Module3 Unit 2 Daming took a photo of his father教案
Module 3 Unit 2 daming took a photo of his father。大明给他的爸爸照了一张相。教案
Module 3 Unit 2 What did Daming do?教学内容：Unit 2 What did Daming do?教学难点：字母o; or,a; oo; oo, ou 在单词中常见的发音Song: the London Eye教学重点：The story of Daming and his father.教学程序：1、热身复习review some words and sentences of Unit 1 ,Module 32、任务呈现与课文导入The teacher should guide the students understand the whole story about Daming and his father visiting the Great Wall and helping them with the new words and expressions .3、课文教学（1）SB Unit２活动１listen to the tape and let some students explain the sentences.the teacher can write some key words and sentences on the blackboard. the teacher can use some games to practicethe words and key sentences.（２）SB Unit２活动２read and answer the questions according to the story .the teacher can give some support if necessary.(3)think and talk about.let the students answer the questions by situations.５、课文学习（１）语音教学SB 活动１。
Module 3 Unit2 Daming took a photo of his father(教
Module 3 Unit2 Daming took a photo of his father（教案）教学目标1.能够理解和会说本课中的重点词汇和短语。
2.能够听懂并理解本课的对话内容。
3.能够学会正确描述一张照片。
4.能够能够恰当地运用本课所学的语言知识与表达方式来创作自己的作品。
教学重点1.重点词汇和短语的理解和应用：take a photo of, in front of, smile, together, camera, family2.听取并理解对话内容。
教学难点1.用英语描述一张照片。
2.运用所学知识创作自己的作品。
教学准备1.课件。
2.PPT。
3.照片墙。
教学活动设计Step 1：Show the Picture一张有着Daming和他的父亲的照片会被放到屏幕上后，老师会询问学生是否理解这张照片说了些什么/表示出了什么。
如果学生不明白，老师可以解释一下。
Step 2: Vocabulary Introduction老师会向学生介绍词汇表和短语表，并带领学生朗读和听写。
Vocabulary List1.take a photo of2.in front of3.smile4.together5.camera6.familyPhrases List1.take a photo of his father2.standing in front of3.father and son are smiling happily together4.holding a camera5.a family portraitStep 3: Listening to the Dialogue老师将播放一段对话，学生需要仔细地聆听，并且回答一些问题与互动。
这将有助于他们理解对话中使用的新词汇和短语。
Step 4: Describe the Picture在这一步骤中，学生将会被要求分组，以口头的方式为他们前面展示的照片描述一个小故事。
Module 3 Unit 2 Daming took a photo of his father(
Module 3 Unit 2 Daming took a photo of his father (教学设计)一、教学设计背景本教学设计是外研版（三起）2022-2023学年英语五年级上册Module 3 Unit 2的教学设计。
在学习过程中，学生已经掌握了一些关于拍照的词汇，以及用英语表达家人的重要性。
那么，本节课的目标是帮助学生学会表达过去式，并引导他们用英语描述一个过去发生的事情。
