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1、人教版英語(yǔ)精品資料（精修版） Teaching Plan of Grade Five Unit 1 This Is My Day l Topic: Daily routine l Language systems: 1. Lexis: 有關(guān)描述一天中的生活起居以及周末活動(dòng)的語(yǔ)言. 2.Grammar: 有關(guān)詢(xún)問(wèn)別人一天中的生活起居以及周末活動(dòng)的句型如：When do you …? 和What do you do on the weekend?的提問(wèn)和回答。 3.function: 學(xué)會(huì)描述一天中的生活起居以及周末活動(dòng)

2、的語(yǔ)言. 4.phonology: 字母組合ai/ay在單詞中發(fā)【ei】以及gr、gl的發(fā)音訓(xùn)練。同時(shí)在教授新單詞和let’s chant時(shí)滲透一些發(fā)音規(guī)律。 l Language skills: 1. Listening: 聽(tīng)懂一些描述人物特征的單句、對(duì)話(huà)和一段完整的語(yǔ)篇，根據(jù)關(guān)鍵信息完成一些相應(yīng)的聽(tīng)力練習(xí)。 2. speaking:能和他人交談自已一天中的生活起居以及周末活動(dòng)的一些情況。 3. reading:讀懂對(duì)話(huà)或短文，培養(yǎng)一些基本的閱讀技能，如何快速查找關(guān)鍵信息，根據(jù)上下文猜詞等。 4. writing:規(guī)范書(shū)寫(xiě)四會(huì)單詞和句子，并能根據(jù)圖片和提示語(yǔ)寫(xiě)一段話(huà)描述一天中的生

3、活起居以及周末活動(dòng)的情況，養(yǎng)成良好的書(shū)寫(xiě)習(xí)慣和寫(xiě)作習(xí)慣。 l Objectives: 1. 能力目標(biāo) (1) 能夠使用頻度副詞問(wèn)答作息時(shí)間,如:When do you do morning exercises? I usually do morning exercises at 8:30. (2) 能夠使用頻度副詞問(wèn)答周末活動(dòng),如:What do you do on the weekend? I often go shopping. (3) 能夠聽(tīng)說(shuō)讀寫(xiě)與日常作息有關(guān)的動(dòng)詞及介詞短語(yǔ),如:eat breakfast, do morning exercises, play sports

4、, eat dinner, in the evening, at noon等. (4) 能夠用所學(xué)語(yǔ)言知識(shí)描述一天中的生活起居以及周末活動(dòng)等. 2. 知識(shí)目標(biāo) (1) 能夠掌握AB部分Let’s learn和Read and write中的四會(huì)單詞. (2) 能夠聽(tīng)說(shuō)認(rèn)讀AB部分Let’s talk中的單詞和句型. (3) 能夠掌握AB部分Read and write中的四會(huì)句型,并能靈活運(yùn)用. (4) 能夠理解并在課堂中正確操練Let’s play, Let’s chant, Let’s find out等部分的內(nèi)容. (5) 能夠了解字母組合ai, ay, gr, gl的發(fā)音

5、規(guī)律并能讀出例詞. (6) 了解Story time, Good to know等部分的內(nèi)容. 3. 情感,策略,文化等有關(guān)目標(biāo) (1) 情感態(tài)度:引導(dǎo)學(xué)生養(yǎng)成良好的作息習(xí)慣.能夠理解,尊重從事不同職業(yè)的人. (2) 學(xué)習(xí)策略:訓(xùn)練學(xué)生的角色扮演能力,引導(dǎo)他們?cè)谡{(diào)查,詢(xún)問(wèn)和學(xué)習(xí)的過(guò)程中學(xué)會(huì)思考如何更好地安排作息時(shí)間. (3) 文化目標(biāo):了解白天,黑夜,工作日,周末等相關(guān)概念以及中西方中小學(xué)生作息時(shí)間安排上的異同. l Evidence: 學(xué)生能熟練運(yùn)用目標(biāo)語(yǔ)言與他人進(jìn)行交際活動(dòng)，聽(tīng)說(shuō)讀寫(xiě)技能有所提高，能獨(dú)立自主地完成課本、活動(dòng)手冊(cè)和同步練習(xí)冊(cè)相關(guān)的聽(tīng)力和筆試部分檢測(cè)練習(xí)。 l P

