天高鳥飛，海闊魚躍，學習這舞臺，秀出你獨特的精彩用好分秒時間，積累點滴知識，解決疑難問題，學會舉一反三。以下是為大家整理的《小學英語Unit 3 Lsst Weekend教案【五篇】》 供您查閱。
【第一課時】
[教學目標]
1. 能夠聽、說、讀、寫以下動詞短語：learned Chinese，sang and danced，took pictures，climbed a mountain，ate good food。
2. 能夠詢問別人在假期里所做的事情并做答。
[教學重點和難點]
1. 本課時的教學重點是掌握五個動詞短語的過去式形式。
2. 本課時的教學難點是以下六個單詞的拼讀和拼寫：took，learned，sang，danced，ate，climbed。教師要多示范，通過有針對性地反復操練直到學生熟練掌握。
[教學準備]
本課時的動詞短語卡片；照相機、食物、一首歌曲，一張照片；本課時的單詞卡片。
[教學過程]
（一）Warm-up
1. 教師放五年級下冊的歌謠“Let's go on a field trip...” 學生邊唱歌邊跟教師做相應的動作。
2. 教師放Let's chant的錄音，學生跟著錄音說。
（二）Preview
1. “猜一猜”游戲：教師呈現(xiàn)學生小時候的照片問：Who's he/she? 引導學生回答。然后教師拿出自己小時候的照片讓學生猜。學生猜出后，教師指著照片說：Yes, it's me. I was ... years old then. 教師依次拿出幾張風景照，問：Guess. What place is it? 引導學生回答。
2. Let's start
教師展示本部分的掛圖問：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引導學生根據(jù)提示圖回答。
（三）Presentation and Practice
Let's learn
1. 教師問一名學生：What's your hobby? 引導學生回答。教師指著自己說：I like taking pictures. I have many beautiful pictures. 然后拿出一張風景照說：Look at this picture. I took the picture last week. 教師板書took pictures和take pictures，請學生認真觀察并說出兩個短語的不同之處，然后指導學生拼寫。
2. 教師拿出一張自己爬山的照片，說：I went to Xinjiang/...last year. Guess. What did I do there? 請學生猜。如果有學生猜到climb a mountain，教師就向?qū)W生展示照片：Yes, that's right. I climbed a mountain. 教師板書climbed a mountain，帶讀，引導學生對動詞原形和過去式進行比較。教師繼續(xù)問：Have you ever been to any famous mountains? Where have you been? 引導學生說：I climbed Hua/Yandang/...Mountain.教師可繼續(xù)提問：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th.
3. 教師再次展示爬山的照片，說：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果學生猜到吃東西，教師就拿出一張美食的照片說：Yes, I ate. I ate good food. 板書ate good food和eat good food，帶領學生比較不同之處。教師帶讀，注意強調(diào)ate的發(fā)音。
4. 教師依次出示爬山和美食的照片說：I climbed a mountain. I ate good food, too. What else did I do there? Guess.
5. 教師放課前準備的歌曲錄音，放完一遍后，問學生：Do you like it? Would you like to sing along? 教師和學生一起跟著錄音哼唱歌曲。教師問學生：What did we do just now? 引導學生回答：We sang a song. 教師板書sang和sing，帶領學生進行比較。教師帶讀單詞。教師邊做動作邊說：People in Xinjiang like singing. They like dancing, too. 教師板書sang and danced，帶讀。
6. 教師出示本部分的教學掛圖，介紹說：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike學中文的圖說：He learned Chinese. 板書 learned Chinese，帶讀。教師再問學生：What did John do? 引導學生回答：He climbed a mountain. He ate good food. He sang and danced.
7. 教師放A Let's learn部分的錄音，學生跟讀。
8. 教師帶領學生說唱下面的歌謠：
What did you do on your holiday?
What did you do on your holiday?
I took, took pictures.
What did you do on your holiday?
I climbed, climbed a mountain.
What did you do on your holiday?
I learned, learned Chinese.
What did you do on your holiday?
I sang, sang and danced.
9. 快速搶答：全班學生分成四個大組。請一名學生上來抽取兩張卡片并依次做相應的動作，四個組的學生根據(jù)表演者的動作猜：He ate good food/ ... and climbed a mountain/... 哪個小組首先猜出正確答案就得一分，后總分高的小組獲勝。
10. 學生兩人一組，輪流抽取學生卡片編對話。
Let's play
學生兩人一組，每人在長紙條上寫運用過去式的句子，然后把句子在單詞間空隙處剪開。學生交換剪下來的單詞，看誰能先把同伴的兩個句子排列好。
Good to know
1. 教師介紹普通相機一些基本零部件的名稱和簡單的攝影常識。
2. 教師一邊介紹攝影的基本步驟一邊用相機給學生照一張照片。
（四）Consolidation and Extension
1. 完成活動手冊的相關內(nèi)容。
2. 學生課后進一步熟悉照相的基本步驟，教師鼓勵有條件的學生拍下幾張照片，下節(jié)課進行班級交流。
【第二課時】
[教學目標]
1. 能夠聽、說、讀、寫句型：Where did you go on your holiday? I went to Xinjiang.
