【优质】小学英语湘少版五年级下册《Where were you yesterday》优质公开课教案第三课时
五年级下册英语说课稿-Unit 10 Where were you yesterday-湘少版
五年级下册英语说课稿-Unit 10 Where were you yesterday-湘
少版
一、课程概述
本节课属于湘少版五年级下册英语课程，单元主题为“Where were you yesterday”，本课程是课程中的第十个单元，重点讲解了过去式的构成和用法，并介绍了时间状语词“yesterday”的用法及相关句型。
二、教学目标
1.能够听懂、会说并正确运用过去式及相关时间状语词的使用方法。
2.能够用英语描述自己昨天的活动，并与同伴分享。
3.能够阅读并理解简单的过去式对话。
三、教学重点和难点
重点
1.过去式的构成和用法。
2.时间状语词“yesterday”的用法及相关句型。
难点
1.过去式的规则及不规则构成。
2.时间状语词的灵活运用。
四、教学内容及时间分配
教学内容
1.Warming up
2.Presentation
3.Practice
4.Production
5.Homework
时间分配
1.Warming up - 5 minutes
2.Presentation - 15 minutes
3.Practice - 20 minutes
4.Production - 10 minutes
5.Homework - 5 minutes
五、教学过程及设计
1. Warming up - 5分钟
1.给学生放一首英文歌进行热身:。
五年级下册英语教案-Unit10Wherewereyouyesterday第1课时∣湘少版(三起)
五年级下册英语教案Unit 10 Where were you yesterday 第1课时∣湘少版（三起）教学内容本节课为湘少版（三起）五年级下册英语第10单元第1课时，主题为“Where were you yesterday”。
教学内容主要包括：询问过去某时某地的位置，学习过去式的疑问句构成，如“Where were you yesterday?”；掌握并运用相关的地点名词和动词短语；通过对话练习，提高学生的英语听说能力。
教学目标1. 知识目标：学生能够理解并运用过去式的疑问句，询问并回答过去的位置。
2. 能力目标：学生能够在实际对话中正确使用过去式的疑问句，提升听说交流能力。
3. 情感目标：培养学生对英语学习的兴趣，增强其用英语进行日常交流的自信心。
教学难点1. 过去式的疑问句构成：正确构成并理解“Where were you yesterday?”等类似疑问句。
2. 地点名词和动词短语的正确使用：在对话中准确运用相关的地点名词和动词短语。
3. 实际对话中的应用：在真实情景中流畅运用所学知识进行交流。
教具学具准备1. 多媒体设备：用于展示教学内容和示例视频。
2. 教学卡片：包括地点名词和动词短语卡片。
3. 练习册和作业纸：用于课堂练习和课后作业。
4. 录音设备：用于录制学生的对话练习。
教学过程1. 课堂导入：通过播放一段关于日常活动的视频，激发学生对本节课主题的兴趣。
2. 新知呈现：利用教学卡片，介绍并解释新的地点名词和动词短语，展示过去式疑问句的构成。
3. 小组活动：学生分组进行对话练习，教师巡回指导。
4. 课堂练习：完成练习册中的相关练习题，巩固所学知识。
5. 成果展示：每组选取代表进行对话展示，教师给予评价和反馈。
板书设计1. Unit 10 Where were you yesterday2. 重点词汇：列出重要地点名词和动词短语。
3. 疑问句构成：展示过去式疑问句的构成方式。
4. 课堂练习题目：展示练习册中的练习题目。
【湘少版】 五下 U10 Where were you yestoday》word集备教案
Unit 10 Where were you yesterdayPeriod 1教学目标：1. Able to understand and read the new words: yesterday, today, tomorrow, at work , at home ,weekdays, sick, railway, station; in bed, in hospital2. Able to understand and read the text3. Use “Where were you〞“I was…..〞 to require what people did in past time.教学重点及难点：重点：Grasp new words难点：Act out the dialogue教学方法：解释法，对话法教学准备：a calendar, some picture word cards, tape etc.教学步骤：Step 1 Warming up1. Greetings2. Sing English songsStep 2 Presentation and drill1. Show a calendar.T: What day is it today / How many days are there in a week What are they S: …….T: The days from Monday to Friday are Weekdays. Saturday and Sunday are weekends. Today is ….And yesterday was…Point to the calendar to help students to understand what new words mean, write and teach.2. Put pictures of places under the days.T: Today is….and I’m at school. Yesterday was… and I was at the library/ sick and in the hospital/ …..Where were youS:…… Encourage students answer with what they know.3. Listen to Part A, understand the main idea, and answer.Where was Mingming yesterday4. Help students to understand: sick,better give me…5. Listen to the tape and repeat.6. Practice the dialogue.Step 3 PracticeGame---Chain gameStep 4 Consolidation1. Make a small survey.2. Give assessment板书：yesterday today weekdays sickrailway stationWhere were you, MingmingI was…….Period 2教学目标：1. Able to understand Part D, and finish the questions教学重点及难点：重点：Understand Part D, and finish the questions难点：retell the part D教学方法：操练法教学准备：some pictures of scenery, word cards, tape etc.教学步骤：Step 1 Warming up1. Greetings2. Sing a song.Step 2 Presentation and drill1. Show pictures of scenery or photos, pin them on a blank paper)T: Hello, boys and girls. I like traveling very much. I’ve been to many places, for example, Shanghai, Beijing, Guangzhou…...They are all beautiful places. I took many pictures.Hand in the photos to the students; write the new words and phrases on the Bb.2. Read part D, and answer the questionsWhere was Mr White last weekWhy did he feel happy in HangzhouDid he like the food in GuangzhouWhy did Mr White love China3. Explain “cities visited saw weather sunny went said〞 to students.4. Listen to the tape and repeat.Step 3 Practice1. Talk out Part D.2. Discuss and finish the form.Weekdays Monday Tuesday Wednesday Thursday FridayPlaces3. Finish the questions, and then practice with your partner.Step 4 Consolidation1. Retell Part D2. Give assessment.3. Homework: Repeat the text.