6、rocedures: The 1st lesson: Let’s start / A. let’s learn/let’s play/ Good to know The 2nd lesson: Let’s try/A.let’s talk/let’find out/ Make a survey The 3rd lesson: A.read and write/Task time The 4th lesson: B.Let’s learn/ Let’s chant P7/ Pronunciation The 5th lesson: Let’s chant P2/ B.Let’s try

7、/B.let’s talk/ let’s find out / Story time The 6th lesson: Let’s sing/let’s check/ B.read and write/ let’s play/ *********************************************************** Period 1 Specific vocabulary: 學(xué)生能夠聽(tīng)、說(shuō)、讀、寫(xiě)動(dòng)詞詞組have English class, do morning exercises, eat breakfast, play sports, eat din

8、ner. Specific target setences: 學(xué)生能聽(tīng)懂問(wèn)句:When do you do morning exercises/…? 并能用所學(xué)動(dòng)詞短語(yǔ)替換句型: I usually … at…中的關(guān)鍵詞回答問(wèn)句. Specific functional exponents: 學(xué)生學(xué)會(huì)表達(dá)一天中不同時(shí)間段內(nèi)學(xué)習(xí)和生活起居情況. Source of material: 課件, 卡片,同步練習(xí)冊(cè) Assumptions and Anticipated problems: 這一課時(shí)的重點(diǎn)放于動(dòng)詞詞組 的掌握和句型:When do you …? 這些詞組與生活貼近,學(xué)生較為容

9、易 理解. 而學(xué)這一課時(shí)之前學(xué)生已經(jīng)掌握很多的動(dòng)詞詞組: cook the meals, set the table, watch TV… 和知道如何表達(dá)時(shí)間的方法. Step1 Warm-up 1. Free talk ---What do you do in winter holiday? ---I often …. 2.呈現(xiàn)大量學(xué)生已經(jīng)掌握的動(dòng)詞詞組,讓學(xué)生快速認(rèn)讀 Watch TV, read books, play computer games, play ping-pong/ football, Listen to music, read books, do h

10、omework/ housework, cook the meals, sweep the floor, water the flowers, clean the bedroom, empty the trash, make the bed, wash the clothes, put away the clothes, set the table, do the dishes…… (設(shè)計(jì)意圖:通過(guò)緊張刺激的游戲既復(fù)習(xí)了已學(xué)的知識(shí),又能起到熱身的作用,使學(xué)生的注意力集中到課堂教學(xué)中來(lái).) Step2 Presentation 1.整體呈現(xiàn)部分單詞的同時(shí)復(fù)習(xí)時(shí)間的表達(dá)法 T: What

11、 time is it now? It’s time for English class. Guess when does T get up/ eat breakfast/ go to school/ eat dinner? (設(shè)計(jì)意圖:猜測(cè)游戲是一種學(xué)生喜歡而非常容易操作的游戲,通過(guò)猜一猜,讓學(xué)生勾起原來(lái)的時(shí)間表達(dá)的小知識(shí).) 2. 師生問(wèn)答,呈現(xiàn)出并新授單詞 T: When do you eat breakfast? S1: At 6:30 貼詞卡并寫(xiě)出6:30,并教讀新詞組. 用這種方法教授其它的詞組:do morning exercises, have English

12、 class, play sports, eat dinner 3.Read the phrases follow the TV / T , read by Ss together (設(shè)計(jì)意圖:在教學(xué)中引入生活中的經(jīng)驗(yàn),自然過(guò)渡到新短語(yǔ)的學(xué)習(xí).) 4. Game: Guess what’s falling? 呈現(xiàn)五個(gè)單詞和when在一個(gè)畫(huà)面上, 讓學(xué)生猜一猜哪一個(gè)單詞掉下去,猜對(duì)的加分,直到最后一個(gè)也掉下去,游戲結(jié)束. (設(shè)計(jì)意圖:在游戲中不斷重復(fù)所學(xué)的短語(yǔ),讓學(xué)生在不知不覺(jué)中練習(xí),自主地掌握學(xué)習(xí)的內(nèi)容.) 5.Let’s start T 介紹自己的timetable: I ge

