电子教案 Unit 1 Where did you go on vacation全单元分课时教案。
Unit 1 Where did you go on vacation? 教案
Teaching article: Unit 1
Teaching aims and demands
decide, try, wonder, dislike, wonderful, bored.
anyone, someone, everyone, something, nothing,
anywhere, quite a few, of course, feel like, because of.
Where did you go on vacation? I went to New York City.
Did you go out with anyone? No. No one was here. Everyone was on vacation.
How was the food? Everything tasted really good.
Teaching importance and difficulties
Talk about past events (holidays and vacations).
Teaching ways
Revision.Learning.Practice.Reading.
Teaching tools
Tape-recorder, PPT, blackboard, pen etc.
Teaching time
Six periods.
Period 1 Section A (1a-1c)
Teaching aims and demands:
1.Knowledge Objects
Key vocabulary:
(be) on vacation, New York city, the mountains, visited museums, went to summer camp. Target language:
Where did you go on vacation? ——I went to the mountains.
Where did Tina go on vacation? ——She went to the mountains.
The structure of the past tense, the past participle.
2. Ability Objects:
Talking about vacations in the past .Listening and writing skills. Communication competence. Key points:
the vocabulary in the text, phrases(stayed at home, went to the mountains, went to New York city….)about the expressions for the past tense, the use of the past tense.
Difficult points:
The pronunciation and forms of the past tense, new words, and using the past tense to talk about the past activities in daily life.
Teaching Methods
Task / situation-based teaching, pairwork.
Aids: PPT (for presentation), blackboard, pen, recorder ete.
Teaching procedures:
step1: Greeting
T: Good morning, boys and girls.
S:Good morning, Miss Wang.
T: Sit down, please.
S: Thank you Miss Wang.
Step2:Lead-in and Warming-up
1. Guess: Get Ss to guess what the teacher did on vacation.
T: Boys and girls, long time no see, does anyone know where did I go on vacation? And what did I do on vacation? Everyone please try to guess and tell me, ok?
S1: Stayed at home.
S2: I see…I guess that you were on travel.
S3: …
2. Free talk: T: Wow, everyone has his own guessing for me, now I can tell you I went to Changsha this vacation for my PETS test.
Then; Guide Ss to talk about their own vacation.
T: Now, it’s your turn , how was your summer vacation?
S1: It’s great!
S2: It was not bad and not good, I stayed at home.
T: Different people have different feeling, where did you go on vacation?
Ss…
T: Just have a try, any volunteer could talk to me?
S1 hands up: I did my homework at home, so I didn’t go anywhere else.
T: You’re hard-working, thank you, sit down.
Step 3: Presentation
Present new phrases and new words with the suitable pictures. Before presenting the words and phrases, guide students to guess what the pictures represent____
①went to New York city
②stayed at home
③went to the mountains
④went to the beach
⑤visited my uncle
⑥visited museums
⑦went to summer camp
T: Look at this picture, what does it mean, try to guess?
S1: the man went to the beach.
T: Yes! The beach is very beautiful, right?
S2: Yes!
The else phrases and words continue, like the example conversation.
Step4: Match
Match activities with the pictures now, then have the conversation with students like this: T: where did she go on vacation? Look at the picture 1.
S1: She went to New York city.
T: Where did they go on vacation?
S2: They went to summer camp.
T: Now, some students also are talking about their vacations. Where did they go on vacation? Listen carefully and fill in the blanks.(Listening 1b)
Step 5: Pairwork 1c.
T: Time is over, have you finished 1b?
Ss: Yes.
T: Good, now, could anyone read out the answers?
S1: Picture 1 is Tina…
T: Good job! Les’s go on, look at 1c, we will play role in these conversations with 1a’s phrases and the structures of past tense. I’d like to divide all of you into 4 groups, in each group the girls play role A, the boys play role B and reading out the conversations. Do you understand?
Ss: Yes!
T: Now let’s begin! Where did Tina go on vacation?Group1 girls read-go!
Step 6: Summary and homework.
Phrases: visited my/his uncle, went to summer camp……
Homework: ①Preview 2a-2d for the next lesson.②Write down the new phrases(stayed at home,went to New York city, visited museums, visited my uncle, went to summer camp, went to the mountains,went to the beach)5 times.③make conversations with the model, like this: ——Where did you/she/they/Tina go on vacation?
——I/She/They went to…..
Layout of Bb: On vacation, New York city, the mountains, summer camp, visited museums. ——Where did you go on vacation?
——I went to the mountains..
询问某人假期去了哪里的结构:
——Where did you/she/they/Tina go on vacation?
——I/She/They went to…..
时态:过去时，相应动词要发生时态变化。
Feedback of teaching:
Period 2 Section A(2a-2d)
Teaching aims and demands:
1. Knowledge objects,
Key vocabulary:anyone, anything, Central Park, anything special, long time no see, on vacation, anywhere interesting waterfall, wonderful, quite a few, most of the time.
Target language: Did you go with anyone?
——Yes, I did/ No, I didn’t.
Did you buy anything special?
——Yes, I did/No, I didn’t.
2. Ability objects,
Talking about the past activities with indefinite pronoun.
Key points: indefinite pronoun: anyone, someone, everyone, no one,
anything, something, everything, nothing,
anywhere, somewhere, everywhere, nowhere,
anybody, somebody, everybody, nobody
sentences structure: Did you go with anyone?
Did you buy anything special?
I went with my mother.
不定代词被修饰时，形容词后置，like this: anything special.
Difficult points:
Indefinite pronoun, using indefinite pronoun to talk about the past vacation activities.
New words and phrases: Long time no see, Central, special, waterfall, quite a few, most of the time.
Sentences: Did you go out with anyone?
——Yes, I did/No, I didn’t.
Did you buy anything special?
——Yes, I did/No, I didn’t.
Teaching Methods
Pairwork, writing method, situational teaching, group work..
Aids: PPT(for presentation), blackboard, pe , recorder etc.
Teaching procedures:
Step1.Greeting
T: Good morning, boys and girls.
S: Good morning, Miss Wang.
T: Sit down, please.
S: Thank you Miss Wang.
Step 2:Lead-in and Revision
T: Boys and girls, listen to me now, since we have learnt something about vacation last time, I’d like to ask someone to answer my question, who want to be the first one?
