外研版-英语-四年级下册-4BModule 10 Unit 2 教案

四年级下册英语教学设计-Unit 10 He has two feet 第三课时教学目标1.学生能够听懂、认读、并记忆本课的生词和句型。

2.学生能够用英语表达“他有几只脚”以及“我有……”的句型。

3.学生能够通过做简单的练习和活动，提高他们的英语口语能力和表达能力。

课前准备1.教师准备一些小图片，如动物、食物等，并制作出相关的flashcard。

2.教师准备一些学生喜欢的小零食，以作为奖励。

3.教师准备一些听力和口语练习的活动。

教学过程1. 引入1.教师出示图片，例如小猫、小狗、小鸟等等，让学生看一看并发表自己的观察和想法，例如“我喜欢小猫，它很可爱”等等。

2.教师提问“当我们描述一个动物时，我们通常会说些什么？”让学生回答说“它有几只脚”。

3.教师出示flashcard，并介绍相关单词，让学生认读并记录生词。

2. 讲解语言点1.教师出示图片，例如一只羊和一只猪，并说出句子“the sheep has four feet”，“the pig has four feet”，让学生猜测四只脚的通用单词是什么，并写在黑板上。

2.教师介绍“have”动词，例句“he has two feet”，教授表达有几个身体部位的句型。

3.通过帮助学生完成简单的练习和问答，让学生熟悉并巩固“have”动词的用法。

3. 练习和活动1.教师出示一些关于动物的图片，让学生帮助描述，并使用“have”动词表达它们有几只脚。

2.教师分发小卡片，上面写着一些常见的事物，例如汽车、橙子等等。

让学生自由创作句子，例如“I have a car”，并与同桌进行交流。

3.教师设计口语游戏，例如“我是一只动物，我有几只脚”。

学生互相猜测对方设想的动物，并完成句子“the ________ has ______ feet”。

课堂总结1.教师重述和总结本节课所学内容。

2.教师评价学生表现，提醒他们注意口语练习和提高。

课后作业1.通过练习巩固本节课的单词和句型。

外研版四年级下册英语Module 9《Unit 2 Did you have a nice holiday？》教案一、教材分析：本课是外研版四年级下册Module 9《Unit 2 Did you have a nice holiday？》，主要围绕假期的话题展开。

