快樂(lè)英語(yǔ)五年級(jí)下冊(cè)全冊(cè)教案(三年級(jí)起點(diǎn))

《快樂(lè)英語(yǔ)》第六冊(cè)教案全冊(cè)教學(xué)總目標(biāo)一、知識(shí)目標(biāo)：1、詞匯：本冊(cè)書(shū)中出現(xiàn)的四會(huì)單詞、短語(yǔ)有137個(gè)，其中包括書(shū)左下鑰匙上的單詞和短語(yǔ)。2、音標(biāo)：共有48個(gè)。要求能聽(tīng)說(shuō)讀寫(xiě)和拼讀。3、句子：鑰匙上的句子要求四會(huì)。4、會(huì)話：達(dá)到“三會(huì)”的要求。5、閱讀理解：能認(rèn)讀、理解對(duì)話，并能正確回答文后的問(wèn)題。6、興趣活動(dòng)：這部分內(nèi)容是為詞匯和語(yǔ)言服務(wù)的，活躍課堂氣氛，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣，能聽(tīng)懂任務(wù)要求，進(jìn)行語(yǔ)言交流。會(huì)唱教材中的歌曲，會(huì)說(shuō)教材中的兒歌和繞口令。二、能力目標(biāo)：本冊(cè)書(shū)的能力目標(biāo)依據(jù)課標(biāo)中的二級(jí)目標(biāo)和教參的要求，主要要完成聽(tīng)、說(shuō)、讀、寫(xiě)、譯、演、唱、音標(biāo)拼讀等項(xiàng)目標(biāo)，培養(yǎng)學(xué)生的這幾方面的能力。聽(tīng)說(shuō)讀寫(xiě)的內(nèi)容是本冊(cè)書(shū)的鑰匙上的所有單詞、短語(yǔ)和句子，也包括對(duì)音標(biāo)和音標(biāo)詞的掌握達(dá)到四會(huì)的要求。對(duì)會(huì)話的要求達(dá)到三會(huì)要求，也包括語(yǔ)音中的句子。認(rèn)讀、理解Part4。演和唱的內(nèi)容是本冊(cè)書(shū)的會(huì)話部分和興趣活動(dòng)部分。三、情感目標(biāo)：通過(guò)本冊(cè)書(shū)的學(xué)習(xí)，養(yǎng)成良好的生活習(xí)慣，培養(yǎng)學(xué)生養(yǎng)成獨(dú)立自主、關(guān)心家庭的生活習(xí)慣，培養(yǎng)學(xué)生如何待人處事，培養(yǎng)學(xué)生合理放置自己的生活物品的習(xí)慣。四、文化意識(shí)：了解中外生活作息習(xí)慣的不同，了解超市的購(gòu)物程序、標(biāo)記及日常用語(yǔ)，了解一些中外的風(fēng)土人情。五、學(xué)習(xí)策略：在課堂教學(xué)中要有意識(shí)地對(duì)學(xué)生進(jìn)行學(xué)習(xí)策略方面的指導(dǎo)，使學(xué)生能有一套適合自己的學(xué)習(xí)英語(yǔ)的策略。包括學(xué)習(xí)的計(jì)劃、目標(biāo)和方法等。而最重要的是對(duì)學(xué)生學(xué)習(xí)英語(yǔ)的方法的指導(dǎo)。六、教學(xué)重點(diǎn)：四會(huì)的音標(biāo)、單詞、短語(yǔ)和句子，三會(huì)的會(huì)話、句子，音標(biāo)的拼讀，對(duì)第四部分的閱讀和理解。七、教學(xué)難點(diǎn)：音標(biāo)的四會(huì)和拼讀，單詞、句子的四會(huì)，會(huì)話的認(rèn)讀和表演。八、需要注意的問(wèn)題：音標(biāo)的讀音一定要教準(zhǔn)，學(xué)準(zhǔn)，打好語(yǔ)音基礎(chǔ)，并形成一定的能力。本冊(cè)教材的內(nèi)容很多，一定要合理安排好課堂上的時(shí)間，加大練習(xí)，每一個(gè)知識(shí)點(diǎn)都要落實(shí)。一定要注意四會(huì)的單詞和句子，四會(huì)的單詞還包括音標(biāo)詞。

《快樂(lè)英語(yǔ)》第六冊(cè)教學(xué)進(jìn)度表時(shí)間課程實(shí)際進(jìn)度3.2—3.6Lesson1Lesson13.9—3.13Lesson2,3Lesson2,33.16—3.20Lesson4Lesson43.23—3.27Lesson5,6Lesson5,63.30—4.3Lesson7Lesson74.6—4.10Lesson8,9Lesson74.13—4.17Lesson1011Lesson8,94.20—4.24Lesson12,13Lesson10114.27—5.8Lesson14,15Lesson12,135.11—5.15Lesson16,175.18—5.22Lesson18,195.25—5.29Lesson20,216.2—6.5Lesson22236.8—6.12GeneralRevision6.15—6.19Revision第一單元學(xué)習(xí)計(jì)劃本冊(cè)書(shū)較以往相比要求掌握的知識(shí)較多較難，對(duì)部分學(xué)生來(lái)說(shuō)有一定的難度。而本單元的重點(diǎn)是與學(xué)生的生活息息相關(guān)的作息時(shí)間方面的知識(shí)。為了能幫助學(xué)生克服困難，更好地掌握知識(shí)，教師可借助聽(tīng)聽(tīng)做做的活動(dòng)，訓(xùn)練學(xué)生說(shuō)動(dòng)詞；也可以讓學(xué)生通過(guò)采訪回答的活動(dòng)訓(xùn)練句型；還可以設(shè)計(jì)任務(wù)型活動(dòng)，讓學(xué)生在自然的情境中掌握語(yǔ)言。這些句型不僅要求學(xué)生能靈活運(yùn)用，還要進(jìn)行書(shū)寫(xiě)造句，描述自己和他人的作息習(xí)慣。大量的動(dòng)詞詞組也是本單元的難點(diǎn)，教師不僅要引導(dǎo)學(xué)生能熟練地表述自己的作息習(xí)慣，還能熟練地詢(xún)問(wèn)他人的生活習(xí)慣并能書(shū)寫(xiě)相關(guān)對(duì)話和短文。動(dòng)詞詞組教學(xué)時(shí)，教師可以先讓學(xué)生在感知的基礎(chǔ)上理解這些詞組，然后采用多種形式的活動(dòng)、游戲幫助學(xué)生練說(shuō)，直至熟練地口頭表達(dá)和書(shū)面表達(dá)。從本冊(cè)書(shū)開(kāi)始，學(xué)生將重點(diǎn)學(xué)習(xí)音標(biāo)。音標(biāo)教學(xué)時(shí)，教師可通過(guò)前幾冊(cè)書(shū)的語(yǔ)音基礎(chǔ)，出示例詞，引導(dǎo)學(xué)生在歸納的基礎(chǔ)上學(xué)習(xí)音標(biāo)。