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unit7 It's Tuesday.教学设计

Unit 7 It’s Tuesday.

单元总目标

本单元既对前两个单元的学习内容进行再现与整合,同时又把学校生活这一话题延伸到了周内的活动。本单元要求学生能够运用句型:What day is it today ? It’s… We have …on… Is it …today ? Yes, it is. What do you do o n…?I…What does Liu Zhaoyang do on…?He likes to…谈论自己及他人的周末安排。

unit7 It's  Tuesday.教学设计

单元具体目标

一、能听、说、读、写以下词汇:

week Monday. Tuesday. Wednesday, Thursday. Friday. Saturday Sunday

二、能听懂、会说、会读、会用下列句型:

(1) ---What day is it today?

---It’s…

---We have…on…

(2)---Is it…today?

---Yes,it is.

(3)---What do you do on…?

---I…

---What does he/she do on…?

重点:学习掌握句型:

(1) ---What day is it today?

---It’s…

---We have…on…

(2) ---Is it…today?

---Yes,it is.

(3) ---What do you do on…?

---I…

---What does he/she do on…?

---He/She likes to…

难点:能在实际生活中灵活自如地运用英语谈论每日课程及生活安排,并能用所学单词进行相应的替换练习。

情感目标

1.培养学生热爱学习,热爱生活的美好情感。

2.鼓励学生发现他人的优点,培养学生良好的学习生活习惯。

第一课时

教学内容:Warming-up. Cirle the day. Write out your classes today .

Let’s learn 中的前四个单词

教学目标

1.知识与技能

(1)能听、说、读、写单词:week Friday Saturday Sunday

(2)能在实际生活中灵活运用句型:

---What day is it today?

---It’s…

2.过程与方法

学生能把新学的单词,灵活运用到已学的句子中,编成对话,在课堂上表演出来。

3.情感、态度与价值观

引导学生合理安排每天的活动。

教学重点:听、说、读、写新单词week Friday Saturday Sunday

教学难点:把新学的单词灵活运用到已学的句子中。

教法设计:情景教学法、互动性教学法、任务型教学法

学法设计:小组合作学习、合作探究,操练,角色扮演。

教学准备:多媒体课件

课时设计:1课时

教学过程

一、Warming up

1、Circle the day(P53)

让学生在日历上圈出当日,并引导学生说出今天是星期几:It’s…通过活动

过程和讲述,引出本单元的话题,并初步接触一些有关日期的词句。

2、Write out your classes today(P53)

-What do you have in the morning?

-In the morning,we have...

-What do you have in the afternoon?

-In the afternoon,we have...

二、Presentation

1、出示课题:It’s Tuesday.通过出示课题让学生初步感知本单元学习星期。

2、学习week

出示日历,体会星期。领读单词,强调:week中ee的读音/i:/。

教师一边出示日历一边问:

T: How many days are there in a week?

Ss: Seven.

引导学生说出用完整的句子回答:There are seven days in a week.an

①教师引领学生读,然后学生自读,重点纠正学生发音。跟录音学一学。(反

复练读)以小组开火车的形式反复练习单词,看看哪组表现的最好。

②学习掌握所学单词书写格式。(练习书写)

3、学习新单词:Sunday

强调:在欧美等西方国家,一周的第一天是星期天Sunday而不是星期一Monday。

①用多种方法强化单词的记忆

②带入句型操练---What day is it today?

---It’s…

4、用同样的方法教授 Art, PE

三、Practice Activities

1.按照四线三格书写单词。

2.慧眼组单词。

eewk draFiy auSatrdy anSudy

3.出示课表,补全对话。

T: What day is it today?(指着周五提问)

---It’s…

Ss: It’s (星期五)

T: What subjects do you have this morning?

Ss: We are (英语、美术、体育)

T: What subjects do you have this afternoon?

Ss: We are (英语、美术、体育)

四、Homework

抄写单词:week Friday Saturday Sunday

板书设计: Unit 7 It’s Tuesday

week星期Sunday 星期天

Friday星期五Saturday星期六

第二课时

教学内容:学习有关星期的单词: Monday Tuesday Wednesday Thursday

教学目标:

1.知识与技能

⑴能听、说、读、写单词::week Monday Tuesday Wednesday

Thursday Friday Saturday Sunday

⑵能在实际生活中灵活运用句型:---What day is it today?

