Wheredidyougo-教学设计
外研版五年级上册M3U1-Where-did-you-go教学设计
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 LondonEye,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, theLondonEye,weekend,place,how,best,took,trip,along,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：掌握本课的新单词与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 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 导入新知,呈现任务1. T : Amy’s weekend is very nice. She visited lots of places. Let’s see thewonderful places. 课件呈现图片,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 theBritishMuseum.以同样的方式呈现呈现学习新词:the London Eye, Big Ben.2 . 任务呈现：说说自己的周末Step3 课堂活动,操练新知1. Listen and answer 学生听课文录音,整体感知课文,设置简单问题Q: What did they do at the weekend?2. Listen and answer detailed questions 设置细节性问题,学生对课文细节进行理解.Where did they go?How did they go to these places?Did Lingling like the museum?Did they have a good day?3．Listen and repeat. 学生跟读课文,纠正学生发音,教给学生正确的发音,让他们习惯标准发音,有意识的模仿,形成正确的口语.对有难度的语句,教师进行示范并根据意群带读.4. Read in groupsStep4 巩固训练,拓展提高1. Fill in the blanks.Lingling and Amy visited lots of _______at the weekend. They went tothe_____________. And they visited ____________and the__________. They went to these places by___________. Lingling liked the______________best. Then they took a _______trip along the river. It took them ___________hour and_________minutes. They had a good day!2. Work in groups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 …" <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.>Step5 反馈展示,提升能力小组展示上一个活动Step6 总结点评,激励进步1. 知识点总结2. 个人/小组表现总结Step7作业布置,课后延伸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 IWhere did you go?Words: theBritishMuseum, museum, trip, along, river, twenty, minute Sentences：What did you do at the weekend?Where did you go?How did you go there?。
PEP六级英语下册第三单元Wheredidyougo教案
U n i t3W h e r e d i d y o u g o?第一课时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。
[教学过程]Step 1.预习温故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?--- I watched TV./ ...Step 2. 新课内容展示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。
Unit3Wheredidyougo？PartCStorytime(教学设计)人教PEP版英语六年级
六年级下册Unit 3 Where did you go? Part C Story time教学设计
整体设计思路
本课为阅读课，首先关注语篇的意义，通过多种体验活动，注重学生品格的培养。
其次，通过情境创设——融入情境——问题引领——阅读感知——思维训练——支架梳理——回归生活等多个环节，在不同的阶段围绕故事内容展开教学，强调学生在语境中理解语言的意义，体会语言的运用，并渗透语言的学习。
学习过程
以Zoom’s travel ——Zoom’s dream —— Your dream——China dream 为主线展开，使学生产生情感共鸣。
教学目标本节课具体目标如下：
1.能够通过阅读文本、观看视频，学会提取关键信息，发现 whatwherehow 的逻辑脉络，并运用所学语言对文本进行概括复述。
2.能够在文本阅读过程中，经历推理、预测、判断等思维训练，提升思维品质。
3.能够在文本学习过程中，对探索太空产生兴趣，并愿意为实现梦想付出努力。
4.能够在文本学习过程中，了解嫦娥奔月的古典故事，增强学生对传统文化的认同。
教学重难点
重点：学生能够读懂Zoom和Zip对话的小故事，复习巩固本单元所学语言。
难点：能够理解故事内容，能朗读故事，能恰当运用故事中的语言。
外研社(三起)五年级英语上册教案：Module3Unit1Wheredidyougo
外研社（三起）五年级英语上册教案：Module3 Unit 1 Wheredid you go教学内容：本课为外研社（三起）五年级英语上册第三模块第一单元，主题为“Where did you go?”，主要教学内容为询问和描述过去某个时间去了哪里，以及在那里的所见所闻。
通过学习本课，学生能够掌握一般过去时态，学会使用相关动词短语描述过去的活动，如“go to the park”, “visit the zoo”, “have a picnic”等。
教学目标：1. 知识目标：学生能够理解并运用一般过去时态，掌握询问和描述过去活动的句型。
2. 能力目标：学生能够运用所学句型和动词短语，进行简单的英语对话和写作。
3. 情感目标：培养学生对英语学习的兴趣，提高他们的跨文化交际意识。
教学难点：1. 正确运用一般过去时态。
2. 记忆并运用动词短语描述过去的活动。
教具学具准备：1. 教师准备PPT、图片、视频等教学资源。
2. 学生准备英语课本、笔记本、文具等学习用品。
教学过程：1. 导入：教师通过展示一些关于假期的图片，引导学生谈论他们的假期活动，激发学生的学习兴趣。
2. 新课内容展示：教师通过PPT、图片、视频等教学资源，呈现本课的主要句型和动词短语，并进行讲解和示范。
3. 学生练习：学生通过听、说、读、写等多种形式，进行句型和动词短语的练习，巩固所学知识。
4. 小组活动：学生分组进行角色扮演，运用所学句型和动词短语，创编对话。
5. 全班交流：各小组展示他们的对话，全班进行交流和评价。
板书设计：1. Where did you go?2. 主要句型：Where did you go? I went to3. 动词短语：go to the park, visit the zoo, have a picnic,作业设计：1. 完成课本练习。