S1, S2, S2…hands up.
T: Ok, let S1 help salve the problem. Where did Tina go on vacation?
S1: She went to the mountains.
T: Wow, you have a great memory, thank you very much! And from 1b could you remember something else about Tina’s vacation, Did she go with anyone?
S1: … T: Come on, try to answer it, if you forget it, you can choose your friends to help you and me to answer this question.
S1 choose S2. T: S2 please help your friend S1, thank you.
S2: Yes, she did. She went with her family.
T: Great! You’re brilliant girl/boy. Sit down please. Everybody pay attention to the new sentence ——Did she go with anyone? Today we are going to learn the “Indefinite pronoun”, such as “anyone”.
Step3 Presentation
T: Look at the PPT,” anyone” means ”任何人”.The “Indefinite pronoun” is use for something or someone unclearly and not specific. Look at the page2——2a,before listening, I’d like to show your some new words.
The picture in PPT is call what?
Ss: Park.
T: Yes! And try to describe the park, what about the appearance or place it is in?
Ss: Maybe it is Central Park or Park Central? I’m not sure.
T: Ok, you’re so brilliant. It is called “Central Park” now. Pay attention to 2a.Listen, where did you people go on vacation? Complete the chart. Everyone should be quite and carefully.
(turn on the video to listen the mp3 for 5min)
T: Now, listening time is over. Have you finished the chart?S1,S2 have you completed the chart? If you’re ready, we will check the answers, ok?
Ss: That’s ok!
T: From this chart, we know some importations about Grace, Kevin and Julie. They go on vacation in difference places. It is really exciting, right?
S1: It is great! S2: Sounds good.
T: Since all of you have finished, let’s go on the next part 2b, listen again. Check for “Yes, I did”or “No, I didn’t” for each question. I will give you 5 min to finish this part. Ready go!
……
T: Time is over. I know someone has completed the answer, let’s play the recording a second time to check “Yes, I did” or “No, I didn’t” on screen.
Step4 Pair work
1.Let 2 Ss read the conversation between Grace, Kevin and Julie.
2.Let Ss work in pairs and try to role-play the conversation.
3.Ask some pairs to act out their conversations.
Step5 Role-play
1.First let Ss read the conversation and match the people and places they went.
2.Let Ss act out the Conversations in pairs.
3.Some explanations in 2d.
Step6 Homework:
用英语询问你的一位好朋友，他（她）假期去了哪里？看到了什么？并将此对话写在作业上。A: where did you go…? A: Did you see…
B:I went to …B: Yes, I did/No, I didn’t.
Layout of Bb:
anyone, someone, everyone, no one,
anything, something, everything, nothing,
anywhere, somewhere, everywhere, nowhere,
anybody, somebody, everybody, nobody
yourself, myself.
Where did you go on vacation?
——I went to New York City.
Where did she go on vacation?
She went to the mountains.
Did you do anything special?
Did you go anywhere interesting?
Most of the time:大多数时间
Feedback of teaching:
Period 3 Section A (Grammar focus-3C)
Teaching aims and demands:
1. Knowledge Objects
Key vocabulary: hen, pig, seem, bored, diary,
Target language: How was the food?
——Everything tasted really good!
Did everyone have a good time?
——Oh，yes. Everything was excellent.
(复习所学的重难点句型及句式结构，总结学习:anyone, someone,
everyone, something, anything, nothing等不定代词的用法。练习运用所
学的句型及句式结构.）
2.Ability Objects: use the past tense for communication, to improve students' environmental
awareness, love for nature
Key points:
①use the target language for talking about holiday traveling.
②key words ,phrases, and sentence structure.
③reading skill.
Difficult points:
①Improve reading skill
②Usage for key words ,phrases, and sentence structure.
Teaching Methods
Pairwork, writing method, situational teaching, role-play.
Aids: PPT(for presentation), blackboard, pen, recorder etc.
Teaching procedures:
Step1.Warming-up and revision
1.Free talk. Ask Ss the questions——Where did you go on vacation? Ss try to answer the
questions.
2.Review the usage of “复合不定代词”.
Step2.Grammar focus
1.Let the students read the sentence structure from Grammar Focus ,and do the following
exercises.
①你去了什么地方去度假？
____ ____ you go on ____ ____?
②我去了纽约市。
I ____ ____ New York City.
③你和什么人一起去的吗?
____ ____ go out with ____?
④不，没有别人在这儿，每个人都在度假。
No,____ ____ was here,____ ____ was on ____ ____ ____.
(….见课件练习题)
2.After the students finishing all of the exercises, open the book and check the answers with
students, then, correct the mistakes and remember the correct expressions in a special way Step3 Try to find
1.Summary for indefinite pronouns.
①some, any, no, every -one,-thing可以组成八个不定代词，他们分别是someone,____,
____,____,____,____,____,____.
②带some复合的复合不定代词常用于肯定句中，带any的复合不定代词常用于否定句火
一般疑问句中，例如:
我想吃点东西。I’d like ____ ____ ____ to eat.
今天有人给我打电话吗？Did ____ call me today?
③当形容词修饰不定代词时，应放在其后面，例如：
这本书里有什么新东西吗？Is there ____ ____ in this book?
今天没有什么特别的事。There’s ____ ____ today.
④当some, any, no, every构成的复合不定代词作主语时，都作单数看待，其谓语动词用单
数第三人称形式，例如：
Something is wrong with my watch.
Well, everyone wants to win.
Nobody knows what the future will be like.
There is something for everyone at Greenwood Park.
⑤除no one 以外，其他复合不定代词都写成一个词。
2.Let student read the exercises, above all, and find the feature of the use for indefinite
pronouns in each small groups.
3.Look at the PPT and check the answers.
Step4 Practice
Work on 3a.
①Let Ss look at the conversation in 3a.First let one student read the words in the box.
②Tell Ss to read the conversation and fill in the blanks.
③Guide:
Firstly, read the conversation and master the brief meaning. Secondly, have a revision to the indefinite pronouns and their features or usages. Next, read every sentence carefully and guess the answers, for example:
第一句话是一个一般疑问句，空格前有do一词，可知空格处应填anything一词，意为“做什么事情”，其他类似。(学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。)Finally, check the answers with Ss and explanations for some students’ confusions.