二、教学目标1.语言技能学生能够：•掌握过去式的基本规则•运用过去式方式描述一些发生在过去的事情2.学习策略学生能够：•通过阅读短文了解时间线的重要性•听取他人的意见，对话方式中学习倾听和表达3.知识与文化•学生能够了解一些关于拍照的知识和礼仪•学生能够了解到一些关于家庭和家人的文化三、教学内容•掌握过去式规则•描述过去发生的事情•学会用英语对照照片进行交流四、教学步骤第一步：导入新知•打开幻灯片，呈现一幅画面：Daming和他的父亲参观周口店•让学生观察照片，回答一些问题：Who is in the picture（照片里有谁）?What are they doing（他们在干什么）?第二步：提出问题•引导学生讨论：How do we know it is a past tense sentence?（我们怎么知道这是一个过去式句子？）•注意：This is Daming. He took a photo of his father. （这是Daming。
他给他的父亲拍了一张照片）•学生提出回答：The second sentence has。
2023年外研版英语五年级上册Module3Unit2Damingtookaphotoofhisfa
选出每组单词中发音不同的一项。
【1】A.book B.football C.food【2】A.walk B.morning C.dirty【3】A.carry B.arm C.class【4】A.cousin B.dog C.box【5】A.meet B.head C.see【答案】【1】C【2】C【3】A【4】A【5】B【解析】【1】AB选项划线部分的发音是/u/；C选项划线部分的发音是/u:/；故选C。
【2】AB选项划线部分的发音是/ɔ:/；C选项划线部分的发音是/ə:/；故选C。
【3】BC选项划线部分的发音是/ɑ:/；A选项划线部分的发音是/æ/；故选A。
【4】BC选项划线部分的发音是/ɒ/；A选项划线部分的发音是/ʌ/；故选A。
【5】AC选项划线部分的发音是/i:/；B选项划线部分的发音是/e/；故选B。
写出下列动词的过去式。
【1】go ______【2】have ______【3】is ______【4】take ______【5】visit ______【答案】【1】went【2】had【3】was【4】took【5】visited【解析】【1】go意为去，其过去式为went，故答案为went。
【2】have意为有，其过去式为had，故答案为had。
【3】is意为是，其过去式为was，故答案为was。
【4】take意为带走，其过去式为took，故答案为took。
【5】visit意为拜访，其过去式为visited，故答案为visited。
写出下列动词的过去式。
【1】buy ____________【2】are ____________【3】do ____________【4】walk ____________【5】see ____________【答案】【1】bought【2】were【3】did【4】walked【5】saw【解析】【1】buy买，其过去式为bought，故答案为bought。
五年级上册英语教案(含作业设计和反思) Module 3 Unit 2 Daming took a
五年级上册英语教案（含作业设计和反思） Module 3 Unit 2 Daming took a photo of his father Period 1 外研版（三起）课程目标1.学习动词短语take a photo。
2.了解本课时主人公Daming的家庭照片。
3.练习布置作业的询问与回答。
教学重难点1.教学重点：动词短语take a photo；家庭照片。
2.教学难点：询问与回答如何布置作业。
教学准备1.教学课件。
2.视频和图片素材。
3.手头备有课时的生词及词组列表（如：take a photo）。
教学步骤1. 导入新课•用英文向学生介绍本课的主题和内容，并和学生交流一下。
2. 学习掌握动词短语take a photo•通过图片和视频素材向学生展示take a photo的用法以及相关句式，让学生了解这一动词短语的含义和用法。
•强调take a photo的正确用法，让学生能够熟练掌握它并能正确地运用到日常生活中。
3. 学习了解主人公Daming的家庭照片•通过图片展示主人公Daming的家庭照片，让学生通过观察和思考，自由讨论其中的内容，了解Daming的家庭状况。
•引导学生通过照片来自行整理和描述，提高学生的语言表达能力和发散思维。
4. 练习布置作业的询问与回答•教师向学生展示作业，并引导学生了解并能熟练使用有关作业的词汇和表达，如：homework和how to do等。
•教师模拟布置作业，设计相关的问答情景，让学生能够通过实际练习，掌握询问和回答作业的一般方式。
课堂作业•根据图片进行短文创作，描述Daming的家庭状况以及家庭成员。
反思本堂课由于引导学生讨论和自己整理语言的时间比较多，课堂氛围比较轻松，学生表现积极。
但是，在后续的作业布置中，有一定的学生反应不太积极，需要在后续课程中加强相关词汇和表达的训练。
另外，本堂课对于一些英语学习较差的学生来说语言要求较高，需要加强基础知识点的训练，以更好地理解和掌握本学期的英语课程。
五年级上册英语教案 Module3 第3课时 Unit 2 Daming took a photo
五年级上册英语教案 Module3 第3课时 Unit 2 Daming took a photo of his father.Activities 1-3 外研版（三起）知识目标通过本节课的学习，学生们将会掌握以下内容：1.认识动词 take 的用法；2.学会谈论自己拍照；3.能够书写并理解表示拍照的句子。