---It’s…

2.过程与方法

学生能把新学的单词,灵活运用到已学的句子中,编成对话,在课堂上表演出来。

3.情感、态度与价值观

引导学生合理安排每天的活动。

教学重点:听、说、读、写新单词Monday Tuesday Wednesday Thursday

教学难点:把新学的单词灵活运用到已学的句子中。

教法设计:情景教学法、互动性教学法、任务型教学法

学法设计:小组合作学习、操练,角色扮演。

教学准备:多媒体课件

课时设计:1课时

教学过程

一、Warming up

1.To review the old words: week Friday Saturday Sunday

2. 运用单词复习句型:

---What day is it today?

---It’s…

3.出示课题:It’s Tuesday.

二、Presentation

1.出示课件学习新词Monday

教师出示日历,指着周一板书并教学单词。用笔在day下方划线,引导学生分音节练习单词Mon-day,Monday。

①教师引领学生读,然后学生自读,重点纠正学生发音。跟录音学一学。(反复练读)以小组开火车的形式反复练习单词,看看哪组表现的最好。

②书空练习单词拼写。

③带入句型操练-What day is it today?

---It’s…

What subject do you have on Monday?

We have…

2.用同样的方法教授Tuesday Wednesday Thursday

3.巩固一周七天

T: How many days are there in a week?

Ss: Seven.

T: What are they?

Ss :They are Sunday ,…

三、Practice Activities

(1)Listen guess and repeat

(2)呈现卡片,快速认读。

(3)用用句型进行训练。

What subject do you have on Monday?

We have…

四、Practice

1.慧眼组单词。

uicsM Mtahs Cinhese Ciseecn

2.英汉互译:

星期一,Friday星期六,Thursday

星期日,Wednesday Tuesday

3.按星期的顺序给单词重新排序。

Saturday Tuesday Monday Sunday Thursday Wednesday Friday Sunda y→→→→→→

五、Homework

抄写单词:week Monday Tuesday Wednesday Thursday Friday Saturday Sunday

VI板书设计

Unit 7 It’s Tuesday

Monday 星期一Tuesday 星期二

Wednesday 星期三Thursday 星期四

第三课时

教学内容:Let’s talk

教学目标:

1.知识与技能

(1)能听懂、会说对话:What day is it today? It’s… We

have…on…We don’t have classes today.并能灵活运用对话就当日星期几及科目进行交流。

(2)学生能根据实际情况,灵活自如地运用所学的词汇、句型谈论每天的课程。

(3)运用句型:What do you do on Monday ?及变换形式进行游戏、语言情景的练习,提高学生综合运用语言的能力。

2.过程与方法

学生能够运用新学的句型,编成对话,在课堂上表演出来.

3.情感、态度与价值观

培养学生珍惜时间,热爱生活的情感。

教学重点:学习掌握句型:What day is it today?及回答:It’s… We don’t have classes today.灵活运用所学句型,达到学以致用的目的.

教学难点:能在日常生活的交流中根据实际情况,灵活自如地运用所学的词汇、句型谈论每天的课程。

教法设计:情景教学法、互动性教学法、任务型教学法

学法设计:小组合作学习、操练,角色扮演。

教学准备:多媒体课件

课时设计:1课时

教学过程

一、Warming up

1、师生问答:

T: How many days are there in a week? What are they? What day is it today?

Ss: Seven .It’s Sunday ,Monday,… Today is…

2、尝试用句型:What day is it today ? It’s…在全班范围内进行汇报。

3、借助词汇卡片快速复习有关星期的单词。

二、Presentation

1. 通过练习引出本课句型。

2. 学习对话:Part A:let’s talk.

(1) ---What day is it today ?

---It’s Tuesday.

---We have Chinese and English on Tuesday.

(2) --- What day is it today ?

--- It’s Saturday.

---Oh!We don’t have classes today.

3.学生仔细听录音理解大概;师帮助解释意思。

4、强调:What day is it today ?与询问日期的句子:What’s the date today ?(今天几号?)的区别。及星期的缩写形式:星期日Sun.星期一Mon. 星期二Tue. 星期三Wed. 星期四Thur. 星期五Fri.星期六Sat.

