Unit Three Where did you go？ Part A Let’s learn， Listen, answer and write教学设计

Unit Three Where did you go
第 二 课 时
A Let’s learn / Listen, answer and write
【学习内容】
A Let’s learn Listen, answer and write
【课标与教材分析】
课程标准要求: 能认读所学词语；能根据拼读的规律，读出简单的单词；了解简单的拼读规律；了解单词有重音；语音清楚，语调自然。有兴趣听英语、说英语、背歌谣、唱歌曲、做游戏等；乐于模仿，敢于开口，积极参与，主动请教。积极与他人合作，共同完成学习任务；在词语与相应事物之间建立联想.根据课标要求，本课时重点掌握四会词组：rode a horse ,rode a bike, went camping, hurt my foot, went fishing,并学会用句型Where did you go last Saturday /yesterday I went to… What did you do there I…来进行问答并完成Listen, answer and write。
教学重点：四会短语的听、说、读、写。
教学难点：掌握不规则动词的过去式形式。
【学情分析】
学生在第二单元接触了一般过去式的最基本的形式，和一般过去式的不规则形式，在本课时继续学习一般过去式在特殊疑问句的用法，教师要通过创设真实的情境、组织有意义的任务活动来启发学生，理解一般过去时的用法。
【教学目标】
一、 知识与技能目标
1. 能听、说、认读固定短语：rode a horse ,rode a bike, went camping, hurt my foot, went fishing。
2.能熟练运用句型：Where did you go last Saturday /yesterday I went to…What did you do there I …练习运用本节课的动词短语。
3. 了解知识点：ride的过去式rode, go的过去式went, hurt过去式还是hurt。
4.知识链：
go → went → went camping/fishing→ What did you do there → I went camping/fishing.
ride→ rode→ rode a bike/horse→ What did she /he do yesterday → She /He rode a bike/horse.
5.语篇提升：Hello! I’m John. I was busy last weekend. I went to a forest park with my friends. In the park , we went fishing and rode a bike together. But I fell off my bike and hurt my foot.
二、情感目标：
培养学生关心他人的良好品质。教育学生要团结友爱，使学生愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
【学习重点、难点】
教学重点：四会短语的听、说、读、写：rode a horse ,rode a bike, went camping, hurt my foot, went fishing。
教学难点：掌握不规则动词的过去式形式。
【教学准备】
本课时的教学卡片，课件。
【教学过程】
一、热身（Warm-up）（此环节用时5分钟）
说唱做演，激情引趣
（一）歌曲、歌谣中情绪热身
学唱歌曲 “Tell me about your holiday”。
【设计意图】聆听、吟唱好听的歌曲可以感染学生的情绪，调动学生学习的积极性。
（二）复习旧知中知识热身
教师就学生五一节假期的话题来问答Do you like holiday Where did you go on your holiday What did you do there 学生自由回答。
【设计意图】学生刚过完五一节回来谈自己的假期，有趣的话题既复习了旧知识又为学生学习新课打下了铺垫，使学生对学习倍感兴趣。
（三）评价分组中注意力热身
把全班分为两个大组， boy组和girl组，用简笔画画出男孩和女孩的两个头像。在整个上课过程中，根据学生听课情况随时给每个组粘贴相应图片。
【设计意图】通过分组评价的方法，引入竞争机制，激发学生学习的积极性，活跃课堂气氛。
二、呈现（Presentation）（此环节用时10分钟）
（一）话题交流，导入新课
T：Where did you go on your holiday
S: I went to…
T：What did you do there
S: I …
（二）情景创设，理解词意
通过实物、游戏、TPR等活动，在情境中学习词组： 1．学习词组：rode a horse ,rode a bike, went camping, hurt my foot, went fishing。
（1） 导入
接上面的语言，John was busy last weekend, too. He went to a forest park.
（2） 呈现
教师呈现词卡“went to a park”并板书，把go的过去式went涂成红色。
（3） 操练
spelling the phrase and practice.
T: What did you do yesterday
Ss: I went to a park.
T: Can you spell “went to a park”
Ss: Yes. W-e-n-t t-o a p-a-r-k.
【设计意图】在句子中练习词组，做到词不离句。
2．学习词组：rode a bike
（1）导入
T: Guess “What did he do in the park ”（课件出示一张John在公园骑自行车的照片，遮住动作让学生去猜）
Ss: He played football / You watched fish / …
T: Yes, he rode a bike.
