濉溪县三小五年级英语下册Starterunit单元知识梳理剑桥版

Start unit Join in again
二、背诵句型
1 Touch your nose and shake your head.触摸你的鼻子，摇摇你的头。

2 Welcome back now. 欢迎回来。

3 Learning can be lots of fun. 学习充满乐趣。

4 Enjoy your time in class again. 很高兴再次回到课堂。

5 Sing and dance and rock with me. 跟我来唱跳摇滚吧。

6 Shake hands with your partner. 和你的同伴摇摇手。

7 Turn around. 转圈。

8 Dance with me. 跟我跳舞。

重点：一、介绍自己的家庭和好朋友
书P3 1、There be 句型: There is...单数或不可数 There are...复数
2、介绍朋友可以从
年龄： How old is he?
生日： When is his birthday？
来自哪个国家：Where is he from?
会什么： What can he do?
喜欢什么: What does he love?
通常什么时间起床:when does he get up in the morning?
什么时间去学校： When does he go to school?
什么时候开始上课：When do classes begin？
什么时候回家：When does he go home？
什么时候睡觉：When does he go to bed？
等方面进行描述
二、一般现在时：
1、概念：
一般现在时：表示经常性的事情，经常性的动作或一般性事实。

时间状语：often 经常，usually通常，always 总是，every每个，sometimes 有时，at …在几点钟只有在第三人称单数用动词的“三单变化”，其他用动词的原形。

三单变化：
1.多数在动词后＋s play — plays like — likes
（1）直接在动词词尾加-s.
ask---asks work---works get---gets stay---stays
（2）以字母s, x, ch, sh或o结尾的动词，在词尾直接加-es.
watch---watches wish---wishes fix---fixes do---does
go---goes pass---passes
（3）以“辅音字母加 - y”结尾的动词，要先变y为i再加-es.
try---tries study---studies cry---cries fly---flies
2.不规则变化：
be---- is are have----has
2、一般现在时用法
（1）表示经常性，习惯性,永久性的动作或存在的状态.通常与副词sometimes, often, usually, always, every day (year, month ), once (twice, three times) a day,等时间状语连用。

They usually go to school by bike.
There are 50 students in my class.
（2）表示客观真理，科学原理，自然现象，等客观事实或格言，谚语等。

The sun rises in the east and sets in the west every day.
The man who has never been to the Great Wall is not a real man.
Tomorrow is Tuesday.
3、一般现在时的句子转换：
（1）当句子中有be动词或情态动词时，则把be动词或情态动词(can,could等等)提到主语的前面变成疑问句;在be动词或情态动词后面加not变成否定句.
例：①陈述句：She is a student.
疑问句→ Is she a student?
否定句→ She is not a s tudent.
②陈述句：I can swim.
疑问句→ Can you swim
否定句→ I can not swim.
（2）当句子中即没有be动词，也没有情态动词时，则在主语前加助动词do (you,以及复数), does （单数she,he,it）变成问句；在主语后谓语动词前加助动词don’t（I,you,以及复数), doesn’t（单数she,he,it）变成否定句，助动词后的动词要变成动词原形。

例：①陈述句：We get up at 7:00 every morning.
疑问句→Do you get up at 7:00 every morning?
否定句→We don’t get up at 7:00 every morning.
②陈述句：She has a little brother.
疑问句→ Does she have a little brother?
否定句→ She doesn’t have a little brother.
Unit 3
Lesson 13 Let's Buy Postcards
1. How much ________ (is; are) this book?
2. This is ________ (an; a) email from Tom.
3. I want ________ (send; to send) a postcard to my friend.
4. This postcard ________ (has; have) a panda on it.
5. You can write a letter on ________ (paper; a paper). ( ) 1. l_tter A. a B. e ( ) 2. c_mp_ter A. o; u
B. u; u ( ) 3. p_stcard A. o B. u ( ) 4. _mail
A. i
B. e
( ) 5. s_nd A. a B. e
( ) 1. We write an email on a computer. ( ) 2. We write a letter on a book.
( ) 3. You can buy some postcards in a restaurant. ( ) 4. We can buy postcards in a hospital. (1) How much is this postcard?
A. In a shop.
(2) Where can you buy any postcards? B. Sure! (3) What does a postcard have? C. It is a letter. (4) May I look at this postcard? D. It’s one yuan. (5) What is this?
E. It has a picture on it.
◆排序题
A. I don’t like it. May I see that postcard, please?
B. How much is this postcard?
C. Yes, I want to buy some postcards.
D. Can I help you?
E. Sure.
F. It’s two yuan.
G. I’ll take six, please.
H. How about this one?
正确顺序为：_________________
参考答案
◆选词填空题
1.is 考查不可数名词。