示范發(fā)音時(shí)，教師一定要指導(dǎo)學(xué)生觀察老師的唇形，必要時(shí)可詳細(xì)講解發(fā)音部位，逐個(gè)教單音節(jié)的發(fā)音，然后再加上輔音，使清、濁輔音成對(duì)地進(jìn)行比較朗讀。音標(biāo)及音標(biāo)詞要達(dá)到三會(huì)要求。在講授音標(biāo)時(shí)，教師應(yīng)努力培養(yǎng)學(xué)生通過(guò)音標(biāo)學(xué)習(xí)新單詞的能力，以提高學(xué)生學(xué)習(xí)的自主性。periodplanUnit1Title:whatdoyoudoeveryday?Time1Lesson1Teachingaimsⅰ.Enablethestudentstoread,sayandwritethephrases:getup,eatbreakfast,gotoschool.ⅱ.Askandanswerthesentences:Whattimeisit?It’s…ⅲ.Introduceownhabitsofworkandresttotheothersandinquiretheothers.Graspthesentence“It’stimeto…”ⅳ.Enablethemtoperformthe“Learntosay”skillfully.ⅴ.Enablethestudentstounderstandandsing“Letusdomorningexercises.”Teachingtoolsⅰ.Fourverbcardsandateachingwallmap.ⅱ.Aclockandthesentencepatterncards:Whattimeisit?It’s…It’stimeto…ⅲ.Atape-recorderandthetexttape.Keypointsⅰ.Enablethestudentstoread,sayandwritethephrases:getup,eatbreakfast,gotoschool.ⅱ.Askandanswerthesentences:Whattimeisit?It’s…ⅲ.Performthe“Learntosay”skillfully.DifficultpointsGraspthesentencepattern“It’stimeto…”TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:ⅰ.Singthesong“Howareyou?”together.ⅱ.Greetings:Hi,boysandgirls.Todayisthefirstdayofthenewterm.Nicetoseeyouagain.Welcomebacktoschool.Howareyougoing?Iwillleadthestudentstogreeteachother.Ⅱ.Presentation:T:Todayisthefirstdayofthenewterm.Doyouhaveahappyschooldaylife?Let’stalkaboutyourday.ⅰ.Trytouseⅰ)T(Showtheclock):Look,whattimeisit?ⅱ)T(Showthesentencepatterncards):Whattimeisit?It’s…ⅲ)Iwillshowsomeverbcards,stickthemontheblackboard.T(Showtheclock):Whattimeisit?T:It’stimeto…ⅳ)Showthepicturesofgetup,eatbreakfast,watchTVandgotoschool,ⅴ)Openthebookandreadaloud.ⅵ)Accordingtothepicturesthattheteacherofferedandsentencepatterns,Whattimeisit?It’s…It’stimeto…ⅱ.Learntosayⅰ)T(Showthepictureofthedialogue):Todayisthefirstdayofthenewterm.Let’sseeDavid’sdailylife.Lookatthepicture.ThisisDavid.Lookathim.He’sinahurry.Why?Let’slistentothetape,thenanswermyquestions.ⅱ)T(Showtheclock):Look,whattimeisit?T:ButDavidisinbed.He’slateforschool.He’sinahurryandforgethisslippers.(Showthecardsandsay:Late.He’slate.I’mlate.)ⅲ)Listentotherecordingandreadaloudthetext.Ⅲ.Consolidationandextension:ⅰ.Iwillshowthepictureoftrytouse,leadthestudentstoadaptthecontentsofthetext.ⅱ.Appreciatethesong“Letusdomorningexercises.”Ⅳ.Homework:Makesentenceswithsentencepatternsofthislesson:Whattimeisit?It’s…It’stimeto…Singthesong“Howareyou?”together.and.Greetingswithteacher.Ss:It’s…(Practiceinpairs)Ss:It’s…studentspracticethesentencepatterns.thestudentschoosetowritethesentencepatterns.Whattimeisit?It’s…It’stimeto…Ss:It’s7:20.It’stimetogotoschool.ⅳPerformaccordingtothecontentsofthetext.Studentsdoitafterclass.BlackboarddesignLesson1Whattimeisit?It’s…It’stimetogetup/eatbreakfast/gotoschool/watchTV…LookbackStudentsmasterthewordsandsentencesverywell.Theycanhaveagoodcommandofthedialogue.periodplanUnit1Title:whatdoyoudoeveryday?Time2Lesson1Teachingaimsⅰ.Reviewandusethephrases:getup,eatbreakfast,gotoschool.