第一篇：2016七下英語第二單元教學設計

Unit 2 What time do you go to school? 一．單元分析

本單元以學生最為熟悉的日常作息習慣為談論話題，通過對句型：（---What time is it?---It is six.）---What time do you usually get up?---I usually get up at six a.m.談論daily routines并練習時間的表達和詢問方式，同時逐步的培養學生合理安排時間的能力。整個單元以談論日常作息時間安排為主線，將日常生活中所涉及到的語言、詞匯和時間的表達法融入一系列的小任務中，七年級學生通過完成一個個的任務達到交際的目的，從而能夠合理的安排自己的作息時間;且初步了解時差。二．學情分析

學生通過前段時間的學習，對一般現在時態的用法已經有了一定的語感和模仿運用的能力，也能夠用簡單的英語表達個人意見。通過本單元學習能基本掌握時間的表達法并能用英語談論作息時間安排。三．課時安排

四課時

四．教學過程

Period 1(A1a-2c)I.Teaching Objectives 1.Knowledge Objectives:(1)Expressions: up, get up, dress, get dressed, brush, tooth/teeth, shower, take a shower, usually, forty, wow, never, early, fifty, o’clock, half.(past, to)(2)Structure:---What time is it?

---It is six.---What time do you usually get up?---I usually get up at six a.m.3)Grammar: what time questions 2.Ability Objectives:

(1)Learn how to express the time.(2)Get Ss to ask about and say times.(3)Let Ss use what time questions.(4)Let Ss have the first understanding of always, usually and never.3.Moral Objectives: Time waits for no man.II.Teaching Importance（focus）

(1)Learn how to press the time.(2)Get Ss to ask about and say times.(3)Let Ss to use what time questions.III.Teaching Difficulties 1.三種表達時間的方法，學生對past，to來表達時間會有可能混淆。2.tooth的復數形式為teeth，學生會容易弄錯。可拓展foot—feet。Ⅳ.Teaching Aids A recorder, multi-media Ⅴ.Teaching Procedure: Step l：Lead in Guess a riddle.Step 2: Pre-task 1.Present: What time is it now? Get Ss to press the time in 3 ways.2.Summary.3.Practice: Use the picture of 1a to practice: What’s the time? It’s… 4.Look at the pictures and present the expressions of daily routines.5.Work on 1a and 1b.Step 3：While-task 1.Pair work(A1c)2.Work on 2a&2b 3.Fill in the blanks.step 4：Post-task Work on A 2c.First do pair work, then make a report.Step 4.Sum up Do exercises in class and check the answers Homework 1.作業本

2.預習Unit 2 第二課時 3.常規聽讀，聽寫作業 Layout of Bb

Unit 2 What time do you go to school?

Period 1---What time is it?

---It is six.---What time do you usually get up?

---I usually get up at six a.m.教學反思：

Period 2(A2d-3c)I.Teaching Objectives 1.Knowledge Objectives:(1)Expressions: job, work, station, radio station, night, funny, exercise, on weekends, best, group.(2)Structure: What time do you usually get up/…? I usually get up/…at…

What time does he/she usually get up/…? He/She usually gets up /…at…

That’s a funny time for breakfast!(3)Grammar: what time questions 2.Ability Objectives:

(1)Ss learn to how to talk about routines.(2)Get Ss to improve on expressing the time.3.Moral Objectives: Everyone should learn how to make full use of the time.II.Teaching Importance（focus）

(1)Ss learn to how to talk about routines.(2)Get Ss to improve on expressing the time.III.Teaching Difficulties 1.work與job的區分要注意，work屬于不可數名詞，可做動詞。Job屬于可數名詞，不可做動詞。

2.三單動詞忘記加s的可能性較多，要多練。3.exercise的讀音與拼寫容易錯。Ⅳ.Teaching Aids A recorder, multi-media Ⅴ.Teaching Procedure: Step 1：Lead—in Enjoy an English story.Step 2：Pre-task Review of the expressions in Period 1, then teach new words.Step 3：While-task 1.Look at the picture of A 2d, teach some new words 2.Role-play the conversation.(A2d)3.Fill in the blanks.4.Go through the grammar focus.5.Work on 3a, 3b.note：always＞ usually＞ never

Step 4.Post-task Make a survey and make a report.(3c)Note: First, then, next, after that… Step 5 Sum up Do exercises in class and check the answers

Homework 1.作業本

2.預習下一課時

3.常規聽讀、聽寫作業。Layout of Bb

Unit 2 What time do you go to school?

Period2 What time do you usually get up/…? I usually get up/…at…

What time does he/she usually get up/…? He/She usually gets up /…at… That’s a funny time for breakfast!

教學反思：

Period 3(B1-2)I.Teaching Objectives 1.Knowledge Objectives:(1)Expressions: quarter, homework, do one’s homework, run, clean, walk, take a walk, quickly, either, either… or…, lot, lots of, sometimes, taste.(2)Structure: I don’t have much time for breakfast.I either watch TV or play computer games.She knows it’s not good for her, but it tastes good.(3)Grammar: when questions and adverbs of frequency 2.Ability Objectives:

(1)Ss learn to use adverbs of frequency.(2)Ss learn to use when questions.3.Moral Objectives: Have a healthy lifestyle.II.Teaching Importance（focus）

(1)Ss learn to use adverbs of frequency.(2)Ss learn to use when questions.III.Teaching Difficulties 1.either… or…的使用是個難點，可以和both, all一起教學。2.閱讀較長，能讓學生學會找key words.Ⅳ.Teaching Aids A recorder, multi-media Ⅴ.Teaching Procedure: Step 1：Lead—in Enjoy an English song named Time.Step 2：Pre-task 1.Work on 1a &1b.2.Work on 1c&1d 3.Do pair work.(1e)

Step 3：While-task

1.Pre-reading: Work on B 2a, get Ss to give more healthy activities.2.While-reading: Read and circle the healthy activities and compare who is healthier.3.Post-reading: Work on 2c.Step 4.Post-task Retell 2b.(If time is limited, do it after class.)

Step 5 Sum up Do exercises in class and check the answers

Homework 1.作業本

2.完成self check。3.常規聽讀、聽寫作業。Layout of Bb

Unit 2 What time do you go to school?