How much引导不可数名词，用is;。

2.an 考查元音。

3.to send 考查want to do sth。

4.has 考查单数形式。

5.a paper 考查可数名词。

a letter对应a paper。

◆补全下列单词
1.B letter 信件
2.A computer 计算机
3.A postcard 明信片
4.B email 电子邮件
5.B send 发送
◆判断题
1. √ We write an email on a computer. 我们可以在电脑上写邮件。

2. × We write a letter on a book. 我们可以在书上写信。

3. × You can buy some postcards in a restaurant. 你可以在饭店买明信片。

4. × We can buy postcards in a hospital. 我们可以在旅店买明信片。

◆连线题
1.D How mu ch is this postcard? It’s one yuan.
这张明信片多少钱？一元钱。

2.A Where can you buy any postcards? In a shop.
你在哪里可以买到明信片？在商店里。

3.E What does a postcard have? It has a picture on it.
明信片有什么？上面有一张照片。

4.B May I look at this postcard? Sure!
我可以看这张明信片吗？当然!
5. C What is this? It is a letter.
这是什么？这是一封信。

◆排序题
正确顺序为：DCHAEBFG
Can I help you?
Yes, I want to buy some postcards.
How about this one?
I don’t like it. May I see that postcard, please? Sure.
Ho w much is this postcard?
It’s two yuan.
I’ll take six, please.
你好，我能帮你吗？
是的，我想买一些明信片。

那这个怎样？
我不喜欢。

我可以看看那张明信片吗？
当然.
这张明信片多少钱？]
两元钱。

请给我六张。

The fifth period(第五课时)
Part B Let’s learn Match and say
▶教学内容与目标
课时教学内容课时教学目标
Let’s learn ·学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”·学生能够在语境中正确运用这五个单词描述人物性格或品质特征
·学生能够完成教材中Match and say板块的图文连线活动，并根据连线结果展开问答
Match and say ·学生能够练习和巩固 Let’s learn 板块的核心词汇及句型“—What’s he/she like？
—He’s/ She’s…”
·学生能够通过看图、读句子并连线的活动掌握单词的音、形、义，并通过看图编对话的活动，能够在真实的情景下运用单词
1. 学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”。

2. 学生能够在语境中运用这五个单词描述人物性格或品质特征。

▶教学难点
学生能够在语境中熟练运用所学核心词汇及句型。

▶教学准备
1. 预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

2. PPT课件、课文录音、视频、卡片等。

▶教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Can you chant? （出示课件）
Point to a picture on the PPT and ask: What’s s he like? (课件出示:一个滑稽女孩的图片) Help students answer: Funny, funny, she’s funny. Then show other pictures one by one. (课件出示:年老的、年轻的、友好的、严格的人物图片) The teacher asks and students answer in the same way. These words can be used in turn: old, young, kind, strict.
Make up a chant with the words and the sentence patterns with students. Let students read the chant.
Step 2: Presentation
“Let’s learn”
Play the cartoon. (出示课件) Let students watch it.
T: Who can you see? Ss: …
T: Yes. We know how to describe our teachers, for example，Miss…is kind. Mr…is strict. Ms…is old… Today we will learn how to describe our classmates.
1. Learn the new word “polite”.Teaching purpose
师生一起创编chant，激发学生的热情，营造英语学习的氛围，带领学生快速进入英语学习的状态。

