五年级英语上册Where did you go教案
父亲节的日期-节约用水的口号
五年级英语上册Where did you go教案
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,
ri*er, 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?
1 5
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 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。
2 5
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 *isited
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 *isited lots of places.
Daming: Where did
you go?
Amy: We went to the British Museum,
Big Ben and the
3 5
London
Eye.
同桌两人对话，男女生读操练对话。
2) 你问我答：Tra*el
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，<
br>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 tra*el.)
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 *isited my friend. You must ha*e 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
tra*el（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
4 5
not tra*el can see only a page of it.
Step6: Homework.
Describe your tra*el
to your friends.
板书设计：
Unit1 Where did
you go?
Daming: What did you do at the
weekend?
Amy: We *isited lots of places.
Daming: Where did you go?
Amy: We went
to the British Museum, Big Ben and the
London
Eye.
网络搜集整理，仅供参考
5 5
五年级英语上册Where did you go教案
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,
ri*er, 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?
1 5
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 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。
2 5
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 *isited
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 *isited lots of places.
Daming: Where did
you go?
Amy: We went to the British Museum,
Big Ben and the
3 5
London
Eye.
同桌两人对话，男女生读操练对话。
2) 你问我答：Tra*el
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，<
br>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 tra*el.)
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 *isited my friend. You must ha*e 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
tra*el（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
4 5
not tra*el can see only a page of it.
Step6: Homework.
Describe your tra*el
to your friends.
板书设计：
Unit1 Where did
you go?
Daming: What did you do at the
weekend?
Amy: We *isited lots of places.
Daming: Where did you go?
Amy: We went
to the British Museum, Big Ben and the
London
Eye.
网络搜集整理，仅供参考
5 5