Explanation:反身代词
Work on 3b:
①Tell Ss to fill in the blanks in the e-mail message with the words in the box.
②Guide: (the some as 3a “Guide”)
Step5 Group work
①Work on 3c:Ask your group questions about their vacation. Then tell the class your results.
②Fill in the blanks according to the answers.
③Try to make a report in each group. Then let one student read the report to the class (in the end,
choose out the greatest group)
Step6 Exercises
①If time is enough, do some more exercises on big screen.
Fill in the blanks with the correct indefinites pronouns.
a.____ found Mr. Let’s keys and gave them back to him yesterday.
b.—Did you see ____ in the big box?
—No, I didn’t. there’s ____ in it.
c.____ helped the little boy. He did it himself.
d. My watch doesn’t work.. ____ is wrong with it.
e.—Hello,____?
—Hello, Mr. Smith!
f..—How’s it going, Jack? —Great! ____is going well.
g. Did you go to the beach with____?
—Yes, I went there with my cousin.
Step7 Homework
①Recite the part of Grammar focus.
②学法大视野3a-3c
③词汇表词汇抄写
Lay out of Bb:
Section A Grammar focus-3c
anyone, anything…everyone, everything…someone, something…no one, nothing…
Did you go out with anyone?
—No. no one was here, everyone was on vacation.
Did you buy anything special?
—Yes, I bought something for my father./No, I bought nothing.
How was the food? —Everything tasted good.
Feedback of teaching:
Period 4 SectionB 1a-1e
Teaching aims and demands:
1. Knowledge Objects
Key vocabulary: delicious,expensive,cheap,terrible,boring,anything spcial. Target language::
the structure of these new sentences:
①Where did …? ②What did…?
②How was…? / How were…? ④Did she/he…?
2. Ability Objects: Make students enjoy the holidays, value the happy life at present.
Key points:
1. Master the new words and expressions from the text.
2. To improve listening and speaking skills by doing listening exercises.
Difficult points:
1.Listening exercises.
2. The usage of the new sentence structure.
Teaching Methods
Pairwork, listening method, writing method, situational teaching, role-play.
Teaching procedures:
Step1 Warming-up and revision
①Daily greeting.
T: Good morning, boys and girls.
S: Good morning, Miss Wang.
T: Sit down, please.
S: Thank you Miss Wang.
②Check the homework. Let some Ss report where did they go on vacation.
③Review the “复合不定代词”
④Review the “反身代词”
Step2 Writing Practice
Work on 1a:
①Point to the six words: delicious, expensive, exciting, cheap, terrible, boring.
②Read the words and let Ss read after the teacher.
③Point to the last picture and say: This is a cake, it’s delicious. Then do the something for all
pictures.
④Let Ss match each word with a picture. Then check the answers with the Students…
Work on 1b
①Explain the meaning of “笑脸” words and “苦脸” words.
②Let Ss discuss the words they know and write them down on the line.
③Let some Ss read out their words to the class.(or let some Ss write the words
on the blackboards.)
Step3 Listening Practice
Work on 1c
①T: Now let’s work on 1c.First,let one student read the questions aloud. Make all the Ss know
the meanings of the questions.
②Play the recording for the first time. Ss only listen.
③Then play the recording for the second time. Ss listen and answer the questions.
④Then play the recording for the third time for the Ss to check the answers.
⑤Ss listen to the tape and circle the words and phrases they hear.
⑥Check the answers:(look at the big screen on PPT)
Work on 1d:
①Tell Ss this time they have to write down what Lisa said about her vacation, the people, the
fun park, the food and the store.
②Then play the recording for the second time. Ss listen and write down the words.
③Then play the recording for the third time for the Ss to check the answers.
Guide for listening:
抓重点内容，第一遍要求我们回答问题，因此在听的时候，应重点听清问题提出的相关内容。并记下重点关键词或句子。完成1d时，重点在于Lisa vacation的方方面面所作的评价，重点放在一些形容词的听写上。
Step4 Pair work
①Tell Ss to ask and answer about Lisa’s vacation. Begin your questions with the following
sentences. For example: Where did you go on vacation? —I went to New York City.
Did you go with anyone? —Yes, I did.
②Ss work in pairs and ask and answer about Lisa’s vacation.
③Let some pairs come to the front and ask and answer in pairs(每小组的轮流人数)
Step5 Homework
Complete the sentences with the correct forms of the verbs in brackets.
①My mother ____(buy) a new schoolbag for me yesterday.
②When ____ you ____(start) to learn English?
③My aunt ____(take) us to dinner at a restaurant but the food ____(is) not good at all.
④When I ____(am) in America. I ____(make) a lot of new friends.
⑤They ____(have) a great sale last weekend.
Layout of Bb:
Section B. 1a-1e
Words:
delicious, expensive, cheap, terrible, boring, anything special.
①Where did…? ③How was…?/How were…?
②What did…? ④Did she/he …?
Feedback of teaching：
Period 5 Section B 2a-2e
Teaching aims and demands:
1.Knowledge Objects
Key vocabulary:
decide,try,paragliding,feellike,bird,bicycle,building,trader,wonder,difference,top,wait,umbrella,we
t,because of, below, enough, hungry.
Target language:
①What do people usually do on vacation?
②What activities do you find enjoyable?
③It tasted great because she was hungry.
④Who did you go with?
——I went with my family.
⑤Did Jane have a good time on Monday?
⑥What about on Tuesday?
2. Ability Objects:
use the new phrases and sentences which have learned to write a travel diary, talk about what experience in the past holidays
Key points:
A.Master the new words and expressions from the text.
B.Reading for passage and catch the related information to improve students’ reading skill.
C.Writing the travel diary entries
Difficult points:
Reading for 2b and answering the questions. Writing the travel diary entries
Teaching Methods
Pairwork, writing method, situational teaching, role-play, group work.
Teaching procedures:
Step1 Warming-up and revision
⑤Daily greeting:
T: Good morning, boys and girls.
S: Good morning, Miss Wang.
T: Sit down, please.
S: Thank you Miss Wang
⑥Check the homework.
⑦Revision ：Let some Ss ask and answer questions in pairs about vacation, use the
sentence structure from 1e(Where did…? What did…? Did she…? How was/were...?) .
⑧Show a movie of paragliding.
