【正文】 ead books? /… 2) Yes, I do. / No, I don’t. 3. Enable students to use the key sentences to talk about weekend activities. Key Points 1. 能聽、說、讀、寫單詞 “ wash”，“ watch”，“ do”，“ read” 和詞組 “wash my clothes”，“watch TV”， “do homework”， “read books”， “play football”。 鞏固 ea 和 ee 的發(fā)音規(guī)律，提高學生的自主學習能力。 3. Listen to the chant and find out the words including “ea” 4. Listen again and chant after the tape, 并請幾位同學朗讀歌謠 5. Listen and read the words after the tape 教授 Monday 和 bedroom的單詞組合方法 Show some new words and let students try to read. Then let students find friends for the words including “ee” and “ea”. New words: bee, see, feel, meat, sea, meal, deal… Complete the practice Complete the practice Students finish the practice by themselves. Let’s see what we have learnt today. 1. 熟讀 the chant. 2. 復習 ee 和 ea 的發(fā)音規(guī)律，即 let’s wrap it up 的單詞組合規(guī)律。 復習星期一到星期天的單詞。 PartB Let’s wrap it up feet tea read meet eat Mon + day = Monday bed + room = bedroom Procedures Contents Methods Purposes Ⅰ . Warmup Ⅱ . Preview Ⅲ .Presentation 一． The chant of let’s spell 二． The song: Days of the week Free talk 一． Read， listen and chant Studs listen to the chant, and try to chant after the tape Sing the song together. 一． Ask questions according to the chant： Do you like to read? / … 二． Ask the question: What can you hear from the song? 1. 通過 free talk 引導學生說出 I like to read/eat/ drink tea/repeat, 并解 釋 tea 和repeat 的意義 2. 板書核心詞匯 read， eat， tea， repeat，引導學生觀察并找出單詞中相同字母的組合ea。 2. 完成“ Let’s wrap it up”的任務，初步 接觸簡單的構詞法，發(fā)現(xiàn)簡單的構詞規(guī)律。 let’s learn 部分 4. 完成練習冊相應部分 生活貼切，較容易引起學生的學習興趣 ,同時鞏固了核心句型 通過不同的方式訓練更能激發(fā)學生的興趣 通過 chant 方式，學生更有興趣 提高學生的語用能力 復習小結，加深印象 教后反思 Unit 2 My week Topic Unit 2 Theme My week A 部分 Lesson 2 Aims 1. 能夠掌握字母組合 ee/ea的發(fā)音規(guī)則，即在單詞中發(fā)長音 /i:/。 let’s learn Monday Tuesday Wednesday —What do you have on Thursday Friday Saturday Sunday weekend —I have … / We have … Procedures Contents Methods Purposes Ⅰ . Warmup Ⅱ . Preview Ⅲ .Presentation Main scene Let’s try Let’s talk Let’s learn Sharp eyes: What class is it? Chinese class, Enghlish class, maths class, art class, PE class, music class, puter class, science class 1. Free talk: What do you have today? 2. Listen and fill the blank: What about John? 1. Listen and answer the question: What does John have on Thursdays? 2. Listen again and choose: What does Grandpa have on Thursdays? A. a cooking class B. a maths class 3. Listen and repeat. Pay attention to the pronunciation and intonation. 4. Role play the convention Talk about students’ week schedule and learn 通過游戲復習所學知識，活躍學生思維，同時為新課做鋪墊。 