Unit 12 Where did you go? 教案（3个课时）

Unit
12
Where
did
you
go？
教案
1教学目标
1.能认读以下词组:go
to
the
forest
,go
to
the
museum,
make
notes,
take
pictures,
ask
questions,
listen
to
music,
2.能初步理解并运用句型:Where
did
you
go

We
went
to
the
forest.
What
did
you
do
We
took
pictures.
2学情分析
学生已在五年级上册第十单元学过地点词汇:如cinema,
park,
school,在五年级下册第四、七、八单元已学过library,
the
reading
room,
post
office,
tea
house,
hotel,
bank,
shopping
centre,
park,
hospital,
railway
station等。
已学句型Where
were
you
I
were…
Where’s
the
cat
It’s
…
第一课时
教学重难点
重点
动词过去式的构成及用法。
难点
能正确运用一般过去式中含Where
及What
疑问句和他人简单谈论郊游或活动的经历。
教学过程
Warming
up
Greetings.
Revision.
Ask
some
questions:
(1)What’s
the
weather
like
today
(2)What
was
the
weather
like
yesterday
(3)
Who
is
on
duty
to
day
(4)Who
was
on
duty
today
3.
A
game
“Where
were
you
yesterday ”
1.
Sing
the
song
“Where
were
you ”
2.
Greetings.
3.
Answer
the
questions.
4.
Play
the
game.
(A
team;
Ss
ask
questions
one
by
one.)
课伊始,以歌曲的方式轻松引入课题,然后通过提问与游戏既复习了前面课文,也为后面教学做了铺垫。
Presentation
Drills:
Where
did
you
go

What
did
you
do
1.
Show
a
picture
(the
teacher
in
Yuelu
Mountain
in
Changsha.)
Ask
and
answer:
Where
was
I
yesterday
I
was
in
Changsha.
I
went
to
Yuelu
Mountain.
I
saw
many
trees.
I
collected
leaves.
Lead
Ss
to
follow
the
teacher
to
ask
and
answer:
Where
did
I
go
I
went
to
Yuelu
Mountain.
What
did
I
do
I
saw
many
trees.
I
collected
leaves.
Show
the
world
bank:
Attention:
do-did
,have-had
,see-saw
,
make-made,
take-took,
go-went
Show
one
more
picture:
(Ss
took
pictures
in
the
forest.)
(1)Teach
“forest”
and
lead
Ss
to
say
out:
go
to
the
forest---went
to
the
forest,
take
pictures—took
pictures
(2)T:
Look
at
the
picture.
Last
week,
where
did
you
go
What
did
you
do
Lead
Ss
to
answer:
We
went
to
the
forest.
We
took
pictures.
Show
the
sentence
patterns
and
Ss
read
after
the
teacher
aloud.
1.
Enjoy
the
picture.
2.
Try
to
follow
the
teacher
to
learn
the
new
sentence
patterns
“I
went
to…”
“I
saw….”I
collected….”
3.
Try
to
follow
the
teacher
to
ask
and
answer
the
questions,
and
learn
the
new
sentence
patterns
“Where
did
you
go
What
did
you
do
4.
Read
the
word
bank
aloud.
5.
Try
to
answer
the
questions:
Where
did
you
go
What
did
you
do
We
went
to…
We
took….
5.
Practice
the
sentence
patterns
“Where
did
you
go
What
did
you
do ”
通过执教者本人照片学习创设情境,引入新句型,既可引起学生兴趣,也能引导学生更好地理解、运用新知“Where
did
you
go

What
did
you
do ”
III
Presentation
and
drill.
Words:
museum,
note,
ask,
questions,
Part
B:
Let’s
learn
Show
the
pictures
of
Part
B
to
teach
the
new
expressions
by
using
the
sentence
patterns
“Where
did
you
go
What
did
you
do ”
.2.Try
to
help
students
understand
the
pronunciation
For
example;
T:
museum,
how
to
pronounce”
museum”
(based
on
the
word
“music”
to
learn
it.)
The
same
with
“note
“(go
or
home),
“ask
questions
“(We
have
learned
before)
Ask
Ss
to
guess
the
meanings
of
the
new
words
according
to
the
pictures.
museum,
note,
ask,
questions,
Follow
the
tape
and
read
Part
B.
Play
the
game
“Magic
eye”
to
practice
the
phrases..
A
match
game:
Go
to
the
museum
–went
to
the
museum,
make
notes—made
notes,
ask
questions---asked
questions,
listen
to
music---listened
to
music
1.
Learn
the
new
words:
museum,
note,
ask,
questions,
2.
Try
to
pronounce
the
new
words
based
on
the
old
words
3.
Enjoy
the
game.
4.
Listen
and
read.
5.
Practice
in
pairs
to
review
the
sentences
patterns.
