Specific vocabulary: go to work,policeman, evening, noon, evening
Specific target setences: 能够听说读写句型:When do you eat dinner? I eat dinner at
7:00 in the evening. When do you get up? I usually get up at 12:00 at noon.
Specific functional exponents: 理解对话含义并能灵活运用于实践. Source of material: 课件, 卡片, 同步练习册
Assumptions and Anticipated problems: 经过第一至第二课时的学习,并结合学生三,四年级掌握的相关动词短语的知识,展开这一课的阅读教学.这篇文章的趣味点是The policemans get up at 12:00 noon. He goes to work at 9:00 in the evening. 比较警察和我们的生活作息时间,引导学生进行学习,更能够调动他们的积极性. Step1 Warm-up
1.Game:谁的反应快?
( T: Now let’s play a game. Boys, when you see the blue word,stand up and say; Girls, when you see the red word,stand up and say. Let’s see who is quickly. Are you ready? )
快速出现不同的时间, 活动的短语,如:7:00, 9:30, 8:15, 4:00, 6:20, 12:00, 3:45;in the morning; in the afternoon;in the evening; go to work;eat dinner;go home;eat breakfast;go to bed;get up;play sports.
(设计意图：将全班分成两大组,利用学生的竞争意识去提高参与课堂活动的主动积极性,一为了活跃课堂气氛,二为了复习时间活动短语,让学生初步感知新课内容，为下文作铺垫。) Step2 Preview
演讲比赛: My day( 对make a survey 作汇报). 学生两人一组一问一答互相配合,向全班表述自己的作息时间. Step3 Presentation
1.T: You’re so clever. But some people go to bed at 7:00 in the morning. Do you know why? Who are they? Let’s go and see.
第一次阅读:学生快速阅读, 让学生了解文章的大概内容，获取关键信息. 2.T shows some pictures: go to work, go to bed, eat dinner, play sports. Students say the phrases. Then read the dialogue and find out the time. 第二次阅读:获取警察叔叔具体的作息时间. Finish his timetable on the book.
3. Read again, tick or cross. Why?返回原文划出答案 ①The man is a doctor.
②The policeman get up at 7:00 in the morning.
③The policeman goes to work at 9:00 in the morning. ④The policeman goes to bed at 6:30 in the evening. ⑤This is a Policeman’s day.
(设计意图：第三次放慢阅读速度，目的是培养学生获取信息，处理信息的能力。通过理解课文的主要内容和细节信息，进行比较作出判断。) 4.Read follow T, read by boys and girls.
T:You can understand the text well. Now let’s read follow the TV. Follow T, and by
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Ss.
5.口头作文
My day
Hello! I’m_______. I ________ at_______. I______ at_______. I ______ at ______. I _____ at ______. I like my day. 6.完成同步练习册相关练习. Step4 Sum up
Summarize what we have learned in this lesson. Step5 Homework
抄写并读课文;完成Task time,并在小组内作汇报. 课后反思：
Period 4
Specific vocabulary: 学生能够听、说、读、写动词词组climb mountains, go shopping,
play the piano, visit grandparents, go hiking
Specific target sentences: 学生能听懂问句:What do you do on the weekend? 并能
用所学动词短语替换句型: Sometimes I …/ I usually/often/ …中的关键词回答问句.
Specific functional exponents: 学生学会正确使用频度副词表达自己的周末活动. Source of material: 课件, 卡片,图片，活动手册，同步练习册
Assumptions and Anticipated problems: 这一课时的重点放于动词词组
的识记上。这些词组与生活贴近,学生较为容易理解. 这一课时的句子What do you do on the weekend?是上册要求掌握的重点句，不是新内容。难点是单词mountain和grandparents的正确拼写。
Step 1 Warm-up (设计意图:复习以前学过的一些周末活动词组，以旧引新。活动类型：A/C.)
(1) Review the old phrases: read books, watch TV, do homework, cook the meals, clean the bedroom, play the violin …
(2) Free talk: two pairs have a talk about weekend activities. S1:What do you do on the weekend?
S2: I often … on the weekend. What about you ? S1: I often …
Step 2 Presentation Let’s chant
教师放P7let’s chant, 学生跟唱，初步感知本课时的动词词组。 Let’s learn
(1) 教师出示自己的家庭照和a family tree, ―Look, my father and my mother,
they are my parents. My grandfather and my grandmother, they are my grandparents.‖通过红色笔的不同对比让学生初步感知英语构词法：grand+parents
T: We often visit our grandparents on the weekend. What about you? Ss:…
T: Sometimes I visit my friends on the weekend. I’m happy with them. Do you
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visit your friends/ uncle/aunt/teacher…? Ss:…
(设计意图:通过图片与图表结合的方式让学生先从意义上理解词汇，再从音和形方面去帮助记忆及强化记忆。活动类型：A/C.)
(2) After teacher’s introduction about the weekend, teacher continues: How about
you, boys and girls? What do you do on the weekend?
(3) Let some students come to the blackboard and choose the pictures. Teacher
helps them say: I often climb mountains/ go shopping/ go hiking/play the piano
(设计意图:发挥图片和身体语言的作用，通过多种方式呈现新词，遵循意义先行的原则，使单词教学生动有趣而且有实效。活动类型：C.)
