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人教PEP版五年级上册英语Unit 2 My week单元整体教学设计 （教案）
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这是一份人教PEP版五年级上册英语Unit 2 My week单元整体教学设计 （教案），共42页。
人教PEP版五年级上册英语Unit 2 My week单元整体教学设计 主备人辅备人上课时间课时6审核人单元主题Days of the week（树立有序学习，健康生活的意识）单元子主题及课时安排第一课时:Part A Let’s try & Let’s talk第二课时: Part A Let’s learn & Let’s play第三课时:Part A Let’s spell第四课时:Part B Let’s try & Let’s talk第五课时: Part B Let’s learn & Group work第六课时: Part B Read and write & Let’s check & Let’s wrap it up & Part C Story time学情分析（知识基础、认知特点、生活经验）刚上五年级的学生，形象直观思维仍占主导地位，因此，教学仍应具有直观性与趣味性。同时，学生的抽象逻辑思维在此阶段有很大的发展潜能，设计教学时也应该适当地增加一些富有挑战性的任务。另外，学生在三、四年级的英语学习中已经积累了一定的词汇量，并主要从听、说、读等方面学习了一些句型，从五年级开始应该逐步培养学生写的技能。本单元的教学内容涉及学科科目和日常活动等方面，与学生的日常生活联系紧密，学生会感到有话可写，有话可说。单元教材分析以课标为支撑，分析了本单元的教学内容，确定了单元学习的主线：本单元属于“人与自我”主题语境下的“生活与学习”主题群。原单元话题为“My week”，修改后的单元主题为“Days of the week”。功能意念包括交往与态度，而育人价值为：能体会学校时光的充实与快乐，努力学习，尊重老师，建立友谊，积极参加学校活动等。能合理安排自己的周末生活，培养兴趣爱好，做体育运动交朋友，做到劳逸结合，并且可以判断他人周末活动安排是否合理并提出建议。最终落脚于合理安排一周活动，培养良好的生活习惯，健康生活单元总目标l.掌握A、B部分“Let's learn'”,“Let's talk”中的单词和句子。2.能听、读、说、写关于星期和日常活动的相关问题并能正确回答。3.锻炼学生听、说、读、写单词的能力，初步培养学生快速记词、写词的技能。4.学会与同学谈论星期和课程。5.能听、说、读、写本单元的“四会”单词。6.能听懂、会唱歌曲“Days of the week”。7.操练和掌握长元音/：/的发音。8.能读懂“Story time”部分的趣味故事。9.培养学生热爱学习、珍惜时间的良好品质。10.教育学生要根据课程表合理安排日常活动。11.引导学生积极利用所学的英语知识谈论日常活动的安排情况。第1课时课时内容Part A Let’s try & Let’s talk上课时间审核人教材分析What:本课语篇为日常对话，内容围绕John和Grandfather的对话展开。Grandfather询问John的周四课程安排，并且谈论了他的音乐老师，最后，John也询问John了Grandfather周四的活动安排。Why:作者通过描述John和Grandfather谈论学校课程安排的情景，使学生思考珍惜时间的重要性，引导学生学会合理安排时间。How:该对话是比较典型的学生日常对话设计介绍John一天的课程和Grandfather的活动安排。1.借助图片及核心词的提示听懂简短对话，抓住关键信息，提高听的能力。2.对新句型在听觉上有所感知，并完成听录音选词填空回答问题的练习。3.在图片和教师的帮助下理解对话大意。4.按照正确的意群及语音、语调朗读对话并进行角色扮演。5.在情景中运用句型“What do you have/do on...?”询问某人某天的课程或者活动安排并作答。6.在语境中理解新单词“cooking”的意思，并正确发音。教学重难点重点：1. 学生能够理解Let’s talk板块的对话大意。2. 学生能够运用本课时的重点句型“What do you have/do on...?”询问某人某天的课程安排或活动安排并作答。难点：学生能够正确运用重点句型与同学讨论某一天的课程以及所做的事。教具准备 PPT课件、课文录音、视频、自制教具等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. A guessing game.Show some pictures about different subjects to lead students to guess the right subjects according to the pictures.(课件依次出示:字母图—算式图—中文古诗词图—五线谱图—体育器材图—画笔和画板图—电脑图)T: Look at the picture on the PPT. Please tell me what subject it is.Talk about other pictures in the same way.3. Free talk.Step 2: Presentation1. Let’s try.(1)Observe and guess.T: John and his grandpa are talking about John’s class schedule on Wednesdays, too. Let’s go and have a look.Show the picture of “Let’s try” on the PPT. (出示课件) Ask students to observe the picture carefully. Lead students to read the four words about subjects in this part. Lead students to read John’s grandpa’s question. Then ask them to guess what John says to his grandpa. Lead students to express their opinions by using the sentence pattern and the words in this part. They can say like this: I have art/Chinese/English/PE on Wednesdays. (2)Listen and fill in the blank.T: Is your guess correct? Now listen to the recording carefully and try to fill in the blank in your book. Please pay attention to the four words about subjects.Play the recording of “Let’s try”. (出示课件) Students try to complete the task. Play the recording of “Let’s try” again. Check the answer together. Show the listening material and the answer on the PPT. （出示课件） Help students understand this part better. Ask students to pay attention to the spellings and correct the mistakes.2. Let’s talk.(1)Predict the main idea of “Let’s talk”.T: Now we know John has art on Wednesdays. Boys and girls, what does John have on Thursdays? Please guess! Ss: Maybe he has...(2)Show the picture of John and his grandfather in “Let’s talk” on the PPT. (出示课件) T: Look! Who are they? Where are they? What are they talking about? Guess! Ss: They are John and his grandfather. They are at home. Maybe they are talking about...Let students talk about the questions freely.(3)Learn the new words and phrase.①T: Are they talking about John’s Wednesdays? Let’s listen to the recording to check your answers.Play the recording of “Let’s talk”. (出示课件) Ask students to listen and get the main idea of the dialogue.T: So are they talking about John’s Wednesdays? Ss: No, they are talking about their Thursdays.Show the calendar of a whole month again. (出示课件) Circle and teach the word “Thursday” like this: Thurs + day=Thursday. Write down the word “Thursday” on the blackboard. Demonstrate the pronunciation: Thurs//-day/deɪ/-Thursday. Lead students to read like this three times. Ask one student to circle all the “Thursday” on the calendar to help students better understand this word.②Act like cooking dishes. T: Look! I’m cooking dinner in the kitchen. Can you cook?Ss: Yes. /No. Show a picture of a cooking school and its recruitment advertisement on the PPT. (出示课件) T: Don’t worry if you can’t cook. There is a good place. Look! This is a cooking school. If you want to learn cooking, you can go to this school and have cooking classes, just like John’s grandparents.Show the picture of “cooking class” on the PPT. (出示课件) Write down the word “cooking” and the phrase “cooking class” on the blackboard. Lead students to read them three times. 。(4)Show four questions on the PPT.④Let students watch the video of “Let’s talk”. (出示课件) Ask students to listen carefully and underline the answers to the questions.Ask four students to answer the four questions. Show the answers on the PPT. Show the pictures about maths, English and music class to help students better understand the first three questions and their answers. (出示课件) Show the picture about John’s grandparents in this part to help students better understand the fourth question and its answer. (出示课件) Check the answers together and lead students to read through the sentences. Let students work in pairs and read the questions and answers in pairs.Step 3: Practice1. Practice the dialogue.(1)Show the dialogue with some blanks in “Let’s talk”. (出示课件) Then play the recording. (出示课件) Ask students to fill in the blanks without their books.Check the answers together. Show the answers on the PPT to let students correct their mistakes by reading the dialogue in their books. （出示课件）(2)Play the recording of “Let’s talk” again. （出示课件）Lead students to read after it and imitate the intonation and the pronunciation of the recording. Then ask students to read together and read freely.(3)Ask students to read the dialogue in pairs. Several minutes later, take out the headwear of John and John’s grandpa and ask some students to act out the dialogue.(4)Choose the best performers. Then give awards. 2. Look and say.Show a calendar on the PPT. In the calendar, certain days are circled, such as every Wednesday or every Thursday. And there are two pictures of different subjects. （出示课件） Divide students into two groups. For the first picture, let boys ask the question according to the days circled in the calendar. They can ask like this: What do you have on...? Let girls answer the question according to the picture about subjects. For the second picture, let boys and girls exchange.Step 4: Extension“Design your own schedule”1. Fill in the chart.Show the chart below on the PPT. Divide students into six groups. Ask them to design their own schedule about courses and activities on Wednesdays and Thursdays. Let them discuss by asking and answering in groups. 2. Interview other groups.Two groups interview each other. They should ask and answer the questions according to the chart. They can ask and answer like this:G1: What do you have on Wednesdays?G2: We have maths, art and Chinese on Wednesdays.G1: What do you do on Wednesdays?G2: We draw some pictures on Wednesdays.G1: What do you have on Thursdays?G2: We have English, science and music on Thursdays.G1: What do you do on Thursdays?G2: We play games and sing songs on Thursdays.Then the two groups make an exchange. The best group can get blank schedule cards as awards.Step 5: Sum-upSummarize what we have learned today.作业1. Listen to the recording and recite the dialogue.2. Do the exercises.板书 设计教学反思第2课时课时内容A Let’s learn & Part Let’s play上课时间审核人教材分析What：该课时描述了Wu Binbin和Robin之间的对话。Robin问Wu Binbin在周一有什么课程，Wu Binbin回答有语文、英语、数学和音乐课。Why：通过该课时的学习，学生能够用更多的词汇表达一个星期七天名称的单词，使学生能够在情景中询问他人的课程安排并作答。How：该课时围绕在情景中询问他人的课程安排并作答。教学目标1.听、说、读、写并在语境中正确运用单词“Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, weekend”。2.操练和巩固Let’s learn板块有关一个星期七天名称的单词。3.两人一组合作完成本活动，一人说课程名称，一人猜星期几。教学重难点重点：1. 学生能够听、说、读、写本课四会单词。 2. 学生能够在情景中询问他人的课程安排并作答。难点：学生能够掌握表示一个星期七天名称的单词的拼写。教具准备 PPT课件、课文录音、视频、卡片等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Let’s chant together—Days of the week. (出示课件).T: How many days are there in a week?Ss: There are seven days in a week.3. Lead-in. Step 2: Presentation1. Learn the new words.(1)Show the chart of the class schedule on Monday in “Let’s learn”. (出示课件)T: What classes can you see?Ss: I can see Chinese, English, maths and music.T: What day is it? Ss: It is Monday. T: Yes, it is Monday. Teach the word like this: “monkey (mon+key)” and “day”, “Mon/mʌn/+day/deɪ/=Monday//”. Write down “Monday” on the blackboard. Lead students to practice reading it three times.(2)Show the chart of the class schedule on Tuesday in “Let’s learn”. (出示课件)T: What does Wu Binbin have on this day?Ss: He has maths, science, Chinese and art.T: What day is it? Ss: It is Tuesday. T: Yes, it is Tuesday. (4)Ask students to look at the whole class schedule in “Let’s learn”. Point to “Saturday” and “Sunday”.T: Why are there no classes in these two days?Ss: Because they are Saturday and Sunday. We don’t go to school.T: Excellent! “Saturday and Sunday” is the weekend. We are free at the weekend. Write down “week + end=weekend” on the blackboard. Lead students to practice reading it three times.T: What can we do at the weekend? Ss: ...2. Find the rules.Show all the seven words on the PPT. (出示课件) Ask students to observe them carefully and try to find out their spelling rules. Ask several students to stand up and express their opinions. At last, make a conclusion: The last three letters of these seven words are the same. They are all “day”. And all the first letters of these words are capital letters. Use the red chalk to stress all the first letters and the last three letters. Lead students to read all the words. 3. Role-play.Show the picture of “Let’s learn”. （出示课件） Role-play the dialogue between Robin and Wu Binbin with students. The teacher acts Robin. All the students act Wu Binbin. Use the five days’ class schedule to ask and answer like this:T: What do you have on Mondays?Ss: I have Chinese, English, maths and music.T: What do you have on Tuesdays?Ss: I have maths, science, Chinese and art.T: What do you have on...?Ss: I have...Step 3: Practice1. Play a game: Whack-a-mole. (出示课件) （游戏说明:PPT 显示7个地鼠洞，每当一只地鼠从洞里探出头时，学生快速并大声读出它举起的卡片上对应的星期单词，如果读对了，老师点击鼠标，出现一把锤子将其打回洞里，同时另外一只地鼠出现。依次进行，直到7只地鼠都出现过一次。7只地鼠举起的卡片上的单词分别是一个星期的七天。）