13、t up at 6:30. I go to school at 7:00. I eat breakfast at 7:15….. What about you? Listen to me and write down your answers. Pair work. Check it. (中途插入usually) ---When do you ….? --- I usually …. at …. 6.Let’s play (1)學(xué)生二人一組配合表演動(dòng)詞短語(yǔ),一人表演,一人在他/她背后說(shuō)出這個(gè)動(dòng)作的名稱(chēng),如: I get up/ do morning exercises…

14、表演完畢后全班評(píng)選最佳拍檔. (2)學(xué)生再三人一組進(jìn)行表演,第一人表演動(dòng)作,第二人表演時(shí)間,第三人說(shuō)出句子,如: I get up at 6:30…. (設(shè)計(jì)意圖:在鞏固中引入Let’s start/ play的教學(xué)內(nèi)容,既能作為一個(gè)個(gè)人的反思,也能作為對(duì)話(huà)的練習(xí).) 7.Spelling the phrases. ①Fill in the blank. pl_ _ sp_ _ts; br_ _kf_st… ②Guess the phrases. er – eat dinner; ay—play sports… ③Spell the phrases by Ss, check

15、 someone. (設(shè)計(jì)意圖:這課時(shí)的難點(diǎn)在于短語(yǔ)的背誦,特別是do morning exercises,因此設(shè)計(jì)不同的拼寫(xiě)活動(dòng),讓學(xué)生在不知不覺(jué)中背誦單詞.) Step3 Sum up Summarize what we have learned in this lesson 思想教育: 合理安排時(shí)間,要讓孩子把家庭和學(xué)校的作息制度銜接起來(lái),知道什么時(shí)間該做什么事情. Step4 Homework 抄寫(xiě)單詞以及背誦課文3次 課后反思： Period 2 Specific vocabulary: 能夠針對(duì)具體情況正確使用usually, often, som

16、etimes三個(gè)頻度副詞. Specific target setences: 學(xué)生能聽(tīng)懂并會(huì)說(shuō)句型: When do you get up/ eat breakfast/…? I usually… at…并能在實(shí)際情景中運(yùn)用. Specific functional exponents: 學(xué)生學(xué)會(huì)表達(dá)一天中不同時(shí)間段內(nèi)學(xué)習(xí)和生活起居情況. Source of material: 課件, 卡片, 掛圖, 同步練習(xí)冊(cè) Assumptions and Anticipated problems: 本課的重點(diǎn)是熟練使用句型: When do you get up/eat breakfast/…

17、? I usually… at… 問(wèn)答作息時(shí)間,學(xué)生學(xué)起來(lái)應(yīng)該不難,但如何正確運(yùn)用就是一個(gè)難點(diǎn),所以本課時(shí)要多設(shè)計(jì)活動(dòng),讓學(xué)生在真實(shí)的情景中運(yùn)用,同時(shí)也要向?qū)W生解釋usually, often, sometimes三個(gè)頻度副詞的用法. Step1 Warm-up 看動(dòng)作猜短語(yǔ) 教師將全班學(xué)生分為兩組,每組選派一名代表上講臺(tái)表演,教師向該學(xué)生出示動(dòng)詞卡片,各組學(xué)生根據(jù)他/她的表演猜測(cè)動(dòng)作名稱(chēng),并把短語(yǔ)拼讀出來(lái),相同時(shí)間內(nèi)猜對(duì)動(dòng)作名稱(chēng)多的一組為勝. Step2 Preview Let’s try Guess the word: What table has no legs? 引出

