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Module 3 Unit2 Daming took a photo of his father（教案）教学目标1.能够理解和会说本课中的重点词汇和短语。
2.能够听懂并理解本课的对话内容。
3.能够学会正确描述一张照片。
4.能够能够恰当地运用本课所学的语言知识与表达方式来创作自己的作品。
教学重点1.重点词汇和短语的理解和应用：take a photo of, in front of, smile, together, camera, family2.听取并理解对话内容。
教学难点1.用英语描述一张照片。
2.运用所学知识创作自己的作品。
教学准备1.课件。
2.PPT。
3.照片墙。
教学活动设计Step 1：Show the Picture一张有着Daming和他的父亲的照片会被放到屏幕上后，老师会询问学生是否理解这张照片说了些什么/表示出了什么。
如果学生不明白，老师可以解释一下。
Step 2: Vocabulary Introduction老师会向学生介绍词汇表和短语表，并带领学生朗读和听写。
Vocabulary List1.take a photo of2.in front of3.smile4.together5.camera6.familyPhrases List1.take a photo of his father2.standing in front of3.father and son are smiling happily together4.holding a camera5.a family portraitStep 3: Listening to the Dialogue老师将播放一段对话，学生需要仔细地聆听，并且回答一些问题与互动。
这将有助于他们理解对话中使用的新词汇和短语。
Step 4: Describe the Picture在这一步骤中，学生将会被要求分组，以口头的方式为他们前面展示的照片描述一个小故事。
Module 3 Unit 2 Daming took a photo of his father (教学设计)一、教学设计背景本教学设计是外研版（三起）2022-2023学年英语五年级上册Module 3 Unit 2的教学设计。
在学习过程中，学生已经掌握了一些关于拍照的词汇，以及用英语表达家人的重要性。
那么，本节课的目标是帮助学生学会表达过去式，并引导他们用英语描述一个过去发生的事情。
二、教学目标1.语言技能学生能够：•掌握过去式的基本规则•运用过去式方式描述一些发生在过去的事情2.学习策略学生能够：•通过阅读短文了解时间线的重要性•听取他人的意见，对话方式中学习倾听和表达3.知识与文化•学生能够了解一些关于拍照的知识和礼仪•学生能够了解到一些关于家庭和家人的文化三、教学内容•掌握过去式规则•描述过去发生的事情•学会用英语对照照片进行交流四、教学步骤第一步：导入新知•打开幻灯片，呈现一幅画面：Daming和他的父亲参观周口店•让学生观察照片，回答一些问题：Who is in the picture（照片里有谁）?What are they doing（他们在干什么）?第二步：提出问题•引导学生讨论：How do we know it is a past tense sentence?（我们怎么知道这是一个过去式句子？）•注意：This is Daming. He took a photo of his father. （这是Daming。
他给他的父亲拍了一张照片）•学生提出回答：The second sentence has。
Module3 Unit2 Daming Took a Photo of His Father - 2022-2023学年英语五年级上册一、教学目标1.学生能够听懂、会说并正确使用本课所涉及的单词和句子。
2.学生能够运用所学内容进行交流，表述自己所拍摄的照片并描述照片中的人物和物品。
3.学生能够通过阅读理解所提供的信息，完整地描述一张图片。
4.学生能够培养对英语学习的兴趣和信心，提高自己的英语综合能力。
二、教学重点和难点1. 教学重点1.学生能够听懂、会说并正确使用本课所涉及的单词和句子。
2.学生能够运用所学内容进行交流，表述自己所拍摄的照片并描述照片中的人物和物品。
2. 教学难点1.学生能够通过阅读理解所提供的信息，完整地描述一张图片。
三、教学准备1.教师课件及课件演示设备。
2.学生课本及课堂练习材料。
3.录音设备及配套录音材料。
四、教学过程1. Warm-up1.Greetings and self-introduction.2.Free talk about taking photos.2. Pre-listening1.Show pictures of people taking photos and ask students to describe the scenes.2.Introduce the topic of the lesson: Daming took a photo of his father.3. Listening1.Play the audio recording of the dialogue between Daming and his friend.2.Ask students to listen carefully and try to answer the questions in the following exercises.4. Post-listening1.Play the audio recording again and ask students to repeat after it.2.Provide vocabulary and sentence structures practice.3.Ask students to summarize the conversation in their own words.5. Reading1.Show the picture of Daming and his father.2.Ask students to read the text and try to answer the questions in the following exercises.3.Ask students to share their answers and discuss the picture.6. Post-reading1.Discuss the characteristics of the picture.2.Ask students to take a photo of their family and describe it using the vocabulary and sentence structures they have learned.7. Summary and Homework1.Summarize the key points of the lesson.2.Ask students to review the vocabulary and sentence structures.3.Assign homework.