2. Finger game.The teacher shows his/her fingers to express the seven days of a week. Students count the number of the fingers and try to speak out the right word as quickly as possible. If the teacher shows only one finger, students should say “Monday”. If the teacher shows two fingers, students should say “Tuesday”.3. Play a game: Let’s drive a train to read!Divide students into seven groups. Name them after the seven days in a week. Take out the word cards of the seven days and distribute them to each group randomly. Each group should remember its name. Then let the seven groups drive a train to read their names according to the right order of a week. Keep driving the train till the teacher says “Here we are!”Step 4: Extension1. The turntable game. （出示课件）（游戏说明:学生两人一组。课件出示一个双层转盘，转盘分为五个部分。内层为五套不同的课程组合，外层为星期一到星期五的五个名称单词。点击鼠标，指针指向哪一格，学生使用句型“—What do you have on...? —I have...”来进行对话练习。）2. Guess what day it is. (出示课件) （游戏说明:课件里先出示一张制作好的课程表，给学生30秒的时间记忆里面的内容，然后清空课程表里的课程名称。每一轮请一名学生上讲台抽取一张纸条，纸条的内容为课程表中某一天的所有课程和时间。让这名学生使用句型“I have...”来描述这一天的课程安排，其他学生回忆是哪一天，并用句型“Is it ...?”来询问自己是否记对了。如果得到的答案是 “Yes.”，那么两位同学都可以得到奖励，本轮记忆挑战结束，如果得到的答案是 “No.”，则换别的学生继续猜，直到猜到正确的答案为止。游戏一共为五轮，最后一轮可以让学生一起猜出正确的日子。）Step 5: Sum-upSummarize the days of a week.作业1. Tell your parents about your class schedule in English.2. Do the exercises.板书 设计教学反思第3课时课时内容Part A Let’s spell上课时间审核人教材分析What:本语篇是一节语音课，Let’s spell分为Read,listen and chant;Listen,repeat and circle以及Listen,write and say三部分。第一部分呈现了含有字母组合ee和ea的发音例词，通过吟唱歌谣强化记忆,第二部分通过听音活动、读词和圈一圈的形式关注音素意识的培养，第三部分则通过看图、读例句和写句子的活动，进一步巩固带有ee和ea字母组合的单词和句子。Why:由ee、ea单词的音、形、义，进一步巩固此类单词的构成。How:在语境中，学习ee和ea在单词中的发音规则，能根据字母组合ee和ea的发音规则读出更多的单词，能通过看图、读例句和写句子。教学目标1.通过听例词发音，观察例词结构特征，学习字母组合ee和ea在单词中的发音规则。2.跟着录音说唱歌谣。3.读出符合ee和ea发音规则的单词。4.根据单词的读音拼写出符合ee和ea发音规则的单词。5.在单线上完成抄写句子的活动，做到书写规范正确。教学重难点重点：学生能够掌握ee和ea的发音规则。难点：学生能够读出符合ee和ea发音规则的单词，并能够根据发音拼写出符合ee和ea发音规则的单词。教具准备 PPT课件、课文录音、视频等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Revision.Lead students to review the pronunciation of the letter “y” in Unit 1 by letting them drive a train to give examples. 3. Enjoy the chant in this lesson. (出示课件)4. Lead-in.Step 2: Presentation1. Learn the letter combination “ea”.(1)Show a picture about a girl who is reading a book on the PPT. (出示课件) T: Look at this lovely girl. I want you to be the girl for a while and answer my question. Are you ready?Ss: Yes!T: Do you like to read?Lead students to say the sentence: I like to read. Then show the sentence beside the picture on the PPT. Mark the word “read” in red. (出示课件)Show another two pictures on the PPT. One is about the girl eating food. The other is about the girl drinking tea. （出示课件） Then ask another two questions: Do you like to eat? Do you like to drink tea? Lead students to say the sentences: I like to eat. I like to drink tea.Show the sentences beside the pictures one by one on the PPT. Mark the words “eat” and “tea” in red. (出示课件)(2)Show the pictures and the words “read” “eat” and “tea” on page 16 on the PPT. (出示课件) Lead students to observe them carefully and try to find out the same letter combination “ea”. Then write it down on the blackboard.Ask students to listen to the recording of these three words and try to conclude the right pronunciation of the letter combination“ea”. Encourage students to say their opinions. Then show the phonetic symbol / i:/ on the PPT. （出示课件）Introduce the pronunciation rule briefly. Lead students to read the phonetic symbol and the three words several times.(3)Show the chant on the PPT. (出示课件) Point to the chant and stress the last sentence.T: Look at this chant. We sang it before. Do you like to repeat?Lead students to answer with the last sentence.T: Great! Now, please repeat this chant after the recording!Let students listen to the recording and read after it. Help them understand the pronunciation of the letter combination “ea”.(4)Ask several students to stand up and read the chant. Check their pronunciation. Give some help when it’s necessary. And correct the wrong pronunciation.2. Learn the letter combination “ee”.(1)Learn the words.①Show a picture of one foot on the PPT. (出示课件) T: What’s this?Lead students to say the word “foot” and show the word beside the picture. Then show a picture of two feet on the PPT. (出示课件) T: What are they?Lead students to say the word “feet”. Show the word beside the picture and mark the letter combination “ee” in red.After that, show pictures of some animals with two or more than two feet on the PPT.(出示课件) T: How many feet? Ss: …Stress the word “feet”. Lead students to read it. ②T: What would you like for dinner? Look at this picture. Show a picture of beef on the PPT. (出示课件) Point to the picture. Lead students to say the sentence: I’d like some beef.Stress the word “beef”. Lead students to read it. Show the word beside the picture and mark the letter combination “ee” in red.③Show a picture that Mr. Green and Mr. Lee meet together. Mr. Lee is saying: Nice to meet you! (出示课件) T: Mr. Green and Mr. Lee meet together. What should Mr. Green say to Mr. Lee?Ss: Nice to meet you, too!Stress the word “meet”. Lead students to read it. Show the word beside the picture and mark the letter combination “ee” in red.(2)Make a conclusion and read.Show the pictures and the words “feet” “beef” and “meet” on Page 16 on the PPT. (出示课件) Lead students to observe them carefully and try to find out the same letter combination “ee”. Then write it down on the blackboard.Ask students to listen to the recording of the three words and try to conclude the right pronunciation of the letter combination “ee”. Encourage students to say their opinions. Then show the phonetic symbol / i:/ on the PPT. (出示课件)Lead students to realize that the letter combination “ee” has the same phonetic symbol as “ea”. Lead students to read the phonetic symbol and the three words several times.Step 3: Practice1. Show all the six words in “Read, listen and chant” on the PPT. (出示课件) Ask students to read them after the recording. Then ask some students to stand up and read these words. Give some help when it’s necessary. And correct the wrong pronunciation.2. Show some words containing the letter combination “ea” or “ee” on the PPT. The words can be “bee, feed, feel, meat, please, sea, wheel, meal, deal”. (出示课件) Let students read them according to the pronunciation rule.3. Show the exercise of “Listen, repeat and circle” on the PPT. (出示课件) Ask students to read all the words before listening. Then play the recording(出示课件). Ask students to listen and circle the word in each group.Check the answers together. Present the listening materials and let students read them. (出示课件) 4. Show the exercise of “Listen, write and say” on the PPT. (出示课件) Let students observe the pictures carefully and get to know the tasks of the listening. Then play the recording. （出示课件） Ask students to listen and fill in the blanks. Check the answers together. Show the listening materials and the answers. (出示课件) Help students understand this part better. Ask students to pay attention to their spellings and correct the mistakes.Let students choose one sentence and write it on the line. Remind students to write the sentence in correct forms. Stress that the first letter must be capitalized. Ask students not to forget the punctuation. Ask several students to stand up and read their sentences. Choose some students’ work to present. Check if the handwriting is in the right form. Correct the mistakes together. Praise the students who do a good job.Step 4: Extension“Story time”1. Show the story Three for tea. (出示课件)Read and enjoy the story with students. Ask students to pay attention to all the words containing the letter combination “ea” or “ee”. Lead students to read the two letter combinations correctly.2. Show the words on the PPT. (课件出示: 单词geese, three, creek, eat, cheese, breeze, sleet, tea) Let students try to read these words by themselves. Then lead them to read these words several times. 3. Let students try to read the story by themselves in groups.4. Ask several groups to act out the story.Step 5: Sum-upSummarize the vowel sound of “ee”.作业1. Read the words in “Let’s spell” to your parents.2. Do the exercises.板书 设计教学反思第4课时课时内容Part B Let’s try & Let’s talk上课时间审核人教材分析What：本课语篇为日常对话，内容围绕周末经常做的事情展开。在公园里，张鹏手中抱着一个足球，萨拉手里捧着一本书。通过交谈得知，张鹏经常周六下午在公园里踢足球，萨拉不经常周六下午在公园里看书。Why：通过描述张鹏喜欢在公园里面踢足球，萨拉喜欢在公园里度过周末，使学生能够珍惜自己的周末，在周末里做着喜欢并且有意义的活动。How：该对话是比较日常的生活对话，涉及学生询问周末经常做的事情以及回答的句型和短语”Do you often read books/play football?” “Yes, I do/ No, I don’t.”教学目标Let’s try·Understand the dialogue with the help of the pictures, grasp the key information and improve their listening abilities.·Perceive the new sentence patterns and complete the activity of listening to the recording to select the right picture.Let’s talk·Understand the main idea of the dialogue with the help of the pictures and the teacher.·Read the dialogue according to the right sense group, pronunciation and intonation, and role-play.·Ask and answer questions about one’s weekend activities by using the sentence patterns “—Do you often read books/…? —Yes, I do./No, I don’t.”·Understand the phrases“read books”and“play football”and pronounce them correctly.教学重难点Be able to master the sentence patterns “—Do you often read books/…? —Yes, I do./No, I don’t.”Be able to ask about weekend activities in real situations and give appropriate answers.教具准备PPT教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Enjoy the song—Days of the week. (出示课件)3. Free talk.T: What do you have on Mondays? Ss: We have…T: What do you have on Fridays? Ss: We have…T: I have no classes on Sunday and Saturday. What about you?…Show some pictures of different activities on the PPT to lead students to talk about their weekend activities. (出示课件) 4. Lead-in.Show a picture about Zhang Peng and Oliver. They are making a phone call in the picture. (出示课件) T: It’s a Saturday morning. Zhang Peng calls Oliver. What are they talking about? Let’s go and see.Step 2: Presentation1. Let’s try.(1)Show the pictures of “Let’s try” on the PPT. (出示课件) Ask students to observe the pictures carefully. Then let them try to describe the two pictures briefly. Lead students to talk about the pictures from two aspects. First, try to introduce the characters in the pictures, then try to describe the activities they do in the pictures. They can describe like these: I can see Oliver in Picture 1. He cleans his room in the picture./ Oliver and another boy are in Picture 2. They play football in this picture. T: From these pictures, can you guess what they are talking about? S1: Maybe they are talking about their weekend.S2: Maybe they are talking about their activities.…T: Does Oliver do both the activities in these two pictures?…T: We have different opinions. Please listen to the recording carefully and try to know what they are talking about and what Oliver does exactly.(2)Play the recording of “Let’s try” for the first time. (出示课件) Let students try to get the key information: play football, sorry, clean my room, on Saturdays, yes. (3)Then play the recording again. (出示课件) Let students try to listen and tick the right picture about Oliver’s weekend. (4)Check the answer. And check the guesses before.T: Now we know that they are talking about their activities on the weekend. Oliver doesn’t do both the activities. He doesn’t play football with Zhang Peng. He often cleans his room on Saturdays.Show the listening material and the answer of “Let’s try”. (出示课件) Lead students to read the dialogue.2. Let’s talk.Show a picture of some children playing in the park. (出示课件) T: It’s Saturday morning now. Some children are playing in the park. Let’s have a look. (1)Learn the new words and phrases.