M3 U1Where did you go？
外研版小学英语五年级上册M3U1Where-did-you-go-全英教案
外研版小学英语五年级上册M3U1Where-did-you-go-全英教案Module 3Unit 1 Where did you go?教学设计五年级董雪斐教学内容：Words : weekend places the British Museum how best trip along twenty minutesSentences : What did you do at the weekend?Where did you go ?教学目标：Make students can use these two sentences to talk.教学重难点：Words :weekend places the British Museum alongSentences.: What did you do at the weekend?Where did you go ?教学准备：E-pen cards PPT教学过程：Step1:Free talkT: Good afternoon ,boys and girls. Today I’m your new teacher .You can call me Ms Sun.S: Good afternoon ,Ms Sun.T: Last weekend I went to the supermarket with my daughter.Do you know weekend ?(Teaching weekend)T: What did you do at the weekend? (Ask two students)S1: I went to the park.S2: I bought some fruits and sweets.T: Where did you go ?S3: I played football.T: Ok,now open you book and turn to page14. Look at part 1.Let’s listen and read.设计意图：通过在上课之前的听音乐环节，可以放松学生们的心情还可以拉近师生之间的感情。
Module3Unit1Wheredidyougo教案(含教学反思)
1. I went to the park. 2. She went to the zoo. 3. They went to the hospital.
例题5：根据句型"Where did you go?"完成下列短文。
答案：
Last weekend, I went to the park. I saw many beautiful flowers and trees. In the afternoon, I read a book under a big tree. It was a wonderful day.
教学流程
一、导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module 3 Unit 1 Where did you go》这一单元。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过询问别人过去活动的情况？”比如，你可以问你的朋友：“你周末去了哪里？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索询问过去活动的重要性。
2.拓展建议：
(1)学生可以在家中尝试用英语询问家人或朋友过去去了哪里，并记录下他们的回答，以此来提高自己的口语交际能力。
(2)学生可以尝试用英语写一篇关于自己过去的一个周末的日记，通过写作的方式来巩固和运用本节课所学的词汇和句型。
(3)学生可以与自己的小伙伴一起合作，编写一个短剧，内容包括询问和描述过去的一个周末的活动，通过表演的方式来提高自己的语言表达能力和团队合作能力。
例题6：用所给词汇完成下列句子。
答案：
1. I went to the park. 2. She went to the zoo. 3. They went to the hospital.
M3U1Where did you go？
Yes,they did.
Listen and Read
Role-play
Talk about your trip.
house What did you see?
trees
people
how 如何，怎样
Thank You!
New Wrods twenty
New Wrods along 沿着
Listen and Answer
1.How did they go to the places?
They went by bus. 2.Who are they?
They are Daming and Amy. 3.Where did Lingling,Amy and Sam go?
First they went to the British Museum.Then they visited Big Ben and the London Eye.
Listen and Answer
4.How many persons are there in the diaolgue?
There are two. 5.Did Lingling like the museum?
Did you go to these places? 你去过这些地方吗？
Module3 Unit 1
Where did you go?
New Wrods
英国博物馆
Where did you go?
