【正文】 crayons Alice’ s? S2： No, they are not hers. S1： Whose crayons are these? S2:： They are Jill’ s. S3： Is the schoolbag Joe’ s? S4： No, it’ s not his. S3： Whose schoolbag is it? S4:： It’ s Alice’ s. ... 學生根據(jù)圖片及表格內(nèi)容，完成 Think and write中的書寫練習，鞏固重點和難點，從聽、說、讀的技能過渡到寫的訓練。 教學重、難點 詞匯： crayon, umbrella, hers, theirs 句型： Whose...is this/are these? It’ s/they’ re? 教學方法： 任務教學法、情景教學法。 1) The socks are Peter ’ s. ( ) 2) The socks are not on the bed. ( ) 3) Both the cap and the Tshirt are Paul’ s. ( ) 4) Sally asks Peter to put the Tshirt on the chair. ( ) 然后出示下面兩組句子，利用學生的書和文具和他們問答，幫助學生理解 mine 和 yours 的用法。 通過 Listen and sing 中有關(guān)整理房間的對話，幫助學生掌握本單元的核心句型。 Whiletask procedures 教師與學生就 Listen and say 第一幅圖片中的情景展開問答。 T: Whose ruler is this? S1: It is mine. T: Is this ruler yours? S2: No, it’ s hers. T: Is this ruler hers? S3: Yes, it’ s hers. 接著，利用幾件其它學習用品和學生問答。 T： (show a picture of an umbrella) What’ s this? S1： It’ s an umbrella. T： (stick the picture on the blackboard) Umbrella, an umbrella. Ss:： Umbrella, an umbrella. T： (point to the picture) Whose umbrella is this? S2： It’ s Ben’ s. T： This umbrella is Ben’ s. It’ s his. Ss:： This umbrella is Ben’ s. It’ s his. 然后，用同樣的方法教授 crayon. 學生根據(jù) Think and write 中的圖片，看圖填表。 教學重、難點 語音： ar(car), ue(blue), oo(school) 詞匯： (be) full of, a few。 Picture 1: box, table, nails Picture 2: drop, nails, fall, mess Picture 3: give, black stone, help, try Picture 4: put, near, stick, floor, clean, magic stone 指導學生完成課本第 5 頁 Read a story 的后續(xù)練習，然后填空完成故事概要。 通過 look and learn 欄目，幫助學生掌握本單元的核心句型。 學生針對 Nancy 和 Dan 家的房間圖，兩人一組對話，鞏固和運用所學語言。 1) What are they talking about? 2) Are they happy with their new home? 出示以下細節(jié)問題，讓學生帶著問題再聽一遍錄音后作答，以培養(yǎng)學生捕捉關(guān)鍵信息的能力。 通過學習任務 (task),幫助學生鞏固和綜合運用本單元所學的知識和技能，描述自己夢想的家園。 1) Where are wild geese in winter? 2) Why don’ t they stay in the north? 3) Will they fly back to the north? 播放 Look and read 的錄音，學生跟讀課文。鼓勵學生加上生動的肢 體語言。 T： Look at the calendar. Which year is it now? Ss： It’ s the year? T: (show a new calendar) Look. Which year is it now? Ss: It’ s the year? ... 接著，學生根據(jù)教師口中的單詞卡片，學習單詞 future. T： (show the flashcard for future) In 15 years, what will happen to you? It’ s the future. Future, future, future. Ss: Future, future, future. T: (write in the future on the blackboard) Today we’ ll talk about your future. 然后，學生根據(jù)教師黑板上出示的句型，學習單詞 will和句型 I will be? I will? T: In the future, what will you be? What will you do? In 15 years, I’ ll be ? years old. I’ ll still work in the school. My son will be 21 years old. He’ ll? 學生看 Listen and say 的組圖 1，在教師的幫助下理解圖意。 教師與學生問答，以復習舊知，導入新課。 了解字母組合 ee, ea, eer 及 ear 在單詞中的發(fā)音。 在學生熟悉課文的基礎(chǔ)上，教師出示 Look and read 的掛圖，讓學生合上書本，根據(jù)圖片說說 Bobby 的現(xiàn)在和未來。 通過 Write and say 欄目，幫助學生從口頭和寫作兩方面鞏固運用所學詞匯和句型。 