【教学设计】Unit3 Where did you go？B Let27s talk._英语_小学_(5页).doc

《【教学设计】Unit3 Where did you go？B Let27s talk._英语_小学_(5页).doc》由会员分享，可在线阅读，更多相关《【教学设计】Unit3 Where did you go？B Let27s talk._英语_小学_(5页).doc（5页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、-【教学设计】Unit3 Where did you go？B Let27s talk._英语_小学_-第 5 页Unit 3 Where did you go? B Let【教学目标】1.我能听、说、认读新单词和重点句子：beach, Where did you go over the winter holiday? What did you do there? How did you go there? 2.我能用正确的语音语调朗读对话，并能运用句型询问并描述过去的假期旅游经历。3.我要多旅游，热爱祖国大好河山, 热爱生活。【教学重难点】重点：能听懂会说认读新单词和重点句子：beach,W

2、here did you go over the winter holiday? What did you do there? How did you go there? 难点：灵活运用句型Where did you go? What did you do there? How did you go there? 等询问并描述过去的假期旅游经历。【课时安排】一课时【教学过程】Step1:热身活动Enjoy a song. 看视频，听唱歌曲Talk about your holiday并思考：Whats the song about?2、Free talk.由歌曲引入复习句型，师生自由谈论寒假假

3、期。 Where did you go over the winter hodiday?What did you do there？Step2:情景创设，新课导入 有师生谈论寒假假期经历，出示Amy、Sarah and Wu Yifan交谈的图片，引入问题What are they talking about？They are talking about Amys winter holiday.导入语： What do you want to know about Amys winter holiday？ 学生回答 OK.Today well learn Unit 3 Where did yo

4、u go? PartB Lets talk.Lets talk about Amys winter holiday.Step3：学习新课 B Lets talk.（一） 展示本节课教学目标。让学生明确本节课的学习目标。【教学目标】1.我能听、说、认读新单词和重点句子：beach, Where did you go over the winter holiday? What did you do there? How did you go there? 2.我能用正确的语音语调朗读对话，并能运用句型询问并描述过去的假期旅游经历。3.我要多旅游，热爱祖国大好河山, 热爱生活。（二）自主学习。1.看

5、课文视频，整体感知课文，并选择回答问题：Where did Amy go over the winter hodiday?She went to .Beijing Xinjiang Sanya学法指导：合上课本，第一遍看对话视频，整体感知对话内容，回答问题。（设计意图：第一遍听录音，对学生进行整体输入感知对话。抓住问题去听，在考查学生的专注度的同时，也培养了学生听的能力，让他们在快速听力的情况下获得信息，也获得了取得答案后的成功感，进一步提升探知课文的欲望。）2.再听一遍听课文录音，回答问题。Q1：How did Amy go to Sanya?Q2：What did she do there

6、?Q3:How was the beach?学法指导：再认真听一遍录音，快速独立完成学案中自主练习，然后小组内讨论、检查、纠错。（设计意图：第二遍录音，对文中几个重要特殊疑问句的回答后，为下面的语篇的操练活动有效地输出进行铺垫。）3.听第三遍录音，跟读课文。学法指导：跟读时，手指指向课文，并注意模仿语音语调。（设计意图：在前面两次听的输入和对应的练习之后，学生们基本上理解了对话的意思，通过跟着标准的录音朗读对话，帮助学生们学习和掌握对话的正确语音语调。）Step4.合作探究，展示交流1、小组合作，分角色朗读课文。学法指导：组长带领本组成员研讨本组展示方案，分配任务，分角色朗读课文，组内预读，准

7、备课堂展示。（设计意图：通过角色扮演，帮助学生们更好地理解和把握语言的使用情境，为接下来的自由运用所学语言提供示范。）2、小组合作，结合课文内容讨论一下我们可以从哪些方面去谈论Amy过去的假期旅游经历，在课本上划出重点问句和答语。学法指导：先独立思考，然后在小组内讨论，最后总结汇报。3、Pair work.A: Where did you go over the winter holiday? B: My family and I went to Sanya. A: How did you go there? B: We went there by plane. A: What did you

8、 do there? B: I took lots of pictures, and I also went swimming. A：Sounds great！（设计意图：在情景中感受理解对话，体会并熟练运用句型，为下一步challenge游戏做准备）4、Play a game:Memory challenge.(记忆挑战)。5、Group work: You are a reporter.（小记者）要求：小组内用Where、How、What句型询问调查寒假假期经历，填表后请学生汇报组内调查结果。NameWhereHowWhatChen JieBeijingby trainvisited th

9、e Great Walltook picturesReport（报告）: Chen Jie went to Beijing over the winter holiday. She /He went there by train. She/He visited the Great Wall and took pictures. Her/His holiday was interesting .xxx went to（设计意图:全员参与，共同完成任务，不让任何人掉队。）Step5.情感升华The world is like a book. If you stay at home instead

10、of traveling, it means that you just stare at one page of a book.生活就像一本书，如果你只待在家里不外出，那么你就只能留在那一页。So lets go out! Travel around! Enjoy our vacation! Enjoy our life!Step6.归纳总结（summary）_Step7.达标训练，布置作业Homework：1.Role-play the dialogue with your partner. （与你的同伴一起表演对话。）（必做）2.Talk about your holiday with your friends. （与你的朋友们谈论假期。） （必做） 3.Share the dialogue with parents. (选做) （与你的父母一起分享对话）（设计意图：布置分层次的作业，实现课内课外知识一体化，使不同学习层次的学生都能得到巩固和提高。）板书设计 Unit3 B Lets talk.Where did you go?What did you do there?How did you go there?