①Show a picture on the PPT: A girl reads a book in the park. (出示课件) T: Where is the girl?Lead students to say the sentence: She is in a park. Write down the word “park” on the blackboard. Lead students to read it three times. Then point to the book in the picture.T: What’s this? Ss: It’s a book.T: What does she do on Saturday morning?Lead students to say the sentence: She reads books on Saturday morning.Write down the phrase “read books” on the blackboard. Lead students to read it three times.T: Do you often read books on the weekend? Yes or no? Pay attention to the word “often”. It means “many times”.Ss: Yes./No.T: Please ask me the two questions.Ss: Do you often read books on the weekend? Yes or no?T: Yes, I do. I often read books on the weekend. We should read more books.②Show a picture on the PPT: A boy plays football in the park. (出示课件) T: What’s this? （Point to the football.）Ss: It’s a ball/football.T: It is a football. What does he do on Saturday morning?Lead students to say the sentence: He plays football on Saturday morning.Write down the phrase “play football” on the blackboard. Lead students to read it three times.T: Do you often play football on the weekend? Yes or no?Ss: Yes./No.T: Please ask me the two questions.Ss: Do you often play football on the weekend? Yes or no?T: No, I don’t. I often read books on the weekend. I should play sports on the weekend.(2)Learn the dialogue.①Show the picture of Zhang Peng and Sarah in “Let’s talk”. (出示课件) T: Now, it is Saturday afternoon. Look! Who are in the park now?Ss: Zhang Peng and Sarah.T: What else can you see? What are in their hands?Ss: I can see a football in Zhang Peng’s hand and a book in Sarah’s hands.T: Excellent! What are they talking about? Are they talking about their classes?Encourage students to guess the answers.②Play the video of “Let’s talk”. (出示课件) Let students watch the video and check their predictions. After students watch the video, ask the questions again. Lead students to provide the right answers: No, they are not talking about their classes. They are talking about their weekends.③Show three questions on the PPT.Play the video of “Let’s talk” again. (出示课件) Let students watch carefully and try to answer these questions. Ask three students to stand up and answer these questions one by one. Show the answers on the PPT. Check the answers together. Answers:(3)Read and act.①Let students read after the recording sentence by sentence and try to imitate the intonation and the pronunciation of the recording. Then let them read freely.②Let students practice the dialogue in pairs.③Ask several pairs to role-play the dialogue. Each pair that does a good job can get two word cards.Step 3: Practice1. Listen and fill in the blanks.Show the dialogue of “Let’s talk” with some blanks on the PPT.Then play the recording. (出示课件) Students try to listen and fill in the blanks to complete the dialogue. They can write the answers in their notebooks. If they can’t write down the answers, the teacher can play the recording one more time. Display several students’ answers. Check and correct the mistakes together. Choose the best work. Give a word card to the student as an award.Show the answers on the PPT. (出示课件) Ask students to check and correct their answers. Then let them read the dialogue together once.2. The turntable game. (出示课件) （游戏说明:转盘上呈现一些不同活动的图片和词组，如:read books, clean the room, play football, cook dinner, drink tea。Step 4: Extension1. Ask and answer.Show the picture of “Ask and answer” and the sentence patterns “—Do you often…on the weekend? —Yes, I do./No, I don’t.” (出示课件) Ask two students to read the dialogue between Sarah and Chen Jie. Then let students work in pairs. Ask students to try to use the phrases and the sentence patterns on the PPT to make new dialogues. Encourage students to think of more phrases to make their own dialogues. Make a model with one student. T: Do you often play basketball on the weekend?S1: Yes, I do./No, I don’t.Step 5: Sum-up1. Show time.Ask several pairs to stand up and show their work. Give each pair four word cards as awards.2. Emotional education. Ask students to try to cherish their time, read more and do more exercise.作业Practice the dialogue.2. Do the exercises.板书 设计教学反思第5课时课时内容Part B Let’s learn &Group work上课时间审核人教材分析What：该课时描述了五位小伙伴在周末经常做的事情。陈洁经常洗衣服，麦克经常看电视，奥利佛经常做作业，艾米经常看书，张鹏经常踢足球。Why：通过该课时的学习，学生能够用更多的词汇表达周末经常做的事情，同时能够明白周末有着周末该做的事情，比如帮忙打扫家务，完成作业，进行体育活动等，使学生能够度过一个充实的周末How：该课时围绕周末常进行的活动展开“Do you often wash your clothes/watch TV/do homework/read books/play football on the weekend?”教学目标Let’s learn·Listen, speak， read and write the phrases“wash my clothes, watch TV, do homework, read books, play football”.·Use the five phrases above to describe weekend activities.Group work·Read and understand the three sentences about the main characters’ weekend activities and describe their own weekend activities.教学重难点·Be able to listen, speak, read and write the phrases “wash my clothes, watch TV, do homework, read books, play football”.·Be able to use the phrases and the sentence patterns to talk about their weekend activities.教具准备PPT教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Play a chain game. Divide students into several groups. Each group has seven people. Let them play a chain game like this: S1: What do you have on Mondays, S2?S2: I have…on Mondays. What do you have on Tuesdays, S3?S3: I have…on Tuesdays. What do you have on Wednesdays, S4?S4: I have…on Wednesdays. What do you have on Thursdays, S5?S5: I have…on Thursdays. What do you have on Fridays, S6?S6: I have…on Fridays. What do you have on Saturdays, S7?S7: I have no classes on Saturdays. What do you have on Sundays， S1?S1: I have no classes on Sundays.3. Act out the dialogue.Show the picture of “Let’s talk” on page 17 on the PPT. (出示课件) Ask two pairs of students to act out the dialogue in the front of the classroom. 4. Lead-in. Show the pictures of the five kids in “Let’s learn” on the PPT. (出示课件)T: Zhang Peng often plays football on the weekend. How about other kids? What do they often do on the weekend?Let students think of more activities. Encourage them to express their opinions. T: Let’s learn some phrases about activities first.Step 2: Presentation(1)Show the picture of Amy and Chen Jie in “Let’s learn” without the dialogue on the PPT. (出示课件) Ask students to guess Chen Jie’s weekend activity. Then play the recording of the dialogue between Amy and Chen Jie. (出示课件) Ask students to catch the key phrase “wash clothes”. Help students speak out the phrase loudly. Show the corresponding picture of this phrase in this section. (出示课件) Help students understand it better.Write down the phrase “wash clothes” on the blackboard. Lead students to read it three times and do the corresponding action at the same time. In the process of teaching this phrase, use the natural spelling method to teach the sounds of “wash” and “clothes”. The teacher reads the word “wash”. Students try to pronounce each phoneme like this: w/w/-a/ɒ/-sh/ʃ/.Lead students to review the words learned before to sum up the sound of the letter combination “sh”. The teacher reads the word “clothes”. Lead students to pronounce each phoneme like this: cl/kl/-o/əʊ/-th/ð/-es/z/.(2)Show the picture of Amy and Chen Jie in “Let’s learn” with the dialogue. (出示课件) Ask two students to read the dialogue. Then write down the sentence “Do you often wash your clothes on the weekend?” on the blackboard and ask some students to answer this question according to their real situations. Write down the two answers on the blackboard: Yes, I do. / No, I don’t.Lead students to read the sentences on the blackboard once. Tell students to do more housework at home to help their parents.(3)Take out a real TV remote control. Pretend to change channels and say, “Many people often watch TV on the weekend.” Teach the phrase “watch TV”. Show the corresponding picture of this phrase in this section. (出示课件) Help students understand it better.Write down the phrase “watch TV” on the blackboard. Lead students to read it three times. Stress that the letter “t” in the word “watch” doesn’t pronounce. Then students pass the TV remote control one by one and speak out the phrase “watch TV” at the same time.The teacher asks, “Do you often watch TV on the weekend?” Students answer it according to their real situations. Remind students that they should not often watch TV. They can do lots of other things.(4)Show the corresponding pictures of “do homework” and “read books”. (出示课件) And say “We can do homework and read books on the weekend, too.” Write down the phrases “do homework (home + work=homework)” and “read books” on the blackboard. Lead students to read them three times and do the corresponding actions at the same time.Ask students to ask and answer by using these two phrases and the sentence patterns in pairs. Invite two pairs to show their dialogues.(5)Play a short video about a football game. (出示课件) Ask students to say the name of this physical activity. Lead students to speak out the phrase “play football”. Show the corresponding picture of this phrase in this section on the PPT. (出示课件) Help students understand it better.Write down the phrase “play football” on the blackboard. Lead students to read it three times and do the corresponding action at the same time.The teacher asks, “Do you often play football on the weekend?” Students answer it according to their real situations. Remind students that they can also do some physical activities on the weekend.2. Read and act.(1)Show all the five pictures of the new phrases in “Let’s learn” on the PPT. (出示课件) Play the recording. (出示课件) Let students read after the recording.(2)Act out. Ask students to close their books. Each time the teacher reads a phrase, students do the corresponding action. Then ask one student to do actions, and the others try to guess the corresponding phrases.Step 3: Practice1. Play a game: Minesweeper. (出示课件).（游戏说明:课件呈现一些方格，方格里面包含一些地雷和本课5个新词组。学生选方格，遇到本课所学的新词组则进行认读，认读对了加分，遇到地雷则扣分。小组轮流进行趣味认读活动。）2. Play a game: Whispers.（游戏说明:教师用耳语告诉每竖排第一个学生一个本课的重点词组，这名学生再用耳语把听到的词组传给下一名学生，一个传一个，一直传到此竖排的最后一名学生。最后这名学生再把听到的词组用动作表现出来。老师和此排其他的学生一起确认动作是否正确，如果正确就让全班齐声读出该词组。）3. Play a game: The turntable game.（游戏说明:学生两人一组。课件出示一个单层转盘，转盘分为五个部分,每个部分包含一个本课的新词组。老师点击鼠标，指针指向哪一格，同组学生使用句型“—Do you often…on the weekend? —Yes, I do./No, I don’t.”来相互问答。）