5. 教学Part A :let’s talk播放录音。

6、学生反复练读,巩固句型。

三、Practice Activities

仔细观察对话图片,两人一组合作对话。

1.在四线三格里能规范书写完今天的句子。比赛完成。(适时评价) 2..同桌分角色操练Let’s talk的内容。

3.分角色表演对话。相关单词替换练习句型。(表扬指导)

四、Practice

1. 根据提示,补全对话:

A: How many days are there in a ? (星期).

B: (七天).

A: day is it today?

B: It’s (星期一)

2.连词成句。

①it is day today What?

②have Chinese on Tuesday We and English.

③don’t have We classes today.

五、Homework

1.默写一周七天。

2.翻译句子。

①今天星期几?

②今天星期二。

③星期四我们上课学科。

板书设计

Unit 7、 It’s Tuesday

(1) ---What day is it today ?

---It’s Tuesday.

---We have Chinese and English on Tuesday.

(2) --- What day is it today ?

--- It’s Saturday.

---Oh!We don’t have classes today.

第四课时

教学内容:Let’s learn more

教学目标:

1.知识与技能

(1)能听懂、会说短语:draw some pictures, watch TV, play games。

(2)能掌握疑问句句型及回答:Is it …today? Yes, it is. What do you do on…?

I …on …What does he do on…? He likes to …并能就某人在星期几会进行什么活动进行交流。

(3)能灵活自如地运用所学句型,能熟练掌握所学词汇,并能灵活运用第三人称单数进行问答。

2.过程与方法

学生能够运用新学的句型,编成对话,在课堂上表演出来。

3.情感、态度与价值观

培养学生珍惜时间,热爱生活的情感。

教学重点:能掌握疑问句句型及回答:Is it … today? Yes, it is. What do you do on…? I …on …What does he do on…? H likes to …并能就某人在星期几会进行什么活动进行交流。

教学难点:能灵活自如地运用所学句型,能熟练掌握所学词汇,并能灵活运用第三人称单数进行问答。并能进行相应的替换练习,达到学以致用的目的。掌握课文并能够进行自主对话练习。

教法设计:情景教学法、任务型教学法

学法设计:自主学习,小组合作学习、操练,角色扮演。

教学准备:多媒体课件

课时设计:1课时

一、Warming up

1、听写单词、短语和重点句子。

2、课前问答;复习所学:

---What subjects do you have on Monday?

---We have …

---What subjects does she/he have on Monday?

---She/He has …

二、Presentation

1、学生观察课本P56图片,学生观察自由发言,说说图片的情况。

2、师提问:What day is it today ?学生根据实际情况回答。教师反问:Is it…?引导学生回答Yes, it is.或No, it isn’t.

3、师在黑板上画一幅画。T: It’s Monday. I draw a picture on Monday afternoon.引导学生说短语:draw a picture。教学复数短语draw some pictures。

4、师描述:I draw some pictures on Monday afternoon. What do you do on Monday afternoon?引导学生回答。

5、提问What do you do on Monday afternoon,s1?向全班学生提问:What does he do on Monday afternoon? 引导学生用单三人称正确回答。

6、学生听录音,整体感知。

7、听录音回答问题:

①What day is it today?

②What does Wu Chen do on Wednesday afternoon?

③What does LiuZhaoYang do on Sunday morning?

8、跟读Part B Let’s learn more.内容,并反复练读。

9、Work in pairs to practice the dialogues.To show the dialogues.

三、Practice Activities

1、根据情况完成句子:

(1) What day is it today?

(2) What do you do on Sunday?

2、单项选择

()1.We have Science Tuesday?

A. on

B. in

C. at

( )2. ---Is it Friday today?

---- .

A. No, it is.

B. Yes, it is.

C. Yes, it’s.

( )3.Li Shan to watch TV.

A. is

B. like

C. likes

( ) 4. What Wu Chen do today?

A. do

B. does

C. is

四、Homework

1、按要求写单词。

class(复数) do not(缩写)

on Tuesday (英译汉) 上英语课(汉译英)2、选词填空。

do likes about draw today

①I pictures on Saturday.

②He to play games.

③It’s Wednesday .

④What you do on Sunday?

⑤I like Art. What you?

