Unit10 单元总览
一、教学目标
语言目标
类别
语言项目
要求
词汇
last week, yesterday, today, tomorrow, at work, at home, in bed, in hospital
听得懂、会说、会读、会写
visit, the Great Wall
听得懂、会说、会读
句型
Where were you yesterday?” “I was...”
听得懂、会说、会读、会写
歌曲
Where Were You？
会唱
功能
询问他人过去某时间的去处及所做的事情，并对该询问做出回应
应用目标
1. 能谈论自己或他人过去某时间曾到过的地方
2. 能理解课文D部分，并完成文后的表格
二、单元分析
1. 学习链接
(1) 词汇
① 关于时间的表达，已在五年级上册第七单元学习过；关于地点的词汇已在五年级上册第十单元学习过，如cinema，park，school等；在五年级下册第四、五、
六单元已学习过library, the reading room, post office, tea house, hotel, bank, shopping centre, park, cafe, hospital, airport, railway station等词汇。
② 关于星期的英语名称，如Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday等，已在四年级下册第七单元学习过，本单元学生继续加强学习Saturday和Sunday两个单词。21世纪教育网版权所有
(2) 句型
句型“Where’s the cat?”已在四年级上册第十单元中学习过。
2. 话题解读
本单元话题为活动(Activities)。本单元主要学习一些时间的表达方式和一些地点
名称的表达，紧密结合的是“Where were you yesterday?” “I was...”等句型。在教学中教师可以创设多种情境，如chant接龙创编，朋友或家人的周末活动调查、介绍自己去过的旅游景点、梦之旅游戏等，让学生运用本单元的词汇和句型来询问他人过去某时处及所做的事情，并对该询问做出回应。21教育网
3. 难点分析
与中文的动词不同，英文中的动词有时态的变化。英语中的时态就是通过特殊的动词词尾或加一些相关的助动词来表示动作或事件发生的不同时间和状态等。学生已经学习了动词的一般现在时、现在进行时，一般将来时等时态。在本单元学生首次感知并学习一般过去时的用法，所以学生要理解一般过去时的用法会有难度，尤其感到困难的是动词过去式的构成形式。21cnjy.com
本单元主要学习be动词的一般过去式was, were, 主语+be动词过去式+地点状语，表示某人过去某时间的去处；在D部分的课文中感知一些常见动词的过去式，如went, saw, visited 等，主语+动词过去式+其他，表示某人过去某时间所做的事情。关于本难点教师只需要求学生理解并初步运用be动词的一般过去式was, were即可，关于其他常见动词的过去时只求在课文中感知即可，在本册第十一单元和第十二单元中，学生还将进一步学习动词的一般过去时。
三、课时安排
课时安排
教学内容
课 型
第一课时
Part A, Part B
对话新授课
第二课时
Part C, Part D
阅读巩固课
第三课时
Part E, Part F
拓展巩固课
本单元知识拓展
旅游观光常用英语表达
旅行社：Travel agency
春游：spring outing
旅游景点：scenic spots
旅游路线：tour route
旅行袋：traveling bag
一路平安：Have a safe trip home!
玩得开心：Have a good time!
导游：guide
秋游：autumn outing
旅游指南：guidebook
五星级宾馆：five-star hotel
一日游：one-day sightseeing
Unit10第1课时教学设计
一、教学目标
(一) 语言目标
1. 词汇：能听懂、会说、认读、会写yesterday, today, tomorrow, at work, at home, in bed, in hospital。www-2-1-cnjy-com
2. 句型：能听懂、会说、认读、会写“Where were you yesterday?” “I was...”。
(二) 应用目标
1. 能指认一些常见的地点。
2. 能询问或告知某人曾去过某地或在某地。
3. 能听懂、会说A部分的对话。
二、教学重、难点
1. 重点：能听懂、会说、认读 last week, yesterday, today, tomorrow, at work, at home, in bed, in hospital；能指认一些常见地点的名称，如 cinema, park, school, library, the reading room, post office, tea house, hotel, bank, shopping centre, park, cafe, hospital, airport, railway station等；能用“I was...”句型向他人介绍自己曾去过某地或在某地。2-1-c-n-j-y
2. 难点：在本节课学生首次感知并学习一般过去时的用法，动词过去式的构成是学生理解的难点，本节课只要学生掌握be动词am和is的过去式是was, are的过去式是were即可，在后面的学习中学生还可以继续感知其他动词的一般过去时的用法。21世纪教育网版权所有
三、教学准备
关于常见地点的图片若干，台历一个，单词卡片、教学图片、教学音频等（有条件的学校可利用幻灯片、多媒体课件）。【来源：21cnj*y.co*m】
四、教学过程
Step 1 热身/复习(Warm-up/Revision)
1. Greetings
2. A song: Fishes, Fishes, Where Are You?
教师可在网站上下载这首活泼有趣的英语儿歌让学生欣赏，或者也可根据下面的歌词编成chant让学生进行TPR活动。【出处：21教育名师】
Fishes, Fishes, Where Are You?