2. 根据所学内容，编写一个小对话，描述过去的一次活动。
3. 收集并整理与过去活动相关的图片，准备下次课的分享。
新外研版五年级英语上册Module 3 Unit 1 Where did you go 教案.doc
Module 3 Unit 1 Where did you go？教案一、教学内容Unit 1 Where did you go?二、教学目标1. 掌握这几个句型：What did you do at the weekend? Where did you go ?2. 培养学生应用句子的能力。
3. 让学生畅聊自己之前都去过哪些地方，并规划自己想要去哪些地方。
二、教学重点1. 学习单词：weekend, place, British, museum, how2. 学习句型一般过去式特殊疑问句，对过去发生的事情进行提问。
三、教学难点What did you do at the weekend? Where did you go? We went to the British Museum. 学习这类句型对过去的事情进行提问。
四、教学过程1. 热身复习复习上一堂课中学过的How many do you want? 让学生听一遍录音并跟着唱。
请学生拿出为自己的爸爸拟定的出差用品购物单，相互交流、给出理由。
让学生回忆周一至周日、周末怎么说。
问学生What do you usually do at the weekend? 让学生平时周末所做的活动罗列出来，然后将自己的周末活动与他人的周末活动做一下交流。
在交流时可采取小组表格统计的方式呈现个大家。
2. 任务呈现与课文导入do the dictation work and review the key words and sentences of Module 23. 课文教学（1）活动1 学习新单词。
教师分别出示the British museum 这个词组及weekend 这个单词的图片和拼写，让学生看图直观地理解单词及词组的意思，先让学生看拼写自己试读一下，学生试读后，教师领读，学生跟读。
According to the steps of learning words ,the teacher shouldteach the students all the words of wordlist of Module 3 Unit 1. Play some games to consolidate the words, let the students read the words easily.（2）活动2 After learning the new words and phrases of Module 3 Unit 1, we can listen the whole text one time, and listen again one by one .The teacher must explain the meaning of the sentence with the whole class. At last, let the students follow the radio, and read it loudly.（3）活动3 教师按顺序指出Module 3 Unit 1 part 2 部分的对话，每指一幅图就让两名同学来分角色朗读。
Wheredidyougo英语教案及教学反思
Where did you go英语教案及教学反思若Where did you go是英语课主题，教案要怎么设计，之后又怎么反思自己的教学方法?以下是店铺给大家带来Where did you go 英语教案设计及教学反思，以供参阅。
Where did you go英语教案教学目标：1. 知识目标(1)掌握词汇：weekend，place, British Museum, how, best, took, river, hour, minute, trip, along.(2)掌握句型：What did you do at the weekend? Where did you go?2. 技能目标(1)能读懂、理解课文大意并回答出相关问题;(2)能运用所学句型询问过去所做的事情，去过的地方，并能回答提问。
教学重点：1、正确理解课文。
2、用过去时提问并能描述上周末发生的事情。
教学难点：以what, where引导的一般疑问句过去时。
教学过程：整个教学过程我采用了听、说、玩、演、唱一系列的教学活动，具体设计为热身——新知导入——趣味操练——课文学习—拓展应用五个环节。
Step 1.热身与复习(Warming up and Revision)1、教师与学生集体问候后通过问题"Where is London?What's the capital of England? Did you watch TV yesterday?"分别与个别学生交流。
2、教师播放课件展示英国著名的旅游景点the British Museum,the London Eye,BigBen及交通工具图画，带领学生边做动作边唱歌曲《London Bridge is falling down》。
(设计意图：教师通过集体相互问候、个别问候的方式、亲切地拉近了师生间的距离，设计的问题与本节课要学的内容相关联，起了铺垫作用。
Unit3Wheredidyougo？(教学设计)人教PEP版英语六年级下册
Unit3 Where did you go教学设计Unit3 Where did you go ?Teaching materials：The topic of this unit is about the past tense. By using the Past Tense, students will talk about the past . The topic is about their places they have visited on their vacations. So it helps bring back their memories and learning motivations.Teaching aims:1.Understand the new words in context: happened,fell off, hurt,till, and pronounce correctly.2. Finish the listening exercise according to the listening content.3.Where did you go...? I went to.... Ask and answer the places you've been to.4.Read the dialogue in the correct pronunciation.Teaching important points:1.What happened ? Where did you go over yourholiday ? I went to... What did you do? / I….2.Master the new words and understand the sentences.e the past tense in real life.Teaching difficult points:The tourism culture behind the article is strong and should be properly guided in the classroom.Teaching process:S tep1:Warmup and review1.Let’s chant together.The students will be interested in English.2.Free talkA: Where did you do last weekend? B: I … Review the learnt words and sentences in Unit2.