Period 3 I don’t have much time for breakfast.I either watch TV or play computer games.She knows it’s not good for her, but it tastes good.教學反思：

Period 4(B3-Self check)I.Teaching Objectives 1.Knowledge Objectives:(1)Expressions: life(2)Structure: First… then… next… after that…(3)Grammar: Talk about routines 2.Ability Objectives:

(1)Ss learn to use First… then… next… after that…to write their daily routines.(2)Review of the important items in this unit.3.Moral Objectives: Time is life.II.Teaching Importance（focus）

(1)Ss learn to use First… then… next… after that…to write their daily routines.(2)Review of the important items in this unit.III.Teaching Difficulties 寫作是個難點。Ⅳ.Teaching Aids A recorder, multi-media Ⅴ.Teaching Procedure: Step 1：Warming up Enjoy an English flash.Step 2：Pre-task Review of B 2b

Step 3：While-task

1.Work on B3a, Number the sentences in order..2.Work on B3b, writing daily routines with First… then… next… after that…

3.check the self check

Step 4.Post-task Sum up this unit

Step 5 Sum up Do exercises in class and check the answers

Homework 1.作業本。2.訂正

3.常規聽讀、聽寫作業。Layout of Bb

Unit 2 What time do you go to school? Period4 ?本單元學習了時間表達方式

時間表達法有三種

?本單元學習了關于如何問時間的問句

What time is it= What’s the time?

What time/ when do you/ they…?

What time/ when does he/ she /XXX…? ?本單元學習了表示頻率的副詞，分別是

always, usually, often, sometimes , never.?本單元學習了如何表達日常生活的作息時間，除了時刻的時間順序以外，還可以用first, then, next, after that 等來表達先后順序。學習了區分健康的習慣與不健康的習慣 教學反思：

第二篇：七下英語第一單元教學設計

Unit 1 Can you play the guitar?

（一）單元教學內容

話題： Can you play the guitar?

功能：（1）談論能力

（2）辨別樂器 語言結構：

1、句型：Can you dance? Yes, I can.No, I can’t.What club do you want to join? I want to join the music club.What can you do? I can play the piano.2、復習已學詞匯：basketball volleyball

復習已學句型：Do you like?? I like?.I don’t like?.Let’s ?.3、新詞匯：Verbs of activity such as dance, swim, sing

Names of musical instruments such as guitar, drums, piano, drums, trumpet，4、Grammar focus: Can you dance? Yes, I can./ No, I can’t.Can he paint? Yes, he can./No, he can’t.Can she speak English? Yes, she can./ No, she can’t.Can you speak English? Yes, we can./ No, we can’t.What club do you want to join? We want to join the chess club.I want to join the basketball club.（二）單元教學目標：

1、能力目標：（1）學會詢問別人所擁有的技能

（2）根據相關信息表達自己所掌握的技能和意愿，想參加何種類型的俱樂部

（3）能夠表達自己參加俱樂部的意愿和理由

2、知識目標：（1）能聽說讀寫課文中出現大綱要求掌握的單詞

（2）要知道play +球、棋、牌

play ＋the +樂器

（3）要學會情態動詞can的用法及其一般疑問句型的肯定和否定回答

（4）掌握詢問別人所掌握的能力的方法

3、情感策略、文化等有關目標：

（1）通過對人物個性化的了解，認識對方

（2）跨學科學習：語言藝術、審美教育

（3）了解自己的能力，培養情操

4、教學方法：直觀教學法、情景教學、任務型教學法

5、教學用具：錄音機、電腦、卡通圖片

（三）單元重難點

本單元重點學習詢問別人的能力

2、情態動詞can及動詞play教學是本單元的難點

（四）單元教學課時安排建議（4課時）第一課時

Section A 第二課時

Section A[X 第三課時

Section B 第四課時

Self-check及處理一些練習冊

二、Teaching Procedures

The first Period :Section A1a –1c Then introduces the key vocabularies and the words can and can’t.The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can.No, I can’t.Then repeat with other actions or pictures, such as play volleyball.Show the students the activities the people in each club can do with the same step.Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action.Or we can use the PowerPoint to help us to show the students what we can do.The teacher can ask the students to practice the following dialogues with can.Can you dance? Yes, I can./ No, I can’t.Can he paint? Yes, he can./No, he can’t.Can she speak English? Yes, she can./ No, she can’t.Can you speak English? Yes, we can./ No, we can’t.Can you play it well? Yes, I can./ No, I can’t.Do the action and read the new words and phrases.Ask the students to practice can and can’t.Ask the students to practice can you play it well? At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard.Ask the students to read after the teacher.Step 3 A game

To be more familiar with the words and phrases, the teacher can organize a game like this: Write the words and phrases on pieces of paper.Ask one of the students come to the front and choose one of the paper, then do the action.Ask other students to guess what he or she can do.Then exchange.Step 4 Exercise Task 1: Look at the pictures on Page 59.1a.Points to the activities the people in each club are doing.Say something about each club’s activity clearly.For example, This is a chess club.See the chess? They are playing chess.Ask the students to match each club activity in the picture with a word from the list.For example: A can dance, so we can write “a” beside dance.The answers are: 1.dance a 2.swim e 3.sing f

4.play chess b 5.paint d 6.speak English c 7.play the guitar g

Task 2.Say each conversation with a student in Part 1a.After doing this, play the recording the first time.Students only listen.Play the recording a second time.This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear.Point out the sample answer.The answers are 2, 3, 1.Task 3 1c.Say the sample conversations.Have students repeat.Then ask students to practice the conversations in pairs.Ask them to use the vocabulary from 1a.As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed.After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations.[來源:學§科§網] Step 5 Homework Task1: workbook Page 38 Part 1, 2，Task 2.: fill in the form.Write down three things you can do and three things you can not do.I can I can’t

The second period: 2c-4 Step1 Revision[ Task 1:Ask the students to revise the names of the clubs they have learnt.Do the actions and ask the students what the thing is.Task2: Ask the students: what can you do? What can’t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do.Step 2 Presentation: Task1:（Listening practice）

2a.Ask the students to read the context in 2a on Page 60.Ask one student to read the clubs in the box.And ask another two students to read the dialogue.Ask all of them to listen to the recording carefully, circle the clubs they hear.Play the recording the first time.Students only listen.Play the recording a second time.This time ask the students to circle the club they hear from the recording.The answers are: English club, music club and chess club.And then ask the students to repeat the dialogue.Task 2（Listening practice）