Step2 Discussion
①Tell Ss to work in groups. Discussion the questions together.
What do people usually do on vacation?
What activities do you find enjoyable?
②Give Ss some possible answers:
—People usually go to some places of interest for vacation.
—I find fishing enjoyable.
③Ss discuss the two questions. Write down their answer. Let some group report the answers. Step3 Preparation and presentation
Work on 2a:
①Point to these words:
decide,try,paragliding,feellike,bird,bicycle,building,trader,wonder,difference,top,wait,u
mbrella,wet,because of, below, enough, hungry.
②Read the words and let Ss read after the teacher.
Step4 Reading Practice
Work on 2b:
①T: Now we’ll read Jane’s diary entries about her vacation and answer the questions.
—Did Jane have a good time on Monday?
—What about on Tuesday?
②Ss read the diary quickly and find the answers to the questions.
③Check the answers with the Ss on big screen.
Work on 2c:
①Let some Ss read Jane’s diary entries again. Fill in the chart.
②Let Ss look at the chart first. Then let them read and fill in the chart.
③Check the answers(Look at the big screen)
Work on 2d:
①Tell Ss they should read the conversation about Jane’s trip to Penang again and use the
information in the diary entries.
②Ss read the conversation about Jane’s trip to Penang first, then try to fill the blanks.
③Guide:首先，应通读整个对话一遍，理解对话的大意，然后，认真阅读有空格处上下的
内容，结合日记的内容，确定空格处的内容。最后，再通读一遍对话，综合日记的内容看与空格处是否贴切。
④Ss read carefully and try to write down the words in the blanks.
⑤Check the answers with the class.
Work on 2e:
①告诉学生们这篇日记是Jane在七月十八日又一次参观Penang Hill后，所写的，读日记
并用括号中单词的正确形式填空。
②Guide:首先，再次明确这是一篇日记，因此应用一般过去时态，然后，通读一遍日记的
内容，了解大体内容，最后，综合每句的内容，用括号中动词的正确形式填空。
③Ss read the diary and try to fill in the blanks.
④Check the answers.(Look at the big screen)
⑤对动词一般过去时的规则形式与不规则形式，再复习一遍。
Step5 Homework
Complete the sentences with the correct forms of the verbs in brackets.
⑥My mother ____(buy) a new schoolbag for me yesterday.
⑦When ____ you ____(start) to learn English?
⑧My aunt ____(take) us to dinner at a restaurant but the food ____(is) not good at all.
⑨When I ____(am) in America. I ____(make) a lot of new friends.
⑩They ____(have) a great sale last weekend.
Layout of Bb:
Section B 2a-2e
Words:
decide,try,paragliding,feel
like,bird,bicycle,building,trader,wonder,difference,top,wait,umbrella,wet,because
of,below,enough,hungry
Sentence：①What do people usually do on vacation?
②What activities do you find enjoyable?
③It tasted great because she was hungry.
④Who did you go with?
——I went with my family.
Did Jane have a good time on Monday?
—What about on Tuesday?
Feedback of teaching:
Period 6 Section B 3a-self check
Teaching aims and demands:
1. Knowledge Objects
Key vocabulary: hot and sunny, tired, Beijing duck, take some photos, Tian’anmen Square, the Place Museum, Beijing hutong,it was interesting, learn something important. Target language:
1.Where did you go?
2.Did you go with someone?
3.How was the weather?
4.What did you do every day?
5.What food did you eat?
6.What did you like best?
7.Did you dislike anything?
8.How did you feel about the trip?
2.Ability Objects:
Talk about holidays experience,to improve students' environmental awareness, love for nature by using the past tense.
Key points:
①Key vocabulary.
②Target language.
③use the expression in the text to describe their own experiences of a trip according to the
real life.
Difficult points:
Target language,use the expression in the text to describe their own experiences of a trip according to the real life.
Teaching Methods
Pairwork, writing method, situational teaching, role-play, group work.
Teaching procedures:
Step1 Warming-up and revision
①Let Ss read the passage about Jane’s vacation to Malaysia.Then fill in the blanks.
②Check the answers on the big screen.
Step2 Discussion
①Show some pictures of the some places of interest.Tell Ss the name of them. e.g. the Great
Wall, Summer Palace, Tian’anmen Square, a Beijing hutong…
②Let Ss discuss what they can do, eat, buy…in those places.
Step3 Writing and Practice
①Tell Ss they went to one of these places of interest last summer vacation. With the help of
the words in the box, try to fill in the blanks of the diary.
②Let some Ss read the words in the box.
③Ss read the diary and try to fill in the blanks with the words in the box.
④Reading directions:
通读一遍，了解日记大意，再细读每一句，根据上下文来确定每个空格处应填的词汇。
比如：读第一行可知此处是填空日记时的时间，空格后面又日期，因此空格处应填月份August。读第二句话，可知空格处应填写天气的词汇，故应选hot and sunny，其他类似。
⑤Ss read the passage then fill in the blanks with the words in the box.
⑥Check the answers on PPT.
Step4 Pairwork
Work on 3b:
①Let some Ss read the questions aloud to the Ss. Make sure they know the meaning of the
questions.
②Let Ss work in pairs to ask and answer the questions .Write their answers on a piece of paper.
③Get some pairs read out their answers two by two.
④Check the verbs forms with Ss.
Work on 3c:
①Tell Ss to write a travel diary like Jane’s on Page https://www.360docs.net/doc/9f18599002.html,e your notes in 3b.
②Writing directions:
a.日记记载一天发生的事，因此应用一般过去时态。注意：动词过去式的变化。
b.回顾3b回答的问题，理清句子逻辑顺序，排列好，形成条理清晰的一段文字。
c.可以根据旅行的经历再添加一些恰当的想象的句子。
d.再次，阅读一遍短文，看有没有错误的句子。
③Ss write their diary by themselves. Give any help they need.
④Let some Ss read their diary to the class.
Step5 Self-check
1.
①Let Ss have a revision for “复合不定代词” by notes from their own notebooks.
②Let Ss read the small conversation and choose the correct words in the box to fill in the blanks.
③Check the answers with the Ss.
④Explain any problem that Ss can’t understand.
2.
①Let Ss have arevision for past tense of verb and notice:the regular forms and irregular forms.
