Unit 3 Where did you go 教案

Unit3 Where did you go? B Let’s talk教学设计
济南市天桥区实验小学
教学内容：
一、本课时教学目标分析：
维度 目标
语言技能 能够听说、说、读、写句型：How did you go there? We went there by plane. Sounds great!
能够听、说、读、写词组：took pictures went swimming。能够正确使用上述词组谈论和描述人物在过去做的事情。
能够在情景中运用句型Where did you go ? How did you go there ? What did you do? 询问并回答别人在过去的时间里去了哪里？乘坐什么交通工具？都做了些什么？
能运用核心句型进行假期经历的交流，并能转换成简单语篇进行介绍。
语言知识 词汇：took pictures went swimming beach
句型：How did you go there? I went there…
语音：了解英语长句朗读中重读的情况。
语法：一般过去时的相关知识及运用
情感态度 1.通过教材中与现实生活中旅游经历的分享，让学生感受祖国的大好河山，激发学生美的享受和美的追求。
2.通过大家旅游经历的分享，让学生们感悟分享的力量，学会分享，学会运用现代信息技术分享并学习。
学习策略 1.听前学会抓住关键词，帮助学生理解记忆。
2.读前学会从图片中提取有用信息，预测文本内容。
3.长句朗读时，句子中被强调的部分需要重读。
4.利用思维导图的方式，提取文本主干，帮助学生理解、记忆。
文化意识 1.通过介绍不同城市的旅游经历，让学生感受祖国的大好河山，激发学生美的享受和美的追求。
2.通过微视频拓展学生视野，增加学生有关旅游方面的尝试。
二、教学设计的重、难点分析：
教学重点：
能听、说、读、写句型：How did you go there? We went there by plane. Sounds great!
能够在情景中运用句型Where did you go ? How did you go there ? What did you do? 询问并回答别人在过去的时间里去了哪里？乘坐什么交通工具？都做了些什么？
教学难点：
能运用核心句型在进行假期经历的交流，并能转换成简单语篇进行介绍。
三、教学手段：
多媒体课件、作为奖励的点赞卡、板书卡片、教学卡片
四、教学流程图
五、教学过程
教学环节 教师课堂教学活动 学生课堂学习活动 课件
Warm up 1. Free talk
Hi. Good afternoon boys and girls. What’s the weather like today?
Let’s talk about our weekends. Where did you go last weekend? What did you do there?
2.A card game
Let’s play a card game. Try to remember what you see. Then I’ll challenge your memory. What is missing?
Do well you’ll get a sticker. Ready? Go!
Talk about the weather and last weekend.
Play a card
Say the words and phrases on the screen.

设 计
意
图 开课之初，通过与学生进行口语交流和翻卡游戏，激发学生兴趣的同时也激活学生大脑储备中与本课相关的知识。而且最后翻卡游戏中消失的人物Amy and Wu Yifan。正好与新授环节做好有效衔接。在开课之处介绍本节课的评价，做得较好的同学可以得到心形卡片，为后面任务的完成做好铺垫。
Prese-
ntation Let’s try
Look at the screen. Who are missing? Where are they? They meet Sarah. Now they are talking. Let’s listen and circle the answers ：
What are they talking about?
Who did Sarah buy gifts for?
学习策略指导：
Pay attention to tip 1: When you are listening, try to catch the key words.
Then let’s check the answers.
This is Sarah’s holiday.
Sarah wants to know Amy’s holiday.
Do you want to know Amy’s holiday? What do you want to know about Amy’s holiday? Maybe we can ask her.
This is Amy’s blog. Let’s look at the pictures and try to guess.
学习策略指导：Tip2:Look at the pictures carefully. Try to guess.
（教师将学生对三个问题的猜测依次写在相应的问题下面。）
Amy and Wu Yifan.
Look，they are at school.
Listen and circle.
Check the answers.
Ss: Where did you go Amy? How did you go there? What did you do there?
Ss look at the pictures and guess the answers of the three questions.
设计 意图 将教材中的Let’s try 与Let’s talk 自然巧妙的进行衔接，并且以博客的形式形象的呈现出Sarah’s holiday and Amy’s holiday。由此引入Let’s talk课文的学习。在呈现文本之前，训练学生通过观察图片信息，猜测文本大意的学习策略。旨在通过加强学生学习策略的指导，培养学生自主学习的能力。
Prese- ntation What is the answer? Let’s watch the video and answer 2 questions:
1.Where did Amy go?
2.How did she go?
Let’s check.
Question1:Where did she go?
T: Did you go to Sanya before?
It doesn’t matter. Amy made a video of Sanya. Let’s share(播放三亚视频)
T: Do you like it?
How was Sanya?
（将句子It was…贴于黑板上）
Question2: How did she go there?
She went there by plane. Why ?
Let’s see the map of China. Amy lives in Beijing. Sanya is in Hainan. Look, Hainan is far from Beijing.
Sarah: How did you go there ?
Amy: We went there by plane.
Look at the picture. We can get useful information from it.
Ask and answer with the picture.
Sarah:Where did you go?
Amy: I went to Sanya.
Sarah: How did you go there ?
Amy: We went there by plane.
Question3:What did she do ?
Let’s listen again and answer.
Ss: Took pictures and went swimming
Let’s read. took pictures--took lots of pictures.--took lots of pictures of the beach.(课件中呈现许多沙滩的图片，帮助学生理解并学习beach。)
And she also went swimming.
朗读练习：
I took lots of pictures，and I also went swimming.
It is a long sentence. We read the sentence like this.
Summarize : (看着板书进行文本核心句型的交流。)
Look at the blackboard. This is Amy’s holiday. Now you are Amy. I ask and you answer Ok?
Sarah: Where did you go?
Sarah : How did you go there?
Wu: What did you do there?
Students watch the video and answer the questions.
请一名学生到黑板上从刚才大家的猜测中圈出正确答案。
S:She went to Sanya. No.
Watch a video of Sanya.
引导学生说出：It was warm/….That sounds great.
Read the sentence:
Hainan is far from Beijing.
Pair work:
Sarah: How did you go there ?
Amy: We went there by plane.
Pair work
Ss listen again and answer.
Look at the pictures and say the phrases:
took pictures--took lots of pictures.--took lots of pictures of the beach.
(根据指导练习长句中的重音朗读，然后同位两人，进行对话练习。)
(看着板书进行文本核心句型的交流。)
Amy: I went to Sanya.
Amy: I went there by plane.
Amy: I took lots of pictures and I also went swimming.
设计 意图 通过三个问题的回答，帮助学生分析文本。在此过程中，通过图片、视频、音频等多种多媒体方式，调动学生的多种感观理解文本内容。注重句子朗读技巧的指导并采用思维导图的方式帮助学生梳理文本内容，提炼核心句型，辅助理解并记忆文本。
Practice 1.Listen and repeat.
在听读过程中通过以旧代新的方式解决sometime的问题。
教师加强学生跟读时的语音、语调的指导
2. Play in role.
3.Talk about Amy’s pictures.
Sarah says: “Can I see your pictures sometime?” Today Amy shows her pictures on the blog. Can you talk about the pictures? Maybe we can ask and answer like this: Where did she go? How did she go there? What did she do there?

