1、 No. S2: Is it Friday? Yes. Step 3. Consolidation Make a survey. S1: Whos your? S2: S1:Whats he/she like? Step4. Consolidation Play a game: Whats missing? Monday Tuesday Wednesday Thursday Friday Saturday作业设计1.Listen and report the dialogue. 2.完成课堂检测中的相关习题。教学反思板书设计: Unit 2 My week 第 2课时 (总第 8课时)1. 能
2、够正确听说朗读What do you have on Thursdays? I have maths, English and music.等句型. 2.能够正确听说读单词:weekend, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday;认读相关学科的单词,如PE, music, art, Chinese, English等,以及动词词组:read books等. 3.能够听懂会说会表演对话内容,并在真实情境中运用所学语言进行真实交流.学生能够表演对话交际内容,能够在情境中询问别人的课程安排以及回答. 难点:单词W
3、ednesday, Tuesday, Thursday, Saturday的拼写.Step1. Warming up Greetings: Hello, boys and girls. How are you today? Today we have a guest, can you guess? 2. Lets sing: Days of the week. 3. Listen and do. 教师发给学生印有星期几的单词卡片,教师说单词,学生快速反应起立. Step2. Presentation 1. 学习Main scene. (1) 出示主情景图,观察并思考:Who are they?
4、 What are they talking about?(2) 学生仔细观察图片,展开合理想像并回答老师的 问题. (3) 引导学生将讨论的结果展示交流. (4) 听录音,模仿朗读,理解对话内容. 2. 学习Lets try&Lets talk (1) Listen to the tape. 跟着Feynman 听音频. 完 成Lets try. (2) 创设情境:Feynman采访同学: What do you have on Wednesdays? I have maths, English and music. (3) 看对话插图,听录音,模仿朗读,理解意思. 思考 英语国家一周的第一
5、天是哪一天呢? (4) 根据对话内容,尝试分角色朗读对话. (5) 表演对话. 3Make a survey. S1: What do you have on Mondays? I have art, English and English.S3: S4: I have maths, English and music. Step 3. Consolidation Play a game. 星期大转盘. 游戏规则:课件呈现大转盘, 随意转动指针,根据指针停下来的位置,学生要说出是星期几, 并且说出那一天有哪些课.听录音并背诵对话 Unit 2 My week 第3 课时 (总第9 课时)1.
6、通过听音及练习,学生能够掌握ee/ ea的发音规则。2. 通过听音及书写,能够读出符合ee/ ea发音规则的词, 并能根据发音拼写出符合ee/ ea发音规则的单词教学重点:能够掌握ee/ ea的发音规则 教学难点:能够读出符合ee/ ea发音规则的词,并能根据发音拼写出符合ee/ ea发音规则的单词。1.Free talk with students. 2. Revision Step2. Presentation 1. 单词及音标呈现 (1)教师出示直观的图片,通过图片呈现单词feet/ beef/ meet/ tea/ read/ eat板书并带领学生认读单词。 (2)请学生观察单词fee
7、t/ beef/ meet/ tea/ read/ eat并迅速找出它们的共同之处,教师教读单词发音并示范音标的正确书写,并让学生进行练习。 (3)学习音标之后再回头读单词feet/ beef/ meet/ tea/ read/ eat把音标教学与单词教学相结合,有意识地让学生自己去发现单词中的发音规律。 (4)师在黑板上写好单词,找学生书写音标,其他同学在练习本上练习 ,给时间让学生多写几个以达到学会的目的。教师在这一时间内要在学生中进行巡视,以便及时发现和纠正错误。 2. Step 3. Practice 1. 听音训练:听录音并写出听出的单词。2. 配对子:小组活动。教师发给每组一套自制
8、卡片。每套卡片共6张,每张卡片上写有一个单词,让学生找出规律相同的单词配对。 Step 4. Production 认读单词及音标,做配套练习或基础训练中的相关练习。Write the words (必做) 总结学过的音标(选做) Unit 2 My week 第 4课时 (总第10 课时)1、 能听懂、会说并认读本课时单词及词组wash; wash clothes; watch; watch TV; do; do homework; read; read books; play; play football. 2、 能听懂、会说句型Whats he like? Hes .1、本课时的教学重点