2. 能夠聽懂Let's try部分的錄音并完成練習。
3. 能夠理解、說唱歌謠“Where did you go on your holiday?”。
4. 會使用英漢字典查新詞。
[教學重點難點]
1. 本課時的教學重點是句型：Where did you go on your holiday? I went to Xinjiang.
2. 本課時的教學難點是在實際情景中正確運用所學進行對話。
[教學準備]
錄音機及磁帶；Let's learn部分的單詞卡片；調(diào)查表格；幾張地名卡片；幾張照片；英漢字典。
[教學過程]
（一）Warm-up
1. 教師與學生的日常會話。
2. 復習上一課時新課呈現(xiàn)部分所學的歌謠。
（二）Previe
1. 教師放A Let's learn 部分的錄音，學生跟讀并拼讀動詞短語。
2. “打擂臺”游戲
請五名學生到教室前面，教師任意抽取一張短語卡片，讓五名學生根據(jù)卡片上的內(nèi)容造句，如：I learned Chinese at school. 不能正確造句的學生即被淘汰出局。然后教師出示另一張卡片，留在臺上的學生繼續(xù)比賽。能后留在臺上的學生成為擂主。
（三）Presentation and Practice
Let's try
1. 學生聽Let's try部分的錄音，完成練習。
2. 教師提問：What do people in Xinjiang like doing? 引導學生回答：They like singing and dancing.
Let's talk
1. 教師出示一張新疆的風景照說：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教師再拿出一張公園的照片，說：This is a park. I went to the park last weekend. 教師板書：I went to...指導學生拼寫單詞went。
2. 教師出示一張中國地圖說：This is a map of China. I went to a city last year. It's in Guangdong province. It's a new city. Guess. Where did I go? 引導學生用句型Did you go to ...? 猜一猜，然后教師說：Yes, I went to...
3. 教師邀請一名學生到講臺前面來描述自己曾經(jīng)去過的一個地方，教師問：Where did you go on your holiday? 引導這名學生回答。再請幾名學生輪流上臺，臺下的學生其問：Where did you go on your holiday? 教師指導講臺上的學生回答。
4. 教師再請一名學生上臺，隨意抽取一張地名卡片舉起來，不要讓臺上的學生看到卡片的內(nèi)容。臺下的學生一起問：Where did you go on your holiday? 臺上的學生用I went to... 回答。猜對地名后，這名學生指定另外一名學生上臺繼續(xù)游戲。教師再拿出上一課時的單詞卡片，在學生猜出地點名稱后，任意抽取一張動詞短語過去式的卡片，帶領臺下學生問：What did you do there? 請臺上的學生回答。教師注意強調(diào)there的發(fā)音。
5. 聽錄音，跟讀Let's talk部分的內(nèi)容。
6. 學生操練對話，教師引導學生根據(jù)本部分插圖的提示進行替換練習。
7. 教師出示能拼成重點句型的單詞卡片，要求學生在快的時間內(nèi)組合成句。
Let's chant
1. 教師問：Where did you go on your holiday? Did you have a good time? 引導學生回答：I went to ... Yes, I had a lot of fun.
2. 教師放歌謠錄音，全班跟唱。
3. 學生男女生各一組，一組唱問句，一組唱答句，看那組唱得好。
Pronunciation
1. 教師出示英漢字典，問：What's this? It's a dictionary. Yes. It's an English dictionary. Words in a dictionary are in alphabetical order. 教師用中文介紹查英漢字典的方法。
2. 教師指導學生完成練習，然后讓學生在詞典里查一查練習中的單詞，看誰查得快。
（四）Consolidation and Extension
1. 完成活動手冊中的相關內(nèi)容。
2. 學生課后詢問同學或老師曾經(jīng)去過的地方，完成調(diào)查表。
【第三課時】
[教學目標]
1. 能夠聽懂、會讀Let's read中信的內(nèi)容并獨立完成信后的書寫練習。
2. 能夠完成Let's find out部分的練習。
3. 能夠聽懂、會唱歌曲“A trip to China”。
[教學重點難點]
1. 本課時的教學重點是能讀懂Let's read部分的一封信。
2. 本課時的教學難點是能正確認讀下列句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow I'll be back home.
[教學準備]
錄音機和錄音帶；A Let's learn部分的動詞短語卡片。
[教學過程]
（一）Warm-up
教師放前一課時學過的歌謠，學生邊作動作邊說。
（二）Preview
1. 日?？谡Z練習。
T：What day is it today?
S：It's ...
T：What are you going to do this weekend?
S：I am going to ...
T：Have a good time!
S：Thank you.
T：I will ... this weekend.
