The
sixth
period(第六课时)
Part
B
Read
and
write
&
Let’s
check
&
Let’s
wrap
it
up
&
Part
C
Story
time
?教学内容与目标
课时教学内容
课时教学目标
Read
and
write
·学生能够在图片的帮助下读懂吴一凡和机器人的对话，完成判断信息正误的活动·学生能够根据提供的信息模仿对话、补全新的对话
Let’s
check
·学生能够听前通过看图及题目要求熟悉听的任务，听时注意听关键词句，养成良好的听的习惯·学生能够读懂、理解阅读活动Read
and
circle的三个问句，能够根据自己的实际情况回答问题
Let’s
wrap
it
up
·学生能够了解有些单词的构成是有一定规律的，在学习中注意及时发现、总结规律，利用规律记忆单词
Story
time
·学生能够在图片的帮助下理解故事内容，复习巩固有关一个星期七天名称的单词及句型，增加语言的输入
?教学重点
1学生能够读懂Read
and
write板块的对话，并完成相应的任务。
2学生能够听懂Let’s
check板块的录音，并完成标号任务。
3学生能够完成Let’s
wrap
it
up板块的内容，初步了解简单的构词法。
?教学难点
学生能够给他人的日常活动提供有益的建议。
?教学准备
1.
预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
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
Yifan?
What
does
he
have
on
Fridays?
Step
2:
Presentation②
“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
Yifan
look?
What
does
Wu
Yifan
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
Yifan
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
Yifan
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
Yifan
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
Yifan’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
Yifan.
Robin
gives
advice
to
Wu
Yifan,
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
Yifan
do
on
Mondays/Tuesdays/…?
—He…on
Mondays/Tuesdays/…
②Let
students
observe
the
new
schedule,
complete
the
dialogue
between
Wu
Yifan
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
Yifan
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:
Practice③
1.
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
&
Extension④
“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.
?板书设计
?作业设计
1.
Review
the
key
words,
phrases
and
sentence
patterns
in
this
unit.
2.
Do
the
exercises
?教学反思
1.
本节课的重点是阅读和练习，很好地抓住并落实了课堂重点，围绕阅读和练习来展开教学。
2.
本节课环节较多，但是多而不乱，各环节紧密相扣，帮助学生从听、说、读、写等多种形式的操练中复习知识，取得了很好的教学效果。
3.
构词法的讲解不多，旨在引导学生自己发现、总结规律。让学生在大量的实践中感悟、掌握构词法要领，并利用规律记忆单词。
4.
板书设计清晰明了，一目了然，起到了很好的辅助作用。
?Teaching
Contents
&
Teaching
Aims
Read
and
write
?·Be
able
to
understand
the
dialogue
with
the
help
of
the
pictures,
and
complete
the
activity
of
judging
whether
the
information
is
right
or
wrong.
?·Be
able
to
imitate
the
dialogue
and
complete
the
new
dialogue
according
to
the
information
provided.
Let’s
check
·Be
able
to
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.
·Be
able
to
read
and
understand
the
three
questions
in“Read
and
circle”and
answer
the
questions
according
to
actual
situations.
Let’s
wrap
it
up
·Be
able
to
understand
that
the
formation
of
some
words
conforms
to
certain
rules.
And
be
able
to
find
and
summarize
the
rules
and
use
the
rules
to
remember
words.
Story
time
·Be
able
to
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.
?Teaching
Priorities
·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.
?Teaching
Difficulties
·Be
able
to
give
helpful
advice
to
others
about
their
daily
activities.
?Teaching
Procedures
Teaching
Stages
Teacher’s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&
Revision&
Lead-in
1.
Greetings.2.
Play
a
game:
I
do
and
you
say.
Do
some
actions.3.
Play
a
game:
The
turntable
game.Help
students
review
the
seven
words
about
the
seven
days
in
a
week
and
the
key
sentence
patterns
in
this
unit.
Show
the
picture
of
“Let’s
talk”
on
page
48
on
the
PPT.
1.
Greetings.2.
Play
the
game:
I
do
and
you
say.
Guess
the
phrases.3.
Play
the
game:
The
turntable
game.Answer
the
teacher’s
questions
to
review
the
knowledge.
Lead
students
to
review
the
words,
the
phrases
and
the
sentence
patterns
learned
before
by
several
games.
Enliven
class
atmosphere
and
build
a
certain
foundation
for
the
next
study.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
“Read
and
write”1.
Predict
the
main
idea
of
the
dialogue.
Give
questions
and
encourage
students
to
guess
and
express
opinions.
Predict
the
main
idea
of
the
dialogue.
Lead
students
to
complete
the
exercises
and
give
suggestions
about
Wu
Yifan’s
daily
activities
through
the
information
obtained
from
the
passage.
Cultivate
students’
abilities
to
obtain
information
from
reading.
Consolidate
and
strengthen
the
knowledge
they
have
learned.
Role-playing
satisfies
students’
desire
to
express
themselves
and
also
trains
their
oral
English.
2.
Fast
reading.Play
the
recording.
Explain
the
new
words
and
phrases
simply.
Listen
and
check
the
answers.
Read
quickly
and
answer
the
question.
Learn
the
words
and
the
phrases.
3.
Careful
reading.(1)Ask
students
to
read
the
dialogue
and
answer
a
question.(2)Teach
the
words
“often”
and
“sometimes”.(3)Lead
students
to
complete
the
exercise
of
“Tick
or
cross”.
Ask
students
to
say
something
about
Wu
Yifan’s
activities
in
his
daily
life.(4)Read
the
schedule.Ask
some
questions
about
the
new
schedule.
Lead
students
to
look
at
the
schedule
and
complete
the
dialogue.
(1)Read
and
answer.(2)Learn
the
words
“often”
and
“sometimes”.(3)Complete
the
exercise
of
“Tick
or
cross”.
Say
something
about
Wu
Yifan’s
activities
in
his
daily
life.(4)Answer
the
questions
about
the
new
schedule.
Complete
the
dialogue
between
Wu
Yifan
and
Sarah.
4.
Role-play.(1)Ask
students
to
read
the
dialogue
between
Wu
Yifan
and
Robin
in
pairs.(2)Ask
some
pairs
to
role-play
the
dialogue.(3)Choose
the
best
pair.
(1)Read
the
dialogue
between
Wu
Yifan
and
Robin
in
pairs.(2)Role-play
the
dialogue.(3)Choose
the
best
pair.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Let’s
check.(1)Show
the
content
of
“Listen
and
number”.(2)Play
the
recording.(3)Play
the
recording
again
and
check
the
answers.(4)Show
the
listening
material.(5)Ask
questions
by
using
the
key
sentence
pattern.
(1)Describe
the
pictures.(2)Listen
and
number
the
pictures.
(3)Listen
again
and
check
the
answers.(4)Read
the
listening
material.(5)Answer
the
questions.
Read
the
questions
and
circle
“Yes.”
or
“No.”