2. 能在創(chuàng)設的實際情景中靈活運用句型“ What do you have on …? ”，“ I have … ”。 I , we ,you, it 的搭配的規(guī)則。 1完成讀后活動 Read and tick or cross. 2， 自己設計機器人，將它畫出來，并向同桌描述它的特點。第二幅圖： Robin is short but ： _____ is _____ but_____. 5，教師呈現(xiàn)第三幅圖片，請學生說 出這幅圖片中Robin的特點。 1,Listen and imitate Let’ s talk amp。 7，出示助人為熱的圖片， What’ s he like? He’ s 8，對讀音準確的同學夸獎， You are 9，教師呈現(xiàn)兩張圖片 Tom is is clever,too. Tom gets 100 in the test,but Jack gets 60,why?引導學生回答 hard ar, or的發(fā)音。 learn 1,Greetings 2, Enjoy and sing a song: Who’s your teacher? 3, Groups Division 4，通過課件復習 Part A 的知識 1,復習舊知識引導到 Ms Wang,Ms Wang is a new Miss 與 Ms的區(qū)別。聽錄音根據(jù)圖片將正確的單詞寫在橫線上。教師一次呈現(xiàn)兩張含有字母 y的單詞卡片，請學生以小組比賽形式。Body,sunny,rainy,snowy,cloudy,many等。 2，師生看圖對話： What’ s this? It’ s a little baby. Is he/she funny? Yes, he/she is. 教師再呈現(xiàn)一個傷心娃娃，讓學生嘗試描述圖片，The little baby is happy. I am sorry. 3，教師問： Why I am sorry? Listen and find candy for the 寫出單詞。 讓學生聽音模仿，掌握正確的意群及語音、語調 通過現(xiàn)實生活中的例子操練加強印象 德育滲透： 樹立正確的審美觀，避免以貌取人。 8， listen and imitate 9, We know Mr Young is a music teacher? Who is Zhang Peng’s science teacher? Miss she…?引出 kind。 3，教師呈現(xiàn)人物圖片提問： Is he/she young/old?學生回答： Yes,he/she is. No,he/she isn’ Mr Young,問： Do you know Mr Young? 引導學生提問Is he…? 總結他的外貌或性格特征。 Unit 1 What’ s he like? Topic Unit 1 Theme What’s he like? A 部分 Lesson 1 Aims ⑴ 句型： 能夠聽、說、讀、寫句型： Is he young/funny?Yes,he is./No,he isn’’s she like? She’s kind. 能夠在情景中運用句型 Is he/she yong/…? What’s he/she like?He/She is kind/… 詢問并回答某人的性格或外貌特征 能夠在語境中理解單詞 know和句子 Do you know Mr Young?的意思，并能正確發(fā)音。 Who’s this boy/girl? 操練 Do you know…? No, I don’’s he/she? He/She is Miss/Ms/Mr… a/your/ new …teacher. 2,指著圖片繼續(xù)問： Is he young? 操練 下一張圖片，圖片顯示教師是 ，操練。 5，教師問： What kind of teachers do you like?學生回歌曲熱身，活躍課堂氣氛 ,為新知識鋪墊 引入小組競賽機制激發(fā)學習興趣 Let’s try為 Let’s talk做鋪墊 Old new 對比 通過各種方式操練單詞 Step3 Practice Step3 Production Step4 Summary Step5 答： I like funny/young teachers. 6,教師問： What kind of teachers does he like?聽錄音，選擇 7, 教師問： Does Oliver know Mr Young?Is Mr Young an English teacher?聽錄音，回答。評出勝利小組。教師引導學生說 little baby，并采用自然拼讀法進行操練。 5，教師引導學生說出已學過 y發(fā) /i/的單詞。 2，讀一讀，辨一辨。強調書寫三大規(guī)則 Step4 Summary Step5 Homework 2，完成書本 listen,write and say。 能夠理解對話大意，按照正確的意群及語音、語調朗讀對話，并進行角色扮演 ⑵詞匯 能夠聽、說、讀、寫單詞： polite,hardworking,helpful,clever,shy 能夠在語境中運用這些單詞詢問并回答關于人物性格或外貌特征的問題，或運用這些 單詞描述人物性格或外貌特征 能夠在有意義的語境匯總運用這些單詞寫出句子 He/She/It is ? 、文化意識、學習策略目標 樹立正確的審美觀，避免以貌取人 Key Points 掌握 hardworking的書寫， shy的發(fā)音 熟練運用句型： What’ s Wu Yifan like? He’ s hardworking. Difficu