Unit 1 I went there last year.优秀公开课教案

五年级下册英语《I went there last year》教案

教材分析：本单元的语言功能是运用动词的过去式谈论旅游见闻。能用When did you go to…? Did you go with…? How long did you stay? 做出自由的问答。

学情分析：本课的教学对象是五年级学生。四年级他们对过去时态的学习已有了一定的基础，能够正确地运用“Where did you go?”“Did you go to …?”等句型来进行问答交流。但是，真正能开口把自己的经历大胆表达出来的孩子并不多，他们的问答仅仅局限于课本中刚学的几个句子，不能把以前学过的知识整合运用。因此，在本课教学中，我的重要任务就是通过设计贴近现实情境的连环性的活动，让学生充分联系已学知识

，把潜藏在大脑中的词、句挖掘出来，与现有的新句型相联系，从而生成新的知识储存，并用流利的语言表达出来。

教学目标：

（一）知识目标

1．能听懂、会说并认读单词：

photo, stay, week,

parents

2．能听懂、会说并认读下列句子：When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t.

（二）能力目标

在情景中运用When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t. 来谈论旅游经历。

（三）情感目标

1、开拓学生视野，增长人文地理知识，激发学生热爱祖国大好河山的情感。

2、培养学生的家庭情感意识，旅行的再远，家才是最温暖的港湾。

教学重点：

1、认读单词photo, stay, week, parent

2、认读和运用句子: When did you go to …? We went there last year. Did you go with your mother and father? Yes, I did. / No, I didn’t.

教学难点：

在情景中熟练运用所学重点句型来谈论自己和他人的旅游经历。

教学策略与方法：

在本课的教学中，将以学生为主体，以活动为载体，以语言的运用为目标。灵活运用多种教学方法，引导学生在参与、体验，合作与交流中，主动获取知识，提高语言运用能力。

教学准备：

多媒体课件、点读笔、照片等。

教学过程：

step1、Greetings

（做free talk. How are you? Do you like holiday? …）

step2、warm up

Ok, boys and girls , let’s sing a song. What did you do?...

(设计意图：激发学生学习兴趣，让课堂氛围轻松愉悦，同时本节课重点操练句型得以呈现。)

T: look at this photo .学习photo.并板书。

This is Beijing. I went there last year.

Do you know where is Beijing?(出示中国地图)

S：引导学生回答：It’s in the north of China.

T: Did you go there before?

S: No, I didn’t.

T:Where did you go before? （询问一个学生）

S: I went …

T：when did you go there ?

S: I went there …

T: Did you go there with your mother and father?

S: yes\ no ….

T: （出示新疆地图）This is xinjiang . where is it?

S: It’s in the west of china .

T: Did you go there before ?

T:(出示海南photo)

Where is Hainan ?

S: It’s in the south of China .

T: Did you go there before?

S:…

T:OK, (把刚才学生回答的问题总结一下)，you didn’t go to Xinjiang and Hainan before.

How about lingling? Let’ look and see.

step3、呈现课文

A、听录音，找出新单词

提示学生listen to the tape, and find out the new words.

photo:Can you explain the word in another way?

S: picture .

stay , parent , week,

B、带问题听。

1、who has got some photos?

2、where did Lingling go?

3、why did lingling and her parents go there?

4、How long did they stay there?

C、听录音,模仿发音.注意语音语调，体验英语的美感。

Step4、操练

把课文重点句型编写一首歌唱出来。用调：《山

谷里的农夫》

Did you go to Xinjiang ?

Did you go to Xinjiang?

Yes, I did. I went to Xinjiang.

Why did you go there?

How long did you stay there ?

We visited my grandma and we stayed for a week.

Hainan’s in the south of China.

My uncle lives there.

His three children visit Beijing every year.

Step 5、Game : 提供词库

(小组每个人选一个。时间、地点、人物、组成一个句子到台前展示。)

（设计意图：培养学生自主学习能力，学生能否把散的单词融入句子，再把几个句子整合一个小语篇。真正做到词不离句，句不离篇。）

step6、情景

photos party. Group work

学生讨论自己带来的图片，继续操练重点句型。教师在幻灯片上提示句型：I went to …with … It’s beautiful . I feel …I stayed there for…

请两组学生到台前展示。展示自己运用语言知识的能力。

Step 7、Homework

调查表。调查自己的朋友或者家人的旅行经历。采访一下他们旅行的感受。