1) Does Alice like the picture book? 2) What are the pictures about? 3) What is Kitty going to do? 然后，讓學生獨立完成課本第 25 頁的練習。 Posttask activities 學生兩人一組，根據(jù) Write and say 欄目的問題續(xù)寫 listen and say 的對話，然后進行角色扮演，扮演完整的對話。 T: (show the flashcard for dictionary) What’ s this? Ss: It’ s a dictionary. T: Yes, It’ s a dictionary. Ss: Dictionary, dictionary. T: (point to the floor plan of the bookshop) I am going to buy a dictionary. Which floor am I going to? S1: You are going to the third floor. 繼續(xù)用同樣的方法教授 magazine, newspaper 和storybook. 出示 culture corner 中的建筑圖，告訴學生：在英國，一棟建筑地面以上的第一層叫做 the ground floor, 而the ground floor 上面的一層，也就是第二層才叫 the first floor。 1 了解字母 i 及字母組合 ie 在單詞中的發(fā)音。 The students are going to write about the writers and stories.) 2) The students are going to draw pictures of the books. (T。 播放錄音，學生按照錄音節(jié)拍誦讀兒歌。 S1: I read books at the weekend. S2: I do my homework at the weekend. ? Whiletask procedures 教師呈現(xiàn)自己這個周末的計劃表，告訴學生自己的計劃和打算，同時教師單詞 plan。 通過 Think and write 的寫作活動，讓學生寫一寫自己周末的計劃，進一步鞏固和運用核心句型。 S1: What are you going to do this weekend? S2: I am going to row a boat. S3: I am going to read a picture book. ... 全班交流。 S1: What do you usually do at the weekend? What are you going to do this weekend? S2: I usually play football at the weekend. This weekend, I am going to fly a kite. S3: I usually go to the park at the weekend. This weekend, I am going to visit my grandparents. Module 2 Work and play Unit 5 At the weekend （第三課時） 教學時間： 教學目標： 1 通過 Read a story 的閱讀及反饋練習，幫助學生進一步理解一般將來時的用法，同時讓學生懂得“今日事 ，今日畢”的道理。通過提問培養(yǎng)學生抓住文章細節(jié)的能 力（如 What does Little Monkey think on the first day?） , 也可以培養(yǎng)學生根據(jù)上下文進行推理的能力（如 The next day is Sunday. What day is the first day? ）。 讓學生完成練習冊中 task 的任務，了解同學的周末計劃。如： What are you going to do this weekend? We are going to visit Hangzhou this weekend, this weekend. How are you going there this weekend, this weekend? We are going there by plane this weekend, this weekend. … Whiletask w w . 用 Apple tree 游戲引入單詞 hotel。最后，作為回家作業(yè)，請學生完成 think and write，寫一寫同桌的周末計劃。 請學生根據(jù)課本完成課本第 33 頁的劇本，然后全班集體交流核對答案。 教學重、難點 詞匯： build， next， cry， until 教學方法： 情景教學法。在聽的過程中，引導學生關(guān)注作報告的學生在表達上正確與否。 教學重、難點 句型 : ...usually...this weekend, ...is/are...going to... 語音 : o(flo), oa(goat), oe(Joe) 教學方法： 任務教學法、情景教學法。 T: Do you have a plan for this weekend? S1: Yes, I do. T: What are you going to do this weekend? S1: I am going to see a film with my family. ... 播放 listen and say 的錄音，學生聽完后教師提問，集體完成表格，培養(yǎng)學生在聽錄音時抓住人物、事件等關(guān)鍵信息的能力。 Posttask activities 學生兩人一組，完成練習冊中 task 第一部分的問題互相回答，了解同學喜歡的書籍。 The boys are going to do a survey.) 4) The girls are going to act out a play. (T。 教學重、難點 語音： i(five), ie(pie) 詞匯： week, student, do a survey, act? out 句型： They are