British Museum
New Wrods
伦敦之眼 London Eye
五年级上册英语教案-Module 3 Unit 1 Where did you go-外研版(三起)
五年级上册英语教案-Module 3 Unit 1 Where did you go-外研版（三起）教学目标1.本课的语言知识目标是掌握一些地点的名称，如park, museum等，了解一般过去时的用法，如出行的时间、地点等。
2.本课的技能目标是培养学生听、说、读、写的能力，能够描述自己的去处及相应时间。
3.本课的情感目标是增强学生对旅游、户外活动、身边环境的兴趣和探究精神，培养学生爱好探索和发现的意识和能力。
教学重点1.掌握一些地点的名称，如park, museum等。
2.了解一般过去时的用法，如出行的时间、地点等。
教学难点1.能够描述自己的去处及相应时间。
2.通过描述时间、地点等信息，训练学生听、说、读、写的能力。
教学过程Step 1 导入新课教师出示一份旅游图片，并让学生和同学讨论图片中的景点，询问学生不同的旅游经历和旅游景点的印象。
学生通过这样的交流体验到旅游的乐趣，并渐渐体会到英语学习和实践与自己的生活联系在一起的重要性。
Step 2 预习让学生独立预学课文，并注重预习时的效果。
预习具体方法：•首先，读懂课文，抓住主干线索。
理解这一单元主要介绍了哪些内容，有哪些关键词，为下一步阅读做好铺垫。
•其次，熟悉每个故事的时间、地点、事件等。
针对单元故事的情境，语言难度和重点，适当地训练掌握贯通全文的交际技能和语言寄托形式。
•最后，精读篇章。
细读课文全文，包括细节、逻辑及语感，重点是培养良好的语感性，使听、说、读、写、译各项技能相辅相成，迅速地掌握和运用单元所学语言点，更好地完成听说读写四项技能。
Step 3 听力和口语实践1.教师放音并播放语音材料，学生跟读同步练习。
2.练习语音发音。
将课文里的不同语音和音节，放大到词和句之间的层面。
通过拼读音标、用口型、鼻音等方式，帮助学生形成标准地道的英语语音。
3.分组进行听说练习。
组内同学互相交流，分享对学习的理解和感受，进行口头描述练习。
练习中，教师担任大岗，关注学生的发音、语言表达、相关问题的指导等。
Module 3 Unit 1 Where did you go ？(教案)外研版(三起)英语五年级
Module 3 Unit 1 Where did you go？（教案）教学目标1.学会问和回答有关旅行的问题2.了解一些旅游景点并会描述其中的自然风光或人文风貌3.提高学生的听、说、读、写能力教学重点1.运用英语进行问答有关旅游的问题2.学会描述一些旅游景点的情况教学难点1.听懂他人讲述旅游经历并回答问题2.运用正确的单词与语法描述旅游景点教学过程导入新课1.制作一张幻灯片展示出国内外知名的旅游景点图片，并与学生讨论2.通过谈论各自的旅游经历，引入本课内容–Teacher: Good afternoon, class. Where did you go during the holidays?–Students: I went to 。
–Teacher: Wow, that sounds like a wonderful trip. Did you have fun?–Students: Yes, I did.–Teacher: That’s great. Today, we are going to talk about where we went and what we did.学生互动1.通过已有的信息和词汇，让学生自由谈论旅游经历–Teacher: Who would like to share their trip?–Student 1: I went to the Great Wall. It’s very amazing and fabulous.–Teacher: Can you tell me more about it?–Student 1: There are a lot of people there, and you can see the wall winding up and down the mountain.2.在学生分享过程中，引导学生运用本单元所学单词和句型，并纠正他们的错误–Teacher: What did you do there?–Student 1: We climbed the wall and took many pictures.–Teacher: Good job. You should say。
Where did you go_教案
Module 3 Unit 1 Where did you go?Function: ask and answer the behavior in the pastⅠ.Teaching goals:a.New words: weekend, place, British, museum, how, best, took, trip, along, river,hour, twenty, minuteb.Sentence patterns:1.Where did you go? We went to…2.What did you do? We visited…Ⅱ. Teaching key and difficult points1.Key points:New words and sentence patterns. Students need to understand, remember and use them in the appropriate situation.2.Difficult points:a.The pronunciation of some new words as: places, British Museum, best, hour,minuteb.To memorise the wordsc.To read the whole textⅢ. Teaching methodmunication approach2.Task-based method3.Audio-visual methodsⅣ. Teaching aids:PPT, word cards, pictures, recorderⅤ. Teaching procedures:Step1. Warming-up1.Greetings2.Show the students some pictures of some placesStep2. Lead-in :Let’s guessStep3. Presentation1.New words teaching2.Let’s chant ( Activity1)3.Listen and answer:a.What did Amy , Sam and Lingling do at the weekend?b.Where did they go?c.How did they go to these places?d.What did Lingling like best?4.Read and imitateStep4. PracticeStep5. SummaryStep6. Survey and show( four pupils in a group)Step7. HomeworkⅥ. Blackboard designⅦ. Reflection:1.The practicing part should be easy and understanding, otherwise students can’tunderstand and will not participate.2.Teacher should practice more , to enable all of them to understand and use thenew knowledge.3.Teacher should use accurate and easy orders ,and simple English class language.Cheryl。