让学生在轻松愉快的chant中，复习旧知，为新知的学习奠定基础。

Teaching purpose
利用事先录好的本班级
Play a video prepared before the class on the PPT. It shows a pupil of the class saying “Good morning!” to a teacher and b owing. （出示课件）Point to the pupil and ask.
T: Who’s he? Ss: He’s…
T: Yes. He’s very polite.
Show the word “polite” and read it like this: i-e /aɪ/, po-lite. (出示课件) Lead students to read it three times. Ask different groups to read it. Show some pictures an d lead students to say: She’s polite. He’s polite. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s polite in our class?
Ask some students to answer: ××× is polite.
At last show the word with some blanks and lead students to spell and fill in the blanks.
2. Learn the new word “clever”.
Play a video on the PPT. It shows a pupil of the class with a test paper. (出示课件) Point to the pupil and ask.
T: Who’s he? Ss: He’s ×××.
T: ××× always gets 100 scores in tests. He’s clever. (Point to the head.)
Show the word “clever”. （出示课件）Spell it like this: cle-ver, clever. Lead students to read the word three times. Ask students to practice it one by one. Pay attention to the sound of the letter “v”.
After that show some pictures and lead stude nts to say: He’s clever. She’s clever. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s clever in our class? Ask some students to answer: ××× is clever.
At last show the word with some blanks and lead students to spell and fill in the blanks.
3. Learn the new word “hard-working”.
T: ××× is clever. ××× is clever. ××× is clever. They are not only clever, but also hard-working.
Show the word “hard-working”. （出示课件） Explain it like this: hard + work + ing —hard-working. Spell it slowly and students imitate. Ask students to pay attention to the sounds /aː/ and /ɜː/ and the hyphen.
Ask students to practice it between boys and girls. Show some pictures and lead students to say: He’s hard-working. She’s hard-working. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s hard-working in our class?
Ss: ××× is hard-working.
At last show the word with some blanks and lead students to spell and fill in the blanks.
4. Learn the new word “shy”.
Show a picture of a shy girl hiding herself behind her parents on the PPT. (出示课件) Point to her face and say: ××× is shy. Teach the word three times. Students read after the teacher.
Show the words: she, fly. (出示课件) Let students read them. Ask students to write the new word through the two words. Ask students to try to spell and write. Hide “e” and “fl”, and show the word “shy” on the PPT. Then ask: Who’s shy in our class?
Ss: ××× is shy.
At last show the word with some blanks and lead students to spell and fill in the blanks.
5. L earn the new word “helpful”.
Ask several students to come to the front and do the actions of cleaning the classroom. Then ask one of the students.
T: What are you doing? S1: I’m cleaning the blackboard.
Give him a thumb up and say “You are helpful.” Then say to the others in the same way. Ask all the class to say “We are helpful.” with thumbs up. Show the word “helpful”. （出示课件） Explain the word like this: help + ful — helpful.
Show some pictures and lead students to say: He’s helpful. She’s helpful. (出示课件) Make sure students know the meaning of the word. At last show the word with some blanks and lead students to spell and fill in the blanks.
6. Read and act.
(1)Show the content of “Let’s learn” on page 8 and play the recording. (出示课件) Let students read after it and pay attention to the pronunciation and the intonation. Ask students to read the words and the dialogue together. Then they can have a competition in different groups. For example, Group 1 PK Group 2, and boys PK girls.
(2)First, make a model with a student. Then let students ask and answer in pairs.
(3)Ask some students to act out the dialogue. Teaching purpose
形式多样的朗读训练，可以巩固和强化目标词汇和句型。

生生互动可以有效地提高学生的学习热情，增强学生的自信，满足学生的成就感。

Step 3: Practice
1. Yes or No.
Show a picture with a word on the PPT. (出示课件) If they match, students can say: Yes. If they don’t match, students can say: No. Practice the other words in the same way.
2. Learn a chant.
Show a chant on the PPT. Chant first. Then ask students to chant with some actions.
3. Match and say.
(1)Look and match.
Ask students to look at the four pictures of “Match and say” on page 8 and match the pictures with the sentences.
(2)Check the answers.
Check the answers with students and explain the reasons.
(3)Point and say.
Ask several students to point and say in pairs. One asks and the other one answers.
Step 4: Consolidation & Extension
1. Can you describe?
Ask students to work in groups of four and try to describe a member of then. Then choose one of them to report. The other students can guess who he/she is. These words and sentences can help them.
Words: eyes/ mouth/ hair/ nose/ tall/ short/ fat/ funny/ shy/ helpful/ hard-working/ polite/ clever…
Sentences: He/ She is a boy/girl. He/ She has… He/ She is… Who’s he/she?
2. Emotional education.
Ask students to avoid judging people by their looks. Let they know themselves and be the best of themselves
▶板书设计
▶作业设计
1. Listen to the recording of “Let’s learn” and read after it.
2. Talk about your classmates or friends with your partner. Teaching purpose
帮助学生进一步夯实核心词汇和句型，培养学生的合作精神，提升学生的语言综合运用能力, 并适时地进行情感渗透。

3. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业) ▶教学反思
1. 本节课恰当地利用了学生日常生活视频片段来进行教学，吸引了学生的注意力，激发了学生的学习兴趣。

2. 采用类比法、单词拆分法、自然拼读法等多种方法教授单词，注重对学生学习方法和学习策略的培养。

3. 利用学生的心理特点，设计了轻松愉快的chant 环节，让学生在学中玩，玩中学。

4. 通过师生互动、生生互动及小组合作等方式，帮助学生操练和巩固了所学知识，增强了团队合作精神，培养了学生自主学习的能力，并在教学语言的同时适时传递正能量，进行情感渗透。

▶Teaching Contents & Teaching Aims
Let’s learn
·Be abl e to listen, speak, read and write the five words “polite, helpful, hard-working, clever, shy”.
·Be able to use the five words to describe the characteristics of characters skillfully in context.
·Be able to finish the activity of “Match and say”and ask and answer.
Match and say
·Be able to practice and consolidate the key words and sentence patterns.
·Be able to finish the matching activity and use the words in real situations.
▶Teaching Priorities
·Be able to listen, speak, read and write the five wor ds “polite, helpful, hard-working, clever, shy”.
·Be able to use the five words to describe the characteristics of characters.
▶Teaching Difficulties
·Be able to use the key words and sentence patterns of this lesson skillfully and correctly in context.
▶Teaching Procedures
（续表）
（续表）
第一课时
一、课时内容
教科书第14页：Let’s try Let’s talk
二、课时分析
本课时是义务教育灵通版（pep）小学英语教科书五年级上册的第二单元第一课时，围绕“My week”这个话题展开内容。

包括Le t’s try和Let’s talk两个板块。

Let’s try是听力训练，是为Let’s talk部分做铺垫的，其内容是关于询问对方星期三上什么课的问答对话，通过听力训练，可以短时间内复习到上节课学习的内容。

Let’s talk是围绕本单元的总话题“My week”展开的第一个对话场景，是John和他的爷爷有关John在学校里的课程安排情况以及爷爷奶奶在家里学习烹饪课程的对话内容，通过爷孙俩的对话内容，我们可以知道，John在星期四有数学、英语和音乐课，爷爷很喜欢音乐，John 的音乐老师是风趣幽默的杨老师。

对话的下面有一个问答训练板块，是运用核心句型What do we / you have on Wednesdays /…? We / I have…对某一天的课程安排进行问答训练活动。

本课时是整个单元的首课时，在本单元中起引领与铺垫作用，重点掌握What do we / you have on Wednesdays /…? We / I have…的问答句型。

对话中呈现了二个特殊疑问句的问答形式，以及一个is开头的一般疑问句及其否定回答方式，引导学生在特定语言环境中认知并理解这些句型的使用环境与范围，感知语言交流的魅力所在，引领学生注意核心句型构成细节，鼓励学生敢于运用所学句型参与真实情境中的对话交流活动，帮助学生树立自信心，提高他们实用英语进行对话交流的应对能力。

针对五年级的学生具备两年的学习英语的积累经验，有着一定的语言感知能力特点，我准备充分运用网络资源，借助多媒体高科技教学工具，多次呈现对话情景动画，通过声形并茂的方式，感染学生，使学生在教师点拨之前，就可以了解对话内容，再鼓励学生模仿表演对话，感知新句型的应用功能，最后再提炼重点句型，通过游戏活动加以巩固。

