三年级语文下册第一单元教学设计文档

备课时间： 年 月 日 上课时间：第 周 星期 第 节 课 题 课 型 教学目标 学生能够听、说、读、写句子：What happened ? Are you all right ? I’m OK now. Where did you go ? It looks like a mule ! Did you go to Turpan ? Yes, we did. 能够完成Let’s try 中的听力练习。 教育学生懂得与他人分享旅行中的经历。 教学重点 教学难点 教学方法 教学准备 课时安排 在实际情景中灵活运用句型：Where did you go ? I went to…? 来与他人进行交流。 在实际情景中灵活运用句型：Where did you go ? I went to…? 来与他人进行交流。 教师 学生 第1课时 教学过程 二次备课 Step 1. Warm-up 1.利用图片和学生一起唱歌谣，要求一边唱一边做动作。如： What can you do ? I can sing. What can you do ? I can dance. What can you do ? I can climb a mountain. What can you do ? I can take a pictures. What can you do ? I can speak Chinese. 2.用多媒体课件展示自己外出旅游的照片，并做相关介绍。如： Last summer holiday, I went to hainan. It was so beautiful. I went swimming in the sea. And picked some seashells on the beach. Step 2. Presentation Let’s talk （从呈现完整对话到处理局部语言） 1.整体感知对话并回答问题。 (1)通过提问要求学生猜测：Did you go to John’s home ? What happened to John? What did they talk about later? 请学生带着问题观看动画或阅读文本，了 解John脚受伤的原因：He fell of his bike,利用图片帮助学生理解并教授fell. 同时，通过观看动画或阅读文本获得 对话的主旨：They talked about John’s Labout Day holiday. (2)结合日历，让学生理解Labour Day holiday概念。提问：Look at the calendar. What date is it ? It’s May 1st . On May 1st ,we usually have three days off. We call it Labour Day holiday. (3)继续提问学生：Where did John go on his Labour Day holiday ? What did he do there ? 要求学生带着问题观看动画或阅读文本获取信息，并用思维导图板书对话关键信息。 John’s Labour Day holiday Where did he go ? What did he do ? (4).结合思维导图，描述John’s Labour Day holiday,然后让学生提问：What else do you want to know about John’s Labour Day hlokday ? 鼓励学生对John的假期提出问题：Who did John go with ? Was he happy ? What did people wear there ? Could they dance well ? 等等。结合学生的问题，利用图片或视频介绍风土人情，并让学生对此进行适当的对话拓展。 (5).呈现Let’s talk的插图，提问学生：Look at John’s pictures. Where is it ? Mr. Tianshan or Turpan ? Can you guess ? 让学生把插图与思维导图中的地点进行匹配，并在此过程中向学生介绍Mt. Tianshan和Turpan的风土人情，教读mule, Turpan, could 和till. (6).根据文本内容引出句型并帮助学生理解句型。 教师提问：Let’s have a look at John’s Labour Day hlokday gaain. Where did he go over his holiday ? What did he do ? 引导学生回答：He went to … He… 根据思维导图中的句子解释Where did he go…? What did he do ?的用法。 2.巩固与拓展 (1)两人小组活动。学生两人一组，每人长纸条上写两个过去时的句子，然后把句子在单词间的空隙处剪开。学生交换剪下来的单词，看谁能最先把同 (2)组织学生分角色朗读对话，请学生给对话配音。 (3)让学生复述John的五一假期。 (4)四人小组活动。 Step 3. Practice Let’s try 1.放录音，学生完成第一、二题。 2.追问学生Why was John at home ?引导学生进行猜测。再次放录音，学生根据录音完成第三题，验证之前的预测。 Step 4. Consolidation and extension 1.学生背诵本课时的四会句子。 2.做同步精练的相关练习。 板书设计 Unit 3 Where did you go ? What happened ? Are you all right ? I’m OK now. Where did you go ? It looks like a mule. Did you go to Turpan ? Yes, we did. 教学反思