Step 4: Extension“Group work”1. Read and answer.Show the pictures of Wu Binbin, Chen Jie and Oliver on the PPT. (出示课件) Ask a question “What do they often do on the weekend?” Let students read “Group work” and find out the answers. Show the corresponding answers below the pictures of the three characters. (出示课件) 2. Practice the dialogues. Stress the sentence patterns “—What do you often do on the weekend? —I often … on the weekend.” Let students work in pairs. One student asks the question “What do you often do on the weekend?” The other student chooses a role and answers the question with the corresponding sentence. Ask several pairs to stand up and show their dialogues.Step 5: Sum-up1. Work in groups to drive a train.Divide students into several groups. The first student in the group asks, “What do you often do on the weekend?” The second student answers according to his/her real situations. Then he/she asks the next one the same question. Play the game until all the students in the group say the sentences. They can ask and answer like this: S1: What do you often do on the weekend, S2?S2: I often read books and watch TV. What do you often do on the weekend, S3?S3: I often play football and clean my room. What do you often do on the weekend, S4?S4: ……Ask several groups to stand up and show their dialogues. Choose the best group. Each student in this group can get two stickers as awards.2. Emotional education.Let students try to arrange their weekend reasonably.作业1. Copy the key phrases in this lesson.2. Do the exercises.板书 设计教学反思第6课时课时内容Part C Read and write上课时间审核人教材分析What：该课时为罗宾和吴斌斌的日常对话。吴斌斌不经常进行体育锻炼，并且不喜欢运动。他通常在周末周末看电视，有时候读读书。罗宾建议吴斌斌每天进行体育锻炼，并为此制作了一个计划表。Why：通过该课时的学习，学生能够明白体育锻炼的重要性，并且每天都能够进行体育锻炼。How：该课时围绕“play sports”进行展开,罗宾和吴斌斌的对话贯穿全文，构成有意义的文本，同时罗宾对吴斌斌的建议使全文进行了升华，在此基础上对前面的知识进行了总结和建议。教学目标Read and write·Understand the dialogue with the help of the pictures, and complete the activity of judging whether the information is right or wrong.·Imitate the dialogue and complete the new dialogue according to the information provided.Let’s check·Observe the pictures and read the questions before listening to get familiar with the tasks of listening, pay attention to the key words while listening, and form good listening habits.·Read and understand the three questions in“ Read and circle ”and answer the questions according to actual situations.Let’s wrap it up·Understand that the formation of some words conforms to certain rules. Find and summarize the rules and use the rules to remember words.Story time·Understand the story with the help of the pictures, review and consolidate the words and the sentence patterns related to the seven days in a week, and increase the input of language.教学重难点·Be able to understand the dialogue of “Read and write” and complete the exercises.·Be able to understand the recording of “Let’s check” and complete the numbering task.·Be able to finish the exercise of“Let’s wrap it up”and have a preliminary understanding of simple word formation.·Be able to give helpful advice to others about their daily activities.教具准备PPT教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Play a game: I do and you say.The teacher does some actions. Students try to say the corresponding phrases, such as play football, read books, watch TV, do homework, wash my clothes and so on.3. Play a game: The turntable game.Show a turntable on the PPT. It has the names of seven days in a week on it. Before the teacher rotates the turntable, students guess what day it will be. Then the teacher clicks the mouse to let the turntable rotate. (出示课件，注意星期五被最后转出来) When the turntable stops rotating, the teacher asks and students answer according to the day which the pointer points to like this: T: What day is it? Ss: It is Tuesday.T: What do you have on Tuesdays? /Do you play football on Tuesdays?Ss: I have…on Tuesdays./Yes, I do./No, I don’t.In this way, help students review the seven words about the seven days in a week and the key sentence patterns in this unit. When the pointer points to the word “Friday”, the teacher asks， “What do you have on Fridays?” Students answer the question. Then the teacher keeps asking: What about Wu Binbin? What does he have on Fridays?Step 2: Presentation“Read and write”1. Predict the main idea of the dialogue.Show the two pictures above the dialogue in “Read and write” on the PPT. (出示课件) Let students observe the pictures and guess: How does Wu Binbin look? What does Wu Binbin have on Fridays? Encourage them to express their opinions.2. Fast reading.Play the recording of “Read and write”. (出示课件) Ask students to listen and check their answers. Lead students to say the sentences: Wu Binbin has PE on Fridays. He looks tired.T: I like PE. Look at me. I can run very fast. I can jump. I can play football. Do the actions of running, jumping and playing football. Then act like feeling very tired and say, “Oh, I like playing sports. I like running, jumping and playing football. We can play sports in PE class. But now I’m tired.” Help students understand the meanings of “play sports” and “tired”. The teacher asks, “Does Wu Binbin like sports?” Ask students to read the dialogue quickly and answer the question. Then the teacher asks, “Do you like sports?” Students may answer, “Yes, I do.” or “No, I don’t.”T: I’m glad that most of you like sports./I’m sorry that most of you don’t like sports. Playing sports can make us strong. You should play sports every day. Explain the meanings of “should” and “every day” simply.3. Careful reading.(1)Ask students to read the dialogue carefully for the second time and try to answer the question: What does Wu Binbin do on the weekend? (课件出示:此问句) Ask students to underline the related sentences in their books. Check several students’ work. Then show the correct answer on the PPT. (出示课件) Lead students to read the question and the answer once.(2)Show the chart below on the PPT. Ask students to count the number of “watch TV” and “read books” in the chart.T: How many “watch TV”? Ss: Five. T: How many “read books”? Ss: Two.Use the mathematical formula “five>two” to help students understand “often>sometimes”. Then ask students to talk about their weekend activities by answering the following questions: What do you often do? What do you sometimes do?(3)Tick or cross.Show the task of “Tick or cross” on the PPT. (出示课件) Ask students to read the dialogue again and try to complete the task “Tick or cross”.Check the answers together. Lead students to find out the mistakes in the wrong sentences and correct them. (出示课件) Ask students to say something about Wu Binbin’s activities in his daily life freely and try to give some advice to him. The teacher can make a model like this: I don’t often watch TV on the weekend. I sometimes watch TV. I often read books and play sports. I think he should read more books. Ask several students to stand up and express their opinions. T: You have different opinions. And some of you give good advice to Wu Binbin. Robin gives advice to Wu Binbin, too. Let’s go and have a look.(4)Read the schedule.①Show the “new schedule” on the PPT. (出示课件) Ask students to read Robin’s words together and observe the new schedule carefully. The teacher asks and students answer like this: —What does Wu Binbin do on Mondays/Tuesdays/…? —He…on Mondays/Tuesdays/…②Let students observe the new schedule, complete the dialogue between Wu Binbin and Sarah and write the answers in their books. Ask several pairs of students to stand up and read out the dialogue according to their answers. The others should listen carefully and try to find out the mistakes. Show the answers. (出示课件) Ask students to check their answers. Pay attention to their spellings and correct the mistakes.4. Role-play.(1)Ask students to read the dialogue between Wu Binbin and Robin in pairs.(2)Ask some pairs to stand up and role-play the dialogue.(3)Choose the best pair. Give each of them a blank class schedule as awards.Step 3: Practice1. Let’s check.(1)Show the content of “Listen and number” on the PPT. (出示课件) Ask students to observe the charts and try to describe them like these:S1: I have English on Mondays, Wednesdays and Fridays. S2: I have art on Mondays and Thursdays. S3: I have maths on Wednesdays. S4: I often play football on the weekend.(2)Play the recording. (出示课件) Students listen carefully and number the pictures. Ask students to stand up and say their answers. (3)Play the recording again. (出示课件) Check the answers.(4)Show the listening material and the answers on the PPT. (出示课件) Students try to read.(5)The teacher asks and students answer by using the sentence patterns “—Do you often … on the weekend? —Yes, I do./No, I don’t.” Then Let students work in pairs and ask and answer with each other.Show the three questions in “Read and circle” on the PPT.（出示课件）Ask students to read these sentences and circle “Yes.” or “No.” according to their real situations. 2. Let’s wrap it up.(1)Show the structures “Mon + day=Monday; bed + room= bedroom” on the PPT. (出示课件) Ask students to observe them carefully. Then show the seven words of a week on the PPT. (出示课件) Write them down on the blackboard. Colour the “day” red.Lead students to realize the formation rule of these words. These words are syntheses of two words. “Monday” is a compound word composed of “Mon” and “day”. “Bedroom” is a compound word composed of “bed” and “room”. (2)Take out some word cards, such as bath, bed, room, class. Let students make the right combinations, such as bathroom, bedroom, classroom.(3)Let students complete the task in “Let’s wrap it up”. Show the answers on the PPT. Check the answers together. (出示课件) (4)Present more words on the PPT, such as note, black, police, board, book, foot, man, ball and so on. Let students make the right combinations, such as notebook, blackboard, policeman, football. （出示课件）Step 4: Consolidation & Extension。“Story time”1. Ask questions.Show the pictures of “Story time” on the PPT. (出示课件) Ask three questions: ①What does Zoom need to do? ②What does Zoom need? ③Why do Zoom and Zip need these things?2. Observe and discuss the questions.3. Predict the main idea.Play the cartoon. (出示课件) Let students watch the cartoon and predict the main idea of the story.4. Learn Picture 1.Play the recording. First, play the recording of the first picture. (出示课件) Students listen and read the dialogue. Lead students to understand the meanings of the words and the phrases “new school year” “need” “do some shopping” “help” with the help of pictures.5. Learn Pictures 2~5.Show an unfinished mind map on the PPT.Play the recording of pictures 2~5. (出示课件) Ask students to listen and circle each day’s class and the things Zoom wants to buy. Then ask students to finish the mind map. Check the answers together.6. Ask and answer.After listening, the teacher asks and students answer by using the sentence patterns: —What do they have on Mondays /Tuesdays /… / Fridays? —They have…on Mondays/Tuesdays/…/Fridays.7. Learn Picture 6.The teacher asks: Can they buy all the things they need? Ask students to observe the last picture and read the dialogue in it. Lead students to understand the meaning of the sentences “We don’t have enough money.” and “I’ll put back the football.” Find out the answer: No, they can’t.8. Read and role-play.Let students read the story after the recording. Then ask students to role-play the story. 作业1. Review the key words, phrases and sentence patterns in this unit.2. Do the exercises. 板书 设计教学反思