2. 教師讓學生用句型I am going to ... this weekend. 或者I will ... this weekend.造句。
（三）Presentation and Practice
Let's read
1. 教師問：What did you do last Saturday? 學生回答：I ... 教師指導學生用單詞last組詞，如：last week, last month, last year等。
2. 教師請學生說說下列詞組的反義詞：next week --- last week, last Monday --- next Monday, last month --- next month, next holiday --- last holiday, next trip --- last trip。
3. 教師描述自己一個星期內(nèi)的活動：On Monday I played football. On Tuesday I played ping-pong. On Wednesday I ...，然后教師問學生：What did I do on Monday/ Tuesday/... 讓學生憑記憶回答。后教師說：I did a lot of things last week. Everyday I had fun. 板書had 和have，指導學生拼寫這兩個詞。
4. 教師放Let's read部分的錄音，學生跟讀。
① John had fun with his parents.
② On Monday, he went to a cinema.
③ He went to a park on Tuesday.
④ He went swimming on Wednesday.
5. 教師指導學生完成短文后面的練習。
Let's find out
1. 教師說：I went to ... last month. I went there by ... I climbed a mountain there. When was your last trip? 引導學生回答：My last trip was to ... I went there by ... I sang and danced there.
2. 學生兩人一組調(diào)查對方近旅行的相關情況并在課本的表格里做記錄。教師鼓勵學生盡可能多地獲取信息。
3. 教師請幾名學生做匯報：... went to ... in ... He ... 師生共同評選出佳“小記者”獎。
Let's sing
1. 教師放歌曲“A trip to China”的錄音，第一遍學生先仔細聽，教師簡單講解歌詞，注意以下單詞和短語的讀音：came back，Urumqi，old jade ring，a green silk tile，a colorful cap。
2. 學生跟錄音學唱歌曲。
3. 教師介紹我們部分省市的標志性商品。
（四）Consolidation and Extension
1. 完成活動手冊中的相關內(nèi)容。
2. 學生聽Let's sing部分的歌曲，唱給家長或同伴聽。
3. 學生搜集我國不同地區(qū)的風景名勝等相關知識。
【第四課時】
[教學目標]
1. 能夠聽、說、讀、寫動詞詞組：bought presents, rowed a boat, saw elephants, went skiing, went ice-skating
2. 能聽、說、認讀句子：What did you do on your holiday? I bought presents.
3. 能夠聽懂、說唱歌謠“Today I went to school”。
4. 能夠完成Task time中的任務。
[教學重點難點]
1. 本課時的教學重點是四會掌握五個動詞詞組的一般過去式形式。
2. 本課時的教學難點是掌握四會單詞bought, rowed和saw的讀音和拼寫。
[教學準備]
錄音機和錄音帶；動詞短語卡片，動物單詞卡片和文具卡片；幾張不同類型的賀卡；議長哈爾濱的雪景照片。
[教學過程]
（一）Warm-up
1. 教師放歌曲“A trip to China”的錄音，師生齊唱。
2. 教師放歌謠“Today I went to school”的錄音，師生齊唱。
（二）Preview
1. 教師出示A Let's learn部分的短語卡片，同桌以“開火車”的形式拼讀動詞短語。
2. 教師放Let's read部分的錄音，學生跟讀。
3. 日?？谡Z會話。
（三）Presentation and Practice
Let's learn
1. 教師出示哈爾濱雪景照片問：Guess. Where did I go last winter? 學生猜：You went to Harbin. 教師繼續(xù)說：Yes, that’s right. I like snow. I can ski. 教師板書ski，然后出示went skiing的卡片，問：What did I do in Harbin? 引導學生回答：You went skiing.教師板書：went skiing帶讀單詞skiing，學生拼讀。
2. 教師出示went ice-skating的教師卡片問：What did ... do on her/his holiday? Did she /he go skiing? 引導學生回答：No, she/he went ice-skating.教師板書：went ice-skating，學生拼讀。
3. 教師問：When do we go ice-skating? Can we skate in the summer？引導學生作答。教師繼續(xù)說：No, we can't. We can row a boat in the summer. 教師出示rowed a boat的卡片問：What did ... do on his/her holiday? 引導學生回答：He/She rowed a boat. 教師板書：rowed a boat，指導學生拼寫。
4. 教師出示禮物盒問：What's this? 引導學生回答：It's a present.教師板書present，帶讀。教師繼續(xù)說：I bought it yesterday.在present前寫bought，領讀。請學生比較動詞原形和它的過去式，教師指導書寫。
5. 教師依次出示幾張文具的卡片，提問：What did you buy in the bookstore? 引導學生用I bought ...回答。
6. 教師出示saw elephants的短語卡片說：went to a zoo yesterday. What did ... see? 引導學生回答：He/She saw elephants. 教師板書saw elephants，需強調(diào)單詞elephants的拼寫和單詞saw的讀音。教師依次出示動物的卡片，提問：What did you see at the zoo? 引導學生根據(jù)卡片的提示問題回答。
7. 教師放let's learn部分的錄音，學生跟讀。
Let's play
1. 教師讓學生把九個動詞短語分別填入任一個空格內(nèi)，每個空格填寫一個短語。
2. 教師按任意順序讀短語，學生在教師念到的短語上劃*，如果劃*的短語連成了一條直線，學生就大聲喊Bingo！即獲勝。
Task time
1. 教師介紹賀卡的相關知識；賀卡有很多種類，朋友身體不適合可以送安慰卡；朋友心情不暢送幽默卡；失敗送鼓勵卡；成功有慶賀卡；出行的有平安卡。賀卡除了有紙制的，也有電子賀卡。為了節(jié)約用紙，現(xiàn)在更提倡使用電子賀卡。
2. 教師帶領學生一起閱讀本部分賀卡的內(nèi)容，請學生說一說Mike在旅行過程中都做了什么事情。
3. 教師布置一個情景：如果是你出行在外，想向父母和朋友報平安，并簡單介紹旅游的情況，該如何設計一張賀卡。
（四）Consolidation and Extension
完成活動手冊的相關內(nèi)容。
【第五課時】
[教學目標]
1. 能夠聽、說、讀、寫句型：How did you go there? I went by train.