西安市高陵区耿镇中心校备课教学设计表

备课时间： 年 月 日 上课时间：第 周 星期 第 节 课 题 课 型 能听、说、读、写以下动词短语: rode a horse, rode a bike, went camping, hurt my foot, went fishing. 能运用一般过去时来询问别人在假日里去了哪里、干了什教学目标 么并作答。 培养学生热爱大自然的美好情感。 教育学生要锻炼身体，多参加户外活动 教学重点 教学难点 教学方法 教学准备 课时安排 教学过程 Step 1 : Warm-up 1.师生进行连锁问答练习，如： T: I went to Xinjiang on my holiday . Where did you go on your holiday？ S1: I went to.... Where did you go on your holiday？ S2: I went to.... Where did you go on your holiday？ S3: I went to.... Where did you go on your holiday？ 教师 学生 第2课时 二次备课 能听、说、读、写以下动词短语: rode a horse, rode a bike, went camping, hurt my foot, went fishing. 能运用一般过去时来询问别人在假日里去了哪里、干了什么并作答。 …… Step 2 : Presentation Let’s learn 利用教材中的情景展开词汇教学 1.利用图片整体呈现本部分单词并教授。教师利用挂图呈现A.Let’s learn板块的插图，提问： T: Look, this is John’s blog. When did he send pictures and write on the blog ? It was May 1st , the Labour Day holiday. What did he do on Labour Day holiday ? 然后要求学生看图，说出John 五一假期所做的事情： S: He rode a horse. He went camping . He went fishing. 教师根据学生的回答继续追问： T: Where did he ride a horse ? What was the weather like there on Labour Day holiday ? Who did he ride a horse with ? How did he feel ? 引导学生根据自己对的了解，结合图片，发挥想象，针对John在旅游的细节进行对话。教师教授rode a horse, went camping, went fishing的时候，注意rode 和a之间的连续。 2.教师提问学生 T: John had a good time in Xinjiang on Labour Day holiday. Last weekend, he also had two Days off. Where did he go last Saturday ? What did he do there ?引导学生猜测John上周末去的地方和做的事情，然后听课文录音，获取信息后，验证之前的猜测，再教授rode a bike. 3.围绕课文插图John五月十二日微博的内容，教师继续与学生一起讨论John上周末的活动。教师提问： T: What else did he do last Saturday? Who rode a bike with him ? Was it fun to ride a bike in the forest park ? What happened to him later? If you were John, what would you do ? 引导学生谈论并回答，教师教授hurt my foot. 4.教师播放Let’s learn中的录音，学生跟读，然后让学生两人一组进行对话。 Step 3 : Practice 1.教授自编Let’s chant What did you do on your holiday ? I rode a horse. I rode a horse. What did you do on your holiday ? I rode a bike. I rode a bike. What did you do on your holiday ? I went camping. I went camping. What did you do on your holiday ? I hurt my foot. I hurt my foot. What did you do on your holiday ? I went fishing. I went fishing. 2.教Listen, answer and write 教师播放此部分录音，学生完成相关练习， 然后以教师问学生答的形式核对答案。 Step 4 : Condolidation and extension 1.学生背诵并抄写本课时的四会动词短语。 2.做同步精练相关的练习。 板书设计 Unit 3 Where did you go ? Zhang: Where did you go last Saturday ? John: I went to a forest park. Zhang: What did you do there ? John: I rode a bike. rode a horse. went camping. went fishing. hurt my foot. 教学反思