通过本课的学习，学生将学习新词earth，掌握句型Did you...?，并能够阅读和理解课文大意。

二、教学目标：语言知识目标：1. 全体学生能够在所给的语境中理解本课的新词earth的含义。

2. 全体学生能理解并运用Did you...?这一句型。

3. 能够阅读和理解课文大意。

语言技能目标：1. 全体学生能认读earth生词。

2. 全体学生听懂并进行Did you...?的问答。

3. 大部分学生能通过阅读技巧，抓关键信息，读懂文本。

学习策略目标：1. 主动学习，初步感知和运用阅读方法。

2. 积极思考，并与他人交流合作，共同完成学习任务。

三、教学重难点教学重点：1. 学生掌握阅读方法，理解课文大意。

2. 在活动中渗透阅读技巧，提取Who，where，what，How，Why的关键信息。

教学难点：1. 掌握阅读技巧。

2. 培养学生的质疑能力，提升学生的思维品质。

四、学情分析：学生是四年级的学生，已经掌握了一定的英语基础知识，具备一定的听说读写能力。

他们对于新词和句型的学习具有一定的接受能力，但在阅读理解方面可能存在一定的困难。

因此，在教学过程中需要设计多样化的活动，引导学生主动思考和合作交流。

五、教学过程：Step 1: Warmup1. Greet the students and ask them about their recent holidays. For example, "Good morning, class! How are you today?I hope you all had a great holiday. Now, can you raise your hand and share one fun thing you did during your holiday?"2. Show pictures of different holiday activities, such as swimming, hiking, or visiting a museum. Ask the students to discuss in pairs or small groups what they did during their holidays. Encourage them to use plete sentences to describe their activities.3. Have a class discussion and elicit responses from the students. Ask followup questions to encourage more detailedanswers, such as "Did anyone go swimming? Where did you go swimming? How was it?"Step 2: Presentation1. Introduce the new word "earth" by showing a picture or using real objects related to the earth, such as a globe or a map. Hold up the object and say, "This is the earth. Can you repeat after me? Earth."2. Elicit the meaning of "earth" from the students by asking questions like, "What do we call the planet we live on?" or "What is the name of our home planet?" Listen to their answers and provide a simple definition if needed, such as "The earth is the planet we live on."3. To practice the pronunciation of "earth" together as a class, lead a repetition exercise. Say the word clearly and have the students repeat it several times, emphasizing the correct pronunciation and intonation. Encourage them to pay attention to the vowel sound in the word.Teacher: "Now let's practice saying the word 'earth' together. Repeat after me: 'earth'."Students: "Earth."Step 3: Language Practice1. Introduce the sentence pattern "Did you...?" by askingthe students questions about their holidays using this structure. For example, "Did you go swimming? Did you visit any interesting places?" Model the correct responses and encourage the students to answer using the same sentence pattern.Teacher: "Now, let's talk about your holidays using the sentence pattern 'Did you...?' For example, I can ask, 'Did you go swimming?' and you can answer, 'Yes, I did. I went swimming at the beach.' Let's try it together."Student 1: "Did you go swimming?"Student 2: "Yes, I did. I went swimming at the pool."Teacher: "Great job! Now, let's continue with more questions and answers."2. Organize a pair or group activity where students take turns asking and answering questions about their holidays using "Did you...?" For example, one student can ask, "Did you go hiking?" and the other student can respond, "Yes, I did. I went hiking in the mountains."Teacher: "Now, I want you to work in pairs or small groups. Take turns asking and answering questions about your holidays using the sentence pattern 'Did you...?' Remember to use plete sentences. You can start with questions like 'Did you visit any interesting places?' or 'Did you try any new activities?'"Students work in pairs or groups, asking and answering questions about their holidays using the sentence pattern "Did you...?" The teacher moves around the classroom, monitoring the students' conversations and providing assistance when needed.Teacher (providing guidance): "That's great! Now, try asking followup questions to get more information. For example, if your partner says they went hiking, you can ask 'Where did you go hiking?' or 'How was the hiking trail?'"Step 4: Reading prehension1. Divide the class into small groups and distribute copies of the reading passage to each group. The passage should be related to holidays or vacation experiences.2. Explain the purpose of the reading task and introduce the key questions: Who, where, what, how, why. Write these questions on the board.3. Instruct the students to read the passage silently and underline or circle the answers to the key questions. Encourage them to read carefully and pay attention to the details.4. After reading, encourage the students to discuss their answers within their groups and justify their choices. They can take turns sharing their answers and discussing any differences or similarities.5. Conduct a class discussion to check the students' understanding and elicit their answers to the key questions. Ask different groups to share their answers and provide feedback on their prehension.Step 5: Consolidation and Application1. Ask the students to work individually and write a short paragraph about their own holidays using the sentence pattern "Did you...?" For example, "Write a paragraph about your holiday activities. Start each sentence with 'Did you...?' and describe what you did during your holiday."2. Provide a writing template or guide to support the students in organizing their ideas. Include sentence starters like "Did you go to any interesting places? Did you try any new activities? Did you meet any new friends?"3. Encourage the students to share their paragraphs witha partner and give feedback on each other's writing. They can discuss what they liked about their partner's paragraph and offer suggestions for improvement.六、板书设计：Unit 2 Did you have a nice holiday？Did you...?Who? Where? What? How? Why?七、教学反思：本节课通过引导学生讨论假期活动、介绍新词并练习句型，以及进行阅读理解活动和写作练习，全面培养学生的听说读写能力。

外研版四年级下册英语Module 6《Unit 2 Was it a big city then？》教案一、教材分析：本节课的教材为外研版四年级下册Module 6《Unit 2 Was it a big city then?》。

