(共29张PPT)
Unit 3 Where did you go?
A Let's learn
Enjoy a song
slept
watched TV
washed my clothes
read a book
stayed at home
cleaned my room
saw a film
had a cold
Game time
Can you say?
What did they do?
I went to a forest park.
Where did you go last Saturday?
What did they do?
rode a horse
rode
ride
What did you do?
Can you say?
I rode a horse.
Did he rode a horse?
What did John do?
rode a bike
rode
ride
Riding a bike is a good exercise.
But we should be careful.
Tips
What happened to John?
hurt my foot
hurt
hurt
What else did John's family do?
went camping
went
go
What else did John's family do?
went fishing
went
go
Being together with our family is a good time!
What did they do?
They went camping.
What did they do?
They went fishing.
John's Saturday
Listen and imitate
Have a PK
read
slept
went
hurt
rode
Can you read?
ride
hurt
go
sleep
read
Read quickly
Good job!
What did they do?
Work in pairs
Listen, answer and write
What did they do yesterday?
Listen, answer and write
What did they do yesterday?
He went camping and hurt his foot.
She rode a bike.
He went fishing and rode horses.
John's microblog
What a busy but happy week! On Tuesday afternoon, I went camping with my parents. Then My father and I rode horses......
Write a microblog
What a busy but happy week! On ________ morning, I __________. Then I ________.In the afternoon, I___.
On ______, My friends and I ___________.In the evening, I_______.
Emotions
The world is so big, Let's go and see. But we must pay attention to our safety!
What have we learned today?
01
ride ---rode
原形 ---过去式
02
hurt ---hurt
原形 ---过去式
03
go ---went
原形 ---过去式
Homework
1. Read the words 3 times;
2. Share your holiday with your friends.
May you be happy every day!
Unit 3 Where did you go? A Let’s learn
教学目标
知识目标：
能够听、说、读、写本节单词及词组：rode a horse、rode a bike、went camping、went fishing、hurt my foot;
能够运用本节词组描述自己或他人的周末或节假日；
能够在情景中运用Where did you/he/she go ? I /He/She......谈论自己或他人的周末及假日。
技能目标：
能够运用本节词组描述自己或他人的周末或节假日；
能够在情景中运用Where did you/he/she go ? I/He/She ......谈论自己或他人的周末及假日。
情感态度与价值观目标：
能够合理安排自己的周末及假日活动；
热爱自然，热爱生活。
教学重难点
教学重点：
能够听、说、读、写本节单词及词组：rode a horse、rode a bike、went camping、went fishing、hurt my foot;
能够运用本节词组描述自己或他人的周末或节假日；
能够在情景中运用Where did you/he/she go ? I /He/She......谈论自己或他人的周末及假日。
教学难点：
能够运用本节词组描述自己或他人的周末或节假日；
能够在情景中运用Where did you/he/she go ? I /He/She......谈论自己或他人的周末及假日。
教学过程
Warm-up
Greetings.
T:Good morning, boys and girls, nice to see you again.How are you today? Ss：......
Let’s enjoy a song.
Game time.通过圆盘游戏复习第二单元的相关词组，唤醒学生的记忆，为本节拓展活动做准备。
Can you say? 呈现第二单元主情景图Mike和John的微博，并询问学生What did they do? 在情景中运用主句型描述Mike和John微博中做过的事情，锻炼学生说的能力。
Free talk. 师生之间问答。关于周末的一些情况：
T:How was your weekend? Ss:It was ......
T: What did you do? Ss: I......
T:Where did you go? Ss: I went to ......
T:What are you going to do? Ss: I am going to......
Presentation
T: Look, Who are they? Yes ,our friend Zhang Peng and John. Listen carefully. 听录音，呈现单词部分的小对话。
T: Where did John go last Saturday? Ss：He went to a forest park.
T: Yes, John went to a forest park. He took lots of pictures. Come and have a look at the photos.
rode a horse
利用照相机呈现John和爸爸一起骑马的照片，并询问学生 What did they do? 提示字母组合o-e的发音，引导学生尝试发音，教师纠正骑马词组的动词过去式英语发音。T: Yes, they rode a horse。 教师板书并教读词组，同时利用主句型分层操练。学生熟练掌握后，呈现rode的动词原形ride ，并复习单词中字母组合i-e的发音。
PPT呈现另一幅骑马的照片和一个女孩的照片，从女孩和骑马人对话的角度提问，T :I am the girl. You are the man. Now I have a question. What did you do? Ss: You rode a horse. 之后呈现骑自行车的图片。T : Did he rode a horse? 学生否定回答No, he didn’t.
rode a bike
T: So what did he do? 同时利用照相机呈现John骑自行车的照片，引导学生用刚才学到的rode单词做迁移，引出rode a bike。教师板书词组并教读，同时利用主句型分层操练。此处情感灌输：Riding a bike is a good exercise.But we should be careful. Why should we be careful?
hurt my foot
承接上一个单词的情感教育，利用照相机呈现John从自行车上摔下并伤了自己脚的照片，并询问学生 What happened to John? 利用John的录音引出hurt my foot。教师板书并教读词组同时利用主句型分层操练。学生熟练掌握后，呈现hurt的动词原形和动词过去式相同。此处应向学生解释，如果人称发生了变化，hurt ... foot中的形容词性物主代词应发生相应的变化。
went camping
T: What else did John’s family do? Let’s go on. 继续利用相机呈现野营的照片。T: What did they do? They went camping。教师板书并教读词组同时利用主句型分层操练。学生熟练掌握后，呈现went的动词原形go。
went fishing
T: What else did John’s family do? Let’s have a look. 继续利用相机呈现野营的照片。T: What did they do? They went fishing. 教师板书并教读词组同时利用主句型分层操练。
此处进行情感灌输：Being together with our family is a good time!
利用相册进行词组整合，引导学生来回忆本节课学到的单词及词组，同桌之间或同组成员之间进行意义操练。What did he do? He......
T：John saved all the pictures in the notebook. Let’s review them together. Practice them in pairs, ask and answer like this:
学生根据看到的内容分别呈现。
Practice
Listen and imitate. 模仿视频中的语音和语调。Pay more attention to your pronunciation and intonation。
Read by yourself. 模仿跟读后，学生之间尝试自己大声读出所学单词。
T: Read the words loudly and have a PK in your group.
T: Which two groups want to have a try?
Ss:......
Can you read?
T: T: Well done. I like your pronunciation and your voice is really beautiful. Now let’s play a game for a rest. Read these words AQAP.
Work in pairs. Excellent! All of you did a good job. You are really good at playing games. Now let’s work in pairs and talk about what did they do?
Production.
T:Boys and girls, just now, John shared his pictures with us. He had a wonderful week.So he wrote a micro-blog to remember his beautiful week. Let’s have a look:
How about your week? Now, it’s your turn. Can you write a micro-blog. Let’s have a try.
Summary and Homework.
Summary
What have we learned today?师或生总结今天学到的动词过去式形式和动词原形形式。
Homework
Read the words 3 times;
Share your holiday with your friends.
板书设计
Unit 3 Where did you go?
A Let’s learn
rode a horse rode a bike ride-- rode
went camping went fishing go --- went
hurt my foot hurt -- hurt