板书设计

Unit 7、 It’s Tuesday

---Is it Wednesday today?

---Yes,it is. What do you do on Wednesday afternoon?

---Oh ! I draw some pictures1

---What does LiuZhaoYang do on Sunday morning?

---He likes to play games. What about wuchen?

---She likes to watch TV.

第五课时

教学内容: Look and choose .Ask and draw

教学目标:

1.知识与技能:进一步巩固短语be good at.及句子

——Do you like +学科名词?

—— Yes, I do. /No, I don ’t.

2.过程与方法:通过游戏,对话让学生学得、习得语言。

3.情感、态度与价值观

鼓励学生与他人交流学习心得,培养学生不偏科的学习态度.

教学重点:进一步巩固短语be good at.及句子——Do you like +学科名词?—— Yes, I do. /No, I don ’t.

教学难点:灵活运用所学句子,达到学习致用的目的。

教法设计:游戏、情景教学法情景教学法、任务型教学法

学法设计:各种形式的朗读和角色扮演。

教学准备:多媒体课件

课时设计:1课时

教学过程

一、教学目标:知识:1.复习句型What day is it today?

2.阅读短文,理解短文内容。

能力:1.利用功能句进行交流,培养学生的交流能力;

2.训练学生的听力;

情感:交流过程中培养学生大胆交流的自信心;。

二、教学重难点:交际练习:What day is it today? It’s Monday.

阅读短文并回答相应的问题。

Ⅰ.Review (5)

1. Words of the week.

2. What day is it today?

3. What do you do on Monday?

4. What does he/she do on Monday?

Ⅱ.Sounds and letters (15)

1.Have the students look at the pictures of cow, brown, house, mouse, cloud a nd owl. Have them observe what the same among the words.

2. Play the tape and have the students read after the tape.

3. What’s sound for ow and ou?

Ⅲ. Listen for sounds1. Have the students say a word about each picture.

2.Tell the students they are going to listen to the words and cross the words t hat don’t belong.

3. Play the tape.

4. Check the answer.

ⅣRead with Uncle Booky

1. Have the students look at the words and observe.

2. Play the tape and have them repeat after the tape.

Ⅴ. Uncle Booky’s Blackboard (5)

Use cards to practice the structures on the blackboard.

1.Have students work in pairs to practice. Use the structures, what do you do on Monday? I go to school…

2. Have some pairs show their works.

VI.Touch, ask and say

1. Have the students look at the pictures and talk about the pictures.

2. Have the students read the dialogue between Wang ling and Ann.

3. Have the students work in pairs to ask and answer.

4.Have the students do a survey, using the structure what do you do on Mond ay/Tuesday/ Wednesday/Thursday/Friday/Saturday/Sunday.

5. Show some works.

V.Set homework.:Listen to the tape at home.

六、板书设计

I.Warming up

i.To review the old words: English, Art, PE, , subject, Music, Maths, Chinese, Science。

ii. ——Do you like +学科名词?

—— Yes, I do. /No, I don ’t.

II.Presentation

i.PartB :Look and choose部分。

1.教师应在做练习之前讲清题目要求,鼓励学生大胆自主地完成练习任务。完成后,教师核对答案。

参考答案:1.b 2.g 3.a 4.f 5.e 6. c 7.d

2.把单词字母顺序打乱,巩固复习单词。

EP ngEshil rAt ubcsjet

uicsM Mtahs Cinhese Ciseecn

ii.PartB:Ask and draw

1.学生两人一组练习Ask and draw的对话。What subjects do you like? I

like … Are you good at …? Yes, I’m good at it ./ I’m not

good at it

2.学生根据对话内容,在同桌喜爱的科目及擅长的科目下画笑脸.完成

本部分内容.

3.教师请几组学生上台展示,对表现好的小组加以表扬。

III.Practice

阅读理解

Hello!My name is Alice. I have three good friends.They are Li Shan, Tony and Wu Chen. We are in the same class . Li Shan likes English very much. Tony likes Math. Wu Chen is good at Science,but he does n’t like English.

I like English and music?

1. ——Who has three good friends?

—— .

A.Alice

B. Li Shan

C. Tony

2. Li Shan likes very much.

A.Math

B. English

C. Science

3.——Who likes Math?