18、timetable 教師放Let’s try部分的錄音,讓學(xué)生對(duì)新句型在聽(tīng)覺(jué)上有所感知,完成聽(tīng)音找對(duì)作息時(shí)間表的練習(xí). (設(shè)計(jì)意圖：通過(guò)Let’s try 的聽(tīng)力練習(xí)，讓學(xué)生初步感知新句型。) Step3 Presentation 1. 由Let’s try 過(guò)渡到Let’s talk的教學(xué) T: You know Mike’s timetable, what about Zhang Peng’s and Amy’s timetabe? Now let’s watch TV and answer the question: When do Zhang Peng and Amy go

19、to school? Ss listen to the dialogue and find out the answers. (設(shè)計(jì)意圖：利用任務(wù)型教學(xué)的形式，讓學(xué)生帶著問(wèn)題去聽(tīng)，培養(yǎng)學(xué)生的聽(tīng)力能力。) 2.Read follow TV, （注意部分詞語(yǔ)）, read T, read together, read in 2 big groups, read in groups of 2. Try to act it out. ( 設(shè)計(jì)意圖：糾正語(yǔ)音、語(yǔ)調(diào)。) 3.Make a new dialogue in pairs. T: Good morning. How are you?

20、When do you get up/…? Oh, your day is so happy. See you. 學(xué)生可以根據(jù)Let’s talk右邊的圖畫(huà)或自己實(shí)際的生活改編對(duì)話(huà). (設(shè)計(jì)意圖：在操練部分，通過(guò)多種方式朗讀課文對(duì)話(huà)后，進(jìn)入到表演對(duì)話(huà)，為后面的延伸拓展做準(zhǔn)備。） 4.Let’s find out 師示范調(diào)查一學(xué)生,并填表; Pair work. 師示范作調(diào)查匯報(bào)，生作調(diào)查匯報(bào): My partner gets up at … Step3 Sum up 以下是美國(guó)一所小學(xué)五年級(jí)學(xué)生一天的作息時(shí)間表,以較有何不同. 7:00 Get up 9:00-10:15

21、 Class meeting/ Reading/ Writing 10:15-10:30 Recess 10:30-12:00 Math/ History/Geography 12:00-1:00 Lunch 1:00-2:15 Science/ Social study/ French 2:15-2:30 Recess 2:30-3:30 Art/ Gym/ Music 3:30 Go home 6:30 Supper 7:30-9:00 Homework/ Watch TV 9:30 Go to bed 思想教育:做一名優(yōu)秀的中國(guó)小朋友不容易,做一

22、名優(yōu)秀的西方小朋友也不容易. Step5 Homework 抄寫(xiě)對(duì)話(huà)并改編對(duì)話(huà),共3次; 聽(tīng)錄音,讀課文3次. 完成P6 Make a survey 的課后練習(xí). 課后反思： Period 3 Specific vocabulary: go to work,policeman, evening, noon, evening Specific target setences: 能夠聽(tīng)說(shuō)讀寫(xiě)句型:When do you eat dinner? I eat dinner at 7:00 in the evening. When do you get up? I usual

23、ly get up at 12:00 at noon. Specific functional exponents: 理解對(duì)話(huà)含義并能靈活運(yùn)用于實(shí)踐. Source of material: 課件, 卡片, 同步練習(xí)冊(cè) Assumptions and Anticipated problems: 經(jīng)過(guò)第一至第二課時(shí)的學(xué)習(xí),并結(jié)合學(xué)生三,四年級(jí)掌握的相關(guān)動(dòng)詞短語(yǔ)的知識(shí),展開(kāi)這一課的閱讀教學(xué).這篇文章的趣味點(diǎn)是The policemans get up at 12:00 noon. He goes to work at 9:00 in the evening. 比較警察和我們的生活作息時(shí)間,引

24、導(dǎo)學(xué)生進(jìn)行學(xué)習(xí),更能夠調(diào)動(dòng)他們的積極性. Step1 Warm-up 1.Game:誰(shuí)的反應(yīng)快? ( T: Now let’s play a game. Boys, when you see the blue word,stand up and say; Girls, when you see the red word,stand up and say. Let’s see who is quickly. Are you ready? ) 快速出現(xiàn)不同的時(shí)間, 活動(dòng)的短語(yǔ),如:7:00, 9:30, 8:15, 4:00, 6:20, 12:00, 3:45;in the mornin