Train
students’
listening
abilities
and
consolidate
the
key
sentence
patterns
of
this
unit
through
the
listening
exercise.
On
the
basis
of
introducing
example
words,
let
students
find
and
summarize
the
rule
in
time,
and
use
the
rule
to
remember
the
words.
2.
Let’s
wrap
it
up.(1)Show
the
structures
and
the
words.
(2)Take
out
some
word
cards.
Let
students
make
the
right
combinations.
(3)Check
the
answers.
(4)Present
more
words.
(1)Realize
the
formation
rules
of
these
words.(2)Make
the
right
combinations.
(3)Complete
the
task
in
“Let’s
wrap
it
up”
and
check
the
answers.(4)Make
the
right
combinations.
Consolidation&Extension
“Story
time”1.
Ask
questions.2.
Observe
and
discuss
the
questions.
Let
students
observe
and
discuss.3.
Predict
the
main
idea.
Play
the
cartoon.4.
Learn
Picture
1.Lead
students
to
understand
the
meanings
of
some
words
and
phrases.5.
Learn
Pictures
2~5.
6.
Ask
and
answer.Ask
by
using
the
sentence
pattern.
7.
Learn
Picture
6.
Teach
the
last
picture.8.
Read
and
role-play.
Play
the
recording.
1.
Read
the
three
questions.2.
Observe
and
discuss
the
questions.3.
Watch
the
cartoon
and
predict
the
main
idea
of
the
story.4.
Learn
Picture
1.
And
learn
some
words
and
phrases.5.
Learn
Pictures
2~5.
Finish
the
mind
map.6.
Answer
the
teacher’s
questions.7.
Learn
Picture
6
and
read
the
dialogue.8.
Read
and
role-play
the
story.
Help
students
review
and
consolidate
the
words
and
the
sentence
patterns
related
to
the
seven
days
in
a
week
with
the
help
of
pictures.
Increase
the
input
of
students’
language.
Homework
1.
Review
the
key
words,
phrases
and
sentence
patterns
in
this
unit.2.
Do
the
exercises.
Teaching
purpose①
通过几个游戏让学生复习之前所学的单词、词组和句型，不仅活跃课堂气氛，也为后面的学习奠定一定的基础。
Teaching
purpose②
通过从阅读中获取的信息，完成相应的练习，引导学生对吴一凡的日常活动给出自己的建议。培养学生从阅读中获取信息并进行分析的能力。帮助学生对所学的知识进行巩固和提升。角色扮演的活动满足学生自我表现的愿望，也可以训练他们的口语。
Teaching
purpose③
通过听力练习，不仅训练学生的听力，也巩固单元的重点句型。在介绍例词的基础上，让学生及时发现、总结规律，并利用规律记忆单词。
Teaching
purpose④
帮助学生在图片的帮助下理解故事内容，复习巩固有关一周七天名称的单词及句型，增加学生语言的输入。
4
11The
fourth
period(第四课时)
Part
B
Let’s
try
&
Let’s
talk
?教学内容与目标
课时教学内容
课时教学目标
Let’s
try
·学生能够借助图片听懂简短对话，抓住关键信息，提高听的能力·学生能够对新句型在听觉上有所感知，并完成听录音选图的活动
Let’s
talk
·学生能够在图片和教师的帮助下理解对话大意·学生能够按照正确的意群及语音、语调朗读对话，并能够进行角色扮演·学生能够在情景中恰当运用句型“—Do
you
often
read
books/…?
—Yes,
I
do./No,
I
don’t.”询问对方是否经常从事某种周末活动并作答·学生能够在语境中理解词组“read
books,
play
football”的意思，并能够正确发音
?教学重点
学生能够掌握询问对方是否经常从事某种周末活动的一般疑问句及其答语“—Do
you
often
read
books/…?
—Yes,
I
do./No,
I
don’t.”。
?教学难点
学生能够在真实情景中用核心句型询问对方对方是否经常从事某种周末活动并作答。
?教学准备
1.
预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
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:
Presentation
1.
Let’s
try.②
(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.③
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.④
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:
Practice⑤
1.
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。一名学生喊
“Start!”，老师点击鼠标，指针开始转动，该学生喊
“Stop!”,老师再次点击鼠标,指针停止转动。其他学生根据指针所指的图片和词组，使用句型“Do
you
often…on
the
weekend?”提问该学生。该学生根据自己的实际情况用“Yes,
I
do./No,
I
don’t.”进行回答。）
Step
4:
Consolidation
&
Extension⑥
1.
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.
2.
Show
time.
Ask
several
pairs
to
stand
up
and
show
their
work.
Give
each
pair
four
word
cards
as
awards.
3.
Emotional
education.
Ask
students
to
try
to
cherish
their
time,
read
more
and
do
more
exercise.
?板书设计
?作业设计
1.
Practice
the
dialogue.
2.
Do
the
exercises.
?教学反思
1.
在进行听力活动和对话学习之前，都让学生对所学内容进行预测。给出问题，让学生带着问题去听听力、阅读对话，让学生明确了学习目的，同时提高了学生的学习积极性和主动性。
2.
本课各个环节的设计循序渐进，环环相扣，让学生们很自然地跟随节奏，掌握新知。
3.
本课结对活动较多，加强了学生之间的合作能力，各种表演活动让学生在表现自己的同时有效地感知和掌握目标语言。
4.
课堂气氛积极活跃，时刻注意吸引学生的注意力，提高他们的学习兴趣。
5.
板书简洁清晰，重点突出，一目了然。
?Teaching
Contents
&
Teaching
Aims
Let’s
try
?·Be
able
to
understand
the
dialogue
with
the
help
of
the
pictures,
grasp
the
key
information
and
improve
their
listening
abilities.
·Be
able
to
perceive
the
new
sentence
patterns
and
complete
the
activity
of
listening
to
the
recording
to
select
the
right
picture.
Let’s
talk
·Be
able
to
understand
the
main
idea
of
the
dialogue
with
the
help
of
the
pictures
and
the
teacher.
·Be
able
to
read
the
dialogue
according
to
the
right
sense
group,
pronunciation
and
intonation,
and
role-play.
·Be
able
to
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.”
·
Be
able
to
understand
the
phrases
“read
books”and
“play
football”
and
pronounce
them
correctly.
?Teaching
Priorities
·Be
able
to
master
the
sentence
patterns
“—Do
you
often
read
books/…?
—Yes,
I
do./No,
I
don’t.”
?Teaching
Difficulties
·Be
able
to
ask
about
weekend
activities
in
real
situations
and
give
appropriate
answers.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&
Revision&
Lead-in
1.
Greetings.2.
Enjoy
the
song—Days
of
the
week.3.
Free
talk.
Ask
some
questions
about
classes.
Show
some
pictures
of
different
activities.4.
Lead-in.Use
a
picture
to
lead
in.
1.
Greetings.2.
Enjoy
the
song—Days
of
the
week.3.
