教学内容 | Part A Let's try & Let's talk | ||
教学目标 | 1.能听懂Let's try并完成Tick or cross。 2．能理解Let's talk并能听、说、认读下列句子： What happened? Are you all right? I'm OK now. Where did you go? What did you do? It looks like a mule. Did you go to Turpan? Yes，we did. 3．能听、说、认读单词及词组：fell off，mule，could，till，Labour Day，Turpan。 4．能够问答有关假期去过的地方及做过的事情。 5．了解国内的一些名胜(如新疆)的风土人情。 | ||
教学重难点 | 1.掌握四会句型Where did you go over your holiday？I went to Mt.Tianshan，Xinjiang.并在实际情境中灵活运用。 2．能够听、说、读、写Where did you go over your holiday？I went to…等句型。 3．如何在现实生活中运用所学单词、词组和句型。 | ||
教具 | 多媒体课件、单词卡、挂图。 | ||
| hook是什么意思 教学准备 | 1.教师准备本课时所需的课件。 2．教师准备本课时所需的挂图。 3．教师准备本课时所需要的单词卡。 | 挑动课时安排 | 1课时 |
教学过程 | 批注 | ||
Step 1 Warming－up 1．T：Before class，let's warm up.Clap your hands and chant. 2．Free talk T：I like holidays，becau I can take a trip.Do you like holidays？Where did you go over your holiday？What did you do? 学生回答，并两人一组练习对话及表演对话。 3．Play a guessing game. 播放三幅图片，请学生猜测昨天做了什么：What did they do yesterday？ | 以师生互动游戏的方式回顾上个单元的重点知识，并导入新一单元的学习。对于在游戏环节表现优秀的同学，教师给予适当的奖励。 | ||
Step 2祝酒辞 Prentation 1．Let's try 中国下一代领导人T：I rode a bike yesterday.But suddenly what happened？(出示幻灯片) I fell off my bike and hurt my foot. 学习新句型：What happened？I fell off my bike and hurt my foot. 出示John的图片。 T：Do you want to know what happened to John? Ss：Yes，I do. (1)Listen and tick or cross. (2)Check the answers. (3)Change the cross answer into the tick answer.学习Let's talk。 由刚才的听力第三题，T：We know，John hurt his leg.His friend Amy was very worried，so she visited him. 2．Let's talk 教师说出指令： (1)The first time，listen. (2)The cond time，let's watch the video. (3)The third time，listen and repeat.Pay attention to the pronunciation of every word. (4)The fourth time，listen and repeat again.Pay attention to the pronunciation and the intonation. (5)Read by yourlves once，and then answer three questions. a．What happened to John? b．Where did John go? c．What did John do? 3．Read and act T：Class，who can read this dialogue？Other students can repeat. T：Now read this part in pairs，and then ask two pairs to read. T：Now read together. | 创设情境，进行趣味游戏，活跃课堂气氛。 听之前要仔细看题，养成良好的做题习惯。 | ||
Step 3 Practice 1．T：Look at the verbs，can you change them into past form or original from? (1)go (2)e (3)hurt (4)fall (5)did (6)came (7)could (8)happened 2．T：Look at the pictures，and choo the right answer.(看图片，选句子) A．There are lots of grapes. B．It looks like a tiger. C．I fell off my bike. D．We went to Turpan last Saturday. E．Labour day. F．He went fishing yesterday. 3．教师出示本市一些休闲旅游地区的图片，引导学生进行实际的交际运用。拓展重点句型Where did you go over you holiday？How did you go there？What did you do？然后以四人为单位分小组练习创编对话。小组内展示时，教师巡视，并适时引导点拨。 4．各组到讲台前面展示，拓展对话。教师及时评价。 | 分角色朗读和表演，教师可以对语音、语调掌握得较好的学生进行表扬，并且鼓励其他人向他学习。 | ||