人教PEP版五年级上册英语Unit 2 My week单元整体教学设计 主备人辅备人上课时间课时6审核人单元主题Days of the week（树立有序学习，健康生活的意识）单元子主题及课时安排第一课时:Part A Let’s try & Let’s talk第二课时: Part A Let’s learn & Let’s play第三课时:Part A Let’s spell第四课时:Part B Let’s try & Let’s talk第五课时: Part B Let’s learn & Group work第六课时: Part B Read and write & Let’s check & Let’s wrap it up & Part C Story time学情分析（知识基础、认知特点、生活经验）刚上五年级的学生，形象直观思维仍占主导地位，因此，教学仍应具有直观性与趣味性。同时，学生的抽象逻辑思维在此阶段有很大的发展潜能，设计教学时也应该适当地增加一些富有挑战性的任务。另外，学生在三、四年级的英语学习中已经积累了一定的词汇量，并主要从听、说、读等方面学习了一些句型，从五年级开始应该逐步培养学生写的技能。本单元的教学内容涉及学科科目和日常活动等方面，与学生的日常生活联系紧密，学生会感到有话可写，有话可说。单元教材分析以课标为支撑，分析了本单元的教学内容，确定了单元学习的主线：本单元属于“人与自我”主题语境下的“生活与学习”主题群。原单元话题为“My week”，修改后的单元主题为“Days of the week”。功能意念包括交往与态度，而育人价值为：能体会学校时光的充实与快乐，努力学习，尊重老师，建立友谊，积极参加学校活动等。能合理安排自己的周末生活，培养兴趣爱好，做体育运动交朋友，做到劳逸结合，并且可以判断他人周末活动安排是否合理并提出建议。最终落脚于合理安排一周活动，培养良好的生活习惯，健康生活单元总目标l.掌握A、B部分“Let's learn'”,“Let's talk”中的单词和句子。2.能听、读、说、写关于星期和日常活动的相关问题并能正确回答。3.锻炼学生听、说、读、写单词的能力，初步培养学生快速记词、写词的技能。4.学会与同学谈论星期和课程。5.能听、说、读、写本单元的“四会”单词。6.能听懂、会唱歌曲“Days of the week”。7.操练和掌握长元音/：/的发音。8.能读懂“Story time”部分的趣味故事。9.培养学生热爱学习、珍惜时间的良好品质。10.教育学生要根据课程表合理安排日常活动。11.引导学生积极利用所学的英语知识谈论日常活动的安排情况。第1课时课时内容Part A Let’s try & Let’s talk上课时间审核人教材分析What:本课语篇为日常对话，内容围绕John和Grandfather的对话展开。Grandfather询问John的周四课程安排，并且谈论了他的音乐老师，最后，John也询问John了Grandfather周四的活动安排。Why:作者通过描述John和Grandfather谈论学校课程安排的情景，使学生思考珍惜时间的重要性，引导学生学会合理安排时间。How:该对话是比较典型的学生日常对话设计介绍John一天的课程和Grandfather的活动安排。1.借助图片及核心词的提示听懂简短对话，抓住关键信息，提高听的能力。2.对新句型在听觉上有所感知，并完成听录音选词填空回答问题的练习。3.在图片和教师的帮助下理解对话大意。4.按照正确的意群及语音、语调朗读对话并进行角色扮演。5.在情景中运用句型“What do you have/do on...?”询问某人某天的课程或者活动安排并作答。6.在语境中理解新单词“cooking”的意思，并正确发音。教学重难点重点：1. 学生能够理解Let’s talk板块的对话大意。2. 学生能够运用本课时的重点句型“What do you have/do on...?”询问某人某天的课程安排或活动安排并作答。难点：学生能够正确运用重点句型与同学讨论某一天的课程以及所做的事。教具准备 PPT课件、课文录音、视频、自制教具等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. A guessing game.Show some pictures about different subjects to lead students to guess the right subjects according to the pictures.(课件依次出示:字母图—算式图—中文古诗词图—五线谱图—体育器材图—画笔和画板图—电脑图)T: Look at the picture on the PPT. Please tell me what subject it is.Talk about other pictures in the same way.3. Free talk.Step 2: Presentation1. Let’s try.(1)Observe and guess.T: John and his grandpa are talking about John’s class schedule on Wednesdays, too. Let’s go and have a look.Show the picture of “Let’s try” on the PPT. (出示课件) Ask students to observe the picture carefully. Lead students to read the four words about subjects in this part. Lead students to read John’s grandpa’s question. Then ask them to guess what John says to his grandpa. Lead students to express their opinions by using the sentence pattern and the words in this part. They can say like this: I have art/Chinese/English/PE on Wednesdays. (2)Listen and fill in the blank.T: Is your guess correct? Now listen to the recording carefully and try to fill in the blank in your book. Please pay attention to the four words about subjects.Play the recording of “Let’s try”. (出示课件) Students try to complete the task. Play the recording of “Let’s try” again. Check the answer together. Show the listening material and the answer on the PPT. （出示课件） Help students understand this part better. Ask students to pay attention to the spellings and correct the mistakes.2. Let’s talk.(1)Predict the main idea of “Let’s talk”.T: Now we know John has art on Wednesdays. Boys and girls, what does John have on Thursdays? Please guess! Ss: Maybe he has...(2)Show the picture of John and his grandfather in “Let’s talk” on the PPT. (出示课件) T: Look! Who are they? Where are they? What are they talking about? Guess! Ss: They are John and his grandfather. They are at home. Maybe they are talking about...Let students talk about the questions freely.(3)Learn the new words and phrase.①T: Are they talking about John’s Wednesdays? Let’s listen to the recording to check your answers.Play the recording of “Let’s talk”. (出示课件) Ask students to listen and get the main idea of the dialogue.T: So are they talking about John’s Wednesdays? Ss: No, they are talking about their Thursdays.Show the calendar of a whole month again. (出示课件) Circle and teach the word “Thursday” like this: Thurs + day=Thursday. Write down the word “Thursday” on the blackboard. Demonstrate the pronunciation: Thurs//-day/deɪ/-Thursday. Lead students to read like this three times. Ask one student to circle all the “Thursday” on the calendar to help students better understand this word.②Act like cooking dishes. T: Look! I’m cooking dinner in the kitchen. Can you cook?Ss: Yes. /No. Show a picture of a cooking school and its recruitment advertisement on the PPT. (出示课件) T: Don’t worry if you can’t cook. There is a good place. Look! This is a cooking school. If you want to learn cooking, you can go to this school and have cooking classes, just like John’s grandparents.Show the picture of “cooking class” on the PPT. (出示课件) Write down the word “cooking” and the phrase “cooking class” on the blackboard. Lead students to read them three times. 。(4)Show four questions on the PPT.④Let students watch the video of “Let’s talk”. (出示课件) Ask students to listen carefully and underline the answers to the questions.Ask four students to answer the four questions. Show the answers on the PPT. Show the pictures about maths, English and music class to help students better understand the first three questions and their answers. (出示课件) Show the picture about John’s grandparents in this part to help students better understand the fourth question and its answer. (出示课件) Check the answers together and lead students to read through the sentences. Let students work in pairs and read the questions and answers in pairs.Step 3: Practice1. Practice the dialogue.(1)Show the dialogue with some blanks in “Let’s talk”. (出示课件) Then play the recording. (出示课件) Ask students to fill in the blanks without their books.Check the answers together. Show the answers on the PPT to let students correct their mistakes by reading the dialogue in their books. （出示课件）(2)Play the recording of “Let’s talk” again. （出示课件）Lead students to read after it and imitate the intonation and the pronunciation of the recording. Then ask students to read together and read freely.(3)Ask students to read the dialogue in pairs. Several minutes later, take out the headwear of John and John’s grandpa and ask some students to act out the dialogue.(4)Choose the best performers. Then give awards. 2. Look and say.Show a calendar on the PPT. In the calendar, certain days are circled, such as every Wednesday or every Thursday. And there are two pictures of different subjects. （出示课件） Divide students into two groups. For the first picture, let boys ask the question according to the days circled in the calendar. They can ask like this: What do you have on...? Let girls answer the question according to the picture about subjects. For the second picture, let boys and girls exchange.Step 4: Extension“Design your own schedule”1. Fill in the chart.Show the chart below on the PPT. Divide students into six groups. Ask them to design their own schedule about courses and activities on Wednesdays and Thursdays. Let them discuss by asking and answering in groups. 2. Interview other groups.Two groups interview each other. They should ask and answer the questions according to the chart. They can ask and answer like this:G1: What do you have on Wednesdays?G2: We have maths, art and Chinese on Wednesdays.G1: What do you do on Wednesdays?G2: We draw some pictures on Wednesdays.G1: What do you have on Thursdays?G2: We have English, science and music on Thursdays.G1: What do you do on Thursdays?G2: We play games and sing songs on Thursdays.Then the two groups make an exchange. The best group can get blank schedule cards as awards.Step 5: Sum-upSummarize what we have learned today.作业1. Listen to the recording and recite the dialogue.2. Do the exercises.板书 设计教学反思第2课时课时内容A Let’s learn & Part Let’s play上课时间审核人教材分析What：该课时描述了Wu Binbin和Robin之间的对话。Robin问Wu Binbin在周一有什么课程，Wu Binbin回答有语文、英语、数学和音乐课。Why：通过该课时的学习，学生能够用更多的词汇表达一个星期七天名称的单词，使学生能够在情景中询问他人的课程安排并作答。How：该课时围绕在情景中询问他人的课程安排并作答。教学目标1.听、说、读、写并在语境中正确运用单词“Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, weekend”。2.操练和巩固Let’s learn板块有关一个星期七天名称的单词。3.两人一组合作完成本活动，一人说课程名称，一人猜星期几。教学重难点重点：1. 学生能够听、说、读、写本课四会单词。 2. 学生能够在情景中询问他人的课程安排并作答。难点：学生能够掌握表示一个星期七天名称的单词的拼写。教具准备 PPT课件、课文录音、视频、卡片等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Let’s chant together—Days of the week. (出示课件).T: How many days are there in a week?Ss: There are seven days in a week.3. Lead-in. Step 2: Presentation1. Learn the new words.(1)Show the chart of the class schedule on Monday in “Let’s learn”. (出示课件)T: What classes can you see?Ss: I can see Chinese, English, maths and music.T: What day is it? Ss: It is Monday. T: Yes, it is Monday. Teach the word like this: “monkey (mon+key)” and “day”, “Mon/mʌn/+day/deɪ/=Monday//”. Write down “Monday” on the blackboard. Lead students to practice reading it three times.(2)Show the chart of the class schedule on Tuesday in “Let’s learn”. (出示课件)T: What does Wu Binbin have on this day?Ss: He has maths, science, Chinese and art.T: What day is it? Ss: It is Tuesday. T: Yes, it is Tuesday. (4)Ask students to look at the whole class schedule in “Let’s learn”. Point to “Saturday” and “Sunday”.T: Why are there no classes in these two days?Ss: Because they are Saturday and Sunday. We don’t go to school.T: Excellent! “Saturday and Sunday” is the weekend. We are free at the weekend. Write down “week + end=weekend” on the blackboard. Lead students to practice reading it three times.T: What can we do at the weekend? Ss: ...2. Find the rules.Show all the seven words on the PPT. (出示课件) Ask students to observe them carefully and try to find out their spelling rules. Ask several students to stand up and express their opinions. At last, make a conclusion: The last three letters of these seven words are the same. They are all “day”. And all the first letters of these words are capital letters. Use the red chalk to stress all the first letters and the last three letters. Lead students to read all the words. 3. Role-play.Show the picture of “Let’s learn”. （出示课件） Role-play the dialogue between Robin and Wu Binbin with students. The teacher acts Robin. All the students act Wu Binbin. Use the five days’ class schedule to ask and answer like this:T: What do you have on Mondays?Ss: I have Chinese, English, maths and music.T: What do you have on Tuesdays?Ss: I have maths, science, Chinese and art.T: What do you have on...?Ss: I have...Step 3: Practice1. Play a game: Whack-a-mole. (出示课件) （游戏说明:PPT 显示7个地鼠洞，每当一只地鼠从洞里探出头时，学生快速并大声读出它举起的卡片上对应的星期单词，如果读对了，老师点击鼠标，出现一把锤子将其打回洞里，同时另外一只地鼠出现。依次进行，直到7只地鼠都出现过一次。7只地鼠举起的卡片上的单词分别是一个星期的七天。）