Answer
the
teacher’s
questions
and
talk
about
weekend
activities.4.
Look
at
the
picture
and
listen
to
the
teacher.
Help
students
review
and
consolidate
the
words
about
the
week
learned
before
in
this
unit
by
the
song.
Use
the
communication
part
to
preheat
the
knowledge
to
be
learned
today
and
connect
the
whole
class.
Presentation
1.
Let’s
try.(1)Lead
students
to
observe
the
pictures
and
understand
the
background
of
the
dialogue.(2)Play
the
recording.(3)Play
the
recording
again.(4)Check
the
answer.
And
check
the
guesses.
(1)Describe
the
pictures
and
try
to
predict
the
content
of
the
listening.(2)Listen
and
try
to
get
the
key
information.(3)Listen
and
tick
the
right
picture.(4)Check
the
answer.
And
check
the
guesses
before.
Lead
students
to
observe
the
pictures
before
listening
to
the
recording.
Help
students
understand
the
background
of
the
dialogue
and
predict
the
listening
content.
Help
students
understand
the
dialogue
and
grasp
the
key
information.
Train
students’
listening
skills
and
improve
their
listening
abilities.
2.
Let’s
talk.
(1)Teach
the
new
words
and
phrases.①Show
a
picture
to
teach
the
words“park,
often”and
the
phrase“read
books”.②Show
a
picture
to
teach
the
phrase“play
football”.
①Learn
the
words“park,
often”and
the
phrase
“read
books”.②Learn
the
phrase“play
football”.
Help
students
be
familiar
with
the
key
words,
phrases
and
sentence
patterns
of
the
lesson
before
learning
the
new
dialogue.
Lay
a
foundation
for
the
next
study.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
(2)Teach
the
dialogue.①Lead
students
to
observe
the
picture
and
predict
the
main
idea
of
the
dialogue.②Play
the
video
of“Let’s
talk”and
check
the
predictions.③Provide
three
questions
about
the
dialogue.
①Observe
the
picture
and
predict
the
main
idea
of
the
dialogue.②Watch
and
check
the
predictions.
③Watch
and
answer
the
three
questions.
Lead
students
to
observe
the
picture
and
predict
the
content
of
the
dialogue
before
teaching
the
dialogue.
Train
students’
abilities
of
guessing,
listening,
speaking,
reading
and
so
on.
Through
completing
each
task,
gradually
deepen
students’
understanding
of
the
text.
(3)Let
students
read
and
act.①Ask
students
to
read
after
the
recording
sentence
by
sentence.②Let
students
practice
the
dialogue
in
pairs.③Ask
several
pairs
to
role-play
the
dialogue.
①Read
after
the
recording
sentence
by
sentence.②Practice
the
dialogue
in
pairs.③Role-play
the
dialogue.
Practice
1.
Listen
and
fill
in
the
blanks.
Ask
students
to
listen
and
fill
in
the
blanks
to
complete
the
dialogue.
Show
the
answers.2.
The
turntable
game.
1.
Listen
and
fill
in
the
blanks
to
complete
the
dialogue.
Check
the
answers.
2.
Play
a
game.
From
the
mechanical
training
to
the
substitution
exercise,
gradually
improve
students’
learning
abilities
and
language
using
abilities.
Consolidation&Extension
1.
Ask
and
answer.Ask
students
to
read
and
work
in
pairs
to
make
dialogues.
Encourage
students
to
think
of
more
phrases
to
make
their
own
dialogues.2.
Show
time.
Ask
several
pairs
to
stand
up
and
show
their
work.3.
Emotional
education.
1.
Try
to
use
the
phrases
and
the
sentence
patterns
on
the
PPT
to
make
dialogues.
Think
of
more
phrases
to
make
their
own
dialogues.2.
Show
their
work.3.
Emotional
education.
Help
students
make
dialogues
according
to
the
specified
content
and
then
think
of
more
phrases
to
create
their
own
dialogues
so
that
the
knowledge
they
have
learned
can
be
connected
and
sublimated.
Help
students
establish
correct
values
and
arrange
their
own
time
reasonably.
Homework
1.
Practice
the
dialogue.
2.
Do
the
exercises.
Teaching
purpose①
通过歌曲复习巩固之前所学的星期词汇；通过对话交流对今天要学的知识进行预热，对整个课堂起到承上启下的作用。
Teaching
purpose②
通过问题引导学生在听录音之前先看图，了解图片和对话背景，预测听力内容，帮助学生借助图片听懂简短的对话，抓住关键信息，加强学生的听力技巧训练，提高听的能力。
Teaching
purpose③
在学习新课之前，利用图片和对话先熟悉本课的重点单词、词组和句型，为后面的学习打下基础。
Teaching
purpose④
在教授对话之前，引导学生先观察图片，对对话的内容进行预测。从猜、听、说、读等方面训练学生的英语能力。通过完成各项任务，逐步加深学生对课文内容的理解。
Teaching
purpose⑤
由机械训练递进到学生根据指令进行替换练习，逐步锻炼学生的学习能力以及对所学英语知识进行运用的能力。
Teaching
purpose⑥
拓展部分让学生先根据指定内容创编对话，然后自己想更多的词组来创编自己的对话，使所学的知识得到串联和升华。适时的情感教育能帮助学生树立正确的价值观，合理安排自己的时间。
4
3The
fifth
period(第五课时)
Part
B
Let’s
learn
&
Group
work
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·学生能够听、说、读、写词组“wash
my
clothes,
watch
TV,
do
homework,
read
books,
play
football”·学生能够在语境中正确运用上述五个词组描述周末活动
Group
work
·学生能够读懂关于主线人物周末活动的三个句子，并描述自己的周末活动
?教学重点
学生能够听、说、读、写词组“wash
my
clothes,
watch
TV,
do
homework,
read
books,
play
football”。
?教学难点
学生能够运用所学词组和句型谈论周末活动。
?教学准备
1.
预习本课时的相关内容。
2.
PPT课件、课文录音、视频、实物等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
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:
Presentation②
1.
Learn
the
new
phrases.
(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/?/-sh/?/.
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/??/-th/?/-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:
Practice③
1.
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:
Consolidation
&
Extension
“Group
work”
1.
Read
and
answer.
Show
the
pictures
of
Wu
Yifan,
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.
3.
Work
in
groups
to
drive
a
train.④
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.
4.
Emotional
education.
Let
students
try
to
arrange
their
weekend
reasonably.
?板书设计
?作业设计
1.
Copy
the
key
phrases
in
this
lesson.
2.
Do
the
exercises.
?教学反思
1.
本课使用了大量的游戏活动，课堂气氛活跃，学生的学习积极性也很高，避免了机械性学习词组的枯燥，让学生爱上英语课堂。
2.
充分调动学生的各种感官，使用大量的肢体语言，从多方面训练了学生的综合能力。
3.
本课将词组学习与句型学习有机地结合在了一起，多采取小组、结对活动，培养学生们的合作能力，提高他们的团队意识。
4.