25、g; in the afternoon;in the evening; go to work;eat dinner;go home;eat breakfast;go to bed;get up;play sports. (設(shè)計(jì)意圖：將全班分成兩大組,利用學(xué)生的競(jìng)爭(zhēng)意識(shí)去提高參與課堂活動(dòng)的主動(dòng)積極性,一為了活躍課堂氣氛,二為了復(fù)習(xí)時(shí)間活動(dòng)短語(yǔ),讓學(xué)生初步感知新課內(nèi)容，為下文作鋪墊。) Step2 Preview 演講比賽: My day( 對(duì)make a survey 作匯報(bào)). 學(xué)生兩人一組一問(wèn)一答互相配合,向全班表述自己的作息時(shí)間. Step3 Presentation 1.T:

26、You’re so clever. But some people go to bed at 7:00 in the morning. Do you know why? Who are they? Let’s go and see. 第一次閱讀:學(xué)生快速閱讀, 讓學(xué)生了解文章的大概內(nèi)容，獲取關(guān)鍵信息. 2.T shows some pictures: go to work, go to bed, eat dinner, play sports. Students say the phrases. Then read the dialogue and find out the time.

27、第二次閱讀:獲取警察叔叔具體的作息時(shí)間. Finish his timetable on the book. 3. Read again, tick or cross. Why?返回原文劃出答案 ①The man is a doctor. ②The policeman get up at 7:00 in the morning. ③The policeman goes to work at 9:00 in the morning. ④The policeman goes to bed at 6:30 in the evening. ⑤This is a Policeman’s d

28、ay. (設(shè)計(jì)意圖：第三次放慢閱讀速度，目的是培養(yǎng)學(xué)生獲取信息，處理信息的能力。通過(guò)理解課文的主要內(nèi)容和細(xì)節(jié)信息，進(jìn)行比較作出判斷。) 4.Read follow T, read by boys and girls. T:You can understand the text well. Now let’s read follow the TV. Follow T, and by Ss. 5.口頭作文 My day Hello! I’m_______. I ________ at_______. I______ at_______

29、. I ______ at ______. I _____ at ______. I like my day. 6.完成同步練習(xí)冊(cè)相關(guān)練習(xí). Step4 Sum up Summarize what we have learned in this lesson. Step5 Homework 抄寫(xiě)并讀課文;完成Task time,并在小組內(nèi)作匯報(bào). 課后反思： Period 4 Specific vocabulary: 學(xué)生能夠聽(tīng)、說(shuō)、讀、寫(xiě)動(dòng)詞詞組climb mountains, go shopping, play the piano, visit grandpa

30、rents, go hiking Specific target sentences: 學(xué)生能聽(tīng)懂問(wèn)句:What do you do on the weekend? 并能用所學(xué)動(dòng)詞短語(yǔ)替換句型: Sometimes I …/ I usually/often/ …中的關(guān)鍵詞回答問(wèn)句. Specific functional exponents: 學(xué)生學(xué)會(huì)正確使用頻度副詞表達(dá)自己的周末活動(dòng). Source of material: 課件, 卡片,圖片，活動(dòng)手冊(cè)，同步練習(xí)冊(cè) Assumptions and Anticipated problems: 這一課時(shí)的重點(diǎn)放于動(dòng)詞詞組 的識(shí)記上。這

31、些詞組與生活貼近,學(xué)生較為容易理解. 這一課時(shí)的句子What do you do on the weekend?是上冊(cè)要求掌握的重點(diǎn)句，不是新內(nèi)容。難點(diǎn)是單詞mountain和grandparents的正確拼寫(xiě)。 Step 1 Warm-up (設(shè)計(jì)意圖:復(fù)習(xí)以前學(xué)過(guò)的一些周末活動(dòng)詞組，以舊引新?；顒?dòng)類(lèi)型：A/C.) (1) Review the old phrases: read books, watch TV, do homework, cook the meals, clean the bedroom, play the violin … (2) Free talk: two p