(4) Students learn the phrases. Ss follow the tape to read. Do action and practice
the phrases. (5) Game: 找朋友
学生四人一组，动词卡片“出牌”，翻开牌面后根据牌面上的图画说：On the weekend I go hiking./ I climb mountains on the weekend.等，牌面相同的人即为朋友，互相击掌说：Let’s go together!然后继续下一轮游戏。
(设计意图:在游戏中不断重复所学的短语,让学生在不知不觉中练习,自主地掌握学习的内容.活动类型：C)
(6) 引导学生做拼读词组比赛，在课堂上给学生时间互相交流认记技巧，互相
竞赛。 Step3 Let’s chant
(1)Listen to the tape. (2)Clap hands and chant. Step 4 Pronunciation
(1)展示挂图，带读例词，强调几个字母组合ai,ay, gr,gl的读音，引导学生总结其读音规则。
（2）放录音，跟读。听绕口令，配图，简单讲解，学生试着跟读、说绕口令。 Step3 Sum up
Summarize what we have learned in this lesson 引导学生过积极的、有意义的双休日。 Step4 Homework 1.read and Copy the new words. 2.调查各任课教师的周末生活。 课后反思：
Period 5
Specific vocabulary: 能够针对具体情况正确使用usually, often, sometimes三个频
度副词.会使用next 一词。
Specific target setences: 学生能听懂并会说句型:What do you do on the weekend? I
usually/often play football. Sometimes I go hiking.并能在实际情景中运用.
Specific functional exponents: 学生学会正确使用频度副词表达自己的周末活动.
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Source of material: 课件, 卡片, 挂图, 同步练习册
Assumptions and Anticipated problems: 第一课时仅要求学生能听说、认读频度副词usually/ sometimes, 而在本课时就要求能准确使用频度副词进行表达，这是本课时的难点，设计的活动要着重于学生的实际运用。对句型Let’s …together next Sunday.能正确认读。 Step 1 Warm-up
(1)Ss read and spell the words. (2)Blank-filling:
T: Climb Ss: Climb mountains. T: Hiking. Ss: Go hiking. T: Shopping. Ss: Go shopping. Step 2 Preview
(1)Question: What do you do on the weekend? Let some of the students talk about their weekends.
(2)Listen to the tape ―Let’s try‖. Students listen to Let’s try and finish the exercises. Check the answers. Step3 Presentation
(1)When teacher asks the question ―What do you do on the weekend?‖ Mark a star on the pictures. Then present ―sometimes, usually, often‖.
(2)Practice the words: sometimes: clap hands once; usually: clap hands twice; often: clap hands three times.
(3)T: Do you want to know what does Miss Tang do on the weekends? Ss: Yes. T: So ask me. Ss: What do you do on the weekend? T: I often … Sometimes I … Usually I ….
(4)Teacher asks some questions about students. (5)Play the tape. Students follow the tape.
(6)Students practice the dialogue and act the dialogue. Step4 Story time
Play the tape and enjoy the story.
Step5 Sum up: How can you have a happy weekend? 引导学生过积极的、有意义的双休日。
Step 6 Homework 1. Copy the dialogue. 2. Practice reading. 3.Do the exercise book. 课后反思：
Period 6
Specific vocabulary: says, either
Specific target sentences: 能够听说读写句型:What do you do on the weekend?
Usually I watch TV and go shopping. Sometimes I visit
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my grandparents. I often play football. Sometimes I go hiking.
能听说、认读句子： The weather report says it’s going to rain tomorrow. I can’t play
football in the rain. I can’t go hiking, either.
Specific functional exponents: 理解对话含义并能灵活运用于实践. Source of material: 课件, 卡片, 同步练习册
Assumptions and Anticipated problems: 本课时的重点和难点是四会掌握句型。提倡个性化的学习将学习过程更有意义，引导学生把课堂学习与自己的生活、兴趣和感受联系在一起。有意识地渗透学习策略的训练，引导学生对自己的生活安排做出相应的调整。 Step 1 Warm-up
(1)Free talk: My weekend. Two students have a talk. (2)Play the train game:
T: What do you do on the weekend? S1: I often go hiking.
S2: Sometimes I go shopping.
S3: Usually I visit grandparents. (use the words often, sometimes and usually) Step 2 Preview
T: Zip and Zoom do different things on the weekend. Let’s go and see. Step3 Presentation
(1)Ss read the dialogue on their own. Find out the difficult words. (2)Ss write down Zip and Zoom’s weekend activities. (3)Listen and read after the tape.
(4)Ss practice reading the dialogue. Then act the dialogue.
(5)Write the four-skilled sentences on the blackboard.. Ss practice writing.
(6)Rewrite the story. Write the dialogue as a passage. Teacher writes the passage and students do the blank-filling. Step4 Let’s check
(1)Play the tape and students do the exercises. (2)Check the answer. Step4 Sum up
Summarize what we have learned in this lesson. Step5 Homework
1. Practice writing the four-skilled sentences. 2. Practice reading. 课后反思：
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