板书设计清晰明了，重点突出，起到了很好的辅助作用。
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
?·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
five
phrases
above
to
describe
weekend
activities.
Group
work
·Be
able
to
read
and
understand
the
three
sentences
about
the
main
characters’
weekend
activities
and
describe
their
own
weekend
activities.
?Teaching
Priorities
·Be
able
to
listen,
speak,
read
and
write
the
phrases
“wash
my
clothes,
watch
TV,
do
homework,
read
books,
play
football”.
?Teaching
Difficulties
·Be
able
to
use
the
phrases
and
the
sentence
patterns
to
talk
about
their
weekend
activities.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&
Revision&
Lead-in
1.
Greetings.2.
Play
a
chain
game.
Divide
students
into
several
groups.3.
Act
out
the
dialogue.
Show
the
picture.
Ask
students
to
act.4.
Lead-in.Let
students
think
of
other
kids’
weekend
activities.
1.
Greetings.2.
Ask
and
answer
about
the
class
schedule
in
a
chain.3.
Act
out
the
dialogue
of
“Let’s
talk”.4.
Express
their
opinions.
Help
students
review
the
knowledge
of
the
previous
part
of
this
unit
and
naturally
introduce
the
theme
of
this
lesson
by
letting
them
play
the
chain
game
and
act
out
the
dialogue.
Arouse
students’
curiosity
and
thirst
for
knowledge
by
asking
students
to
guess
the
weekend
activities
of
the
characters.
Presentation
1.
Learn
the
new
phrases.(1)Use
a
short
sound,
a
picture,
and
body
language
to
teach
the
phrase
“wash
clothes”.
(2)Lead
students
to
practice
the
phrase
in
the
sentence
patterns
in
this
part.(3)Use
a
real
item
and
body
language
to
teach
the
phrase
“watch
TV”.
Remind
students
that
they
should
not
often
watch
TV.
(1)Learn
the
phrase
“wash
clothes”.
(2)Practice
the
phrase
in
the
sentence
patterns
in
this
part.(3)Learn
the
phrase
“watch
TV”.
Use
pictures,
a
video,
audio,
a
real
object
and
body
language
to
present
the
new
phrases.
Fully
mobilize
students’
multiple
senses,
such
as
listening,
speaking
and
so
on.
The
whole
class
is
active
and
substantial.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
(4)Use
pictures
and
body
language
to
teach
the
phrases
“do
homework”
and
“read
books”.(5)Use
a
short
video
and
body
language
to
teach
the
phrase
“play
football”.
Remind
students
to
do
some
physical
activities
on
the
weekend.
(4)Learn
the
phrases
“do
homework”
and
“read
books”.(5)Learn
the
phrase
“play
football”.
Get
to
know
it’s
good
to
do
some
physical
activities
on
the
weekend.
Through
the
natural
spelling
and
syllable
splitting
spelling
methods,
students
can
memorize
the
words
on
the
basis
of
knowing
the
pronunciation
rules
of
the
words.
Train
students’
comprehensive
language
using
abilities
by
putting
the
new
phrases
into
sentences.
2.
Read
and
act.(1)Play
the
recording
of
the
five
phrases.(2)Read
the
phrases
and
ask
students
to
do
the
corresponding
actions.
(1)Try
to
read
after
the
recording.(2)Do
the
corresponding
actions.
Then
one
student
does
actions,
and
the
others
guess
the
corresponding
phrases.
Practice
1.
Play
a
game:
Minesweeper.2.
Play
a
game:
Whispers.3.
Play
a
game:
The
turntable
game.
1.
Play
the
game:
Minesweeper.2.
Play
the
game:
Whispers.3.
Play
the
game:
The
turntable
game.
Practicing
activities
focus
on
training
the
new
phrases
of
this
lesson.
Activities
are
mostly
games,
which
are
full
of
fun.
Let
students
practice
the
key
phrases
and
sentence
patterns
of
the
lesson
easily
and
happily
in
the
process
of
the
games.
Consolidation&Extension
“Group
work”1.
Read
and
answer.
Ask
a
question
“What
do
they
often
do
on
the
weekend?”
2.
Practice
the
dialogues.
Let
students
work
in
pairs
to
practice
the
dialogues.3.
Work
in
groups
to
drive
a
train.
Let
students
work
in
groups
to
drive
a
train
to
practice
the
dialogues.4.
Emotional
education.
Let
students
try
to
arrange
their
weekend
reasonably.
1.
Read
the
text
and
find
out
the
answer.2.
Work
in
pairs.One
student
asks
the
question
“What
do
you
often
do
on
the
weekend?”
The
other
student
chooses
a
role
to
act
and
answers
the
question.3.
Drive
a
train
to
say
in
groups.
Ask
and
answer
the
question
according
to
their
real
situations.4.
Emotional
education.
Group
cooperation
cultivates
students’
sense
of
teamwork
and
strengthens
the
communication
and
understanding
among
students.
Cultivate
students’
comprehensive
language
using
abilities.
Homework
1.
Copy
the
key
phrases
in
this
lesson.2.
Do
the
exercises.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Consolidation&Extension
1.
Can
you
fill
in
the
blanks?Show
some
sentences
with
blanks
and
pictures
on
the
PPT.
Check
the
answers
with
students.
Fill
in
the
blanks
according
to
the
pictures.
Check
the
answers
with
the
teacher.
Lead
students
to
consolidate
the
key
sentence
patterns
by
various
practice.
Improve
students’
abilities
of
independent
exploration.
2.
Find
and
say.Play
a
game
with
students.
Prepare
some
stickers
for
the
winners.
Show
the
picture
on
the
PPT.
Choose
some
groups
to
report
the
answers.
(1)Discuss
and
answer
in
groups
with
the
sentence
patterns
“There
is/are…”(2)Ask
and
answer
in
groups
with
the
sentence
patterns
“—Where
is/are…?
—It’s/They’re
behind/…”
Practice
the
key
words
from
listening,
speaking,
reading
to
writing.
Consolidate
the
key
contents
of
the
unit
with
the
help
of
the
game.
Stimulate
students’
interest.
Cultivate
students’
team
spirit.
Homework
1.
Listen
to
the
recording
of
“Let’s
learn”
and
read
after
it.2.
Talk
about
your
classroom
or
room
with
your
partner.3.
Do
the
exercises.
Teaching
purpose①
通过句子接龙游戏和表演对话的方式，既回顾本单元前面部分的知识，还自然地引入本课的主题，让学生猜测指定人物的周末活动，激发学生的好奇心和求知欲。
Teaching
purpose②
利用图片、视频、音频、实物以及肢体语言等多种方式来呈现新词组，充分调动学生的听、说等多重感官，整个课堂活跃充实。
利用自然拼读法和拆音拼读法，使学生在了解单词的发音规则的基础上记忆单词。将所学的新词组放到句子里，训练学生的综合语言运用能力。
Teaching
purpose③
练习活动重点训练本课时的新词组，活动多为游戏，充满趣味性。学生在游戏的过程中，轻松愉悦地练习本课的重点词组和句型。
Teaching
purpose④
分组合作有效地培养学生的团队协作意识，加强学生之间的沟通和了解。培养学生的综合语言运用能力。
4
11Unit
2
My
week
教材分析
本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是能够听、说、读、写核心句型“—What
do
you
have
on
Thursdays/...?
