did (这个动词用动作表达)...yesterday.”表达自己昨天做什么了,边做动作边让学生帮老师说出:ate fresh food,went swimming, took pictures等。5.学生结对练习Let’s learn 的对话，分角色扮演，然后交换。 Look and say 1.教师展示课本上的图片。 2.让学生猜测画面意思，然后运用本课时Let’s learn部分所学的词组描述Andy上个暑假的活动情况。学生先私底下练练。3.鼓励学生起来向全班同学作报告。表现好的学生，给小礼品嘉奖。 用看似随意的聊天引出将要学的词汇。 角色扮演，寓教于乐。对于学生表达得不到位的地方，教师注意及时给予指导、帮助。
作业设计 1.抄写并背诵四会词汇：ate, took, took pictures, bought, gift。2.自主预习Let’s talk部分课文，在不理解的地方做上记号。 板书设计 Unit 3 Where did you go ate fresh food went swimmingtook pictures bought gifts
第二课时
教学过程 批注
一、Warm-up & Revision1.Greetings2.TPR教师给出went swimming ,went fishing, took pictures, rode a horse, rode a bike, read books等指令，学生根据听到的指令做动作。
二、Presentation & PracticeLet’s try1.让学生读题，带着问题听录音。2.教师给学生播放录音，学生完成两道选择题。3.师生核对答案，教师点拨难点。Let’s talk1.教师展示自己寒假里活动的图片,和学生一起用过去时进行描述。2.教师对学生说：Amy的好朋友正询问她寒假的活动情况。她去哪里玩了？怎么去的？做了哪些有趣的事呢？Let’s have a look!3.播放Let’s talk活动的动画或录音，请学生看动画或听录音，教师通过简单的提问帮助学生理解课文大意。Q:Where did Amy go last winter holiday 4.再次播放录音，思考：How did she go there What did she do 5.小组讨论，找出答案，抽学生回答。6.再次播放录音，跟读，要求学生模仿语音语调。7.学生分角色朗读，男女生读，或分组（三人一组）读。8.鼓励学生起来描述自己的寒假活动（引导学生完整表达出旅行的时间、地点、出行方式、事件等要素）。 带着问题有针对性地听对话。可选小组起来表演。
作业设计 1.熟读Let’s talk部分课文。2.自主预习Read and write部分，在不懂的地方做上记号。 板书设计 Unit 3 Where did you go Where did Amy go last winter holiday How did she go there What did she do
第三课时
教学过程 批注
一、Warm-up & Revision1.Free talk教师自由提问：Where did you go last winter holiday How did you go there What did you do 学生根据实际情况回答，师生用英文交流。2.Revision:教师用课件呈现Let’s learn部分的几图片，学生看图用过去式说词组或句子，看看谁说得又快又准。 复习上节课所学句型。
二、Presentation & PracticeRead and write1.阅读前（1）看一看，说一说。教师要求学生观察图片，猜测并与同桌讨论：How did Wu Yifan meet Max？ What will happen next？完成后可在全班交流，教师把学生们的想法用简单的句子写在黑板上。（2）教师让学生对所有的猜想进行分类，哪些是好的事情？哪些是不好的事情？从而引出主题：Life is full of good news and bad news. 2.阅读中（1）第一次阅读：教师要求学生尝试快速阅读文本，捕捉关键信息，了解文章大意，然后给图片排序。（2）第二次阅读：教师要求学生再次阅读文本，概括并写出这一天发生在吴一凡一家的好事和坏事。（3）第三次阅读：理解更多细节。（4）教师放自制的课件，呈现几名学生讲述自己同时经历好事情和坏事情的不寻常的经历。（5）教师引导学生结合自己的实际情况，根据课文提示写出同一天发生在自己身上的一件好事情、坏事情和自己的对策。3.阅读后（1）让学生在文中用横线画出表示过去活动的词组，师生一起梳理文章关键信息，完成表格。In the morningIn the afternoon教师引导学生以时间为序，复述课文内容。（2）教师补充中国传统故事：塞翁失马，焉知非福。 让学生通过对比，先自己找找同一天发生在自己身上的好事和坏事。
作业设计 1.听读课文。2.自主预习Let’s wrap it up新课。 板书设计 Unit 3 Where did you go Max sat in a basket on the front of the bike.Mum ate some bad fruit and didn’t feel well.We dressed up and made a funny play.