五年级上册英语教案Module 3 Unit 1 Where did you go 外研社
Unit 1 Where did you go ?Teaching aims:1、All of the students can understand the words: weekend, place, British, museum, how, best, took, trip, along, river, hour, twenty, minute.All of the students can use the words: place, how, took, river, hour, twenty, minute.Some of the students can use the words: weekend, British, museum, best, trip, along, twenty.2、All of the students can understand, say and read the sentences:Where did you go? What did you do at the weekend? We went to … How did you go to these places? We went by ...3、All of the students can ask and answer the question about the happened thing using the learned language. Teaching key points and difficulties:place, how, took, river, hour, twenty, minute.Where did you go?What did you do at the weekend?Students analysis:Though there are 15 students, every students have different level. So we should give different demand. Besides, the pronunciation is the most important because of the poor level.Teaching procedures:Step 1 Warming upGreetingLook at activity 1.Then listen to the tape and chant. Step 2 Leading inThe teacher shows a series of pictures :Did you go to these places?Let’s go out, travel around and enjoy our vacations! Guess the buildings and learn the building words.Step 3. Text leaningPlay the record for the first time.Then play the tape again and the students try to answer the questions in PPT.Listen to the tape a third time so that they can repeat it sentence by sentence. During the time, teaching the important words and the vital sentences.Let’s read the text together.Step 4. PracticeFinish the practice in the PPT.Step 5. ActivityReview the words of places and verb phrases in the blackboard. Then give a chance to two students to show their conversation using the learned sentences. SummaryDo a conclusion about the words and the sentences. Homework1.Read the text fluently.2. Ask and answer with your friends:Where did you go at the weekend ?What did you do ?Blackboard design:Unit 1. Where did you go?place, how, took, river, hour, twenty, minuteWhat did you do at the weekend?Where did you go?。
外研版五年级上册M3U1 Where did you go教学设计讲课教案
Module 3 Unit 1 Where did you go?教学设计一、教学目标：1、知识与能力目标：（1）能听、说、认读本课的重点单词：the British Museum, the London Eye, weekend, place, how,best,took,trip,along,river,hour,twenty,minute;（2）能正确使用动词过去式；（3）能利用What did you do? Where did you go? 询问别人过去做的事情。
2、过程与方法：通过活动体验，在交流中学会谈论上周末从事的活动，谈论不久前发生的事情，发展综合语言运用能力。
提高学生跨文化交际意识。
3、情感与态度目标：培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹。
二、教学重点：1、使学生能听说，认读单词the British Museum, theLondon Eye,weekend,place, how,best,took,trip,alon g,river,hour,twenty,minute;2、能准确理解并熟练运用What did you do at the weekend? Where did you go? Where/How/When/What did…?三、教学难点：掌握本课的新单词及利用动词过去式的变化进行描述。
四、教学方法:任务型教学法学法:合作交流法五、教学过程:Step 1. 课前展示，热身激趣1. Greetings T: Good morning, boys and girls.Ss: Good morning, Ms Li.T: How are you?Ss: Fine, thanks.2. Sing a song: 《Where did you go?》3. 复习动词的过去式：教师以连线的方式考察学生对动词过去式的掌握情况。
go send likemeet visit sent liked met visited met (设计意图：利用歌谣开始本课教学，可以创设轻松的学习氛围，消除学生的紧张情绪，由歌曲《Where did you go?》引出本课的重点句型，激发学生的兴趣。
Module 3Unit 1 Where did you go？ 外研版(三起)英语五年级上册
What did you do?