（2）呈现
教师呈现词卡“rode a bike”.板书ride的过去式rode涂成红色。
（3） 操练
a. 教师领读，学生模仿跟读。
b. 男女生读，分组读，排排读，行行读。
c. spelling the phrase
T: What did you do in the park yesterday
Ss: I rode a bike
T: Can you spell “rode a bike”
Ss: Yes.
3．以此方式学习词组：rode a horse .
4.学习词组hurt my foot.
（1） 导入
John rode a bike so quick .Suddenly he fell off his bike and hurt his foot.
（2） 呈现
教师呈现词卡hurt my foot.
a. 教师领读，学生模仿跟读。
b. 耳语：传词组。
5.学习词组
（1） 导入
T:. Do you know What else did they do
Ss: No.
T: Let’s look at our English book and find out “What did they do yesterday ”
Ss: They went camping and went fishing.
（2） 呈现
教师呈现词卡“went camping; went fishing;”并用红色笔板书go的过去式went。（3） 操练
a. 教师领读，学生模仿跟读。
b. 耳语：传词组。
c. spelling the phrase in group of four.
S1: What did you do yesterday
S2: I went to a park. W-e-n-t t-o a p-a-r-k. What did you do yesterday
S3: I went camping. W-e-n-t c-a-m-p-i-n-g. What did you do yesterday
S4: I went fishing. W-e-n-t f-i-s-h-i-n-g.
（三）句中练习，领读词卡
带领学生看词卡，模仿跟读。用I…yesterday. 练习动词短语。可通过升降调、大小声、排火车等多种练习方式，让学生在反复训练中加深对词汇的感知。（及时评价，鼓励表现好的学生。）
（四）版式呈现，视听正音
1. 通过板书呈现重点单词和句型
What did you do there
went to a park
went camping
went fishing
rode a bike rode a horse hurt my foot
2.听一听，练一练先仔细听录音，再让学生跟录音模仿单词和句子，看谁说得最好，为下环节的练习做准备。
三、练习（Practice）（此环节用时10分钟）
（一）跟读模仿，听做强化
1. Listen and imitate.
2.Listen and number.（教师把磁卡的顺序打乱，让学生根据所听到的录音，重排词卡。）
（二）游戏巩固，任务落实
1.“击鼓传花”游戏鼓声响起时，全班同学一起传动词卡片，一边传一边说：What did you do there What did you do there 当鼓声停止时，拿到卡片的同学要用卡片上的动词短语说：I….
2.Let’s play:看看谁是“速记大王”快速阅读一遍表格中的信息，然后合上课本，用不同的人提问，他们昨天都干了什么，最先回答出的同学小组得分。
【设计意图】通过各种形式的朗读和游戏活动，让学生快速记忆，寓教于乐，激发学生学习兴趣。
3.趣味操练小组活动。四人一组，进行连锁问答。然后小组比赛，用时最少的一组获胜。A：What did you do yesterday B: I went camping. What did you do yesterday C: I rode a bike. What did you do yesterday D: I went fishing yesterday.
【设计意图】分组讨论，培养学生用英语进行交际的能力。
四、拓展（Extension）（此环节用时10分钟）
（一）活动运用，语篇提升
1.自我展示秀My Last Weekend Hello. I’m John. I was busy last weekend. Saturday morning, I went to a park with my father. Saturday afternoon, I rode a bike. On Sunday, I went camping. What about your last weekend Can you tell me
2．练习任务中落实，随堂检测
【当堂测试题】 Make a survey.
Make a survey in groups.
Use the following sentence：What did you do yesterday I listened to music. /….
Things Names watched TV listened to music rode a bike went fishing went camping …Chen Jie √
【设计意图】通过练习和调查表让学生学会在生活中运用所学知识，拓展学生的视野，培养学生综合运用语言的能力。
（二）总结赏析，情感升华
1.Sumup（总结）
Yesterday I went to a park.I went camping, went fishing and rode a bike in the park. I rode a horse too. Iwas so happy.
2．Emotional Theme（情感升华）Only One Earth, Care andShare.只有一个地球--一齐关心，共同分享。
【设计意图】联系实际，培养学生保护环境的意识。
（三）作业分层，自主发展
1.Listen to the tape 3 times.
2.Write the four-skill phrases 5 times.
3.Make a survey.采访一下自己周围的人昨天做得什么事情,并写成语篇。
【板书设计】
Unit3 Where did you go
B Let’s learn
What did you do yesterday
I went to a park
went camping
went fishing
rode a bike
rode a horse
hurt my foot
【课后反思】