第四课时
教学过程 批注
一、Warm-up & Revision1.Greetings2.Revision:可利用词卡让学生进行一些动词原形与过去式的配对练习。词卡中的单词可从之前所学内容中发掘。 自由问答作为学习新课的预热。
二、Presentation & PracticeLet’s check1.首先，教师出示Let’s check的四幅图片，让学生根据图片了解画面意思。2.播放录音，学生听大意，判断所听内容与图文是（T）否(F)相符。3.再次播放录音，让学生根据听到的内容回答四个问题，在学生听的过程中做适当的引导。4.师生核对答案。Let’s wrap it up1.用课件出示课本图片。2.呈现几组不规则变化的动词过去式，让学生注意观察。3.学生独立完成填空任务。师生核对答案，确保学生将正确的动词形式填入横线。4.学生读一读填写完整的文段，记一记相关动词及其过去式。Story time引入本部分的学习。T:Today Zip and Zoom are talking about the holiday. Let’s go and have a look. 让学生先独立阅读,找出不理解、不会读的地方。2.教师呈现Story time挂图，让学生边看图边听录音，听完回答老师的问题：Where did Zoom go How was Zoom’s holiday 3.再次播放录音，让学生边听边看课文。听完后师生共同释疑，同桌之间讲一讲这个故事的内容，两人互助整理出故事的大意。4.鼓励学生起来给大家讲这个故事，可分几段让不同学生完成。5.学生分角色读或表演。教师先呈现没有文字内容的课本插图1，引导学生表演。根据学生掌握的程度，可先练习一幅图或多幅图，引导学生记忆对话并表演。 核对答案时，对于难拼写的单词，教师要板书。对于问答题，教师要引导和帮助学生书写完整的英文句子。 以趣味故事再次复习本单元重点句型。
作业设 计 1.抄写并背诵本单元重点词汇和句子。2.自主预习下一个单元的内容。 板书设计 Unit 3 Where did you go am/is→was are→wereeat→ate drink→drankrun→ran
B部分仍然以谈论过去的经历为主线，进一步训练“Where did you go ” “How did you go there ” “What did you do ”及其答语,通过听、说、读、写全方位的训练，学生基本掌握了一般过去时态，能抓住时间、地点、出行方式和活动几个要素来描述假期出游情况。对于听力题，教师要有意识地培养学生听前读题的好习惯。观察一下图片，读一读题干，找找关键词，这些都有利于后面的答题。另外，对于难度适宜的题目，做完之后教师可以鼓励有能力的学生来给其他人讲题，让学生争当小老师。第六课时
教学内容 C. Story time
课 型 复习教学
教学目标 能理解Story time 中的故事能表演Story time 中的故事培养学生综合运用知识的能力和表演能力培养学生团结互助的合作精神
教学重点 能理解Story time中的故事
教学难点 能表演Story time 中的故事
教学准备 课件、图片
教学过程 ：Step 1 ：Warm-up1.教师播放歌曲Tell me about your holiday,师生一起唱歌曲。2.教师播放嫦娥奔月的影视片段，为学习Story time的内容做好铺垫。Step 2 ：Presentation C.Story time1.通过视频和图片，引出unusual trip这一话题。2.教师放故事板块的动画（无声音和文本） ( http: / / www.21cnjy.com )，给出问题：Zoom had an unusual trip. Where did he go 引导学生通过观察推测故事的大意。3.读一读，完成匹配活动。教师要求学生通过观察图片，寻找对应的对话，学生通过图文匹配理解故事的大意。4.教师分层次提问题，学生尝试读故事找答案 ( http: / / www.21cnjy.com )，教师在此过程中进行板书，帮助学生梳理故事情节，教授believe, moon, spaceship 和dream.第一层次问题：How was Zoom’s holiday Where did he go How did he go there What did he see 第二层次问题：Did he take any pictures Why didn’t he take pictures 5.教师再次放完整的故事动画，学生跟读。教师还可引导学生先尝试揣摩人物的感情和语气，然后听录音再进行模仿。6.故事配音 教师示范如何给故事动画配音，然后给出标 ( http: / / www.21cnjy.com )准和要求。引导学生分小组看图，练习为故事动画配音，进而进行小组配音展示，这一环节也可变成小组故事表演。Step 3 ：Practice1.教师和一位英语基础较好的学生示范表演故事，然后同桌之间戴上准备好的头饰进行故事表演，将故事表演完整。2.教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，并做替换练习。如：How did you go there By plane. / By train.Step 4 : Consolidation and extension1.学生朗读Story time,并读给家长听。2.做同步精练的相关练习。
板书设计： Unit 3 Where did you go Here comes a spaceship. It’s time to go. There is the rabbit.