I watched TV yesterday.
I cooked noodles.
I played on the computer I walked in the park. I visited Big Ben.
What did you do? I went shopping.
How?
大英博物馆
伦敦眼
.
What? Where? How?
We went by bus.
4.Did Lingling like the bus ride(乘公共汽车旅行）? Yes,she did.
Practice
1. W__h_e_re__ did you go?
I went to Beijing. 2. __H_o_w__ did you go?
询问别人做了/看了/买了什么： What did 主语 do/see/buy? 主语 +V.ed/saw/bought+其他.
How did you go? I went by bus.
询问怎么去的那里： How did 主语 go? 主语 went by +交通工具（on foot 走路).
Listen,read and say
• the British Meseum 大英博物馆
• the London Eye 伦敦眼
•ace 地方
along 沿着
• best 最好
river 河，江
• hour 小时
minute 分钟
• trip 旅行，旅程
twenty 二十
• weekend 周末
how 如何，怎样
1.Listen to the tape and read the text 5 times. 2. Ask and answer with your partners:
五(上)M3U1 Where did you go
五（上））M3 U1 Where did you go?教学设计教材分析本课属于“人与社会”主题语境范畴，涉及“中外名胜古迹的相关知识和游览体验”子主题。
【语篇研读】What : 课文通过电话对话,大明询问Amy在英国周末的活动，并能够在实际语言环境中用重点句型询问对方上周末的活动情况,询问与描述过去发生的事情。
3.Why: 引导和培养学生英语学习的自主性和积极性,促使养成互帮互助,共同体验的合作学习习惯。
通过本课学习,激发学生热爱世界,热爱家乡的情怀，增加跨国文化交流意识，培养热爱祖国的民族自豪感。
How: 本课是Daming和Amy通过打电话方式了解对方周末的活动。
学情分析设计意图：基于语篇学习，学生获取、梳理语篇内容，然后深入语篇学习，领会对话语篇背后隐含的意义，使学生明白同学朋友间的相处之道，学会关爱他人。
2. 在教师的帮助下，小组声情并茂地朗读课文和分角色表演Daming 和Amy对话。
（应用实践）Step4 Practice1.Read:Read the text after the tapeRead by yourself for 2 minutesRead in group2.Act out the dialogues.扮演Daming和Amy在打电话。
教师观察学生在读课文在扮演角色时碰到什么困难，适时给予指导和帮助。
设计意图：巩固语篇学习，为迁移创新活动打下基础。
3. 运用所学核心句型创编对话。
（迁移创新）Step5 ProductionUse the key languages to make a dialogueabout your tip.Step6 HomeworkUse the key languages to make a dialoguewith your partners.教师观察学生在创新对话练习中的表现，适时给予指导和帮助，以及鼓励和表扬。
设计意图：超越语篇学习，学生运用核心语言进行创新性的对话练习，使学生从课本走向生活实际，实现提升学生综合素养的目的。
外研版五年级上册英语Module 3 Unit 1 Where did you go 授课课件
短语：takeabus乘公共汽车 一词多义： take花费（时间、金钱等）
trip/trɪp/n. 旅行，旅程 短语： takeatrip去旅行
haveagoodtrip旅途愉快 along/ə'lɒŋ/prep. 沿着 形近词： long长的
1熟记本节课所学的句型、短语和单词，必须会 听、说、读、写。
2将Listen, readandactout的对话朗读流利。
短语： goalongtheroad沿着这条路走
加法记忆法： a+long（长的）=along沿着
river/'rɪvə/n. 河，江 发音： 字母i在单词中发/ɪ/，相同发音的单词有list，
finish，city。 例句： Therearelotsofboatsontheriver.