西安市高陵区耿镇中心校备课教学设计表

备课时间： 年 月 日 上课时间：第 周 星期 第 节 课 题 课 型 能听、说、读、写以下句子：How did you go there ? We went there by plane. Sounds great ! 教学目标 能完成Let’s try中的听力练习。 培养学生团结互助的合作精神。 教学重点 教学难点 教学方法 教学准备 课时安排 教学过程 Step 1: Warm-up 1.教师请几名学生描述自己上周做些什么，如： I was busy last week. On Monday I went to a restaurant. On Tuesday I went to a park. I roda a bike. On Wednesday I played ping-pong. On Thursday I went camping. ... 2.日常进行日常会话交流，如： T: What did you do on your holiday ? S1: I rode a horse. T: What did you do on your holiday ? S2: I rode a bike. T: What did you do on your holiday ? S3: I went fishing. ….. 教师 学生 第3课时 二次备课 掌握重点句型 灵活运用对话中的句型进行口语交流。 3. 师生齐声说唱chant, 如： How do you go to school ? By bus, by bus. How do you go to the park? By bike, by bike. How do you go to the science museum ? By taxi, by taxi. …… Step 2: Presentation Let’s try 1.听前预测。教师出示人物图片，介绍听力活动背景: Who are they ? Wu Yifan and Amy are at school. They meet Sarah. 老师引导学生阅读第一个问题，然后提问：What are they talking about ? Can you gurss ? 让学生进行听前猜测。 2.教师放第一遍录音，要求学生回答第一个问题。 3.教师问：What did Sarah do there ? 让学生根据自己对杭州的了解进行猜测。然后老师放第二遍录音，学生回答问题后，教师还可提问：What was the West Lake like ? What else could we do in the West Lake ? 引导学生谈论杭州西湖。 4.教师提问：Sarah bought some gifts. Who did she buy gifts for ? 教师放第三次录音，并核对第二题答案。 Let’s talk （从呈现完整对话到处理局部语言） 1．预测对话内容。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。板书如下： Amy’s Trip When did she go ? Where did she go ? How did she go there? What did she do ? 2.教师与学生谈论Amy的三亚之行。老师呈现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，并教读单词beach. 3.教师引导学生根据Amy’s trip 的思维导图，发挥想象，描述Amy’s trip. 此活动可先在四人小组内进行，然后全班分享。 4.教师用PPT呈现或板书Amy旅游信息的句子，要求学生根据提供的信息推断出合适的疑问句。 Amy’s Holiday Trip ___________________________? I went to snaya. ___________________________? I went there over the winter holiday. ___________________________? I went there by plane. ___________________________? I took lots of pictures. ___________________________? Step 3 : Practice 1.学生两人互相询问对方曾经去过的地方和所乘坐的交通工具，然后制成表格。可请几名学生上台表演报调查结果，如： S1: I went to Zheejiang last year. S2: How did you go there ? S1: I went there by train. ……. Where Zhejiang How By train 2.学生之间讨论自己是怎样度过寒假。 Step 4 : Condolidation and extension 1.学生朗读本课时的四会句子。 2.做同步精练的相关练习。 板书设计 Unit 3 Where did you go ? A：How did you go there ? B: We went there by plane. A: Sounds great! 教学反思

西安市高陵区耿镇中心校备课教学设计表

备课时间： 年 月 日 上课时间：第 周 星期 第 节 课 题 课 型 能够听、说、读、写以下动词短语: ate fresh food, went swimming, took pictures, bought gifts. 教学目标 在实际情景中灵活运用动词短语来进行替换练习。 学会唱英文歌曲Tell me about your holiday. 培养学生合理安排闲暇时间的能力。 教学重点 教学难点 教学方法 教学准备 课时安排 教学过程 tep 1 : Warm-up 播放歌曲Tell me about your holiday,要求学生第一遍仔细听，熟悉旋律，然后教师讲解歌词内容与新单词的读音。播放第二遍录音，学生一边听录音一边跟唱。播放第三遍录音，学生一边打拍子，一边唱歌。 Step 2: Presentation Let’s learn 1.利用挂图呈现并教授单词。教师呈现 B．Let’s learn板块的插图，提问： T: Who is he ? S: He is Wu Yifan. 教师 学生 第4课时 二次备课 掌握四会短语以及灵活运用句型来进行问答练习。 掌握四会单词bought, ate, took 和 went 的读音和拼写。 T: These were the pictures. Wu Yifan took over his summer holiday. What did he do last summer holiday? Let’s have a look. 引出ate fresh food并进行教读。并注意food的发音。 2.教师以同样的方式教went swimming, took pictures, bought gifts,教学过程中可用旧词引出新词，或用同类单词归类或语音的拼读方法帮助学生更快掌握新单词。 3.教师教完四个新词后，再次提问： T: How was Wu Yifan’s summer holiday ? 要求学生听录音，核对答案。 Look and say 1.本活动可穿插在Let’s learn板块教学 中，作为词汇教学的一个综合运用活动。 2.教师呈现Andy的图片，提问学生： T: Who is he ? Andy’s summer holiday was fun. Do you want to know something about it ? What did he do over his summer holiday ? Can you guess ? 3.教师引导学生发挥想象，围绕Andy 暑假 活动的细节进行两人小组问答。 A: What did Andy do last summer holiday ? B: He ate fresh food. A: What did he eat ? B: He ate..... A: Why did he eat fresh food ? B: Because he wanted to be healthy. Fresh food was good for his body. Step 3 : Practice 教师指导学生把本课的动词短语和句型结合起来编成chant形式练习。如： T: What did you do ? S1: I ate fresh food. T: What did you do ? S2: I went swimming. T: What did you do ? S3:I took pictures. T: What did you do ? S4: I bought gifts. Step 4 : Condolidation and extension 1.学生朗读本课时的四会单词短语。 2.做同步精练的相关练习 板书设计 Unit 3 Where did you go ? Amy: How was your summer holiday , Yifan ? Wu Yifan: It was good. I went swimming every weekend and took lots of pictures. ( ate fresh food ) (bought gifts.) 教学反思