2. Finger game.The teacher shows his/her fingers to express the seven days of a week. Students count the number of the fingers and try to speak out the right word as quickly as possible. If the teacher shows only one finger, students should say “Monday”. If the teacher shows two fingers, students should say “Tuesday”.3. Play a game: Let’s drive a train to read!Divide students into seven groups. Name them after the seven days in a week. Take out the word cards of the seven days and distribute them to each group randomly. Each group should remember its name. Then let the seven groups drive a train to read their names according to the right order of a week. Keep driving the train till the teacher says “Here we are!”Step 4: Extension1. The turntable game. （出示课件）（游戏说明:学生两人一组。课件出示一个双层转盘，转盘分为五个部分。内层为五套不同的课程组合，外层为星期一到星期五的五个名称单词。点击鼠标，指针指向哪一格，学生使用句型“—What do you have on...? —I have...”来进行对话练习。）2. Guess what day it is. (出示课件) （游戏说明:课件里先出示一张制作好的课程表，给学生30秒的时间记忆里面的内容，然后清空课程表里的课程名称。每一轮请一名学生上讲台抽取一张纸条，纸条的内容为课程表中某一天的所有课程和时间。让这名学生使用句型“I have...”来描述这一天的课程安排，其他学生回忆是哪一天，并用句型“Is it ...?”来询问自己是否记对了。如果得到的答案是 “Yes.”，那么两位同学都可以得到奖励，本轮记忆挑战结束，如果得到的答案是 “No.”，则换别的学生继续猜，直到猜到正确的答案为止。游戏一共为五轮，最后一轮可以让学生一起猜出正确的日子。）Step 5: Sum-upSummarize the days of a week.作业1. Tell your parents about your class schedule in English.2. Do the exercises.板书 设计教学反思第3课时课时内容Part A Let’s spell上课时间审核人教材分析What:本语篇是一节语音课，Let’s spell分为Read,listen and chant;Listen,repeat and circle以及Listen,write and say三部分。第一部分呈现了含有字母组合ee和ea的发音例词，通过吟唱歌谣强化记忆,第二部分通过听音活动、读词和圈一圈的形式关注音素意识的培养，第三部分则通过看图、读例句和写句子的活动，进一步巩固带有ee和ea字母组合的单词和句子。Why:由ee、ea单词的音、形、义，进一步巩固此类单词的构成。How:在语境中，学习ee和ea在单词中的发音规则，能根据字母组合ee和ea的发音规则读出更多的单词，能通过看图、读例句和写句子。教学目标1.通过听例词发音，观察例词结构特征，学习字母组合ee和ea在单词中的发音规则。2.跟着录音说唱歌谣。3.读出符合ee和ea发音规则的单词。4.根据单词的读音拼写出符合ee和ea发音规则的单词。5.在单线上完成抄写句子的活动，做到书写规范正确。教学重难点重点：学生能够掌握ee和ea的发音规则。难点：学生能够读出符合ee和ea发音规则的单词，并能够根据发音拼写出符合ee和ea发音规则的单词。教具准备 PPT课件、课文录音、视频等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Revision.Lead students to review the pronunciation of the letter “y” in Unit 1 by letting them drive a train to give examples. 3. Enjoy the chant in this lesson. (出示课件)4. Lead-in.Step 2: Presentation1. Learn the letter combination “ea”.(1)Show a picture about a girl who is reading a book on the PPT. (出示课件) T: Look at this lovely girl. I want you to be the girl for a while and answer my question. Are you ready?Ss: Yes!T: Do you like to read?Lead students to say the sentence: I like to read. Then show the sentence beside the picture on the PPT. Mark the word “read” in red. (出示课件)Show another two pictures on the PPT. One is about the girl eating food. The other is about the girl drinking tea. （出示课件） Then ask another two questions: Do you like to eat? Do you like to drink tea? Lead students to say the sentences: I like to eat. I like to drink tea.Show the sentences beside the pictures one by one on the PPT. Mark the words “eat” and “tea” in red. (出示课件)(2)Show the pictures and the words “read” “eat” and “tea” on page 16 on the PPT. (出示课件) Lead students to observe them carefully and try to find out the same letter combination “ea”. Then write it down on the blackboard.Ask students to listen to the recording of these three words and try to conclude the right pronunciation of the letter combination“ea”. Encourage students to say their opinions. Then show the phonetic symbol / i:/ on the PPT. （出示课件）Introduce the pronunciation rule briefly. Lead students to read the phonetic symbol and the three words several times.(3)Show the chant on the PPT. (出示课件) Point to the chant and stress the last sentence.T: Look at this chant. We sang it before. Do you like to repeat?Lead students to answer with the last sentence.T: Great! Now, please repeat this chant after the recording!Let students listen to the recording and read after it. Help them understand the pronunciation of the letter combination “ea”.(4)Ask several students to stand up and read the chant. Check their pronunciation. Give some help when it’s necessary. And correct the wrong pronunciation.2. Learn the letter combination “ee”.(1)Learn the words.①Show a picture of one foot on the PPT. (出示课件) T: What’s this?Lead students to say the word “foot” and show the word beside the picture. Then show a picture of two feet on the PPT. (出示课件) T: What are they?Lead students to say the word “feet”. Show the word beside the picture and mark the letter combination “ee” in red.After that, show pictures of some animals with two or more than two feet on the PPT.(出示课件) T: How many feet? Ss: …Stress the word “feet”. Lead students to read it. ②T: What would you like for dinner? Look at this picture. Show a picture of beef on the PPT. (出示课件) Point to the picture. Lead students to say the sentence: I’d like some beef.Stress the word “beef”. Lead students to read it. Show the word beside the picture and mark the letter combination “ee” in red.③Show a picture that Mr. Green and Mr. Lee meet together. Mr. Lee is saying: Nice to meet you! (出示课件) T: Mr. Green and Mr. Lee meet together. What should Mr. Green say to Mr. Lee?Ss: Nice to meet you, too!Stress the word “meet”. Lead students to read it. Show the word beside the picture and mark the letter combination “ee” in red.(2)Make a conclusion and read.Show the pictures and the words “feet” “beef” and “meet” on Page 16 on the PPT. (出示课件) Lead students to observe them carefully and try to find out the same letter combination “ee”. Then write it down on the blackboard.Ask students to listen to the recording of the three words and try to conclude the right pronunciation of the letter combination “ee”. Encourage students to say their opinions. Then show the phonetic symbol / i:/ on the PPT. (出示课件)Lead students to realize that the letter combination “ee” has the same phonetic symbol as “ea”. Lead students to read the phonetic symbol and the three words several times.Step 3: Practice1. Show all the six words in “Read, listen and chant” on the PPT. (出示课件) Ask students to read them after the recording. Then ask some students to stand up and read these words. Give some help when it’s necessary. And correct the wrong pronunciation.2. Show some words containing the letter combination “ea” or “ee” on the PPT. The words can be “bee, feed, feel, meat, please, sea, wheel, meal, deal”. (出示课件) Let students read them according to the pronunciation rule.3. Show the exercise of “Listen, repeat and circle” on the PPT. (出示课件) Ask students to read all the words before listening. Then play the recording(出示课件). Ask students to listen and circle the word in each group.Check the answers together. Present the listening materials and let students read them. (出示课件) 4. Show the exercise of “Listen, write and say” on the PPT. (出示课件) Let students observe the pictures carefully and get to know the tasks of the listening. Then play the recording. （出示课件） Ask students to listen and fill in the blanks. Check the answers together. Show the listening materials and the answers. (出示课件) Help students understand this part better. Ask students to pay attention to their spellings and correct the mistakes.Let students choose one sentence and write it on the line. Remind students to write the sentence in correct forms. Stress that the first letter must be capitalized. Ask students not to forget the punctuation. Ask several students to stand up and read their sentences. Choose some students’ work to present. Check if the handwriting is in the right form. Correct the mistakes together. Praise the students who do a good job.Step 4: Extension“Story time”1. Show the story Three for tea. (出示课件)Read and enjoy the story with students. Ask students to pay attention to all the words containing the letter combination “ea” or “ee”. Lead students to read the two letter combinations correctly.2. Show the words on the PPT. (课件出示: 单词geese, three, creek, eat, cheese, breeze, sleet, tea) Let students try to read these words by themselves. Then lead them to read these words several times. 3. Let students try to read the story by themselves in groups.4. Ask several groups to act out the story.Step 5: Sum-upSummarize the vowel sound of “ee”.作业1. Read the words in “Let’s spell” to your parents.2. Do the exercises.板书 设计教学反思第4课时课时内容Part B Let’s try & Let’s talk上课时间审核人教材分析What：本课语篇为日常对话，内容围绕周末经常做的事情展开。在公园里，张鹏手中抱着一个足球，萨拉手里捧着一本书。通过交谈得知，张鹏经常周六下午在公园里踢足球，萨拉不经常周六下午在公园里看书。Why：通过描述张鹏喜欢在公园里面踢足球，萨拉喜欢在公园里度过周末，使学生能够珍惜自己的周末，在周末里做着喜欢并且有意义的活动。How：该对话是比较日常的生活对话，涉及学生询问周末经常做的事情以及回答的句型和短语”Do you often read books/play football?” “Yes, I do/ No, I don’t.”教学目标Let’s try·Understand the dialogue with the help of the pictures, grasp the key information and improve their listening abilities.·Perceive the new sentence patterns and complete the activity of listening to the recording to select the right picture.Let’s talk·Understand the main idea of the dialogue with the help of the pictures and the teacher.·Read the dialogue according to the right sense group, pronunciation and intonation, and role-play.·Ask and answer questions about one’s weekend activities by using the sentence patterns “—Do you often read books/…? —Yes, I do./No, I don’t.”·Understand the phrases“read books”and“play football”and pronounce them correctly.教学重难点Be able to master the sentence patterns “—Do you often read books/…? —Yes, I do./No, I don’t.”Be able to ask about weekend activities in real situations and give appropriate answers.教具准备PPT教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Enjoy the song—Days of the week. (出示课件)3. Free talk.T: What do you have on Mondays? Ss: We have…T: What do you have on Fridays? Ss: We have…T: I have no classes on Sunday and Saturday. What about you?…Show some pictures of different activities on the PPT to lead students to talk about their weekend activities. (出示课件) 4. Lead-in.Show a picture about Zhang Peng and Oliver. They are making a phone call in the picture. (出示课件) T: It’s a Saturday morning. Zhang Peng calls Oliver. What are they talking about? Let’s go and see.Step 2: Presentation1. Let’s try.(1)Show the pictures of “Let’s try” on the PPT. (出示课件) Ask students to observe the pictures carefully. Then let them try to describe the two pictures briefly. Lead students to talk about the pictures from two aspects. First, try to introduce the characters in the pictures, then try to describe the activities they do in the pictures. They can describe like these: I can see Oliver in Picture 1. He cleans his room in the picture./ Oliver and another boy are in Picture 2. They play football in this picture. T: From these pictures, can you guess what they are talking about? S1: Maybe they are talking about their weekend.S2: Maybe they are talking about their activities.…T: Does Oliver do both the activities in these two pictures?…T: We have different opinions. Please listen to the recording carefully and try to know what they are talking about and what Oliver does exactly.(2)Play the recording of “Let’s try” for the first time. (出示课件) Let students try to get the key information: play football, sorry, clean my room, on Saturdays, yes. (3)Then play the recording again. (出示课件) Let students try to listen and tick the right picture about Oliver’s weekend. (4)Check the answer. And check the guesses before.T: Now we know that they are talking about their activities on the weekend. Oliver doesn’t do both the activities. He doesn’t play football with Zhang Peng. He often cleans his room on Saturdays.Show the listening material and the answer of “Let’s try”. (出示课件) Lead students to read the dialogue.2. Let’s talk.Show a picture of some children playing in the park. (出示课件) T: It’s Saturday morning now. Some children are playing in the park. Let’s have a look. (1)Learn the new words and phrases.