Fishes, fishes, where are you?
Can you show me where you are?
Fishes, fishes, there they are.
Some are swimming in the pond.
Step 2 新课呈现(Presentation)
1. 导入主题
T: Fishes were happy. They were in the pond. I was happy yesterday. I met a foreign friend at the airport yesterday.21*cnjy*com
T: Look, this is my friend, Tim.（教师出示外国朋友Tim的图片）He is from Canada. I met my friend Tim at the airport yesterday morning.（教师出示机场的图片让学生故读airport三遍，跟读图片背面的短语at the三遍）【版权所有：21教育】
T: Yes, we were at the airport. And then we went to the hotel. Now we were in the hotel.（教师出示宾馆的图片，让学生速读hotel三遍，跟读图片背面的短语in the hotel三遍。）21教育名师原创作品
T: And we had a good rest at the park after lunch. We went to the park yesterday afternoon.（教师出示公园的图片，让学生快速读park三遍，跟读图片背面的短语in the park三遍。） 21*cnjy*com
T: We were happy in the park. We were tired. So we went to the tea house.（教师出示茶馆的图片，让学生快速读tea house 三遍，跟读图片背面的短语at the tea house三遍。）
教师板书句型：“Where were you yesterday?” “I was…”（师生根据板书的句型进行自由交谈）
2. 单元词句板块的整体学习
第一步：对比学习today, yesterday。
T: Today is Monday.(教师出示台历，也可根据实际时间就画线处进行替换）Yesterday was Sunday.
（教师板书today, yesterday并带读，也可采取集体练读、分组练读或单个练读等多种形式）
第二步：整体学习“You were...”的表达。
T: I’m at school today. We are all at school today. Yesterday was Sunday. Where were I?
（教师出示句卡“You were...”，整体带读“You were...”用公园和茶馆的图片引导学生回答“ You were in the park.” “You were in the tea house.”）
第三步：整体学习“I was...”的表达。
T: I was in the park on Sunday. I was in the tea house on Sunday.
（教师出示句卡“I was...”，整体带读“I was...”）
第四步：学习句型“Where were you?” “I was...”。
① T: Where was I last Sunday or last Saturday?（教师可引导学生回顾前面课的内容，大胆用“You were in...”来表达）21·世纪*教育网
② T: You are right. It’s your turn to tell me where you were last Sunday or last Saturday.（板书“Where were you?” “I was in the park.”并带读。）
③ T: Were you in the shopping centre?（教师可在学生回答前先用课件或图片让学生复习巩固已学过的地点的英文表达， 如 in the shopping centre, in the cinema, in the park, at school, in the library, in the reading room, in the post office, in the tea house, in the hotel, in the bank, in the hospital, at the airport 等）
S1: I was...（教师要鼓励学生大胆用所学过的语言表达。）
Step 3 课文学习(Learn the text)
课文学习：教师可分步骤循序渐进地引导学生熟悉课文。
第一步：Listen and answer the questions
不打开书，只听录音，听录音前，给出任务。听对话后回答问题：
明明昨天在哪里？
T: Now, look, this is Mingming. Do you want to know where Mingming was yesterday? Let’s listen to the tape and try to answer my question.
Q: Where was Mingming yesterday?
第二步：Listen and find
打开书，听录音，画出相关问题的答案，检查刚才自己听到的是否正确。
第三步：Listen and answer
学生回答问题，教师可通过课文插图或图片引导学生核对问题答案。在学生回答“Where was Mingming yesterday?”的过程中，教师可继续问“Why was Mingming in bed at home?”引导学生理解sick的意思，并出示单词卡片带读。
第四步：listen and repeat
听录音，跟读对话，引导学生正确模仿，提醒学生注意模仿语调，读出疑问、生气或抱歉的语气。
第五步：Read and dub
出示课文插图，引导学生为对话配音。根据学生的水平，可先练习L幅图或多幅图，引导学生记忆对话，并完成配音的任务。21教育网
Step 4 趣味练习(Practice)
1. 学生四人为一组，谈论上周末自己身在何处。
2. 学生进行接龙的chant创编。
① 教师可先在课件或小黑板上呈现chant模板。
A Chant
Where were you, ________? Where Were you, ________? ________. ________. I was ________.21cnjy.com
② 教师可请3名同学上来和自己进行接龙的chant创编。
T: Where were you, Li Ping? Where were you, Li Ping?21·cn·jy·com
Li Ping: At school. At school. I was at school.