五、教学评价1.通过课堂练习及作业评估学生对所学内容的掌握情况。
外研社（三起点）五年级上册M3U2 Daming took a photo of his father.教学设计教材分析本课是外研社新标准《英语》(三年级起点)五年级上册第三模块Unit2 的内容。
本模块的话题属于日常活动下的“周末活动"(weekend activities)。
其核心内容是用一般过去时谈论一次周末活动。
“一般过去时"在四年级下册第510 模块已经出现过，同时也出现在五年级上册第1、2 模块。
在本册书中，完成本模块的学习后还有一个模块，“一般过去时”的学习将暂告一段落。
在本模块中，本课属于同一话题下的拓展运用单元。
在“周末活动"话题的篇章中，继续学习使用“一般过去时”谈论周末活动。
一、教学目标：1. 学生能听懂、会表达这几个句型：What did you...? Where did you go? How ...? When...?2. 学生能在文本中提取主要信息，理解文本大意。
3. 学生之间能运用以上主要句型进行简单交流。
4. 引导学生更加关注自己内心的真正感受。
二、教学重难点：动词原形和过去式的发音，以及它们在疑问句和陈述句中的不同形式。
三、教学用具:PPT、练习单四、教学过程：Review Match photos (ad) with the phrases.T:Let’s look at these pictures and phrases, please think it and match them. Students think about it about 1 minute, I ask 2 or 3 kids to answer it.2.Sing a song and think the questionsT: Let’s sing a song and think four questions:(1) Where did Lingling go?(2) What did Lingling see?(3)Who did Lingling meet in London?(4)What did Lingling buy?The students listen and think.Ask 4 students to answer these questions.3.Watch and thinkWatch the four pictures and think “What are they doing in pictures?”Ask 1 or 2 students to answer this question.And “What are they saying?” Show them four sentences:(1) No, this is Daming. And I took it.(2) Daming did. He’s my friend.(3) Who took this picture?(4) Did Daming take this one too? Put them in order.5. Watch and readWatch the video and read the text.6. Work in Pairs and discussDaming and his father went to the Great Wall at the weekend.T:Please watch the video and talk about the four questions. After watching, they discuss in pairs. Then answer the questions.7. Think and answer“When did they arrive there?”Review the time.8. Watch and answerWatch the video about Badaling. And answer the question“What did they do?”9. Mind mapDaming’s tripwherethe Great Wallhowby buswhenat 10 o’clock in the morningwhatwalked, took pictures10. Make a survey of tripsAsk three students for three questions:“Where did you go in the summer holiday?”“How did you go there?”“What did you do there?”11. Enjoy a story“A road trip”Think:1.Were you happy when you were in the trip?2.What were you interested in when you were in the trip?12.Homework①.Write a passage with your summer holiday?②.Talk about your trip with your friends or your classmates 评测练习一、选择(每题2 分，共10 分)( )1.Daming took a photo _________his father.A.inB.