教学反思 本课时的教学重点是故 ( http: / / www.21cnjy.com )事教学。故事教学重在让学生理解故事，理清故事情节，并能自己表演故事。所以老师在教学过程中要把握中心，不能过于纠结于词、句的教学。本课时采用分层教学的方法，通过设置有层次的问题，一步步引导学生掌握故事情节，分散难点，学生更容易接受，也能更好地融入课堂。最后教师将故事中的重点词、句挑出，对本单元的重点知识重新梳理，使学生对本单元的知识框架记忆得更牢固更全面。Unit 3 Where did you go
B Let’s try & Let’s talk
教学目标
1.能完成“Let’s try”部分；能理解“ Let’s talk”部分的对话，并以正确的语音语调朗读对话。
2.能灵活运用句型：“ Where did you go last …？”“…went to…”来问答去过的地点。
3.能灵活运用句型：“How did you go there？”“I went there by…”来问答过去的出行方式。
4.能灵活运用句型：“What did you do？”“I + v.-ed...”来回答已经做过的活动。
5.能灵活运用句型：“How was …”“It was beautiful/pretty.”来问答“怎么样”。
教学重点
能听、说、认读句子：“Where did…go？”“… went to …”“How did you go there？”“We went by plane.”“ How was the beach？” “It was beautiful.”“What did you do there？”“I took lots of pictures and also went swimming.”等。
教学难点
对话中动词的不规则过去式。
教学准备
单词卡片、教学光盘、人物头饰。
教学过程
Step 1： Warm-up
（1）拿出Part A “Let’s talk”部分的单词卡片， 同桌二人运用句型“Where did you go…？”“I went …”“What did you do there？” “I rode a horse/rode a bike/went fishing/went camping.”对话，操练重点句型及过去式动词短语。
（2）教师给每组的代表分发10张动词原形及过去式小词卡，并比一比哪个组的代表配对最快。如：fall→fell，do→did，ride→rode，go→went，hurt→hurt。
（3）播放本单元歌曲“Tell me about your holiday”，学生学唱。
Step 2 ： Presentation
（1）Free talk引出本部分的重点句型。
T：Do you like holidays？ S1：Yes.
T：Where did you go last summer holiday？
S1：I went to Beijing.
T：What did you do there？
S1：I visited the Imperial Palace.
T：Did you take pictures？
S1：Yes，I did.
T：How was the Imperial Palace？
S1：It was great.