②Ss read the passage and fill in the blanks.
③Let some Ss write their answers on the blackboard.
④Check answers with the Ss.
⑤Explain any problem that Ss can’t understand.
Step6 Group work
①Tell Ss what they should do in this activity.Imagine you are all foreigners on vacation in
China.You meet each other at the airport on your way home.Talk about what you did on your vacation.
②Ss work in groups of four and ask and answer about their vacations in China.
③Let some pairs act out their conversations in front of the class.
Step7 Homework
①Reading the next unit.
②Read the passage from self check 2 and master some past tense of verbs in it.
③Summary and remember the irregular past tense for some verbs in this unit.
Lay out of Bb:
Section B 3a-self check
Words:
August, hot and sunny, a Beijing hutong, beautiful, bought, something special, it was interesting, Beijing duck, delicious, tired
Sentene:
Where did you go? What food did you eat?
Did you go with anyone? What did you like best?
How was the weather? Did you dislike anything?
What did you do every day? How did you feel about the trip?
Feedback of teaching：
(完整)新PEP小学英语六年级下册U3Wheredidyougo教学计划及教案
第（ 3 ）单元计划 单元教材分析 本单元是义务教育PEP小学英语教科书六年级下册教材第三单元，围绕Where did you go?即你去了哪里和做了什么展开，教材创设了去吐鲁番、三亚游玩两个场景，并附加一个场景和一个趣味故事来帮助学生理解记忆。去过哪里和做了什么这些话题学生在实际生活中使用 较广。六年级学生已经掌握了一些关于地点和行为动词的词汇，在本单元学习中，重点通过听、说、读、写等活动使学生掌握本单元的主要交际语言: Where did you go? What did you do？等去过哪里，做了什么的交际用语和相关功能词汇，并能通过学习，进一步发展学生的语言交际能力，解决现实生活中去过哪里和做过什么的问题。 单元教学目标 1.知识目标 （1）能够掌握本单元出现的：went, camp, rode, bought, gifts等单词和词组，并熟练朗读和运用。 （2）通过对话学习能够掌握主要句型：Where did you go? Did you go to Turpan? How did you get there? We went there by plane. What happened? 等，并能熟练运用于实际交流 中。 （3）学会用英文写关于自己去过哪里及做了什么的日记。 2.能力目标 通过语言学习及多种形式的交际活动，能够掌握本单元词汇及主要句型，并运用其写日记及流利地与别人谈论自己去过哪里及做过什么，形成良好的语言交际能力。 3.情感态度目标 通过本课学习，能养成主动用英语交际的习惯和关心他人的良好品德。 4.文化意识目标 通过学习，了解中西方假期活动文化差异，发展跨文化交际意识。 5.学习策略目标 能够在情境中进行真实交际，能够自主阅读并总结有效的学习方法。 单元教学设想 单元课时安排建议：共分6课时 第1课时： A Let’s learn/Listen, answer and write 第2课时： A Let’s try/Let’s talk 第3课时： B Let’s learn/Look and say 第4课时： B Let’s try/Let’s talk 第5课时：Read and write 第6课时：Let’s check/Let’s wrap it up/Story time 教案 教材内容 A Let’s learn/Listen, answer and write 总课时 6 第 1 课时 教学要求 1. 能够听、说、读、写五个有关周末活动的词组：rode a horse,
五年级英语上册Module3Unit1Wheredidyougo教案外研版三起
Module3 Unit1 Where did you go? 一．教学目标 1.能够听,说,读写下列单词： how, took(take),river,hour,place 2.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-up 1.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:Presentation 1.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 t he 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!
wheredidyougo说课稿
<< Module3 unit1 Where did you go ?>> 说课稿 大家好！今天我说课的内容是三年级起点新标准英语第五册module3 unit1Where did you go?根据新课程理念，我对本课的说课内容进行了如下方面的设计： 一、说教材分析： 本单元的话题以旅游为主线，开展教学活动，同时复习动词的一般过去时表达法。本单元是在已经接触过去式的基础上，进一步对过去的变化进行描述。本单元的内容与孩子们的生活联系密切，易于激发学生的学习兴趣，利于调动学生的学习积极性。 二、说学情分析： 五年级的学生，学英语已经三年了。学生已经学习了go ,come, run, be, sing, read等单词的过去式。学生对What did …do?. Did …? Where …?等句型非常熟悉。大部分学生性格活泼好动，思维活跃，喜欢直观形象思维，对动画、竞赛特别感兴趣。善于与同学交流，乐于表达自己，渴望得到同学和教师的赞许。本模块的教学内容对学生来说贴近生活，容易被学生接受，一些常听的旅游景点，喜欢做的事情也是耳熟能详的词汇，这些都为本模块的教学打下一
定的基础。因此，考虑到本模块知识点的实用性，在教学中尽量设置真实的情景，帮助学生轻松掌握教学内容，营造愉快的学习氛围。 三、说教学目标： 1、知识目标： 学生能听、说、认读本课的重点单词：the British Museum,theLondonEye,weekend,place,how,best,took,tri p,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。 2、能力目标：正确描述和询问过去发生的事情 3、情感目标：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。 四、说教学重难点: 1、教学重点：学生能听说，认读单词the British Museum, theLondonEye,weekend,place,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 go? Where/How/When/What did…? 2、教学难点：学生掌握本课的新单词及利用动词过去式的变化进行描述，使用动词过去式，询问过去发生的事情。
【K12学习】XX六年级英语下册Unit3Wheredidyougo教案
XX六年级英语下册Unit3Wheredidyougo教 案 六年级下册Unit3heredidyougo? 课题Unit3heredidyougo?课时 教学目标 1.能听说读写单词及词组:rode,rodeahorse,rodeabie,ent,entcaping,hurt,hurt yfootandentfishing. 能听说认读句子：heredidyougolastSaturday?Ienttoaforestpar.hatdidyou dothere?Irodeabie. 能听说认读句子：heredidyougolastSaturday?Ienttoaforestpar.hatdidyou dothere?Irodeabie. 教学重点能表演ainscene和Let’stal的交际内容，能够根据实际情况用英语表达去过哪里和做了什么。 教学难点用英语准确询问并回答去哪里和做过什么，如：heredidyougo?t.Tianshan.Irodeahorse.DidyougotoTurpa n?yes,Idid. 教学过程备注 Step1.预习温故Shothepictureofrideahorse.教读短
语T:rideahorseIoftenrideahorse. Gocaping,hurtyfoot，gofishing. 呈现句子T:Irodeahorselasteeend. 同样的方法教学短语rodeabie,entcaping,hurtyfoot，entfishing. T:hatdidyoudolasteeend?Ss:Irodeahorse/entcaping… T:heredidyougolastSaturday?Ienttoaforestpar.师生互答。 PlaythetapeofLet’slearn.学生跟读，然后分角色朗读对话。 Step3.合作交流： Playagae.叫一名同学到讲台前表演动作，其他的同学说出短语。 学生灵活运用本课时词组，自由编对话。 FnishListen,anserandrite.齐读这些句子。 学唱歌曲《Telleaboutyourholiday》. Step4、达标检测 一．读短语，选图片。 A.B.c.D.E. rodeahorse2.rodeabie3.entcaping hurtyfoot5.entfishing
