湘少版五年级下册Unit 10 Where were you yesterday?教学设计

Unit 10 Where were you yesterday?

【第一课时】

【教学目标】

I. 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...”.

II. 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.

3．能听懂、会说A部分的对话.

【教学重难点】

1．重点:能听懂、会说、认读last week, yesterday, today, tomorrow, at work, at home, in bed, in hospital;能指认一些常见地点的名称,如 cinema, park, school, library, the reading room, post office, tea house, hotel, bank, shopping centre, park, cafe, hospital, airport, railway station等;能用“I was...”句型向他人介绍自己曾去过某地或在某地.

2．难点:掌握be动词am和is的过去式是was, are的过去式是were.

【教学准备】

关于常见地点的图片若干,台历一个,单词卡片,教学图片,教学音频等（有条件的学校可利用幻灯片、多媒体课件）.

【教学过程】

I. 热身/复习(Warm-up/ Revision)

1．Greetings.

2．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,或者也可根据下面的歌词编成chant让学生进行TPR活动.

II. 新课呈现(Presentation)

1．导入主题.

T: Fishes were happy. They were in the pond. I was happy yesterday. I met a foreign friend at the airport yesterday.

T: Look, this is my friend, Tim.（教师出示外国朋友Tim的图片）He is from Canada．I met my friend Tim at the airport yesterday morning.（教师出示机场的图片让学生故读airport三遍,跟读图片背面的短语at the三遍）

T: Yes, we were at the airport. And then we went to the hotel. Now we were in the hotel.（教师出示宾馆的图片,让学生速读hotel三遍,跟读图片背面的短语in the hotel三遍.）

T: And we had a good rest at the park after lunch. We went to the park yesterday afternoon.（教师出示公园的图片,让学生快速读park三遍,跟读图片背面的短语in the park三遍.）

T: We were happy in the park. We were tired．So we went to the tea house.（教师出示茶馆的图片,让学生快速读tea house 三遍,跟读图片背面的短语at the tea house三遍.）

教师板书句型:“Where were you yesterday?”、“I was…”（师生根据板书的句型进行自由交谈）

2．单元词句板块的整体学习

第一步:对比学习today, yesterday.

T: Today is Monday. (教师出示台历,也可根据实际时间就画线处进行替换）Yesterday was Sunday.

（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?

（教师出示句卡“You were...”,整体带读“You were...”用公园和茶馆的图片引导学生回答“You were in the park.”、“You were in the tea house.”）

第三步:整体学习“I was...”的表达.

T: I was in the park on Sunday. I was in the tea house on Sunday.

（教师出示句卡“I was...”,整体带读“I was...”）

第四步:学习句型“Where were you?”、“I was...”.

a．T: Where was I last Sunday or last Saturday?（教师可引导学生回顾前面课的内容,大胆用“You were in...”来表达）

b．T: You are right. It's your turn to tell me where you were last Sunday or last Saturday.（板书“Where were you?”、“I was in the park.”并带读.）

c．T: Were you in the shopping centre?（教师可在学生回答前先用课件或图片让学生复习巩固已学过的地点的英文表达,如:in the shopping centre, in the cinema, in the park, at school, in the library, in the reading room, in the post office, in the tea house, in the hotel, in the bank, in the hospital, at the airport 等）

S1: I was...（教师要鼓励学生大胆用所学过的语言表达.）

III. 课文学习(Learn the text)

课文学习:教师可分步骤循序渐进地引导学生熟悉课文.

第一步:Listen and answer the questions.

不打开书,只听录音,听录音前,给出任务.听对话后回答问题:

明明昨天在哪里?

T: Now, look, this is Mingming. Do you want to know where Mingming was yesterday? Let's listen to the tape and try to answer my question.

第二步:Listen and find．

打开书,听录音,画出相关问题的答案,检查刚才自己听到的是否正确.

第三步:Listen and answer.

学生回答问题,教师可通过课文插图或图片引导学生核对问题答案.在学生回答“Where was Mingming yesterday?”的过程中,教师可继续问“Why was Mingming in bed at home?”引导学生理解sick的意思,并出示单词卡片带读.

第四步:Listen and repeat.

听录音,跟读对话,引导学生正确模仿,提醒学生注意模仿语调,读出疑问、生气或抱歉的语气.

第五步:Read and dub．

出示课文插图,引导学生为对话配音.根据学生的水平,可先练习1幅图或多幅图,引导学生记忆对话,并完成配音的任务.

IV. 趣味练习(Practice)

1．学生四人为一组,谈论上周末自己身在何处.

2．学生进行接龙的chant创编.

（1）教师可先在课件或小黑板上呈现chant模板.

A Chant

Where were you, ________? Where were you, ________? ________. ________. I was ________.

（2）教师可请3名同学上来和自己进行接龙的chant创编.

T: Where were you, Li Ping? Where were you, Li Ping?

Li Ping: At school. At school. I was at school.

Li Ping: Where were you, Fangfang? Where were you, Fangfang?

Fangfang: In the zoo. In the zoo. I was in the zoo.

Fangfang: Where were you, Lily? Where were you, Lily?

Lily: In the post office. In the post office. I was in the post office.

Lily: Where were you, Miss Xie? Where were you, Miss Xie?

T: In the park. In the park. I was in the park.

学生四人为一组进行接龙的chant创编.

3．学生分组上台进行chant接龙.

【作业布置】

1．读新单词.

2．听音频、读对话,并试着表演对话.

3．根据chant的模板,自己在练习本上创编1~2个chant.

4．准备3~4张自己曾去过的旅游景点的照片或图片,下节课带来.