2. 能夠完成Let's find out中的調(diào)查活動。
3. 能夠完成Let's try部分的錄音，完成聽音，圈圖的練習。
4. 了解Story time中的故事。
[教學重點難點]
1. 本課時的教學重點是四會掌握句型：How did you go there? I went by train.
2. 本課時的教學難點是在實際情景中正確運用并能書寫所學對話。
[教學準備]
錄音機和錄音帶；本單元的動詞短語卡片和教學掛圖；若干紙片；各種交通工具的單詞卡片和城市名稱的卡片；調(diào)查表。
[教學過程]
（一）Warm-up
1. 教師放歌謠的錄音，學生聽錄音齊唱。
2. 教師出示B Let's部分的短語卡片，提問學生：What did you do on your holiday? 學生看圖回答問題；然后根據(jù)實際情況回答，操練該句型。
3. 教師放課文錄音，學生聽錄音說唱歌謠。
（二）Preview
1. 教師將全班分成A、B兩組，先由A組學生提問，B組學生回答。A組的學生可以提與本課的中心話題有關的問題，如：How do you go to the zoo? 也可以提其他問題，如：Where did you go last year? 如果B組學生回答正確則可以加一分，然后由B組學生提問，A組回答。得分高的小組為勝者。
2. 學生展示自己的賀卡。
（三）Presentation and Practice
教師引導學生看主情景圖，扮演Zhang Peng和John表演對話。
Let's try
學生聽錄音，完成練習。
Let's talk
1. 教師問：What's the weather like in Harbin in the winter? 學生回答：It's cold and snowy. 教師繼續(xù)問：How can you go to Harbin? 引導學生回答：I can go there by plane or by train. 教師說：That's right. Sarah went to Harbin on her holiday. How did she go there? Let's listen.
2. 教師放本部分的錄音，引導學生回答：She went there by train. 教師板書：How did you go there? I went by train. 教師再放一遍錄音，學生聽錄音跟讀。
3. 請一名學生說一個曾去過的城市，教師放在黑板上。然后教師引導其他學生一起提問：How did you go to ...? 幫助該學生回答：I went by ... 教師再提問其他學生，依照這種方式帶領學生用主句型進行問答。
4. 教師任意抽一張城市名稱的卡片，問：Where did you go on your holiday? 全體學生根據(jù)卡片內(nèi)容一起回答：I went to ... 教師繼續(xù)問：How did you go there? 學生繼續(xù)問答：I went by ... 教師再換其他卡片，繼續(xù)練習。
5. 學生兩人一組做替換練習，教師鼓勵學生盡可能地豐富對話內(nèi)容。
6. 教師將全班學生分成四組，各組分別寫地點、時間、交通工具、動詞短語的過去時形式。寫好后，請一名學生分別從四個組的紙條里抽取一張，用動作表演紙條上的內(nèi)容，其他學生根據(jù)其表演猜測四張紙條上的內(nèi)容。表演的學生一邊做動作一邊問：Where did you go on your holiday? 其他學生猜：I went to ... 如果有人回答正確，表演的學生就依次提問：How did you go there? What did you do there? 其他學生繼續(xù)猜。
Let's find out
教師請一名學生說出曾經(jīng)去過的地方和所乘坐的交通工具，然后示范填寫表格。學生兩人一組進行調(diào)查。如果時間允許，教師可請幾名學生匯報調(diào)查表格。
Story time
教師向?qū)W生展示Story time部分的掛圖，指著圖中的人物問：How did Zoom go to the moon? What did Zoom see? Did Zoom take any pictures? 然后教師放該部分的錄音，學生看圖，聽錄音。教師再放一遍錄音，學生聽完后回答教師提出的問題。學生跟錄音朗讀故事，再分角色朗讀。
（四）Consolidation and Extension
1. 完成活動手冊的相關內(nèi)容。
2. 完成Let's find out部分的調(diào)查任務。
【第一課時】
[教學目標]
1. 能夠聽、說、讀、寫以下動詞短語：learned Chinese，sang and danced，took pictures，climbed a mountain，ate good food。
2. 能夠詢問別人在假期里所做的事情并做答。
[教學重點和難點]
1. 本課時的教學重點是掌握五個動詞短語的過去式形式。
2. 本課時的教學難點是以下六個單詞的拼讀和拼寫：took，learned，sang，danced，ate，climbed。教師要多示范，通過有針對性地反復操練直到學生熟練掌握。
[教學準備]
本課時的動詞短語卡片；照相機、食物、一首歌曲，一張照片；本課時的單詞卡片。
[教學過程]
（一）Warm-up
1. 教師放五年級下冊的歌謠“Let's go on a field trip...” 學生邊唱歌邊跟教師做相應的動作。
2. 教師放Let's chant的錄音，學生跟著錄音說。
（二）Preview