板书：Where were you yesterdayWhere were you onI was on .Weekdays Monday Tuesday Wednesday ThursdayFridayPlacesPeriod 3教学目标：1. Grasp the new words, sentences, grammar in the unit2. Able to describe where you went3. sing the song教学重点及难点：重点：Grasp and use the words难点：Use the knowledge to talk about where you went.教学方法：解释法，对话法教学准备：pictures, photos, word cards tape etc.教学步骤：Step 1 Warming up1. Greetings.2. Sing English song.3. Dictate the words and phrases in the unit.Step 2 Presentation and drill1. Point to Part E, and fill in the blanks.2. Check their answers.Step 3 Practice1.learn the song“Where Were You〞2.Change the lyrics “little lady, at home, sir〞 into “dear sir, at school, girl〞. And sing the song.3.Sing by boys and girls separately.Step 4 ConsolidationGame---Travel in the dream.Teacher plays a piece of piano, let students act as sleeping Homework板书：Where were youPeriod 2一、Teaching aims1. Enable the Ss listen, read, say and write the new words: learn words and sentences, , learn writing and price listening.2. Enable the Ss be familiar with the past tense.3. Sentence: What did ...do during the summer holidays二、Teaching emphasis: Enable the Ss listen, read, say and write the new words and talk about the past events.三、Teaching difficulties: Enable the Ss be familiar with the pas t tense.四、Teaching tools: Tape, pictures五、Teaching method Oral method六、Teaching steps:Step 1 Warming up1. Greetings and . Simon says: word list-, learn, write, talk, li sten, do, have, go, take, read, speak, teach and holidays.2. Make a conversation with the Ss. T: Glad to see you again. Ss: Glad to see you too. T: What did you do during the summer holidays S s: I went toHainan…Step 2 Presentation and drill1. Show the picture of “learn words and sentences〞. T: This isa picture of Mingming during the summer holidays. What did he do Ss: He is learning words and sentences.T: He is not doing it now. He learnt words and sentences during t he summer holidays.2. Learn the other words in the same way.3. Read together.4. Little teacher.Step 3 PriceT: He learnt words and sentences. They ed . She learnt writing. H e practised listening. (Action) learn words and sentences, play games, learn writing and practice listening…3. The Ss act and say.4. Listen to the tape of Part A and then answer these questions. What Anne do during the summer holidays What did Mingming do during t hesummer holidays 3. Listen and repeat.5. Act it out.Step 4 Consolidation 1. Evaluation. 2. Do Ex. 3.Homework. Copy the new words. Design of the blackboard:Period 2一、Teaching aims:1. Enable the Ss listen, read and say the dialogue;2. Enable the Ss the sentence pattern: What you do during theholidays3. Enable the Ss master read the short passages and judge True or False.二、Teaching emphasis: Enable the Ss listen, read and say the dia logue;三、Teaching difficulties: Enable the Ss master the sentence patt ern: What did you do during the holidays四、Teaching tools: Tape, pictures五、Teaching method Oral method六、Teaching steps:Step 1 Warming up1. Greetings.2. Act and say. 1). (Action) learn words and sentences, , learnwriting and price listening… 2). Tom: I played games. Ss: Tom pl ayedgames. …Step 2 Presentation and drill 1. Listen to the tape and learn the Word Bank. What you do during the holidays I read many book s. I visi ted mygrandparents. I played games with my friends.Step 3 Practice1. Listen to the tape and repeat.2. Pair-work.3. Group-work .Step 4 Let’s Read1. Read the short passage and then judge True or Flase.2. Read the passage again and underline the key sentences.3. Check the answers.Step 5 Consolidation1. Evaluation.2. Do Ex3. Homework. Design of the blackboard:Period 3一、Teaching aims:1. Enable the Ss talk about their holidays.2. Enable the Ss and write down their holidays.二、Teaching emphasis: Enable the Ss describe their holidays.