B教案设计（一等奖）

Unit 3 Where did you go? B Let’s try Let’s talk

一、

教学内容

本部分的核心句型是：Where did you go…?How did you go there? What did you do? 教材通过吴一帆和Amy在学校遇见Sarah,三人谈论Amy 的寒假活动的情景，感知上述句型的语义及语用情景。

二、

教学目标

1．知识与能力目标

（1）能听懂Let’s try 部分对话,并完成练习。

（2）能够在图片和教师的帮助下理解对话大意，并回答对话下面的问题。

（3）能够在语境中理解生词beach，sometime，went swimming 及took pictures 的意思，并能正确发音。

（4）能够听、说、读、写，并在情景中运用句型 Where did you go …? How did you go there? What did you do? 谈论假期活动.

（5）能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。

（6）能够运用所学句型谈论自己的寒假生活。

2．情感目标：能够通过对话学习了解海南三亚的海岛风光, 让学生热爱生活，享受假期，享受生活。

3．策略目标：积极运用所学的英语知识进行交流，加强合作学习，共同完成学习任务。

三、

教学重难点

1.重点: 能够听、说、读、写，句型 Where did you go …? How did you go there? What did you do? 谈论假期活动.

2.难点：在情景中运用Where did you go …? How did you go there? What did you do?及用所学句型谈论和描述人物在过去干的事情。

四、教学过程

Step 1 Warm up

1. Greetings:

2. Enjoy a song《 Tell me about your holiday》 and answer a question

1

“What did Wu Yifan do on his holiday? ”

师播放PPT，师生欣赏歌曲，然后教师引导生演唱歌曲，从而引出rode a bike, went swimming和bought gifts。

【设计意图】通过欣赏歌曲回答问题，复习rode a bike，提前渗透went swimming和bought gifts。

3.

Play a game. Catch the helicopter. 设计意图:游戏吸引学生注意力，回顾已学知识点，活跃课堂气氛，学生积极主动的融入课堂活动。为之后的教学做准备。

4.

Free talk T: How was your weekend？

S: It was good. T: What did you do last weekend? S: I went swimming.

教师出示图片，帮助学生回忆已学短语

教师与学生进行问答练习，复习上节课已学过的短语和句子

学生说完自己的假期活动后，教师进行评价：Sounds great!

【设计意图】

此环节主要是对本单元学过的主要句型及短语的一个复习巩固，并处理个别新单词，为本节课作一个很好的铺垫。

Step 2 Presentation

1. Let’s try

T: We are talking about the holidays. Our friends Wu Yifan and Amy meet Sarah at school. What are they talking about？Listen and circle. 学生听录音完成练习活动

【设计意图】展现Let’s talk的学习情境，完成练习活动，预测对话内容。

2 .Let’s talk

（1）T: Wu Yifan, Amy and Sarah are talking about holidays. Look at these pictures. They are Amy’s pictures. Guess, what holiday are they talking about?

学生猜，老师不说答案。

2

T: Let’s listen and circle. 生听录音，完成练习，师核对答案winter holiday。 【设计意图】学生通过快速阅读，对文本进行整体感知。

（2）T: It’s cold in winter. But Amy went swimming. Why? Where did she go over the winter holiday?

出示第一天的图片，生听录音，回答问题，师核对答案：Sanya。

T: Amy went to Sanya. She went swimming. Why? 生如果不会说，师点击PPT,进行三亚气候教育。

T: Now, I’m Sarah. You’re Amy. I ask, you answer. OK?

教师出示句子：Where did you go over the winter holiday? I went to Sanya.

教师领读。

男女生分角色问答。

【设计意图】学生精读文章，回答Where did Amy go？这个问题，顺势进行三亚气候教育，最后进行句型练习。学生从文本中获取有效的信息。

（3）PPT出示三亚距北京2710公里，T: Sanya is far from Beijing. How did Amy go there? Let’s listen and tick. 教师出示地图，展示三亚的距离

生听录音，完成练习（by plane），师核对答案。

T: Now, I’m Amy. You’re Sarah. 教师出示句子：How did you go there? I went there by plane。

教师领读。

男女生分角色问答。

出示图片，师与一生示范，然后生生练习Where和How。

【设计意图】学生带着问题（How did Amy go there?）细读文本，从文本中获取有效的信息,锻炼学生解决问题的能力。

（4）T: Amy went to Sanya by plane. What did she do there? Let’s listen and tick or cross.

生听录音，完成练习，师核对答案。教师利用TPR活动教授went swimming和took pictures，并教读这两个单词。

3

T: Now, I’m Wu Yifan. You’re Sarah. 教师出示句卡：What did you do there? I took lots of pictures, and I also went swimming.师生读句卡。

教师贴句卡并领读。

小组之间练习问答。

出示所有的图片，T: Amy took lots of pictures. So Sarah ask, Can I see your pictures sometime?PPT出示Sarah头像和她说的句子，还有sometime，教师对sometime和sometimes进行区分。然后PPT出示Amy头像和她说的句子Sure。

T: Did Amy do anything else? 师点击PPT，第三、四天的图片变大，引导学生说：Yes，she rode a bike and played football. 教师可以提示played。

T: Amy rode a bike and played football on the beach. Beach? What’s meaning?师手指沙滩问学生，生回答沙滩，师PPT展示两幅沙滩图片，并问学生：How was the beach? 引导学生回答：It’s was beautiful！师可领读一下这两个句子。

【设计意图】学生带着问题（What did Amy do there?）细读文本，寻找答案，并进行句型操练。解决sometime和beach。

（5）出示图片，T: Practice Where/How/What……?师与一生示范，然后生小组内练习。

【设计意图】设计一个练习活动，对三个主句型进行进一步巩固、操练。

Step 3 Practice

1. ①Listen and imitate

②Read in roles

③Act in roles 【设计意图】回归教材，让学生在听读的基础上建立声音与图片、语音与语调之间的联系，加深理解，固化核心语言结构。

2.Play a game. T:Let’s play a game.教师先示范抽词卡，然后其余生问师：Where/How/What…?师回答。

然后学生小组内练习。

4

【设计意图】提供平台让学生展示学习成果，体验获取学习成果的喜悦。

3.Do some exercise,

Step 4 Production

1. Make a survey

T: There are many beautiful places in our country. Please make a survey in your groups. Where did you go over the summer holiday? How did you go there? What did you do there? Use these words.

小组长问，可事先把组员名字写好。其余生一边回答，一边贴词卡。

然后，汇报展示。

【设计意图】此环节通过小组调查，让学生养成小组合作学习的能力，通过互助学习模式让学生开口说英语，以达到良好的效果。

2. 情感教育

T: There are many beautiful places in country, On my holiday, I went to Lijiang. I went to Hangzhou. I rode a horse. I also ate good food. Let’s enjoy our holiday, enjoy our life.

Step 5 Progress

1.Summary

T: What have you learned today? 让生说说这节课学到了什么？

Tell your friend about another holiday. Eg: My last Labour Day/Qingming Festival. 【设计意图】设计任务性活动，发展学生的语言运用能力。

五．教学反思

张雨晴

2018/5/10 2.Homework

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