本单元主要介绍了一个城市的变化，并通过对话活动让学生练习运用Was it...?句型描述城市的变化。

教材内容贴近学生的生活实际，能够引发学生的兴趣和思考，培养学生的口语交际能力。

二、教学目标：知识目标：1. 能够听、说、认读单词"village"。

2. 能够运用句型"Was it...? Yes, it was. No, it wasn't."描述人或物的变化。

能力目标：1. 能够运用句型"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。

2. 通过对话活动，提高学生英语口语交际能力。

3. 培养学生在合作中学习英语的能力。

情感目标：1. 通过小组合作，培养学生的合作意识，开展愉快的交际活动。

2. 了解深圳的变化后，增加对祖国的热爱，提升自尊心。

三、教学重难点教学重点：1. 能够运用"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。

教学难点：1. 熟练运用"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。

四、学情分析：学生是四年级的学生，他们已经学习了一些基础的英语知识，能够进行简单的问答和口语表达。

他们对自己的生活环境和城市的变化有一定的观察和认识。

通过本节课的学习，可以增加学生对城市变化的了解，培养他们的口语表达能力和团队合作能力。

五、教学过程：Step 1: Warmup (热身)1. Greet the students and sing a song about cities together.Teacher: Good morning, everyone! I hope you're all excited for today's lesson. Let's start by warming up with a fun song about cities. (The teacher sings a song like "Big City Life" or "Empire State of Mind," encouraging students to join in and sing along.)2. Show pictures of different cities and ask the students if they know the names of the cities.Teacher: Now, let's take a look at some pictures ofdifferent cities from around the world. Raise your hand if you can identify any of these cities. (The teacher shows pictures of famous cities such as New York City, Paris, Tokyo, and Beijing.)Student 1: I know that one! It's New York City!Teacher: That's correct! Great job, Student 1. Can anyone identify the others?Step 2: Presentation (呈现)1. Introduce the new word "village" and teach its pronunciation and meaning.Teacher: Today, we're going to learn a new word: "village." Repeat after me: "village."Students: Village.Teacher: Excellent! A village is a small munity or settlement in a rural area. It's usually smaller than a city and has fewer buildings and people. Can you think of any examples of a village?Student 2: My grandparents live in a village. It's called Green Valley.Teacher: That's a great example, Student 2! Green Valley sounds like a lovely village.2. Show pictures of a village and a city, and ask thestudents to describe the differences between them.Teacher: Now, let's pare a village and a city. Take a look at these pictures. What differences do you notice between them?Student 3: In the village picture, I see lots of trees and fields, but in the city picture, there are tall buildings and busy streets.Teacher: That's correct, Student 3! Villages are often surrounded by nature, with more open spaces, while cities have more buildings and a busier atmosphere. Well done!Step 3: Practice (练习)1. Teach the sentence pattern "Was it a big city then?" and model the pronunciation and intonation.Teacher: Now, let's learn a sentence pattern we can use to talk about changes in places. Repeat after me: "Was it a big city then?"Students: "Was it a big city then?"Teacher: Great! Pay attention to the rising intonation at the end of the sentence. Let's practice saying it together a few times.2. Divide the students into pairs. One student asks the question, and the other answers using "Yes, it was." or "No, it wasn't." based on the picture shown.Teacher: Now, I'll pair you up. Student A, you will ask the question, and Student B, you will respond based on the picture I show you. Let's begin!(Student A and B practice asking and answering questions using the sentence pattern and the pictures provided by the teacher.)3. Conduct roleplay activities in pairs. Students take turns asking and answering questions about the changes in different places.Teacher: Now, let's take the roleplay activity a step further. I want you to imagine that you're talking to someone who has lived in a certain place for a long time. Ask questions about how that place has changed over the years. Practice with your partner and try to use the sentence pattern we just learned.(Students engage in roleplay activities, asking and answering questions about the changes in different places.) Step 4: Consolidation (巩固)1. Play a game called "Guess the Place." Show pictures of different places and describe them using the sentence pattern. Students guess the name of the place.Teacher: It's time for a fun game called "Guess the Place."I will describe a place using the sentence pattern we learned. Your task is to guess the name of the place. Are you ready?(The teacher shows pictures of various places and describes them using the sentence pattern. Students take turns guessing the names of the places.)2. Have a class discussion about the changes in their own city or town. Encourage students to share their observations and opinions.Teacher: Now, let's shift our focus to our own city or town. Raise your hand if you've noticed any changes in your hometown. What are some of the changes you've observed?(Student 4 raises hand.)Student 4: In my town, they built a new shopping mall last year. It used to be an empty field before.Teacher: That's an interesting change, Student 4. Anyone else?(Encourage students to share their observations and opinions about the changes in their own city or town.) Step 5: Group Activity (小组活动)1. Divide the class into small groups andgive each groupa picture of a city at different times. Students discuss and describe the changes in the city using the sentence pattern.Teacher: Now, let's work in small groups. I will give each group a picture of a city at different times. Take a few minutes to discuss and describe the changes you notice in the city using the sentence pattern we learned. Be ready to share your findings with the class.(Students form groups, receive the pictures, and discuss the changes in the city depicted in the images.)2. Each group presents their picture and descriptions to the class.Teacher: It's time for each group to present their findings. Group 1, please start and share your picture and describe the changes you observed in the city.(Group 1 presents their picture and descriptions, followed by other groups.)Step 6: Summary and Closure (总结和结束)1. Review the sentence pattern "Was it...? Yes, it was. No, it wasn't." with the whole class.Teacher: Before we conclude today's lesson, let's review the sentence pattern we learned. Repeat after me: "Was it...?"Students: "Was it...?"Teacher: Excellent! Now, let's practice using it. I will say a statement, and you respond with either "Yes, it was" or"No, it wasn't."(The teacher provides statements, and students respond using the sentence pattern.)2. Review the new word "village" and its meaning.Teacher: We also learned a new word today. What was that word?Students: Village.Teacher: Great! And what does it mean?Students: A small munity or settlement in a rural area.Teacher: Well done, everyone!3. Summarize the main points of the lesson and encourage students to share their feelings about the topic.Teacher: Today, we explored the differences between villages and cities, learned how to talk about changes in places using the sentence pattern "Was it...?", and discussed the changes in our own city or town. Now, I'd like to hear from each of you. How do you feel about the topic of changes in cities and villages?(Encourage students to share their feelings and reflections on the topic.)Teacher: Thank you all for your active participation today.I hope you enjoyed the lesson and gained a better understandingof cities, villages, and the changes that occur in different places. See you next time!六、板书设计：Title: Was it a big city then?Sentence pattern:Was it...? Yes, it was. No, it wasn't.Words:village七、教学反思：本节课通过引导学生描述城市的变化，培养了他们的口语交际能力和团队合作能力。