三、Teaching difficulties: Enable the Ss to talk about and write down theirholidays四、Teaching tools: Tape五、Teaching method Oral method六、Teaching steps:Step 1 Warming up1. Greetings.2. Read Part A together.3. Step 2 Presentation and drill1. Ask students to talk about their summer holidays and then let them finish Part E: write down your answers2. Check the answer.3. Ask two Ss to talk about their answers.Step 3 Let’s Have Fun1. Class work. Look at the pictures, describe Mingming’s and Ann e’s holidays.2. Class work. describe your holidays.Step 4 Consolidation1. Do Ex. Work book Unit 1.2. Evaluation3. Homework. Revise Unit 1. Design of the blackboard:2、Katie always gets up early. Period 1Teaching aims.1．The aims of knowledge:Learn these new words: wake up; make the bed; wave; late always; usually; often; never.2． The aims of skills:a. Ss can understand the four –skill words: wake up; make thebed; wave; lateb. Ss can understand the words: always; usually; often; never.c. Ss can describe the other’s actions.3．Emotion, attitudes and valueTo form the health living habitMain points and difficult point:The students master the words: wake up; make the bed; wave; late; always; usually; often; never.Teaching method and Learning way:TPR; T ask-based method; Discussing Teaching aids : Cards, tape ,r ecord, picturesTeaching Process: Step 1 Warming up a. Greetings.b. sing a song: London Bridge is falling downc. Free talk. Talking about my day.Step 2 Reviewa. Game—Guess ,guess, guessUse the cards to go over the wordsb. Retell the story—Unit 1Step 3 Presentationa. Learn the words and expressions:wake up; make the bed; wave; late At first show the learned word: cake .Let the studentsread the word, then write the words carefully.From above to find out the rules of pronunciation and memory word s.Wake up.e.g. a. What time do you usually wake upb. I usually wake up at 6.make the bede.g. a. Do she make the bed in the morningb. The first thing he does after getting up is to makethe bed.wave a greeting挥手致意late.e.g. I’m latelate autumn暮秋, 深秋get up late睡懒觉 wave good-bye to sb. 挥手辞别b. Let the students understand frequency Adverbs(频率副词):always often usually never alwaysRead these words several times and try to remember them. At the s ame time, explain the meanings of different adverbs of frequency.100% alwaysI always stay at home in the evenings.90% usuallyI usually wake up early.80% oftenHe often goes to school on foot.0% neverHe never goes to school late.Step 3. PracticePractice the words. a. Game 1. Loud and low voice. b. Game 2. Qui ck response The teacher brings out some pictures and word cards, the students speak out the words quickly.c. Game 3. Guessing gameWriting on blackboard:2、Katie always gets up early.Period 2 Teaching aims:A. Knowledge and skillsa. Learn Part A Let’s listen and say. Katie’s Day.b. Grasp the usage of adverbs of frequency. B. Processes and methodsa. With the studying strategies, get the students to work in pair s or groups to talk about their day.b. Let the students practice spe aking and writing. C. Emotion, attitudes and valueThe content of this part is close to the students’ daily life an d the topic deals with the students’ daily activities, so it is help ful for the students to learn about more daily activities. It can hel p the students to carry on the language practice about the topic and to arouse their great interest in learning English; On the other hand, it provide the students with opportunities to understand one another better. Teaching difficulties and focuses: a. Ss can use the present tense of the third personget-gets make-makes wash-washes run-runs leave-leaveshave-hasb. Ss can master sentence structure: sb do sth at some time Teach ing method:Task-based Learning MethodTeaching aids:Cards, recorder and some objectsTeaching Process: Step 1 Warming up a. Greetings.b. sing a song Step 2 ReviewGame—Golden finger Use the cards to go over the wordsStep 3 Presentation and drilla. Listening to the recorderb. T: You’re very good. You are all good pupils. And Katie is a good pupil too. Everyone likes her. She is never late