ⅱ.Askandanswerskillfullywiththesentences:Whattimeisit?It’s…Introduceownhabitsofworkandresttotheothersandinquiretheotherswiththesentence“It’stimeto…”ⅲ.Performthe“Learntosay”skillfullyandadaptit.ⅳ.Understandthecontentsofthe“Readandthink”andanswerthequestions.ⅴ.Enablethestudentstolisten,read,sayandwritethephoneticsymbols/i:/,/p/,/b/andGraspthepronunciationsof“ea,ee,p,b”.Teachingtoolsⅰ.Fourverbcardsandateachingwallmap.ⅱ.Aclockandthesentencepatterncards:Whattimeisit?It’s…It’stimeto…ⅲ.Thephoneticsymbolandwordcards.ⅳ.Atape-recorderandthetexttape.Keypointsⅰ.Understandthecontentsofthe“Readandthink”andanswerthequestions.ⅱ.Enablethestudentstolisten,read,sayandwritethephoneticsymbols/i:/,/p/,/b/andGraspthepronunciationsof“ea,ee,p,b”.DifficultpointsDistinguishbetween“It’stimeto…”and“It’stimefor…”.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:Hi,boysandgirls.Goodtoseeyou.Howareyougoing?Ⅱ.Revision:ⅰ.Iwillshowaclockandaskthestudents“Whattimeisit?”ⅲ.Iwillshowthepictures:getup,eatbreakfast,gotoschool.Accordingtothepictures,ⅳ.Writethesentencepatterns.ⅴ.Reviewthetext.Ⅲ.Presentation:Iwillleadthestudentstodiscuss.DoyougotoseethemovieonSunday?Doyourparentsgotoseethemoviewithyou?Doyouhaveagoodtimethere?T:ButBillyisnothappyforthemovie.Doyouknowwhy?Let’slookatthepictureandreadthedialogue.ⅰ.Trytouseⅰ)Iwillleadthestudentstoreadthedialogue,thenaskthemtheeasyquestion:Whattimeisthemovie?Isitearlyforthemovie?What’swrongwithDad’swatch?ⅱ.Listen,matchandreadⅰ)Iwillshowthepicturesofbee,peaandbeepandbroadcasttherecording.T:Doyoulikethisrhyme?Let’slistenagain.ⅱ)Thestudentslistentotherecordingagain.ThenIwillshowthecontentsoftherhymeandleadthestudentstofindtherhyme.ⅲ)Iwillshowthenewwordsandleadthestudentstosumupthepronunciationsofee,ea.ⅳ)Iwillshowthephoneticsymbolcardsof/i:/,/p/,/b/,andcoachthemtopronounceonebyone.Ⅳ.Consolidationandextension:Ⅴ.Homework:ⅰ.Readaloudthephoneticsymbol,thephoneticsymbolwordsandtherhyme.ⅱ.Listentotherecordingandreadaloudit.ⅰ.Listenanddo:getup,eatbreakfast,gotoschool,gotobed.ⅱ.Listentothesong:Let’sdomorningexercises.ⅲ.Freetalk:Greetings.ⅱ.Practiceinpairswith“Whattimeisit?It’s…”thestudentschoosetopracticethesentencepatterns.ⅵ.Performthe“Learntosay”.ⅱ)Thestudentsreadthetext,andtrytoanswerthequestions.Isitearlyforthemovie?What’swrongwithDad’swatch?ⅲ)Listentotherecordingandreadaloudthetext.ⅳ)Performaccordingtothecontentsofthetext.ⅱ)Thestudentslistentotherecordingagainⅴ)Thestudentslistentotherecordingandreadaloudit.ⅰ.Playthegame:What’smissing?ⅱ.Thestudentswritethephoneticsymbolandthephoneticsymbolwordsafterme.BlackboarddesignLesson1/i://p//b/bee/bi:/beep/bi:p/pea/pi:/LookbackThestudentsaregoodatthepronunciation.Theyunderstandthedialogueverywell.periodplanunitTitle:whatdoyoudoeveryday?Time3Lesson2Teachingaimsⅰ.Enablethestudentstoread,sayandwritethephrases:haveclasses,havelunch,gohome,gotobed.ⅱ.Introduceowntimeofworkandresttotheothers:I…at…ⅲ.Enablethemtoperformthe“Learntosay”skillfully.ⅳ.EnablethemtowriteowntimetableofworkandrestinEnglish.Importantpoints:Enablethestudentstoread,sayandwritethephrases:haveclasses,havelunch,gohome,gotobed.Teachingtoolsⅰ.Acartoonclock.