①Show a picture on the PPT: A girl reads a book in the park. (出示课件) T: Where is the girl?Lead students to say the sentence: She is in a park. Write down the word “park” on the blackboard. Lead students to read it three times. Then point to the book in the picture.T: What’s this? Ss: It’s a book.T: What does she do on Saturday morning?Lead students to say the sentence: She reads books on Saturday morning.Write down the phrase “read books” on the blackboard. Lead students to read it three times.T: Do you often read books on the weekend? Yes or no? Pay attention to the word “often”. It means “many times”.Ss: Yes./No.T: Please ask me the two questions.Ss: Do you often read books on the weekend? Yes or no?T: Yes, I do. I often read books on the weekend. We should read more books.②Show a picture on the PPT: A boy plays football in the park. (出示课件) T: What’s this? （Point to the football.）Ss: It’s a ball/football.T: It is a football. What does he do on Saturday morning?Lead students to say the sentence: He plays football on Saturday morning.Write down the phrase “play football” on the blackboard. Lead students to read it three times.T: Do you often play football on the weekend? Yes or no?Ss: Yes./No.T: Please ask me the two questions.Ss: Do you often play football on the weekend? Yes or no?T: No, I don’t. I often read books on the weekend. I should play sports on the weekend.(2)Learn the dialogue.①Show the picture of Zhang Peng and Sarah in “Let’s talk”. (出示课件) T: Now, it is Saturday afternoon. Look! Who are in the park now?Ss: Zhang Peng and Sarah.T: What else can you see? What are in their hands?Ss: I can see a football in Zhang Peng’s hand and a book in Sarah’s hands.T: Excellent! What are they talking about? Are they talking about their classes?Encourage students to guess the answers.②Play the video of “Let’s talk”. (出示课件) Let students watch the video and check their predictions. After students watch the video, ask the questions again. Lead students to provide the right answers: No, they are not talking about their classes. They are talking about their weekends.③Show three questions on the PPT.Play the video of “Let’s talk” again. (出示课件) Let students watch carefully and try to answer these questions. Ask three students to stand up and answer these questions one by one. Show the answers on the PPT. Check the answers together. Answers:(3)Read and act.①Let students read after the recording sentence by sentence and try to imitate the intonation and the pronunciation of the recording. Then let them read freely.②Let students practice the dialogue in pairs.③Ask several pairs to role-play the dialogue. Each pair that does a good job can get two word cards.Step 3: Practice1. Listen and fill in the blanks.Show the dialogue of “Let’s talk” with some blanks on the PPT.Then play the recording. (出示课件) Students try to listen and fill in the blanks to complete the dialogue. They can write the answers in their notebooks. If they can’t write down the answers, the teacher can play the recording one more time. Display several students’ answers. Check and correct the mistakes together. Choose the best work. Give a word card to the student as an award.Show the answers on the PPT. (出示课件) Ask students to check and correct their answers. Then let them read the dialogue together once.2. The turntable game. (出示课件) （游戏说明:转盘上呈现一些不同活动的图片和词组，如:read books, clean the room, play football, cook dinner, drink tea。Step 4: Extension1. Ask and answer.Show the picture of “Ask and answer” and the sentence patterns “—Do you often…on the weekend? —Yes, I do./No, I don’t.” (出示课件) Ask two students to read the dialogue between Sarah and Chen Jie. Then let students work in pairs. Ask students to try to use the phrases and the sentence patterns on the PPT to make new dialogues. Encourage students to think of more phrases to make their own dialogues. Make a model with one student. T: Do you often play basketball on the weekend?S1: Yes, I do./No, I don’t.Step 5: Sum-up1. Show time.Ask several pairs to stand up and show their work. Give each pair four word cards as awards.2. Emotional education. Ask students to try to cherish their time, read more and do more exercise.作业Practice the dialogue.2. Do the exercises.板书 设计教学反思第5课时课时内容Part B Let’s learn &Group work上课时间审核人教材分析What：该课时描述了五位小伙伴在周末经常做的事情。陈洁经常洗衣服，麦克经常看电视，奥利佛经常做作业，艾米经常看书，张鹏经常踢足球。Why：通过该课时的学习，学生能够用更多的词汇表达周末经常做的事情，同时能够明白周末有着周末该做的事情，比如帮忙打扫家务，完成作业，进行体育活动等，使学生能够度过一个充实的周末How：该课时围绕周末常进行的活动展开“Do you often wash your clothes/watch TV/do homework/read books/play football on the weekend?”教学目标Let’s learn·Listen, speak， read and write the phrases“wash my clothes, watch TV, do homework, read books, play football”.·Use the five phrases above to describe weekend activities.Group work·Read and understand the three sentences about the main characters’ weekend activities and describe their own weekend activities.教学重难点·Be able to listen, speak, read and write the phrases “wash my clothes, watch TV, do homework, read books, play football”.·Be able to use the phrases and the sentence patterns to talk about their weekend activities.教具准备PPT教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Play a chain game. Divide students into several groups. Each group has seven people. Let them play a chain game like this: S1: What do you have on Mondays, S2?S2: I have…on Mondays. What do you have on Tuesdays, S3?S3: I have…on Tuesdays. What do you have on Wednesdays, S4?S4: I have…on Wednesdays. What do you have on Thursdays, S5?S5: I have…on Thursdays. What do you have on Fridays, S6?S6: I have…on Fridays. What do you have on Saturdays, S7?S7: I have no classes on Saturdays. What do you have on Sundays， S1?S1: I have no classes on Sundays.3. Act out the dialogue.Show the picture of “Let’s talk” on page 17 on the PPT. (出示课件) Ask two pairs of students to act out the dialogue in the front of the classroom. 4. Lead-in. Show the pictures of the five kids in “Let’s learn” on the PPT. (出示课件)T: Zhang Peng often plays football on the weekend. How about other kids? What do they often do on the weekend?Let students think of more activities. Encourage them to express their opinions. T: Let’s learn some phrases about activities first.Step 2: Presentation(1)Show the picture of Amy and Chen Jie in “Let’s learn” without the dialogue on the PPT. (出示课件) Ask students to guess Chen Jie’s weekend activity. Then play the recording of the dialogue between Amy and Chen Jie. (出示课件) Ask students to catch the key phrase “wash clothes”. Help students speak out the phrase loudly. Show the corresponding picture of this phrase in this section. (出示课件) Help students understand it better.Write down the phrase “wash clothes” on the blackboard. Lead students to read it three times and do the corresponding action at the same time. In the process of teaching this phrase, use the natural spelling method to teach the sounds of “wash” and “clothes”. The teacher reads the word “wash”. Students try to pronounce each phoneme like this: w/w/-a/ɒ/-sh/ʃ/.Lead students to review the words learned before to sum up the sound of the letter combination “sh”. The teacher reads the word “clothes”. Lead students to pronounce each phoneme like this: cl/kl/-o/əʊ/-th/ð/-es/z/.(2)Show the picture of Amy and Chen Jie in “Let’s learn” with the dialogue. (出示课件) Ask two students to read the dialogue. Then write down the sentence “Do you often wash your clothes on the weekend?” on the blackboard and ask some students to answer this question according to their real situations. Write down the two answers on the blackboard: Yes, I do. / No, I don’t.Lead students to read the sentences on the blackboard once. Tell students to do more housework at home to help their parents.(3)Take out a real TV remote control. Pretend to change channels and say, “Many people often watch TV on the weekend.” Teach the phrase “watch TV”. Show the corresponding picture of this phrase in this section. (出示课件) Help students understand it better.Write down the phrase “watch TV” on the blackboard. Lead students to read it three times. Stress that the letter “t” in the word “watch” doesn’t pronounce. Then students pass the TV remote control one by one and speak out the phrase “watch TV” at the same time.The teacher asks, “Do you often watch TV on the weekend?” Students answer it according to their real situations. Remind students that they should not often watch TV. They can do lots of other things.(4)Show the corresponding pictures of “do homework” and “read books”. (出示课件) And say “We can do homework and read books on the weekend, too.” Write down the phrases “do homework (home + work=homework)” and “read books” on the blackboard. Lead students to read them three times and do the corresponding actions at the same time.Ask students to ask and answer by using these two phrases and the sentence patterns in pairs. Invite two pairs to show their dialogues.(5)Play a short video about a football game. (出示课件) Ask students to say the name of this physical activity. Lead students to speak out the phrase “play football”. Show the corresponding picture of this phrase in this section on the PPT. (出示课件) Help students understand it better.Write down the phrase “play football” on the blackboard. Lead students to read it three times and do the corresponding action at the same time.The teacher asks, “Do you often play football on the weekend?” Students answer it according to their real situations. Remind students that they can also do some physical activities on the weekend.2. Read and act.(1)Show all the five pictures of the new phrases in “Let’s learn” on the PPT. (出示课件) Play the recording. (出示课件) Let students read after the recording.(2)Act out. Ask students to close their books. Each time the teacher reads a phrase, students do the corresponding action. Then ask one student to do actions, and the others try to guess the corresponding phrases.Step 3: Practice1. Play a game: Minesweeper. (出示课件).（游戏说明:课件呈现一些方格，方格里面包含一些地雷和本课5个新词组。学生选方格，遇到本课所学的新词组则进行认读，认读对了加分，遇到地雷则扣分。小组轮流进行趣味认读活动。）2. Play a game: Whispers.（游戏说明:教师用耳语告诉每竖排第一个学生一个本课的重点词组，这名学生再用耳语把听到的词组传给下一名学生，一个传一个，一直传到此竖排的最后一名学生。最后这名学生再把听到的词组用动作表现出来。老师和此排其他的学生一起确认动作是否正确，如果正确就让全班齐声读出该词组。）3. Play a game: The turntable game.（游戏说明:学生两人一组。课件出示一个单层转盘，转盘分为五个部分,每个部分包含一个本课的新词组。老师点击鼠标，指针指向哪一格，同组学生使用句型“—Do you often…on the weekend? —Yes, I do./No, I don’t.”来相互问答。）