河面上有许多小船。 短语： theChangjiangRiver长江
点拨：B、C项为具体建筑物，A项指统称的地方。
() B(2) A. hourB. twentyC. minute () C(3) A. howB. whatC. river () A(4) A. takeB. tripC. weekend () B(5) A. goB. tookC. like
四、按要求完成句子。
例句： Howareyou? 你好吗？ 形近词： now现在
短语： howmany多少howmuch多少howold多大
联想记忆法： what什么，where哪儿，why为什么， when什么时候
魔法记忆： 现在（now）把n与h交换会怎样（how）?
bybus乘公共汽车 用法： “by+交通工具” 表示出行方式。
五年级上册英语教案- M3U1 Where did you go？-外研社(三起)
五年级上册英语教案－ M3U1 Where did you go？-外研社（三起）教材分析本教案所涉及的教材为外研社（三起）出版的五年级上册英语教材，本节课是其中的第三个单元，即 M3U1 Where did you go？本单元主要教授问路和回答的知识，教材设计丰富多样，注重互动。
教学目标1.能够熟练掌握问路和回答的相关知识，如How can I get to…?等。
2.能够模仿教材中的对话进行互动学习。
3.能够在日常生活中运用所学知识进行实际交流。
教学重难点1.地点问询和回答。
2.交通方式表达和回答。
教学步骤Step 1：导入新课通过图片展示备课教师走过的路线，并向学生进行引导：•T：Hello, boys and girls. Today we are going to talk about asking for directions. So I will show you a picture, can you guess where I am right now?•S：…•T：That’s right, I’m standing at the school gate. Now I want togo to the playground. But I don’t know how to go there. Do you thinkyou can help me?Step 2：问路和回答T：Now, I will show you some sentences that you might use in conversation:•Excuse me, where is…？•How can I get to…？•Is it far from here？•Can I walk there？•How long does it take by bus？S：…T：Can you ask me how to get to the playground?S：Excuse me, how can I get to the playground?T：Very good. Now, I will ask you the same question. Can anyone answer?S：…Step 3：实例练习T：Let’s have a look at some new sentences:•Go straight and turn left/right at…•Walk across/along the street•Take bus line/no.# bus/ subway to…•Get off at/ on …•The… is on your right/left-hand sideS：…示例练习：T：Please help me to find the way to the playground.S：Excuse me, how can I get to the playground?T：Go straight along the road and turn left at the second crossing. The playground is on your right-hand side.S：Thank you.T：Can you re-phrase the sentence?S：…Step 4：小结通过提问的方式让学生总结所学内容，并进行小测验。
M3U1 Where did you go教案
M3U1 Where did you go?教案Learning aims(学习目标):1. 能听说读写单词及词组: rode, rode a horse, rode a bike, went ,went camping, hurt, hurt my foot and went fishing.2. 能听说认读句子:Where did you go last Saturday? I went to a forest park. What did you do there? I rode a bike.3. 会唱歌曲《Tell me about your holiday》Important &difficult points(重难点):1. 学习五个短语，注意ride, go,hurt的过去式。
2. 学生能用句型进行简单的对话。
导学探究Step 1.预习温故(用时5分钟)1. Show the pictures and Go over the phrases of Unit2.S1:watched TV S2: I watched TV S3: I watched TV last weekend.同样的方法复习cleaned my room, washed my clothes, stayed at home, read a book, saw a film, had a cold and slept.2. Free talk. --- What did you do last weekend?Step 2. 新课内容展示(用时15分钟)1. 教学短语(1)Show the picture of ride a horse. 教读短语T: ride a horse I often ride a horse. (学生跟读)Go camping, hurt my foot，go fishing.(用同样的方法复习这些词组)(2) 呈现句子T: I rode a horse last weekend.同样的方法教学短语rode a bike, went camping, hurt my foot，went fishing.(3)T:What did you do last weekend? Ss: I rode a horse/ went camping …(学生多操练)2. T: Where did you go last Saturday? I went to a forest park.师生互答。