ⅱ.Severalcardsandpictureswiththephrases,time,sentencepatterns.ⅲ.Billy’stimetable.ⅳ.Everyonepreparesapieceofpaperandseveralcoloredpencils.KeypointsGraspthesentencepattern“I…at…”DifficultpointsEnablethestudentstoread,sayandwritethephrases:haveclasses,havelunch,gohome,gotobed.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:ⅲ.Simonsays:getup,eatbreakfast,gotoschool,watchTV,haveclasses,havelunch,gohome,gotobed.ⅳ.Freetalk:Hi,boysandgirls.Pleasedtoseeyou.Howareyou?Ⅱ.Revision:ⅰ.Iwillshowaclockandaskthestudents“Whattimeisit?”Ⅲ.Presentation:T:Billyisagoodboy.Hehasagoodhabitinhisdailylife.Look,thisishistimetable.(ShowBilly’stimetableandstarttodiscuss.)Look,thisisBilly’stimetable.Let’stakealook.ⅰ.Learntosayⅰ)T:ThisisBilly’stimetable.Leadthestudentstolookatthepicturesandhelpthemunderstandthemeaningoftimetable.ThenIwillguidethestudentstoreadtheword.ⅱ)IwillactBilly:Hi,thisismytimetable.Igetup…Whataboutyou?ⅲ)T:Whattimedoyougetup?ⅳ)Learntosay:haveclasses,havelunch,gohome,gotobed.ⅴ)Showthesentencepatterncardsandstickthemontheblackboard:I…at…ⅵ)Iwillintroducemytimetable,ⅱ.Trytouseⅰ)Iwillshowthepicturesoftrytouse,thestudentspracticeinpairs.ⅱ)Finishtheexercise:Writeandtalk.ⅲ)LeadthestudentstointroducetheirdailylifewiththesentencepatternI…at…Ⅳ.Consolidationandextension:Playagame.Ⅴ.Homework:ⅰ.Listentotherecordingandreadaloudthetext.ⅱ.Planatimetable.ⅰ.Singthesong“Letusdomorningexercises.”together.ⅱ.Listenanddo:getup,eatbreakfast,gotoschool,watchTV,haveclasses,havelunch,gohome,gotobed.Freetalk:ⅱ.Practiceinpairswith“It’s…It’stimeto…”Ss:Igetupat…(Replacewithhaveclasses,havelunch,gohome,gotobed)thenthestudentsstarttomaketheirtimetablesandintroducethemtotheothers.ⅶ)Thestudentslistentotherecordingandreadaloudthetext.StudentsintroduceStudentsplaygamesBlackboarddesignLesson2Iat.LookbackTheyareinterestedinthesentencesanddialojgue.periodplanUnit1Title:whatdoyoudoeveryday?Time4Lesson2Teachingaimsⅰ.Consolidatethephrasesandsentencepattern:I…at…ⅱ.Understandthecontentsofthe“Readandthink”,knowthetimedifferencebetweenChinaandAmerica,answerthequestions.ⅲ.Enablethestudentstolisten,read,sayandwritethephoneticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.ⅳ.LearntoreadaloudtherhymelyricallyandfindthefeetoftherhymeTeachingtoolsⅰ.Everyonepreparesatimetable.ⅱ.Theverbphrasecards.ⅲ.Thephoneticsymbolandwordcards.ⅳ.Atape-recorderandthetexttape.Keypointsⅰ.Understandthecontentsofthe“Readandthink”,knowthetimedifferencebetweenChinaandAmerica,answerthequestions.ⅱ.Enablethestudentstolisten,read,sayandwritethephoneticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.DifficultpointsEnablethestudentstolisten,read,sayandwritethephoneticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:Teacherleadthem;ⅲ.Freetalk:Hi,children.Goodtoseeyou.Howisitgoing?Ⅱ.Revision:Ⅲ.Presentation:T(Showthepictureofthereadandthink):Lookattheboy.He’scallinghisuncle.Lookathisuncle.Ishehappy?T:Yes.Whathappened?Let’sreadandanswer.