Listen and repeat.
(利用光盘中的角色扮演进行展示。)
Pair work:
Talk about Amy’s pictures.

设计 意图 充分挖掘文本资源，利用“Can I see your pictures sometime?”巧妙的引出Amy为大家呈现了她的旅游照片，请同学们一起谈论Amy的旅游照片。从而实现拓展环节的半意义操练。并且将文本中的核心句型由第二人称拓展为第三人称。教给学生举一反三，灵活运用新知在不同的语境中进行语言交际活动。
Extension 1.Share a video
Amy’s holiday was great. Do you love holidays? Now let’s share a video about holiday.
share a video about holiday.

设计 意图 通过微视频的形式，让学生们了解更多有关Holiday的常识。同时为学生梳理出有关旅游的关键词 Where, how, what, when, who…
Extension 2.Write then talk about your holiday.
From this video we know if we have a holiday. We should decide where to go? How to go there ? What to do? When to go ? and who do you go with? You know Labour Day holiday is coming . I want to travel. Can you give me some advice? Maybe you can tell us your holiday experiences. Please write it yourself then talk about it with your partner.
Write about students’ holidays. Then let’s talk about it with your partner.
Who wants to show us.
It was my holiday. Can you ask me?
How to introduce:
We can ask and answer with your partner. But how can we introduce our holiday? Let me tell you.
1st put the answer together.
2nd Put them in order.
3rd Add some more.
4th Make it beautiful.
After class please finish your holiday.
You can choose 1 or 2 stars.
Share your holiday then read more holidays. Which one do you like. Then you can stick your sticker on it. And you also can write some words on the sticker. Just like: It was beautiful/…让我们一起为精彩的旅游经历点赞.And we can do it on the internet or the mobile phone . We’ll have many experiences of holidays.
德育升华：Remember: Sharing is powerful. Sharing is wonderful.
Write about students’ holidays. Then let’s talk about it with the partner.
Ask teacher’s holiday.
After class finish students’ holiday.
You can choose 1 or 2 stars.
Share students’ holiday then read more holidays. Which one do you like. Then you can stick your sticker on it. And also can write some words on the sticker. Just like:
It was beautiful /… And we can do it on the internet or the mobile phone .
设 计
意
图 在充分的问答之后，通过“四步指导法”指导学生如何运用关键语言组句成篇。并运用这一策略帮助学生进行介绍，学生可以根据自己的实际水平选择完成不同难度的介绍文章，最终完成本节课的任务活动。在指导学生运用相应的学习策略进行有效学习的同时，也从听、说、读、写四个方面加强训练。在评价方面首尾呼应，利用课上学生们得到的心形奖卡，让学生们分享自己的旅游经历，并阅读别人的阅读经历，用奖卡为其点赞。看看谁的旅游经历可以获得更多的赞。同时，引导学生学会在现代社会中运用信息技术分享并学习。

Homework Today we share Amy’s holiday , Sarah’s holiday , Your holidays. What about Wu Yifan’s holiday? Next class we’ll learn. Today’s homework:
1. Finish the passage.
2.Preview Let’s learn. How was Wu’s summer holiday?
Write down the homework.
设计 意图 通过对教材的分析，发现下一课时的Let’s learn正是介绍的Wu Yifan’s winter holiday.与前面学习的Sarah’s holiday, Amy’s holiday， students’ holiday 一起形成本节课的教学主线。
课 后
活
动 本节课的“为精彩点赞，推荐旅游经历”的教学任务，需要学生在课外时间分层选择自己完成的任务，进行班内分享，其他学生尽可能多的阅读，并为精彩的旅游经历“点赞”（学生将课堂教学评价时下发的点赞卡贴到精彩的文章下面，也可在点赞卡上写上自己的感受。）学生也可以把自己的旅游经历进行装饰后分享到QQ空间、微信朋友圈或者博客中。此项活动根据学生的实际情况进行自主选择。最后根据点赞卡的多少评选出“最赞旅游经历”，下节课进行班内分享。
板 书
设
计
课 堂
检
测
Read and match.（读句子，连线）
How was your holiday? I went to Xinjiang.
Where did you go? It was good.
How did you go there? I climbed the mountain and saw a lake.
What did you do there? I went there by plane.
2.Write the passage of your holiday.(任选其中一个假日旅游经历完成。)