Unit 3 Where did you go PB Let’s learn 教案(含反思）

Unit 3 Where did you go?
Part B
Let’s learn & Look and say
【教学目标】
1. 能够听、说、读、写重点单词ate fresh food, went swimming, took pictures, bought gifts等描述假期活动的词组。
2. 能够运用本单元句型“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。
【教学重难点】
重点：
能够听、说、读、写ate, took, bought, gift, took pictures等词汇。
难点：
掌握不规则动词的过去式及其在具体语境中的运用。
【课前准备】
1. 单词卡片；
2. 教学光盘或其他录音机设备；
3. 教学课件；
4. 人物头饰、教具鞋子等；
5. 测量身高和体重的量尺和体重秤。
【教学过程】
Step 1: Warm-up
1. 教师与学生相互问候。
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，复习上节课所学的重点内容。
3. 师生互译重点短语和句子。教师说英文，学生说中文；教师说中文，学生是说英文。
Step 2: Presentation
1. 教师做拍照动作，说： I took many pictures last holiday. What about you?教师板书短语 took pictures，请学生说出动词原形take，然后教师教读，学生跟读，注意纠正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. 学生分组，互问互答。
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.请学生分组上台表演对话。
Step 3：Consolidation and extension
1. 我是你做。 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. 猜单词 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. 你做我猜 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。猜对句子最多的小组获胜。
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。
(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，与同伴互相听写。
2. 仿照课本Look and say板块，发挥想象，写一写自己去年暑假都做了什么，不少于6句。
3. 完成课后相应的练习题。
【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】
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。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。