1. “猜一猜”游戲：教師呈現(xiàn)學生小時候的照片問：Who's he/she? 引導學生回答。然后教師拿出自己小時候的照片讓學生猜。學生猜出后，教師指著照片說：Yes, it's me. I was ... years old then. 教師依次拿出幾張風景照，問：Guess. What place is it? 引導學生回答。
2. Let's start
教師展示本部分的掛圖問：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引導學生根據(jù)提示圖回答。
（三）Presentation and Practice
Let's learn
1. 教師問一名學生：What's your hobby? 引導學生回答。教師指著自己說：I like taking pictures. I have many beautiful pictures. 然后拿出一張風景照說：Look at this picture. I took the picture last week. 教師板書took pictures和take pictures，請學生認真觀察并說出兩個短語的不同之處，然后指導學生拼寫。
2. 教師拿出一張自己爬山的照片，說：I went to Xinjiang/...last year. Guess. What did I do there? 請學生猜。如果有學生猜到climb a mountain，教師就向?qū)W生展示照片：Yes, that's right. I climbed a mountain. 教師板書climbed a mountain，帶讀，引導學生對動詞原形和過去式進行比較。教師繼續(xù)問：Have you ever been to any famous mountains? Where have you been? 引導學生說：I climbed Hua/Yandang/...Mountain.教師可繼續(xù)提問：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th.
3. 教師再次展示爬山的照片，說：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果學生猜到吃東西，教師就拿出一張美食的照片說：Yes, I ate. I ate good food. 板書ate good food和eat good food，帶領學生比較不同之處。教師帶讀，注意強調(diào)ate的發(fā)音。
4. 教師依次出示爬山和美食的照片說：I climbed a mountain. I ate good food, too. What else did I do there? Guess.
5. 教師放課前準備的歌曲錄音，放完一遍后，問學生：Do you like it? Would you like to sing along? 教師和學生一起跟著錄音哼唱歌曲。教師問學生：What did we do just now? 引導學生回答：We sang a song. 教師板書sang和sing，帶領學生進行比較。教師帶讀單詞。教師邊做動作邊說：People in Xinjiang like singing. They like dancing, too. 教師板書sang and danced，帶讀。
6. 教師出示本部分的教學掛圖，介紹說：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike學中文的圖說：He learned Chinese. 板書 learned Chinese，帶讀。教師再問學生：What did John do? 引導學生回答：He climbed a mountain. He ate good food. He sang and danced.
7. 教師放A Let's learn部分的錄音，學生跟讀。
8. 教師帶領學生說唱下面的歌謠：
What did you do on your holiday?
What did you do on your holiday?
I took, took pictures.
What did you do on your holiday?
I climbed, climbed a mountain.
What did you do on your holiday?
I learned, learned Chinese.
What did you do on your holiday?
I sang, sang and danced.
9. 快速搶答：全班學生分成四個大組。請一名學生上來抽取兩張卡片并依次做相應的動作，四個組的學生根據(jù)表演者的動作猜：He ate good food/ ... and climbed a mountain/... 哪個小組首先猜出正確答案就得一分，后總分高的小組獲勝。
10. 學生兩人一組，輪流抽取學生卡片編對話。
Let's play
學生兩人一組，每人在長紙條上寫運用過去式的句子，然后把句子在單詞間空隙處剪開。學生交換剪下來的單詞，看誰能先把同伴的兩個句子排列好。
Good to know
1. 教師介紹普通相機一些基本零部件的名稱和簡單的攝影常識。
2. 教師一邊介紹攝影的基本步驟一邊用相機給學生照一張照片。
（四）Consolidation and Extension
1. 完成活動手冊的相關內(nèi)容。
2. 學生課后進一步熟悉照相的基本步驟，教師鼓勵有條件的學生拍下幾張照片，下節(jié)課進行班級交流。
【第二課時】
[教學目標]
1. 能夠聽、說、讀、寫句型：Where did you go on your holiday? I went to Xinjiang.