—— .

A.Alice

B. Tony

C. Tony and Wu Chen

4.——Who likes Math?

—— .

A.Alice

B. Tony

C. Wu Chen

IV.Homework

连词成句。

1.Music likes my teacher singing(.)

2. you do Science like (?)

3in what your is hand (?)

4. at good is he Math (?)

5you subject what do have (?)

VI板书设计

Unit6 What subjects do they have this morning?

——Do you like +学科名词?

—— Yes, I do. /No, I don ’t.

第六课时

教学内容: Read a story

教学目标:

1.知识与技能:

能听懂、理解Read a story中情节简单的小故事,并且能流利地跟读录音,要求模仿正确,语音语调。

2.过程与方法:

通过听说读演让学生学得习得语言。

3.情感、态度与价值观

鼓励学生与他人交流学习心得,培养学生不偏科的学习态度.

教学重点:能听懂、理解Read a story中情节简单的小故事.

教学难点:能正确流利有感情地朗读故事.

教法设计:通过听说读演让学生学得习得语言.

学法设计:各种形式的朗读和角色扮演。

教学准备:多媒体课件

课时设计:1课时

教学过程

I.Warming up

i.To review the old words: English, Art, PE, , subject, Music, Maths, Chinese, Science。

ii.(1) ——What ’s this?

——It’s….

(2) ——Do you like +学科名词?

—— Yes, I do. /No, I don ’t.

(1)——What subject do you like?

——I like ….

II.Presentation

i.PartB : Read a story部分。

1.教师快速画一个圆,立即转身面向学生发问:“What ’s this?引导学生随意发挥想象。学生回答It’s an “o”时,教师补全学生的句子:Yes,it’s an English letter “o”.如果学生回答It’s an egg时,教师笑着说:Aha!You like eating.教师可适当调节课堂气氛,对学生的发散思维提出表扬和肯定,并鼓励学生充分发挥想象力。

2 教师出示所准备的鸡蛋球和笑脸图片,与黑板上的圈对比,让学生发现其相似之处。教师出示鸡蛋,引导学生回答:It’s an egg.出示球,引导学生回答:It’s a ball.出示笑脸,引导学生回答:It’s a happy face.

3.教师表扬学生:You are all right. It’s a zero in Math,an“o”in

Chinese,an “o”in English,a ball in PE,and a face or an egg in Art.

教师说句子时,语速放慢,以帮助学生理解。

4 .观察图片,播放录音,回答问题。What is the letter in the story?

5回答问题,并对学生进行口头表扬。再次播放录音,要求学生逐句跟读。注意模仿语音语调。

6小组内进行角色扮演,练习故事中的对话并上台表演。

III.Practice

单项选择

1.It’s egg.

A.a B. an C./

2. D you Art?

A.like

B. likes

C. liking

3.subject do you like?

A.Who

B. What

C.How

4. You like .

A.eat

B. eating

C. eats

IV.Homework

连词成句。

1.Math it’s zero in a (.)

2.do subject what like you (?)

3.an “o” it’s in English (.)

4.right are you all (.)

VI板书设计

Unit6 What subjects do they have this morning?

——What ’s this?

——It’s….

——Do you like +学科名词?

—— Yes, I do. /No, I don ’t.

——What subject do you like?

——I like ….

第七课时

教学内容: Listen and write.Read and match

教学目标:

1.知识与技能:

(1)通过听力训练巩固本单元单词。

(2)能运用已学单词和句型对各学科老师进行简单描述。

2.过程与方法:

通过听力训练和练习训练巩固本单元知识点。

3.情感、态度与价值观

鼓励学生与他人交流学习心得,培养学生不偏科的学习态度.

教学重点:通过听力训练巩固本单元单词。

教学难点:能运用已学单词和句型对各学科老师进行简单描述。

教法设计:通过听力训练会话让学生在合作中学得习得语言。

学法设计:各种形式的朗读和角色扮演。

教学准备:多媒体课件

课时设计:1课时

教学过程

I.Warming up

i.To review the old words: English, Art, PE, , subject, Music, Maths, Chinese, Science。

ii.——What subject do you like?

——I like ….

——I am good at …. What subject are you good at?

——I am good at….

——What subject is he/she good at?