( )2.Then they walked ________one hour.A. forB.inC. on( )3.There are sixty minutes in ________hour.A. aB.anC. the( )4.They went _______bus to Badaling.( )5.They went there _______morning.A. thisB.inC. on二、按要求写单词(每题2 分，共12 分)1.short___________(反义词)2.here_____________(反义词)3.photo_________(复数)4.mountain__________(复数)5.take__________(过去式)6.walk___________(过去式)三、选词填空(每题2 分，共10 分)When Who Where How What1.____________ went to the Great Wall ?Daming went to the Great Wall .2.________did they go there?They went there at ten o'clock.3.______did they go?They went by bus.4._______did Daming do?He took photos of the museums.5.________did they go?They went to the British Museum.四、用所给单词的适当形式填空(每题3 分，共30 分)1.lt________(be )very old and very long .4.Daming's father went to_________________( the great wall ).5 They went there at ten____________( clock) in the morning.st night l__________( see)cat in bed.7.Daming____________( go ) to the Great Wall last weekend.8.I liked to__________( see) but l didn't like to hear.9.Then we_________( go) to the Science Museum on Sunday.10.I didn't take any______________( photo).五、选词填空(每题1 分，共5 分)Daming and_____(he/his)father went to the GreatWall_____(in/at)the weekend. It's old and very long.They______(go/went) at ten o'clock_____(in/on)the morning. They went______( by/ on) bus to Badaling .六、连线(每题1 分，共5 分)1 Where did you go? A He visited Big Ben.2 What did he do ? B He is playing the guitar.3 How did they go? C lt's cold and windy.4 What's the weather like? D They went there by plane.5 What is your father doing now? E I went to the Great Wall.七、句型转换(每空2 分，共18 分)1. Daming did his homework at home.(划线部分提问)____________did Daming___________at home?2 How is the weather?(变为同义句)____________the____________ ____________?3 Alex put the apples in his bag.(变为一般疑问句)_________Alex put the apples in his bag?4 My sister worked hard.(变为否定句)My sister ________________hard.八、阅读理解，判断对错(每题2 分，10 分)An old woman wants to go to New York to see her son. she gets up early and gets to the station at nine o'clock in the morning. When does the train e and leave? She is very worried. She stops a boy and ask him. Theboy looks at the woman and says “two to two”. The old woman sits in the chair and thinks and thinks.( )1 The woman is young .( )2 The boy doesn't tell her the time.( )3 The woman gets up early.( )4 The train doesn't e.( )5 The woman knows the time at last.教学反思本节课以“The trip”为话题，从英国的标志性建筑和事物引到中国的长城，建筑名称比较多且读音复杂，文本里出现的动词原形及过去式也非常丰富，对于部分学生来说读就是个问题。
《M3U2 Daming took a photo of his father》教学设计
Blackboard Design
的倾听效果。
课堂上关注每一个学生的学习状态，提问不同的学生，了解学生对于文本的理解程度；大胆放手，给予学生足够的自主学习与思考时间，真正把课堂还给了学生，教师本身只是作为一个陪伴着，在需要的时候进行适当的点拨。
充分利用思维导图，帮助学生梳理文本内容，根据关键词来复述短文，但板书的思维导图张贴的逻辑性不是很强，对于学生更加清晰的理顺介绍旅行经历的顺序稍微有些欠缺。
当然，也有需要改进的地方。