2. 能夠聽懂Let's try部分的錄音并完成練習。
3. 能夠理解、說唱歌謠“Where did you go on your holiday?”。
4. 會使用英漢字典查新詞。
[教學重點難點]
1. 本課時的教學重點是句型：Where did you go on your holiday? I went to Xinjiang.
2. 本課時的教學難點是在實際情景中正確運用所學進行對話。
[教學準備]
錄音機及磁帶；Let's learn部分的單詞卡片；調(diào)查表格；幾張地名卡片；幾張照片；英漢字典。
[教學過程]
（一）Warm-up
1. 教師與學生的日常會話。
2. 復習上一課時新課呈現(xiàn)部分所學的歌謠。
（二）Previe
1. 教師放A Let's learn 部分的錄音，學生跟讀并拼讀動詞短語。
2. “打擂臺”游戲
請五名學生到教室前面，教師任意抽取一張短語卡片，讓五名學生根據(jù)卡片上的內(nèi)容造句，如：I learned Chinese at school. 不能正確造句的學生即被淘汰出局。然后教師出示另一張卡片，留在臺上的學生繼續(xù)比賽。能后留在臺上的學生成為擂主。
（三）Presentation and Practice
Let's try
1. 學生聽Let's try部分的錄音，完成練習。
2. 教師提問：What do people in Xinjiang like doing? 引導學生回答：They like singing and dancing.
Let's talk
1. 教師出示一張新疆的風景照說：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教師再拿出一張公園的照片，說：This is a park. I went to the park last weekend. 教師板書：I went to...指導學生拼寫單詞went。
2. 教師出示一張中國地圖說：This is a map of China. I went to a city last year. It's in Guangdong province. It's a new city. Guess. Where did I go? 引導學生用句型Did you go to ...? 猜一猜，然后教師說：Yes, I went to...
3. 教師邀請一名學生到講臺前面來描述自己曾經(jīng)去過的一個地方，教師問：Where did you go on your holiday? 引導這名學生回答。再請幾名學生輪流上臺，臺下的學生其問：Where did you go on your holiday? 教師指導講臺上的學生回答。
4. 教師再請一名學生上臺，隨意抽取一張地名卡片舉起來，不要讓臺上的學生看到卡片的內(nèi)容。臺下的學生一起問：Where did you go on your holiday? 臺上的學生用I went to... 回答。猜對地名后，這名學生指定另外一名學生上臺繼續(xù)游戲。教師再拿出上一課時的單詞卡片，在學生猜出地點名稱后，任意抽取一張動詞短語過去式的卡片，帶領臺下學生問：What did you do there? 請臺上的學生回答。教師注意強調(diào)there的發(fā)音。
5. 聽錄音，跟讀Let's talk部分的內(nèi)容。
6. 學生操練對話，教師引導學生根據(jù)本部分插圖的提示進行替換練習。
7. 教師出示能拼成重點句型的單詞卡片，要求學生在快的時間內(nèi)組合成句。
Let's chant
1. 教師問：Where did you go on your holiday? Did you have a good time? 引導學生回答：I went to ... Yes, I had a lot of fun.
2. 教師放歌謠錄音，全班跟唱。
3. 學生男女生各一組，一組唱問句，一組唱答句，看那組唱得好。
Pronunciation
1. 教師出示英漢字典，問：What's this? It's a dictionary. Yes. It's an English dictionary. Words in a dictionary are in alphabetical order. 教師用中文介紹查英漢字典的方法。
2. 教師指導學生完成練習，然后讓學生在詞典里查一查練習中的單詞，看誰查得快。
（四）Consolidation and Extension
1. 完成活動手冊中的相關內(nèi)容。
2. 學生課后詢問同學或老師曾經(jīng)去過的地方，完成調(diào)查表。
【第三課時】
[教學目標]
1. 能夠聽懂、會讀Let's read中信的內(nèi)容并獨立完成信后的書寫練習。
2. 能夠完成Let's find out部分的練習。
3. 能夠聽懂、會唱歌曲“A trip to China”。
[教學重點難點]
1. 本課時的教學重點是能讀懂Let's read部分的一封信。
2. 本課時的教學難點是能正確認讀下列句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow I'll be back home.
[教學準備]
錄音機和錄音帶；A Let's learn部分的動詞短語卡片。
[教學過程]
（一）Warm-up
教師放前一課時學過的歌謠，學生邊作動作邊說。
（二）Preview
1. 日?？谡Z練習。
T：What day is it today?
S：It's ...
T：What are you going to do this weekend?
S：I am going to ...
T：Have a good time!
S：Thank you.
T：I will ... this weekend.