—I
have...”“—Do
you
often
read
books/...?
—Yes,
I
do./No,
I
don’t.”；
能够听、说、读、写单词和词组“Monday,
Tuesday,
Wednesday,
Thursday,
Friday,
Saturday,
Sunday,
weekend,
wash
my
clothes,
watch
TV,
do
homework,
read
books,
play
football”。
教学目标
知识与能力目标:句型·能够理解对话大意，
按照正确的意群及语音、语调朗读对话并进行角色扮演·能够听、说、读、写句型“What
do
you
have
on
Thursdays/...?”·能够在情景中运用句型“—What
do
you
have
on
Thursdays/...?
—I
have...”询问并回答某天的课程安排·能够在情景中运用句型“—Do
you
often
read
books/...?
—Yes,
I
do./No,
I
don’t.”询问并回答经常从事的周末活动·能够按照正确的意群及语音、语调朗读Robin的建议，理解建议内容并仿写句子补全对话，做到书写规范词汇·能够听、说、读、写单词和词组“Monday,
Tuesday,
Wednesday,
Thursday,
Friday,
Saturday,
Sunday,
weekend,
wash
my
clothes,
watch
TV,
do
homework,
read
books,
play
football”·能够正确运用上述单词和词组描述自己的日常课程安排和周末生活语音·能够掌握字母组合ee
/
ea的发音规则，即在单词中发长音/i?/·能够读出符合ee
/
ea发音规则的单词；并能够根据发音拼写出符合ee/ea发音规则的单词·能够在单线上完成抄写句子的活动，做到书写规范情感态度?文化意识?学习策略目标:·通过本单元的学习使学生进一步懂得珍惜时间的重要性，引导他们既要抓紧校内时间学习，又要学会合理利用周末，加强体育锻炼，做到有张有弛、劳逸结合·能够在教师的帮助下总结简单的英语构词法，并学会利用构词法记忆单词·能够根据ee
/
ea的发音规则拼读、拼写单词
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
The
first
period(第一课时)
Part
A
Let’s
try
&
Let’s
talk
?教学内容与目标
课时教学内容
课时教学目标
Let’s
try
·学生能够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·学生能够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
Let’s
talk
·学生能够在图片和教师的帮助下理解对话大意·学生能够按照正确的意群及语音、语调朗读对话并进行角色扮演·学生能够在情景中运用句型“What
do
you
have/do
on...?”询问某人某天的课程或者活动安排并能够作答·学生能够在语境中理解新单词“cooking”的意思，并能够正确发音
?教学重点
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。
?教学难点
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。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、自制教具等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
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.
T:
What
class
do
we
have
today?
Lead
students
to
answer
this
question
according
to
the
class
schedule.
And
lead
them
to
use
the
sentence
pattern:
We
have
English/...today.
Show
a
calendar
of
a
whole
month
on
the
PPT.
(出示课件)
Circle
one
Wednesday.
Ss:
星期三。/...
T:
How
about
the
word
“Wednesdays”?
What
is
its
meaning?
Ss:
每个星期三。/Many
Wednesdays...
T:
You’re
wonderful!
“Wednesdays”
means
“every
Wednesday”
or
“any
Wednesday”.
It
is
the
same
with
Monday
and
Mondays,
Tuesday
and
Tuesdays,
Thursday
and
Thursdays,
Friday
and
Fridays,
Saturday
and
Saturdays,
Sunday
and
Sundays.
Write
down
the
word
“Wednesday”
on
the
blackboard.
Lead
students
to
read
it
three
times.
Circle
all
the
“Wednesday”
on
the
calendar
when
talking
about
the
word
to
help
students
better
understand
this
word.
Ask
the
question:
What
do
you
have
on
Wednesdays?
Lead
students
to
answer
this
question
according
to
the
class
schedule.
Freely
talk
like
this:
T:
What
do
you
have
on
Wednesdays?
Ss:
We
have...on
Wednesdays.
T:
What
class
do
you
like?
Why?
S1:I
like...,
because...
Step
2:
Presentation
1.
Let’s
try.②
(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”.③
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/de?/-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.④
Let
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:
Practice⑤
1.
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:
Consolidation
&
Extension⑥
“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.
?板书设计
?作业设计
1.
Listen
to
the
recording
and
recite
the
dialogue.
2.
Do
the
exercises.
?教学反思
1.
本课的重点在于训练学生的听力和口语表达能力，使学生能够使用本课重点词汇和句型询问并回答有关星期三和星期四两天的课程及活动安排。整个教学设计紧扣教学重点，脉络清晰，重点突出。
2.
本课教学过程中复习了第一单元询问人物性格特征的句子，在教学中提醒学生注意不断地温故而知新。
3.
课堂以学生为本，注重提高学生的课堂参与度，让他们成为课堂的主人。
4.
本课设计把“激发和培养学生学习英语的兴趣”放在教学的首位，时刻联系生活实际，使学生们在较为真实的语境中锻炼了语言交际能力。拓展部分充分发挥了学生的主观能动性，让他们在合作中共同学习，共同进步。
5.
板书简洁明晰，重点突出，一目了然。
?Teaching
Contents
&
Teaching
Aims
Let’s
try
?·Be
able
to
understand
the
main
content
of
the
listening
part
with
the
help
of
the
picture
and
the
core
words.
·Be
able
to
have
an
auditory
perception
of
the
new
sentence
patterns,
and
complete
the
exercise
in
the
listening
part
independently.
Let’s
talk
?·Be
able
to
understand
the
main
idea
of
the
dialogue
with
the
help
of
the
pictures
and
the
teacher.
·Be
able
to
read
the
dialogue
according
to
correct
sense
group,
intonation
and
pronunciation
and
role-play.
·Be
able
to
use
the
sentence
pattern“What
do
you
have/do
on...?”in
a
situation
to
ask
and
answer
questions
about
someone’s
class
or
activity
schedule
on
a
particular
day.
·Be
able
to
understand
the
new
word“cooking”and
pronounce
it
correctly.
?Teaching
Priorities
·Be
able
to
understand
the
main
idea
of
“Let’s
talk”.
·Be
able
to
master
the
key
sentence
pattern“What
do
you
have/do
on...?”and
answer
the
question.
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
pattern
to
discuss
the
class
or
activity
schedule
on
a
particular
day
with
classmates.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Revision&Lead-in
1.
Greetings.2.
A
guessing
game.Show
pictures
and
talk
to
students.3.
Free
talk.
Ask
students
some
questions.