能力目标1.学生们能够运用英语对自己拍照事件进行简单的叙述；2.学生们能够从句子中理解出关键信息。
情感目标1.培养学生们学习英语的自信心；2.激发学生们对英语学习的兴趣。
教学重点1.take 的用法；2.表示拍照的常用句子。
教学难点学生们需要学会如何用英语对自己拍照事件进行简单的叙述。
教学过程Step 1 自我介绍教师向学生们问好，让每个学生用英语简单介绍一下自己。
Step 2 新知输入1.教师出示 Daming took a photo of his father 的图片，并向学生们解释take 的含义；2.教师呈现图片，让学生们观察照片，了解拍照的相关信息；3.教师放映 Daming took a photo of his father 的视频，让学生们理解这个句子的含义；4.教师让学生们自己试着书写 Daming took a photo of his father 这个句子，并解释其中的用法。
Step 3 听力活动教师播放事先录制好的录音，让学生们从中听出动词 take 和表示拍照的其他词汇。
Step 4 语言输入1.教师向学生们展示一组图片，让学生们观察里面的人物和场景；2.教师给学生们分发图片对应的单词卡片，并依次向学生们介绍卡片上的单词；3.教师对学生们进行示范，并引导学生们一起朗读句子并排练。
Step 5 听读准确性练习学生们在教师的指导下自己对练句子，并在练习中互相纠正。
Step 6 视听短片教师向学生们演示如何拍照，并告诉学生们一些拍照技巧和注意事项。
Step 7 语言输出1.教师让学生们用英语简单描述自己拍照的经历；2.教师和学生们一起朗读句子并排练。
外研版五年级英语(上册)Module3_Unit2Daming_took_a_photo_of_his_father
Daming: I took lots of photos. I’ll send you some.
Lingling:Oh,that’s great! Thank you Daming.
音标学习
ar,a
car [kɑː] arm [ɑːm] class [klɑːs] park [pɑːk] last [lɑːst]
Retell the story.
went to _th_e_G_r_e_a_t _W_a_ll at the weekend.
They arrived there _a_t_te_n_
O’clock in the
morning.
They went to Badaling__b_y__b_u_s.
A. What did you do there?
B. When did you arrive there?
C. Where did you go at the weekend?
D. How did you go there?
Daming: Hi, Lingling how are you
Lingling: I’m fine,thanks. 1)_______C________
Daming took a photo of his father
Read the new words
wall arrive
mountain(s)
墙，城墙
到达 山
of for with
plant
关于…的，表明…的.
Do you know the place?
Look and guess.
新外研版小学英语五上Module3Unit2_Damimg_took_a_photo_of_his_father
连词成句。
do, weekend, you, the, did, at, What?
What did you do at the weekend? arrived, at, They, ten, there, o’clock.
They arrived there at ten o’clock.
连词成句。
为……拍照
Listen and answer.
1.Who went to the Great Wall? Daming and his father. 2.How did they go there? They went there by bus.
Read and answer.
3.When did they arrive there?
Module 3 Unit 2
Daming took a photo of his father.
Look and say . Where did you go at the weekend?
How did you go there?
I went by bus. I went to Qingyuanshan.
1. took this photo? - Daming. A. Where B. What C. Who 2.We to the Great Wall. A. by bus B. took a bus C. by a bus 3. We arrived there nine o’clock. A. at B. in C. of
They arrived there at ten o’clock.
Listen and answer.