2. 教師讓學生用句型I am going to ... this weekend. 或者I will ... this weekend.造句。
（三）Presentation and Practice
Let's read
1. 教師問：What did you do last Saturday? 學生回答：I ... 教師指導學生用單詞last組詞，如：last week, last month, last year等。
2. 教師請學生說說下列詞組的反義詞：next week --- last week, last Monday --- next Monday, last month --- next month, next holiday --- last holiday, next trip --- last trip。
3. 教師描述自己一個星期內(nèi)的活動：On Monday I played football. On Tuesday I played ping-pong. On Wednesday I ...，然后教師問學生：What did I do on Monday/ Tuesday/... 讓學生憑記憶回答。后教師說：I did a lot of things last week. Everyday I had fun. 板書had 和have，指導學生拼寫這兩個詞。
4. 教師放Let's read部分的錄音，學生跟讀。
① John had fun with his parents.
② On Monday, he went to a cinema.
③ He went to a park on Tuesday.
④ He went swimming on Wednesday.
5. 教師指導學生完成短文后面的練習。
Let's find out
1. 教師說：I went to ... last month. I went there by ... I climbed a mountain there. When was your last trip? 引導學生回答：My last trip was to ... I went there by ... I sang and danced there.
2. 學生兩人一組調(diào)查對方近旅行的相關情況并在課本的表格里做記錄。教師鼓勵學生盡可能多地獲取信息。
3. 教師請幾名學生做匯報：... went to ... in ... He ... 師生共同評選出佳“小記者”獎。
Let's sing
1. 教師放歌曲“A trip to China”的錄音，第一遍學生先仔細聽，教師簡單講解歌詞，注意以下單詞和短語的讀音：came back，Urumqi，old jade ring，a green silk tile，a colorful cap。
2. 學生跟錄音學唱歌曲。
3. 教師介紹我們部分省市的標志性商品。
（四）Consolidation and Extension
1. 完成活動手冊中的相關內(nèi)容。
2. 學生聽Let's sing部分的歌曲，唱給家長或同伴聽。
3. 學生搜集我國不同地區(qū)的風景名勝等相關知識。
【第四課時】
[教學目標]
1. 能夠聽、說、讀、寫動詞詞組：bought presents, rowed a boat, saw elephants, went skiing, went ice-skating
2. 能聽、說、認讀句子：What did you do on your holiday? I bought presents.
3. 能夠聽懂、說唱歌謠“Today I went to school”。
4. 能夠完成Task time中的任務。
[教學重點難點]
1. 本課時的教學重點是四會掌握五個動詞詞組的一般過去式形式。
2. 本課時的教學難點是掌握四會單詞bought, rowed和saw的讀音和拼寫。
[教學準備]
錄音機和錄音帶；動詞短語卡片，動物單詞卡片和文具卡片；幾張不同類型的賀卡；議長哈爾濱的雪景照片。
[教學過程]
（一）Warm-up
1. 教師放歌曲“A trip to China”的錄音，師生齊唱。
2. 教師放歌謠“Today I went to school”的錄音，師生齊唱。
（二）Preview
1. 教師出示A Let's learn部分的短語卡片，同桌以“開火車”的形式拼讀動詞短語。
2. 教師放Let's read部分的錄音，學生跟讀。
3. 日?？谡Z會話。
（三）Presentation and Practice
Let's learn
1. 教師出示哈爾濱雪景照片問：Guess. Where did I go last winter? 學生猜：You went to Harbin. 教師繼續(xù)說：Yes, that’s right. I like snow. I can ski. 教師板書ski，然后出示went skiing的卡片，問：What did I do in Harbin? 引導學生回答：You went skiing.教師板書：went skiing帶讀單詞skiing，學生拼讀。
2. 教師出示went ice-skating的教師卡片問：What did ... do on her/his holiday? Did she /he go skiing? 引導學生回答：No, she/he went ice-skating.教師板書：went ice-skating，學生拼讀。
3. 教師問：When do we go ice-skating? Can we skate in the summer？引導學生作答。教師繼續(xù)說：No, we can't. We can row a boat in the summer. 教師出示rowed a boat的卡片問：What did ... do on his/her holiday? 引導學生回答：He/She rowed a boat. 教師板書：rowed a boat，指導學生拼寫。
4. 教師出示禮物盒問：What's this? 引導學生回答：It's a present.教師板書present，帶讀。教師繼續(xù)說：I bought it yesterday.在present前寫bought，領讀。請學生比較動詞原形和它的過去式，教師指導書寫。
5. 教師依次出示幾張文具的卡片，提問：What did you buy in the bookstore? 引導學生用I bought ...回答。
6. 教師出示saw elephants的短語卡片說：went to a zoo yesterday. What did ... see? 引導學生回答：He/She saw elephants. 教師板書saw elephants，需強調(diào)單詞elephants的拼寫和單詞saw的讀音。教師依次出示動物的卡片，提問：What did you see at the zoo? 引導學生根據(jù)卡片的提示問題回答。
7. 教師放let's learn部分的錄音，學生跟讀。
Let's play
1. 教師讓學生把九個動詞短語分別填入任一個空格內(nèi)，每個空格填寫一個短語。
2. 教師按任意順序讀短語，學生在教師念到的短語上劃*，如果劃*的短語連成了一條直線，學生就大聲喊Bingo！即獲勝。
Task time
1. 教師介紹賀卡的相關知識；賀卡有很多種類，朋友身體不適合可以送安慰卡；朋友心情不暢送幽默卡；失敗送鼓勵卡；成功有慶賀卡；出行的有平安卡。賀卡除了有紙制的，也有電子賀卡。為了節(jié)約用紙，現(xiàn)在更提倡使用電子賀卡。
2. 教師帶領學生一起閱讀本部分賀卡的內(nèi)容，請學生說一說Mike在旅行過程中都做了什么事情。
3. 教師布置一個情景：如果是你出行在外，想向父母和朋友報平安，并簡單介紹旅游的情況，該如何設計一張賀卡。
（四）Consolidation and Extension
完成活動手冊的相關內(nèi)容。
【第五課時】
[教學目標]
1. 能夠聽、說、讀、寫句型：How did you go there? I went by train.