for school. She always gets up early every day . Then she makes bed .after breakfast, she waves her family goodbye.c. Fast reading the text.d. Answer the following questions.Does Katie always gets up earlyWhat time does Katie wash her faceWhat time does Katie make her bedIs Sally is often lateWhat time does Katie’s father leave for work e. Explain the gram mar for the pupils: The present tense of the third person. get-gets m ake-makes wash-washes run-runs leave-leaveshave-hase.g.Step 4 Practicea. Reading the text carefully.b. Listen and repeat itc. Retell it , check the resultd. Practice in pairs, according t o the form to saysomething about their day.Step5 Consolidationa. Part C About the story.Put a tick(√)if the sentencescorrect of a cross(×)if they are wrong.1. Katie always gets up at six o’clock. (√)2. Katie always washes her face at 6:15 am. (×)3. Katie’s family often has breakfast at 6:45 am. (×)4. Sally always goes to the breakfast table on time. (×)5. Katie’s father u sually waves then goodbye. (√)b. Homework: Listen and read the dialogue, copy the newwordsWriting on blackboard: 2、Katie always gets up early.get - getsmake - makeswash - washesrun - runsleave - leaves have - hasTeaching aims. a. Going over words.b. Retell the story. Main points: Period 3c. Finish Part D, E, F. The students can master the words and sentences.Difficult point: Teaching aids:Teaching Process:Step 1 Warming up a. Greetings.b. Sing a song. Step 2. Reviewa. Play a game –magic eyes The students can describe the other’s actions cards,tape ,record c. Free talk: Say something about your d aily life Going over the learned words: slide, bench, bark, chain, sw ing, stone, bite, wake up, make the bed, have, late.always, usually, often, never.b. Use the cards to go over the new dialogue ,and make sentences with the present tense ,they are required not to make the s ame sentencesc. Retell the story Step 3 Drillsa. Part D. Pair work. Look at the chart. Take turns to tell each other about Peter’s activities.Example: Peter usually goes to bed at ten o’clock.Write four sentences about your activities.2、I never go to school by bus.Exemple: I usually do my homework at six o’clock.3、I often watch TV at 6: 30 in the evening.114、I usually go to bed at 10:00 pm.b.Part E Listen to the tape and requires them to finish12Now, write suitable answers in the blanks.3.Listen to tape and follow it Step 4 Consolidationa. Make a situation and have a dialogue with their partners, choo se some to act it outb. Homework: Listen and read the dialogue, copy the words ,and tr y to recite textWriting on blackboard:2、Katie always gets up early.。
五年级下册英语教案-Unit 10 Where were you yesterday 第二课时 湘少
五年级下册英语教案-Unit 10 Where were you yesterday第二课时湘少版（三起）教学目标1.听懂、说出询问过去时间及回答方式。
2.能准确使用过去时间短语及介词。
3.了解新词汇的拼写和正确的使用方法。
4.实现通过对话的形式理解和表达的能力，培养听说读写能力。
5.学会合作探究、独立思考，培养学生的自主学习能力和课堂参与积极性。
6.了解美国的节日——Thanksgiving Day。
教学重点1.如何询问和回答过去时间。
2.能够准确使用过去时间短语及介词。
教学难点1.过去时间的表达方式。
2.使用过去时间时的时态及介词。
教学过程1. 兴起热身（5分钟）通过唱歌、跳舞、互动游戏等活动调动学生情绪，为后续学习做好铺垫。
2. 新知呈现（15分钟）1.教师出示一幅图片并介绍所描述的事件。
例如：Yesterday was my mother’s birthday. I went to her birthday party. She was very happy. What did I do yesterday?2.教师教授相关单词，并讲解过去时间的表达方式。
3.教师通过类似的对话形式，练习学生的听、说能力，帮助学生理解并掌握新知识。
3. 合作探究（20分钟）1.教师将学生分为小组，让他们就如何描述过去时间进行探究，要求各小组自行设计问题和回答，发挥合作和独立思考的能力。
2.要求学生在小组内进行模拟对话，并对结果进行汇报和讨论，既巩固了知识，又加强了交流能力。
4. 拓展应用（15分钟）1.老师讲解关于美国的节日——Thanksgiving Day的相关知识，并辅以PPT展示，鼓励学生进行个人发言，养成表达的习惯，加强学生的口语表达能力。
2.要求学生根据课堂所学的知识，写一篇50~80词的小作文，描述自己的Thanksgiving Day。
5. 总结归纳（5分钟）1.教师让学生总结本节课学习到的过去时间和节日等相关知识。
湖南少年儿童出版社三年级起点小学五年级英语下册：Unit 0 Where were you yesterday
were用于主语是复数形式或第二人称。 如we, you, they等
例句： Jack was in New York last month. 杰克上个月在纽约。 We were at school yesterday morning. 昨天早上我们在学校。
“Where were you yesterday?”是用来询 问“某人在哪”的一般过去时的特殊疑问句。 结构为：Where+ was/ were+主语+其他? 回答：主语+was/ were+其他. 例句：
Thank You
—Where was your mother last week? 你的妈妈上周在哪？ —She was at my grandparent’s home. 她在我爷爷奶奶家里。
B Let’ s Learn
yesterday昨天
yesterday morning
昨天早上
yesterday afternoon
He was sick. He was in bed at home.
