Unit3 Where did you go?B Let's learn教学设计
教学目标
知识目标
1. 能听、说、读、写单词和词组：ate,took,bought,gift,took pictures.
2. 能够听、说、认读句子:How was your summer holiday,Yifan? It was good.I went swimming every weekend and took lots of pictures.
能力目标
学生能够正确使用上述单词和词组描述自己的假期生活。
学生能够运用句型How was your summer holiday?询问别人的假期情况。
学生能够看图描述Andy的假期生活。
情感目标
通过讲述旅途见闻，激发学生热爱大自然的美好情感，培养学生乐于与他人交往的性格。
通过唱歌，提高学生的节奏感。
教学重难点
（1）能够对过去某人所做的假期旅行进行询问交流Where did you go? How did you go? What did you do？
（2）够写出自己记忆深处的一次旅行My holiday trip。
学情分析
本课时的重点是通过吴一凡暑假所做的事情来展开对四个动词过去式词组的学习。课文通过图文并茂的形式，为学生创造了一个轻松愉快的学习氛围。大部分学生已经学习了这些重点词组中除了表示过去式的动词。例如很多学生已经掌握了food,swimming,pictures等单词。且很多学生已经对eat food,go swimming,take pictures这些动词词组非常熟悉了。因此，综合以上因素，学生对本课时重点词组的掌握起到了事半功倍的作用。但是难点在于如何引导学生正确使用这些词组来描述他们的假期。
教学内容分析
本课时为Unit 3 Where did you go? Part B Let’s learn 中的内容。本课时的目标不仅是让学生掌握四个动词过去式词组，还要教会学生如何在实际情景中使用一般过去时句型。本课时的学习也将为Part B Let’s talk的学习作铺垫。
教学环节与活动
Step 1
1.Sing a song: Tell me about your holiday （在课文53页）
2.Free talk
T: What did you do last holiday? S:….
T: What’s the weather like today? S….
T: What was the weather like yesterday? S:….
Step 2
T: Boys and girls, now look at here.（指着幻灯片的图）然后问：Who is he ? How many pictures can you see? What was the weather like in these pictures? Why? How do you know?从而引出短语summer holiday.
教师接着说：It was in summer. Wu Yifan took these pictures on his last summer holiday.What did he do last summer holiday? How was his holiday? Now let’s see.
利用教学光碟教学四会词组
学习ate fresh food
教师手里拿着一个新鲜的以及一个不新鲜的苹果做吃东西的动作，说：I eat fresh apple ,fresh apple.与此同时让学生理解fresh 的含义，接着说This morning I ate fresh food .从而引出ate fresh food的教学。告诉学生ate是过去式，让学生说出它的动词原形。通过让学生书空，小组读 个别学生读等形式巩固该词组。
学习went swimming
T: I go swimming every day.(做动作，让学生迅速理解句子意思)Wu Yifan went swimming over his last summer holiday。从而引出went swimming的教学。告诉学生went是过去式，让学生说出它的动词原形。通过让学生书空，小组读 ,个别学生读,自由读等形式巩固该词组。
学习took pictures
教师指着幻灯片中的相机说：What’s this? What did he do? 从而引出took pictures的教学。告诉学生took是过去式，让学生说出它的动词原形。通过让学生书空，小组读 ,个别学生读,自由读等形式巩固该词组。
学习bought gifts
指着幻灯片中最后一幅图问，
T: Was he at home?
S: In the shop.
T: What did he do?
从而引出bought gifts的教学。告诉学生bought是过去式，让学生说出它的动词原形。通过让学生书空，小组读 ,个别学生读,自由读等形式巩固该词组。
学生回答一下问题：
What did Wu Yifan do last summer holiday?
How was his holiday?
Listen to the tape and read after the tape for twice.
Step 3 Consolidation and extension
学生自由读词组，不懂的就举手发问。
以小组的形式进行“开火车”比赛。
Say the chant
What did you do on your holiday?
What did you do on your holiday?
I went ,went swimming.
What did you do on your holiday?
What did you do on your holiday?
I took, took pictures.
What did you do on your holiday?
What did you do on your holiday?
I bought, bought gifts.
What did you do on your holiday?
What did you do on your holiday?
I ate ,ate fresh food.
读完之后让学生说出每个动词过去式的原形。
做相应的练习题
第一题、选择适当的动词完成词组，并在括号里写出该动词的意思。（每词只用一次）
bought, took, went, hurt, ate, rode
＿ swimming 2. ＿ fresh food
( ) ( )
3. ＿ pictures 4.＿ gifts
( ) ( )
5＿ a horse 6. ＿ my arm
( ) ( )
第二题、完成课本中的Look and say
第三题、选择填空
（ ）1.How _ her winter holiday?
A. do B. am C. was
( )2.He _a new film last Sunday.
A. seeing B. saw C. see
( ) 3.My uncle _ word puzzles last night.
A. did B. went C. does
( )4.Sorry.You can’t _Chinese food.
A. cook B. cooking C. cooked
( )5.My grandma watches TV _.
A next Monday B. every day C. yesterday
五、教学资源
1、配套的词组卡片
2、配套的教学光碟
3、自制的教学课件
4、两个苹果
六、教学评价
本课时通过一首旋律优美、节奏明快的歌曲Tell me about your holiday潜移默化地引出本课时重点的学习以及复习了上一课时的重点句型，为学生的课堂学习营造了一个轻松愉快的氛围，消除了学生怕说英语的心理障碍。接着教师利用PPT以及实物苹果直观形象地展示所学内容。在教学的过程中教师也做到了词不离句，句不离篇来对所学内容进行巩固拓展。学生在自愿的而非强迫性的语言环境中，输入以及输出语言。但美中不足的是，教师在教授新词组的过程中花费的时间过多，以至于在教学设计中所设计的练习题无法让学生在课堂中完成，导致无法及时检测学生的学习效果。幸好教师急中生智，把没做完的练习题作为学生的课后作业布置。这样也弥补了教学中的遗憾。