三、课时目标
（1）引导学生对新句型在听觉上有所感知，并能够完成听录音选词填空和回答问题的练习。

（2）学生能够在图片和老师的帮助下理解对话大意。

能够按照正确的意群及语音、语调朗读对话并进行角色扮演。

（3）能够在情景中运用句型What do you have / do on…?询问并回答某人某天的课程或者活动安排
（4）能够在语境中理解新单词cooking的意思，并能正确发音。

四、课时重难点
1.重点
（1）能够完成听录音选词填空和回答问题的练习。

（2）能够在情景中运用句型What do you have / do on…?询问并回答某人某天的课程或者活动安排
2.难点
（1）能够按照正确的意群及语音、语调朗读对话并进行角色扮演。

（2）能够按照正确的意群及语音、语调朗读对话并进行角色扮演。

五、教学准备
教师精心制作PPT课件，备好网络资源课件，师生共同制作图卡、词卡和头饰。

六、教学过程
1.课前热身
（1）
T：Good morning, boys and girls.
Ss：Good morning, Miss Zhang.
T：How are you?
Ss：We’re fine, thank you. And yo u?
T：Very well. Thanks. What time is it now? Ss：It’s nine twenty.
T：It’s time for our English class.
Ss：Great.
T：Stand up, please. Say and do follow me. Ss：Yes.
T：星期一Monday；
Ss：星期一Monday；
T：Monday，Monday，d-a-y；
Ss：Monday，Monday，d-a-y；
T：星期二Tuesday。

Ss：星期二Tuesday。

T：Tuesday，Tuesday，d-a-y；
Ss：Tuesday，Tuesday，d-a-y；
T：星期三Wednesday；
Ss：星期三Wednesday；
T：Wednesday，Wednesday，d-a-y；
Ss：Wednesday，Wednesday，d-a-y；
T：星期四Thursday；
Ss：星期四Thursday；
T：Thursday，Thursday，d-a-y；
Ss：Thursday，Thursday，d-a-y；
T：星期四Thursday；
Ss：星期四Thursday；
T：Wednesday，Wednesday，d-a-y；
Ss：Wednesday，Wednesday，d-a-y；
T：星期五Friday；
Ss：星期五Friday；
T：Friday，Friday，d-a-y；
Ss：Friday，Friday，d-a-y；
T：星期六Saturday；
Ss：星期六Saturday；
T：Saturday，Saturday，d-a-y；
Ss：Saturday，Saturday，d-a-y；
T：星期日Sunday；
Ss：星期日Sunday；
T：What’s the day today? 今天星期几？
Ss：It’s Monday. （今天）星期一。

T：What day is it today？今天星期几？
Ss：It’s Monday. （今天）星期一。

………
T：Monday，Tuesday，Wednesday；星期一、二、三；
Ss：Monday，Tuesday，Wednesday；星期一、二、三；
T：Thursday，Friday，Saturday and Sunday。

星期四、五、六和星期日。

Ss：Thursday，Friday，Saturday and Sunday。

星期四、五、六和星期日。

T：Sunday is the first week day. 星期日是一周的第一天。

Ss：Sunday is the first week day. 星期日是一周的第一天。

T：The first week day is Sunday. 一周的第一天是星期日。

Ss：The first week day is Sunday. 一周的第一天是星期日。

设计意图：利用课前三分钟时间把这一单元的重点单词编排成顺口溜，带动学生们一句一句的说练，帮助学生们逐步朗朗上口，另外老师在手机上做好录音准备，可下把这段录音内容通过微信发到学生家长的微信群里，以便课后学生与家长一起练习说唱。

这样有利于学生们发现这些词的构词方法，以提高记忆效果。

2.导入
（1）播放英语歌曲《Days of the week》
播放英语歌曲，请学生们练习跟唱，也可以加动作表演。

出示歌词的汉语意思，帮助大家理解歌词内容：
Monday，Tuesday，Wednesday，Thursday，Friday，Saturday，Sunday，
Days for school and days for fun. Happy days for everyone!
星期一，星期二，星期三，星期四，星期五，星期六，星期日，
（五）天上学，（两）天的乐趣，祝愿每个人天天快乐。

