Unit 10 Where were you yesterday?优质教案设计

（湘少版）英语教案五年级下册

学科

小学英语

课题

Where were you yesterday? 年级

五年级下册课型

第十单元

教学

原本1.Teaching materials 教材内容

内容

(1)Part A: Let’s listen and say.

Today is Monday and Mingming does not hand in his work.

Miss Pan: Mingming, why didn’t you hand in your work?

Mingming: Sorry, Miss Pan. I was busy.

Miss Pan: Where were you on Saturday?

Mingming: I was sick. I was in bed at home.

Miss Pan: Where were you yesterday, then?

Mingming: My uncle came from Beijing. We went to the railway station to meet him.

Miss Pan: All right, Mingming. Finish your work and give it to me tomorrow. Mingming: Yes, Miss Pan. Thank you. (2) Part B: Let’s learn.

yesterday, today, sick, weekdays, railway station.

听说课

教材

出版

学时

湖南少儿出版社

第一课时

教学1.

Knowledge Objectives:

目标

(1)学习B部分中的新单词；

(2)学习运用句型: Where were you? I was at…

(3)理解一般过去式的定义，重点掌握be动词的过去式。

2.Competence Objectives:

本课应达到能力：学生能用过去式询问并回答昨天所在的地方。拔高能力：学生之间能运用过去式谈论过去发生的事情。

3. Emotion Objectives: 通过本课学习，学会合理安排自己的生活，巧妙的分配学习与娱乐的时间。

2.

Difficulties: 掌握Part A 中所出现的动词的过去式。

课时安排

本课教材内容选自湘少版五年级下册第十单元。本单元是学生第一次接触过去式，A部分篇幅较长，且出现了五组动词的过去式，考虑到学生难以一次性掌握这么多内容，本人对教材做了以下处理：本单元做三个课时安排。第一课时：学习B部分单词（其中today, sick是已学的单词）和主题句问答，重点掌握be动词的过去式（文章中出现的其他单词的过去式略讲）。第二课时：结合课文CD部分，深入讲解过去式以及阅读文章的解题方法。第三课时：学唱课文E部分歌曲，综合运用本单元所学知识。本节课是第一课时。

Teaching Procedure

Step1. Warming up 1. Sing an English song. T: Hello, boys and girls, I’m Miss Ma.

Nice to meet you. Ss: Nice to meet you, too. T: Before our class, let’s sing a song together, OK? （After singing）

T: Your singing is very nice, just like the spring. So I want to send a bee to Group A and a butterfly to Group B. (唱歌——歌声优美动听像春天一样——老师用简笔画分别给代表AB两组的草地加上蝴蝶和蜜蜂，以引出竞争机制) 【学习内容】

Days of A Week. 【学习方式】

唱英文歌曲

【设计意图】

优美缓和的乐曲配以简单明了的动作，学生与老师在轻松、愉快的气氛里进入到英语学习当中。在英文歌曲选材过程中，紧扣本节课即将学习的新单词（weekdays, yesterday等），既复习了四年级下册表示星期几的单词，又为导入本课新单词埋下了伏笔。创建了竞争机制，提高学生的积极性，在良性竞争中提高学习效率。

Step2. Presentation. 1.

Learn the new words: today, yesterday

T: (出示台历，翻到3月21日，星期三）

Today is Wednesday. Do you remember this word? (出示单词卡片today,分音节、升降调带读两遍) T：（将台历向前翻一页）

Today is Wednesday. How about Tuesday? Ss: 昨天……

T：Yes, you’re right. Let’s learn this word by ourselves, OK?

How to read this word? （分别展示yes, ter ,day）

Please read them together. Ss. Yesterday. T: Yesterday was Tuesday. 【学习内容】单词today, yesterday 【学习方式】学生自主探究

【设计意图】预测：today以及Wednesday都是四年级下册七单元已学过的单词，在此只是作为旧知识进行呈现和简单复习。而单词yesterday用分音节的方式较易掌握，学生能够通过拼读yes-ter-day 自主探究，完成新单词的学习。

2.

Learn the definition of the past tense and the word ——was. (CAI展示句子Today is Wednesday.以及Yesterday was Tuesday.鼓励学生自主探究，找出两个句子的不同点) T: What’s the difference between these two sentences?