四年级下册英语教案-Module10 Unit1 Did you fall off yourbike 外研版三起教材分析本单元的主题是“我摔了一跤（Did you fall off your bike）”，学生将学到如何表述过去发生的事情；了解有关骑自行车的安全知识；并且能够更加自信地表述自己在过去所发生的事情，增强表述能力。

该单元的语言应用领域涵盖交通出行、事故发生。

学习目标的达成需要借助于口语表述、听力与阅读理解等多个方面的技能。

教学目标1.能够听懂、会说、会读本课的新词汇、短语和句型；2.能够理解本单元对话的大意，并能背诵对话；3.能够熟练使用本单元重点词汇进行口头表述；4.能够阅读与本单元主题相关的文章并理解对话内容；5.提高学生英语表述能力，训练学生口语表达、听力和阅读技能。

教学重点1.熟练掌握本单元的生词、短语及句型；2.能够理解并背诵本单元的对话，并自然地掌握语音语调；3.提高学生口语表述能力。

教学难点1.提高听力和阅读能力；2.学生能通过自己的阅读和口语表述来增加课程中生词、短语及句型的灵活运用。

教学过程1.Warm up通过游戏让学生熟悉单元主题，并自然地学会本单元的相关单词、短语和句型：Who's the fastest? - 快速读出牌面上的单词（或图片），然后比赛哪个学生说得最快。

2.Presentation在教师的引导下轮流唤起一些学生，让他们讲述自己的故事：Did you fall off your bike?Yes, I did / No, I didn't.When did it happen?How did it happen?3.Practice这是一个练习重点语言的环节，学生将通过阅读教材及表述口语的方式使用所学的语言进行交际。

第一步：让学生跟读课文，并背诵对话的口语（播放英文原音频）：A: Did you fall off your bike, Gilly?B: Yes, I did.A: Oh, no! Are you OK?B: Yes, I am. Thank you.A: When did it happen?B: Yesterday afternoon.A: How did it happen?B: I was cycling to my friend's house. I didn't see the hole on the road.I fell off.第二步：让有孩子分享他们与坠车有关的故事。

六年级上册英语教案Module 10 Unit 2 Go straight on! ∣外研版（三起）教学内容本节课为外研版六年级上册英语Module 10 Unit 2 Go straight on!。