3.How(怎么样) is the Great Wall ? It’s
Module3 Unit 2 Daming took a photo of his father教案
课题Module3 Unit 2 Daming took a photo of his father.序号06教材分析本节课的内容是外研版三年级起第五册的内容(第三模块第二单元)。
主要的语言结构为：where/when/what/how did you ?以及相关的单词如wall / mountain /plant/arrive 等。
此题材贴近学生的生活实际，是学生感兴趣的话题。
通过本课的学习，学生能够描述自己或询问别人过去所发生事情的具体信息。
?教学三维目标1.知识目标：能听、说、认读本课的单词：wall/ mountain/ plant/arrive能听懂、会说、会问句型where / when / how did they ...? what did they do ?并结合课文回答。
2.技能目标：能口头运用where / when / /how did you... ? what did you do ? 这类语句来描述过去所发生事情的具体信息。
3.情感目标：培养学生学习的兴趣,感受长城的壮观、热爱中国山河之美。
教学重点难点重点能口头运用where/when/how did you... ?这类语句询问过去发生的事情的具体信息。
能识别单词wall/mountain/plant/arrive.难点学生能够透彻理解where/when/how did you ...?这类语句询问过去发生事情的具体信息，并在老师的帮助下灵活运用。
课前准备单词卡片、PPT 课时安排2课时教学过程二次修改Step 1. Warming up1. Greeting2. Brain storm【设计意图】：通过头脑风暴游戏，既复习了已学的部分疑问词，起到了热身作用，又使学生的注意力集中到课堂教学中来，可谓一举两得。
爸爸去哪儿节目的相关图片能够引起学生的极大兴趣，使学生积极地参与到课堂活动中来。
Step2. Leading in：Guessing：what did Daming do ?【设计意图】：此环节设置一个悬念，让学生带着疑问进入文本，并在文本中获取有效信息，培养学生解决问题的能力。
九龙坡区四小五年级英语上册 Module 3 Unit 2 Daming took a photo
Module3 Unit2 Daming took a photo of his father.一．教学目标1.能够听，说，读写下列单词：minute,of,for,with,plant2.能够熟练使用一般过去时态来讲述自己或他人过去发生的事情。
3.能够爱护环境，热爱祖国大好河山。
二．教学重难点1.能够熟练运用一般过去时态来讲述过去发生的事。
2.掌握不规则动词过去式take-took,go-went,are-were3.能够仿写小短文。
三．教学过程Step1:Warm-up1.教师出示PPT3-4，引导学生复习上节课内容。
T:What did Amy and her friend do at the weekend?S:They went to museum...2.教师出示PPT5,引导学生思考下面问题。
T:Daming and his father went to the Great Wall at the weekend.How did they go there?What did they do there?Step2:Presentation1.教师出示PPT6-10，让学生先自主阅读，寻找答案。
然后教师播放课文视频，让学生跟读。
T：Let’s watch the video and read after it.T:Time’s up.How did t hey go there?S:They went to there by bus.T:Great! What did they do there?....2.教师板书重点句子，新单词。
3.教师出示PPT11-14，讲解本课重点语法知识。
动词过去式：take-took go-wentarrive-arrivedwalk-walkedare-wereWho引导的特殊疑问句:看到who 问谁--Who took this picture?--Daming did.介词搭配1.at the weekend 在周末2.at ten o'clock 在十点3.in the morning 在早上4.for one h our 达到一个小时5.a photo of... ...的一张照片Step3:Practice1.教师出示PPT15-16,让学生先跟读课文，然后根据重点内容复数课文故事。
五年级上英语M3U2 Daming took a photo of his father
They took ptotos of the ___m__o_u_n_t_a_inwsith beautiful _f_lo_w__e_r_sand green___p_l_a_n_t_s_(_植. 物）
mountains 山
plants 植物
Daming___to_o_k__a__p_h_o_to_of his father.
Retell the story.
went to t_h_e_G__re_a_t_W__alal t the weekend. They went to Badaling _b_y__b_u_s. They arrived there _a_t_t_e_n in the morning.
The wall
Listen and find.