Li Ping: Where were you, Fangfang? Where were you, Fangfang?
Fangfang: In the zoo. In the zoo. I was in the zoo.www.21-cn-jy.com
Fangfang: Where were you, Lily? Where were you, Lily?2·1·c·n·j·y
Lily: In the post office. In the post office. I was in the post office.
Lily: Where were you, Miss Xie? Where were you, Miss Xie? 【来源：21·世纪·教育·网】
T: In the park. In the park. I was in the park.
③ 学生四人为一组进行接龙的chant创编。
3. 学生分组上台进行chant接龙。
Step5 作业布置(Homework)
1. 读新单词。
2. 听音频、读对话，并试着表演对话。
3. 根据chant的模板，自己在练习本上创编1~2个chant。
4. 准备3~4张自己曾去过的旅游景点的照片或图片，下节课带来。
Unit10 第2课时教学设计
一、教学目标
(一) 语言目标
1. 词汇：进一步复习巩固B部分词汇；能听懂、会说、认读visit, the Great Wall, last week。21·cn·jy·com
2. 句型：“Where were you last week?” “I was...”。
(二) 应用目标
1. 能在2~3种情境中谈论自己或他人过去某时间曾到过的地方。
2. 能借助插图阅读和理解课文D部分的小短文，并完成表格。
3. 能根据表格谈论自己或他人过去某时间旅游过的地方。
二、教学重、难点
1. 重点：小结be动词过去式的构成，学习新单词weekdays；能运用Where were you on Saturday/Sunday?” “ I was...”谈论自己或他人过去某时间曾到过的地方；能借助插图阅读和理解课文D部分的小短文，并完成表格。21世纪教育网版权所有
2. 难点：在D部分的短文中学生会接触到几个常见动词的过去式（如went, saw, felt等），主语+动词过去式+其他，表示某人过去某时间所做的事情。教师可以通过简单的单词配对练习让学生比较这几个动词的原形和过去式的形式，本节课只要让学生在课文中理解和感知一般过去时的用法即可。在本册第十一单元和第十二单元中，学生还将进—步学习动词的一般过去时。www-2-1-cnjy-com
三、教学准备
图片（学校、公园、动物园、图书馆、商店、火车站、医院等）若干、单词卡片(yesterday, today, Saturday, Sunday, sick, am, is, are, was, were)、旅游景点的图片或照片若干、教学音频、教学动画等(有条件的学校可利用幻灯片、多媒体课件)。
四、教学过程
Step 1 热身/复习(Warm-up/Revision)
1. A song: Where Were You?
学生听歌曲Where Were You?并回答问题“Where was little lady yesterday?”
2. Revision
(1) Relay race接力活动：每个学生念一行，一个接一个进行单词认读。
yesterday, today, Saturday, Sunday, sick, weekends, was, were, am, is, are，weekdays, at school, in the park, in the library, in the shopping centre, in the hospital, at the railway station
(2) Matching game短语连线：让学生将地点短语和其相符的图片连线。
Step 2 新课呈现(Presentation)
1. 复习星期的名称
T: Look, this is a calendar. How many days are there in a week? What are they? Saturday and Sunday are weekends. How about weekdays? The days from Monday to Friday are weekdays.(教师出示台历，让学生逐个复习一周七天的名称：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday)21教育网
2. Dragon game接龙游戏
T: I was busy last week.(出示词卡：last week) Where was I last week? On Monday, I was sick and in the hospital. On Tuesday, I was better and I was at school. On Wednesday, I was in the park with my students. On Thursday morning, I was in the library. On Friday evening, I was in the shopping centre. On Saturday, I met my friends at the railway station. On Sunday, I was at home. Where were you last week?
教师边说边将一些表示地点的图片贴在表示星期的单词下方，这样就可以给学生提供一个完整的范例。然后教师将这些表示地点的图片摆在黑板的边沿，请一名同学上来选择一张地点的图说一说自己上周某—天在何处，并将该地点图片贴在相应的表示星期的单词下方。接着由该同学请下一位同学接着说……
S1: On Monday, I was at school. Where were you, S2?2·1·c·n·j·y
S2: On Tuesday, I was in the park. Where were you, S3?2-1-c-n-j-y
...
S7: On Sunday, I was in the library.