——He/She is good at….

II.Presentation

i.PartC : Listen and write部分。

教师比方本部分录音内容,指导学生完成单词的拼写。

录音内容如下:

Ann likes English and music.

Sally is good at PE and Math.

Bruce likes Science and Chinese very much.

答案:Ann(English,Music)

Sally(PE,Math)

Bruce(Science,Chinese)

ii.Read and match

1.复习描述人身体特征的单词及身体各部位名称:hair ,eye ,nose, hand ,arm ,head, foot,leg. Long ,short ,big ,small

2.教师先引导学生描述六幅图上的人物。

3.自读并独自完成练习。

4.学生运用所学单词及句子对各学科老师进行描述。

III.Practice

i.连线

长长的头发 big eyes

小小的鼻子 long hair

我的语文老师 Music teacher

大大的眼睛 my Chinese teacher

音乐老师 small nose

ii.改错

1.My teacher have long hair and big eyes.( )

2.Liu Peng is he PE teacher. ( )

3.The elephant has an long nose. ( )

IV.Homework

翻译句子

1. My Art teacher is short.

2.你擅长英语吗?

3. My Music teacher likes songs.

3.My PE teacher is very tall.

VI板书设计

Unit6 What subjects do they have this morning?

hair ,eye ,nose, hand ,arm ,head, foot,leg. Long ,short ,big ,small long hair

Music teacher

my Chinese teacher

small nose

第八课时

教学内容:3、Talk about Jimmy’s afternoon tea(P60)

4、Put the worlds in order and write(P60)

Look,guess and talk .Answer the questions

教学目标:

1.知识与技能:

能把本单元所学的知识点灵活运用到实际生活中。

2.过程与方法:

通过说读写对话的形式学得习得语言。

3.情感、态度与价值观

鼓励学生与他人交流学习心得,培养学生不偏科的学习态度.

教学重点:能灵活运用句型How many subjects do you have this morning?

We have four.

What subjects do they have this morning?

They have …and…

Are you good at…?

Yes,I am./No,I’m not.I

教学难点:通过会话训练在习题中学得习得语言。

教法设计:通过会话训练及习题巩固中,在合作中学得习得语言。

学法设计:各种形式的朗读和角色扮演。

教学准备:多媒体课件

课时设计:1课时

教学过程

I.Warming up

i.To review the old words: English, Art, PE, , subject, Music, Math, Chinese, Science。

ii.——How many subjects do you have this morning?

——We have four.

——What subjects do they have this morning?

——They have …and…

——Are you good at…?

——Yes,I am./No,I’m not.

II.Presentation

i.PartC :Look,guess and talk部分。

1.教师带领学生观察PartC :Look,guess and talk部分的图片,引导学生对图片进行描述:It’s…class.

2.学生自制课表。课表中分别包含第二第三组图片中任意一个科目。3。学生在第二组第三组图片中选择一张可能出现在同桌课表中的科目,在图片下打对号。以第一组为例,同桌两人互答练习句子:

What subjects do you have this morning? We have …and…

ii.Ask and answer

1教师先根据口语对话练习出Ask and answer对话,再呈现对话。

2 两人一组练习Ask and answer的对话。What subject do you like?

I like…Are you good at…? Yes,I am./No,I’m not.

3同桌编对话上台表演,进行评价

III.Practice

从右栏中选择恰当的答语.

( )1.Do you like singing? A.It’s an English book.

( )2. Are you good at it? B.They are PE and Art.

( )3. What’s in your hand? C.No,I I don ’t.I like drawing.

( )4.What are they? D.We have four.

( )5.How many subjects do E. Yes,I am.

You have,Lanlan?

IV.Homework

按要求做一做。

1.I like Chinese.(改为一般疑问句)

like Chinese?

2.I am good at drawing. (改为一般疑问句)

good at drawing?

3.what do subjects they in have the morning(?)(连词成句)

4.what you subject like do (?)(连词成句)

5.We have four subjects this morning.(对画线部分提问)

subjects you have this morning?

VI板书设计

Unit6 What subjects do they have this morning?

.——How many subjects do you have this morning?

——We have four.

——What subjects do they have this morning?

——They have …and…

——Are you good at…?

——Yes,I am./No,I’m not.