教学内容主要包括词汇学习、句型练习和听力理解。

通过学习本节课，学生能够掌握表示方向的词汇，学会如何描述路线，并能进行简单的问路和指路对话。

教学目标1. 知识目标：学生能够掌握表示方向的词汇，如left、right、straight等；能够运用基本句型描述路线，如“Go straight on!”、“Turn left at the traffic lights”等。

2. 能力目标：学生能够听懂、会说、会读本节课的重点词汇和句型；能够根据听力材料获取关键信息；能够在实际情景中进行简单的问路和指路对话。

3. 情感目标：培养学生合作学习的精神，提高学生的英语学习兴趣和自信心。

教学难点1. 词汇的发音和记忆：本节课的词汇较多，学生需要掌握各个词汇的正确发音，并能灵活运用。

2. 句型的运用：学生需要学会如何运用基本句型描述路线，并能根据实际情况进行简单的问路和指路对话。

3. 听力理解：学生需要提高听力水平，能够从听力材料中获取关键信息，为实际情景对话做好准备。

教具学具准备1. 教具：多媒体课件、录音机、磁带、黑板、粉笔等。

2. 学具：英语课本、练习册、笔记本、文具等。

教学过程1. 导入：通过图片、歌曲或游戏等方式，引导学生复习表示方向的词汇，为新课的学习做好铺垫。

2. 新课呈现：利用多媒体课件展示本节课的重点词汇和句型，引导学生跟读、模仿，并进行简单的替换练习。

3. 听力训练：播放与本节课内容相关的听力材料，引导学生认真听、积极思考，提高听力水平。

4. 情景对话：创设实际情景，让学生运用所学词汇和句型进行问路和指路对话，提高口语表达能力。

5. 小组活动：分组进行角色扮演，让学生在实际操作中巩固所学知识，培养合作学习的精神。

外研版小学英语四年级下册Module4Unit2教材内容全解Module4Unit2教材内容全解Module4Unit2 Will it be hot in Haikou?海口将会很热吗？1.Listen ，point and say.听一听，指一指并说一说。

【情景详解】英语描述：A little boy is talking about the weather witha robot.汉语描述：一个小男孩正在和一个机器人谈论天气。

【课文全译】It will be sunny in Beijing. 北京将会天气晴朗。

It will be cloudy in London. 伦敦将会多云。

【课文注解】①sunny（形容词）天气晴朗的，阳光充足的，sun（名词）太阳，sun（太阳）+ny=sunny（天气晴朗的，阳光充足的），例句：I hope it will be sunny tomorrow.我希望明天会是晴天。

②cloudy(形容词)多云的，cloud（名词）云，cloud（云）+y=cloudy （多云的），例句：It’s cloudy today.今天多云。

【知识详解】It will be sunny in Beijing.北京将会天气晴朗。

It will be+形容词+in+地点.it 在这里表示“天气；气候”。

will 表示“将会”，帮助构成一般将来时。

该句型中的形容词应为表示天气状况的形容词，如windy(有风的)，sunny（晴朗的），cloudy（多云的）等。

Mingming住在山东，他打算明天和同学们一起去野餐，可他担心明天会下雨，于是他守在电视机旁听着明天的天气预报：——It will be sunny in Shandong tomorrow.山东明天将会天气晴朗。

——Great!I can have a picnic tomorrow.太好了！我明天可以去野餐。

冷的【生活百科】英国人见面时最常谈论的话题就是天气。

四年级下册英语教学设计-Module 10 Unit 2 Sam had lots ofchocolates∣外研版（三起）一、教学目标1. 能力目标•能够听懂、会说并正确书写与食物相关的英语词汇。

•能够听懂、会说并正确书写关于过去发生事情的句子，例如：When did you eat chocolates? I ate chocolates yesterday.2. 知识目标•掌握以下关于食物的英语词汇：chocolate, candy, chips, cake, ice cream, hamburger, pizza.•掌握以下过去式动词：ate, drank, had.3. 情感目标•培养学生对英语学习的兴趣和自信心。

