Unit3 Where did you go ？
第三课时
一、教学目标
1. 能够听、说、读、写四个描述假期活动的词组：ate fresh food, went swimming, took pictures, bought gifts。
2. 能够正确运用上述四个词组描述自己的暑假生活。
3. 能够看图描述Andy 的暑假生活。
二、教学重难点
重点：听说读写单词和词组：ate, took, bought, gift, took pictures.
难点：掌握不规则动词的过去式。
三、教学准备：
课件、单词卡片
四、教学过程
Step 1.预习温故
齐读P25,师生互译重点短语和句子。
Translate the following sentences.
What happened? Are you all right? I’m OK now.
It looks like a mule. Did you go to Turban? Yes, we did.
Step 2. 新课内容展示
教学短语
(1) 教读短语T: Eat fresh food. I often eat fresh food. 同样的方法教学 take pictures, buy gifts, go swimming.
(2) 呈现句子：I ate fresh food last Sunday.
同样的方法教学went swimming, took pictures, bought gifts
（3）T: What did you do last Sunday?
Ss: I ate fresh food. (学生多操练)
3. T：How was your summer holiday? Ss: It was good. I went fishing every weekend and took lots of pictures. 师生互答。
4. Play the tape of Let’s learn. 学生跟读。
Step 3.合作交流：
学生两人小组读短语：一人做动作，一人用动词的过去式说短语。
Role play: 学生灵活运用本课时词组表演Amy和Wu Yifan的对话，。
Finish “Look and say” and read these sentences.
全班齐读 P27.
Step4、布置作业
抄写并背诵本课时四个四会短语
板书设计：
Unit 3 Where did you go?（第三课时）
ate fresh food went swimming,
took pictures bought gifts.
eat—ate take—took buy -- bought
-- How was your summer holiday?
-- It was good. I went swimming every weekend and took lots of pictures.
教学反思： 这节课主要复习一般将来时，整个教学过程是围绕四个词组展开，从一开始复习P25重点短语和句子，让学生为即将学习的重点难点做足准备。提高学生英语交际能力，这样可以帮助学生把所学的内容连贯起来，使所学的知识得以整理，能有系统地学习，最终更加牢固地掌握知识，得到应用。 通过听、说、读、写几方面的综合操练，学生对一般将来时已有一定的认识，但课堂气氛不够活跃，以后希望在教学过程，通过各种形式的活动，激活课堂，充分调动学生的积极性，力争在课堂上使学生“品尝”到不同的“口味”。比如利用实物教学和兴趣教学等更形象更直观的教学形式来让学生对英语课的兴趣，然后更加充满激情和欲望去学习英语，英语兴趣是学生最好的老师。