Ss: Yesterday和

today不一样，is和was 不一样。

T: You are very clever. This sentence is the past tense. “Was”

is “is”’s old friend. (CAI展示一般过去式的定义，板书is与was这对“老朋友”，并用中文对过去式的定义进行解释) 【学习内容】一般过去式的定义以及is的过去式was 【学习方式】学生自主探究

【设计意图】预测：通过对比课件上一般现在时与一般过去式的两个句子，让学生自主探究得出两个句子的不同之处在于动词的变化，从而顺理成章的教授is的过去式was。

3.

Learn the topic sentence and the new word: weekdays. T: Let’s talk about yesterday. (CAI展示老师在咖啡店的照片) Yesterday I was at the Café. (板书单词am，并解释am 和is 同为was的老朋友) T: I was at the Café. Where were you? (板书单词am与were, 板书主题句，并解释主题句的中文含义)

S1: At school. I was at school. T: （CAI展示一周的活动时间表）From Monday to Friday, you were at school. We call these days---weekdays. Saturday and Sunday are weekends. 【学习内容】主题句以及单词weekdays 【学习方式】听说方式、自主探究方式

【设计意图】老师通过描述昨天所在的地点，询问学生昨天所在的地点，从而引出主题句“Where were you?”.再通过总结周一至周五学生都在学校，而引出单词weekdays。预测：学生在四年级学习现在进行时，曾学习单词sweep, ee发\i:\, 学生能用已学的知识拼读出weekdays。注重强调s的发音\z\。

4.

Learn the new word: railway station T: From Monday to Friday, I was at school. I was at home on Saturday. Please guess, where was

I on Sunday? Ss: Post office, shopping centre……

T: No. You are wrong. Let’ me help you. (播放火车鸣笛的声音) Ss:火车站

T：Yes, I was at the railway station.(板书单词，分音节、升降调带读单词) T: Let’s play a game——Traffic lights.

You should stop when I show you the red light and read when I show you the green light. 【学习内容】新单词railway station 【学习方式】任务型游戏

【设计意图】预测：单词railway station音节较多，学生较难以掌握，在教授单词时应分音节教学，带读时先慢后快，并设置一个traffic light

的游戏（绿灯大声朗读单词，红灯则停止朗读），帮助学生更好地掌握单词读音。

5. Drills. (1) Game: Can you ask me? (课件展示老师在各个场景的照片，让学生用已学的主题句询问老师) T: I

have been to many places. Here are some photos. Can you ask me using the topic sentence? （师生对话：）

S1: Where were you? T: I was at the zoo. S2: Where were you? T: I was at the park……

【学习内容】主题句问答（操练问句）

【学习方式】师生对话

【设计意图】本环节着重于操练问句，让学生用“Where were you?”询问老师过去所在的地点。课件展示的照片使学生能够在一种具体的情境中进行提问，各种场景的照片也使学生产生一种新鲜感和好奇感，使其更加投入地参与到对话中来。所选的场景单词都是学生所熟知、或已学的，既起到了复习旧知识的作用，也为接下来进行的答句操练打好基础。（照片所展示的场景：home, McDonald, zoo, park, school)

(2)Game: Where were you? (老师将事先准备好的地点卡片让学生抽取，抽到哪个地名，表示该生昨天所在的地方，并让该生用句型“I was at…….”表达出来。师生对话进行示范之后，转为生生操练) T: Here are some cards for you. You can get one and use the topic sentence to speak it out. （师生示范，S1抽取卡片，师问生答）

T: Where were you? S1: I was at ……. （生生操练，S2抽取卡片，S1问S2答）

S1: Where were you? S2: I was at ……. 【学习内容】主题句问答（操练答句）

【学习方式】师生对话、生生操练

【设计意图】抽取卡片而确定地点，为枯燥的句型操练增加了一定的趣味性。所选单词都是本学期或以前所学习的B部分单词，使句型的操练体现了新旧知识的相互辉映。（卡片所展示的地点：Café, post office, shopping centre, zoo, school, railway station，home）

Step3. Practice 1.