2b.Ask the students to look at the dialogues of 2b on the right.Ask them if they can fill in the blanks directly.Play the recording the first time.Students only listen.Play the recording a second time.This time ask the students to fill in the blanks with the words they hear from the recording.The answers are: do , to , want, club, play, can’t.Then ask the students to listen and repeat the dialogue.Task 3 3a.Ask the students to put the conversation in order.The first one is given.The right order is 2,3, 1, 4.Step3 Survey After finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers.Some of the students may say I don’t know.3b.Page 61 the left part and 2c on Page 60 The teacher asks the students make a survey, and fill in the blanks.Name Can Play well or not Can’t club why I

Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc.the teacher goes round the classroom , gives help if necessary.Ask some groups of students to act out their dialogue.Step4 Oral practice 3b.Page 61.the right part Ask the students to share the information they got from their friends.Help the students with he or she wants to join the music club.Example: I am Lisa, I can sing, but I cannot sing well.I can swim.I think it is hard.I want to join the swimming club.My friend Tom can play the guitar but he can’t play it well.And he can’t play chess.He wants to join the chess club.He thinks it is interesting.He wants to learn it.If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge.Step 4: Homework: Task 1: 4 group work: Suppose you are a boss, you want to get some good workers.How to write an advertisement.Focus students on the advertisement.Elicit the kind of personal qualities that would be good for the job, eg.A good teacher, a good swimmer, and write them on the board.Then elicit questions from the qualities on the board.eg.Can you teach children? Can you help kids with swimming? Divide the class into small groups and have them take turns interviewing each other for the job.Walk round the class offering language support as needed.Practice Can you help kids with?? Pay more attention to the things after “with”.Eg Can you help kids with swimming/ chess/ playing chess/ singing? For feedback, ask students if they have found someone for the job.Why? What can they do? Why not? What can’t they do? Homework: Workbook Page 39.Part 3, 4.The third period: Section B 1a-3b.Step 1 Revision

Task 1.Ask some questions about can you ?? What club do you want to join? Task 2: ask the students to give the ad.Four students a group.Ask one of them to be the boss.And others are the interviewees.Guide them to use kids, can you help the kids with ?? Step 2 Presentation 1a Ask the students to guess the music instrument by listening the music one by one.（PowerPoint Can you play the guitar B.Page 2.）

The music instruments are guitar, trumpet, drums, violin and piano.Ask the students to read after the teacher when they are looking at the pictures on PowerPoint.Ask the students to match the words with the pictures on Page 62 of the book.The right answers are 3, 1, 4, 5, 2 Step 3 Practice 1b.ask the students to ask and answer questions about the instruments with the help of the PowerPoint.（PowerPoint Can you play the guitar B.Page 5.）

They can ask and answer the questions like this.The teacher goes round the class and gives help if necessary.Can you play the guitar? Yes, I can.Can you play it well? No, I can’t.Can he play the violin? Sorry, I don’t know.[來源:學§科§網]

Can she play the drums? Yes, she can.She can play it well.After the practice, the teacher can ask some pairs to act it out in the front.And the students answer the questions of the teacher after listening to the dialogue.Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English.Mix with playing the guitar, playing the violin, playing the drums.Tell the students there are something differences between playing chess and playing the guitar.Ask them to pay attention to it.（PowerPoint Can you play the guitar B.Page 6.）

Then ask more pairs to act the dialogues out in front of the class.Step 3 Listening Practice 2a and 2b.Ask the students to read the words in the box first and ask them to listen to the recording for the first time.And play it for the second time and ask the students to circle the words they hear.The answers are sing, dance, drums, piano.（PowerPoint Can you play the guitar B.Page7、8.）

With the same step, ask the students to do the exercise of 2b.Fill in the chart with the words in the box.Before doing this, tell the students to write down what can Bill do , what can’t Bill do and so on.person can Can’t Bill Play the guitar sing Jennifer Sing, play the drums Play the piano Victor Play the piano Sing, dance Step 4 Pair work 2c.Ask the students to read the information in the box.And do the pair work to tell what Bill, Jennifer and Victor can and can’t do.They can practice it like this: A: Can Bill play chess?

B: No, he can’t.But he can play the guitar.And he can play it well.A: Can Bill dance?

B: No, he can’t.But he can sing.And he can sing very well.Ask the students to work in groups.Ask and answer like this:-What can you do?-I can?,but I can’t?

（I can?and?, but I can’t?or?）（PowerPoint Can you play the guitar B.Page 9.）Then act it out in front.If you can ,you must show（展示）it for your classmates.3a.Ask the students to read the ad from the school magazine.The teacher can teach the students how to read the first part: musicians wanted for school music festival.（PowerPoint Can you play the guitar B.Page 10.）Ask the students to underline the things they want people to do for the school music festival.Ask the students to read once more and think about whether he or she can be the musician.3b.ask the students to complete the following poster with the words in the box.They can use 3a for help.（PowerPoint Can you play the guitar B.Page 11.）The answers are: play, guitar, Can, sing, Can, play, drums.Homework: Task 1: 3c.Ask the students to write their own poster for a sports day.The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on.New and more information can be given to the students and they can also look up in the dictionary.They can also demonstrate their poster.Task 2: workbook Page 40-41 Part 5, 6

The four period：Self –Check Step1 Revision Ask several students to read the poster out.Let’s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster.Ask the students to say something about their friends.Let’s see what their friends can do for the school show.Step2 Words check 1 and 2 Ask the students to see if they know the words on Page 64 Part 1.Ask students to check all the words they know.You may wish to have them circle any words that they don’t know.Ask students to find out the meaning of any words they don’t know.They can do this by reviewing the lesson, asking you, asking classmates or using a learner’s dictionary or bilingual dictionary.They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica Step 3 Writing 3.Ask the students to read the conversation.Ask them who is asking the conversation（a student and the teacher on charge of the art club）Ask the students to fill in the card individually.The answers are: Cindy Jones, 12, cindyj@pep.com.cn I can draw a little.I want to learn about art.Step 4 Check the homework.Just for fun!Ask a student to read what the man is asking the drummer.Ask students: can they play the drums? Guide them to answer: No, he can’t.Then ask, can he play the guitar? Allow the students to guess.Yes, he can./ No, he can’t.Step 5 Group work（Page 63）

4.There is a school show in the music room on Sunday.The time is 6:00.What can you do? What can your friends do? Ask one of the students to read the chart.Ask another students to read the example in the speech bubbles.Explain that students must fine people for the school show and write their name s in the chart.Name What can you do ? Li Xin Chinese Kung Fu

Then ask the students to give us a report like this.I can do Chinese kung fu for the music show.My friend Wang Ming can?.Culture note Kung Fu.The term Kung Fu can be used for the many martial arts native to China.More than 300 styles are registered with the Chinese government.Different spellings are Gung Fu and Gong Fu.In everyday language, gong fu is excellence achieved through long practice in any endeavor.A more correct word for describing Chinese martial arts is Wushu.Using Kung Fu to describe Chinese martial arts is more common outside China.Chinese martial arts have spawned popularized genre of action movie.The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan have appeared in many western films.Their movies are often called Kung Fu movies.Homework

Task 1:Workbook Page 41 Part 7 Writing Task2: make an interview.What can your father do? What can your mother do? What can’t your mother do ? What can’t your father do? Make a list and prepare a report for the next class.