高中英语Unit3Underthesea练习试题人教版
Unit 3 Under the sea 【导语】捕鲸业是世界上古老的行业之一，它的历史发展和现状如何呢？ The whaling industry is one of the oldest industries in existence.It has undergone vast changes since its beginning，primarily due to the creation of the International Whaling https://www.360docs.net/doc/9f18599002.html,mercial whaling still continues throughout the world，but the whaling quotas are restricted by the commission，thereby helping conserve the whale populations. Whaling refers to hunting wh ales primarily for their oil，meat and bones.Whaling dates back to prehistoric times，most prevalent in Norway and Japan.The hunt became an industry in the 1600s in the Arctic regions，mostly by the Dutch and British.American colonists started whaling in the 1700s.Nantucket whalers were the first to kill a sperm whale，and the discovery of spermaceti in the whale's head made the sperm whale one of the most highly prized catches.Whaling ships set out from New England into the Pacific for extremely long voyages to hunt down these whales. Whaling industry has been a part of a variety of countries' industries.The following countries were the earliest pioneers in the whaling industry：England，France，Germany，Iceland，Japan，the Netherlands，Norway and the American colonies (although they were not a country at the time)．The following countries still practice whaling in some form or fashion：Canada，Greenland，the Grenadines，Iceland，Indonesia，Japan，the Netherlands，Norway，Russia and the United States. 【词海拾贝】 1．vast adj.广阔的；巨大的 2．primarily adv.首先；最初 3．commission n．委员会 4．commercial adj.商业的 5．quota n．配额 6．prevalent adj.盛行的 7．sperm whale 巨头鲸；抹香鲸 【问题思考】 1．What helps conserve the whale populations? _______________________________________________________ 答案：The whaling quotas.
文库五年级英语上册Wheredidyougo教案
五年级英语上册Where did you go教案[1] 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 教学重点： 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 yougo? 教学难点：
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 andate 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 doat 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。
(完整版)六年级下Wheredidyougo知识点及练习
全方位教学辅导教案
一、根据各题的图片，填上合适的单词，使句子完整。 1. A: I went to Harbin and went ________ there last winter. B: How did you _________? A: I felt __________. 2. A: _______ did they _______ to Beijing last week? B: They plane. They presents. 3. A: What did you do on Friday evening? B: I ________good ________ on Friday evening. 4. A: What did you see yesterday? B: I ______ many ________ in the zoo yesterday? 二、看答句写问句。 1. A: __________________________? B: He’s reading a book now. 2. A: _________________________? B: Mike played sports yesterday. 3. A: ___________________________________? B: We went to Hainan by plane last Sunday. 4. A: _____________________________________? B: Yes, Lucy saw the full moon last night. 5. A: _______________________________________? B: They’re going to the zoo tomorrow. 6. A: _________________________________? B: No, I often go to bed at 9:00 in the evening. 7. A: _____________________________________? B: No, she didn’t play ping-pong this morning. 8. A: ____________________________________? B: My friend often climbs mountains on the weekend. 9. A: __________________________? B: I feel sick. I have a headache. 10. A: ________________________? B: Tom is 160 cm tall. 三、根据上下文补充句子。 A: Hello, this is Amy. B: Hi! Amy, ______________________? A: I am listening to the weather report.
六年级英语下册Unit3Wheredidyougo(第4课时)教案人教PEP版
Where did you go 第四课时 课时内容 B Let’s try Let’s talk 课时分析 本课时是人教版六年级下册第三单元第四课时，与前几课时时紧密相连。围绕“Amy的三亚之行”这一话题展开，主要通过对话学习词汇beach, far from, go there及句型Where did you go…? How did you go there? What did you do? 的表达。引导学生了解三亚的海岛风光，激发学生学习英语的热情，持续保持学习英语的兴趣，增强学好英语的信心，发挥主观能动性。第四课时是前几课时的延续，是句型的综合运用，学会了本课时的知识，那么一般过去时态的特殊疑问句学生已经完全掌握，本课时的的重点是能够在情景中恰当运用由where, what和how引导的一般过去时特殊疑问句。 本课时包括Let’s try 和Let’s talk 两个板块。Let’s try通过吴一凡和Amy在学校遇见Sarah，三人讨论寒假活动的语境呈现新句型：Where did you go over the winter holiday? How did you go? What did you do? 学生通过听力练习获得Let’s talk板块的人物及场景信息。Let’s talk板块呈现了五幅图，第一幅图呈现了第一天从北京乘坐飞机到三亚的场景。第二幅图、第三附图呈现了第二天天气暖和、拍照的场景。第四幅图呈现了在沙滩上踢足球的场景。第五幅图呈现了骑车子的场景。通过这五个场景，帮助学生体会对话的意义。此版块呈现的对话情境是吴一凡和Amy在学校遇见Sarah，三人讨论寒假的活动，从而引出句型Where did you go over the winter holiday? How did you go? What did you do? 本课时涉及的句型比较多，但是Where did you go? What did you go? 句型已经在前几节课学过，学生很容易的掌握本课知识。所以在设计教学时，要重点放在句型的综合运用上。给学生创设真实的情境，调动全体学生的积极参与，做到操练与情境相结合，达到语言运用的目的。 课时目标 1. 能够在教师的帮助下，借助图片，理解对话大意。 2. 能够借助语境理解单词和词组：beach，far from，并能正确发音。 3. 能够用正确的语音、语调朗读对话。 4. 能够听、说、读、写句型：Where did you go …? How did you go? What did you do? 5. 能够在情景中恰当运用上述句型谈论假期活动。 6. 能够在情景中运用由where, what和how引导的一般过去时特殊疑问句。 课时重难点 1. 重点 （1）能够在教师的帮助下，借助图片，理解对话大意。 （2）能够听、说、读、写句型：Where did you go …? How did you go? What did you do? （3）能够在情景中恰当运用上述句型谈论假期活动。 (4) 能够在情景中运用由where, what和how引导的一般过去时特殊疑问句。 2. 难点 1. 句型Where did you go …? How did you go? What did you do? 的灵活运用。 2. 能够在情景中正确的运用由where, what和how引导的一般过去时特殊疑问句。 教学准备：课件、词卡、图片、录音机、磁带、调查表、 Step 1 Warm up