2. 能夠完成Let's find out中的調(diào)查活動。
3. 能夠完成Let's try部分的錄音，完成聽音，圈圖的練習。
4. 了解Story time中的故事。
[教學重點難點]
1. 本課時的教學重點是四會掌握句型：How did you go there? I went by train.
2. 本課時的教學難點是在實際情景中正確運用并能書寫所學對話。
[教學準備]
錄音機和錄音帶；本單元的動詞短語卡片和教學掛圖；若干紙片；各種交通工具的單詞卡片和城市名稱的卡片；調(diào)查表。
[教學過程]
（一）Warm-up
1. 教師放歌謠的錄音，學生聽錄音齊唱。
2. 教師出示B Let's部分的短語卡片，提問學生：What did you do on your holiday? 學生看圖回答問題；然后根據(jù)實際情況回答，操練該句型。
3. 教師放課文錄音，學生聽錄音說唱歌謠。
（二）Preview
1. 教師將全班分成A、B兩組，先由A組學生提問，B組學生回答。A組的學生可以提與本課的中心話題有關的問題，如：How do you go to the zoo? 也可以提其他問題，如：Where did you go last year? 如果B組學生回答正確則可以加一分，然后由B組學生提問，A組回答。得分高的小組為勝者。
2. 學生展示自己的賀卡。
（三）Presentation and Practice
教師引導學生看主情景圖，扮演Zhang Peng和John表演對話。
Let's try
學生聽錄音，完成練習。
Let's talk
1. 教師問：What's the weather like in Harbin in the winter? 學生回答：It's cold and snowy. 教師繼續(xù)問：How can you go to Harbin? 引導學生回答：I can go there by plane or by train. 教師說：That's right. Sarah went to Harbin on her holiday. How did she go there? Let's listen.
2. 教師放本部分的錄音，引導學生回答：She went there by train. 教師板書：How did you go there? I went by train. 教師再放一遍錄音，學生聽錄音跟讀。
3. 請一名學生說一個曾去過的城市，教師放在黑板上。然后教師引導其他學生一起提問：How did you go to ...? 幫助該學生回答：I went by ... 教師再提問其他學生，依照這種方式帶領學生用主句型進行問答。
4. 教師任意抽一張城市名稱的卡片，問：Where did you go on your holiday? 全體學生根據(jù)卡片內(nèi)容一起回答：I went to ... 教師繼續(xù)問：How did you go there? 學生繼續(xù)問答：I went by ... 教師再換其他卡片，繼續(xù)練習。
5. 學生兩人一組做替換練習，教師鼓勵學生盡可能地豐富對話內(nèi)容。
6. 教師將全班學生分成四組，各組分別寫地點、時間、交通工具、動詞短語的過去時形式。寫好后，請一名學生分別從四個組的紙條里抽取一張，用動作表演紙條上的內(nèi)容，其他學生根據(jù)其表演猜測四張紙條上的內(nèi)容。表演的學生一邊做動作一邊問：Where did you go on your holiday? 其他學生猜：I went to ... 如果有人回答正確，表演的學生就依次提問：How did you go there? What did you do there? 其他學生繼續(xù)猜。
Let's find out
教師請一名學生說出曾經(jīng)去過的地方和所乘坐的交通工具，然后示范填寫表格。學生兩人一組進行調(diào)查。如果時間允許，教師可請幾名學生匯報調(diào)查表格。
Story time
教師向?qū)W生展示Story time部分的掛圖，指著圖中的人物問：How did Zoom go to the moon? What did Zoom see? Did Zoom take any pictures? 然后教師放該部分的錄音，學生看圖，聽錄音。教師再放一遍錄音，學生聽完后回答教師提出的問題。學生跟錄音朗讀故事，再分角色朗讀。
（四）Consolidation and Extension
1. 完成活動手冊的相關內(nèi)容。
2. 完成Let's find out部分的調(diào)查任務。