比如：1. 本堂课没有充分的调动起每个学生的积极性，课堂参与度不是特别高。
2.梳理思维导图维度的时候应该以Daming 的进行粘贴并且按照逻辑顺序。
3.当学生遇到听不懂的问题是，应该多等一等，不要着急找同学起来回答。
每一次公开课对我来说都是一次成长的机会，暴露出来问题，才能让我知道从哪些方面进行改进和提升，我会不断努力，逐步走向完美。
Module3 Unit2 Daming took a photo of his father.教学设计【内容来源】外研版三起点（2013年审定）五上Module3 Unit2【主题】Daming took a photo of his father.一、教学目标(Teaching aims)（1）使学生能听说，认读单of, hour, wall, arrive, mountain, with, plant（2）能准确理解并熟练运用What did you do at the weekend? Where did you go? Where/How/When/What did…?二、教学重难点(Teaching points and difficulties)（一）重点(Points)（1）使学生能听说，认读单词postcard, hour（2）能准确理解并熟练运用What did you do at the weekend? Where did you go? Where/How/When/What did…?（二）难点(Difficulties)（1）在真实情景中灵活运用新知识描述过去发生的事情。
（2）不规则动词的过去式。
三、教学准备(Teaching preparation)多媒体PPT课件。
四、教学过程Step 1: Warm-up1. Greetings. (师生间简单地打招呼。
)2. Let’s sing.教师出示第2-3页ppt，学生先观看歌曲动画，感知节奏，跟唱，随后教师呈现歌词，播放活动5歌曲录音，与学生一起唱歌，思考问题。
Where did you go?What did you see?What did you buy in London?3. Let’s review.教师请学生试着回忆第一单元的对话故事内容，回答问题：What did Amy do at the weekend?Where did Amy go?How did she go to these places?Step 2: Presentation1. Look, listen and say.（1）教师出示第4-5页ppt，呈现拍的天安门和长城的照片。
外研版（三年级起点）五年级上课时教案
the weekend. 接着呈现问题
2) Think and watch
带着问题观看视频，理解文本大意。
3）Check the answers
4）Listen and read. 分句跟读，注意红体字的发音和意思。
5）Read aloud. 个人大声朗读课本。
6）Answer and check
回答Activity 3问题并核对答案。
3.Listen and repeat
1)Watch and learn
观看视频，学习字母或组合在单词中的基本发音规则。
2）Look and say. 看图并认读单词，注意纠正错误发音。
Think
and
watch
Listen and
read
Watch and
learn
带着问题观看
视频，理解文本
大意。
分句跟读
和大声朗读进
一步熟悉句子
结构和文本意
思。
听音跟读，了解
和感知字母或
组合在单词中
的发音。
Consolidation 1.Make funny sentences.
仿照例子，根据参考词汇编句子，注意一般过去时的正确使用。
2.Do and say.
1) Role-play 朗读并角色表演会话。
2）Ask and answer. 结合思维导图，两人开展问答练习。
Group
work
Ask and
answer
通过活动和练
习进一步复习
本单元句型和
一般过去时。
M3U2 Daming took a photo of his father.教案一、教学目标：知识与能力：使学生能听说，认读单词：of,hour,wall,arrive,mountain,with,plant能准确理解并熟练运用What did you do at the weekend?Where did you do? Where/How/When/What did…?二、过程与方法：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。
情感与态度培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹。
三、教学重点：使学生能听说，认读单词postcard, hour，能准确理解并熟练运用：What did you do at the weekend?Where did you go?Where/How/When/What did…?难点: ①在真实情景中灵活运用新知识描述过去发生的事情。
②不规则动词的过去式。
教法: 情景教学法学法: 合作交流法教学准备:课件 CD-ROM预习设计：预习单词课文，各听读10遍四、教学过程：Ⅰ. Warm-up【热身复习】1、Greeting2、Game:学生表演自己上周末的活动，全班通过猜其活动来复习一般过去时的表达。
T：What did she/he do last weekend?S: She watched TV.3、Group word——What did you do last weekend?4、学唱歌曲“The London Eye”并学习语音部分Ⅱ.Pre-task【任务呈现——我们的足迹】1、导入：教师准备一些名胜古迹的图片与旅游时所照的照片，通过描述让学生猜是哪个地方。
如：It’s very long and old. It’s in Beijing. Where is it? 学生答：The Great Wall.2、Free task——谈论旅游经历师：“There are many places of interest in China, Where did you go?”生：I went to Huang guo shu Falls, It’s big and wonderful.同桌互相介绍曾去过的名胜古迹或城市。