PEP六年级英语下册第三单元Wheredidyougo教案
Unit 3 Where did you go? 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 Unit 2. 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. 学生多操练) （3）T:What did you do last weekend? Ss: I rode a horse/ went camping …（ 2. T: Where did you go last Saturday? I went to a forest park.师生互答。 学生跟读，然后分角色朗读对话。 3. Play the tape of Let’s learn. Step 3.合作交流： 1.Play a game.叫一名同学到讲台前表演动作，其他的同学说短语。 2.学生灵活运用本课时词组，自由编对话。 3.Fnish Listen, answer and write. 齐读这些句子。（选上） 4.学唱歌曲《Tell me about your holiday》. Step4.作业
高考英语一轮复习Unit3Underthesea词汇训练新人教版选修7
Unit 3 Underthesea 基础知识默写篇 一、分层单词 写作词汇 1. vt.放弃;遗弃;抛弃 2. vt.当场见到;目击 n.目击者;证人;证据 3. vi.& n.暂停;中止 4. vt.拖;拉;扯 5. vi.逃避;逃跑 vt.逃离 6. n.住所;住宿 7. n.关系;血缘关系;交往 8. adj.好的;整齐的;匀称的 9. adj.生动的;鲜明的;鲜艳的 10. adj.纯的;纯粹的;纯洁的 11. prep.在……对面 adj.相对的;相反的 12. vt.催促;极力主张;驱策 13. vi.思考 vt.映射;反射;思考 14. adj.意识到的;知道的 阅读词汇 1.jog vi.&vt. 2.dive vi.& n. 3.suck vt.& vi. 4.conservation n. 5.target n. 6.boundary n.
7.pension n. 8.annual adj. & n. 9.narrow adj. 10.shallow adj. 11.steep adj. 12.awesome adj. 13.seaside n.&adj. 14.telescope n. 15.teamwork n. 16.dimension n. 拓展词汇 1. n.深(度);深处→adj.深的adv. 深深地 2. adj.好吃的;可口的→ n.味道;品位;鉴赏力v.尝;品尝;有……的味道 3. adj.意识到的;知道的→ n.意识;认识 4. vi.思考vt.反射;思考→ n.反射;思考 5. adj.锐利的;锋利的;敏捷的→v.(使)变得锋利 6. vt.催促;极力主张;驱策→ n.紧急;迫切;催促→adj.紧急的;迫切的;催促的 7. vt.恐吓 vi.受惊吓→adj.害怕的 二、高频短语 1. 帮助(某人)摆脱困境或危难 2. 对……知道、明白;意识到…… 3. 举起;阻碍 4. 整理;收拾 5. 在此期间;与此同时 6. 靠近 7. upside down 8. (be) scared to death 9. aim at
【教育学习文章】湘少版五年级英语下册第10单元英语教案与教学反思
湘少版五年级英语下册第10单元英语 教案与教学反思 五年级下册英语教案及反思 Unit10wheredidyougo? Period1 Step1.warmingup---magiceyes T:what’sthenameoftheplace? S:It’sthewindowoftheworld. T:Andwhat’sthenameoftheplace? Step2.Presentationanddrill . T:IhadatripyesterdayandIenjoyeditverymuch. wheredidIgo? S:DidyougototheyueyangTower? T:No,Ididn’t. S:DidyougotoZhangjiajieNationalForestPark? T:No,Ididn’t. IwenttotheyueluAcademy,thechangshaUnderwaterworldan dmanyotherplacesinchangsha. IwassothirstythatIdranktoomuchandIwentotothetoilet6
timesinanhour. Now,lookatthetallbuilding. what’sthenameofthebuilding? It’sanaquarium. Isawmanydifferentkindsoffishesintheaquarium. 2. Listentothetape Step3.Practice . T:Boysandgirls,Ihaveagoodpieceofnewstotellyou. Linglingcamehome. wheredidshegoandhowdidshefeel? Pleaselistentothetapeandanswerthequestions. wheredidLinglinggo? wheredidshehavelunch? whatdidshesee? wheredidDongdongandmumgo? whathappenedtoDongdong? 2. Listentothetape 3. Discuss
选修7Unit3Underthesea单次讲解
Unit 3 under the sea 1.witness (1) v 当场见到，目击 . 在我昨天回家的路上路上我亲眼目睹一场事故。 (2) v表明，说明Her flushed（通红）face she felt. 她通红的脸表明他、她感到非常高兴。 (3) v 为…作证常与to 连用witness to 为某事作证说 He enter the room. 他作证说他看到那个人进入房间。 (4) n (C) “目击者，证人”常与to连用be a witness to 是…的目击者 The police found the witness to the murder case. 警察找到了那个谋杀案的目击者 (5) n (C,U) 证词，证据，证明give witness on behalf of 替…作证 The old man an accused person. 那位老人为被告作证。 2. sort (1) vt 把…分类,拣选 She is . 她正忙于给信件分类。 (2) sort out 整理（好） I 我已把信分好 (3) n 种类，类别 A hammer is .斧头是一种工具。 He’s the sort of person I really dislike. (4)词组sort of 颇为，有几分I feel . 我感觉有点生病了。 all sorts of 相当于all kinds of 3. accommodation (1) 房间，住所The accommodation of this hotel is scare. （不足） (2) 膳宿（常用复数） 我们今晚能找到旅馆住宿吗？Can we ____find accommodations at a hotel__ for tonight? (3) accommodate 向…提供住处，接纳(v) 相关短语：(1) make accommodations for 为…提供膳宿(2) book accommodation at a hotel 在旅馆预订房间 (4) accommodate …to = adapt… to 使…适应 You will have to accommodate yourself to the situation. 4. yell（1）v.叫喊。 （1）yell(out) at sb.朝某人大喊大叫 .她对淘气的孩子大喊大叫。 They yelled at him to stop. （2）n. /叫声，喊声 E.g. a yell of delight / warning 5. throw (1) 投，掷，扔，抛 Throw the ball to your younger brother. He was thrown into prison.被关进… (2) 匆忙或随便穿/脱 He threw a blanket over the injured man. 他匆忙给伤者披上毯子。
PEP六年级英语下册Wheredidyougo教案
P E P六年级英语下册 W h e r e d i d y o u g o教案 The latest revision on November 22, 2020
Unit 3 Where did you go 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 the pictures and Go over the phrases of Unit 2. 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. talk. --- What did you do last weekend --- I watched TV./ ...