设计意图：通过唱歌，带领孩子们熟悉星期几的正确读音，并通过跟唱歌曲带领孩子们迅速进入本课堂的学习氛围，使学生们能够很快进入英语思维空间，
（2）播放录音，做听力练习。

请同学们根据所听到的录音内容，完成教科书第14页的听力练习。

附：Let’s try听力材料
Listen and fill in the blank. 听录音，填空。

Grandfather: Good morning, John. What day is it today? 早上好，约翰。

今天星期几？John: Wednesday. 星期三。

Grandfather: Oh, yes! What do you have on Wednesdays?噢，是的！在星期三你有什么课？
John: I have art. I really like it. 我有美术课。

我真的很喜欢它。

答案：art
设计意图：通过听力训练，引导学生感知语言环境，领悟对话核心内容，从而独立完成填写训练，学生们喜欢做这样的听力训练活动，意犹未尽，
（3）语言导入
T：Well done, everyone. Do you want to know how to talk about Tuesdays?
Ss：Yes!
T：That’s OK. Let’s watch and listen carefully, please.
Ss：Great!
3. 新课呈现
（1）播放Let’s talk.的动画课件。

①打开多媒体，展示John和他的爷爷的对话情景动画。

学生们认真观看，仔细揣摩对话内容，寻找陌生的词语，用以准备求助老师。

②请学生向老师提问疑难问题，老师帮助解答。

Look at 意为“朝……看”；Thursday是“星期四”，on Thursdays意为“在每一个星期四”；have本意是“有”，这个词很活跃，在英语中有很多的用法，have maths意为“上数学课”；What do you do on Thursday?中的第一个do是助动词，帮助实意动词构成问句，没有实际意义，第二个do是实意动词，意为“做”，“What…do…?”意为“做什么？”；cooking是动词cook 的动名词形式，意为“烹饪，烹调”，have a cooking class意为“上烹饪课”；with是介词，意为“和…一起”；
设计意图：学生质疑，老师解惑，这是新授课过程中必不可少的环节，因此傲视鼓励学生们大胆提出任何疑问，老师带着目的性解答疑问，也是精神百倍，信心十足，百问不厌，从而帮助学生扫除理解对话内容的一切障碍。

③翻译对话。

再次播放对话动画课件，请学生们自己试着翻译对话的汉语内容。

请学生代表讲解对话内容。

John：Grandpa! Look at my picture. 爷爷！看我的图画。

Grandfather：Great! What do you have on Thursdays? 太棒了！你星期四都有什么课？John：I have maths, English and music. 我有数学课、英语课和音乐课。

Grandfather：Oh, I love music! Who’s your music teacher? 噢，我喜欢音乐！谁是你的音乐老师？
John：Mr Young. 杨先生。

Grandfather：Is he strict? 他要求严格吗？
John：No. He’s funny. What do you do on Thursdays, Grandpa? 不。

他很风趣。

爷爷，你在星期四都做什么？
Grandfather：Oh, I have a cooking class with your grandma! 噢，我和你的奶奶一起上烹饪课！
John：Haha! 哈哈！
设计意图：部分学生可以猜出句子的大概意思，但就是不能翻译通顺，因此老师请学生代表进行逐句翻译，是非常有必要的，若果有不妥之处，老师是给以纠正说明，更有利于学生们正确理解核心句子。

（2）朗读对话。

①播放录音，学生跟读；老师领读，学生跟读；学生代表领读，学生跟读。

②分角色朗读对话。

二人一组，一个扮演John，另一个扮演爷爷，分角色进行朗读练习。

③分角色表演对话内容。

请学生们分角色记忆对话内容，然后练习脱稿对话表演。

请小组代表到前台进行表演，评出优秀小组，给与奖励。

设计意图：
（3）替换单词Thursdays进行练习。

教师板书对话中的核心句型：What do you have on Thursdays? （用下划线标注需要替换的单词Thursdays，并用不同的颜色标注特殊疑问词、助动词和谓语动词）教师展示John 的课程表，请学生将星期四改为星期三，进行改变对话。

