Songs in each unit教学设计实例

Unit 3 Where did you go ? Part B 【知识目标】 1、能够在图片和教师的帮助下理解对话大意，并回答读后问题。

2、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。

3、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?谈论假日安排；能够通过对话学习了解新疆的风土人情。 4、能够在语境中理解生词beach的意思，并能正确发音。

5、能够运用所学句型谈论自己的寒假生活。 【能力目标】

1、能够用一般过去时描述自己在过去的时间里所做的事情。

2、能够用主要句型询问他人在过去的时间里所做的事情并作答。

3、学会阅读短文，并从中获取信息，同时能互相谈论有关上个假期所做的事情。 【情感目标】

能合理安排假期，懂得热爱生活，热爱每一天！

教学过程: Step 1 Pre-task: 1.Sing a song.：Tell me about your holiday. 2.T: Where did I go on my holiday ? How did I go there? What did I do there? Can you guess? I bought many postcards when I went traveling. If you can answer my questions clearly, you can get a postcard. Try your best, OK? (让课堂评价与教学内容紧密结合，又能激励学生的学习兴趣。) T: Let’s have a brainstorm……Where did I go over my winter holiday? Ss: Hong Kong. T: Where did you go over your winter holiday? Did you go to Hong Kong ,too?…How did I go there? Ss: By train. T: Yes, Hong Kong is far from here. So I went there by train. What did I do on the first day/the second day/ the third day /the fourth day? Ss:

You... on the first day/the second day/ the third day /the fourth day. T: So I had a good time over the winter holiday. (在头脑风暴环节中，教师引入How was your winter holiday? Did you have a good winter holiday? Where did you go on your holiday ? How did you go there? What did you do there? Who did you go with?等问题，通过师生交谈，让学生在轻松欢快的氛围中开始新的课程,通过询where,who,how ,what 等与旅游相关的话题，让学生回忆、感知所学过的相关词汇和句型，并让学生初步了解旅游可以谈论的话题。) 3.What about my friends?听前预测，教师出示人物图片，介绍听力活动背景:Wu Yifan and Amy are at school. They meet Sarah.教师播放第一遍录音，要求学生回答两个问题:What are they talking about? Where did Sarah go? Who did she go with? 4.教师追问：How was Sarah’s winter holiday? Who did she buy gifts for? 然后教师第二遍播放录音，学生回答问题，并核对第二题答案。 Step 2 While-task 1.完成Let’s try后，教师提问：Sarah went to Hangzhou last winter holiday. What about Amy? Where did she go? How did she go there? What did she do?要求学生带着问题观看动画或阅读文本后回答问题。 (设计意图：初读文本，了解文本大意。让学生先带着三个较简单的问题从听上整体感知故事内容，再通过看录像进一步完整清晰地了解了故事内容。激发学生的阅读兴趣，吸引学生由浅入深地整体感知故事内容.目标→激发学生的阅读兴趣，树立学生阅读的自信心，为下一步的细读作好铺垫) 5.跟读，学生分组谈论Amy的三亚之行。教师呈现A Let’s talk 板块的插图，提出问题：What did Amy do on the first/second...day? How did she feel? What was the weather like there? What did she eat there? Did she...? 引导学生结合图片，发挥想象，对Amy在三亚旅游的细节进行对话，并引导学生根据Amy’s trip的思维导图，发挥想象，描述Amy’s trip。此活动先在四人小组内进行，然后全班分享。

（设计意图：细读文本，通过回答问题，让学生寻找信息，对Amy的三亚之行进行系统梳理，为学生语言输出搭建支架。同时在回答问题时，引导学生在文中做标记，教会学生阅读方法。)

Step 3 Post-task 1.Role-play 2.寒假分享活动。教师让学生课前带回一些寒假时照的照片，让学生在私人小组里分享自己寒假里做的事情，然后课在全班内分享。教师可提供示范和语言支架，如： Task6: Who is the best reporter? 学生两人一组调查对方寒假的活动并作记录，请同学上台汇报，选出“最佳小记者奖”。 A: Where did you go over the winter holiday? B: I went to... A: How did you go there? B: I went there by... A: Who did you go with? B；I went with... A: What was the weather like there? B: It was… A: What did you do there? B: I saw... I bought... I ate... I had... A: How was your holiday? B: It was... …… Let me tell you something about my winter holiday. On the first day, I ...It was a long holiday. I enjoyed it very much. (设计意图：学生在问答过程中，老师在黑板梳理出采访的思维导图，为学生的调查采访提供思路。) 五、板书 Unit 3 Where did you go? A: Where did you go over the winter holiday? B: I went to... A: How did you go there? B: I went there by... A: Who did you go with? B；I went with... A: What was the weather like there? B: It was…