三年级下册《Unit 2》优质课教案下载-兰州市优课

1.识别并正确运用单词：photo，stay, week 。能口头运用When did you go to…？I went there in … Did you go with your…？。

2.方位及月份的准确运用以及描述自己的旅游经历。

三、教学准备：

单词卡片、录音机、单词卡片。

四、教学过程：

Step1: 课前展示，热身激趣。

1. Greeting.

2. Say a chant. (用以练习north, south, west, east)

Step2: 呈现任务，导入新知。

Show a map of China. Let the student find out “Where is it?”(用白板的遮蔽功能先遮住所提到的地区，让学生先找，再出示)

2. T: I like traveling very much. Look! (课件出示老师到蒙山旅游的照片)What is it?引导学生说出photo.(用单词卡片、拼读等形式练习单词。)

T: Mengshan is very beautiful. I stayed there for a week.（引导学生练习单词stay, week）

Step3: 课堂活动，操练新知。

T:We like traveling. Lingling likes traveling too. Do you want to know more about Lingling’s travel? Let’s listen and answer.

(1) Listen and answer.

Q1: Where did Lingling go?

Q2: Where is Xinjiang?

Q3: When did Lingling go to Xinjiang?

Q4: Who did she go with?

Q5: Who does Lingling’s uncle live with?

(生先把问题读一遍，接着教授Q5中出现的单词“uncle”。

如生回答不出全部，再听一遍录音)

(2) Listen and repeat.

(3) Fill in Lingling’s travel (用白板的遮蔽功能，学生先讨论，然后出示)

Step4： 巩固练习，拓展提高。

Game:“击鼓传花”

教师拿不同旅游景点的图片（新疆、海南、海口、青岛、大连）作为传递工具, 如传新疆时,全班问”Where did you go to Xinjiang? , 教师喊停时拿到新疆图片的同学就必须要站起来运用新句型“I went there …”来回答上面的问句，其间，教师可根据学生的实际情况适当的增加询问句子，如“Did you go with your…？” 等。回答完毕后教师组织学生复述该学生的答案。

同学之间把自己旅游过的地方写下来，然后相互运用句型“When did you go to …?”和“Did you go with your…？”进行交流询问对方，同时教师应把交流时所用到的相关句子“When did you go to Guilin ﹨ Beihai ﹨…?”“Did you go with your friends﹨mother ﹨…？”写到黑板上让学生模仿，同学在交流时要做好相应的记录，稍后教师抽查学生上讲台做简单的介绍和总结。e.g.: My partner is …she went to …she went there …she went with … 不管学生是根据自己能力或是在教师的指导下作出的回答，教师都应予以其相应的语言评价或者物质奖励。

Step5: 反馈展示，提升能力。

My Travel：