Where
did
you
go
What
did
you
do
通过旧词,以及简单的发音规则引出生词,再由词
到词组。培养学生跟读磁带的好习惯,磁带中地道的发音更好地培养语感。
小学生注意力集中的时间不是太长,通过游戏巩固新知是一个很好的方式。
配对练习就是教师事先准备12张卡片,每张上写上一个词组,如“go
to
the
forest”
“went
to
the
forest”,然后要12学生随便抽一张,抽到“go
to
the
forest”的学生必须找到抽到“went
to
the
forest”的学生。配对练习加强生词认知,同时也加强了学生的学习兴趣。
IV
Practice
Part
C
Show
the
pictures
of
Part
C
Ask
Ss
to
watch
Part
C,
understand
how
to
read
the
phrases.
Ss
work
in
pairs
to
review
the
sentences
patterns.
Where
did
you
go
What
did
you
do
Then
ask
two
pairs
to
act
theirs
out
before
the
class.
Work
in
pairs.
Watch
Part
C,
understand
how
to
read
the
phrases.
Work
in
pairs
to
practice
the
drills.
通过游戏训练句型巩固新知。
V
Consolidation.
A
survey:
Where
did
you
go
What
did
you
do
Divide
the
Ss
in
groups
(four
a
group).One
acts
as
a
reporter,
the
other
three
as
tourists.
They
can
make
the
survey
according
to
Part
C.
Then
do
the
survey.
Ask
Ss
to
finish
the
forms.
Check
one
or
two
groups
and
show
the
forms
before
the
class.
Do
the
survey.
Finish
the
form..
通过调查游戏,引导学生将本课句型运用到解决实际问题中,这是运用语言的好方式。
第二学时
教学目标
进一步掌握B部分词组,
学习A部分的对话
熟练运用句型Where
did
you
go
What
did
you
do/see 及回答。
和他人简单谈论郊游或活动的经历。
教学重难点
重点
Where
did
you
go
What
did
you
do/see
难点
Where
did
you
go
What
did
you
do/see
教学活动
【活动】unit　12　where　did　you　go　
1.
主要流程:chant热身,做好铺垫。运用Brainstorming游戏,复习和总结places
and
activities两大板块,复习第一课时的内容,并导入新课。在处理
part
F
部分的游戏,我把游戏额容量增加,以便于学生更大限度的使用所学语言,在设计写的部分,我运用差异教学的原理,分层设计写的内容。
I.
Warming
up
Greet.
Divide
the
students
into
two
groups,
and
tell
them
the
way
of
competing,
if
you
are
doing
great
for
your
group,
you
can
get
present
for
your
group.
Sing
a
song
Where
were
you
Chant:
Where
did
you
go
I
went
to
the
museum.
What
did
you
do
I
made
notes.
Where
did
you
go
I
went
to
the
forest.
What
did
you
do
I
saw
flowers
and
trees.
1.
Greet.
2.
Listen
and
know
the
rule
of
the
competition.
3.
sing
a
song
Where
were
you
4.
Chant
以分组比赛的方式树立学生的竞争意识,合作意识。利用chant
的形式,复习上节课的句型,为下一步学习做铺垫。
II
Presentation
Game
Brainstorming:
places
and
activities.
Pair
work:
Where
did
you
go
What
did
you
do
Act
out
the
dialogue.
Create
situation:
Teach
“enjoy”
T:
Most
of
you
went
to
place.
Me
too.
I
went
to
the
Huxiang
Park
.I
like
it
very
much.
I
enjoy
it.
We
all
enjoyed.
Do
you
want
to
about
Lingling
and
her
classmates
Listen
to
the
tape
answer
three
question:
a)Where
did
Lingling
go
b)
Where
did
Lingling
have
lunch
c)
Where
did
Lingling
see
1.
Ss
say
places
and
activities
freely.
2.
CAI
present
places
and
activities,
read
together,
3.
Make
the
dialogue
with
your
partner
and
review
the
main
sentence
pattern.
4.
Learn
the
new
word:
enjoy.
5.
Listen
to
the
tape
answer
the
question.
6.
Check
the
answers
1.利用头脑风暴的形式复习地点和活动的单词,进一步复习上节课所学单词
2、
创情境,解决文章新单词,导入到本课的的课文
3、训练学生带着问题感知获取信息的能力。教师应精心设计语言,尽量多用新近学过的词汇。
6.
Have
Ss
read
Part
A
by
themselves
again
and
guess
the
meaning
“school
outing!”
in
pairs.
7.
Follow
the
tape
and
read
Part
A.
8.
Act
out
the
dialogue
in
pairs
6.
Read
Part
A
carefully
and
discuss
the
meaning
“school
outing”
in
pairs.
7.
Listen
and
read..
8.
Act
out
the
dialogue
in
pairs
6.引导学生通过阅读上下文、图片以及合作学习的方式获取信息。
7培养学生跟着磁带读课文的习惯,培养良好的语感以及语调。
III
Practice
Part
F.
