【正文】 lothes, TV, football 1. Free talk: Do you like weekend? What do you do on the weekend? 2. Listen and tick: What does Oliver do on the Saturdays? 1. Listen and answer the question: Does Sarah often read books in this park? 2. Listen again and choose: What does Zhang Peng often do here? A. play football B. do homework 3. Listen and repeat. Pay attention to the pronunciation and intonation. 4. Role play the convention Talk about students’ weekend activities and learn the rest new phrases: wash my clothes, watch TV 1. Game: high voice and low voice, one by one, group by group, do the action and say the words 2. Listen and repeat 1. Pair work: Look at the picture and make a convention with your partner by using the key sentences. 2. Task: Do a survey of your classmates’ 回顧已學(xué)單詞，為新詞組的教授做鋪墊。 Ⅳ .Practice Ⅴ . Summaryamp。 通過聽音回答問題，既是對(duì)學(xué)生聽力的訓(xùn)練，同時(shí)又引出本節(jié)課的核心句型及新單詞Thursday 和 cooking 通過談?wù)搶W(xué)生的課程表來學(xué)習(xí)新單詞，與學(xué)生 Ⅳ . Practice Ⅴ . Summaryamp。 homework Read amp。 請(qǐng)學(xué)生總結(jié)：字母 y的發(fā)音規(guī)則，即 y在單詞詞尾發(fā) /i/ 完成活動(dòng)手冊(cè)相應(yīng)部分 總結(jié)回顧 教后反思 Unit 1 What’ s he like? Topic Unit 1 Theme What’s he like? B 部分 Lesson 1 Aims ⑴句型： 能夠聽、說、讀、寫句型： What’ s Wu Yifan like? He’ s 的性格或外貌特征 能夠在語境中理解 Ms Wang will be our Chinese ，并能正確發(fā)音。 learn 2, Copy new words for four times and sentences for two times. 3,Introduce your teachers to your friends. 教后反思 Unit 1 What’ s he like? Topic Unit 1 Theme What’s he like? A 部分 Lesson 2 Aims 1. 能夠掌握字母 y的發(fā)音規(guī)則，即 y在單詞詞尾發(fā) /i/ 2. 能夠讀出符合 y發(fā)音規(guī)則的單詞，并能夠根據(jù)發(fā)音拼寫出符合 y發(fā)音規(guī)則的單詞 3. 能夠在單線上完成抄寫句子的活動(dòng)，做到書寫規(guī)范 ? Key Points 能夠掌握字母 y的發(fā)音規(guī)則，并讀出符合 y發(fā)音規(guī)則的單詞 Difficult Points 掌握和運(yùn)用發(fā)音規(guī)則拼寫單詞 Aids Computer,radio, blackboard, cards, chalks Task 能夠掌握字母 y 的發(fā)音規(guī)則，并讀出符合 y 發(fā)音規(guī)則的單詞 Blackboard Design Unit1 What’s he like? Part A Let’s spell y/i/ Procedures Contents Methods Purposes Step1 1,Greetings 2,Free talk:Who’ s your Chinese teacher?Is 復(fù)習(xí)舊知 Warmup Step2 Presentation Step3 Practice Step3 Production he/she strict?Is he/she funny?Who is funny in your class? 1,教師呈現(xiàn)一張圖片：一個(gè)動(dòng)作滑稽可愛的小娃娃。 能夠理解對(duì)話大意，按照正確的意群及語音、語調(diào)朗讀對(duì)話，并進(jìn)行角色扮演 ⑵ 詞匯 X|k |B| 1 . c|O |m 能夠聽、說、讀、寫單詞： old,young,funny,kind,strict 能夠在語境中運(yùn)用這些單詞詢問并回答關(guān)于人物性格或外貌特征的問題，或運(yùn)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(yùn)用這些單詞寫出句子 He/She/It is … 、文化意識(shí)、學(xué)習(xí)策略目標(biāo) 樹立正確的審美觀，避免以貌取人 Key Points 掌握 strict 的運(yùn)用與發(fā)音 熟練運(yùn)用句型： Is he young/funny?Yes,he is./No,he isn’’s she like? She’s kind. Difficult Points 掌握 strict 的發(fā)音 一般疑問句 : Is he young/funny?