M3 U1 Where did you go教案(公开课用)
Module3 Unit1 Where did you go?外研版·五年级英语上册一．教学目标1.能够听，说，读写下列单词：how, took(take),river,hour,place2.能够熟练使用句型“Where did you go?”“How did you go there?”和“What did you do?”来谈论旅游活动。
3.能够询问和讲述自己或他人过去发生的事情。
4.增加跨国文化交流意识，培养热爱祖国的民族自豪感。
二．教学重难点1.能够熟练运用一般过去时态。
2.能够理解掌握特殊疑问句。
3.能够使用英语交流旅游经历。
4.掌握不规则动词过去式do-did, eat-ate,buy-bought三．教学过程Step1:Warm-up1.教师出示PPT3，学唱歌曲。
T:Let’s listen and sing it.2.教师出示PPT4,引导学生谈论自己昨天的活动。
T:Yesterday was Sunday.I went to the park.Where did you go?What did you do yesterday?S:Step2:Presentation1.教师出示PPT5-9，让学生打开课本第14页。
学生先自主阅读,然后小组讨论，互助学习。
T：Amy and her friends had a lovely time at the weekend.1.What did they do there?Please read it by yourselves.Then, you can talk it with your friends.T:Time’sup.What did they do there?S1:Theyvisi ted lots of places.(引导学生说出places)T:Good job！Read after me “place,place”!S:Place,place!教师板书新单词在黑板上。
M3U1-Where-did-you-go课件2
Task1 Listen Listen and find the questions?
What did you do at the weekend ? We visited lots of places.
visited
lots of places
许多地方
The British Museum
Where did you go ?
weekend?
bus
• I went there by c. ar
• She went there byplane.
• He went there by
.
• They went there by _________.
Listen and chant
Where did you go? How did you go? What did you see? What did you do? Please tell me.
新外研版五年级上册英语
Module 3
Unit 1 Where did you go?
Saturday 星期
at the weekend 在周末
I went to the Fanjing Mountain at the weekend.
Review
Monday 星期一 Tuesday 星期二 Wednesday 星期三 Thursday 星期四 Friday 星期五
Free talk
1.Where did you go at the weekend? 2. What did you do at the weekend? 3.How did you go there? 4.What did you see there?
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M3 U1 Where did you go?
教学目标:
知识与能力: 能听、说、认读本课的重点单词：weekend, place, British, museum, how, best, took, trip, along, river, hour, twenty, minute能正确使用动词过去式；
能利用What did you do? Where did you go? 询问别人过去做的事情。
过程与方法: 通过活动体验，在交流中学会谈论上周末从事的活动，谈论不久前发生的事情，发展综合语言运用能力。
提
高学生跨文化交际意识。
情感与态度: 培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹。
重点: 使学生能听说，认读单词weekend, place, British, museum, how, best, took, trip, along, river, hour, twenty, minute
能准确理解并熟练运用What did you do at the weekend? Where
did you do? Where/How/When/What did…?
难点: 掌握本课的新单词及利用动词过去式的变化进行描述。
教法: 任务型教学法
学法: 合作交流法
教学准备: 课件CD-ROM
预习设计: 预习单词课文，各听读10遍
教学过程:
Step 1. Warming-up
1. Greetings
T: Good morning, boys and girls.
Ss: Good morning, Ms Li.
T: How are you?
Ss: Fine, thanks.
2. Sing a song. 《Where did you go?》
3. 复习动词的过去式：
4.教师以连线的方式考察学生对动词过去式的掌握情况。
go send like meet visit
sent liked met visited met
(设计意图：利用歌谣开始本课教学，可以创设轻松的学习氛围，消除学生的紧张情绪，由歌曲《Where did you go?》引出本课的重点句型，激发学生的兴趣。
复习动词的过去式，为后面的教学环节做好铺垫。
)
Step2 Presentation
1、教学新词汇
（1）T : Amy’s weekend is very nice. She visited lots of places. Let’s see the wonderful places.
课件呈现三个地点图片，但是学生可以选择任何一个图片的序号猜猜地点。
通过猜一猜让学生增加兴趣。
T: Now please guess the places, you can choose the number and guess.
S1: Number 1.
T: What’s this?
S1: It’s the British Museum.