•培养学生喜欢分享自己的经历和感受的习惯。

二、教学重点和难点1. 教学重点•教授食物相关的英语词汇及其用法。

•教授过去式动词。

2. 教学难点•帮助学生掌握过去式动词的正确用法。

•培养学生的口语表达能力。

三、教学过程1. Warm-up1.根据学生的实际情况选择一个或多个单词，让学生在一定时间内画出相关图片。

2.骑一骑：学生分为两组，根据老师呼叫出现的单词与自己所在组的人一起“骑”起四个人摆成一列，最先骑起的队伍得分。

2. Presentation1.通过呈现图片和故事向学生介绍新单词。

2.教师模仿食物的口味并且添加简单口味形容词（如：salty，sweet等）。

3.学生通过小游戏，如点名说单词、自由交流介绍自己最喜欢的食物、猜单词等方式巩固刚学习的新单词。

4.Motivate the listening: 老师在黑板上写出单词，然后拍摄印在纸张上，在每一个学生的桌子上放置一个。

老师在教室外读单词，并且他们的学生需要在他们的纸张上划出老师所读出的单词。

3. Practice1.教师展示几张图片并向学生提出几个问题：What food did Sam have? Did Sam have a big or small box of chocolates? Did Sam share his chocolates? 培养学生的问答能力，运用所学单词。

外研版四年级下册英语Module 3《Unit 2 On Monday I'll go swimming》教案教材分析：本单元是外研版（三起）四年级下册的第三模块，第二单元Unit 2 On Monday I'll go swimming，主要围绕学生在将来某一天的计划展开。

通过学习本单元，学生将学会运用英语表达自己在将来某一天可能要去做的事情，并了解中西方文化在星期起始日上的差异。

教学目标：1. 学生能在语境中正确运用核心词汇：Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, week, holiday, play with friends, do homework, help mother。

2. 学生能在语境中正确运用核心句型“What will you do on...?”和“...”能进一步熟练运用句型“on...”句型表达自己在将来某一天可能要去做的事情。