Teach
the
words
“Wednesday”
and
“Wednesdays”.
1.
Greetings.2.
Observe
the
pictures
and
try
to
answer
the
question:
What
subject
is
it?
3.
Try
to
answer
the
teacher’s
questions.
Learn
the
words
“Wednesday”
and
“Wednesdays”.
Help
students
review
the
words
about
subjects
through
the
guessing
game.
Increase
the
fun
of
the
class.
Give
students
a
preliminary
impression
of
the
knowledge
to
be
learned
in
this
lesson,
which
paves
the
way
for
the
next
study.
Presentation
1.
Let’s
try.(1)Show
the
picture.
Ask
students
to
observe
the
picture
and
predict
the
answer.(2)Play
the
recording.
Ask
students
to
listen
to
the
recording
and
fill
in
the
blank.
(1)Observe
the
picture
and
predict
the
answer.(2)Listen
to
the
recording
and
fill
in
the
blank.
Lead
students
to
understand
the
task
and
the
goal
of
the
listening
part.
Train
students’
listening
skills
and
improve
their
listening
abilities.
2.
Let’s
talk.(1)Let
students
predict
the
main
idea
of
“Let’s
talk”.(2)Let
students
talk
about
some
questions
about
the
picture.(3)Teach
the
words
“Thursday”
and
“cooking”.
Teach
the
phrase
“cooking
class”.
(4)Show
some
questions
on
the
PPT.
Let
students
watch
the
video
and
answer.
(1)Predict
the
main
idea
of
“Let’s
talk”.(2)Talk
about
some
questions
about
the
picture.(3)Learn
the
new
words
and
phrase.(4)
Watch
the
video
and
answer
the
questions.
By
letting
students
listen
to
the
recording
and
watch
the
video
with
questions,
enhance
students’
learning
purpose
and
initiative.
Divide
the
dialogue
into
sections
to
help
students
understand
the
dialogue
better.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Practice
the
dialogue.(1)Ask
students
to
listen
and
fill
in
the
blanks.
Check
the
answers.(2)Ask
students
to
read
the
dialogue
after
the
recording.(3)Let
students
practice
the
dialogue
in
pairs
and
role-play.(4)Give
awards
to
the
best
performers.
(1)Listen
and
fill
in
the
blanks.
Check
the
answers.(2)Read
the
dialogue
after
the
recording.(3)Practice
the
dialogue
in
pairs.
Then
role-play.(4)Choose
the
best
performers.
Further
consolidate
students’
understanding
of
the
text,
and
train
students’
pronunciation
and
intonation.
Increase
the
chances
of
their
oral
English
output
and
cultivate
their
confidence
in
speaking
English.
2.
Look
and
say.Let
boys
and
girls
ask
and
answer
according
to
the
pictures.
Boys
and
girls
ask
and
answer
according
to
the
pictures.
Consolidation&Extension
“Design
your
own
schedule”1.
Fill
in
the
chart.Ask
students
to
design
their
own
schedule
about
courses
and
activities
on
Wednesdays
and
Thursdays.2.
Interview
other
groups.
Ask
two
groups
to
interview
each
other.
1.
Design
their
own
schedule
about
courses
and
activities
on
Wednesdays
and
Thursdays.2.
Two
groups
interview
each
other.
Stimulate
students’
learning
initiative
and
enable
them
to
actively
participate
in
the
class
by
letting
them
design
their
own
schedule
about
courses
and
activities.
Effectively
extend
the
knowledge.
Homework
1.
Listen
to
the
recording
and
recite
the
dialogue.2.
Do
the
exercises.
Teaching
purpose①
通过游戏“猜一猜”帮助学生复习与学科有关的单词，增加课堂的趣味性。通过观察日历，联系实际，让学生在自由对话的过程中对本课要学习的知识有初步的感知，为后面的学习做铺垫。
Teaching
purpose②
引导学生在听前对本部分的图片进行观察，对答案进行预测，使学生明确听力的任务和目标。训练学生的听力技巧，提高学生的听力能力。
Teaching
purpose③
引导学生在阅读前先对对话部分的内容进行预测。让学生带着问题听录音、观看视频，增强学生学习的目的性和主动性。
Teaching
purpose④
从整体到局部，从局部到整体，降低学习难度，帮助学生更好地理解文本。
Teaching
purpose⑤
练习环节进一步巩固学生对课文的理解和记忆，训练学生的语音和语调。
同时也增加学生口语输出的机会，培养他们说英语的信心。
Teaching
purpose⑥
让学生自己设计课程和活动计划表，激发他们的学习主动性，使他们能积极主动参与到课堂中来，并对所学知识进行有效的拓展。
4
9The
second
period(第二课时)
Part
A
Let’s
learn
&
Let’s
play
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·学生能够听、说、读、写并能够在语境中正确运用单词“Monday,
Tuesday,
Wednesday,
Thursday,
Friday,
Saturday,
Sunday,
weekend”
Let’s
play
·学生能够操练和巩固Let’s
learn板块有关一个星期七天名称的单词·学生能够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。
?教学难点
学生能够掌握表示一个星期七天名称的单词的拼写。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
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.
Ask
and
answer.
Show
pictures
of
courses
and
calendars.
(出示课件)
In
Picture
1,
it
is
Wednesday.
And
there
is
a
Chinese
class,
a
music
class
and
a
maths
class
in
it,
too.
In
Picture
2,
it
is
Thursday.
And
there
is
an
English
class,
a
PE
class
and
an
art
class
in
it.
The
teacher
and
students
ask
and
answer
according
to
the
pictures.
T:
What
do
you
have
on
Wednesdays?
Ss:
We
have
Chinese,
music
and
maths
on
Wednesdays.
T:
What
do
you
have
on
Thursdays?
Ss:
We
have
English,
PE
and
art
on
Thursdays.
4.
Lead-in.
Show
the
picture
of
“Let’s
learn”
on
the
PPT.
(出示课件)
Lead
students
to
observe
it
carefully
and
answer
the
questions.
T:
Who
are
they?
Ss:
They
are
Robin
and
Wu
Yifan.
T:
Are
they
talking
about
classes?
Ss:
Yes.
T:
Good!
Let’s
go
and
see!
Step
2:
Presentation
1.
Learn
the
new
words.②
(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/m?n/+day/de?/=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
Yifan
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.③
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
Yifan
with
students.
The
teacher
acts
Robin.
All
the
students
act
Wu
Yifan.
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:
Practice④
1.
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:
Consolidation
&
Extension⑤
1.
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。）
3.
Make
your
own
schedules.
Ask
students
to
work
out
their
own
schedules.
They
can
imitate
the
schedule
in
the
last
activity.
(课件出示:上个活动中制作好的课程表)
Let
several
students
stand
up
and
show
their
schedules.
They
can
talk
about
the
schedule
with
their
teacher.
Make
a
model:
T:
What
do
you
have
on
Mondays/...?
S1:
I
have...
The
others
can
talk
about
the
schedule
with
their
partners.