32、airs have a talk about weekend activities. S1:What do you do on the weekend? S2: I often … on the weekend. What about you ? S1: I often … Step 2 Presentation Let’s chant 教師放P7let’s chant, 學(xué)生跟唱，初步感知本課時(shí)的動(dòng)詞詞組。 Let’s learn (1) 教師出示自己的家庭照和a family tree, “Look, my father and my mother, they a

33、re my parents. My grandfather and my grandmother, they are my grandparents.”通過(guò)紅色筆的不同對(duì)比讓學(xué)生初步感知英語(yǔ)構(gòu)詞法：grand+parents T: We often visit our grandparents on the weekend. What about you? Ss:… T: Sometimes I visit my friends on the weekend. I’m happy with them. Do you visit your friends/ uncle/aunt/teach

34、er…? Ss:… (設(shè)計(jì)意圖:通過(guò)圖片與圖表結(jié)合的方式讓學(xué)生先從意義上理解詞匯，再?gòu)囊艉托畏矫嫒椭洃浖皬?qiáng)化記憶?；顒?dòng)類(lèi)型：A/C.) (2) After teacher’s introduction about the weekend, teacher continues: How about you, boys and girls? What do you do on the weekend? (3) Let some students come to the blackboard and choose the pictures. Teacher helps them say:

35、 I often climb mountains/ go shopping/ go hiking/play the piano (設(shè)計(jì)意圖:發(fā)揮圖片和身體語(yǔ)言的作用，通過(guò)多種方式呈現(xiàn)新詞，遵循意義先行的原則，使單詞教學(xué)生動(dòng)有趣而且有實(shí)效?；顒?dòng)類(lèi)型：C.) (4) Students learn the phrases. Ss follow the tape to read. Do action and practice the phrases. (5) Game: 找朋友 學(xué)生四人一組，動(dòng)詞卡片“出牌”，翻開(kāi)牌面后根據(jù)牌面上的圖畫(huà)說(shuō)：On the weekend I go hiking.

36、/ I climb mountains on the weekend.等，牌面相同的人即為朋友，互相擊掌說(shuō)：Let’s go together!然后繼續(xù)下一輪游戲。 (設(shè)計(jì)意圖:在游戲中不斷重復(fù)所學(xué)的短語(yǔ),讓學(xué)生在不知不覺(jué)中練習(xí),自主地掌握學(xué)習(xí)的內(nèi)容.活動(dòng)類(lèi)型：C) (6) 引導(dǎo)學(xué)生做拼讀詞組比賽，在課堂上給學(xué)生時(shí)間互相交流認(rèn)記技巧，互相競(jìng)賽。 Step3 Let’s chant (1)Listen to the tape. (2)Clap hands and chant. Step 4 Pronunciation (1)展示掛圖，帶讀例詞，強(qiáng)調(diào)幾個(gè)字母組合ai,a

37、y, gr,gl的讀音，引導(dǎo)學(xué)生總結(jié)其讀音規(guī)則。 （2）放錄音，跟讀。聽(tīng)繞口令，配圖，簡(jiǎn)單講解，學(xué)生試著跟讀、說(shuō)繞口令。 Step3 Sum up Summarize what we have learned in this lesson 引導(dǎo)學(xué)生過(guò)積極的、有意義的雙休日。 Step4 Homework 1.read and Copy the new words. 2.調(diào)查各任課教師的周末生活。 課后反思： Period 5 Specific vocabulary: 能夠針對(duì)具體情況正確使用usually, often, sometimes三個(gè)頻度副詞.會(huì)使

38、用next 一詞。 Specific target setences: 學(xué)生能聽(tīng)懂并會(huì)說(shuō)句型:What do you do on the weekend? I usually/often play football. Sometimes I go hiking.并能在實(shí)際情景中運(yùn)用. Specific functional exponents: 學(xué)生學(xué)會(huì)正確使用頻度副詞表達(dá)自己的周末活動(dòng). Source of material: 課件, 卡片, 掛圖, 同步練習(xí)冊(cè) Assumptions and Anticipated problems: 第一課時(shí)僅要求學(xué)生能聽(tīng)說(shuō)、認(rèn)讀頻度副詞usua