人教版高中英语选修七Unit3Underthesea知识讲解Unit3Underthesea语言点
Unit 3 Under the sea 语言点 编稿：牛新阁审稿：王春霞 学习目标 重点词汇 annual witness accommodation opposite yell pause drag depth urge abandon target reflect scare awesome 重点短语 in the meantime be aware of ahead of ... to death help （...）out upside down 重点句型 It takes sb. some time/ ... to do sth.的变化 a time when... 知识讲解 重点词汇 annual 【原句回放】It was a time when the killer whales, or “killers” as they were then called, helped the whalers catch the baleen whales that were on their annual migration. 那个时期，虎鲸（当时被称为“杀手”）帮助捕鲸人在每年须鲸迁徙时捕捉须鲸。 【点拨】annual adj. 1. 每年的，一年一次的 the annual output 年产量an annual report 年度报告 Steel output reached an annual figure of one million tons. 钢的年产量达到100万吨。 2. 按年度计算的 the annual income 年收入the annual rainfall 【拓展】annually adv. 每年地，年度地 witness 【原句回放】I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times. 当时我以为这只是一个故事罢了，但是后来我亲眼见过多次。 【点拨】witness vt.& vi.亲眼看见，目睹，作证； n.见证人；目击者（与of连用） We were witnessing the most important scientific development of the century. 我们正目睹着本世纪最重要的科学发展。 We witnessed great changes in the city. 我们见证了这个城市的巨大变化。 The police found the witness of the murder case. 警察找到了那起谋杀案的证人。 There was no witness at the scene of the accident. 在事故现场没有目击证人。 【拓展】常见搭配：witness to (doing...)为……作证 bear / give witness to 为......作证 in witness of 作为......的证据 a living witness to 活生生的证人 witness stand 证人席(美)＝witness box (英) He witnessed to having seen the man enter the building.
六年级英语下册Unit-3Wheredidyougo教案(2)
六年级英语下册Unit-3Wheredidyougo教案〔2〕Learning aims〔学习目标〕: 听说读写单词和词组：ate, took, bought, gift, took pictures. 听说认读句子：How was your summer holiday? It was good. I went fishing every weekend and took lots of pictures. Important &difficult point s〔重难点〕: 听说读写单词和词组：ate, took, bought, gift, took pictures. 掌握不规则动词的过去式. 导学探究 Step 1.预习温故〔用时5分钟〕 齐读P25,师生互译重点短语和句子. Translate the fllowing sentences. What happend? Are you all right? I’m OK now. It looks like a mule. Did you go to Turpan? Yes, we did. Step 2. 新课内容展示〔用时15分钟〕 教学短语 〔1〕教读短语T: Eat fresh food. I often eat fresh food. 同样的方法教学take pictur es, buy gifts, go swimming. 〔2〕呈现句子：I ate fresh food last Sunday. 同样的方法教学went swimming, took pictures, bought gifts 〔3〕T: What did you do last Sunday? Ss: I ate fresh food . 〔学生多操练〕 3. T：How was your summer holiday? Ss: It was good. I went fishing every weekend and took lots of pictures. 师生互答. 4. Play the tape of Let’s learn. 学生跟读. Step 3.合作交流：〔用时10分钟〕 学生两人小组读短语：一人做动作.一人用动词的过去式说短语. Role play: 学生灵活运用本课时词组表演Amy和Wu Yifan的对话.. Finish “Look and say” and read these sentences. 全班齐读P27.
2015新版六年级英语Unit3Wheredidyougo单元教案
Unit 3 Where did you go?第一课时 一、教学目标 1. 能够听、说、读、写句型：Where did you go ? Did you go to Turpan? Yes,we did.. 二、教学重难点： 1. 本课时的教学重点是句型：Where did you go? Did you go to Turpan? Yes,we did.. 2.本课时的教学难点是在实际情景中正确运用所学对话。 三、教学准备 Teacher：录音机及磁带；单词卡片；几张地名卡片；几张照片。 四、教学过程： Ⅰ.Warm-up 1. 教师播放课件有关本课时的5个动词词组的原型形式。 Ⅱ.Preview 教师展示本部分的挂图问：Do you like weekend? What do you usually do on your weekend? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。 Ⅲ.Presentation and Practi ce Let’s learn 1.教师问一名学生：What’s yo ur hobby? 引导学生回答。教师指着自己说：I like riding a horse. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书rode a horse和ride a horse，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。 2.I like riding a horse ,I also like riding a bike ,I often ride a bike on the weekend ,I have mangy pictures of riding a bike. 然后拿出一张骑自行车照说：Look at this picture. I rode a bike last week. 教师板书rode a bike e和ride a bike，认真观察并说出两个短语的 不同之处，然后指导学生拼写。 3. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/…last year. Guess. What did I do there? 请学生猜。如果有学生猜到go camping，教师就向学生展示照片：Yes, that’s right. I went camping. 教师板书went camping，带读，引导学生对动词原形和过去式形式进行比较。教师继续问：Have you ever been went camping? Where have you been? 引导学生说：I went camping in the mountain..教师可继续提问：When did you went camping? I went camping in spring/April 8th.