9、是Lets learn部分的四会单词和短语:wash; play football.联系实际,描述其他活动。(1)听音跟唱:教师播放本单元Lets sing部分的歌曲,复习关于星期的单词等内容,如:Monday, Tuesday,Wednesday;Thursday,Friday,Saturday;Sunday,Sunday,Sunday;What a fun day!A fun day!让学生熟悉本课时要学歌曲的单词和音乐节奏,轻轻松松进入英语学习课堂。 (2)日常口语练习,内容可参考如下: A:What do you have on Mondays? B:I have math on Mo
10、ndaysWhat do you have on Tuesdays? C:I have art on TuesdaysWhat do you have on Wednesdays? D:I have computers on WednesdaysWhat do you have on Thursdays?(1)教师在日常口语练习后问学生:What do you have on Saturdays? 学生回答:No教师说:Then,What do you do on Saturdays? Show me!让学生用动作来演示。教师出示单词卡片,问学生:Look at the boy!What do
11、es he do on Saturdays?教师模仿图片上的动作,分别引出短语Watch TV,do homework和 read books。然后问学生:What about Sundays?引导学生表述自己的周末活动。2)看挂图或课件,听录音跟读单词和短语,注意在替换句型中操练新词。 (3)教师范写新单词和短语,学生在练习本上适量书写或在单词卡片背面仿写。因学生已掌握MondayFriday五个单词,教师引导学生巧记单词Saturday和Sunday。动词词组中的新词homework,watch,read也需引导学生巧记、速记,可在班内开展“谁记得快”的单词拼读竞赛。Write the w
12、ords Unit 2 My week 第5 课时 (总第11 课时)能听懂会说 What do you do on Saturdays/Sundays? I often do homework, read books and watch TV. Do you often wash your clothes on the weekend? Yes, I do. 并能在情景中运用;Step 1. Warming up (1)新编歌谣大比拼。让学生就上一课所学的歌谣,进行改编汇报演出,评选出最佳创意奖。 (2)使用第二、四课时学过的单词和句型进行日常口语练习,内容可参考如下: A: B: I ha
13、ve math on Mondays. What do you have on Tuesdays? C: I have art on Tuesdays. What do you have on Wednesdays? D: I have computers on Wednesdays. What do you have on Thursday? A: What do you do on Saturdays? I often do homework. Step2. Presentation (1)在口语操练之后,教师可询问学生的周末安排,然后出示本课时Lets try 部分的图片,让学生根据图上
14、内容,说一说这些人物的周末活动。 (2)听录音,完成听音圈图的练习。(3)Lets try 部分在听觉上,感知新句型。在此基础上,教师让学生观看教学VCD或结合挂图听录音,学习Lets talk部分的对话。可多引导他们进行替换关键词组造新句的练习。 (4)听录音,跟读对话。两人一组读对话。Step 3. Practice (1)Pair work 朗读对话之后,让学生结合自己的实际情况在同桌之间结对交流。然后完成Pair work部分的问卷调查,交流各自的周末活动。设计更多的周末活动在小组里进行交流。 (2)Lets check 播放录音,让学生按照录音内容做练习,对本单元的重要语言进行阶段性
15、评价。Step 4. Consolidation and extension (1) 让学生做B Lets talk部分的活动手册配套练习。Listen to the tape and read the dialogue.Unit 2 My week What do you do on Saturdays / Sundays?I often do homework, read books and Watch TV. Do you often wash your clothes on the weekend? Yes, I do. / No, I dont. Unit 2 My week 第6
16、课时 (总第 12课时)1、能理解认读Read and write 部分的对话,并能在情景中运用; 2、听说读写Read and write中的四会句子,并根据对话内容完成句子填空练习; 3、能够完成Lets check部分对本单元学习进行阶段性评价。本课时的重点是四会掌握句子:What do you do on Saturdays? I watch TV on Saturdays. What abut you? I do my homework。本课时的难点是将动作和星期几在一个句子中表达,如I watch TV on Saturdays. 并能进行词组和单词的灵活应用,以及句中的大小写书写
17、规范。(l)汇报周末活动把课后收集到的周末活动进行整理,使用句型:“What do you do on weekends? I”在班级内汇报,找出学生们最喜欢的周末活动。(2)日常口语练习,内容可参考如下: What day is it today?Its Monday C:I have mathI dont like MondaysI love Sundays A:What do you do on Sundays? Step2. Presentation (1)教师呈现教材图片,让学生说出表现Zoom周六活动的三张小图代表哪三个动词短语。并试着按照Zoom的喜爱程度排序。教师再问学生:Wh