39、lly/ sometimes, 而在本課時(shí)就要求能準(zhǔn)確使用頻度副詞進(jìn)行表達(dá)，這是本課時(shí)的難點(diǎn)，設(shè)計(jì)的活動(dòng)要著重于學(xué)生的實(shí)際運(yùn)用。對(duì)句型Let’s …together next Sunday.能正確認(rèn)讀。 Step 1 Warm-up (1)Ss read and spell the words. (2)Blank-filling: T: Climb Ss: Climb mountains. T: Hiking. Ss: Go hiking. T: Shopping. Ss: Go shopping. Step 2 Preview (1)Question:

40、What do you do on the weekend? Let some of the students talk about their weekends. (2)Listen to the tape “Let’s try”. Students listen to Let’s try and finish the exercises. Check the answers. Step3 Presentation (1)When teacher asks the question “What do you do on the weekend?” Mark a star on th

41、e pictures. Then present “sometimes, usually, often”. (2)Practice the words: sometimes: clap hands once; usually: clap hands twice; often: clap hands three times. (3)T: Do you want to know what does Miss Tang do on the weekends? Ss: Yes. T: So ask me. Ss: What do you do on the weekend? T: I often

42、… Sometimes I … Usually I …. (4)Teacher asks some questions about students. (5)Play the tape. Students follow the tape. (6)Students practice the dialogue and act the dialogue. Step4 Story time Play the tape and enjoy the story. Step5 Sum up: How can you have a happy weekend? 引導(dǎo)學(xué)生過(guò)積極的、有意義的雙休

43、日。 Step 6 Homework 1. Copy the dialogue. 2. Practice reading. 3.Do the exercise book. 課后反思： Period 6 Specific vocabulary: says, either Specific target sentences: 能夠聽(tīng)說(shuō)讀寫(xiě)句型:What do you do on the weekend? Usually I watch TV and go shopping. Sometimes I visit my grandparents. I often play

44、 football. Sometimes I go hiking. 能聽(tīng)說(shuō)、認(rèn)讀句子： The weather report says it’s going to rain tomorrow. I can’t play football in the rain. I can’t go hiking, either. Specific functional exponents: 理解對(duì)話(huà)含義并能靈活運(yùn)用于實(shí)踐. Source of material: 課件, 卡片, 同步練習(xí)冊(cè) Assumptions and Anticipated problems: 本課時(shí)的重點(diǎn)和難點(diǎn)是四會(huì)掌握句型。

45、提倡個(gè)性化的學(xué)習(xí)將學(xué)習(xí)過(guò)程更有意義，引導(dǎo)學(xué)生把課堂學(xué)習(xí)與自己的生活、興趣和感受聯(lián)系在一起。有意識(shí)地滲透學(xué)習(xí)策略的訓(xùn)練，引導(dǎo)學(xué)生對(duì)自己的生活安排做出相應(yīng)的調(diào)整。 Step 1 Warm-up (1)Free talk: My weekend. Two students have a talk. (2)Play the train game: T: What do you do on the weekend? S1: I often go hiking. S2: Sometimes I go shopping. S3: Usually I visit grandpa

46、rents. (use the words often, sometimes and usually) Step 2 Preview T: Zip and Zoom do different things on the weekend. Let’s go and see. Step3 Presentation (1)Ss read the dialogue on their own. Find out the difficult words. (2)Ss write down Zip and Zoom’s weekend activities. (3)Listen and read

47、 after the tape. (4)Ss practice reading the dialogue. Then act the dialogue. (5)Write the four-skilled sentences on the blackboard.. Ss practice writing. (6)Rewrite the story. Write the dialogue as a passage. Teacher writes the passage and students do the blank-filling. Step4 Let’s check (1)Play the tape and students do the exercises. (2)Check the answer. Step4 Sum up Summarize what we have learned in this lesson. Step5 Homework 1. Practice writing the four-skilled sentences. 2. Practice reading. 課后反思：