“read a book, saw a film, What did you do last weekend? I…In order to make sure the students can use th e past tensefluently.Step 2: Presentation1.Let’s try.(1)Magical eyes: The teacher draws a square. Let’s the students guess! “What is this? ” It’s a sad face. “Why was John sad ? ” Now listen to the part about“Let's try” and answer.(2)Listen to the tape and finish the listening exercise.2.Let’s talk.According to “Let’s try”,the teacher asks “What happened about John? Let the students listen to the tape and answer the question. In order to Listen and understand the text at first time. The students answers :“He fell of his bike and hurt his foot ”.3.The teacher continues to ask questions. Where did you go ? When did you go there? Listen to the tape at the second time.The teacher shows some pictures form the Labor Day holiday.Lead the student to describe other festivals.Let the students share the pictures form the different festivals.4. Let the student listen to the tape and answer the question at last time.What did he do there ? He rode a horse and saw the grapes. The teacher shows the pictures about a horse and a mule. Let the students understand the difference. In order to master the difficult sentences “It looks like a mule. They won’t be ready till August,then understand the text content. Let the students read the dialogue together. Have a petition!5.Play games! The teacher has four boxes about “who, what, where, when”. Let the student chooses a card from the different boxes, then make a sentence.6.The teacher describes own Labor Day holiday. The Student plays a guide to introduce the travel route of May Day. The purpose is to improve the student’s ability.7.ExtensionDraw a mind map. Let’s retell the dialogue according to the text content.Then lead the students to answer the question according to the mind map.“How did he go there?”so that the students can use the knowledge freely.Step3:Homework:1. Retell John’s last weekend.2.Write a diary of my last weekend.I think the homework is so important that thestudents can speak more English in class or after class.In order to practice studen ts’ skills oflistening, speaking and writing.Step4:Blackboard design:。
Module 3Unit 1 Where did you go？(教学设计)外研版(三起)英语五年级
Module 3 Unit 1 Where did you go?（教学设计）外研版（三起）英语五年级上册教学目标：1.能够听懂并能作出正确的听力反应。
2.能够口头表达自己到过的地方。
3.能够用英语问别人去过哪里。
教学重点：1.重点训练学生的口语表达能力2.培养学生听说能力，学会听懂日常生活中常用的问句和答句。
教学难点：1.学生用英语掌握该单位的词汇和句型。
2.培养学生听力理解能力，听懂日常生活中出现的一些句子和表达方式。
教学准备：1.教师准备课件，图片和单词卡。
2.学生准备笔记本和笔。
教学过程：1. Warming up教师可以用配有图片的PPT给学生展示一些各种各样的世界著名名胜和景点，并请学生说出他们的名字和位置。
2. Presentation1.教师和学生一起学习本单元的主题，学习出行相关的单词和词组。
2.教师让学生跟读出本单元的单词和词组，并配合图片演示意思。
3. Practice1.进行口语练习，让学生可以在日常生活中用英语问别人去过哪里。
2.分组练习，让同学互相之间用所学词汇进行问答练习。
4. Consolidation1.教师让学生阅读短文或者听音频，进行听力训练，让学生听懂并能作出正确的听力响应。
2.鼓励学生自己口语练习，了解到自己口语的缺点。
5. Homework1.学生独立完成本单元的课后习题。
2.学生写一段话，介绍自己去过的地方，并陈述自己的感受。
教学后记：1.本次教学，观察到学生们的听说能力得到了较大的提高，在问答练习和短文听力训练方面表现较为优秀，但写作能力还需要进一步提高。
2.建议学生日常要提高英语口头表达能力，可以多与外国人沟通、交流，增强口语记忆，并加强自己的听力和写作。
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《《Wheredidyougo?》》教学设计
一、教学目标：
知识目标：
1.学会使用句型“What did you do at the weekend?”和“Where did you go?”并懂得使用相应的过去式进行对话。
2.能有感情地朗读课文，并进行角色扮演。
3.能用动词过去式询问上周末的活动情况。
能力目标：
1.会用“What did you do at the weekend?”和“Where did you go?”询问过去发生的事情。
2.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。
情感目标：
培养学生学习兴趣，鼓励学生积极合作，引导学生了解西方文化古迹，树立旅游意识。
二、教学重点与难点
重点：
1.能听懂、会说并能熟练使用单词weekend, place, trip, along, river, twenty, minute, hour, best以及词组the British Museum, bus ride.