肯定回答： Yes,he is./否定回答： No,he isn’t. Aids Computer,radio,blackboard Task Introduce your teachers to your friends Blackboard Design Unit1 What’s he like? Part A Let’s talk and let’s learn A:Who’s your … teacher? B:Mr/Miss… A： Is he/she young/old/funny/kind/strict? B: Yes, he/she is./No, he/she isn’t. Procedures Contents Methods Purposes Step1 Warmup Step2 Presentation Let’s talk amp。教師引導(dǎo)觀察 candy, happy, sorry,baby這幾個(gè)單詞，尋找他們?cè)谠~性和發(fā)音上的共同點(diǎn)，幫助學(xué)生發(fā)現(xiàn)： The letter ‘ y’ says /i/ in these words. 4，教師再次播放歌謠錄音，學(xué)生找出還有字母 y發(fā) /i/的單詞。并提問： What’ s she like? 2,播放 Let’ s 。 3， 仿寫句子描述機(jī)器人特點(diǎn)。 2. 能夠讀出符合 ee/ea發(fā)音規(guī)則的字母，并能根據(jù)發(fā)音拼寫出符合 ee/ea發(fā)音規(guī)則的單詞。 培養(yǎng)學(xué)生語音辨別能力。 提高學(xué)生語用能力和合作能力，促進(jìn)彼 Ⅴ . Summaryamp。 write 2. 自主學(xué)習(xí) Storytime 部分 3. 完成練習(xí)冊(cè)相應(yīng)部分 鞏固復(fù)習(xí)，活躍課堂氛圍，并為新課教授做鋪墊。 Blackboard Design Unit 3 What would you like? A. Let’s learn A. Roleplay sandwich salad hamburger ice cream tea What would you like to eat / drink? I’d like … A. Let’s try A. Let’s talk thirsty drink I’m thirsty. What would you like to eat / drink? I’d like … Here you are. Procedures Contents Methods Purposes 1 熱身、復(fù)習(xí) (Warmup/Revision) 呈現(xiàn)新課 (Presentation) 復(fù)習(xí) 詞句，由舊引新。 5. 課堂小結(jié)（ Summary） （ Homework） Key Sentences:”What would you like to eat/drink? Homework 讓學(xué)生自制一份營養(yǎng)午餐的菜譜，并在小組內(nèi)進(jìn)行交流。 (3) 教師把本部分的兩組例詞寫在黑板上。 (3) 教師將上面四個(gè)句子寫在黑板上。 (2) 再次播放教學(xué)錄音，師生一起核對(duì)答案。 1. Read, listen and chant (1) 教師在黑板上用簡筆畫畫出一只奶牛，說：“ Look, this is a cow.”，然后在奶牛旁邊畫出一 些花，說：“ There are some flowers. Wow! They’re so beautiful.”，最后在旁邊畫一個(gè)坐著的小男孩，說：“ The boy loves to see the cow and the flowers. He sits down and enjoys them.” (2) 教師畫一間房子，墻面上有一扇開著的窗戶，房子外面有一棵樹，樹上沒有樹葉，樹下面堆積著黃色的樹葉，樹干上趴著一只蝸牛，天上飄著雪花，然后教師說：“ Look at the blackboard. Some leaves are on the ground. The snow is falling down. It’s cold. Close the window, please. Oh, the snail is slow. When can 創(chuàng)設(shè)輕松課堂氛圍。 教師請(qǐng)兩位學(xué)生站起來示范讀對(duì)話。 2. 能在創(chuàng)設(shè)的實(shí)際情景中靈活運(yùn)用句型“ What would you like to eat / drink?”及“ I’d like … ”。 let’s check —What do you have on …? —I have… —What do you often do on the weekend? —I often… Sometimes I… Procedures Contents Methods Purposes Ⅰ . Prereading Ⅱ .Whilereading Ⅲ . Postreading Ⅴ .Summaryamp。 let’s learn read books play football — Do you often wash my clothes in this park/ on the weekend? do homework watch TV — Yes, I do. / No, I don’t. Procedures Contents Methods Purposes Ⅰ . Warmup 1. The song: Days of the Listen to the t