Step 3 游戏演练(Practice)
1. 教师用课件或小黑板出示学生上周末活动的调查表格，并示范。
例:
Xiao Chen
Linda
Jane
Wenwen
Dawei
Saturday
Sunday
2. 学生五人一组进行游戏，选一人为小记者进行采访并填写表格。
3. 选2~3个小组进行展示。
Teaching Tips ：
① 表格中所调查的学生的名字最好改为教师自己的学生的名字。
② 学生分组活动时，教师可以在课件或小黑板上提供一些常见的地点的图片或短语、功能句，如：“Where were you on Saturday/Sunday?” “ I was...”。
③ 学生分组活动时，教师要下到各组进行指导，并了解各组的学习情况
Step 4 趣味阅读(Let’s read)
第一步：听课文，抓主旨。
T: Look, this is my friend, Mr White. He was in China last week. He went to four cities. Where did Mr White go? Let’s listen to the tape, try to find the answer in the text and underline the four cities.21cnjy.com
第二步：读课文，给图片排序
(1) 教师出示长城、西湖、广州及粤菜、昆明等图片，要学生根据从课文中获取的信息将这些风景图片或城市图片贴在相应的星期下。www.21-cn-jy.com
(2) 学生根据图片，并按时间顺序描述Mr White上周去了哪些地方。
第三步：读课文，找出文中动词的过去式。
(1) 读课文，在文中动词的过去式下画线。
(2) 完成动词原形与其过去式的配对练习。
教师通过课件或单词卡片呈现下列动词原形及其过去式，要求学生将下列动词原形与它相对应的过去式配对。
第四步：学生观看D部分的动画后回答问题，然后同桌间相互问答、检查。
第五步：学生跟着动画跟读D部分的课文。
Step 5 趣味任务(Task)
1. 教师出示旅游景点的照片或图片，向学生描述自己去过的地方。
T: Hello, boys and girls. I like traveling very much. I’ve been to many places, for example, Shanghai, Beijing, Guangzhou ... They are beautiful places. I took many pictures. Do you like traveling? Where have been? Please take out your pictures and talk about them.【来源：21·世纪·教育·网】
2. 学生以2~4人为一组，谈论自己去过的旅游景点的照片或图片，并将自己的照片或图片粘贴在教师发的大白纸上。21·世纪*教育网
3. 学生以组为单位呈现自己去过的旅游景点的照片或图片、并向全班介绍自己或他人去过的地方。
Step 6 作业布置(Homework)
1. 调查父母或朋友昨天或上周末的去处和活动，并填在调查表格中（告诉学生下次的英语课上将要抽查复习情况）。21*cnjy*com
2. 听音频，朗读课文。
Unit10 第3课时教学设计
一、教学目标
(一) 语言目标
1.词汇：巩固B部分的单词。
2.句型：能听说读写“Where were you?” “I was...” “Where was...?” “He/She was...”。 (二) 应用目标21世纪教育网版权所有
1. 能唱课文F部分英语歌曲Where Were You?
2. 能综合运用已学过的知识谈论自己或他人过去某时间曾到过的地方。
二、教学重难点
1. 重点：能唱课文F部分英语歌曲Where Were You?能综合运用已学过的知识谈论自己或他人过去某时间曾到过的地方。21教育网
2. 难点：英语歌曲Where Were You?中歌词较长，教师可以通过多种演唱方式帮助学生熟悉歌词。21·cn·jy·com
三、教学准备
单词卡片、图片、关于旅游景点的照片或图片若干、教学音频等（有条件的学校可利用幻灯片、多媒体课件）。
教学过程
Step 1 热身/复习(Warm-up/Revision)
1. Greetings
2. Revision：可利用图片、谈论作业、情境对话等方式进行复习。
Step 2 学唱歌曲(Let’s sing)
1. 教师先在黑板上出示两张图片：一张图片为一位外国女士，另一张图片为一位外国男士。
帮助学生理解lady, sir的意思。
2. 听课文E部分歌曲，回答问题。
Q: Where was the little lady?
3. 跟教师朗读歌词。
4. 逐句跟唱英语歌曲。
5. 男女学生对唱英语歌曲。
6. 将歌词中little lady, at home, sir分别改为dear sir, at school, girl，教师和学生对唱该英语歌曲。21cnjy.com
Step 3 趣味活动(Let’s have fun)
游戏：Travel in the dream 梦之旅
教师播放一段贝多芬的《月光曲》（钢琴曲），让学生们都伏在桌子上做睡觉状。同时教师将世界各地著名景点的图片和部分学生作品（最好写上英语名称）放在每个学生的课桌上。音乐停止后，学生就图片和教师进行交流，描述“所到之处”。
T: Where were you?
S: I was in Pairs. / I went to the USA. / I visited the Great Wall. Where were you?
...
Step 4 作业布置(Homework)
1. 听音频，说唱歌谣。
2. 完成练习册Unit10。
