Unit 3 Where did you go?第一课时教学目标：能够听、说、读、写以下动词短语：rode a horse rode a bike went camping hurt my foot went fishing2. 能够运用一般过去时询问别人在过去的某个时间点去哪里及所做的事情并做答。
教学重难点：1. 本课时的教学重点是掌握5个动词短语的过去式形式。
本课时的教学难点是以下两个句子的运用：Where did you go last Saturday? What did you do there?教师要多示范，通过有针对性的反复操练知道学生熟练掌握。
教学准备：Teacher：本课时的动词短语卡片教学过程：Ⅰ.Warm-up1. 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 PracticeLet’s learn3. 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.4. 教师再次展示爬山的照片，说：I went camping in spring. Then I was hungry. I went to a river. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张鱼的照片说：Yes, fishing. I went fishing. 板书went fishing和go fishing，带领学生比较不同之处。
教师带读，注意强调went的发音。
5. 教师依次出示野营和钓鱼的照片说：I went camping. I went fishing, too. What else did I do there? Guess.6.I like riding a bike,but I often hurt my foot,出示骑自行车摔跤的图片，并解释hurt 的原型及过去式。
7. 教师放Let’s learn部分的录音，学生跟读。
8. 运用句型Where did you go last Saturday? What did you do there?把本节课学习的动词词组运用在对话中。
Ⅳ.Consolidation and Extension同桌、小组内相互问答巩固本课知识。
教学反思：第二课时教学目标：1. 能够听、说、读、写句型：Where did you go ? Did you go to Turpan? Yes,we did..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。
教学准备：Teacher：录音机及磁带；Let’s learn部分的单词卡片；几张地名卡片；几张照片。
教学过程：Ⅰ.Warm-up1.教师与学生的日常会话。
2.复习上一课时新课。
Ⅱ.Preview1. “打擂台”游戏请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I went camping in spring. 不能正确造句的学生即被淘汰出局。
然后教师出示另一张卡片，留在台上的学生继续比赛。
能最后留在台上的学生成为擂主。
Ⅲ.Presentation and PractiseLet’s try 学生听Let’s try部分的录音，完成练习。
Let’s talk1. 教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to…指导学生拼写单词went。
2. 教师出示一张中国地图说：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? 引导学生用句型Did you go to ,,,? 猜一猜，然后教师说：Yes, I did…3. 教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生回答。
再请几名学生轮流上台，台下的学生其问：Where did you go on your holiday? 教师指导讲台上的学生回答。
4. 听录音，跟读Let’s talk部分的内容。
5. 教师出示能拼成重点句型的单词卡片，要求学生在最快的时间内组合成句。
Ⅳ.Consolidation and Extension学生课后用一般过去时询问同学或老师曾经去过的地方，完成调查表。
教学反思第三课时教学目标：1. 能够听、说、读、写以下句子：How did you go there? We went there by plane. Sounds great!2.能够完成Let’s try部分的练习。
教学重难点：1.本课时的教学重点是能灵活运用句型：How did you go there? We went there by plane. Sounds great!2.本课时的教学难点是：灵活运用对话中的句型进行口语交流。
教学准备：Teacher：录音机和录音带；B Let’s learn部分的动词短语卡片。
教学过程：Warm-up教师请几名学生描述自己上周做了些什么。
如：I was busy last week. On Monday I went to a restaurant .On Tuesday I went to a park .I rode a bike. On Wednesday I played ping-pong. On Thursday I went camping…Preview1.日常口语练习。
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.教师让学生用句型I am going to … this weekend. 或者I will … this weekend.造句。
PresentationLet’s talk1. 教师让学生尝试将句子How do you go to school?改成过去形式，同时进行适当引导，使学生得出句子：How did you go to school?教师用更多地点进行替换操练：How did you go to Hainan\Hunan\Turpan？教师板书并教读句型。
注意对比两个句子。
听第三遍录音，学生核对答案，并标记出不懂得地方，如：Sounds great.教师答疑。
最后学生一边跟读一边用手指出所读句子，并分角色朗读课文。
Practice学生两人相互询问对方曾经去过的地方和所乘坐的交通工具，然后制成表格。
可请几名学生上台汇报调查情况，如：S1：I went to Zhejiang last year.S2:How did you go there?S1:I went there by train.Consolidation and Extension背诵Let’s talk教学反思：第四课时教学目标：1.能够听、说、读、写动词词组：ate fresh food went swimming took pictures bought gifts2. 在实际情境中灵活运用动词短语来进行替换练习。
教学重难点：1.本课时的教学重点是四会掌握四个动词词组的一般过去式形式。
2.本课时的教学难点是掌握四会单词bought,ate,took和went的读音和拼写。
教学准备：Teacher：录音机和录音带；文具卡片；照片。
教学过程：Warm-up1.教师放歌曲“A trip to China”的录音，师生齐唱。
Presentation and PractiseLet’s learn教师拿出相机做拍照动作，说：I took many pictures last holiday .What about you? Did you took pictures too?学生回答:Yes.教师板书短语took pictures，请学生写出动词原形take,然后教师教读，注意picture的发音，可采取拆音发教读。
可采用如下方式教读和拼读：T--O--O--K，took，took，tookTook picturesT--A--K--E,take,take,takeTake pictures (配合音调、节拍)教师出示自己旅行时拍的照片说I took many pictures.出示ate fresh food的照片。
问：What did I do?帮助学生回答：You ate fresh food.板书短语ate fresh food的照片。
请学生尝试写出ate 的动词原形eat，并着重强调二者的发音，尤其是ate。
将两个动词结合起来教读，并进行拼读比赛。