Where were you yesterday?
昨天你在哪里？
I was sick. I was in bed at home.
我生病了。我在家卧床休息。
be动词的
过去式
was用于主语是第一人称单数或第三 人称单数。如I, she, he, Tom等
E Let’ s Write
F Let’s Have Fun
实战演习
were you yesterday morning? 1.—Where ______ —I ______ was at the cinema. 2.She visited ______(visit) Beijing last week. were your family members yesterday 3.—Where ______ afternoon? —They ______ were at home. sick 4.Coco was in hospital yesterday. She was ______ （病的）. saw 5.She _____(see) a movie last weekend.
湘少版五年级英语下册Unit 10 Where were you yesterday
Word Bank go—went visit—visited see—saw like—liked say—said do—did
1. What cities did Mr White visit? He went to Beijing, Hangzhou, Guangzhou and Kunming.
例句：Tom was in Changsha last year. 去年汤姆在长沙。
拓展： be 动词的过去式的否定形式：是在其后面加not，构成 was not/wasn’t， were not/ weren’t 。 疑问句形式：把was / were 提到句首，句尾加问号。
（2）含be动词的一般过去时的特殊疑问句的用法 句型结构：Where + was/ were + 主语+ 其他？ 某人在哪里？ 例句：她昨天在什么地方？
（2）以e 结尾的动词，直接加-d. 如: lived, … （3）以辅音字母加y 结尾的动词, 先y 变 i 再加-ed.
如: carried, studied,…
（4）以重读闭音节结尾且末尾只有一个辅音字母 的， 双写此辅音字母后再加-ed. 如: stopped, planned,…
（1）在清辅音后读作[t]。 如：asked, helped, watched, stopped
Where were you yesterday? I was at home.
Where were you?
Name Time Yesterday Last week Last month
Group work
Where were you yesterday?
I was sick. I was in bed at home.
五年级下册英语教案-Unit 10 Where were you yesterday 第三课时 湘少
五年级下册英语教案-Unit 10 Where were you yesterday 第三课时湘少版（三起）一. 教学目标1.能够听懂、会说并正确使用句型“Where were you yesterday？”、“I was at the （place name）。
”2.能够阅读并理解课文内容。
3.能够运用所学语言进行交际，询问别人昨天去了哪里并回答自己昨天去过的地方。
4.培养学生的合作意识和口语表达能力。
二. 教学内容1.句型：“Where were you yesterday？”、“I was at the（place name）。
”2.课文：“Where were you yesterday？”3.交际活动：“Let’s talk！”、“Make a survey！”。
三. 教学方法1.情境教学法：通过听说读写，让学生在情境中感受语言，增强语言的理解和记忆。
2.合作学习法：利用小组合作，让学生在交流中体验语言学习的乐趣，提高口语表达能力。
四. 教学内容及方法1. 预习阶段1.引入：学生上课时，教师打开PPT，播放与课文主题相关的短视频片段，激发学生对课文内容的兴趣。
2.预习：学生预习课文，了解新句型和重点词汇。
2. 听说训练阶段1.听录音，跟读课文，让学生熟悉新句型和重点词汇的发音和用法。
2.听录音模仿对话，让学生在模仿对话中感受语言，提高口语表达能力。
3.组织学生进行交际活动：“Let’s talk！”、“Make a survey！”。
鼓励学生利用所学语言进行对话和交流，提高口语表达能力。
3. 阅读训练阶段1.分组朗读课文，让学生熟悉课文内容和语言表达方式。
2.组织学生进行课文阅读理解练习，检查学生对课文的理解情况。
4. 书写训练阶段1.引导学生根据课文内容，编写简短对话或文章，锻炼学生的书写能力。
五. 教学评估1.组织学生进行互相评估，了解自己与他人的表现。
2.教师通过听、说、读、写的训练，检查学生的学习效果。
五下英语unit 10 Where were you yesterday(湘少版)优秀版
last week
[lɑ:st]上一个 上个星期
last night
last year
I was sick yesterday.
[sɪk]病的；有病的
动词be的一般过去时
Where were you yesterday？
动词be 的过去式有两个：was和were.
was [wɒ] 用于主语是第一人称单数和第三
Mingming: I was sick. I was in bed at home. 我卧床在家。
Miss Li： Are you better now?