（2）引导学生模仿上述师生对话，运用重点句型相互询问曾经去过的地方。
（3）教师拿出学生旅游的照片，并问：How was your trip(旅行）？”引导学生回答。S：It was good/great/wonderful/nice.学生模仿对话，询问旅行的感受。
（4）听“Let’s try”部分，Wu Yifan and Amy meet Sarah at school.听听力，并回答：What are they talking about？Who did Sarah buy gifts for？为“Let’s talk”部分的学习做背景铺垫。
（5）During the last winter holiday，Sarah went to travel. How about Amy？让我们一起听听“Let’s talk”。听第一遍时跟读，并学习正确的语音语调；听第二遍时，思考并回答一下问题：Where did Amy go over the winter holiday？How did Amy go there？How was the beach？What did she do there？听第三遍时，理解对话大意。
（6）小组二人练习对话，并戴上人物头饰表演 对话。
Step 3： Consolidation and extension
（1）以小组为单位，组员相互讨论自己的winter holiday，并运用重点句型。
（2）替换地点及关键动词，重新编写对话、表演 对话。
（3）Do a survey and report.运用句型：Where did you go over the winter holiday？How did you go there？What did you do there？Did you …？来询问组员，并制作表格做好记载；然后根据表格描述组员的活动，每组派一个代表上台介绍自己组员的活动。
Step 4： Homework
跟读“Let’ talk”部分对话，学习正确的语音语调。
板书设计
Unit 3 Where did you go？
Part B ： Let’s try & Let’s talk
—Where did you go over the winter holiday？
—My family and I went to Sanya.
—How did you go there？
—We went there by plane.
—What did you do there？
—I took lots of pictures，and I also went swimming.
教学反思
本部分主要在学习过去时的基础上，继续巩固过去时，理解过去时所表达的含义。教学过程中既巩固了句型 “What did you do？” “Did you …？”，又学习了新的句型：“Where did…go？”“…went to …”“ How did …go there？”“ …went by …”。在教学过程中要反复通过口语交际操练重点句型，并加深对不规则过去式的记忆。Unit 3 Where did you go
B Let’s check & Let’s wrap it up
教学目标
1.复习本单元三会、四会词汇及重点句型。
2.完成课本上的目标任务。
3.能够在教师的帮助下归纳不规则动词的过去式。
教学重点
1.复习并掌握本单元的词汇和句子。
2.能够熟悉掌握并归纳不规则动词的过去式。
教学难点
正确运用过去式描述过去的事。
教学准备
1.单词卡片
2.录音机及录音带或教学光盘
3.多媒体课件
教学过程
Step 1:Warm-up
1.师生相互问候。
2.开展活动复习词组和重点句子。
(1)我猜我猜我猜猜猜。规则:教师低声说单词，学生根据教师的口型说出单词及其中文意思。
(2)最佳拍档。规则:教师请两名学生上讲台，一名学生根据教师的纸条表演动作，另一名学生猜:You rode a horse.此游戏也可以分小组进行对抗赛，看哪一组在规定时间内猜对的句子最多。
3.学生上台演讲:My winter / summer holiday。
Step 2:Presentation
1.Let’s check.
(1)看图，描述图片。教师可给予适当引导:Who is he / she What did he / she do 鼓励学生尝试推测它们的意思和听力要求。
(2)教师要求学生听前先读题，尝试猜测问题的答案，如第二题的答案可以从第二幅图中得到线索，第四题的答案可以从第四幅图中得到线索。
(3)教师播放本部分录音，学生完成听力判断练习。［Listen and write T (true) or F (false).］
(4)师生核对答案。
2.Let’s wrap it up.
(1)教师在课件上呈现一些本单元及上一单元学过的不规则动词的原形和过去式，让学生进行匹配。
(2)教师校对答案，朗读，如有必要让学生进行补充。
(3)小组内用这些动词的过去式造句。
(4)教师呈现本版块恐龙的图片，与学生谈论恐龙的生活习性。
(5)教师请学生打开课本，完成课文练习，并核对答案。
(6)恐龙生活习性介绍: 教师可让学生课前收集恐龙生活习性的图片和信息,让学生先在四人小组里讨论，然后在班上分享。
Step 3：Consolidation and extension
1.教师引导学生总结本课所学的过去式动词的不规则变化，鼓励学生提出问题。
2.头脑风暴。给同学们几分钟时间回顾本单元所学动词及其过去式，之后听写，看看谁记得又快又准。
3.课堂小练习。（PPT展示）
(1)全班学生一起做；再找学生回答。
(2)给学生时间独立完成练习，再核对答案。
4.学后反思:师生共同分享本节课收获。
Step 4: Homework
1.复习第三单元的单词及句子。
2.听录音，熟读课本上的对话。
3.完成练习册对应习题。
板书设计
Unit 3 Where did you go
How did you go there
By plane.What did you see
I saw the rabbit.