以同样的方式呈现the London Eye, Big Ben。
教师领读几遍。
然后请学生读课文句子：
We went to the British Museum.
And we visited Big Ben and the London Eye.
(2) 呈现公交车图片
T: Do you like the bus ride?
S: Yes
T: Lingling liked the bus ride best.(教学best)
(3)呈现小船图片
T: Did you row a boat?
S:...
T: Last summer, I took a boat trip along this river. I like this trip.（教学took, along, river, trip）
It took me twenty minutes.(教学minute)
2 . Practice
1)．当学生已经明白单词含义后，让学生开始认读单词：利用课件快速闪现单词，要求学生快速整体认读。
学生分组认读单词。
然后请一个学生抽取单词，另一个学生猜测，如果不对，下面的学生大声朗读进行纠错。
如果说对了，就说You’re wonderful!
(设计意图：本课的新词汇较为抽象，且难度大。
教师通过讲故事的方式显现新词汇，可以使枯燥的单词教学变的生动和自然，
使学生的学习效率明显提高。
)
2).读一读句子：（课件呈现句子）
(1) We went to the British Museum.
(2) And we visited Big Ben and the London Eye.
(3) How did you go to these places? We went by bus.
(4) But she liked the bus ride best!
(5)We took a boat trip along the river.
(6)It took us one hour and twenty minutes.
3).单词、图片配对游戏
（请六个学生分别说上面的句子，下面的学生根据句子中所含的新单词进行图片和单词的配对。
比一比谁的动作快作快）
4). 说说自己的周末
T: Just now we talk about Amy’s weekend. Now let’s talk about our weekend. Who wants to show us your weekend?
请几个学生上台表演周末所做的事，其他同学猜一猜。
顺序如下：（1）Ss: What did you do at the weekend?
（2）S1进行表演
（3）其他学生说出表演的内容。
Eg: Li Y un went to the supermarket at the weekend.
(示范表演为学生提供一个可操作的模式，以任务型的活动方式，通
过合作学习，并予以评价知道，给学生提供平等的说英语的机会，
鼓励学生在竞赛中学，这样既创造了轻松愉快、自然和谐的课堂气氛，又促进了交流。
)
3.presenting the new text:
T：Lingling had a happy weekend. Where did she go? Let’s listen and answer my questions.
（1）Listen to the text and answer questions: What did they do at the weekend?
Where did they go?
How did they go there?
What did they take along the river?
Did it take they one hour and twenty minutes?
（2）Listen and repeat.
（3）Group work:小组合作，回答问题。
（设计意图：通过“任务型”听录音，教师领读，纠正学生发音，教给学生正确的发音，让他们习惯标准发音，进而有意识的模仿，
形成正确的口语。
）Step3 Practice
（1）教师引导学生回答“What do you usually do at the weekend?”让学生将平时周末所做的活动罗列出来。
点击课件，出示日历。
指着上个周末问学生“What did you do at the weekend?”鼓励学生用学过的过去式回答问题。
（2）教师准备一些风景名胜的图片，贴在教室的黑板上。
如“the Great Wall, Mt Tai, the Summer Palace.”请两个学生上台活动，
一个学生问“Where did you go?”另一学生站在不同图片前回答“I went to the …”
(设计意图：通过生动活泼的活动，呈现本课重点句型。
该活动能让学生动一动，学生在动的过程中既活跃了思维，又操练了新句型。
) Step4 Homework
1、介绍你与家人的上周末生活。
2、向你的好友介绍你的旅游经历，讲述你曾参观的名胜古迹。
(自选一个内容，并写下来。
)
【板书设计】Unit I Where did you go?
单词: weekend, place, British, museum, how, best, took, trip, along, river, hour, twenty, minute
句子: What did you do at the weekend?
Where did you go?
How did you go?
【教学反思】本课教学设计由易到难，层层深入，由于本课句子较长，生词教多，在教学过程中注意将长句子进行分隔教学，降低学生学习的难度，以便更多的理解的熟读课文。