板书设计 Unit 3 Where did you go? What did you do last weekend? Where did you go over your holiday? What did you do？ | |||
作业设计 完成配套练习。 | |||
教学反思 | |||
教学内容 | Part A Let's learn & Listen，answer and write | ||
教学目标 | 1.能听、说、读、写过去式单词went, rode，hurt和词组rode a hor，rode a bike，went camping，went fishing，hurt my foot；能正确使用动词过去式。 2．能掌握句型Where did you go? What did you do？及其正确的用法。 3．能利用What did you do? Where did you go？询问别人过去做的事情，并能运用于日常生活之中。 | ||
教学重难点 | the cas system was unable1.学习五个短语，注意ride，go，hurt的过去式。 2．能用句型进行简单的对话。 | ||
教具 | 多媒体课件、单词卡、挂图。 | ||
教学准备 | 1.教师准备本课时所需的课件。 2．教师准备本课时所需的单词卡。 3．教师准备本课时所需的挂图。 | 课时安排 sound是什么意思 | 1课时 |
教学过程 | 批注 | ||
Step 1 Warming－up 1．Free talk 2．做游戏：Guess，what's my favourite animal？让学生描述他们喜欢的动物，引导他们这么说：It's my favourite animal.It's…cm tall.Its tail is…cm long It likes to eat… It can…Guess，what's this？ | 趣味游戏，活跃课堂气氛。 | ||
Step 2 Prentation 1．呈现新单词 (1)围绕图片内容，教师提问：Where did you go last Saturday？What did you do there？学生与老师一起讨论John上周末的活动：He rode a bike.He hurt his foot.利用单词卡教词组：rode a bike，rode a hor，went camping，went fishing，hurt my foot。注意rode和a 之间的连读。 (2)教师在课件上出示词组图片。 2．Let's learn 草原ppt课件(1)教师播放Let's learn课文动画，学生跟读。 (2)学生同桌合作，模仿Let's learn中的对话，根据实际情况编写对话。 (3)学生在小组内练习：Where did you go last Saturday？What did you do there？。操练本课时的单词和句型。 (4)教师请几个小组展示。 (5)学生两人一组，轮流抽取卡片编对话。 S1：Where did you go last Saturday? S2：I rode a bike.What about you? S1：I went fishing. (6)快速抢答。 规则：全班学生分成两大组，请一名学生上来抽取两张卡片并一次做出相应的动作，两个组的学生根据表演者的动作猜词：He…and…猜对的小组得一分，最后分数高的小组获胜。 | 创设情境，进行趣味游戏，活跃课堂气氛。 | ||
Step 3 Practice 1．完成Listen，answer and write的听力任务。 团队凝聚力2．学生汇报 主动举手汇报你在上一学习环节中的收获。 (1)我会读这些词组了。 (2)我知道这些词组的意思了。(这两步可找你的小伙伴跟你一起来完成这个任务) (3)我知道这些过去时词组的原形了。 rode a hor—ride a hor went camping—go camping went fishing—go fishing rode a bike—ride a bike hurt my foot—hurt my foot (4)我发现了一个很有趣的问题，hurt这个词的原形和过去式形式是一样的，我就可以这样来记：虽然你受伤了，但物质本身没有变，所以原形和过去式形式是一样的。(同学们，这个是老师记忆的方法哦，你们有什么别的办法，说出来我们一起分享吧) (5)我可以用刚才学的词组和句子跟我的小伙伴对话了。比如： Where did you go last weekend? I went to Yue Liang Wan Park. What did you do there? I rode a hor and hurt my foot. (6)你还有什么与众不同的主意和想法吗？来大声的告诉我们吧！ | cornelia 通过学生们的自我反思和结对互助练习，逐渐掌握句型。通过上台表演，鼓励学生大胆表达。 | ||
板书设计 Unit 3 Where did you go? rode a hor rode a bike went camping hurt my foot went fishing | |||
作业设计 1．抄写本课时的四会单词3遍。 2．和他人谈一谈自己上个周末的活动。 | |||
教学反思 | |||
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