第三篇：三年級英語第二單元教學設計（模版）

Unit2 My family 第一課時

教學目標：

1． 能夠聽懂、會說、會認讀單詞：man, father, dad。2．能夠聽懂、會說、會認讀句型：Who’s that man? He’s my father./ Hi, Dad.并能夠在具體的語境中靈活運用。

3． 能夠聽懂指令，按照指令的要求完成Point and say的內容。教學重難點：

重點：掌握三會單詞和句子。難點：

1.能夠理解和運用句型：Who’s that man? He’s my father./ Hi, Dad.2.懂、會說、理解句子： This is my friend, Amy.教學過程：

Step1： Warming up & Revision 1.Sing a song “Boy and girl”.2.Let’s chant: P8.3.Introduce my friends.引導學生介紹自己的朋友。如：

Hi, I’m Sam.I’m from China.This is my friend, Tim.He’s a boy.He’s a student.He’s from China/ the UK/ Canada/ the USA/ Australia.Step2 Presentation & Practice 1.以舊帶新，學習新知（Let’s talk）(1)教師：呈現Mr.Jones,問：Who’s he? 引導學生答：He’s Mr.Jones.教師：Mr.Jones is a man.(2)學習單詞man,并擴展woman對比進行學習。2.詞融于句，鞏固新知

活動1：呈現男教師的照片，讓學生練說: Mr? is a man.活動2：呈現男明星的照片，讓學生練說，如：Yao Ming is a man.3.Guess and learn(1)呈現教師自己爸爸的照片：

Look, that is a man.Who’s that man? Can you gusss? 教師出示答案：He’s my father.(2)學習father,并擴展mother對比學習。

(3)對比father和dad的用法，并擴展mother和mom對比學習。4.Let’s talk(1)呈現對話動畫。

(2)跟讀對話，呈現新句型。

(3)教學句子：Who’s that man? He’s my father.(4)學生小組表演對話。

Step3 Extension & Consolidation 1.Sing a song:”Father and mother”.2.Point and say:同桌合作練習圖中的對話。3.Guessing game: 收集學生的爸爸照片，讓學生猜一猜：

Who’s that man?是誰的爸 爸，誰就快速回答：He’s my father.4.完成作業本相關作業。Step4 Summing up 1.Words: 總結本課的三會單詞man, father, dad.2.Sentences:總結本課的三會句子：Who’s that man? He’s my father.3.Homework: 背誦對話。Step5 Assessment 一 Man father.Read and match.Mother mom Dad woman 二.Think and match Who’s that man? Hi, Amy.Nice to meet you.Hello, Dad.Nice to meet you, too.板書設計：

man father dad

He’s my father.Unit2 My family A.Let’s talk Who’s that man? He’s my father.

第四篇：四年級英語第二單元教學設計

育塅組新教學設計

教材與年級：湘少版四年級英語 課題內容：Unit2 It’s a cirle.課題與課型：第一課時，聽說課 教學內容：Part A,PartB

一、教材分析：本課時A部分主要訓練學生的聽說能力，通過聽說訓練掌握句型：What’s thisthat? How many circles are there? B部分主要掌握四個重要詞匯：circle, square, dot, line.二、設計理念:在聽說訓練中掌握和鞏固語言知識。

三、教學目標：能掌握詞匯circle, square, dot, line;能辨別含圓、正方形等的物體和數量；能夠聽懂并會說本課對話。

四、教學重點：描述物體形狀和數量。

五、教學難點：square的拼讀和How many…?的句型。

六、設計特色:通過小組對話訓練和游戲達到掌握句型及詞匯的目的。

七、設計步驟及意圖 Step1 Greeting and lead in 1.Greet with boys and girls.T: Good morning,class.Ss: Good morning,… T: Nice to meet you.Ss: Nice to meet you, too.（此環節可以復習上一單元的問候語。）2.“zero,one,two,three,four,five,six,senven,eight,nine,ten,begin again.…” Students sing the song with the PPT.(此環節是為了讓學生復習一下數字，為后面的學習做鋪墊。）3.Show some pictures and ask them to try to speak in English.(circlesquauredotline)4.Teach them to spell the words and ask them to practice.Step2 Presentation and practice 1.Listen and draw.Students in four have a competition.One reads the words,and the others draw the shapes.(通過這個活動鞏固四個單詞的學習）

2.Ask and answer.The teacher asks students to say “What’s thisthat?” and answer “It’s a circlesquare…” Then ask students to practice in pairs.(通過小組活動訓練句型以及答語，可以起到很好的效果。）

3.Chant and answer.Show a picture of a boy and ask students to count the shapes-one circle,two square,three… Then give a question “How many circles spuaresdotslins are there?”and encourage them to answer “One circle.Two squares…” Then ask students to ask and answer in pairs.(通過這一環節達到句型How many … Are there?的理解和使用的目的。）Step3 Practice 1.Listen and show.Ask students to find the right pictures.The teacher says “show me your circle” and ask one student to find the picture.Then ask them to practice.Ss: What’s that? S: It’s a circle.2.Listen and tick.Ask students to listen to the record and tick the answer.There are()circles.(five, six, four)3.Look, listen and answer.Play the record and ask students to answer: How many squares are there? How many dots are there? How many lines are there? 4.Listen and say.Listen to the tape and repeat.Then ask them to practice in pairs.(讓孩子們通過整體感知理解對話，第一次通過聲音訓練聽力，第二次通過聲音訓練聽力和理解能力，給孩子初步創造篇章閱讀的氛圍。）Step4 Consolidation 1.Ask students

in

a

group

to

read

the

four words-circlesquauredotline.2.Ask several students to answer questions: T: What’s thisthat? S: It’s a dot.T: How many dots are there? S: Two dots.3.Ask several pairs to practice the conversation in PartA in front of the class.（通過復習這節課所學內容達到鞏固和消化重點語言知識的目的。）Step5 Homework 1.Read the words in PartB and copy them ten times each.2.Say the names of shapes of the objects at home.3.Draw a picture with these shapes.伍蓮暉