Show
a
picture
of
Part
F
Let’s
play
a
game.
T:
Where
did
you
go
S:
My
dice
is
6.I
went
to
the
park.。
T:
What
did
you
do
/What
did
you
see
S:
I
flied
a
kite/I
saw
many
trees.
Act
out
the
dialogue.
Let’s
write(choose)
you
can
write
the
dialogue.
you
can
finish
the
writing.
Act
out
the
dialogue
in
pairs.
Writing.
1.通过增加游戏的容量,达到孩子们运用所学语言的目的,在写的方面,考虑到学生的差异性,让学生自己选择适合自己写。
第三学时
教学目标
1.通过情境教学帮助学生熟练掌握动词过去式规则/不规则变化的听说读写。
2.培养依靠主要问题进行完整英语短文听力训练帮助疏通短文结构。
3.学会通过抓住关键词组扫除英语短文阅读障碍。
4.结合学生已有的美好生活体验来提升他们的情感表达。
教学重难点
重点
1.熟练掌握动词过去式的运用。
2.引导学生阅读英语短文,帮助掌握阅读技能,解决英文短文的听读说写学习任务。
3.培养学生对美好生活的向往与表达。
难点
1.熟练掌握动词过去式的运用。
2.引导学生阅读英语短文,帮助掌握阅读技能,解决英文短文的听读说写学习任务。
3.培养学生对美好生活的向往与表达。
教学活动
【活动】Unit　12　Where　did　you　go　
I.
Warming
up
1.
Greetings.
2.
Revision.
a.
Play
a
recording
of
song:
“Where
were
you ”.
b.
Last
Saturday
was
very
nice.
It
was
great
for
our
outing.
What
did
you
do
Let
us
do
a
survey
and
draw
or
write
phrase
of
picture
on
the
blackboard/exercise
book.
3.
Give
Ss
for
help
and
correct.
1.
Greetings.
2.
Sing
the
song
“Where
were
you ”
3.
Draw
or
write
phrase
after
answer:
Took
pictures/
saw
animals/
made
delicious
lunch/
had
a
party/
played
a
kite/
climbed...
首先通过跟磁带唱歌,既保证了课前学生注意力的集中,又自然衔接了之前过去式的教学情境;然后充分利用学生已掌握的过去式词组投入到展示自我的有趣调查中,结合了说、写与画,如果学生有困难,还能及时发现并给予帮助。
ⅡPresentation
1.
Last
Saturday
my
friends
and
I
went
to
the
East
Lake.
It
was
beautiful.
In
the
morning,
we
went
boarding
and
sang.
But
in
the
afternoon,
it
began
to
rain.
We
couldn’t
go
out
and
waited
in
the
house.
Can
you
guess,
what
did
we
do
(And
blackboard
new
words:
began
could
waited)
2.
We
told
stories
to
each
other
and
enjoyed
stories
very
much.
(And
blackboard
enjoyed)How
was
Saturday
3.
We
thought
it
was
an
interesting
day.
(And
blackboard
thought
interesting)
1.
Guess:teacher’s
activity
of
Saturday
like
enjoyed
food/
asked
questions
about
the
East
Lake/
played
cards/surfed
the
Net/
listened
to
music/
read
books...
2.
Ss
answer:
very
nice/
great/
interesting/
wonderful/fine...
Read
the
black
boarding
and
say
it
was
interesting
day.
由学生的实际活动到猜老师的活动,加上老师的活动又渗入了part
D,起到承上启下的衔接过渡,让学生在趣味猜测中自然轻松地接受新知的习得。
III
Practice
Part
D
Listen
to
part
D
on
P59
with
questions:
What
did
they
do
in
the
morning
Where
were
they
in
the
afternoon
How
was
the
day
Help
Ss
understand.
Play
a
recorder
twice.
Help
Ss
read
fluently.
Please
Ss
number
the
pictures
of
part
D
on
P59.
Try
to
answer
the
questions:
What
did
they
do
in
the
morning
Where
were
they
in
the
afternoon
How
was
the
day
Say
question
after
read
and
underline
unknown
words
by
themselves.
Read
after
the
recorder
fluently.
Finish
to
number
the
pictures
of
part
D.
英文短文的阅读是一个长期训练的过程,需要教师到位的听说读写训练,而抓住本节关键性的过去式词组和问题是帮助扫除阅读理解障碍的主要阅读技巧。
IV
Consolidation.
Part
E
1.
Please
Ss
talk
about
six
pictures
of
part
E.
2.
Ask:
Where
did
they
go
last
Saturday
What
did
they
do
3.
Check
the
writing
of
Part
E
1.
Look
and
talk.
About
six
pictures
of
Part
E.
2.
Read
the
passage
with
questions:
Where
did
they
go
last
Saturday
What
did
they
do
3.
Write
the
correct
words
in
the
blanks.
再次带问题读另一短文,克服学生依赖老师来答题