18、at does Aunt Cathy do on Saturdays?请学生阅读对话后回答。 (2)看挂图或课件,听录音跟读对话,注意理解和体会上下文的意思,然后填充表格。 (3)教师指导学生书写四会句型,学生在练习本上仿写。可在班内进行“谁写得又快又好”的竞赛活动。 Step2. Lets play (1)Group work 分小组讨论Amy和Wu Yifan的周末活动,并找出他们的共同爱好。然后小组讨论每位成员各自的周末安排,发现共同爱好和不同之处,依照所给示范在班级内汇报。Read and write Unit 3 What would you like? 第 1课时 (总第13 课时
19、)1. 能听、说、读、写单词“sandwich”,“salad”,“hamburger”,“ice cream”和“tea”。 2. 能在创设的实际情景中灵活运用句型“What would you like to eat / drink?”,“Id like ”。 3. 能完成“Role-play”部分的任务。教学重点 1. 能听、说、读、写单词“sandwich”,“salad”,“hamburger”,“ice cream”和“tea”。 教学难点 能完成“Role-play”部分的任务。一、课前热身(Warm-up) 1. Free talk 2. 教师拿出学生以前学习过的食物图,师生进
20、行对话,如: T: What are these? Ss: They are T: Whats your favourite food? My favourite food is 二、课前预习(Preview) 1. 教师用多媒体课件出示以前学习过的食物单词图片,全班学生说出相应的汉语。 2. 学生同桌合作,谈论最喜欢的食物。三、新课呈现(Presentation) 1. A. Lets learn (1) 教学新单词 师生对话。 What do you like, Chinese food of western food? I like T: Some like Chinese food a
21、nd some like western food. What western food do you know? . T: Today lets learn some popular western food. 教师用多媒体课件依次出示三文治、沙拉、汉堡包和冰激凌的图片,引出单词“sandwich”,“salad”,“hamburger”和“ice cream”。 Do you know what English people like to drink? They like to drink tea. (2) 教师拿出食物图片,与学生进行对话,如: What would you like
22、to eat, S1? Id like , please. T: Here you are. What would you like to eat, S2? Id like , please.2. A. Role-play 将本节课学习的新单词在四线三格内抄写六遍。Unit 3 What would you like? A. Lets learn sandwich salad hamburger ice cream tea - What would you like to eat / drink? - Id like 第 2课时 (总第14 课时)1. 能听、说、认读单词“drink”和“th
23、irsty”。 2. 能询问别人想吃(喝)些什么并作出相应的回答。 3. 能完成“Lets try”部分的听力任务。教学重点 1. 能听、说、认读单词“drink”和“thirsty”。 教学难点 1. 能灵活运用所学句型聊关于“饮食”的话题。 2. 单词“thirsty”的发音。 2. 教师依次出示上节课学习的新词卡片,全班学生大声说出相应的汉语意思。学生拿出食物词卡,同桌合作,一人问:“What would you like to eat?”,另一人抽取词卡并回答:“Id like ”。A. Lets talk 1. 教学单词 (1) 教师做“口渴”的动作,说:“Oh, Im thirst
24、y.”,然后再做“喝水”的动作,说:“Id like to have something to drink.”,由此引出新单词“drink”和“thirsty”。 教师也可以用多媒体课件出示“乌鸦喝水”的故事,介绍说:“Look, the crow is thirsty now. Its looking for some water to drink.”由此引出新单词。 (2) 教师用多媒体课件出示几种饮料的图片,如水、橙汁、可乐、茶等,问:“What would you like to drink?”,学生选择自己喜欢的饮料并回答:“Id like to drink some ”。 (3) 学生同桌合作,谈论自己想喝些什么饮料,如:S1: Im thirsty. S2: What would you like to drink? Id like some water. S2: Here you are. 2. 介绍对话情景 T: Its in Sarahs family. Theyre talking about what to eat and drink. Lets listen to the tape and know something abo
copyright@ 2008-2022 冰豆网网站版权所有
经营许可证编号:鄂ICP备2022015515号-1