教学反思
复习课可以采取游戏的方式来吸引学生。本课时多设计游戏来加深同学们对单词、短语、句子的理解与记忆，达到了预期的学习效果，因为这样的学习方式不仅能给同学们以趣味性，活跃课堂氛围，而且也让学生多了一次运用英语的机会。Unit 3 Where did you go
B Read and write
教学目标
1.完成Discussion部分，为后面的日记学习做准备。
2.能理解Wu Yifan日记的内容，能认读日记里的过去式动词。
3.了解日记的大概格式。
4.能根据日记里描述的内容，将所给的图片排序。
5.模仿Wu Yifan的日记，运用过去式描述自己好坏的一天。
教学重点
能认读日记里的过去式动词，并能理解日记的内容。
教学难点
模仿课本日记写自己的一天，即写作部分。
教学准备
单词卡片、日记纸条、教学光盘。
教学过程
Step1：Warm-up
（1）取出本单元Part A 和 Part B“ Let’s learn” 部分的过去式动词短语，即：“rode a bike，rode a horse，hurt my foot，went camping，went fishing，ate fresh food，went swimming，took pictures，bought gifts”，教师随便抽取词语卡片，学生“开火车” 认读。
（2）同桌二人之间Free talk，随便抽取一张单词卡片，运用本单元的句型“ What did you do Where did you go How did you go there …”来展开问答。
（3）播放本单元歌曲“Tell me about your holiday”，小组比赛唱歌。
Step2：Presentation
（1）组织学生观察Discussion部分的图片，并和小组成员相互讨论：How did Wu Yifan meet Max What will happen next
（2）教师将已经打乱顺序的日记小纸条分给每组，小组通力合作，比一比哪个小组能最快将打乱顺序的日记小纸条排好顺序。
（3）学生打开课本，先快速阅读日记，并根据阅读内容的事情发展顺序将图片排序，并结合图片理解短文内容。
（4）小组合作，一人读旁白，其他的组员按要求做动作，比一比哪个小组做得最好。如：A：骑自行车的动作；B：Max坐在篮子前的动作；C：照相动作；D：买礼物动作；E ：吃食物动作。
（5）教师点拨重难点句子：Max sat in a basket on the front of the bike.提示“sit” 的过去式为“sat”； Mum ate some bad fruit and didn’t feel well. “ feel well”表示“感觉好”，“didn’t feel well”表示“感觉 不好”；We dressed up and made a funny play. “我们
穿衣打扮并创作了一出有趣的戏剧”。
（6）根据短文理解，完成课后练习第二题。
Step3：Consolidation and extension
（1）找出日记中的动作词语，并列出表格，写出 动作词语的过去式和原形，如：
　　（２）模仿Wu Yifan所写的日记，写一写关于你自己又好又坏的一天。学生在写的时候，教师要提醒学生注意运用过去时，并逐一指导。
Step 4：Homework
模仿Wu Yifan所写日记的格式，描述自己一天的活动。
板书设计
教学反思
本部分以日记的形式要求学生能够读懂并理解日记的内容，能认清动词的过去式，弄清动作发生的先后顺序。对于没有见过的单词的过去式，教师要重点进行点拨。教学过程中教师可多多开展游戏，吸引学生的注意力，提高学生学习的兴趣。Unit 3 Where did you go
A Let’s try & Let’s talk
教学目标
1.能完成“ Let’s try”部分的听力，为“ Let’s talk”部分的学习做准备。
2.能理解“Let’s talk”部分的大意，并能以正确 的语音语调朗读对话。
3.能听、说单词“fell”“off”“mule”“Turpan” “could”“till”及短语“Labour Day”。
4.能根据时间正确灵活使用过去时和现在时， 在同一段对话中交替使用。
5.能灵活运用句型：“Where did you go？”“Did you go to…？”询问过去所去的地方，并能在交际情景中灵活作答。
教学重点