ⅰ.Readandthinkⅰ)Iwilldirectthestudentstoreadthetext,encouragethemtoputsomequestionstome.ⅱ)Iwillputtheeasyquestionstothem:WhereisJoenow?Whereishisunclenow?ⅲ)Readthetext.Iwillputtheharderquestionstothem:What’sthetimeinBeijing?What’sthetimeinNewYork?ⅴ)ExplainthetimedifferencebetweenChinaandAmerica.ⅱ.Listen,matchandreadⅰ)Iwillshowthephoneticsymbolcardsof/i:/,/p/,/b/,thestudentsreadthemonebyone.ⅱ)Showthephoneticsymbolcardsof/Ι/,/t/,/d/,coachthemtopronounce.ⅲ)Writethephoneticsymbolsontheexercisebooks.ⅳ)Showthephoneticsymbolwords:/ti:/,/pΙg/,/dΙp/,andleadthemtoreadaloudthewords.Thentrytospellthewords.ⅴ)Broadcasttherecordingoftherhyme,..Ⅴ.Homework:ⅰ.Copythephoneticsymbolsandphoneticsymbolwords.ⅱ.Readaloudtherhymelyrically.ⅰ.Singthesong:Let’sdomorningexercises.ⅱ.Playagame:…says:Gotobed./…Studentstalkfreely.Everybodyshowsowntimetableandintroducesiteachother.Thisismytimetable.Igetupat…Ss:No,he’snothappy.ⅳ)Thestudentslistentotherecordingandreadaloudit.thestudentsreadafteritⅣ.Consolidationandextension:Performthe“Readandthink”BlackboarddesignLesson2/Ι//t//d/tea/ti:/pig/pΙg/dip/dΙp/LookbackThestudentsaregoodatthepronunciation.Theyanswerthequestionsverywell.periodplanUnit1Title:whatdoyoudoeveryday?Time5Lesson3Teachingaimsⅰ.Enablethestudentstoread,sayandwritethewordsandphrase:early,late,usually,inthemorning.Enablethemtoestimatesomebodyelse'stimetableswiththewords.ⅱ.Enablethestudentstoinquiresomebodyelse'stimetablesskillfully:Whendoyou…?I…at…ⅲ.Enablethemtoperformthe“Learntosay”skillfully.ⅳ.Finishthe“MakeaSurvey”.Teachingtoolsⅰ.Everyonepreparesatimetable.ⅱ.Severalcardswiththewordsandsentencepatterns.ⅲ.Atape-recorderandthetexttape.Keypointsⅰ.Enablethestudentstoread,sayandwritethewordsandphrase:early,late,usually,inthemorning.Enablethemtoestimatesomebodyelse'stimetableswiththewords.ⅱ.Enablethestudentstoinquiresomebodyelse'stimetablesskillfully:Whendoyou…?I…at…DifficultpointsThepronunciationofusually.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:ⅰ.Singthesong“Letusdomorningexercises.”together.ⅱ.Freetalk:ⅰ)T:Igetupat6:30am.Whattimedoyougetup?T:Whattimeisitnow?T:Oh!It’stimetohaveclasses.Imustgo.Good-bye!ⅱ)T:Oh!Mypoorwatch.Itdoesn’twork.Excuseme!Canyoutellmewhattimeisitnow?T:Thankyouverymuch!T:MynameisLinda,I’minClass4,Grade5.Andyou?T:Nicetomeetyou.T:Let’sbefriends,OK?T:Oh!It’stimeformyEnglishclass.Imusthurry.Good-bye!Ⅱ.Presentation:T:Todaywearegoingtolearnthelesson3.Lastclasseverybodymadeatimetable,metoo.Look!Thisismytimetable:Igetupat6:30amandgotoworkat7:30am.Nowpleasetakeoutyourtimetables.Whocanshowyourtimetable?ⅰ.Trytouseⅰ)T:Whattimedoyougotobed?Whattimedoyougetup?ⅱ)Showthesentencepatterncards:Whendoyougetup?Distinguishbetween“When”and“Whattime”,explainthemeaningofwhen.ⅲ)Readthesentenceaftermeandmakesentenceswiththeverbphrases.ⅵ)Iwillshowtwoclocksandputthequestionstothestudents:T:Whendoyougetup?S1:Igetupat…T:Igetupat6:00am.Igetupearly,butyougetuplate.T:Whendoyougohome?S2:Igohomeat4:20.T:Igohomeat4:40pm.Yougohomeearly,butIgohomelate.Leadthemtounderstandthemeaningsof“early”and“l(fā)ate”.