?板书设计
?作业设计
1.
Tell
your
parents
about
your
class
schedule
in
English.
2.
Do
the
exercises.
?教学反思
1
.从复习旧知开始本课的学习，再通过一系列活动教授新知，达到温故而知新的目的。
2
.本课新单词量多，难度大。在教授过程中，采用了自然拼读法、拆分法等多种方式，引导学生观察、总结单词的构成规律，很好地突破了教学难点，降低了学习的难度。
3.本课的活动以游戏为主，增加了课堂的趣味性，也提高了学生的学习积极性。
4
.活动的设计环节紧凑，层次分明，循序渐进，逐步提升任务的难度和所涉及知识的广度，符合认知规律。
5.板书设计清晰明了，重点突出，起到了很好的辅助作用。
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
?·Be
able
to
listen,
speak,
read,
write
and
use
the
words
“Monday,
Tuesday,
Wednesday,
Thursday,
Friday,
Saturday,
Sunday,
weekend”.
Let’s
play
?·Be
able
to
practice
and
consolidate
the
words
in
“Let’s
learn”.
·Be
able
to
cooperate
with
deskmates
to
complete
the
activity—one
says
the
course
names,
and
the
other
guesses
the
day
of
the
week.
?Teaching
Priorities
·Be
able
to
listen,
speak,
read
and
write
the
key
words
in
this
lesson.
·Be
able
to
ask
and
answer
questions
about
other
people’s
course
schedules.
?Teaching
Difficulties
·Be
able
to
master
the
spellings
of
the
words
of
the
seven
days
in
a
week.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Revision&Lead-in
1.
Greetings.2.
Let’s
chant
together—Days
of
the
week.3.
Ask
and
answer.Show
pictures
and
ask
questions.4.
Lead-in.
Talk
about
the
picture
on
the
PPT.
1.
Greetings.2.
Chant
together
and
answer
the
question.3.
Look
at
the
pictures
and
answer
the
questions.
4.
Observe
the
picture
carefully
and
answer
the
teacher’s
questions.
Help
students
review
the
vocabulary
and
the
sentence
patterns
learned
before.
Create
a
good
English
learning
atmosphere.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
1.
Learn
the
new
words.(1)Teach
the
word
“Monday”.(2)Teach
the
word
“Tuesday”.(3)Teach
the
other
five
words
in
a
week.(4)Teach
the
word
“weekend”.
(1)Learn
the
word
“Monday”.(2)Learn
the
word
“Tuesday”.(3)Learn
the
other
five
words
in
a
week.(4)Learn
the
word
“weekend”.
Use
the
class
schedule
to
introduce
the
words
of
the
seven
days
in
a
week
naturally.
In
the
process
of
teaching
words,
use
the
splitting
method
and
the
natural
spelling
method
to
lead
students
to
read
the
words
by
syllables,
which
conforms
to
the
correct
cognitive
law.
2.
Find
the
rules.Ask
students
to
observe
the
seven
words
of
a
week
carefully
and
try
to
find
out
their
spelling
rules.
At
last,
make
a
conclusion.
Observe
the
seven
words
of
a
week
carefully
and
try
to
find
out
their
spelling
rules.
Learn
the
rules
and
read
the
words
after
the
teacher.
Lead
students
to
observe
the
words
and
summarize
the
spelling
rules,
which
can
deepen
students’
understanding
of
the
word
composition,
and
make
it
easier
for
students
to
remember
the
new
words.
3.
Role-play.Role-play
the
dialogue
between
Robin
and
Wu
Yifan
with
students.
Act
Robin.
Role-play
the
dialogue
with
the
teacher.
Act
Wu
Yifan.
Practice
1.
Play
a
game:
Whack-a-mole.2.
Finger
game.
Show
fingers
to
express
the
seven
days
of
a
week.3.
Play
a
game:
Let’s
drive
a
train
to
read!
Divide
students
into
seven
groups.
Let
them
ride
a
train
to
read.
1.
Read
out
the
words
in
the
mole’s
hand
as
quickly
as
possible.2.
Count
the
number
of
the
fingers
and
try
to
speak
out
the
right
words
as
quickly
as
possible.3.
Drive
a
train
to
read
the
words
according
to
the
right
order
of
a
week.
Practice
the
key
words
in
this
lesson
through
three
different
games.
Make
the
whole
class
lively
and
interesting,
and
increase
students’
learning
enthusiasm.
Consolidation&Extension
1.
The
turntable
game.2.
Guess
what
day
it
is.3.
Make
your
own
schedules.
Ask
students
to
make
their
own
schedules.
1.
Make
dialogues
according
to
the
turntable.2.
Try
to
guess
the
right
day
according
to
the
courses
on
that
day.3.
Make
personal
schedules.Talk
about
personal
schedules
with
the
teacher
or
their
partners.
The
design
of
additional
activities
is
full
of
fun
and
challenges.
Let
students
make
individual
class
schedules,
which
not
only
develop
students’
abilities,
but
also
can
help
the
teacher
know
students’
learning
and
interest.
Homework
1.
Tell
your
parents
about
your
class
schedule
in
English.2.
Do
the
exercises.
Teaching
purpose①
师生一起说唱chant，回顾上节课接触过的词汇。用问答的方式既可以回顾之前学过的句型和词汇，同时也可以营造良好的英语学习?氛围。
Teaching
purpose②
利用课程表引出一个星期七天的单词，真实自然。在教授单词的过程中利用拆分法和自然拼读法，引导学生分音节读单词，符合正确的认知规律。
Teaching
purpose③
引导学生观察单词，总结拼写规律，帮助学生进一步加深对单词构成的理解，同时帮助学生更容易地记忆新单词。
Teaching
purpose④
通过三个不同的游戏活动对本课的重点单词进行操练，
让整个课堂生动有趣，提高学生的学习积极性。
Teaching
purpose⑤
拓展活动的设计充满趣味和挑战，有梯度，层次分明，让学生在玩中逐步巩固所学知识。让学生制作个性课程表，既锻炼学生的动手能力，同时也帮助教师了解学生的学习情况和兴趣点。
4
9The
third
period(第三课时)
Part
A
Let’s
spell
?教学内容与目标
课时教学内容
课时教学目标
Let’s
spell
·学生能够通过听例词发音，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·学生能够跟着录音说唱歌谣·学生能够读出符合ee和ea发音规则的单词·学生能够根据单词的读音拼写出符合ee和ea发音规则的单词·学生能够在单线上完成抄写句子的活动，做到书写规范正确
?教学重点
学生能够掌握ee和ea的发音规则。
?教学难点
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。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
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.
Write
down
the
letter
combinations
“ee”
and
“ea”
on
the
blackboard.
T:
Look
at
these
letter
combinations.
And
“ea”
comes
from
the
words
in
the
chant.
Please
guess
the
pronunciation.
Ss:
…
T:
Today
we’re
going
to
learn
the
pronunciation
of
these
two
letter
combinations.