2016年10月8日

第五篇：英語第二單元A部分教學設計

Unit 2 My days of the week 單元教學課時安排建議：六課時

第一課時：Let’s start．Let’s chant．A Let’s learn．Let’s playC．Let’s sing．

第二課時：A．Let’s try．Let’s talk．Group workC．Goodtoknow 第三課時：A．Read and write．Pair work．C．Pronunciation 第四課時：B．Let’s learn．Let’s chant．C．Story time 第五課時：B．Let’s try．Let’s talk．C．Let’s check．、第六課時：B．Read and write． Group work．C．Tasktime 各課時教學建議

第一課時 一)教學要點

1．教學目標

(1)能聽、說、讀、寫單詞：Monday，Tuesday，Wednesday，Thursday和Friday。(2)能聽懂問句：What day is it today?What do we have on Mondays?并能做出正確回答。

(3)能夠運用新的語言進行Let’S play的星期轉盤游戲。(4)能夠聽懂、會唱歌曲“My days of the Week”。

2．教學重點

Monday，Tuesday，Wed nesday，Thursday和Fr—iday五個單詞聽說讀寫以及能聽懂會說句子：What day is it today?What do we have on Mondays? 3．教學難點

Tuesday和Thursday的讀音；理解和使用各科目的名稱來表述課程安排。理解漢語中“上課”這一動作的正確表述方法，We have?。

(二)課前準備

1．教師準備教學過程中所需要的圖片、聲音、課件，以及本課時的單詞卡。2.教師和學生分別準備做游戲用的標有星期的圓盤，以及單詞卡。

3．教師準備相關媒體的播放設備，如錄音機、投影儀、幻燈片等。4．教師課前準備一張本班的作息時間表：

(三)教學過程

1．Warm—up／Revision(熱身／復習)

(1)教師播放Start部分的歌謠，Let’S chant部分的歌謠“Monday，Monday，math on Monday”，學生感知星期一至星期五的表述。

(2)教師播放四年級上冊Recyclel中有關星期的歌謠，學生聽錄音有節奏地吟唱，并做出相應動作。(讓學生溫故知新，以減輕教與學的難度。)

(3)Let’S do

T：Time for P．E． S：Jump and run．

T：Time for English． S：Read and write．

T：Time for music． S：Sing and dance．

(在歡快、強勁的節奏中，培養學生的語言節奏感，為新課導入作鋪墊。)

(4)Free talk 使用四年級下冊第二單元中的句型：“It’s 8 O’clock．It’S time for Chinese．”

引出句型：We have Chinese，English?on Mondays．結合課程表，進行日常口語練習，內容可參考如下：

A：Hello．Whattime is it?

B：Hello，It’S 8：20．It’S time for English class．

2．Presentation(呈現)

(1)教師從上一環節引出單詞“Monday”。(教師利用有關課程的日常對話，自然引出新詞。)

T：It’S time for English．Do you like English

class?

S：Yes．I like．

T：English classes are on Monday．Wednesday．學生跟讀，教師在黑板上書寫該單詞，并在書寫時“M”用不同顏色加以區分。

T：Do you like Mondays?

S：Yes．／No．

T：Why?

S：Because I like?．Because I don’t like?．操練結束后，學生小組介紹Monday的課程。

We have?on Mondays．

(2)學習新單詞Tuesday。

T：On Mondays，we have Chinese，math，English and music．On one day，we have math，Chinese，com—puter and art．What day is it?Is it Tuesday?

S：Yes，it is．

學生跟讀新詞Tuesday。教師進行分解朗讀，并強調該詞中的e是不發音的。學生小組介紹Tuesday的課程。We have?on Tuesdays．

T：What day is it today?

S：It’s Tuesday．

T：What class do we have on Mondays?

S：Let me see．We have?on Tuesdays．

讓學生按座次，依次說出Let’s learn圖片中的課程表，每人說一個。教師可給學生們起個頭，說：“It’s a time schedule．Let’s have a look．”第一名學生說，“It’s 8：25．It’s time for Chinese．We have Chinese on Tuesday．”第二名學生說，“It’s 9：15．It’s time for math．We have math on Tuesday．’’第三名學生說，“It’s 10：05．It’s time for English．We have English on Tuesday．’’

(3)教師接上一活動，引出單詞Wednesday，并請學生大聲地跟老師朗讀該詞教師在黑板上邊書寫邊拼讀該單詞。教師要求學生能根據教師的口型和讀音來判斷“e，n”兩個字母的讀音。操練該單詞。一組成員，每人拼寫一個字母，最后一位同學組合成一個完整的單詞，并朗讀出該詞。活動：教師說出三個單詞的縮寫形式，學生說出全稱。

T：Mon．Tue．Wed．

S：Monday／Tuesday／Wednesday．

然后請一位學生做小老師，進行該活動的表演。最好每組一位同學。

(4)從上面的活動中引出單詞Thursday。

T：T—H—U．

S：?

學生跟讀單詞Thursday。同時教師把該單詞書寫在黑板上，并請學生注意字母“u，r”在單詞中讀音。

(5)Let’s play：學生手持標有星期的圓盤，隨意轉動指針，根據指針停下的位置用句型“Whatday is it today?It’s?．”進行交流，鞏固所學新單詞。還可加以詢問和回答課程的句子，如What do we have on Monday?We have?．

(6)接上一活動引出單詞Friday。學生跟讀單詞Friday。同時教師把該單詞書寫在黑板上。教師引導學生總結這五個單詞在拼讀上的規律。

(7)學生聽錄音，并跟讀。

3．Practice ／Consolidation(操練／鞏固)

(1)Free talk

S1：What day is it today?

S2：It’S Monday．

S1：What do we have on Mondays?