Daming and his father went to the Great Wall at the weekend. They went to Badaling by bus. They arrived there at ten o'clock in the morning. The wall is very old and very long. They walked on the wall for one hour. There were lots of people. They took photos of the mountains with beautiful flowers and green plants. Daming took a photo of his father.
2. What did Daming do? He took a photo of his father.
五年级上册英语教案-Module 3《Unit 2 Daming took a photo of h
五年级上册英语教案－Module 3《Unit 2 Daming took a photo of his father》| 外研社（三起）
教材内容概述
《Unit 2 Daming took a photo of his father》是《Module 3》下的一课，该模块主要掌握和讨论如何描述人物特征、人物活动、人物家庭和人物着装。
这一单元的教学内容包括课文朗读、听力训练、阅读理解、词汇练习和口语表达。
教学目的
•通过听说读写等综合活动，提高学生的英语综合技能；
•培养学生对人物描述的语言能力；
•培养学生观察、感知、想象和表达的能力；
•通过交流与合作，增强学生的团队意识及合作能力。
教学重点
•掌握人物描述的基本语言点；
•学习新的单词和短语，如：take a photo of, in the corner, on the desk等；
•结合课文和实物照片，比较并掌握英汉文化的差异。
教学难点
•学生在表达中的语言准确性和语音语调；
•学生对英语的语言环境与中文的语言环境的适应性；
•掌握人物身体特征的描述方式。
教学准备
课本、教具盒、老师回放录音等。
教学过程
教学过程教学时间（分钟）
Step 1 .-up（导入环节）：1） Greetings2）Show photos about family members or famous people. 鼓励学生描述照片中人物的特征及他们正在干什么3）Listen to a song: \。
Module 3 Unit 2 Daming took a photo of his father
例： She arrived in this country ten years ago 她十年前到达这个国家。 We arrived at the Station at 3.pm. 我们在下午三点到的车站。
They arrived there at ten o’clock in the morning. 他们在早上十点到这的。
Unit 2
Daming took a photo of his father.
知识回顾
总结：
特殊疑问词+一般疑问句？ (where、what 、when、who whose、how) lots of places 许多地方
British 英国的、英国人的、英国人 took 搭乘；花费
讲授新知
afternoon yesterday. A.arrive B. arrives C. arrived
2.They took a lot of _C__ of the
museum. A.photo B. photoes C. photos
作业
1.新单词抄写3遍。 2.熟读课文。 3.上周末你都做了什么，写 一篇小短文。
We took photos of the mountains with beautiful flowers and green plants. 他们拍了山的照片,山上有美丽的 花和绿色的植物。 with的复合结构做定语 修饰前面的名词。
总结：
take a photo of sb 给某人拍照 arrive in+大地点（国家、城市） arrive at+小地点（学校） with的复合结构做定语 修饰前面的名词。
回归课文
Daming and his father. By bus.
《Daming took a photo of his father》PPT教学课件
Daming took a photo of his father.
-.
n.墙，城墙ຫໍສະໝຸດ 【形近词】ball 球fall 掉下；摔倒
【短语】on the wall 在墙上
【例句】There are some pictures on the wall.
墙上有一些照片。
【口诀记忆】有面 wall (墙)，上有 ball (球)，经常 fall (掉下)。
他们在公园里走了一个小时。
【其他词义】为了
【加法记忆】f + or 或者= for 达，计
prep.关于……的， 表明……的
【短语】a picture of 一张……的照片
【例句】This is a photo of my family.