设计意图：
（4）更换主人公进行对话创编。

将John改为Tom，用PPT展示Tom的课程表，请学生们创编Tom和爸爸的对话，谈论Tom 周四的课程以及Tom的任课老师。

设计意图：
（5）请学生抽签式自由创编对话。

将全班分成四大组，每一组派出一位学生代表到前台抽签，教师将课前准备好的人物卡片和课程卡片背对学生代表，由学生代表任意抽取一张人物卡片和一张课程卡片，向本组展示，该组学生就按照本组抽取到的人物进行创编对话内容，然后二人一组进行演练。

再请小组代表到前台进行对话表演。

创编对话过程中，教师应该鼓励学生们运用更多自己学过的句型进行问答。

（6）请学生自己设计一个自己喜欢的课程表，时间可以任选Wednesday和Thursday，可以随意谈论自己喜欢的任课老师。

将全班分成四个人一组，相互问答进行交流，并做好记录。

然后，请学生代表到前台做采访报告。

设计意图：教师引导学生不断更换对话中的时间、人物、课程，以及任课老师，目的就是让学生们能够灵活运用核心句型，完成真实生活中的对话交流。

不断激发学生们学习英语的兴趣，鼓励学生大胆说话，树立学生们的自信心，逐步提高学生们用英语进行有目的性的对话交流能力。

4.操练
（1）教师利用课间呈现句子，请学生判断正误。

T: John has maths, music and PE on Thursdays. Mr Black is his music teacher. John’s music teacher is funny. His grandpa has a cooking class with his grandma on Wednesdays.
设计意图：通过听力训练，进一步引导学生熟悉对话内容，重点掌握核心词汇和核心句型。

以便今后在日常生活中灵活运用与真实交际环境中。

5.课堂小结
T：Boys and girls. What do you learn on this class?
S1：I learn Wednesday means “星期三” in Chinese.
S2：I learn Thursday means “星期四” in Chinese.
S3：I learn “a cooking class” means “一节烹饪课” in Chinese.
S4：I learn “What do you have on Thursday.” It means “星期四你有什么课？”
S5：I learn “What do you do on Thursdays?”. It means“在星期四你都做什么？”
七、课堂作业
Ⅰ.英译汉。

1.look at ＿＿＿＿＿
2.onThursdays ＿＿＿＿＿
3.love music＿＿＿＿＿
4.havea cooking class＿＿＿＿＿
5.with your grandma＿＿＿＿＿
6.on Wednesdays＿＿＿＿＿
Ⅱ.连线。

A.grandpa
B.grandma
C.maths
D.Wednesday
E.cooking
1. 2. 3. 4. 5.
Ⅲ.单项选择。

( ) 1.Tom! Look ＿＿＿＿＿ that elephant. It’s tall and strong!
A.in
B.at
C.on
( ) 2.Is he funny? No, he＿＿＿＿＿.
A.is
B.is not
C.isn’t
( ) 3.What do you have＿＿＿＿＿ Wednesdays?
A.on
B.with
C.in
( ) 4. —＿＿＿＿＿ do you do on Thursdays? —I have music and PE class.
A.Where
B.What
C.When
( ) 5.—Can you go＿＿＿＿＿us? —Sure. I’d like.
A.by
B.at
C.with
Ⅳ.连词成句。

1.Thursdays， what， they， do， on， have （？）
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
2.is， very， my， strict， English， teacher （.）
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
3.Chinese， on， we， Wednesdays， have， maths， and （.）
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
4.clever， is， and， Jim， polite （.）
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
5．Like， uncle， what， your， is （？）
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Ⅴ.阅读理解，判断正误。

Amy is a little school student. She is a good girl. She often goes to school every day. She has Chinese and music on Wednesdays. She has maths and PE on Thursdays. She is nice and helpful. The teachers all like her.
( ) 1.Amy is a good teacher.
( ) 2.Amy often goes to the park every day.
( ) 3.Amy has Chinese and music on Wednesdays
( ) 4. Amy has English and PE on Thursdays.
( ) 5.Amy is kind and shy.
八、板书设计
Unit 2 第一课时
重点单词：Wednesday Thursday cooking
重点句型：What do you have on Thursdays?
I have maths, English and music on Thursdays.
What do you do on Thursdays? I have a cooking with your grandma.。