2.能听懂、会说并能熟练使用句子What did you do at the weekend? 和Where did you go?
难点：能够在真实情境中对单词、词汇及句型进行综合的运用。
三、教学方法
1. 通过教师引导示范，学生自主识记，小组合作，朗读合作等多种形式，使学生读懂文章并掌握重难句的实际运用。
2. 通过两两对话提高学生学习英语策略及口语交际能力。
3. 通过“争当小记者”活动激发并保持学生学习英语兴趣。
四、教学准备
课件，Flash视频，词卡，Daming和Amy头像，记者证
五、教学过程
Step1: Warming-up
1)Greet to the students.
2)Listen a song“Where did you go?”唱关于旅游的歌曲，为新课做铺垫。
Step2: Lead-in
1)教师出示自己的旅游照。
T: Class, I went to Jinan this weekend. I took lots of photos and ate delicious
food. So I had a happy weekend. Do you know weekend?新授weekend,讲解其含义。
2)T:I had a happy weekend. Our friends Amy, Lingling and Sam had a happy weekend too. What did Amy, Lingling and Sam do at the weekend?导入课文教学。
Step 3: Presention.
1)学生观看整课的Flash 视频，整体感知文本。
找出What did Amy, Lingling and Sam do at the weekend?
2)根据文本的具体情况，分段听文本。
采用任务型教学法，每一个段落设置相应问题，让学生带着问题找答案。
对于文本第二段，教师设置的问题：Where did Amy, Lingling and Sam go? Ss: They went to the British Museum. They visited Big Ben and the London Eye.教师讲授the British Museum.
对于文本第三段，让学生跟读Flash并且找出What did Lingling like best? Ss: She liked the bus ride best. 教师讲解本段中出现的新词汇。
3）学生整体跟读一遍文本，注意模仿语音语调。
4）学生自读，遇到不会的单词及不懂的句子可以寻求老师的帮助。
5）学生齐读课文。
Step 4: Practice.
1)教师借用Amy 和Daming头像，和学生一起提炼文本重点句，形成一组新的对话，并板书。
Daming: What did you do at the weekend?
Amy:We visited lots of places.
Daming: Where did you go?
Amy:We went to the British Museum, Big Ben and the London Eye.
同桌两人对话，男女生读操练对话。
2)你问我答：Travel around Dezhou.
教师准备一张图片，上面选取德州的几个景点，如：长河公园，新湖风景区，减河湿地等，每个景点下面对应相应的活动，如：did taijiquan, took photos, played chess，etc. 教师示范后，同桌两人一组，自主练习。
Step5: Extension.( Talk about our travel.)
T: We all had a happy weekend. We went to lots of places and did many things. But I think in our holiday, we were happy too. Now look at this photo. This is me. Who can ask me some questions?
S1: Where did you go?
T: I went to Tianjin. Other questions?
S2: What did you do?
T: I visited my friend. You must have happy holiday
too. Now 4 Ss a group. Ask and answer.
学生小组讨论。
选取小记者，随机提问班里的同学。
最后教师总结：You went to lots of places. Now let’s enjoy our class’s travel（教师课前收集学生旅游照，自制学生旅游视频）。
The world is a wonderful book and those who do not travel can see only a page of it.
Step6: Homework.
Describe your travel to your friends.
板书设计
Unit1 Where did you go?
Daming: What did you do at the weekend?
Amy:We visited lots of places.
Daming: Where did you go?
Amy:We went to the British Museum, Big Ben and the London Eye.
李敏。