这是一张我家人的照片。 【变换字母记忆】oh 噢，哦 h 改为 f
v.到达
【发音】i 发
。
【短语】arrive at/in 到达
【例句】We arrived here this morning. 我们今天早上到达这里的。
【拼读记忆】arrive = ar + rive
prep.达，计
【发音】or 发
或。
【同音词】four 四
【例句】They walked in the park for an hour.
of 关于……的，
表明……的
n.山
【发音】ou 发
。
【短语】climb the mountain 爬山
【例句】There are many trees on the mountain. 山上有许多树。
【对比记忆】mountain
hill
Module 3 Unit 2 Daming took a photo of his father
Unit 2 Daming took a photo of his father.第二课时课时内容4.Listen and repeat.,5.Listen and say. Then sing.,6.Make sentences. &7.Do and say.课时分析本课时为第三模块第二单元的第2课时。
本课时学习Unit 2 Activities 4、6 & 7。
本部分将继续对句型“Where did＋主语＋go（＋其他）？”“What did＋主语＋do（＋其他）？”“How did＋主语＋go（to）＋地点？”进行系统复习。
同时，本课时还着重归纳总结元音字母o、a 以及字母组合ar、or、al、oo和ou的发音规律。
主要讲述Daming和他的爸爸去万里长城的旅游经历。
本模块的语言功能是描述过去发生的事情。
承接Unit1已学会的第一人称对话式描述的基础上，继续展开话题，以第三人称转述过去发生的事情。
Listen and repeat.该版本是对语音的学习，我们要根据字母ar, a, o, or, al, oo, ou, oo的发音能对该类单词正确的发音，根据字母ar, a的发音规则学会带有ar, a的单词的发音；根据字母o的发音规则准确地读出含有字母o的单词；通过学习字母or, al的发音，来准确地对含有字母or, al的单词进行准确的发音；通过学习字母oo的发音，来准确地对含有字母oo 的单词进行准确的发音；通过学习字母ou, oo的发音，来准确地对含有字母ou, oo的单词进行准确的发音；Listen and say. Then sing.该板块旨在通过听和唱的方式来学习该部分内容，我们一听一唱的方式调动孩子们的积极性和对英语的热情。
教师在单词或词组的教学中，不能只是教读单词或词组。
要循序渐进地插入本单元的重点句子，让学生在记单词或词组的过程中熟悉句子。
这样能满足不同学习水平的学生的学习要求。
Module3 Unit2 Daming took a photo of his father
• 3.When did they arrive? They arrived there at ten o’clock in the morning.
• 4.What did Daming do? Daming took a photo of his father.
They took photos of the _m__o_u_n_ta_i_n_s___ with beautiful flowers and green plants.
他们拍了许多山的照片，山上有美丽的花和绿 色的植物。
Daming took a photo of__h_is_f_a_th_e_r_.
2.Listen and read. Daming and his father went to the Great Wall at the weekend.
大明和他的爸爸周末去了长城。
They went to Badaling by bus . 他们乘公交车去了八达岭。
They arrived there _a_t_t_e_n_o_’_c_lo_c_k____ __in__th_e__m_o_r_n_in_g_________.
Look, listen and say.
本课目标：
1.I can read words and sentences. 我能够认读单词和句子。
2.I can write the sentences. 我能够默写所学句子。
3.I can express myself and communicate with others in simple greetings. 我能够勇于表达，用简单的问候语和他人交流。
外研版Module3Unit2Damingtookaphotoofhisfather课件25张
Thanks！
形近词：plane 飞机
Now answer the questions.
Who went to the Great Wall? _D_a_m__in_g__a_n_d__h_is__fa_t_h_e_r_w__e_n_t_t_o_t_h_e_G__r_e_a_t _W__a_ll_._____ How did they go there? _T_h_e_y__w_e_n_t_t_h_e_r_e_b_y__b_u_s_. ________________________ When did they arrive? T__h_e_y_a_r_r_i_v_e_d_t_h_e_r_e_a_t_t_e_n_o_’_c_l_o_ck__i_n_t_h_e_m__o_r_n_i_n_g_. ___ What did Daming do? _D_a_m__in_g__t_o_o_k_a__p_h_o_t_o_o_f_h_i_s_f_a_t_h_e_r.________________
And I took it.
Look, listen and say.
