Unit 1
Where did you go?
【知识目标】
(1)要求大部分学生能理解,部分学生能掌握的词汇:
weekend,place, British Museum, how
要求大部分学生能理解,部分学生能掌握句型:
1.What did you do at the weekend?
Where did you go?
How did you go there?
【能力目标】
(1)能读懂、理解课文大意并回答出相关问题;
(2)能运用所学句型询问过去所做的事情,去过的地方,并能回答提问。
【情感目标】
引导和培养学生英语学习的自主性和积极性,促使养成互帮互助,共同体验的合作学习习惯。通过本课学习,激发学生热爱世界,热爱家乡的情怀。
【学情分析】
这节课选自外研版小学英语(三年级起)五年级上册模块三,第一单元。课题是《Where did you go?》,是一节会话课,考虑到地域差异和学生的英语基础,计划两课时完成,本课是第一课时。
【教学重难点】
重点：
1、正确理解课文。
2、用过去时提问并能描述上周末发生的事情。
难点：
以what, where,How引导的一般疑问句过去时。
【课前准备】
1. 单词卡片/时间展示图；
2. 教学光盘或其他录音机设备；
3. 教学课件。
【教学过程】
Step 1：Greetings
【设计意图】通过日常问候使学生进入英语课堂学习状态。
Step 2：Warm up
T: What day is it today?
Ss: It is Friday.
T: How many days in a week?Monday....
Ss:Tuesday.....
T: So there are seven days in a week, now let’s chant!Follow me!Sunday、Monday、Tuesday.....
Ss:Sunday、Monday、Tuesday....
T: Look,the green words, we call Saturday and Sunday ,weekend.Follow me...
Ss:weekend, weekend...
【设计意图】说唱律动是小学生喜欢的学习形式,以星期为载体的说唱活动不仅能够复习星期词汇,引出单词“weekend”,而且还能进一步调动学生的学习热情。
Step 3：Lead-in
T: Talk time! Qiao Jiaxuan, Did you go to Beijing in the summer holidays?
SQ: Yes, I did.
T:What did you do? You can answer ”I went to Beijing.”
SQ:I..........
T: Everybody, What......
Ss: What.....?
T: Qiao....
SQ:I went .....
T: Look, did you visit the Great Wall?
SQ: Yes, I did.
T:(So)Where did you go? You can answer ”I visited the .....”
SQ: I..........
T: Everybody, Where......
Ss: What.....?
T: Qiao....
SQ:I visited .....
T: Did you go to the Great Wall by bus?
SQ: Yes, I did.
T: (So)How did you go there? ..You can answer”I went by bus.”
SQ:I..........
T: Everybody! How......
Ss: How.....?.
SQ:I went .....
T: Can you ask and answer with your partner?
.......
T: Everybody! Can you?
Ss:Yes!
T:Ask and answer in pairs,then let's have a show!
……
(设计意图:围绕教学目标中三个重要句式预设情境,以旧知引导新知,使用学习过的过去式一般疑问句问答与指定学生对话,依次引出特殊疑问句式,顺势与全班学生一起操练。之后,由两位同学示范问答,各小组积极模仿展示。)
Step 4：Presentation
1. New words: place, the British Museum
T: Today we will learn Module 3 ,Unit 1 Where………?
Ss: Where did you go ?
T: Look, what’s this?
Ss: Big Ben.
T: And what’s this?
Ss: Tower Bridge.
T: Where are they?
Ss: They are in London.
T: Big Ben is a place. Place. Follow me.
Ss: Place, place...
T: There are two places. Places.
Ss: Places.
T: What’s this?
Ss:…
T: This is museum, a place where has a large collection of historical relics. follow me一个收藏大量历史文化遗物的地方,in Chinese ,it means 博….?!
Ss:博物馆!
T:Yes! You’re so clever! Follow me! ,!
Ss: Museum, museum.
T: British means English, clear?
T: So great! Look! There are lots of...
Ss: Places!
T: Yes, let’s review. Place, places, lots of places.
Ss: Place, places, lots of places.
(设计意图:图片呈现本课主要词汇,在学习中练习,在练习中拓展,在拓展中强化,使学生迅速理解掌握和初步运用新学的单词或词组,为后续课文学习做好准备。) Step 5：Listen ,read and learn.
T: Ok!Now let’s listen to the text,then judge,”T” or ”F”, clear?.
Ss: Yes!
T: Open your book! Are you ready?
Ss: Ready.
T: Go!
*Listen to the text for two times ,then judge and check.
T:Now read the text after the record, then answer the three questions,let’s read them together,Question1….
Ss: What did they do at the weekend?
……
T: Ready?!Go!
* Read the text after the record two times ,then check.
T:Boys and girls,what did Amy do at the weekend?
Ss: She visited lots of place.
T:The first place is…She went to….(Showing the picture of the British Museum.)
S1: The British Museum!
T: And…..( Showing the picture of the Big Ben.)
S2: They visited Big Ben.
T:And…(Showing the picture of the London Eye.)
S3:And the London Eye!
T: How did the go there? (Pointing to the picture of bus in the middle of the black board.)
Ss:They went by bus.
T: Great!This is Amy’s......
Ss:Weekend!(Writing “Amy’s Weekend” on the blackboard.)
T: Great!Now practice the dialogue in pairs,then let’s show!
(设计意图:遵循听说读写的学习规律,使学生带着任务来听课文,读课文,分层设计练习,锻炼学生捕捉关键信息的能力,然后通过问答巩固核心句式。小组练习课文对话,进一步加深会话应用场景的印象,小组表演,初步检测学生的学习和语用情况,培养学生学习自信。最后使用图片和简笔画呈现故事脉络,形成绘本框架,引导学生复述课文内容,从句到篇引导学生形成英语思维。)
Step 6：Production
Make a dialogue in pairs, practise and show.
(设计意图:导入生活,学以致用,升华本课意义:“Enjoy trip,enjoy life!”)
Step 7：Summary
T:At last, let’s sing a song.
(设计意图:最后用《新年好》旋律编入本课主要内容,练一练,唱一唱,寓教于乐,加深印象。)
Step 8：Homework
Fill the blanks of the letter.
(设计意图:转换文本,强化基础读写,使学生在书信形式中巩固所学,锻炼语言思维。)
【教学反思】
教师在单词或词组的教学中，不能只是教读单词或词组。要循序渐进的插入本单元的重点句子，让学生在记单词或词组的过程中熟悉句子。这样能满足不同学习水平的学生的学习要求。根据学生的个人素质、性格特点、记忆力、反应速度等，因材施教，分层要求，以求通过最有效的激励机制促进学生进步。最后，在今后的每一节课中都要灵活运用所学句型，请学生造句，培养学生的创新意识。
*备注说明:1.本节课贯穿运用的评价机制是讲男生女生分成两个方阵,根据小组和个人表现加星星,得数最多的为本节课的获胜方。
2.教学设计中出现的“SQ”是指姓乔的这名学生;“Ss”是指全体学生;“S1/2/3..”是指某位学生。下载本文