Let’s listen and do.(CAI播放课文A部分对话) (1) Finnish Task 1. T：Let’s do some listening practice. Miss Pan is talking with

Mingming. Please listen to the tape carefully and finish Task 1.

Task1. Tick or cross. i. Mingming does not hand in his work. (

) ii．Mingming was at home on Sunday. (

) (2) Finnish Task 2. T: Mingming does not hand in his work. Why? Where was Mingming on Saturday and Sunday? Listen to the tape again and finish Task 2.

Task 2:

Monday

at the railway station

Saturday

at school

Sunday

at home 【学习内容】听课文A部分录音两遍，完成任务一、任务二

【学习方式】听力训练

【设计意图】通过判断正误、连线的方式，引导学生有目标的进行听力训练。这种方式在一定程度上明确了听力训练的目的性，降低了听力材料的难度，使学生都能集中精力收听听力材料，帮助学生养成良好的听力习惯。

2.

Let’s read. T: All the boys,

you’re Mingming. All the girls, you’re Miss Pan. I

am the aside. Let’s read the text together, OK? T: (After reading) Read the dialogue in pairs. One acts Miss Pan, the other acts Mingming. T: (After pair work) I want ask you a question. Is Mingming a good boy? He does not finish his homework. You should be a good boy. Finish your homework and hand it in on time. Arrange your life reasonably. 【学习内容】阅读对话

【学习方式】分角色表演对话

【设计意图】通过阅读文章而增大语言输入量，同时检验学生是否掌握了本单元的知识。分角色朗读文章，能最大限度的集中学生的注意力，为下面的自由对话打下基础。通过总结课文内容，输入情感目标：要做个好学生，按时完成、上交作业，合理安排自己的课余生活。

3.

Remember these words. T: (CAI展示课文A部分所出现的所有动词的过去式)

Boys and girls, let’s take some notes. Please remember these words and their old friend. 【学习内容】动词以及它们的过去式

【学习方式】学生做笔记

【设计意图】本单元是学生第一次接触过去式，本课时是第一课时，所以仅要求学生能够熟练的掌握be动词的过去式，但其他在文章中

出现的过去式也在课堂上进行略讲。通过学生记笔记的形式加深对动词过去式的印象。

Step4. Consolidation. 1.

Pair works. (1)

Set up a situation, and then make dialogue. T：Boys and girls, please take out your photos and make dialogues with them. （要求学生事先准备好旅游的照片）

情境：今天是开学的第一天，同学们正拿着自己假期旅游的照片向好朋友们讲述旅游的趣事。

(预测学生对话：) S1: Hello, long time no see. S2: Hello, long time no see. S1: How about your vocation? S2: Great! Look at this picture. S1: Where were you? S2: I was at Zhangjiajie. S1: Were you happy? S2: Of course, I was very happy.

(2)

Read the sentences. T：If you don’t want to make dialogues. You could read the follow

sentences.（CAI展示可供朗读的句子，如下：）

S1: Where were you? S2: I was at the railway station. S1: Where were you? S2: I was at the shopping centre. S1: Where were you? S2: I was at the post office.

【学习内容】主题句对话

【学习方式】自编对话或朗读句子

【设计意图】本环节为学生的对话设置了两个选择。既可以选择难度较大的自编对话，也可以选择难度相对较小的朗读句子。学生可根据自身情况选择适合自己的表演内容。这样的举措兼顾了各个梯度的学生，使学生最大限度的参与到课堂表演中来。

2.

Homework. Make a survey. (CAI展示调查表)

Name

Last Sunday

T: Do you want to know where was your good friend last Sunday？Let’s make a survey and then write a short composition. Example: I have ＿＿＿good friends. They are ＿＿,＿＿and＿＿＿.Last Sunday, ＿＿＿was at ＿＿＿. ＿＿＿was at＿＿＿. ＿＿＿was at ＿＿＿.I was at＿＿＿.We were very happy last weekend. 【学习内容】做调查、写短文

【学习方式】自主学习

【设计意图】培养学生的沟通和交流能力，同时训练学生的写作能力。

考虑到学生以前很少进行写作训练，特将基本格式以举例的形式呈现给学生，学生可以按照格式进行仿写。