句型：Where did you go？”“Did you go to…？”的理解及运用。
教学难点
短文中动词的不规则过去式，及最后一句话: “They won’t be ready till August”的理解。
教学准备
单词卡片、教学光盘、人物头饰、词语卡片。
教学过程
Step 1： Warm-up
（1）Free talk.同桌二人间用过去时进行问答，询问昨天所做的事情，运用句型：“What did you do yesterday？”“Did you…？”来复习过去式，并复习上单元所学过去式动词及动词短语。
（2）教师给每组分发一部分动词卡片和动词过去式卡片，比一比哪组学生配对最快最准确，如：“have”要找到“had”。
Step 2： Presentation
（1）首先通过情景设置或展示图片导入所需了解的单词。
A.教师做摔倒状，并做骑自行车状，引出单词“fall”，并引出句子“I fell off my bike yesterday”，理解“fell off”，并注意“fall”的过去式“fell”。
B.展示马和骡子的照片，并让学生加以区分：“This is a horse. That is a mule.”通过图片区分马和骡子，并学习单词“mule”。
C.展示“Turpan”的自然风光，引出“Turpan”。
D.展示有关“Labour Day”的图片，引出词语“Labour Day”。
（2）教师请一个同学做“从椅子上摔下”的动作，教师问：“What happened ”引导学生说出：“I fell off my chair.” T：Are you all right S: I’m OK now.教授重点句子并理解过去时和一般时不同时 间使用的区别；教师让学生模仿刚刚师生对话来操练句型。
（3）教师出示一个学生到处游玩的照片，并问：“Where did you go ” S： Tian’anmen Square. T：Did you go to the Summer Palace S：Yes，I did.组织二人一组，模仿师生对话，训练句型“Where did you go ”“Did you …？”
（4）听“Let’s try”部分：John answered a phone call from Amy.画“√”和“×”判断句子正误。了解John的情况，为学习“Let’ s talk”作铺垫。
（5）听“Let’s talk”可结合图片：听第一遍时，跟读学习正确的语音语调；听第二遍时，思考并回答问题：“What happened to John Is he all right Where did John go Did he go to Turpan ” 听第三遍时，理解对话大意并跟读。
（6）学生二人一组戴上Amy和John的人物头饰，表演对话。并请几组上台表演。
Step 3 ： Consolidation and extension
（1）描述自己在假日里曾经去过的地方，并说出自己曾经做过什么。
（2）Do a survey and report.运用句型：“Where did you go over your holiday ”“What did you do ”“Did you…？”来调查组员假日里去过的地方和做过的事情，并从每组找出一个代表上台运用过去式描述组员已做过的活动。
（3）找出对话中的过去式，并了解原形，如:fall→fell，do→did，ride→rode，see→saw，can→could，并强调不规则动词过去式的变化要特别记忆。
（4）理解句子“They won’t be ready till August”，“（葡萄）直到八月才成熟”。
Step 4 ： Homework
跟读“Let’s talk”并熟读。
板书设计
Unit 3 Where did you go
Part A： Let’s try & Let’s talk
fell off the Labour Day
Turpan mule could till
What happened
—Are you all right —I’m OK now.
Where did you go
Did you go to Turpan
教学反思
本部分继续学习过去式，要求学生在继续熟悉不规则动词过去式变化的基础上能灵活使用句型：“Where did you go Did you go to …？”来询问去过的地方。本课时生单词较多，为了较好地理解对话，教师要做好学习前了解单词和句型的准备工作。