S2：Let me see?We have?．

(2)教師利用操練課程之際，引出新詞Moral Ed—ucation and Social Studies，并讓學生了解這兩節課的意思。教師讓學生制作自己喜愛的課程時間表。

(3)Let’s sing學生聽錄音或者看教學VCD，學唱歌曲“My Days ofthe Week”。

4．播放拓展材料（根據教學需要選擇拓展材料）

Free talk 教師可以給出幾幅關于新授詞的圖畫，讓學生之間根據以下句型進描述。如：What day is it today? What’s the weather like today ? What do you have on.....? What do you do on that day? 5．Add—activities(課外活動)

要求同學們利用網絡去查找星期的來歷，并把這些資料整理出來。

板書設計：

What day is it today ? It’s Monday/Tuesday/Wednesday/Thursday/Friday.What do you have on......We have......課后體會：

第二課時

(一)教學要點

1．教學目標

(1)能聽懂、會說：What day is it today? It’s?．What do you have on??We have?．I like?．并能在情景中熟練運用。

(2)了解西方國家的一些節日。如：母親節、父親節、感恩節等。

2．教學重點

本課需要重點掌握句型：What day is it today?It’S?．What do you have on Wednesdays?We have?On?．

3．教學難點

I like Wednesdays．中的S易讀漏。We have?．句型較長，不容易流利朗讀。

(二)課前準備

1．教師準備教學過程中所需要的圖片、聲音、課件。

2．教師準備一張日歷和課程表。教師自制游戲轉盤。

3．教師準備相關媒體的播放設備，如錄音機、投影儀、幻燈片等。4．學生要完成的調查表： ‘

(三)教學過程

1．Warm—up／Revision(熱身／復習)

(1)教師播放Let’s sing部分的歌曲：“My days of the week”，學生齊唱。

(2)Free talk

A：Whatdayisittoday?

B：It’s?．

A：What class d0 we have 0n Mondays／Tues—days／Wednesdays／Thursdays／Fridays?

B：We have?．

2．Presentation(呈現)

(1)Amatch

通過上面活動中的課程表，讓學生講述We haveEnglish?．學生表述正確的，以組為單位加分，比比哪組得分多。進行此活動可先出現一節課的名稱，然后再增多，要遵循由易到難的原則。可以重復表達，主要是大面積地操練句型，以達到學生能流利表達的目的。E．g．We have Chinese on Mondays．We have Chinese and English on Mon—days．(通過比賽活動能較快地把學生吸引到教學中來，也能達到鞏固舊知的目的，讓學生獲得了成功的喜悅。)

(2)教師播放Let’s try的錄音，讓學生仔細聽，盡量選出正確的圖，并說出聽力中圖出現的先后順序。

(3)接上一活動引出單詞Friday。學生跟讀單詞Friday。同時教師把該單詞書寫在黑板上。教師引導學生總結這五個單詞在拼讀上的規律。

(3)學生聽錄音，并跟讀。

3．Practice／Consolidation(操練／鞏固)

(1)Free talk

S1：What day is it today?

S2：It’S Monday．

S1：What do we have on Mondays?

S2：Let me see?Wehave?．

S1: I like......(2)播放拓展材料（根據教學需要選擇拓展材料）(3)Free talk 主要句型：What day is it today ? It’s....What do you have on.....? We have.....I like....5．Add—activities(課外活動)（1）讓學生聽Let's talk部分的錄音，讀給朋友或家長聽。

（2）讓學生參照自己設計的課程表說一說喜歡的課程和喜歡星期幾。要特別說的喜歡的理由。

（3）讓學生把新學的文化背景知識介紹給家長或朋友聽；制作祝福卡給父母或朋友。

板書設計：

What day is it today ? It’s Wednesday.What do you have on Wednesdays? We have English,science,computer and P.E.I like Wednesdays.課后體會：

第三課時

(一)教學要點

1．教學目標

(1)能聽懂Read and write部分的對話，并在實際情景中運用。(2)能聽說讀寫對話中的兩組“四會”句子，并完成填充句子的練習。

2．教學重點

本課時需要理解、認讀的句型：What day is it today?It’s Wednesday．What do you have on Thursdays?We have English，math and science on Thursdays．要求學生重點掌握其中兩組“四會”句型的認讀和書寫，并完成填充句子的練習。

3．教學難點

本課時的難點是Pronunciation，要求教師正確示范讀音，引導學生最終能正確讀出本課單詞，并發現其發音規律。字母組合OW，OU的發音一定要到位，cl，cr的滑音變化要特別強調。繞口令的朗讀。

(二)課前準備

1．教師準備教學過程中所需要的圖片、聲音、課件。

2．教師準備相關媒體的播放設備，如錄音機、投影儀、幻燈片等。3．準備課文對話的相關填空練習紙，題目如下：

Mike：What．．——is it today?

Mom：It’s——．

Mike：Hmm?We have Chinese，art and math———————Wednesdays．

Mom：Wait”Tomorrow is——．What do youhave on Thursdays?

Mike：?．

(三)教學過程

1．Warm—up／Revision(熱身／復習)

(1)師生齊唱本單元C部分的歌曲“My days of the Week”，復習鞏固有關星期的單詞。

(2)Free talk：

主要句型：

A：What day is it today?

B：It’S Thursday．

C：I like music．Do we have music today?

D：Yes．

2．Presentation(呈現)

(1)教師呈現本課時教材圖片，向學生提出問題說：“It’s time to go to bed．Mike puts away his text books．But he puts wrong books in his schoolbag．Why?”讓學生帶著問題快速讀對話，然后請學生嘗試解答這一問題，能用漢語表達出來原因即可。

(2)教師提問，并請學生帶著問題去閱讀：

What day is it today?What do they have on it?

What day is it tomorrow?

(3)學生完成課本上的三個問題。

(4)Pair work and group work．讓學生在小組內進行有感情的朗讀和表演對話。

(5)聽音配音。學生根據教師所發的填空練習紙，進行配音表演對話。

(6)教師在黑板上書寫“四會”句子，學生拼讀背誦。

(7)Pronunciation．教師出示字母組合OW，同時教師由輕至重地朗讀該字母組合的

讀音，然后教師試請學生朗讀以下單詞：how town now cow flower等。用同樣的方法教學字母組合ou。

(8)教師出示輔音字母組合cl cr，這兩個字母組合發音較難，教師應多讓學生聽、模仿練習。

(9)學生跟讀繞口令，并根據實際情況進行小組比賽操練。

3．Practice／Consolidation(操練／鞏固)

(1)小小記錄員

該活動就是讓學生聽一段對話、看一段錄像，學生把與本課所學相關的內容整理出來，并能運用已學句型進行表達。

(2)Free talk：

主要句型：

S1: What day is it today ? S2: It’s....S1:What do you have on....? S2: We have....S1: What day is tomorrow? S2: It’s....(3)播放拓展材料（根據教學需要選擇拓展材料）