Who took this picture?谁拍的这张照片？ 这是一个由who 引导的特殊疑问句，主要用来询问 人，即“谁”，要用具体的人来回答。who 后直接 跟实义动词( 可以是过去式) 或be 动词，区分于由 what，where，how 引导的特殊疑问句。
Homework
五、圈出下列各句中含有所给单词画线部分发音的单词。 (1)class He took a photo of his father. (2)for They went there in the morning. (3)book You had a good day! (4)dog It is very old and very long.
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Step6. Homework
1.Make your own traveling card.
2.try to read the text.
模仿教师的旅游经历，选择一张自己的图片，并附上尽可能多的描述。表述清楚who\where\ what\ how\when\……
课前准备
单词卡片、PPT
课时安排
2课时
教 学 过 程
二次修改
Step 1. Warming up
1. Greeting
2. Brain storm
【设计意图】：通过头脑风暴游戏，既复习了已学的部分疑问词，起到了热身作用，又使学生的注意力集中到课堂教学中来，可谓一举两得。爸爸去哪儿节目的相关图片能够引起学生的极大兴趣，使学生积极地参与到课堂活动中来。
q4: when did they arrive?
q5: what did daming do?
②figure out the answers
③summarize:4w+1h
3rd listening: (Complete the contents by using thቤተ መጻሕፍቲ ባይዱ writing on the blackboard.)
①retell the contents
[设计意图]：本课重难点皆在培养学生的初步阅读能力，通过层层递进、由易到难、不断突破，并围绕语篇教学，让学生能利用阅读小技巧初步形成阅读能力，进行有效阅读。
Step 4. Practice
Do a survey :make a dialogue with partners.
④share reading s 1:图文结合，预测主旨。
2nd listening: (Listen circle out the answers.)
①show the questions:
q1: who went to the great wall?
q2: where did they go?
q3: how did they there?
①check the answers: the great wall/mountain(s)/ plant(s)/flowers/his father
②learn words: the great wall/mountain(s)/ plant(s)
③grp a sentence: daming took a photo of the mountains with beautiful flowers green plants.
Step2. Leading in：
Guessing：what did Daming do ?
【设计意图】：此环节设置一个悬念，让学生带着疑问进入文本，并在文本中获取有效信息，培养学生解决问题的能力。
Step3. Presentation
1st listening: (Listen find.what did Daming take ?)
[设计意图]:激发学生表达欲望，进行有效输出，培养学生书写能力。
板书设计
module 3 unit 2 Daming took a photo of his father.
Who
Where
What did you ....? take--took arrive---arrived
When
How
教后反思
3.情感目标：
培养学生学习的兴趣,感受长城的壮观、热爱中国山河之美。
教学
重点
难点
重点
能口头运用where/when/how did you... ?这类语句询问过去发生的事情的具体信息。能识别单词wall/mountain/plant/arrive.
难点
学生能够透彻理解where/when/how did you ...?这类语句询问过去发生事情的具体信息，并在老师的帮助下灵活运用。
教学
三维
目标
1.知识目标：
能听、说、认读本课的单词：wall/ mountain/ plant/arrive
能听懂、会说、会问句型where / when / how did they ...? what did they do ?并结合课文回答。
2.技能目标：
能口头运用where / when / /how did you... ? what did you do ?这类语句来描述过去所发生事情的具体信息。
[设计意图]:通过旅游经历大调查，操练本课重点句型：4wh+1h句型。让每个学生皆能参与到句子描述中，使本节课的教学得到有效运用和反馈。
Step5. Production
Try to write a postcard to your friend according to the teacher’s traveling experience..
课题
Module3Unit2 Daming took a photo of his father.
序号
06
教材
分析
本节课的内容是外研版三年级起第五册的内容(第三模块第二单元)。主要的语言结构为：where/when/what/how did you ?以及相关的单词如wall / mountain /plant/arrive等。此题材贴近学生的生活实际，是学生感兴趣的话题。通过本课的学习，学生能够描述自己或询问别人过去所发生事情的具体信息。