你现在好些了吗？ Mingming: Yes, I’m fine now.
Thank you. 是的。我现在好了。
Miss Li：All right. Please give me your homework tomorrow.
at work
[wɜ:k]工作
在工作
walk 步
[wɔ:k]
行
in hospital
Miss Li：Mingming, where’s your homework?
明明，你的作业在哪儿？ Mingming: Sorry, Miss Li. I was…
对不起，李老师。我……
Miss Li： Where were you yesterday?
常见结构：
1、will + 动词原形
2、be going to+动词原形
tomorrow
[təˈmɒrəʊ]
明天
next week
I will make a beautiful card.
一般过去时：
表示过去发生的动作或状态。（通常会 有明确的表示过去的时间状语）
五年级下册英语教案-Unit10 Wherewereyouyesterday第三课时湘少版(三起)
五年级下册英语教案Unit 10 Where were you yesterday 第三课时湘少版（三起）教学内容本课为湘少版（三起）五年级下册英语第10单元的第三课时，主题为“Where were you yesterday”。
教学内容主要围绕询问过去某段时间内人物所处的位置展开，包括一般过去时态的运用，以及相关地点词汇的学习。
教学目标1. 知识目标：学生能够听懂、会说、会读本课时的新单词和句型。
2. 能力目标：学生能够在真实情境中运用所学句型询问并回答过去的位置。
3. 情感目标：培养学生对英语学习的兴趣，增强跨文化交流的意识。
教学难点1. 过去时态的理解与运用：对于学生来说，理解并正确运用一般过去时态可能是一个难点。
2. 地点词汇的记忆与应用：新学的地点词汇需要在情境中正确使用。
教具学具准备1. 多媒体课件：用于展示教学内容和情景对话。
2. 单词卡片：用于词汇教学和练习。
3. 情景地图：帮助学生理解并练习询问和描述过去的位置。
教学过程1. 课堂导入：通过简单的日常对话引入本课主题。
2. 词汇教学：利用单词卡片教授新词汇。
3. 句型练习：通过情景模拟和角色扮演练习句型。
4. 小组活动：学生分组进行对话练习，巩固所学内容。
板书设计板书将包括本课的关键词汇、句型以及重点语法点。
通过清晰的布局和色彩区分，帮助学生更好地理解和记忆。
作业设计1. 书面作业：完成相关练习题，巩固语法和词汇。
2. 口头作业：与家长进行情景对话练习，提高口语能力。
课后反思课后反思将重点关注学生对过去时态的理解和应用情况，以及他们在实际对话中的表现。
教师将根据学生的反馈调整教学策略，以提高教学效果。
本教案旨在通过丰富的教学活动和实际应用，帮助学生掌握本课的核心内容，并能在实际生活中有效运用所学知识。
通过课后反思和作业设计，教师能够更好地了解学生的学习情况，并据此调整教学方法，以期达到最佳教学效果。
过去时态的理解与运用1. 情境创设：通过创设具体的情境，如“昨天的小聚会”、“上周末的旅行”等，让学生在情境中自然地使用过去时态。
湘少版小学英语五年级下册Unit10Where_were_you_yesterday
Unit10 Where were you yesterday?
你昨天在哪里？
Listen and read.
• Where is Mingming's homework? • It's at home.
Yesterday
周三
6月 3日
t编情景演绎，看哪组情景安排最具创意。 ☆ ABC共同体合作，灵活运用新句型：
Where were you yesterday? I was ...
