Unit6 Lesson1《Where did you go》教案（2课时）-2026-2027学年冀教版（三起）英语五年级上册

Unit6 Lesson1《Where did you go》教案（2课时）-2026-2027学年冀教版（三起）（新教材）小学英语五年级上册

一、学情分析

本课授课对象为五年级学生。经过三年多的英语学习，学生已具备一定的听、说、读、写基础，掌握了一般现在时及常用动词、交通工具等词汇，能够用英语进行简单的日常交流。本单元围绕“旅行”话题展开，贴近学生生活，学生大多有假期出游的经历，能理解“去了哪里、怎么去的、参观了什么”等话题内容。但一般过去时是学生首次系统接触的语法现象，动词的不规则变化（go-went, do-did, have-had, visit-visited, travel-travelled）容易混淆，是学生学习的难点，需要在教学中重点突破。学生喜爱贴近生活的话题，乐于在情境中运用英语表达自己的经历，学习积极性较高。

二、教材分析

本课是Unit 6《What a wonderful trip!》的第一课时，属于单元的开篇听说课。教材通过“Look, listen and say”板块呈现了Danny、Jenny、Li Ming与Mira谈论假期旅行的对话，内容涵盖去了哪里（Where did you go?）、怎么去的（How did you get there?）、参观了什么（What did you visit?）三条主线，并涉及故宫博物院、长城、大本钟、白金汉宫等中外著名景点。语篇以一般过去时为主，初次呈现不规则动词的过去式形式，为学生本单元后面几课谈论更详细的旅行经历以及单元复习奠定基础。本课在单元中起引入话题、感知语言的作用，是学生接触一般过去时的起点，具有较强的语言学习和文化教育价值。

三、核心素养教学目标

1. 语言能力：能听懂、会说、认读并正确书写核心词汇 wonderful, holiday, did, went, get, plane, the Great Wall 等；能运用句型 Where did you go? / How did you get there? / What did you visit? 询问并回答旅行的地点、交通方式和所参观的景点；能初步运用 went, did, had, visited, travelled 等过去式表达。
2. 文化意识：能了解故宫、长城等中国著名景点和大本钟、白金汉宫等英国著名

景点，感受不同国家的文化魅力，增强文化自信与跨文化意识。

3. 思维品质：能通过对话和图表提取旅行信息，对“去了哪里、怎么去的、参观了什么”进行归纳与比较，发展逻辑思维和概括能力。
4. 学习能力：能借助图片、语境和已有的语言知识学习新词汇与新句型，乐于参与对话交流，能主动用英语介绍自己的旅行经历。

四、教学重难点

1. 教学重点：核心词汇和三个重点句型的听、说、读、写；用 Where did you go? / How did you get there? / What did you visit? 谈论旅行。
2. 教学难点：一般过去时的初步理解与不规则动词过去式（went, did, had）的正确运用；by + 交通工具（by train, by plane）的用法及不加冠词的规则。

五、教学过程（2课时）

第一课时（Look, listen and say：整体感知对话，学习词汇与句型）

（一）热身导入，激活话题

师：Class begins! Good morning, boys and girls.

生：Good morning, Miss/Mr Liu!

师：Did you have a nice holiday? Where did you go during the holiday? 大家想一想，上个假期你去了哪里？I went to Shanghai. Where did you go?

生：I went to...

师：Very good! Today we are going to learn about a wonderful trip. Today's lesson is “Where did you go?”.（板书课题 Lesson 1 Where did you go?）

设计意图：联系学生假期出游的生活经验，激活相关话题，自然导入本课“旅行”主题，激发学习兴趣。

（二）呈现词汇，扫清障碍

师：（出示假期旅游图片）Look, this is a wonderful holiday. “Wonderful” means “精彩的，令人高兴的”. “Holiday” means “假期”. We had a wonderful holiday. Read after me.

生：wonderful, wonderful; holiday, holiday.

师：（出示动词原形与过去式对比卡片）Look at these cards. “Go” in the past is “went”. “Do” in the past is “did”. “Have” in the past is “had”. 这三个单词的过去式变化不规律，需要同学们重点记忆。Read after me: went, went; did, did; had, had.

生：went, went; did, did; had, had.

师：（出示交通工具图片）We went to Beijing by train. “Get” means “到达”. By plane means “乘飞机”. How did you get there? I went there by plane. Read after me.

生：get, get; plane, plane.

师：（出示长城图片）This is the Great Wall. 长城。请注意：the Great Wall 是专有名词，前面要加“the”，每个单词的首字母都要大写。Read after me.

生：the Great Wall, the Great Wall.

师：Now let's play “Magic Eyes”. I show a word card quickly, and you say the word.（快速出示单词卡，学生抢读 wonderful, holiday, went, did, had, get, plane, the Great Wall）

生：（抢读单词）

设计意图：利用图片直观呈现词汇，帮助学生建立音、形、义的联系；通过“原形—过去式”对比卡片，初步感知一般过去时的动词变化；“火眼金睛”抢读游戏则进一步巩固新词认读。

（三）整体听读，感知对话

师：Now let's listen to the dialogue carefully. Please find out: Where did Danny, Jenny and Li Ming go?（播放课文录音，学生整体听一遍）

师：Now tell me, where did they go?

生：They went to Beijing.

师：How did they get there?

生：By train.