Step
2:
Presentation②
1.
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:
Practice③
1.
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:
Consolidation
&
Extension④
“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.
?板书设计
?作业设计
1.
Read
the
words
in
“Let’s
spell”
to
your
parents.
2.
Do
the
exercises.
?教学反思
1.
整个教学设计侧重于培养学生自主学习的能力，通过让学生自己观察、找出规律、总结发音等方式，提高学生的自主探究能力和归纳总结能力。
2.
在听力活动之前，让学生对所学内容进行观察和预测，使学生明确学习目的，因而能够更加集中注意力，也能有效地训练学生的听力技巧。
3.
多种有效的练习活动，帮助学生巩固本课时所学的语音知识。
4.
板书简洁明了，重点突出。
?Teaching
Contents
&
Teaching
Aims
Let’s
spell
?·Be
able
to
learn
the
pronunciation
rule
of
the
letter
combinations
“ee”
and
“ea”
in
words
by
listening
to
the
pronunciations
of
the
example
words
and
observing
the
structural
features
of
the
example
words.
·Be
able
to
sing
the
chant
after
the
recording.
·Be
able
to
pronounce
the
words
with
the
letter
combination
“ee”
or
“ea”.
·Be
able
to
spell
the
words
containing
the
letter
combination
“ee”
or
“ea”
according
to
the
pronunciation
rule.
·Be
able
to
complete
the
task
of
copying
one
sentence
on
a
single
line
in
correct
forms.
?Teaching
Priorities
·Be
able
to
master
the
pronunciation
rule
of
the
letter
combinations
“ee”
and
“ea”.
?Teaching
Difficulties
·Be
able
to
pronounce
the
words
with
the
letter
combination
“ee”
or
“ea”.
Be
able
to
spell
the
words
containing
the
letter
combination
“ee”
or
“ea”
according
to
the
pronunciation
rule.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&
Revision&
Lead-in
1.
Greetings.2.
Revision.Review
the
pronunciation
of
the
letter
“y”
in
Unit
1
and
let
students
drive
a
train
to
give
examples.3.
Enjoy
the
chant
in
this
lesson.4.
Lead-in.Write
down
the
letter
combinations
“ee”
and
“ea”
on
the
blackboard.
1.
Greetings.2.
Drive
a
train
to
say
the
words
with
the
letter
“y”.3.
Enjoy
the
chant
in
this
lesson.4.
Guess
the
letter
combinations’
pronunciation.
Help
students
review
the
old
knowledge
before
learning
the
new
knowledge.
Arouse
students’
memory
of
the
pronunciation
and
preheat
the
knowledge
to
be
learned.
The
key
letter
combinations
of
this
lesson
are
extracted
directly
from
the
chant
so
that
students
can
guess
the
pronunciation,
which
stimulates
students’
curiosity
and
enthusiasm
for
learning.
Presentation
1.
Learn
the
letter
combination
“ea”.(1)Show
pictures
to
present
the
key
words
in
the
chant
one
by
one.(2)Present
all
the
three
words.Lead
students
to
observe
and
find.(3)Show
the
chant
and
help
students
understand
the
pronunciation
of
“ea”.(4)Correct
the
wrong
pronunciation.
(1)Answer
the
questions
and
say
the
sentences.(2)Observe
the
pictures
and
learn
the
three
key
words
in
the
chant.
Try
to
find
out
the
same
letter
combination
“ea”.
Conclude
its
pronunciation.(3)Read
the
chant
after
the
recording.(4)Read
the
chant.
Teach
by
creating
a
situation
according
to
the
chant
and
pictures.
Lead
students
to
find
the
same
letter
combination
and
summarize
the
correct
pronunciation
by
themselves
step
by
step
so
that
they
can
have
a
deeper
understanding
and
grasp
the
phonetic
knowledge
they
have
learned,
and
deepen
their
impression.
2.
Learn
the
letter
combination
“ee”.(1)Use
pictures
to
teach
the
corresponding
words
“feet,
beef,
meet”.(2)Present
all
the
three
words.
Lead
students
to
conclude
and
read.
(1)Learn
the
three
words
“feet,
beef,
meet”.(2)Try
to
find
out
the
same
letter
combination
“ee”.Conclude
its
pronunciation.
Read
the
words.
（续表）
Teaching
Stages
Teacher’s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Show
all
the
six
words
in
“Read,
listen
and
chant”
on
the
PPT.
Let
students
read
them.
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.3.
Show
the
exercise
of
“Listen,
repeat
and
circle”
on
the
PPT.4.
Show
the
exercise
of
“Listen,
write
and
say”
on
the
PPT.
1.
Read
all
the
six
words
in
“Read,
listen
and
chant”.2.
Try
to
read
the
words
on
the
PPT
according
to
the
pronunciation
rule.3.
Read
all
the
words
before
listening.
Then
listen
and
circle
the
word
in
each
group.4.
Observe
the
pictures
carefully.
Then
listen
and
fill
in
the
blanks.
Choose
one
sentence
and
write
it
on
the
line.
The
practice
session
is
structured,
which
not
only
provides
effective
listening
guidance
to
students,
but
also
helps
students
further
consolidate
their
phonetic
knowledge.
Consolidation&Extension
1.
Show
the
story
Three
for
tea.Read
and
enjoy
the
story
with
students.
Lead
students
to
read
the
two
letter
combinations
correctly.2.
Show
the
words
on
the
PPT.3.
Let
students
try
to
read
the
story
by
themselves
in
groups.4.
Ask
several
groups
to
act
out
the
story.
1.
Read
and
enjoy
the
story
with
the
teacher.
Try
to
read
the
letter
combinations
“ea”
and
“ee”
with
right
pronunciation.2.
Try
to
read
these
words.3.
Read
the
story
in
groups.4.
Act
out
the
story.
Enable
students
to
use
what
they
have
learned
to
read
by
letting
students
read
a
story
that
contains
words
with
the
letter
combination
“ee”
or
“ea”.
Expand
students’
reading
and
improve
their
learning
abilities.
Homework
1.
Read
the
words
in
“Let’s
spell”
to
your
parents.2.
Do
the
exercises.
Teaching
purpose①
在学习新知前复习旧知，唤醒学生对语音的记忆，对将要学的知识进行预热。
从chant中直接抽取出本课重点字母组合，让学生猜测其发音，激发学生的好奇心和学习热情。
Teaching
purpose②
根据歌谣和图片创设情景进行教学，一步一步引导学生自己找出相同的字母组合并归纳正确的发音，让学生更加深入地理解和掌握所学的语音知识，加深印象。
Teaching
purpose③
练习环节层次分明，不仅对学生进行有效的听力指导，而且也帮助学生进一步巩固所学的语音知识。
Teaching
purpose④
通过阅读含有大量字母组合ee和ea的绘本故事，让学生利用所学知识进行阅读，拓展学生的阅读面，提升学生的学习能力。
4
9