ⅶ)Showthecards:early,late,usually,inthemorning.Thestudentsreadthemonebyone.Emphasizethepronunciationofusually.ⅱ.Learntosayⅰ)T:Justnowweweretakingaboutourtimetables.Nowlet’stalkaboutDavid’stimetable.Let’sreadthepassagefirst.Thenanswerthequestions:WhendoesDavidgetup?Why?ⅱ)Thestudentsreadthetextandtrytoanswerthequestionabove.ⅲ)FinishDavid’stimetablebelow.ActivitiesTimeEarlyorlateGetupHaveclassesGotobedT:Isitthesametous?Oh,it’sdifferentwithus.Showtheword:different.Ⅳ.Homework:ⅰ.Readaloudthedialogue.ⅱ.Makesentenceswith“Whendoyou…?I…at…I…early/late.”Studentssingwiththeteacher.S;Igetup……S:It’s…S:It’s…S:Notatall.S:…S:Me,too.S:OK.ⅳ)Practiceinpairsandintroduceowntimetabletotheotherswiththenewsentencepatterns.ⅴ)WritethesentenceandmakesomenewsentencesontheEnglishexercisebooksandblackboard.ⅷ)Practiceinpairs:S1:Whendoyou…？S2:Iusually…ⅸ)Openthebooksandturntopage7,finishthe“MakeaSurvey”.Studentsreadandanswer.DiscussDavid’stimetableabove.ⅳ)Thestudentslistentotherecordingandreadthedialogue.ⅴ)Startarole-playreading.ⅵ)Performthe“Learntosay”.Ⅲ.Consolidationandextension:Thestudentstalkabouttheirtimetableseachother.BlackboarddesignLesson3Whendoyou…I…at…I…early/late.LookbackThestudentsaregoodatmakingthenewsentences.Theyunderstandthewholetextverywell.periodplanUnit1Title:whatdoyoudoeveryday?Time6Lesson3Teachingaimsⅰ.Consolidatethesentencesandthedialogueofthislessonfarther.ⅱ.Understandthecontentsof“AJoke”andanswerthequestions.ⅲ.Enablethestudentstolisten,say,readandwritethephoneticsymbols/Ι/,/t/,/d/,/s/,/z/andsumupthepronunciationsofi,s,t,dinwords.Teachingtoolsⅰ.Thephoneticsymbolandwordcards.ⅱ.Atape-recorderandthetexttape.Keypointsⅰ.Understandthecontentsof“AJoke”andanswerthequestions.Difficultpointsⅱ.Enablethestudentstolisten,say,readandwritethephoneticsymbols/Ι/,/t/,/d/,/s/,/z/andsumupthepronunciationsofi,s,t,dinwords.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:ⅰ.Simonsays:getup…ⅱ.Sayachant:Iamhappy.I’msoglad.I’mnothappy.I’msosad.ⅲ.Freetalk:Hello!Howareyoudoing?Howdoyoufeel?Ⅱ.Revision:ⅰ.Lookattheverbcardsandsayquickly:getup,havebreakfast,gotoschool…ⅱ.Handontheverbcards,askandansweronebyone:Whendoyou…？I…ⅲ.Selectelevenstudentstorecitethedialogue.Ⅲ.Presentation:T:Oh,boysandgirls.Doyoulikejokes?TodayIhaveajokeforyou.Pleaseread.ⅰ.Ajokeⅰ)Thestudentsreadthejoke,thenanswerthequestionsbelow:Whattimeisitnow?WhereisBilly?ⅱ)Andthequestionsbelow:Whattimedoesthesungotobed?WhattimedoesBillygotobed?WhatdoesBillysaywhilehismotheraskshimtogetup?ⅲ)Listentotherecordingandreadaloudthejokebyimitatingtherecording.ⅳ)Readaloudthejoke,thenIwillleadthestudentstodiscussthequestionsbelow:Doyoulikethisjoke?Why?Doyouusuallygetuplate?ⅱ.Listen,matchandreadⅰ)Showtheoldthephoneticsymbolwords,readaloudtherhymelyrically.ⅱ)Showtherhymeofthislesson,stickthephoneticsymbolcards/i:/,/Ι/,/p/,/b/,/k/,/g/,/t/,/d/ontheblackboard.Broadcasttherecordingofthisrhymeandfindoutthewords’vowelofthislesson.Thenputthembelowtherelevantwords.