1.Show your conversation and read it.（创设情境对话及带读） 2.Little reporter.（小记者采访） 3.Let’s check.（选择题或补全对话等）
周四
tomorrow
周五
6 月 5日
last week 上周
过去式
• 描述过去发生的事情时，英语中的Be动 词（am, is, are）和动词要变成动词的 过去形式。 现在一起来看一下，一些常见动词的过 去式吧！
am is are do come go
was were
是 是 做
来 去
last week, yesterday, today, tomorrow, at work, at home, in hospital, in bed
1. Follow me (带读) 2. Play games.（玩游戏） 3. Let's practise.(翻译、做题等形式展示）
Task2: I can show 我会演
did came went
sick 病的；有病的
in bed
卧床
at home
【优质】小学英语湘少版五年级下册Unit 10 Where were you yesterday优质公开课教案
Unit 10 Where were you yesterday?Period 1Teaching Goals:1.Learn new words.2.Learn the text.3. Master the past simple tense.Teaching Point:Master the past simple tense.Teaching Preparations:Tape and pictures.Teaching Process:1.Warming Up(1)Greetings(2)Review2.Presentation and Drills(1)Learn new words.Were yesterday was sick better lastwork(2)Learn Part AMingming,where’s your homework?Sorry,Miss Li.I was……Where were you yesterday?I was sick.I was in bed at home.Are you better now?Yes.I’m fine now.Thank you.All right.Please give me your homework tomorrow.Ok.Thank you,Miss Li.(3)Learn Part BI was … I am… I will be…Last week yesterday today tomorrowAt work at home in bed in hospital(4)Learn Part CWhere were you yesterday?I was at home.Period 2Teaching Goals:1.Review the words.2.Review the text.3. Master the past simple tense.4.Can do the exercises.Teaching Point:Master reading skill.Teaching Preparations:Exercises and picturesTeaching Process:1.Warming Up(1)Greetings(2)Review2.Presentation and Drills(1)Learn Part DLet’s ReadRead the text of Part D.Do the exercises of Part D.Talk about Part D.(2)Learn Part ELet’s WriteWrite an email to Lingling.Last month,Mr Black visited four cities inChina.Please look at the form and fill in theblanks.a. The weather in Beijingwas_________________b.The weather in Changsha __________________c.The weather _____________________________d.______________________________________(3)Learn Part F Sing together。
五年级下册英语教案-Unit10Wherewereyouyesterday？湘少版(三起)
五年级下册英语教案Unit 10 Where were you yesterday？湘少版（三起）教学内容本单元主题为“询问过去的位置”，主要围绕“Where were you yesterday？”这一问题展开。
教学内容包括过去时态的运用，特别是过去位置的表达，如“at the park”，“in the library”等。
同时，通过本单元的学习，学生将能够描述过去某个时间点的位置，并能够询问他人的过去位置。
教学目标1. 学生能够理解并运用过去时态描述过去的位置。
2. 学生能够正确使用“Where were you yesterday？”来询问他人的过去位置。
3. 学生能够通过对话练习，提高英语口语表达能力。
4. 学生能够培养对英语学习的兴趣和自信心。
教学难点1. 过去时态的运用，特别是“were”和“was”的选择。
2. 询问和描述过去位置的句型结构。
3. 词汇的记忆和应用。
教具学具准备1. 教学课件：包括图片、视频和音频资料。
2. 黑板和粉笔：用于板书和展示关键词。
3. 学生练习册：用于课堂练习和课后作业。
4. 录音设备：用于录制学生的对话练习。
教学过程1. 课堂导入：通过播放一段关于“Where were you yesterday？”的短视频，激发学生的兴趣。
2. 新知呈现：利用教学课件，展示本节课的重点词汇和句型。
3. 小组活动：学生分组进行对话练习，模拟询问和描述过去位置的场景。
4. 课堂练习：通过练习册上的习题，巩固学生对新知识的理解和应用。
板书设计1. 核心句型：“Where were you yesterday？”2. 重点词汇：如“park”，“library”，“school”等。
3. 过去时态的结构：如“I was at the park.”，“They werein the library.”等。
作业设计1. 完成练习册上的相关习题。
2. 编写一段关于“Where were you yesterday？”的对话。
小学英语湘少版五年级下册《Unit 10 Where were you yesterday》优质课教案获奖教案公开课教师面试试讲教案
小学英语湘少版五年级下册《Unit 10 Where were you yesterday?》优质课教案省级比赛获奖教案公开课教师面试试讲教案【名师授课教案】1教学目标(一)语言目标1、词汇:能听懂、会说、认读、会写yesterday , today , tomorrow , at work , at home ,in bed , in hospital .2、句型:能听懂、会说、认读、会写“Where were you yesterday ?”“I was …”(二)应用目标1、能指认一些常见的地点。
2、能询问或告知某人曾去过某地或在某地。
2学情分析五年级的学生整体来说比较活泼,有一部分学生学习较积极,对学习英语具有浓厚的兴趣。
课文中出现的话题贴近生活,学生感兴趣。
3重点难点重点:能听懂、会说、认读、会写新单词,能指认一些常见地点的名称。
能用“I was...”句型向他人介绍自己曾去过某地。
难点:感知并学习一般过去时的用法。
主语+be动词过去式+地点状语,表示某人过去某时间的去处。
4教学过程教学活动1【导入】Where were you yesterdayStep 1 : Warm-up/Revision1. Greetings2. A song : Fishes , Fishes , Where Are You ?(教师可在网站上下载这首活泼有趣的英语儿歌让学生欣赏。
)Step 2 : Presentation1、导入主题2、单元词句板块的整体学习第一步:对比学习today , yesterdayT: Today is Monday . Yesterday was Sunday .(教师出示台历,也可根据实际时间进行说话)T: (教师板书today, yesterday 并带读,也可采取集体练读、分组练读或单个练读等多种形式)第二步:整体学习“You were …”的表达T: I’m at school today . We are all at school today . Yesterday was Sunday . Where were I ?。
Unit10Wherewereyouyesterday？(课件)湘少版英语五年级下册(1(精)2
任务卡
你（你现在）哪在里哪？里？
I am in… 我现在…
yesterday
/ ˈjestədeɪ/ 昨天
were
/ wə(r)/ 是
（are的过去式）
一般过去时 Where are you?