(4)Free talk ：

主要句型：

S1: What day is it today ? S2: It’s....S1:What do you have on....? S2: We have....S1: What day is tomorrow? S2: It’s....S1:What are you going to do tomorrow? S2:I’m going to....5.Add—activities(課外活動)

(1)讓學生聽Read and write、Pronunciation部分的錄音，并讀給朋友或家長聽。

(2)讓學生參照Pair work說一說，做一做，設計一張自己喜歡的課程表介紹給大家。可參照語言I like music and English very much．I have Eng-lish and music on Mondays．

板書設計：

What day is it today? It’s Wednesday.What do you have on Thursday? We have English,math and science on Thursdays.課后體會：

第四課時

(一)教學要點

1．教學目標：

(1)能聽瞳、會說本課時單詞及詞組：Saturday，Sunday，do homework，watch TV，read books。

(2)能聽懂、會說句型What do you do on Saturdays?I

often do my homework．并能在情景中運用。

(3)能聽懂chant，并按照節奏來吟唱。(4)理解Story time。

2．教學重點

(1)本課時的教學重點是Let’s learn部分的四會單詞和短語：Saturday，Sunday，do homework，watch TV，read books。要求學生能結合所給句型和詞語，在實際情景中熟練運用新單詞和詞組。

3．教學難點

本課時的教學難點讓學生結合所學句型進行關鍵詞替換，并在實際情景中熟練運用。

(二)課前準備

1．教師準備教學過程中所需要的圖片、聲音、課件。

2．教師準備表演故事所需的手偶或頭套。

3．教師和學生共同準備本課時所需的單詞卡片。

(三)教學過程

1．Warm—up／Revision(熱身／復習)

(1)聽音跟唱：教師播放本單元Let’s sing部分的歌曲，復習關于星期的單詞等內容，如：Mon—day，Tuesday，Wednesday；Thursday，Friday，Satur-day；Sunday，Sunday，Sunday；What a fun day!A fun day!讓學生熟悉本課時要學歌曲的單詞和音樂節奏，輕輕松松進入英語學習課堂。

(2)Let’S chant(P14)．

(3)Free talk：

主要句型；

A：What do you have on Mondays?

B：I have math on Mondays．What do you haveon Tuesdays?

C：I have art on Tuesdays．What do you have onWednesdays?

D：I have computers on Wednesdays．......2．Presentation(呈現)

(1)教學readbooks。

①教師做動作，學生理解read books的意思。

該單詞較容易朗讀，可邊教學邊請學生做動作。

②教師通過自由問答操練：

T：What do you do on Mondays?

Ss：I read books．

(2)教學Saturday。

①教師在上面的練習后問What do you have on Saturdays?學生回答：No．教師說：Then，What

d0 you do on Saturdays?Show me!讓學生用動作來演示。導出單詞Saturday。

②教師通過自編chant讓學生拼讀單詞Sat—urday。

u—r，u—r．S—a—t—u一卜d—a—y Saturday，Saturday

u—r，u—r．S—a—t—u—r—d—a—y I like Saturday．

(通過自編chant可以教學生動，也可使學生在進行單詞學習時不枯燥乏味。)

③師生問答：

T：What d0 you do 0n Saturdays?

S：Ilike?．

(3)教學watch TV。

通過上面的活動自然地導人watch TV，并出示該詞匯的卡片。

(4)教學Sunday和Let’s chant。

①教師通過采訪活動來導人Sunday。Whatdo you do 0n Saturdays?當學生在回答較好時，教師可進行評價：Saturday is fun for you!教師可自然導人Sunday一詞。進行朗讀教學后，教師說：Sunday is sweet for me．同時教師引出chant進行教學。

②Let’s chant，通過以上滲透基本可使學生理解含義。

③操練詞組：

Tv，Ⅳ，watch Tv

Books，books，read books

Music，music，listen to music

Sports，sports，do sports

(5)教學do homework。

教師通過自制的課程表問學生：What day is it tomorrow?導出It’s Saturday．：Don’t forget your

homework．進行do homework的教學。

(6)教學 Story time，聽錄音朗讀故事，理解故事含義。教師要注意在故事中有意識地引導學生復習本單元內容，為以后學習更多的英語知識做鋪墊。同時注意培養學生認真做事的良好習慣。

3．Practice／Consolidation(操練／鞏固)

(1)活動1：I spy

過程：課件上出現一周七天的單詞，然后在學生眼前一閃而過，要求學生注意看，然后說出這個單詞，并一起朗讀，看誰反應快。

(2)Free talk：

主要句型：

S1: What day is it today ? S2: It’s....S1:What do you have on....? S2: We have....S1：What do you do on Saturday /Sunday? S2: I often......(3)播放拓展材料1.根據教學需要選擇拓展材料 2.播放Story的內容

Free talk: 主要句型：

S1: What day is it today ? S2: It’s....S1：What do you usuallydo on Saturday /Sunday?

S2: I often......S1: What’s your favourite day? S2: My favourite day is....5．Add—activities(課外活動)

要求學生通過網絡去查找母親節、父親節及感恩節的來歷以及在這些節日我們通常會做些什么事。

板書設計：

What do you do on Saturdays/Sundays? do homework I often watch TV read books 課后體會：

第五課時

(一)教學要點

1．教學目標

(1)能聽會說：What do you do on Saturdays?I often do mv homework．并能運用。

(2)能夠完成Let’s check。

2．教學重點

本課時需要重點掌握句型：What do you do on Saturdays／Sundays?I often do homework．read books and watch TV．要求學生能在真實情景中運用。

3．教學難點

本課時的難點是正確運用新學的詞組和句型談論學習和生活實際。另外，Let’s try部分內容較多且易混淆，教師要注意引導學生仔細看圖，細聽錄音，獨立完成聽音圈圖的練習，為對話的教學進行鋪墊。

(二)課前準備

1．教師準備教學過程中所需要的圖片、聲音、課件，以及本課時的八張單詞卡。

2．教師準備相關媒體的播放設備，如錄音機、投影儀、幻燈片等。3．教師和學生共同準備紙張和畫筆，制作一本有關一周活動的活頁書。4．教師準備以下兩張表格若干張：

表一：

(三)教學過程

1．Warm—up／Revision(熱身／復習)

(1)匯報周末活動

學生要把課后搜集到的周末活動進行整理，使用句型：“What do you do on weekends?I?．”在班級內匯報，說出自己最喜歡的周末活動。(周末匯報可使學生能很快地復習舊知，為新知識的學習打下基礎，也能活動課堂氣氛。)

(2)學生聽錄音吟唱B部分Let’s chant的歌謠“Saturday，Saturday”。

(3)Free talk: 主要句型：

A：What day is it today?