Step 4: Extension“Group work”1. Read and answer.Show the pictures of Wu Binbin, Chen Jie and Oliver on the PPT. (出示课件) Ask a question “What do they often do on the weekend?” Let students read “Group work” and find out the answers. Show the corresponding answers below the pictures of the three characters. (出示课件) 2. Practice the dialogues. Stress the sentence patterns “—What do you often do on the weekend? —I often … on the weekend.” Let students work in pairs. One student asks the question “What do you often do on the weekend?” The other student chooses a role and answers the question with the corresponding sentence. Ask several pairs to stand up and show their dialogues.Step 5: Sum-up1. Work in groups to drive a train.Divide students into several groups. The first student in the group asks, “What do you often do on the weekend?” The second student answers according to his/her real situations. Then he/she asks the next one the same question. Play the game until all the students in the group say the sentences. They can ask and answer like this: S1: What do you often do on the weekend, S2?S2: I often read books and watch TV. What do you often do on the weekend, S3?S3: I often play football and clean my room. What do you often do on the weekend, S4?S4: ……Ask several groups to stand up and show their dialogues. Choose the best group. Each student in this group can get two stickers as awards.2. Emotional education.Let students try to arrange their weekend reasonably.作业1. Copy the key phrases in this lesson.2. Do the exercises.板书 设计教学反思第6课时课时内容Part C Read and write上课时间审核人教材分析What：该课时为罗宾和吴斌斌的日常对话。吴斌斌不经常进行体育锻炼，并且不喜欢运动。他通常在周末周末看电视，有时候读读书。罗宾建议吴斌斌每天进行体育锻炼，并为此制作了一个计划表。Why：通过该课时的学习，学生能够明白体育锻炼的重要性，并且每天都能够进行体育锻炼。How：该课时围绕“play sports”进行展开,罗宾和吴斌斌的对话贯穿全文，构成有意义的文本，同时罗宾对吴斌斌的建议使全文进行了升华，在此基础上对前面的知识进行了总结和建议。教学目标Read and write·Understand the dialogue with the help of the pictures, and complete the activity of judging whether the information is right or wrong.·Imitate the dialogue and complete the new dialogue according to the information provided.Let’s check·Observe the pictures and read the questions before listening to get familiar with the tasks of listening, pay attention to the key words while listening, and form good listening habits.·Read and understand the three questions in“ Read and circle ”and answer the questions according to actual situations.Let’s wrap it up·Understand that the formation of some words conforms to certain rules. Find and summarize the rules and use the rules to remember words.Story time·Understand the story with the help of the pictures, review and consolidate the words and the sentence patterns related to the seven days in a week, and increase the input of language.教学重难点·Be able to understand the dialogue of “Read and write” and complete the exercises.·Be able to understand the recording of “Let’s check” and complete the numbering task.·Be able to finish the exercise of“Let’s wrap it up”and have a preliminary understanding of simple word formation.·Be able to give helpful advice to others about their daily activities.教具准备PPT教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Play a game: I do and you say.The teacher does some actions. Students try to say the corresponding phrases, such as play football, read books, watch TV, do homework, wash my clothes and so on.3. Play a game: The turntable game.Show a turntable on the PPT. It has the names of seven days in a week on it. Before the teacher rotates the turntable, students guess what day it will be. Then the teacher clicks the mouse to let the turntable rotate. (出示课件，注意星期五被最后转出来) When the turntable stops rotating, the teacher asks and students answer according to the day which the pointer points to like this: T: What day is it? Ss: It is Tuesday.T: What do you have on Tuesdays? /Do you play football on Tuesdays?Ss: I have…on Tuesdays./Yes, I do./No, I don’t.In this way, help students review the seven words about the seven days in a week and the key sentence patterns in this unit. When the pointer points to the word “Friday”, the teacher asks， “What do you have on Fridays?” Students answer the question. Then the teacher keeps asking: What about Wu Binbin? What does he have on Fridays?Step 2: Presentation“Read and write”1. Predict the main idea of the dialogue.Show the two pictures above the dialogue in “Read and write” on the PPT. (出示课件) Let students observe the pictures and guess: How does Wu Binbin look? What does Wu Binbin have on Fridays? Encourage them to express their opinions.2. Fast reading.Play the recording of “Read and write”. (出示课件) Ask students to listen and check their answers. Lead students to say the sentences: Wu Binbin has PE on Fridays. He looks tired.T: I like PE. Look at me. I can run very fast. I can jump. I can play football. Do the actions of running, jumping and playing football. Then act like feeling very tired and say, “Oh, I like playing sports. I like running, jumping and playing football. We can play sports in PE class. But now I’m tired.” Help students understand the meanings of “play sports” and “tired”. The teacher asks, “Does Wu Binbin like sports?” Ask students to read the dialogue quickly and answer the question. Then the teacher asks, “Do you like sports?” Students may answer, “Yes, I do.” or “No, I don’t.”T: I’m glad that most of you like sports./I’m sorry that most of you don’t like sports. Playing sports can make us strong. You should play sports every day. Explain the meanings of “should” and “every day” simply.3. Careful reading.(1)Ask students to read the dialogue carefully for the second time and try to answer the question: What does Wu Binbin do on the weekend? (课件出示:此问句) Ask students to underline the related sentences in their books. Check several students’ work. Then show the correct answer on the PPT. (出示课件) Lead students to read the question and the answer once.(2)Show the chart below on the PPT. Ask students to count the number of “watch TV” and “read books” in the chart.T: How many “watch TV”? Ss: Five. T: How many “read books”? Ss: Two.Use the mathematical formula “five>two” to help students understand “often>sometimes”. Then ask students to talk about their weekend activities by answering the following questions: What do you often do? What do you sometimes do?(3)Tick or cross.Show the task of “Tick or cross” on the PPT. (出示课件) Ask students to read the dialogue again and try to complete the task “Tick or cross”.Check the answers together. Lead students to find out the mistakes in the wrong sentences and correct them. (出示课件) Ask students to say something about Wu Binbin’s activities in his daily life freely and try to give some advice to him. The teacher can make a model like this: I don’t often watch TV on the weekend. I sometimes watch TV. I often read books and play sports. I think he should read more books. Ask several students to stand up and express their opinions. T: You have different opinions. And some of you give good advice to Wu Binbin. Robin gives advice to Wu Binbin, too. Let’s go and have a look.(4)Read the schedule.①Show the “new schedule” on the PPT. (出示课件) Ask students to read Robin’s words together and observe the new schedule carefully. The teacher asks and students answer like this: —What does Wu Binbin do on Mondays/Tuesdays/…? —He…on Mondays/Tuesdays/…②Let students observe the new schedule, complete the dialogue between Wu Binbin and Sarah and write the answers in their books. Ask several pairs of students to stand up and read out the dialogue according to their answers. The others should listen carefully and try to find out the mistakes. Show the answers. (出示课件) Ask students to check their answers. Pay attention to their spellings and correct the mistakes.4. Role-play.(1)Ask students to read the dialogue between Wu Binbin and Robin in pairs.(2)Ask some pairs to stand up and role-play the dialogue.(3)Choose the best pair. Give each of them a blank class schedule as awards.Step 3: Practice1. Let’s check.(1)Show the content of “Listen and number” on the PPT. (出示课件) Ask students to observe the charts and try to describe them like these:S1: I have English on Mondays, Wednesdays and Fridays. S2: I have art on Mondays and Thursdays. S3: I have maths on Wednesdays. S4: I often play football on the weekend.(2)Play the recording. (出示课件) Students listen carefully and number the pictures. Ask students to stand up and say their answers. (3)Play the recording again. (出示课件) Check the answers.(4)Show the listening material and the answers on the PPT. (出示课件) Students try to read.(5)The teacher asks and students answer by using the sentence patterns “—Do you often … on the weekend? —Yes, I do./No, I don’t.” Then Let students work in pairs and ask and answer with each other.Show the three questions in “Read and circle” on the PPT.（出示课件）Ask students to read these sentences and circle “Yes.” or “No.” according to their real situations. 2. Let’s wrap it up.(1)Show the structures “Mon + day=Monday; bed + room= bedroom” on the PPT. (出示课件) Ask students to observe them carefully. Then show the seven words of a week on the PPT. (出示课件) Write them down on the blackboard. Colour the “day” red.Lead students to realize the formation rule of these words. These words are syntheses of two words. “Monday” is a compound word composed of “Mon” and “day”. “Bedroom” is a compound word composed of “bed” and “room”. (2)Take out some word cards, such as bath, bed, room, class. Let students make the right combinations, such as bathroom, bedroom, classroom.(3)Let students complete the task in “Let’s wrap it up”. Show the answers on the PPT. Check the answers together. (出示课件) (4)Present more words on the PPT, such as note, black, police, board, book, foot, man, ball and so on. Let students make the right combinations, such as notebook, blackboard, policeman, football. （出示课件）Step 4: Consolidation & Extension。“Story time”1. Ask questions.Show the pictures of “Story time” on the PPT. (出示课件) Ask three questions: ①What does Zoom need to do? ②What does Zoom need? ③Why do Zoom and Zip need these things?2. Observe and discuss the questions.3. Predict the main idea.Play the cartoon. (出示课件) Let students watch the cartoon and predict the main idea of the story.4. Learn Picture 1.Play the recording. First, play the recording of the first picture. (出示课件) Students listen and read the dialogue. Lead students to understand the meanings of the words and the phrases “new school year” “need” “do some shopping” “help” with the help of pictures.5. Learn Pictures 2~5.Show an unfinished mind map on the PPT.Play the recording of pictures 2~5. (出示课件) Ask students to listen and circle each day’s class and the things Zoom wants to buy. Then ask students to finish the mind map. Check the answers together.6. Ask and answer.After listening, the teacher asks and students answer by using the sentence patterns: —What do they have on Mondays /Tuesdays /… / Fridays? —They have…on Mondays/Tuesdays/…/Fridays.7. Learn Picture 6.The teacher asks: Can they buy all the things they need? Ask students to observe the last picture and read the dialogue in it. Lead students to understand the meaning of the sentences “We don’t have enough money.” and “I’ll put back the football.” Find out the answer: No, they can’t.8. Read and role-play.Let students read the story after the recording. Then ask students to role-play the story. 作业1. Review the key words, phrases and sentence patterns in this unit.2. Do the exercises. 板书 设计教学反思
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