ⅲ)Iwilldemonstratethepronunciationsof/Ι/,/s/,/z/.Playthegame“What’smissing”forconsolidatingthepronunciations.Showthewords“sit,seat”andaskthemtoguesstheirpronunciations.ThenIwillshowthephoneticsymbolsandreadthem.ⅳ)Writethephoneticsymbolsandwords.Ⅳ.Consolidationandextension:Playagameforconsolidatingthephoneticsymbols.Ⅴ.Homework:ⅰ.Copythephoneticsymbolsandphoneticsymbolwords.ⅱ.Tellthejoketotheirparents.Studentschantwiththeteacher.Studentstalkfreely.Studentstakepartinthisactivity.Studentsactoutthedialogue.S1:Hi,David.What’sthematter?S2:I’msleepy.Igetupearlyinthemorning.S3:Whendoyougetup?S4:At7:10.S5:Oh,it’snotearly.It’slate.…ⅳ.Performthe“Learntosay”.Thestudentsreadthejoke,thenanswerthequestionsStudentsListentotherecordingandreadaloudthejokebyimitatingtherecording.Studentspracticereadingandwriting.BlackboarddesignLesson3/s//z/sit/sΙt/seat/si:t/LookbackTheyunderstandandanswerthequestionverywell.Thestudentsaregoodatthepronunciationandreadit.periodplanUnit1Titlewhatdoyoudoeveryday?Time7Lesson4Teachingaims1.Askthestudentstoread,sayandwritethewords:cleantheclassroom,playbasketball,sweepthefloor,playgames.2.AskthemtograspthenewsentencesTeachingtoolstape-recorder,computer,TV,wordcardsKeypointsLearntosayandtrytouse,askstudentstousefreely.DifficultpointsMasterthesentence;whatdoyoudoafterschool…..Iplaygames.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudents1、Singasong：canyoutellmewhatthisis?2、Freetalk.Hello,boysandgirls.Howareyou?What’sthis/that?CanIhavealookatyourbook/pencil-box…3Presentation:A:Newwords:cleantheclassroom,playbasketball,sweepthefloor,playgamesBwhatdoyoudoafterschool…..Iplaygames.Practice:Iwillaskthestudentstowritethesentencesonthebook.Presentation:1. Askthestudentstolistentothetapeandreadafterit.2. Askthestudentstotranslatethesentences.Practice:1. Readthedialogueandanswerthequestionwiththenewsentencepattern.2. Askthestudentstoactthedialogue.Homework:1. Tospellthenewwords2. Towritethreesentenceswiththenewsentencepattern.3. ToreadthetextStudentssingthesongwiththeteacher.Talkfreely.Studentsfollowtoreadseveraltimes.Studentsmakeupsomesentencesandwriteitdown.Studentslistentothetapeandreadafterit.Studentstotranslatethesentences.actthedialogue.BlackboarddesignLesson4cleantheclassroom,playbasketball,sweepthefloor,playgamesLookbackTheypayattentiontothewordsphasesandareinterestedinthem.periodplanUnit1Titlewhatdoyoudoeveryday?Time8Lesson4Teachingaims1.Tograspthepronunciationaboutletter2. Toconsolitationthesentencepattern.3. ToaskthestudentstounderstandthetextReadandthink.Teachingtoolstape-recorder,computer,TV,wordcardsKeypoints1. Tograspthepronunciationaboutletter2. Toconsolitationthesentencepattern.DifficultpointsToaskthestudentstounderstandthetextReadandthinkTeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsGreeting:Say“Hello”tothestudents.Revision:Askthestudentssomequestionstorevisethelessonandletthemtobeactive.Eg:A:Hello,________.Whatareyoudoing?B:I’m__________.Presentation:Tograspthepronunciation:tiPractice:Iwillhaveamatchtopracticethewords.Ishowthemthesewordsandaskthemtoreadandwrite.Presentation:1. Askthestudentstolistentothetapeandreadafterit.2. Askthestudentstotranslatethesentences.3. Askthestudentstoanswerthequestionsaboutthistext.Practice:Homework:1. Tospellthenewwords2. Towritethreesentenceswiththenewsentencepattern.Greetingsstudentsanswersomequestions.Studentspractisethepronunciation.Studentstolistentothetapeandreadafterit.translatethesentences.studentsanswerthequestionsaboutthistext.1. Readthedialogueandanswerthequestionwiththenewsentencepattern.2. Askthestudentstoactthedialogue.BlackboarddesignLesson4WhataboutyuanyuanLookbackTheygraspthepronunciationaboutletter andconsolidationthesentencepattern. thestudentsunderstandthetextReadandthink.periodplanunitTitleTime9Lesson5TeachingaimsAskthestudentstoread,sayandwritethewords:everyday,dohomework,readbooks,everyweek2.Askthemtograspthesentences:doyoudohomeworkeveryday?Yes,Ido.Teachingtoolstape-recorder,computer,TV,wordcardsKeypointsLearntosayandtrytouse,askstudentstoactoutthedialogueDifficultpointsHowtoactoutthedialogueTeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudents1、greeting：howareyou?2、Freetalk.Hello,boysandgirls.letustalkabout“whatdoyoudoafterschool?”3Presentation:A:Newwords:everyday,dohomework,readbooks,everyweekBdoyoudohomeworkafterschool…..Yes,Ido..Practice:Iwillaskthestudentstowritethesentencesonthebook.Presentation:1. Askthestudentstolistentothetapeandreadafterit.2. Askthestudentstotranslatethesentences.Practice:1. Readthedialogueandanswerthequestionwiththenewsentencepattern.2. Askthestudentstoactthedialogue.Homework:1. Tospellthenewwords2. Towritethreesentenceswiththenewsentencepattern.3. ToreadthetextStudentsgreetingwithteacher.Studentsdiscussthetopic.StudentsfollowtoreadseveraltimesAndplaygamestopracticethepronunciation.“openandclosethedoor./lowandhighvoice…”.Studentsmakeupsomesentencesandwriteitdown.Readthedialogueandanswerthequestion actthedialogue.BlackboarddesignLesson5everyday,dohomework,readbooks,everyweekLookbackperiodplanunitTitleTime10Lesson5Teachingaims1.Tograspthepronunciationaboutlettera/k/g2. ToaskthestudentstounderstandthetextReadandthink.andanswerthequestion. TeachingtoolsWordscardsKeypointsunderstandandtranslatethetextDifficultpointsMasterthepronunciationVerywellTeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:Singasongtogether;.Freetalk:Hi,children.Goodtoseeyou.Howisitgoing?Ⅱ.Revision:Ⅲ.Presentation:T:lookatthepicture.Whathappened?Let’sreadandanswer.ⅰ.Readandthinkⅰ)Iwilldirectthestudentstoreadthetext,encouragethemtoputsomequestionstome.ⅱ)Iwillputtheeasyquestionstothem:Whatdoesdaviddoonweekend?Doesliugangwanttogototheparkontheweekend?ⅲ)Readthetext.Iwillaskstudentstoanswerthequestions.ⅱ.Listen,matchandreadⅰ)Iwillshowthephoneticsymbolcardsof/k/,/g/,/b/,thestudentsreadthemonebyone.ⅱ)Showthephoneticsymbolcardsof/k/,/g/,/d/,coachthemtopronounce.ⅲ)Writethephoneticsymbolsontheexercisebooks.ⅳ)Showthe