B：It’S Monday．

C：What do you have on Mondays?

B：I have math?I don’t like Mondays．I love Sundays．

A：What do you do on Sundays?

2．Presentation(呈現)

(1)教師利用課件或課文掛圖展示Let’s try中的一部分，讓學生進行小組活動，編對話。并請各小組展示。

(2)然后學生聽Let’s try部分的內容，請學生選擇。

(3)教師邊說邊把重點句型What do you do on Saturdays／Sundays?寫在黑板上。并在表格一中進行選擇打“、／”。同桌之間進行pair work練習該句型，要求學生在自己的表格中完成該任務。

(4)導入新詞weekend。What do you do on weekends?I do sports on Saturdays．I play football on Sundays．教師通過自問自答的方式，使學生能較快地明白weekend意思，為完成pair work打好基礎。

(5)學生再通過上面的表格進行操練：Whatdo you do on weekends?

(6)~lJ用表格二，要求每位學生去調查本班三名或更多同學的周末安排。

(7)完成Let’S check

教師播放錄音，讓學生按照錄音內容做練習，對本單元的重要語言進行階段性評價。錄音內容如下：

①Boy：What day is it today?

Girl：It’S Tuesday．

②Girl：What do you have on Mondays?

Boy：We have math，Chinese and music．

③Girl：What do you do on Saturdays?

Boy：I often do my homework．

④Boy：What do you do on Sundays?

Girl：I often playfootball．

3．Practice／Consolidation(操練／鞏固)

（1）活動：“快樂轉轉轉”。

教師自制教具：轉動標有動詞詞組的快樂圓盤，看停在哪里，一組學生問，一組學生答。

(該游戲擺脫了學生的固定思維方式，讓學生在活動的指引下愉快、靈活地學習知識，讓他們在玩中學，學中玩。)（2）Free talk: 主要句型：

S1: What day is it today ? S2: It’s....S1:What do you do on weekends? S2: I often......S1: That’s great!(3)播放拓展材料（根據教學需要選擇拓展材料）

(4)Free talk:

主要句型：

S1: What day is it today ? S2: It’s....S1:What do you do on weekends? S2: I often......What about you ? S1：I often......,too.5．Add—activities(課外活動)

開展班級小小設計師活動，讓學生參照Pair work設計更多的周末活動，并小組進行練習。

板書設計：

What do you do on Saturdays/Sundays? I often do homework,read books and watch TV.??

課后體會：

第六課時

(一)教學要點

1．教學目標

(1)能理解認讀Read and write中的句子并正確運用。

(2)能聽、說、讀、寫“四會”句子，正確完成對話后面的句子填空。

(3)能夠完成Task time中的小制作。

2．教學重點

本課時的重點是“四會”掌握句子：What doyou do on Saturdays?1 watch TV on Saturdays．Whatabut you?I do my homework．

3．教學難點

本課時的難點是將動作和星期幾在一個句子中表達，如1 watch TV on Saturdays．并能進行詞組和單詞的靈活應用。規范書寫句中的大小寫。

(二)課前準備

1．教師準備教學過程中所需要的圖片、課件、單詞卡、錄音機、投影儀、幻燈片等。

2．制作一本有關一周活動的活頁書。

3．學生準備白紙和顏色筆。

4．教師自制表格。

(三)教學過程1．Warm—up／Revision(熱身／復習)(1)師生表演唱：My Days ofthe week(2)Let’S chant(P19)(3)匯報周末活動把課后搜集到的周末活動形式進行整理，使用句型：“Whatdo you doonweekends?I?．”在班級內匯報，找出學生們最喜歡的周末活動。

(4)Free talk :

A：What day is it today?

B：It’S Monday．

C：What do you have on Mondays?

B：I have math?I don’t like Mondays．I love

Sundays．

A：What do you do on Sundays?

2．Presentation(呈現)

(1)Play a game

教師呈現單詞卡片：do，you，what，on，Satur—days?并請學生認讀這些卡片。然后教師把這些卡片分給不同的學生，請學生快速站到教室前面并把這些單詞組成句子What do you do on Satur—days?用同樣的方法完成“四會”句子1 watch TVon Saturdays．What about you?I do my homework，too．的學習。

(教學從活動開始，使大多數學生都在課堂中集中注意力，也可使學生感到語言學習的快樂。)

(2)教師呈現教學掛圖，學生邊聽邊理解意思。學生基本理解后，教師提問：what dayisitto—day?What does Zoom do on Saturdays?What does Aunt Cathy do on Saturdays?讓學生說出表現Zoom周六活動的三張小圖代表哪三個動詞短語。

并試著按照Zoom的喜愛程度排序。

(3)學生在聽幾遍后完成下面的表格。

(4)學生戴上Zoom和Aunt Cathy的頭飾進行創意操練和表演。

(5)Group work

小組進行討論活動，主要根據句型：What doyou do on Saturdays／Sundays／weekends?What about you?了解并書寫每位小組成員各自的周末安排，找出有共同愛好的伙伴，完成表格并交流。(表格附后)

3．Practice／Consolidation(操練／鞏固)

(1)活動1：心心相印。

各組請幾位學生上來，其他人齊問：What do·you do on Saturdays／Sundays／weekends?被問的學生不做回答，而是在黑板上畫簡筆畫，如畫一支筆，全組同學齊答：I do homework on Satur—days／Sundays／weekends．看在規定的時間內哪組完成得最多為勝者。(共同感受共同分擔成功的喜悅，可使課堂更充滿人情味。)

(2)Free talk :

主要句型：

S1:What time is it ?

S2: It’s.....S1: What day is it today? S2: I t’s.....S1: What do you do on weekends? S2: I often......I love......(3)播放拓展材料（根據教學需要選擇拓展材料）

(4)Free talk:

主要句型：

S1:What time do you go to school? S2: I often go to school at......S1: What do you often do on weekends? S2: I often......S1: Where are you going on your holiday ? S2: I am going to......5.Add—activities(課外活動)

(1)小記者活動：采訪家人或朋友周末的活動并試著寫出來。

(2)Task time．教師展示和介紹自己一周活動的活頁書，請學生根據自己的情況或愛好設計并制作一周活動活頁書。

板書設計：

What do you do on Saturdays ? I watch TV on Saturdays.What about you ? Ido my homework,too.課后體會：