3. 学生能通过本课学习学生能懂得合理规划时间，有计划地做事情，同时了解好友的计划，促进相互了解，培养学习兴趣。

4. 学生能初步认识到中西方文化的差异，在西方国家周日是一周的第一天，在中国周一是第一天。

教学重点和教学难点：重点：核心词汇的运用，句型“What will you do on...?”和“...”的正确使用。

难点：培养学生合理规划时间和制定计划的能力，了解中西方文化差异。

学情分析：学生是四年级的学生，已经具备了一定的英语基础，能够进行基本的英语交流。

他们对将来某一天的计划有一定的认知，但可能在表达上还存在一些困难。

此外，学生对中西方文化的差异可能还不太了解。

教学过程：Step 1: Warm-up1. Greet the students and ask them about their favorite day of the week.Teacher: "Good morning, class! I hope you're all having a great day. Let's start by talking about your favorite day of the week. Raise your hand and tell me, 'What's your favorite day of the week?'"Student 1: "My favorite day is Saturday because I can play with my friends."Student 2: "I like Sundays because I can relax at home."2. Introduce the topic of the lesson by asking the students,"What will you do on Monday?"Teacher: "Now, let's talk about Monday. What do you usually do on Mondays? Raise your hand and share with the class."Student 3: "On Monday, I have swimming class."Student 4: "I do my homework on Mondays."3. Encourage students to share their plans for Monday and ask follow-up questions to generate discussion.Teacher: "Thank you for sharing! That sounds like a fun activity and a responsible plan. Who else wants to share their plans for Monday? And can you ask a question to your classmate about their plans?"Step 2: Presentation1. Present the target vocabulary: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, week, holiday, play with friends, do homework, help mother.Teacher: "Now, let's learn some new words related to our topic. Look at the board (or show flashcards) and repeat after me."Teacher: "Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday."Teacher: "Week, holiday, play with friends, do homework, help mother."2. Use flashcards or visuals to introduce the vocabulary and elicit the pronunciation and meaning from students.Teacher: "Here are some flashcards with the days of the week. Can you say the name of each day when I show you the flashcard?"Teacher shows the flashcards one by one, and students respond by saying the names of the days.3. Drill the vocabulary with the whole class and individual students, ensuring correct pronunciation and understanding.Teacher: "Now, let's practice saying the days of the week together. Repeat after me: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday."Step 3: Practice1. Introduce the sentence pattern "What will you do on...?" Explain that this sentence structure is used to talk about future plans.Teacher: "We can use a special question to talk about our plans for specific days. Listen carefully: 'What will you do on Monday?' This question asks about your plans for a particular day. Let's practice saying it together."Teacher and students: "What will you do on Monday?"2. Model examples using the sentence pattern and ask students to repeat after you.Teacher: "On Monday, I will play with my friends. What will you do on Monday?"Students: "On Monday, I will do my homework."3. Divide the class into pairs or small groups. Ask students to take turns asking and answering questions about their plans for different days of the week using the sentence pattern.Teacher: "Now, I want you to work in pairs. Ask your partner, 'What will you do on Wednesday?' and your partner will answer. Then switch roles. Practice using the sentence pattern we just learned."Step 4: Listening and Speaking1. Play an audio recording or read aloud a dialogue abouta student's plans for the week.Teacher: "Listen carefully to this dialogue about Amy's plans for the week. Pay attention to the days and activities mentioned."Teacher plays the recording or reads the dialogue aloud.2. Ask comprehension questions to check understanding and encourage students to discuss the dialogue in pairs or small groups.Teacher: "Now, let's discuss the dialogue. What is Amy's plan for Monday? Talk to your partner and share your answers."Students discuss in pairs or small groups and share their answers.3. Pair students up and have them create their own dialogues using the sentence pattern and the vocabulary they have learned.Teacher: "Now, with your partner, create your own dialogue about your plans for the week. Use the sentence pattern and vocabulary we've practiced. Take turns asking and answering questions. Be ready to share your dialogues with the class."Step 5: Cultural Awareness1. Introduce the cultural difference between Western countries and China regarding the starting day of the week (Sunday vs. Monday).Teacher: "Did you know that different countries have different ways of counting the days of the week? In Western countries, Sunday is considered the first day of the week, while in China, Monday is often considered the first day of the week."2. Show pictures or use visual aids to help students understand the concept and emphasize the cultural diversity.Teacher: "Look at these pictures. In Western calendars, Sunday is shown as the first day of the week, while in Chinese calendars, Monday is shown as the first day. This is aninteresting cultural difference."Teacher shows pictures or visual aids depicting Western and Chinese calendars.3. Facilitate a short discussion about the cultural differences and ask students to share their thoughts and experiences related to this topic.Teacher: "What do you think about this cultural difference? Do you prefer starting the week on Sunday or Monday? Share your thoughts with the class."Students share their opinions and experiences related to the cultural difference, fostering a brief discussion.Step 6: Consolidation1. Review the target vocabulary and sentence pattern by conducting a quick quiz or game.Teacher: "Let's review what we've learned so far. I will say a day of the week, and you tell me the activity you would do on that day. For example, if I say 'Sunday,' you can say 'play with friends.' Are you ready?"Teacher asks questions like "What will you do on Monday?" and students respond with appropriate answers using the target vocabulary and sentence pattern.2. Ask students to write down their plans for the week usingthe sentence pattern "On [day], I will [activity]."Teacher: "Now, take out your notebooks and write down your plans for the week. Use the sentence pattern we've practiced. Start each sentence with 'On [day], I will [activity].' Take your time and be creative with your plans."Students write their plans individually.3. Provide feedback and correct any mistakes or misunderstandings.Teacher circulates the classroom, checks students' written plans, and provides feedback. If necessary, the teacher corrects any mistakes or clarifies any misunderstandings.Step 7: Summary and Reflection1. Summarize the key points covered in the lesson, including the vocabulary, sentence pattern, and cultural awareness.Teacher: "In today's lesson, we learned about the days of the week, future plans using the sentence pattern 'What will you do on...?' and the cultural difference between Western countries and China regarding the starting day of the week."Teacher briefly recaps the target vocabulary, sentence pattern, and cultural awareness.2. Ask students to reflect on what they have learned andshare any new insights or understanding they gained.Teacher: "Now, take a moment to think about what you've learned today. Can you share one thing you found interesting or one new thing you learned?"Students reflect and share their insights or new learnings with the class.3. Provide positive feedback and encourage students to continue practicing their English skills.Teacher: "Great job, everyone! I'm impressed with your participation and progress. Keep practicing your English skills, and I'm sure you'll become even better. Have a wonderful day!"板书设计：Sunday Monday Tuesday Wednesday Thursday Friday SaturdayWhat will you do on...?On [day], I will [activity].教学反思：本节课通过多种教学活动，如词汇教学、句型练习、听说训练和文化意识培养等，帮助学生学会运用核心词汇和句型，能够在语境中表达自己在将来某一天的计划。