一般过去时
一般现在时
一般将来时
你昨天在哪里？
你（现在）在哪里？
你明天在哪里？
Where were you yesterday? Where are you (now)? Where will you be tomorrow?
Who did this?!
I did it. I was at work last weekend.
at work
/ wɜːk/ 在工作
last
weekend
/ lɑːst/
最近过去的
周末上周末laFra bibliotekt Sunday 上周日
I was at work last Sunday. 上周日我在上班。
一般过去时
一般现在时
一般将来时
我昨天在家。
我（现在）在家。
我明天在家。
I was at home yesterday. I am at home (now). I will be at home tomorrow.
sick
/ sik/ 生病的
in bed
在床上
Where were you yesterday?
at home
I was… I was…
Are you better now?
good
好
better
/ ˈbetə(r)/ 更好
I was better. I will be better.
五年级下册英语教案-Unit 10 Where were you yesterday？ 湘少版(三起
五年级下册英语教案-Unit 10 Where were you yesterday？湘少版（三起）本篇教案为湘少版（三起）五年级下册英语教案，对于Unit 10的教学内容进行详细的讲解和教学指导。
课程目标•了解询问“昨天你在哪里”这一句话的英文表达方式；•掌握各种地点的名称和英文表达方式；•学会运用英语进行地点的描述和指示。
教学准备教学板书、课件、学生练习册、录音材料、机械铅笔。
教学内容本单元的重点是询问和描述过去的行踪，为了更好地理解询问和描述过去事件的英文表达方式，本单元将重点围绕到地点的介绍和问答展开。
单元重点词汇1.cinema 电影院2.park 公园3.farm 农场4.store 商店5.museum 博物馆6.zoo 动物园7.supermarket 超市8.post office 邮局教学重点1.询问“昨天你在哪里？”这一句话的英文表达方式；2.掌握各种地点的名称和英文表达方式；3.学会运用英语进行地点的描述和指示。
教学步骤Step 1. 导入新课通过设问的方式，引入新课，让学生在思考中逐渐进入新的学习内容。
示例问题：Do you like going to the cinema? 如果大家常去电影院，那我们应该怎么问别人昨天是否去过电影院呢？Step 2. 学习新词汇介绍本单元的重点词汇，教师出示图片，让学生尝试猜测单词名称，并逐一讲解单词的意思和发音，并通过例句来展示其使用方法。
Step 3. 听力练习播放录音，让学生根据录音内容进行听力练习，听懂听。
问提问：•Where were you yesterday?•Can you show me the way to the supermarket/ zoo?Step 4. 地点描述和指示让学生尝试运用新学习到的单词和英语句子，模拟情景，描述和指示对方去某个地方的方法。
如：•A: Excuse me, can you tell me the way to the park?•B: Sure. Go straight from here, turn left at the jasmine tree. You will see the park on your left.•A: Thank you.Step 5. 练习训练针对所学内容，让学生进行相关练习。
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《Where were you yesterday》教案
第三课时
教学目标1、巩固B部分的单词
2、能听说读写“Where were you ?”“I was …”“Where was …”“He/She was …”
重点难点能综合运用本单元所学知识
教具准备单词卡片、图片、教学课件等
教学过程设计备注
课题引入：Step 1 Warm-up/Revision
1. Greetings
2. Revision :可利用图片、谈论作业、情境对话等方式进行复习
教学步骤
及
主要内容Step 2 Let’s sing
1. 教师先在黑板上出示两张图片：一张图片为一位外国女士，另一张图片为一位外国男士。
帮助学生理解lady , sir的意思
2. 听课文E部分歌曲，回答问题：
Where was the little lady ?
3. 跟教师朗读歌词
4. 逐句跟唱英语歌曲
5. 男女学生对唱英语歌曲
6. 将歌词中little lady , at home , sir 分别
改为dear sir , at school , girl ,教师和学生
对唱该英语歌曲
Step 3 Let’s have fun
游戏：梦之旅
教师播放一段贝多芬的《月光曲》，让学生们都伏在桌子上做睡觉状。
同时教师将世界各地著名
景点的图片和部分学生作品放在每个学生的课桌
上。
音乐停止后，学生就图片和教师进行交流，描
述“所到之处”
本课教学
后记。