【正文】 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。 教學(xué)過程： 第一次備課 第二次備課 Pretask preparations 兒歌誦讀。 通過 look and learn 欄目，幫助學(xué)生學(xué)習(xí)本單元的生詞。最后，作為回家作業(yè)，請學(xué)生完成 think and write，寫一寫同桌的周末計劃。 讓學(xué)生完成練習(xí)冊中 task 的任務(wù)，了解同學(xué)的周末計劃。 Posttask activities 根據(jù)已經(jīng)完成的劇本，學(xué)生兩人一組表演故事《明日復(fù)明日》。鼓勵學(xué)生把猴子變化的心情讀出來。 請學(xué)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。通過提問培養(yǎng)學(xué)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(xué)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? ）。然后，學(xué)生點名提問，了解她 /他的同桌的計劃。教師呈現(xiàn)或者口頭說出動詞短語，有這個打算的同學(xué)起立說句子，教師統(tǒng)計人數(shù)，選出本周末最受學(xué)生受歡迎的三項活動。 教學(xué)重、難點 詞匯： build， next， cry， until 教學(xué)方法： 情景教學(xué)法。 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(xué)時間： 教學(xué)目標： 1 通過 Read a story 的閱讀及反饋練習(xí)，幫助學(xué)生進一步理解一般將來時的用法，同時讓學(xué)生懂得“今日事 ，今日畢”的道理。 教師朗讀單詞，學(xué)生在多個單詞中找出教師所讀單詞。 教師播放錄音，學(xué)生跟著錄音朗讀。在聽的過程中，引導(dǎo)學(xué)生關(guān)注作報告的學(xué)生在表達上正確與否。 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。 Whiletask procedures 用開火車游戲幫助學(xué)生運用句型 What are you going to do this weekend? S1: (S2’ s name) What are you going to do this weekend? S2: I am going to see a film this weekend. (S3’s name) What are you going to do this weekend? S3: I am going to row a boat this weekend. (S4’ s name) What are you going to do this weekend? ... 請學(xué)生做 Do a survey 的調(diào)查，每人至少調(diào)查五個同學(xué)，把調(diào)查結(jié)果寫在表格里。一個學(xué)生上臺做動作，其他學(xué)生用英語短語描述該學(xué)生的動作。 教學(xué)重、難點 句型 : ...usually...this weekend, ...is/are...going to... 語音 : o(flo), oa(goat), oe(Joe) 教學(xué)方法： 任務(wù)教學(xué)法、情景教學(xué)法。 通過 Think and write 的寫作活動，讓學(xué)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 is Peter going to do this weekend? S2: He is going to... Posttask activities 學(xué)生四人一組， 在小組內(nèi)相互調(diào)查，并把同學(xué)的計劃記錄在紙上。然后，學(xué)生六人一組，分角色有感情的朗讀對話，教師在教室內(nèi)來回巡視，適當(dāng)時給予必要的幫助。 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(xué)生聽完后教師提問，集體完成表格，培養(yǎng)學(xué)生在聽錄音時抓住人物、事件等關(guān)鍵信息的能力。 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(xué)生自己的計劃和打算，同時教師單詞 plan。 教學(xué)過程： 第一次備課 第二次備課 Pretask preparations 詢問學(xué)生周末的日?；顒?，教學(xué)單詞 weekend。 通過 look and learn 欄目，幫助學(xué)生學(xué)習(xí)本單元的生詞。 Posttask activities 學(xué)生兩人一組，完成練習(xí)冊中 task 第一部分的問題互相回答，了解同學(xué)喜歡的書籍。 播放錄音，學(xué)生按照錄音節(jié)拍誦讀兒歌。 出示 Learn the sounds 的語言單詞卡片 i(five), ie(pie)，請學(xué)生跟讀并感知字母 i 和字母組合 ie 在單詞中的發(fā)音。待完成后，教師請五位學(xué)生分別讀出正確的句子。 The boys are going to do a survey.) 4) The girls are going to act out a play. (T。 The students are going to write about the writers and stories.) 2) The students are going to draw pictures of the books. (T。然后，出示以下句子，學(xué)生聽錄音，判斷正誤并改錯。 T: (point to the books) look at these books. Are they picture books or storybooks? S1: They are picture books/storybooks. T: Are these books for children? S1: Yes, they are. T: Which one do you like? S1: I like the three little pigs... Whiletask procedures 與學(xué)生開展問答，引入 Look and read 欄目的教學(xué)。 教學(xué)重、難點 語音： i(five), ie(pie) 詞匯： week, student, do a survey, act? out 句型： They are going to write about the writers and the stories. 教學(xué)方法： 情景教學(xué)法。 1 了解字母 i 及字母組合 ie 在單詞中的發(fā)音。 然后，根據(jù)教 學(xué)實際，請兩至四組學(xué)生上臺表演對話。 T： (point to the picture of Kitty’ s Mum) Where’s kittys mum? S1: She is on the fourth floor. T: Is she going to buy an art book? S1: No, she isn’ t. She is going to buy a music book. 然后，學(xué)生兩人一組，仿照示范進行對話，進一步操練本單元的核心句型。 教師可以介紹書店的樓層，以總結(jié)本單元的核心句型和單詞，并為學(xué)生操練對話做準備。 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(xué)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。 T: Where are Kitty and Alice? S1: They are in the bookshop. T: What’ s Kitty going to buy? S2: She’ s going to buy a storybook. T: What’ s Alice going to do in the future? S3: She’ s going to visit different places in China in the future. T: What’ s Kitty going to do every day? S4: She’ s going to read a story every day. ? 繼續(xù)與學(xué)生問答，引入本課時的學(xué)習(xí)內(nèi)容。 教學(xué)重、難點 詞匯： dictionary, magazine, newspaper 句型： Is he/ she going to buy? ? 教學(xué)方法： 任務(wù)教學(xué)法、情景教學(xué)法。 通過 look and learn 欄目，幫助學(xué)生學(xué)習(xí)詞匯。 Posttask activities 學(xué)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。然后，紙條的主人站出來，從剩下的紙條中抽取一張，進行同樣的活動。 S1: (act as Kitty) My favourite book is Stories for children. It’ s a book of interesting stories with pictures for children. I like it because I can get a lot of fun from it. S2: (act as Alice) My favourite book is Picture stories of China. It’ s a book of pictures of different places in China. I like it because the pictures are very beautiful. I am going to visit these places in the future. 學(xué)生將自己最喜歡的書籍、其大致內(nèi)容以及喜歡的原因?qū)懺谝粡埿〖垪l上，但不要寫上名字。待跟讀完畢，將全班學(xué)生分成兩組，分角色朗讀對話。 1) Does Alice like the picture book? 2) What are the pictures about? 3) What is Kitty going to do? 然后，讓學(xué)生獨立完成課本第 25 頁的練習(xí)。 . 1) What is Kitty going to buy? 2) What is Alice going to do? 出示 Listen and say 的第二張圖片，就圖片與學(xué)生問答，引入第二段對話的內(nèi)容。出